DENTAL HYGIENE DEPARTMENT PROGRAM REVIEW - Bergen

palpation, percussion, auscultation and other diagnostic procedures; manipulation of handand motor instruments; basic life support; operating foot controls; positioning andmoving dental equipment and responding to visual and aural equipment signals areamong, but not all inclusive of the requisite skills. Sensory ability – students must have adequate visual acuity to recognize and gathermaterial from printed or handwritten formats, slides, films, videos, DVDs and x-rays; todifferentiate between variations in the depth of field, color, shade, size and shape ofclinical findings or their diagrammatic representation; and to observe and respond tononverbal communication. Auditory functions must be sufficient to facilitatecommunication with faculty, peers and patients; and to recognize and respond to soundemanating from malfunctioning equipment. Tactile sensitivity is crucial in differentiatingbetween normal and abnormal structures of the head and neck. Communication – in order to provide effective patient care services, and become anintegral dental team member, the student must have sufficient command of English.Excellent communication skills are vital in gleaning information from lectures, texts,journals and other written materials as well as conversations with dental personnel, and toconvey gleaned information to patients, peers, faculty and staff. Writing skills areessential for documentation of clinical charts. Patient education, problem solving andcollaborative exercises are all dependent upon the students‟ ability to communicateeffectively. Cognition – administration of appropriate and timely dental hygiene care is a function ofanalysis, integration, and synthesis of a variety of sources. Problem solving requires theability to calculate, summarize and interpret written, oral and diagrammatic/pictorialinformation. Furthermore, written documentation of relevant accurate and completeinformation in a prescribed, legally acceptable form is essential. Multi-tasking is also arequisite skill of the dental health care professional. The capacity to prioritize, in anappropriate sequence, may mean the difference between life and death in an emergencysituation.BCC Academic Program Review, 2013-14Dental Hygiene Program-11-

Behavioral – students must possess the emotional stability necessary to fully utilizehis/her intellectual capability in providing the patient with appropriate, efficient and safetreatment. This can be demonstrated by the exercise of good judgment; promptcompletion of patient related responsibilities; development of compassionate andeffective rapport with patients, peers and faculty; adaptation to change; display offlexibility; compliance with programmatic procedures and policies as well as standards ofacademic integrity; tactful and congenial management of apprehensive patients; andacceptance of reasonable feedback and constructive criticism. Maintaining a calmdemeanor in the face of stress that is inherent in the clinical treatment of patients isanother demonstration of the attitudinal and behavioral maturity required for success.Trends and Patterns of EnrollmentIn 2004-2005, the Dental Hygiene Clinic was renovated. The original clinic had 18dental chairs and 4 were added for a total of 22. This increased the maximum number ofstudents that could be enrolled from 36 per year to 44. Enrollment varies due to the number ofstudents who fail/withdraw from a first or second semester course and have to repeat thecourse(s) the following fall and/or spring in order to progress through the program.Table on Enrollment Data 2008-2014First Year of the ProgramNumber of applicantsNumber meetingestablished admissioncriteriaNumber to be admittedNumber to be admittedwith advanced standingStudent Attrition Rate firstyear of programStudent Attrition Ratesecond year of 801TBD301200BCC Academic Program Review, 2013-14Dental Hygiene Program-12-

Student SatisfactionStudent Surveys of Enrollees and GraduatesCurrent students complete evaluations of faculty each semester. In the past, these were paperand pencil forms which were reviewed and tabulated by an outside agency. During the followingsemester and/or year, the reports were then sent to the respective faculty and the departmentchair was copied for review. For the first time in fall 2013, an electronic version was utilized.Results were sent to the faculty via email. The categories were scored from strongly agree, toagree, neutral, disagree, and strongly disagree and included the following:1. Challenged2. Increase learning3. Assignments objectives4. Texts relevant5. Tests content6. Material logical7. Workload8. Recommend course9. Attend10. Prepped11. Strong desire12. Required13. Organized manner14. Communicate clearly15. Positive environment16. Helpful feedback17. Support progress18. Enhanced interest19. Timely feedback20. Overall instructionOpen ended questions included:1. What did this instructor do well?2. How can this instructor improve?BCC Academic Program Review, 2013-14Dental Hygiene Program-13-

3. Is there anything about this course that we did not ask but you would like to tell us?The results ranged from strongly agreed 50-94%, agree 6-39%, neutral 0-17%, disagree 06%, strongly disagree 0%. Unfortunately, this year surveys for other faculty were not receivedby the department chairs. In the past, both faculty and department chairs would receive theresults of the paper and pencil surveys.Per the Center for Institutional Effectiveness, Graduate Follow-up Surveys wereconducted from 2007 to 2011. Graduates satisfaction was measured in Tables 7, 8, 11, and 12(Appendix A). Table 7 looked at current employment status and those employed full timeranged from 29 – 61%, those employed part time 28 – 69%, those seeking employment 6 – 18%,and those not available for employment 0 – 6%. Table 8 reported the relevance of their programof study at BCC to their current job. Those responding that it was directly related ranged from89 – 100% and somewhat related ranged from 0 – 11%. Not related reported 0%.Table 11 inquired if the program of study at BCC helped in any of the following ways: toobtain a job 36 – 54%, with performance on the job 34 – 38%, to get a raise/promotion 8 – 17%,and other 0 – 14%. Table 12 asked how well the training you received at BCC prepared you foryour current job. Scoring was done with 5 excellent, 4 good, 3 average, 2 fair, and 1 poor. Over the five year period, scores ranged from 3.4 to 4.77, average to good.Qualitative MeasuresOpen ended comments are also recorded on the Follow Up Surveys each year. Themajority of responses were positive: excellent program, very pleased, prepares you for boardsand future positions, wonderful, great experience, amazing teachers, challenging, etc. Some ofthe negative comments included: problems with registration, unaware of job placement program,problems with bursar/lost paperwork, desire for more radiographic practice and patientinteraction, labs need to be updated, desire for local anesthesia course to be available tograduates, etc.Graduate follow up survey inserts are program specific and scored from excellent togood, fair, poor, or skill not used. Categories included Traditional Skills, Expanded FunctionSkills, General Skills, and Affective Behavior and Professionalism. Graduates are asked to ratehow well you feel the Dental Hygiene program at BCC prepared you for each skill.BCC Academic Program Review, 2013-14Dental Hygiene Program-14-

In 2007, 14 responded, in 2008, 18, in 2009, 17, in 2010, 10, and in 2011, 8. Traditionalskills ranged from excellent 33 – 100%, good 6 – 55%, fair 5 – 37 %, and poor 0 – 11%.Expanded Function skills ranged from excellent 5 – 77%, good 5 – 50%, fair 5 – 41%, poor 5 –28%, and not used 7 – 50%. General skills ranged from excellent 33 – 90%, good 5 – 62%, fair0 – 16%, poor 0 – 16%, not used - 16%. Affective Behavior and Professionalism ranged fromexcellent 42 – 83%, good 16 – 50%, fair 5 – 25%, poor 0%, and not used 0 – 7%.Learning Outcomes AssessmentsFaculty Participation in Assessment ActivitiesLearning outcomes are assessed by faculty on an ongoing basis throughout the twentyone month curriculum. Clinical assessment is done through the Typhon electronic gradingsystem for OH I, OH II, OH III, and OH IV (DHY 101, 201, 202, and 203 respectively).Didactic assessment is accomplished through examinations, quizzes, assignments, projects, andjournaling. Moodlerooms is utilized in each course.Results of AssessmentAs indicated in our written and clinical board examinations, (NBDHE andADHLEX/NERB), our students successfully pass their examinations in preparation for licensureas Registered Dental Hygienists. When required by changes in the State of NJ Dental PracticeAct, the department has created new courses, such as Local Anesthesia (DHY 220) and modifiedexisting courses as well as the curriculum.Through student evaluations each semester as well as graduate surveys, feedback isreceived regarding how students/graduates perceive that they have been prepared for theirprofession.Assessment Methods / Documented Outcomes National Dental Hygiene Board Examination Results (2006-2013) ADHLEX /NERB Examination Results (2006-2013) Dental Hygiene Program – Skills Assessment (Typhon) Extramural Rotation Experience Evaluation (Typhon) Dental Hygiene Program – Didactic Coursework (Moodlerooms)BCC Academic Program Review, 2013-14Dental Hygiene Program-15-

National Dental Hygiene Board Results2006-2013YearPassFail201397% (3% result 00897%3%200797%3%2006100%0%ADHLEX / NERB Board %0BCC Academic Program Review, 2013-14Dental Hygiene Program-16-

Outcome MeasuresClinical CompetenceCritical Thinking SkillsProblem Solving SkillsKnowledgeProfessionalismEthicsMeasured by clinical evaluations in patient care includinginstrumentation, assessment, treatment planning,implementation, and evaluation.Graded in Typhon.Measured in both didactic and clinical knowledge and skills.Examinations, quizzes, papers, projects, discussion boardpostings.National Board Examination NBDHEMeasured through class activities, discussions, examinations,clinical judgment, discussion board postings

sciences. The dental hygiene content is unique in that it is derived from the dental sciences and is composed of both a didactic and practice component. The program of learning is consistent with the standards and requirements set forth by the American Dental Association, Council on Dental Accreditation, and the New Jersey Dental