2014 ADEA Annual Meeting
March 17, 2014 San Antonio, TX
Educational Standards for
Dental Therapy Programs
Community Catalyst
Community Catalyst is a national non-profit advocacy organization that works with national, state and local consumer organizations, policymakers and foundations to build consumer and community leadership to improve the health care system supporting consumer advocacy networks that impact state and federal health care
policy, and ensure consumers have a seat at the table as health care decisions are made.
On Dental Therapy, Community Catalyst is working with consumer groups in five states: Vermont, Ohio, New Mexico, Kansas and Washington.
AGENDA
10:30-10:40 Moderator and Introduction Allan Formicola, DDS, MS *
10:40-10:50 Overview of the process to develop standards Frank Licari, DDS, MS
10:50-11:05 Competence domains and supervision Karl Self, DDS, MBA
11:05-11:20 Rationale for a two year program, program director Mary Willard, DDS
11:20-11:35 CODA update on draft DT Accreditation Standards
John Williams DMD, MBA 11:35- Noon Q & A and Discussion
* A.J. Formicola serves as a consultant to the W. K. Kellogg Foundation and assisted the panel’s work
• Panel convened by Community Catalyst: December 2012-September 2013
• Calls for Standards for Institutions from the five states working with Community Catalyst
• Supported by a grant from the Kellogg Foundation
• Follows up AAPHD Curriculum Panel
Introduction
Evans C. The principles, competencies and curriculum for educating dental
therapists: a report of the American Association of Public Health Dentistry Panel. JPHDF 71(2):S9-S19;2011
Report is available: www.communitycatalyst.org/doc-store/publications/dental-
therapy-education-standards.pdfcommunitycatalyst.org/doc-Educational Standards for
Dental Therapy Programs
Advisory Panel
Frank Licari, DDS, MPH, MBA
Roseman University of the Health Sciences
College of Dental Medicine
Educational Standards for
Dental Therapy Programs Advisory Panel
Panel Members
• Frank Licari, DDS, MPH, MBA, Roseman University (Chair)
• Ruth Ballweg, MPA, PA-C, University of Washington
• Darren Berg, DT, Saskatchewan, Canada
• Colleen Brickle, RDH, RF, EdD, Normandale Community College
• Caswell A. Evans, DDS, MPH, University of Illinois at Chicago
• Karl Self, DDS, MBA, University of Minnesota
Educational Standards for
Dental Therapy Programs Advisory Panel
Panel Observers
•Leon Assael, DMD, University of Minnesota
•Suzanne Beatty, DDS, Metropolitan State University
Reviewers
• Ann Batrell, MSDH, ADHA
• Pamela Steinbach, RN, MS, ADHA
• Judith Buchanan, DMD, PhD, University of Minnesota
• Todd Hartsfield, DDS, Arizona School of Dentistry and Oral Health
• William Hendricson, MS, MA, UTHSCSA
• Julie Satur, MH,Sci, PhD, University of Melbourne
Educational Standards for
Dental Therapy Programs Advisory Panel
First Convened: December 2012 Concluded: October 2013
4 Primary Issues
1) Length of the Program
2) Degree/Certificate Granted
3) Program Director Qualifications
4) Supervision
Dental Therapy Competence
Domains and Supervision
Karl Self, DDS, MBA
University of Minnesota
School of Dentistry
• Five Competence Domains build upon
the work of the 2010-2011 AAPHD Panel
• Minimum standard of competency
• Allows flexibility for educational programs
• Competency statements mirror that of
other providers
Domain 1
Assessment and Judgment
–12 competency statements
Domain 2
Preventive Care (per protocol)
–6 competency statements
Domain 3
Therapeutic Care (provide treatment
that is based on previously approved
protocols)
–11 competency statements
Domain 4
Pharmacological and Emergency
Management (per protocol)
– 5 competency statements
Domain 5
Professional and Community
Responsibility
–10 competency statements
• The “standard of care” taught to dental
therapists will be identical to that taught to
dental students
• Health promotion and disease prevention will
be core elements of the educational program
• Education will occur in a professional
environment to ensure graduates are prepared
to work in a team setting
• Supervision by a licensed dentist as part
of a collaborative oral health care team
• Standards are not intended for
independent practice
• Definition of supervision and collaboration
will vary among states and tribes
Educational Standards for
Dental Therapy Programs
Director of DT Educational Programs
Rational for a Two-Year Educational Program
Topics
Mary E. Williard, DDS
Director, DHAT Educational Program
Alaska Native Tribal Health Consortium
•
Responsible for fulfilling the program’s mission
and goals, including program organization,
operation, fiscal management, evaluation, and
development
•
If the Program Director is not a licensed dentist,
then they must have a dental director who must
be licensed and supports the program director
through “continual involvement in the program”
Two-year DT Educational Programs
Review of the Global Literature*
•Two-year education is the tradition. Decrease cost to student,
decreased time to practice
•Quality of care provided by DT is excellent
•DT Improve access to care
Summary of findings**
•Providing technically competent care safely and appropriately
under general supervision of dentists
•Successfully treating cavities and helping relieve pain for patients
without previous access to regular care
Improved Access and
Quality
•81 communities in rural AK
> 40,000 people
•Continuity of care
Higher level of care possible
Dentist working up to their licensure
10 year retention rate 83%
Year 1
• Basic health sciences
• Basic dental concepts
• Professional role development
• Introduction to clinic
• Patient and facilities management
Year 2
• Clinical year
• Expansion of concepts learned in first year
DHAT Students Kate Kohl, Trisha Patton dissecting a cow heart
Dentists: 86% White
6.9% Asian/Pacific Islander 3.4 African American
3.4 Hispanic
0.2 American Indian *1
Dental hygienists: >90% non‐Hispanic white *2
DHATs: 98% American Indian/Alaska Native
*1. Current Demographics and Future Trends of the Dentist Workforce, Institute of Medicine, The U.S. Oral Health Workforce in the Coming Decade: A Workshop
February 9, 2009, Richard W. Valachovic, D.M.D., M.P.H., Executive Director, American Dental Education Association
*2. Dental Hygiene at the Crossroads of Change, Environmental Scan 2011‐2021 Marsha Rhea and Craig Bettles
Demographics of the existing US dental
workforce
“For some students, the only way to get into a health career is to take it a chunk at a time.
Requiring a bachelor’s
degree would make health careers inaccessible to many people.”
-- Carolyn O'Daniel, Dean of Allied Health and
Nursing, Jefferson Community and Technical College in Kentucky *
“…problems with degree creep in nursing: a lack of qualified
faculty to teach baccalaureate
programs, a decline in workforce
diversity, deceased access to
health care in rural areas, and a decline in job satisfaction and
morale if health care workers feel
their skills and knowledge are not fully used.”
-- Barbara Jones, president of South Arkansas
Community College (SouthArk) *
Two-Year DT Educational Program Rationale
* “Colleges worry about ‘degree creep’ in health care,” by Ellie Ashford. Published August 10, 2011. Community College Times, American Association of Community Colleges
Community Catalyst Panel Educational
Standards for DT Programs
Both a process and a product, accreditation relies on
integrity, thoughtful and principled judgment,
rigorous application of requirements, and a context
of trust. …the process stimulates evaluation and
improvement while providing a means of continuing
accountability to constituents and the public.*
GOAL:
•To assist States now considering DT Legislation
•To inform accrediting bodies
•Community Catalyst Panel of experts DT Educators
Dental Therapists Dentist Supervisors
4200 Lake Otis Parkway Suite 204 Anchorage, AK 99508 Mary E. Williard, DDS 907-729-5602
DHAT training:
ANTHCsmile
on
Facebook and twitter
website: http://anthc.org/chs/chap/dhs/
Div. of Community Health Services- DHAT education
