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Appendix 2Additions indicated as underline;Deletions indicated as strikethrough1234567891011Commission on Dental Accreditation121314151617181920CODA directive 7/31/2009: Distribution to Communitiesof Interest with deadline for comments on May 1, 201021222324252627Accreditation StandardsFor Dental Education Programs28-1-

Appendix 2Additions indicated as underline;Deletions indicated as strikethroughAccreditation Standards forDental Education mmission on Dental AccreditationAmerican Dental Association211 East Chicago AvenueChicago, Illinois 60611-2678(312) 440-4653www.ada.orgDocument Revision HistoryDateJuly 25, 1996January 1, 1998January 29, 1999July1, 1999July 28, 2000July 28, 2000January 30, 2001July 27, 2001July 1, 2002February 2, 2002August 1, 2002January 1, 2003July 30, 2004January 1, 2006July 29, 2005January 1, 2006July 28, 2006ItemActionAccreditation Standards for Dental Education ProgramsAdoptedAccreditation Standards for Dental Education ProgramsImplementedAccreditation Status DefinitionsRevised and AdoptedAccreditation Status DefinitionsImplementedStandards 2-3 and 2-25eRevised, Adopted and ImplementedIntent Statements added to Selected StandardsAdopted and ImplementedMission StatementRevised and AdoptedStandard on Advanced StandingAdoptedStandard on Advanced StandingImplementedInitial Accreditation Status DefinitionAdoptedIntent Statement added to Standard 2-25Adopted and ImplementedInitial Accreditation Status DefinitionImplementedStandard 2-25 and 2-26 revised: Standard 2-27Formerly 2-26; definition of patients with specialneeds addedAdoptedStandard 2-25 and 2-26 revised; Standard 2-27formerly 2-26; definition of patients with specialneeds addedImplementedStandard 1-5 and 1-6 Institutional Effectiveness(former 1-5 and 1-6 now 1-7 and 1-8)AdoptedStandard 1-5 and 1-6 Institutional Effectiveness(former 1-5 and 1-6 now 1-7 and 1-8)ImplementedExamples of Evidence added to Standard 1-5Adopted and ImplementedCopyright 1998Commission on Dental AccreditationAmerican Dental AssociationAll rights reserved. Reproduction is strictly prohibited without prior written permission.-2-

Appendix 2Additions indicated as underline;Deletions indicated as 1112113114Table of ContentsPAGEMission Statement of the Commission on Dental Accreditation . .4Accreditation Status Definitions .5Introduction 6Goals . .7 8Educational Environment . .9 11Definition of Terms Used in Accreditation Standards . . .13 16Accreditation Standards for Dental Education Programs . 15 191-Institutional Effectiveness 15 192-Educational Program .17 222-1Instruction .17 222-3Curriculum Management .17 222-9Critical Thinking .18 242-10 Self-assessment .19 242-11 Biomedical Sciences .19 252-15 Behavioral Sciences .20 262-17 Practice Management and Health Care Systems . .20 262-20 Ethics and Professionalism 20 272-21 Clinical Sciences 21 273-Faculty and Staff .23 304-Educational Support Services .24 314-1Admissions .24 314-5Facilities and Resources .24 314-6Student Services .24 324-7Student Financial Aid .25 324-9Health Services .25 335-Patient Care Services . .26 346-Research Program 28 36-3-

Appendix 2Additions indicated as underline;Deletions indicated as strikethrough115116Mission Statement of theCommission on Dental Accreditation117118119120121122123124125The Commission on Dental Accreditation serves the public by establishing, maintainingand applying standards that ensure the quality and continuous improvement of dental anddental-related education and reflect the evolving practice of dentistry. The scope of theCommission on Dental Accreditation encompasses dental, advanced dental and allieddental education programs.Commission on Dental AccreditationRevised: January 30, 2001-4-

Appendix 2Additions indicated as underline;Deletions indicated as 155ACCREDITATION STATUS DEFINITIONSPrograms Which Are Fully OperationalAPPROVAL (without reporting requirements): An accreditation classification granted to aneducation program indicating that the program achieves or exceeds the basic requirements foraccreditation.APPROVAL (with reporting requirements): An accreditation classification granted to aneducational program indicating that specific deficiencies or weaknesses exist in one or moreareas of the program. Evidence of compliance with the cited standards must be demonstratedwithin 18 months if the program is between one and two years in length or two years if theprogram is at least two years in length. If the deficiencies are not corrected within the specifiedtime period, accreditation will be withdrawn, unless the Commission extends the period forachieving compliance for good cause.Programs Which Are Not Fully OperationalThe accreditation classification granted by the Commission on Dental Accreditation to programswhich are not fully operational is “Initial Accreditation.”Initial Accreditation: Initial Accreditation is the accreditation classification granted to anydental, advance dental or allied dental education program which is in the planning and earlystages of development or an intermediate stage of program implementation and not yet fullyoperational. This accreditation classification provides evidence to educational institutions,licensing bodies, government or other granting agencies that, at the time of initial evaluations (s),the developing education program has the potential for meeting the standards set forth in therequirements for an accredited educational program for the program for the specific occupationalarea. The classification “initial accreditation” is granted based upon one or more site evaluationvisit(s) and until the program is fully operational.-5-

Appendix 2Additions indicated as underline;Deletions indicated as ccreditation is a non-governmental, voluntary peer review process by which educationalinstitutions or programs may be granted public recognition for compliance with acceptedstandards of quality and performance. Specialized accrediting agencies exist to assess and verifyeducational quality in particular professions or occupations to ensure that individuals will bequalified to enter those disciplines. A specialized accrediting agency recognizes the course ofinstruction which comprises a unique set of skills and knowledge, develops the accreditationstandards by which such educational programs are evaluated, conducts evaluation of programs,and publishes a list of accredited programs that meet the national accreditation standards.Accreditation standards are developed in consultation with those affected by the standards whorepresent the broad communities of interest.The Commission on Dental AccreditationThe Commission on Dental accreditation is the specialized accrediting agency recognized by theUnited States Department of Education to accredit programs that provide basic preparation forlicensure or certification in dentistry and the related disciplines.StandardsDental education programs leading to the D.D.S. or D.M.D. degree must meet the standardsdelineated in this document to achieve and maintain accreditation.This entire document Standards 1 through 6 constitutes The Accreditation Standards for DentalEducation by which the Commission on Dental Accreditation and its consultants evaluate DentalEducation Programs for accreditation purposes. It This entire document also serves as a programdevelopment guide for institutions that wish to establish new programs or improve existingprograms. Many of the goals related to the educational environment and the correspondingstandards were influenced by the work of the American Dental Education AssociationCommission on Change and Innovation and by best practices in accreditation from other healthprofessions.The standards identify those aspects of program structure and operation that the Commissionregards as essential to program quality and achievement of program goals. They specify theminimum acceptable requirements for programs and provide guidance regarding alternative andpreferred methods of meeting standards.-6-

Appendix 2Additions indicated as underline;Deletions indicated as 05206207208209210211212213214Although the standards are comprehensive and applicable to all institutions that offer dentaleducation programs, the Commission recognizes that methods of achieving standards may varyaccording to the mission, size, type and resources of sponsoring institutions. Innovation andexperimentation with alternative ways of providing required training are encouraged, assumingstandards are met and compliance can be demonstrated. The Commission recognizes theimportance of academic freedom, and an institution is allowed considerable flexibility instructuring its educational program so that it can meet the Standards. No curriculum hasenduring value, and a program will not be judged by conformity to a given type. TheCommission also recognizes that schools organize their faculties in a variety of ways.Instruction necessary to achieve the prescribed levels of knowledge and skill may be provided bythe educational unit(s) deemed most appropriate by each institution.The Commission has an obligation to the public, the profession and prospective students toassure that accredited Dental Education Programs provide an identifiable and characteristic coreof required education, training and experience.Format of the StandardsEach standard is numbered (e.g., 1-1, 1-2) and in bold print. Where appropriate, standards areaccompanied by statements of intent that explain the rationale, meaning and significance of thestandard. This format is intended to clarify the meaning and application of standards for boththose responsible for educational programs and those who evaluate these programs for theCommission.-7-

Appendix 2Additions indicated as underline;Deletions indicated as 42243244245246247248249250251252The assessment of quality in educational programs is the foundation for the Standards. Inaddition to the emphasis on quality education, the Accreditation Standards for Dental EducationPrograms are designed to meet the following goals:1.to protect the public welfare;2.to promote an educational environment that fosters innovation and continuousimprovement;3.to guide institutions in developing their academic programs;4.to guide site visit teams in making judgments regarding the quality of the programand;5.to provide students with reasonable assurance that the program is meeting itsstated objectives.Specific objectives of the current version of the Standards include: streamlining the accreditation process by including only standards critical to theevaluation of the quality of the educational program; increasing the focus on competency statements in curriculum-related standards;and emphasizing an educational environment and goals that foster critical thinkingand prepare graduates to be life-long learners.To sharpen its focus on the quality of dental education, the Commission on Dental Accreditationincludes standards related to institutional effectiveness. Standard 1, “Institutional Effectiveness,”guides the self-study and preparation for the site visit away from a periodic approach byencouraging establishment of internal planning and assessment that is ongoing and continuous.Dental education programs are expected to demonstrate that planning and assessment areimplemented at all levels of the academic and administrative enterprise. The Standards focus,where necessary, on institutional resources and processes, but primarily on the results of thoseprocesses and the use of those results for institutional improvement.The following steps comprise a recommended approach to an assessment process designed tomeasure the quality and effectiveness of programs and units with educational, patient care,research and services missions. The assessment process should include:1.2.establishing a clearly defined purpose/mission appropriate to dental education,patient care, research and service;formulating goals consistent with the purpose/mission;-8-

Appendix 2Additions indicated as underline;Deletions indicated as 2822832842852862872882892902912923.4.5.6.designing and implementing outcomes measures to determine the degree ofachievement or progress toward stated goals;acquiring feedback from internal and external groups to interpret the results anddevelop recommendations for improvement (viz., using a broad-based effort forprogram/unit assessment);using the recommendations to improve the programs and units; andre-evaluating the program or unit purpose and goals in light of the outcomes ofthis assessment process.Implementation of this process will also enhance the credibility and accountability of educationalprograms.It is anticipated that the Accreditation Standards for Dental Education Programs will strengthenthe teaching, patient care, research and service missions of schools. These Standards are nationalin scope and represent the minimum requirements expected for a dental education program.However, the Commission encourages institutions to extend the scope of the curriculum toinclude content and instruction beyond the scope of the minimum requirements, consistent withthe institution’s own goals and objectives.The foundation of these Standards is a competency-based model of education through whichstudents acquire the level of competence needed to begin the unsupervised practice of generaldentistry. Competency is a complex set of capacities including knowledge, experience, criticalthinking, problem-solving, professionalism, personal integrity and procedural skills that arenecessary to begin the independent and unsupervised practice of general dentistry. Thesecomponents of competency become an integrated whole during the delivery of patient care.Professional competence is the habitual and judicious use of communication, knowledge, criticalappraisal, clinical reasoning, emotions, values and reflection in daily practice for the benefit ofthe individuals and communities served. Accordingly, learning experiences help students blendthe various dimensions of competency into an integrated performance for the benefit of thepatient, while the assessment process focuses on measuring the student’s overall capacity tofunction as an entry-level, beginning general dentist rather than measuring individual skills inisolation.In these Standards the competencies for general dentistry are described broadly. TheCommission expects each school to develop specific competency definitions and assessmentmethods in the context of the broad scope of general dental practice. These competencies mustbe reflective of an evidence-based definition of general dentistry. To assist dental schools indefining and implementing their competencies, the Commission strongly encourages thedevelopment of a formal liaison mechanism between the dental school and the practicing dentalcommunity.-9-

Appendix 2Additions indicated as underline;Deletions indicated as strikethrough293294295296297298The objectives of the Commission are based on the premise that an institution providing a dentaleducational program will strive continually to enhance the standards and quality of bothscholarship and teaching. The Commission expects an educational institution offering such aprogram to conduct that program at a level consistent with the purposes and methods of highereducation and to have academic excellence as its primary goal.-10-

Appendix 2Additions indicated as underline;Deletions indicated as strikethroughEducational 8329330331332333334335Among the factors that may influence predoctoral curricula are expectations of the parentinstitution, standing or emerging scientific evidence, new research foci, interfaces with specialtyor other dental-related education programs, approaches to clinical education, and pedagogicalphilosophies and practices. In addition, the demographics of our society are changing, and theeducational environment must reflect those changes. People are living longer with morecomplex health issues, and the dental profession will routinely be expected to provide care forthese individuals. Each dental school must also have policies and practices to achieve anappropriate level of diversity among its students, faculty and staff. While diversity of curriculais a strength of dental education, the core principles below promote an environment conducive tochange, innovation, and continuous improvement in educational programs. Application of theseprinciples throughout the dental education program is essential to achieving quality.Comprehensive, Patient-Centered CareThe Standards reconfirm and emphasize the importance of educational processes and goals forcomprehensive patient care and encourage patient-centered approaches in teaching and oralhealth care delivery. Administration, faculty, staff and students are expected to develop andimplement definitions, practices, operations and evaluation methods so that patient-centeredcomprehensive care is the norm.Institutional definitions and operations that support patient-centered care can have the followingcharacteristics or practices:1. ensure that patients’ preferences and their social, economic, and emotional, physicaland cognitive circumstances are sensitively considered;2. teamwork and cost-effective use of well-trained allied dental personnel areemphasized;3. evaluations of practice patterns and the outcomes of care guide actions to improveboth the quality and efficiency of care delivery; and4. general dentists serve as role models for students to help them learn appropriatetherapeutic strategies and how to refer patients who need advanced therapies beyondthe scope of general dental practice.Critical ThinkingCritical thinking is foundational to teaching and deep learning in any subject. The componentsof critical thinking are: the application of logic and accepted intellectual standards to reasoning;-11-

Appendix 2Additions indicated as underline;Deletions indicated as 365366367368369370371372373374375the ability to access and evaluate evidence; the application of knowledge in clinical reasoning;and a disposition for inquiry that includes openness, self-assessment, curiosity, skepticism, anddialogue. In professional practice, critical thinking enables the dentist to recognize pertinentinformation, make appropriate decisions based on a deliberate and open-minded review of theavailable options, evaluate outcomes of diagnostic and therapeutic decisions, and assess his orher own performance. Accordingly, the dental educational pr

and publishes a list of accredited programs that meet the national accreditation standards. Accreditation standards are developed in consultation with those affected by the standards who represent the broad communities of interest. The Commission on Dental Accreditation . The Commission on Dental accreditation is the specialized accrediting .

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