Oregon Institute of Technology Dental Hygiene Associate of Applied Science Assessment Report

Transcription

1 Oregon Institute of Technology Dental Hygiene Associate of Applied Science Assessment Report I. Introduction The Associate of Applied Science (AAS) Dental Hygiene program is offered at the ODS College of Dental Sciences in La Grande, Oregon in partnership with the ODS Companies, Eastern Oregon University (EOU) and Oregon Institute of Technology (OIT). It began in 2005 with 26 enrolled students. Enrollment is selective and limited to no more than 26 students per year. The first cohort of students graduated in The graduation rate is presented in table 1 below. TABLE 1: 5-Year Graduation Rate Class 2007 Class 2008 Class 2009 Class 2010 Class /27 (96%) 26/26 (100%) 23/26 (88%) 24/24 (100%) II. Purpose, Objectives, and Student Learning Outcomes The Dental Hygiene faculty reviewed the program purpose, objectives, and learning outcomes during the fall retreat in September The faculty affirmed the statements below: Dental Hygiene Program Purpose The purpose of the Associate of Applied Science program in Dental Hygiene is to prepare students for entry into the dental hygiene profession with emphasis in community health and clinical dental hygiene practice. Program Educational Objectives 1. Provide the dental hygiene student opportunity to gain necessary knowledge, skills, and values to enter the registered practice of dental hygiene 2. Prepare the student to sit for the National Board Dental Hygiene Examination 3. Prepare the student to take the WREB examination in dental hygiene and anesthesia. Expected Student Learning Outcomes 1. The dental hygiene graduate will be competent in applying ethical, legal and regulatory concepts in the provision and/or support of oral health care services 2. The dental hygiene graduate will be competent in critical thinking and self-assessment 3. The dental hygiene graduate will be competent in interpersonal and communication skills to effectively interact with diverse population groups 4. The dental hygiene graduate will be competent in assessing, planning, implementing and evaluating community-based oral health programs including health promotion and disease prevention activities 5. The dental hygiene graduate will be competent in providing oral health care to individuals at all stages of life and for all periodontal classifications 6. The dental hygiene graduate will continue professional growth and development after graduation. 1

2 III. Three-Year Cycle for Assessment and Student Learning Outcomes At the fall retreat in September 2009, the faculty also confirmed the assessment cycle as adjusted in The assessment cycle follows in table 2 below. TABLE 2: Assessment Cycle for Associate of Applied Science in Dental Hygiene Outcome The dental hygiene graduate will be competent in applying ethical, legal and regulatory concepts in the provision and/or support of oral health care services 2. The dental hygiene graduate will be competent in critical thinking and self-assessment 3. The dental hygiene graduate will be competent in interpersonal and communication skills to effectively interact with diverse population groups 4. The dental hygiene graduate will be competent in assessing, planning, implementing and evaluating community-based oral health programs including health promotion and disease prevention activities 5. The dental hygiene graduate will be competent in providing oral health care to individuals at all stages of life and for all periodontal classifications 6. The dental hygiene graduate will continue professional growth and development after graduation. IV Summary of Assessment Activities The Dental Hygiene faculty conducted formal assessment of two program student learning outcomes (PLSOs) during Table 3 summarizes the assessment activities. TABLE 3: Summary of Assessment Activities Student Learning Outcome Criteria Assessment Method PSLO # 1: The dental Evaluate ethical issues related Direct Assessment hygiene graduate will be to a problem in the discipline 1. Testing: knowledge competent in applying Demonstrate knowledge of the 2. Direct observation ethical, legal and regulatory ADHA code of ethics Indirect Assessment concepts in the provision Demonstrate professional 1. Graduate survey and/or support of oral health conduct in the academic care services. environment Assessment Points: DHE 313 Principles of Dental Hygiene VI PSLO #6: The dental Access professional networks hygiene graduate will Demonstrate continual growth continue professional o participate in study growth and development groups after graduation. o obtain advanced degree Indirect Assessment 1. Alumni survey 2

3 o obtain new license endorsements o contribute to DH body of knowledge through research Assessment Point: 3-year and beyond graduation PSLO # 1: The dental hygiene graduate will be competent in applying ethical, legal and regulatory concepts in the provision and/or support of oral health care services. DIRECT ASSESSMENT: TESTING The faculty assessed ethical practice in DHE 313 Principles of Dental Hygiene VI during winter term 2010 using testing. Students were tested to determine their knowledge of ethical principles and core values. Twenty-six sophomore students were involved in the assessment. Questions consisted of multiple choice (6), true/false (6), and short answer (13). Answers were analyzed to determine areas of strength and weakness based on the question topic. The following table (Table4) is a summary of the results: TABLE 4: Summary of Ethics Testing Question Question Type Question Topic Correct Number 1 Multiple choice Unprofessional conduct 100% 2 Multiple choice Basis for discipline/prescription writing 39% 3 True/False Basis for discipline 100% 4 True/False Nitrous oxide/oxygen administration requirements 74% 5 True/False Penalty 96% 6 True/False Reporting violations 100% 7 Multiple choice Licensee requirements to display license 83% 8 Multiple choice Class IV anesthesia permit 96% 9 Multiple choice Continuing education 65% 10 Multiple choice Additional permits/certification 87% 11 Short answer License period (Oregon) 100% 12 Short answer Continuing education 100% 13 Short answer Class I anesthesia permit 100% 14 Short answer LAP - define 96% 15 Short answer Direct supervision - define 100% 16 Short answer Indirect supervision - define 96% 17 Short answer General supervision - define 96% 18 Short answer Supervision 91% 19 Short answer Expanded functions 100% 20 True/False Dental hygiene functions 96% 21 True/False Discipline 96% 22 Short answer State Board of Dentistry - member composition 100% 23 Short answer State Board of Dentistry - actions 100% 24 Short answer Jurisprudence - define 100% 25 Short answer Supervision for nitrous oxide/oxygen admin 80% 3

4 Strengths: One hundred percent of responses were correct for questions 1, 3, 6, 11, 12, 13, 15, 19, 22, 23, and 24 Weaknesses: Twenty-nine percent of responses were correct for question #2 and sixty-five percent of responses were correct for question #9. Recommendations: Reinforce prescription guidelines for dentists and acceptable subjects for continuing education in lesson plans and presentations. DIRECT ASSESSMENT: DIRECT OBSERVATION The faculty assessed ethical practice using direct observation. The faculty rated professional behavior of 24 graduating students using a 0-2 scale. The table below summarizes the results (Table 5). Table 5: Professionalism 1) Timeliness 2) Quality a 3) Quality b Name Degree Megan Azure AAS Abigail Bradford AAS Lisa Brown AAS Mary Buchheit AAS Alissa Clinton AAS Sydney Craven AAS Katelyn Currans AAS Heather Dewey AAS Brianne Dickenson AAS Kasie Gillespie AAS Kim Ha AAS Keeta Hamilton AAS Jennifer Hayes AAS Kristi Heinze AAS Rebecca Herr AAS Krystal Hinkle AAS Carmen Maher AAS Abby Morrison AAS Ashley Nichols AAS Brittney Proctor AAS Angela Rear AAS Bailey Smith AAS Danielle Tams AAS Thuy Anh Vo AAS KEY: 4) Attitude toward feedback 5) Attitude toward tasks 6) Punctuality 7) Attendance 8) Academic integrity 9) Interpersonal skills 10) Policies and procedures 11) Work ethic 12) Appearance 4

5 0 does not meet faculty expectations 1 meets faculty expectations 2 exceeds faulty expectations Strengths The dental hygiene faculty enjoys working with students who display high levels of professionalism. The overwhelming majority of students meet or exceed expectations in all criteria. INDIRECT ASSESSMENT: GRADUATE SURVEY The faculty assessed this outcome using a graduate survey. Twenty-two students participated in the assessment. The following Table 6 summarizes students reporting. TABLE 6: 2010 Graduate Survey Strongly Agree Agree Disagree Strongly Disagree The OIT Dental Hygiene program helped me to be able to: Discern and manage ethical issues of dental hygiene practice in a changing (63.6%) (36.4%) environment Comply with state and federal laws governing the practice of dentistry and dental hygiene 17 (77.3%) 5 (22.7%) Rating Average The OIT Dental Hygiene program prepared me to be competent in: Applying ethical, legal, and regulatory concepts to the provision and/or support of oral health care services 19 (86.4%) 3 (13.6%) Strengths: All respondents reported agree or strongly agree in all criteria. Weaknesses: none Recommendations: Continue successful teaching and learning methods. PSLO #6: The dental hygiene graduate will continue professional growth and development after graduation. This outcome was not assessed. Development of an assessment tool is in progress with plans to assess during the academic year. V. Summary of Student Learning During the academic year, the following program student learning outcome was assessed: The dental hygiene graduate will be competent in applying ethical, legal and regulatory concepts in the provision and/or support of oral health care services. Both direct and indirect assessment methods were used. The faculty is satisfied with the results of the assessment and affirms graduates have met the program student learning outcome. The program will continue its successful teaching and learning methods. During the academic year, the following program student learning outcomes was not assessed: 5

6 The dental hygiene graduate will continue professional growth and development after graduation. The outcome was not assessed because an assessment tool was not created. Additionally, the program does not have reliable contact information for most graduates. The program will assess the outcome during the academic year and coordinates its efforts with OIT Career Services. VI. Changes Resulting From Assessment SLO#2: The dental hygiene graduate will be competent in critical thinking and self-assessment DIRECT ASSESSMENT: NUTRITIONAL ANALYSIS ASSIGNMENT This outcome was assessed during summer term 2009 in DHE 311 Principles of Dental Hygiene using a project and report. Students were required to conduct a nutritionally analysis and submit a written report detailing the project. Twenty-four students in their last year of the program participated. The following table (Table 7) summarizes the results: Table 7: Project and Report Nutritional Analysis Grading Criteria 1 0 Paper requirements and writing mechanics (Yes = 1) (No = 0) (Total of 5 possible points for this section only) 1. Title page Table of contents Resource page Times New Roman, size Double-spaced 24 Section I: Patient Selection Identified an appropriate patient that could benefit from nutritional 24 counseling. Explained rational for patient selection. Section II: 3-day food diary 7. Developed 3-day food diary form and instructions for using the form Instructions included using one weekend day in the patient s diary. Instructions included a written handout, plus a summary of verbal counseling with patient on how to use the diary. Section III & IV: Dietary Analysis 8. Include a copy of the patient s daily nutritional requirements from mypyramid.gov Website and summary of dietary review with patient Dietary analysis for adequacy, balance, moderation, and caloric values. Written recommendations for possible changes to help patient meet nutritional requirements. 10. Sweet Scores Form and analysis 24 Section V: Counseling 11. Summary of counseling session. Identifies changes patient wants to incorporate into their daily diet. Explains rationale for recommendations. Includes visuals and handouts

7 Section V & VI: Evaluation and Reflection 12. Includes evaluation plan for patient follow-up Reflection on what patient and clinician learned from this project, 22 2 including what you would do the same or differently next time. Writing Mechanics 14. Accurate and precise diction and phrasing written for the professional reader. No grammatical, punctuation, and sentence mechanical errors. Attached rubric to paper KEY 5 Exceptional understanding and integration of knowledge 4 Acceptable understanding and integration of knowledge, could expand on subject 3 Some information inaccurate or incomplete, needs improvement in rationale used to support statements 2 Failed to recognize key issues or integrate knowledge or provide sound rationale for item Strengths: Over 90% of the students scored 5 or 4 in items 1-8, 10, and Weaknesses: Twenty-one percent of students scored 3 or 2 in item 9, Dietary analysis for adequacy, balance, moderation, and caloric values. Written recommendations for possible changes to help patient meet nutritional requirements. Thirteen percent of students scored 3 in item 11, Summary of counseling session. Identifies changes patient wants to incorporate into their daily diet. Explains rationale for recommendations. Includes visuals and handouts. Recommendations: Overall students did very well on their critical thinking and self-assessment in this project and paper. A few students did not include enough detailed information on the dietary analysis for adequacy, balance, moderation, and caloric values. A few students also did not write specific suggestions for dietary changes in a list format so the patient could choose which dietary habits they wanted to change. Some students had a tendency to give recommendations to the patient without asking the patient to specifically pick what they wanted to change. The instructor for the course has clarified the requirements for the dietary analysis and counseling in the handout and scoring guide to help students be more detailed in their analysis, plus actively involve the patient more in choosing changes they want to make. DIRECT ASSESSMENT: ASSIGNMENT SCIENTIFIC PAPER ANALYSIS Analysis of scientific literature occurs in DHE 381 Oral Health Planning and Care II. Students are required to search literature for an original research article and submit a written paper that answers specific questions related to the analysis of scientific papers. Previous assessment identified inadequate assessment measures for the assignment. The assessment rubric has been redesigned and will be implemented during fall term 2010 (see appendix for assessment rubric). Student Learning Outcome #4: The dental hygiene graduate will be competent in assessing, planning, implementing and evaluating community-based oral health programs including health promotion and disease prevention activities. 7

8 DIRECT ASSESSMENT: COMMUNITY HEALTH PROJECT AND PORTFOLIO Assessment, planning, implementing, and evaluating community-based health programs occurs in DHE 380 and 381 Oral Health Planning and Care I, II during spring and summer terms. Students perform all aspects of a community-based oral health program using a project. Student groups submit portfolios that document their project. Assessment conducted during the cycle identified inadequate assessment measures for the portfolio. The assessment rubric was redesigned and portfolios were rescored. Four to five students were responsible for each portfolio and five portfolios were evaluated. Performance was rated as proficient (4), competent (3), beginner (2) and novice (1). The following table (Table 7) summarizes the results. Table 5: Professionalism Denture Divas Cove HS Mouthguard Tiger Mouthguard Bee Smart & Seal Wellness at Wildflower Lodge Union Co Sealant Rating Average Covenant & Roles Contacts Agendas & Meetings Assessment Tools DH Diagnosis Goals, objectives Budget & Funding Strengths: All groups performed at proficient or competent in determining appropriate assessment tools, determining goals, objectives, and strategies, and implementing community health projects. Weaknesses: There was a range of performance among the groups. However, rating averages did not meet expectations in agendas & meetings and evaluation. Recommendations: The course instructor has written a course manual that includes specific instructions and expectations for all criteria. Additionally, she has communicated expectations with the off-campus site project lab instructor. The lab instructor in La Grande will review all portfolio criteria with the students when the project is introduced during summer term and will again reinforce the requirements at the beginning of fall term. The instructor will place special emphasis on agendas & meetings and evaluation since those scored at a lower performance level last year. Timeline & Implementation Evaluations 8

9 Curriculum Map PSLO # 1: The dental hygiene graduate will be competent in applying ethical, legal and regulatory concepts in the provision and/or support of oral health care services. The following curriculum map indicates the courses where teaching and/or learning occurs and the level to which this PSLO is taught in the program. I = Introduced R = Reinforced E = Emphasized Fall Winter Spring Summer SOPHOMORE CHE 210 Clinical Pharmacology R DHE 205 Oral & Dental Anatomy DHE 211 Principles of Dental Hygiene I DHE 221 DH Clinical Practice I I DHE 252 Oral Radiology I I E SPE 321 Small Group & Team Com DHE 212 Principles of Dental Hygiene R DHE 222 D H Clinical Practice II R DHE 227 General Pathology DHE 253 Oral Radiology II R DHE 275 Dental Ethics I E DHE 282 Medical and Dent ER Procedures R DHE 213 Principles of Dental Hygiene III R DHE 223 DH Clinic Practice III R DHE 233 Periodontology DHE 261 Dental Health Education DHE 273 Oral Pathology JUNIOR DHE 311 Principles of Dental Hygiene IV R DHE 321 DH Clinic Practice IV R DHE 333 Periodontal Therapy DHE 351 Dental Analgesia R DHE 380 Oral Health Planning & Care I DHE 312 Principles of Dental Hygiene V R DHE 322 DH Clinic Practice V R DHE 320 Dent Mat and Chairside Assist R DHE 381 Oral Health Plan and Care II R Psychology elective DHE 313 Principles of Dental Hygiene VI R DHE 323 DH Clinical Practice VI R WRI 227 Technical Report Wri Humanities elective Psychology elective 9

10 PSLO #6: The dental hygiene graduate will continue professional growth and development after graduation. The following curriculum map indicates the courses where teaching and/or learning occurs and the level to which this PSLO is taught in the program I = Introduced R = Reinforced E = Emphasized Fall Winter Spring Summer SOPHOMORE CHE 210 Clinical Pharmacology DHE 205 Oral & Dental Anatomy DHE 211 Principles of Dental Hygiene I DHE 221 DH Clinical Practice I I DHE 252 Oral Radiology I SPE 321 Small Group & Team Com DHE 212 Principles of Dental Hygiene R DHE 222 D H Clinical Practice II DHE 227 General Pathology DHE 253 Oral Radiology II DHE 275 Dental Ethics R DHE 282 Medical and Dent ER Procedures DHE 213 Principles of Dental Hygiene III R DHE 223 DH Clinic Practice III DHE 233 Periodontology DHE 261 Dental Health Education DHE 273 Oral Pathology JUNIOR DHE 311 Principles of Dental Hygiene IV R DHE 321 DH Clinic Practice IV DHE 333 Periodontal Therapy DHE 351 Dental Analgesia DHE 380 Oral Health Planning & Care I DHE 312 Principles of Dental Hygiene V R DHE 322 DH Clinic Practice V DHE 320 Dent Mat and Chairside Assist DHE 381 Oral Health Plan and Care II Psychology elective DHE 313 Principles of Dental Hygiene VI R DHE 323 DH Clinical Practice VI WRI 227 Technical Report Wri Humanities elective Psychology elective 10

11 APPENDI Assessment Rubrics Scientific Paper Analysis Performance Indicators Objective/Criteria Proficient Competent Beginner Novice 1. When & where was the work published? 2. What are the qualifications of the authors? Are they appropriate? 3. What is the purpose of the study? Is it clearly stated? 4. Is the experimental design clearly described? Which type of design was used? 5. How have the possible influences on the findings been identified and what controls were instituted? 6. How was the sample selected? Was it appropriate? 7. Has the reliability of the scoring been assessed? How? 8. Is the experimental therapy compared appropriately to the control therapy? 9. What is the duration of the investigation? Is this sufficient? 10. What statistical analysis was used to answer the research question or hypothesis? 11. Have the research questions or hypotheses been answered? 12. Do the interpretations and conclusion logically follow the experimental findings? 13. What is the clinical significance of this study? 14. Which questions was most difficult for you to answer? 15. Is the paper written on the level of a college student? KEY P B C N Exceptional understanding and integration of knowledge Acceptable understanding and integration of knowledge, could expand on subject Some information inaccurate or incomplete, needs improvement in rationale used to support statements Fails to recognize key issues or integrate knowledge or provide sound rationale for item 11