Contra Costa College
Dental Assisting Program
Self Study
Spring 2012
Prepared by: Sandra Everhart
Table of Contents
Executive Summary 3
Introduction: Overall Description of the Program 9
Data Analysis 14
Instruction 23
Curriculum 29
Student Success 33
Resources 42
Professional Development and Activities 49
Community/Campus Outreach and Articulation 52
Action Plan 58
Recommendation 59
Department Level SLO 61
Content Review & SLO Update 64
Executive Summary
It is primarily the responsibility of the Dental Assisting Department to maintain and improve the quality of dental assisting education at Contra Costa College.
The purpose of the Dental Assisting Program Self-Study is to evaluate the educational program based upon the extent to which program goals, institutional objectives, community needs, and accreditation standards are met.
The quantitative and qualitative assessment of the program will provide the department, validation team, and the institution with the information and data needed to conduct a comprehensive evaluation of the program. Included in this self-study is an overall assessment of instructional methods, curriculum, student outcomes, faculty, staff, resources and outreach activities.
Upon completion of the self-study and considering that the Dental Board of California has approved the curriculum and the American Dental Association Commission on Dental Accreditation granted the dental assisting program full accreditation status until 2012, the department chairperson has determined that the dental assisting program has a comprehensive and relevant curriculum with clear objectives. The faculty members are well qualified and participate in professional growth activities related to the academic area. Students are adequately prepared to take the dental board examinations and are provided with the knowledge and skills necessary for employment as a dental assistant. 100% of dentists who participated in the spring 2012 student internship program indicated on the students’ evaluation forms that the students have the knowledge and skills required for entry level positions in their offices. 86% of the dentists surveyed indicated that if they had a position available, they would hire the intern. Surveys are available upon request. The average passage rate on the dental board examination during the period of May 2006 to April 2010 is 87% which is 5% higher than the average for all schools during that same period. As of August 2012, there was no new data available on the Dental Board’s website for 2011 and 2012. However, 3 students from the class of 2012, took their state practical board examinations during the first week of November and passed.
Appendix 5: Dental Board Results
The department participates in numerous outreach activities and takes an active role in developing community partnerships and establishing communication with middle schools, secondary schools, and community agencies.
Program funding, student persistence & attrition remain among the challenges that continue to face the department.
Program Suspension / Discontinuance
The program is facing the possibility of suspension/discontinuance. When the department was informed in 2011 that it was going to be suspended, it was later determined that the Board policy had not been followed and that the College did not have a policy. In addition, there was no evidence that previous Program Reviews were used to make the decision and that these reviews did not indicate that the dental assisting program should be suspended. As a result, the suspension was reversed, a college policy was
developed, and the dental assisting program is now going through the new process to determine if it will be suspended / discontinued. The areas that are the most vulnerable for the program are: Low productivity due to the faculty / student ratios mandated by the Dental Board and American Dental Association Commission on Dental Accreditation. The program will never have high productivity numbers under these circumstances. Program costs are high ($230,000) due to such things as salaries required to maintain the low faculty/student ratios, supplies and materials, accreditation fees, and disposal of hazardous wastes. It is important to note that the Dental Board of California identifies required supplies and the quantity of those required supplies each approved program must have. Low student retention adversely impacts the number of degrees and certificates issued. Students do not enter the program as a cohort and therefore complete all of the non-dental and dental courses at varying times. Some students may take up to 2 to 3 years to
complete the non-dental requirements because of pre-requisites, course availability, students’ work schedules and family responsibilities. Some students who complete the dental core courses begin working as assistants in dental offices and take the remaining courses around their schedule. Even though they may or may not complete the non-dental courses, the fact that they have secured employment satisfies their career or educational goal and also meets one of the program goals. The dental assisting program is a fulltime program and many students just cannot commit to the rigorous schedule. Some have tried to compare the dental assisting students to the nursing students who also have fulltime, rigorous schedules. However, by the time the students enter the nursing program, they are more mature and focused, they have completed 2 years of pre-requisites and have established the skills and secured reliable support necessary to be successful in the program. The dental assisting department has explored making the co-requisite courses required for the major pre-requisites before entry into the program. Those courses include: speech, biological science,
psychology, and health education. Other dental assisting programs do not have pre-requisites. Pre-requisite courses would create more barriers for students to enter the program causing many if not all students to go elsewhere. In addition, it may take 2 to 3 years before the program would have a cohort of students who have completed all of the pre-requisite classes. The last study performed by the Office of Research and Planning (prior to 2000) determined that students who did not take the co-requisite courses prior to the dental assisting core courses did not do any worse than those who did take the courses in advance.
Appendix 1: Program Discontinuance Form Appendix 2: Dental Board Requirements
Program Funding
When the dental department was informed that the dental assisting program was going to be suspended, the funding for the program was also suspended. Even though the suspension of the program was reversed, the funding for the program was not. The department chairperson was able to secure funding ($302,000.00) through a Department of Labor grant in collaboration with the Unity Council to sustain the program during the 2011 – 2012 school year. The grant provided funding for operational costs for one year and new equipment for the dental lab.
The Unity Council’s main office is in Oakland, CA. Among the Unity Council’s strategic initiatives are the following: providing educational resources, improvement of student learning experiences, successful educational and career goal completion, gainful and sustainable employment opportunities, and improvement in the quality of life, partnerships, collaborations, organizational awareness and access. Many of these initiatives are consistent with Contra Costa College’s 2007-2012 strategic plan and initiatives, and the Contra Costa College District strategic directions for 2009-2014.
The department chairperson is actively seeking external funding with the assistance of the Unity Council and community dental professionals to continue the program during the 2013-14 school year. The department chairperson is also exploring alternative uses for the dental lab if funding for the 10-month program is not secured. These alternative uses for the lab might include offering fee-based courses, contract education training courses, and perhaps minimal dental care services. The Unity Council has recently submitted an extension request for the existing Department of Labor’s grant. However, the results of the request may not be confirmed until the middle of the fall 2012 semester. The extension would be through July 2013 or perhaps September 2013.
Unfortunately, the extension dates may not be sufficient to run an entire 10-month program. Fee-based courses and contract education train courses would be the focus of the department if the extension is granted.
Appendix 6: College and District Strategic Initiatives and Directions Job-Outlook
According to EDD Bureau of Labor and Statistics, dental assisting is one of the top growth industries and is expected to grow at rates faster than other industries: 31.2% in the East Bay and 25.7% in California. A career as a dental assistant leads to gainful employment with starting salaries ranging from $18.00 to $24.00 per hour.
Appendix 7: Labor Market Information Duplication
Interest in the Program
Past administrators have stated that there was no interest in the dental assisting program at Contra Costa College.
However, in 2011 according to a report provided by the Office of Research and Planning, there were 98 declared dental majors. In spring 2012, there were 5 additional new dental majors.
Appendix 8: Dental Majors
S.W.O.T. Analysis (Strengths, Weakness/Limitations, Opportunities, Threats)
Program Strengths:
• Program is approved by the Dental Board of California
• Program is accredited by the American Dental Association, Commission on Dental Accreditation until 2012 • The curriculum is relevant and comprehensive.
• Students are adequately prepared for entry level positions as dental assistants • Students are adequately prepared to pass dental board examinations
• Dedicated and well qualified faculty • Community partnerships
• State-of-the-art instructional equipment
• State-of-the-art laboratory equipment and supplies
Program Weaknesses/Limitations:
• Aging facility: painting, new counters, new flooring in some areas
• High attrition rates: Contributing factors = 100% of students surveyed have other full or part-time jobs and/or family care responsibilities
• Low productivity and high cost: due to dental board requirements of low faculty student ratios • Inadequate funding for resources and staffing necessary for program sustainability and growth Program Opportunities
• Creation of fee-based courses and/or continuing education courses • Development of online and hybrid courses
• Potential for an increase in enrollment due to population growth in the service area • Improvement in department website for instruction and marketing
• Establishing industry partnerships for funding and other resources Program Threats
• New dental assisting programs in neighboring communities • Sustainability due to lack of external funding
The dental assisting program has been a valuable component of the Contra Costa College community for over 50 years. It is unfortunate that the department is penalized for its productivity and costs. Particularly, since these are areas influenced by the dental accrediting organizations. With the necessary support and assistance, the program can continue to be an important student,
community, academic, and career resource.
College and District Initiatives Addressed by the Dental Assisting Program
College Initiatives:
1. Improve student learning experiences and successful educational goal completion.
The dental assisting department continuously attempted to improve student learning through faculty training in new dental procedures and instructional methodology, acquiring state-of-the-art equipment that met industry standards, and working with CTE counselors to ensure students were developing educational plans that would lead to program completion.
2. Develop strategies to increase student enrollment, to improve college’s image, and to create positive public awareness about the College.
There was an increase in student enrollment in the dental assisting program from 2010 to 2012. Well - skilled dental assisting
students and graduates improves the college’s image among dental professionals and the community members who receive their care. New equipment that meets industry standards improves the students’ learning experiences, enhances the image of the college and its training facilities. Faculty and student participation in career and health fairs helped to create positive public awareness about the college and the program.
3. Utilize research and data to improve College effectiveness
The dental assisting department reviewed SLO data, marketing surveys, retention, persistence, and completion information to improve the delivery of instruction and student outcomes. In addition, marketing surveys and enrollment information provided guidance and direction in student recruitment strategies.
District Strategic Directions:
1. Student Learning and Success
The dental assisting department continuously attempted to improve student learning through faculty training in new dental procedures and instructional methodology, acquiring state-of-the-art equipment that met industry standards, and working with CTE counselors to ensure students were developing educational plans that would lead to program completion.
2. College Awareness
There was an increase in student enrollment in the dental assisting program from 2010 to 2012. Well - skilled dental assisting
students and graduates improves the college’s image among dental professionals and the community members who receive their care. New equipment that meets industry standards improves the students’ learning experiences, enhances the image of the college and it’s training facilities. Faculty and student participation in career and health fairs helped to create positive public awareness about the college and the program.
1. Partnerships for Workforce & Economic Development
The dental assisting department maintained facilities agreements with the 2 dental schools in San Francisco and various offices and clinics in the community to provide hands-on training for dental assisting students. These partnerships and opportunities were
important in assisting the department in training students who developed the knowledge and skills required for entry level positions in dental offices.
In addition, the dental assisting department met regularly with dental professionals and organizations to identify and acquire resources needed to support the students and the program.
Appendix 6: College and District Strategic Initiatives and Directions
1. Overview of the program
The Dental Assisting program is a comprehensive ten-month program which leads to a Certificate of Achievement. Successful completion of the program qualifies students to apply for the state and national dental board examinations to become registered and certified dental assistants respectively. An Associate in Science degree may be earned by successfully completing a minimum of 60 units of degree credit course work including the major requirements, and breadth requirements. Students must earn a “C” or better in all courses to graduate from the program.
DENTAL ASSISTING PROGRAM PHILOSOPHY
The faculty members of the Dental Assisting Department at Contra Costa College share the beliefs that:
All people have dental health needs and the right to adequate care to meet those needs. Dental care is a collaborative effort in which dental assisting is a major component.
The process of becoming a dental assistant involves the deliberate use of teaching, communication, assessment, planning, intervention, and evaluation to meet the dental health needs of individuals. Dental assistants and registered dental assistants function in a variety of settings to coordinate and plan dental care in conjunction with the dentist.
Contra Costa College exists to serve the demands of a democratic society which recognizes and fosters the diversity, integrity and individuality of its members. These demands arise from a community and students motivated by diverse educational needs, preparation and goals. Education for dental assisting in this setting includes liberal and technical education and assists students to develop their potential both as individuals and practitioners.
The faculty has recognized that students with diverse backgrounds, experiences, and needs, learn at varying rates and in different styles. We believe that a dental assisting curriculum should allow and assist students to meet their educational and career
goals also in diverse ways. Faculty, using an individualized approach to students, should serve primarily as facilitators, role models and resource persons.
The philosophy of the Dental Assisting Program reflects the philosophy of Contra Costa College in that a community college is obligated to serve both the individual and society. Emphasis is placed on assisting students to develop their potential as individuals and practitioners and in preparation of dental assistants able to function skillfully in a variety of settings.
Dental assisting has proven itself to be a viable career for both women and men. To be an integral part of a dental care team is, in essence, a professional way of life filled with self-esteem and security and it has everlasting value.
DENTAL ASSISTING PROGRAM MISSION / VISION
We are committed to excellence, with student success as our primary focus. We will work collaboratively with each other and with the community to provide a safe and inviting environment, excellent and innovative instruction, up-to-date facilities and equipment, comprehensive and caring support services, and strong leadership to ensure that our students are prepared for the future.
DENTAL ASSISTING PROGRAM GOALS
1. The goals of the Dental Assisting Program are to assist the students of varying backgrounds and abilities to gain the knowledge, skills and attitudes which will enable them to practice as ethical and responsible dental assistants and develop their potential for personal and professional growth.
2. Upon completion of all requirements, the student is eligible to take the licensing and certification examinations given by the Dental Board of California and Dental Assisting National Board to become a licensed registered dental assistant and certified dental assistant respectively.
DENTAL ASSISTING PROGRAM OBJECTIVES
1. To provide a program in which a qualified individual can acquire the knowledge, learn the skills, and develop the attitudes necessary to obtain employment in the health education field as a dental assistant.
2. To provide the dental profession with an adequate supply of personnel trained to a level that they are an immediate and continuing asset to the practicing dentist.
3. To further enhance the performance of the graduates in order that they assume more critical and demanding duties in the dental office reducing the load of the employing dentist and contributing to the total efficiency of the dental team operation.
4. To provide graduates with the capability of monitoring and contributing to the dental health of the community. The program strategies:
• Use of formal assessment outcomes tools such as surveys and statistical data for ongoing evaluation of the program to determine if goals are being met.
• Analyzing results of the assessment tools.
• Assessing and updating the program and curriculum to meet student and potential employers needs based on outcomes. In addition:
• Developing and implementing an effective marketing program to attract students. • Increasing enrollment by 10%.
• Hiring faculty who are well qualified in curricular subject matter, dental assisting functions and educational methodology. • Obtaining up-to-date materials and equipment and maintaining the equipment.
• Obtaining and utilizing a wide range of learning resources. • Identifying and pursuing outside funding sources.
The community college dental assisting programs prepare students to become Certified Dental Assistants because their programs are accredited by the American Dental Association Commission on Dental Accreditation. Mt. Diablo Adult Education, Carrington College, Heald’s College, and other for-profit schools do not.
It is important to note that there are different categories of dental assistants. Here is a partial listing of the various categories: • On the job trained dental assistant – trained by the dentist to perform minimum direct
(OJTDA) patient care procedures
• Dental Assistant – may be trained on the job or may have completed an educational (DA) program but has not taken and/or passed state and national board
exams to become licensed or certified. As a result, the dental assistant is also limited to minimum direct patient care procedures • Certified dental assistant - a dental assistant who has successfully passed a national
• Registered dental assistant - a dental assistant who has successfully passed a state dental (RDA) board examination. Licensure is valid in the state in which
the assistant passed the examination because RDA duties vary from state to state. RDA’s are able to perform
maximum direct patient care procedures legally allowable by the Dental Board of California scope of practice.
A few years ago, a report from the American Dental Education Association (ADEA) stated that “on the job trained assistants require the least amount of training but the most supervision”.
Assistants who have received formal training are prepared to perform delegated procedures and legally prescribed scope of practice. The ADEA also stated that the “roles and responsibilities of the assistants are restrained by requirements of supervision particularly those of the on-the- job trained assistants”.
Some dentists provide on-the-job training for dental assisting positions in their offices. This is not a new phenomenon. As stated previously, on-the-job trained assistants require the least amount of training but the most supervision. In addition, they make approximately $4 less per hour than the registered dental assistant and they typically stay on the job 2 to 2.5 years less than a formally trained assistant. According to a recent AMA Association survey, dental assistants average 6.6 years in dental practices (http://www.ama-assn.org/resources/doc/med-ed-products/dent02-dental-assistant).
The DANB (Dental Assistant National Board) Salary Survey indicates that assistants who are certified stay in the profession on average 15.7 years and with the same employer for 8.7 years, nearly three times as long as non-certified assistants
(www.danb.org/PDFs/2010SalarySurvey.pdf).
Appendix 7: Employment Outlook
.
In order for on-the- job-trained dental assistants to become registered or certified dental assistants, they must work fulltime for approximately one year or two years respectively and challenge the dental board examination. The on-the-job-trained
assistants must also take courses to prepare them for the dental boards.
The dental assisting department has explored offering these courses. In talking with faculty members at some of the other dental assisting programs who have offered review courses in the past (DVC, College of Alameda, College of Marin), the faculty indicated that it was difficult to fill classes according to their college’s requirement. They have since stopped offering the courses at their colleges. In some cases, faculty from other community colleges have started their own private companies
and offer the courses independently at off-campus facilities to avoid class size requirements and other institutional imposed restrictions.
The dental assisting department is currently exploring offering these courses and others through contract education or fee-based courses in collaboration with industry partners. It appears as though there are different requirements regarding class size. If this alternative is more appropriate, the dental assisting department may offer dental board review courses prior to the
Board’s examination dates. If this effort is successful, the department will consider offering other courses for dental
professionals that may meet requirements for licensure renewal or non-credit courses designed for students interested in a less comprehensive series of dental assisting courses. Possible courses could include but are not limited to: Infection Control, California Law, Dental X-rays, Coronal Polishing, and Pit and Fissure Sealants. These less comprehensive courses would still provide gainful employment opportunities. However, their scope of practice would be limited depending on the status of their licensure.
These courses would have to be approved by DIC and CIC. In addition, the Dental Board of California and the American Dental Association Commission on Dental Accreditation would also have to approve the courses in order for students to receive credit through these agencies. There is an application fee of approximately $300 for a dental board provider number for courses offered. In addition, there is a $250 application fee for all courses that are submitted to the dental board for approval. Currently, there are not enough funds in the dental assisting budget to pursue these. The department would need to apply for VTEA funds or other external funding to pay for the application fees and other expenses associated with the
2. Data Analysis and Recommendations
A. Number of declared majors
In 2012, the Office of Research and Planning provided a list of 93 students that had declared “dental” as their major over the last 2 years. Of the 93 students, 58 prospective students had not yet enrolled in the dental program. An additional list was provided that identified 5 new students who had declared “dental” as their major in spring 2012. The information on the lists provided indicated that there are 63 potential students who may have enrolled in the dental assisting program during the 2012-2013 and perhaps the 2013-2014 school year.
Appendix 8: Dental Majors
B. Majors’ transfer data
N/A The majority of students do not transfer to a four year university upon successful completion of the program. As a result, the department has no data regarding this area.
C. & D. Number of students who earn CA and/or AS degrees and % employed
The information regarding the number of graduates, CA and AS degrees was obtained from the Contra Costa College Commencement programs.
The department chairperson conducted surveys and interviews to obtain information regarding students who are employed, continuing their education or other.
In addition, the department chairperson, with the assistance of Admissions and Records staff, researched the year that each graduate initially entered the dental assisting program.
2011
3 students graduated with both a CA and AS degree 1 graduate was from the class of 2007-2008
1 graduate was from the class of 2008-2009 1 graduate was from the class of 2010-2011
1 graduate is currently enrolled in a dental hygiene program; 1 student is completing patient care procedures required for program completion; 1 student is a stay-at-home mom.
Note: 2 of the graduates will be confirmed once they have completed patient activities that could not be completed due to equipment failure resulting in their inability to clear an incomplete grade. Of the 2, one is in dental hygiene school and it is doubtful that she will return to complete here patient activity. As a result, only 1 of the three graduates was actually
confirmed. 2012
11 students graduated – 2 students with both a CA and AS degree; 9 students with a CA Note: 1 student was listed under Culinary Arts (Amber Cleveland).
1 graduate was from the class of 2002-2003 – she withdrew and returned in 2011-2012 3 graduates were from the class of 2010-2011
3 graduates were from the class of 2009-2010 1 graduate’s original class enrollment is unknown 3 graduates were from the class of 2011-2012 1 graduate is a stay-at-home mom
4 graduates are working
2 graduates are completing patient care requirements
4 graduates – activity is unknown at the time this report was prepared
Note: 7 of the graduates will be confirmed once they have completed patient activities that could not be completed due to equipment failure resulting in their inability to clear an incomplete grade. As a result, only 4 of the 11 graduates were actually confirmed.
E. Student satisfaction
The department welcomed suggestions and made changes if and where appropriate.
There is a suggestion box located at the front of the classroom for students to place there comments, questions or concerns. In addition, students were encouraged to meet with the faculty anytime there was a concern. Students were informed of their rights and the process to file complaints or grievances.
During the last faculty evaluation cycle (2009 & 2010), all faculty members exceeded standards in most areas and met the standards in the remaining areas which were rated by the students.
Students were asked about their experience in the program, internship locations and faculty role and assistance. The students’ responses on the last survey indicated that they were pleased with the faculty, felt that the faculty members were available, and provided appropriate and regular assistance and guidance. See page 75-76 for sample survey used to determine student
F. Program meets a documented labor market demand.
Considering 94.3% of all dental assistants work in private dental offices as per EDD’s Detail Occupational Guide, the dental assisting department made every attempt to make potential employers more aware of the program as a resource for job applicants through increased marketing efforts.
The department prepared students for entry level positions in the dental office and the internship program was an opportunity to “show case” the students and their level of competency. Each year there are students who are offered positions before they have completed the program.
Because there are 6 dental assisting programs in Contra Costa County and 1 for profit school that has opened in Emeryville, it is critical that our students are competent and competitive, our program is visible, and the dentists think of CCC graduates first for positions that are available.
Projections:
According to the EDD Detail Occupational Guide
(http://www.labormarketinfo.edd.ca.gov/occguides/Detail.aspx?Soccode=319091&Geography=0604000013), the total annual job openings from 2008-2018 in California are 2,060, and 133 in the East Bay Area. In California, the number of dental assistants is expected to grow much faster than the average growth rate for all occupations. Employment positions are expected to increase by 25.7% in California, 11,900 jobs between 2008-2018. In the East Bay Area, jobs are expected to increase by 31.2%, or 830 jobs between 2008-2018.
Appendix: 7 Employment Outlook
It is important to point out that students are mobile. Some graduates have secured employment in East Contra Costa County, Alameda County, Marin County and San Francisco County in addition to West Contra Costa County.
While the number of job positions in private dental practices posted in the Contra Costa Times and the West County Times and the California Labor Market Info web site is low and misleading, dental assistants are able to find employment at dental
schools and dental insurance companies in addition to private practices.
Dentists frequently call the dental assisting program to post positions available in their practice instead of posting positions in the paper.
Based upon the employment outcomes, students do not seem to have difficulty finding jobs. Those that are not employed continue their education. A few do not seek employment for various reasons as presented earlier in this report.
Dental Assistants will continue to be in high demand in California for the next 10 years or more. The needs of a growing population with greater retention of natural teeth will increase the demand for dental services and ensure the employment and need for Dental Assistants for many years to come.
`The dental assisting program has a “JOBS” board listing opportunities available. The department reviews want ads in the local paper and notes the number of employment opportunities listed. There are several online job sites and temporary agencies that students are referred to for employment opportunities
Many of our students have children and are raising them on one salary. Graduates have the challenge of finding a position that meets her/his financial need. Even though average hourly salaries range from $18 to $24, some dentists in West County (as recently as this year) are offering hourly salaries below this range.
The department made every effort to elevate the community’s awareness and perception of the role of a dental assistant. This effort may eventually have an impact on the salaries offered.
G. Program does not represent unnecessary duplication of
man power training.
The department has determined that Contra Costa College offered the only dental assisting educational program in West Contra Costa County (public or private).
However, there are six dental assisting programs that prepare students to become Registered Dental Assistants in Contra Costa County (Contra Costa College, Diablo Valley College, Mt. Diablo Adult Education at the Loma Vista Site, Carrington College and Heald College). Carrington College has opened a dental assisting program in Emeryville. This location may compete for students in West Contra Costa County and areas along the I-80 corridor such as El Cerrito, Albany, Kensington and Berkeley.
In an effort to minimize the impact of the opening of Carrington College in Emeryville, the department chairperson prepared a flyer that was sent to prospective students, local dentists and their staff, counselors and various departments at Contra Costa College and community agencies. This flyer compared the costs, services and value of attending Contra Costa College versus for-profit schools. See page 67 and 68.
H. Program’s effectiveness
As indicated previously in this report, 100% of dentists who participated in the spring 2012 student internship program indicated on the students’ evaluation forms that the students have the knowledge and skills required for entry level positions in their offices. 86% of the dentists surveyed indicated that if they had a position available, they would hire the intern. The average passage rate on the dental board examination during the period of May 2006 to April 2010 is 87% which is 5% higher than the average for all schools during that same period. There is no new data available on the Dental Board’s website for 2011 and 2012.
66% of the graduates of the class of 2011 are working and/or continuing their education in the dental field. 80% of the graduates of the class of 2012, who the department successfully contacted, are working and/or continuing their education or patient care requirements.
The average enrollment and persistence in Dentl 120C, Dentl 122B, Dentl 123B, and Dentl 131 through spring 2011 was 14.5 students. In 2012, this figure increased to 17 students.
The department continued to acquire new state-of-the-art equipment which simulated equipment used in the industry in an effort to ensure that the learning experiences were relevant and enhanced.
The information above supports the College’s Strategic Initiative 1: Improve student learning experiences and successful
educational goal completion and Strategic Initiative 2: Develop strategies to increase student enrollment, to improve the college’s image and to create positive public awareness about the college.
Reports provided by the Office of Research and Planning showed a decrease in productivity from FA 2009 to SP 2011. This was primarily due to the additional x-ray labs that were added with faculty- student ratios of 1-6.
Appendix 3: Office of Research and Planning & Core Indicators by Top Code
It is important to again note that the department’s productivity is influenced by dental accreditation guidelines regarding faculty/student ratios. These guidelines are designed to protect the health and safety of the students because of the potential of accidental exposure of others to ionizing radiation or injury when using high-speed dental drills and harmful products such as phosphoric acid. Depending on the course, according to ADA Accreditation Standard 3-10 and/or the Dental Board of California, the faculty student ratio may be as low as 1:6 during dental radiology (x-rays) and 1:6 during clinical practice sessions or as
high as 1:10/1:15 during laboratory, pre-clinical instruction (in dental materials, and chairside assisting). As long as these guidelines exist, the productivity will remain below the desired college/district level.
In previous years, the department was encouraged to have at least 20 students enrolled in each dental assisting course. The department would often over-enroll students in the summer in anticipation of student attrition.
Other outcomes data
Other outcomes to be considered:
The dental assisting department feels it is important to identify other successful outcomes of the whole class not just the number of graduates such as student employment in the dental field and/or continuing education in pursuit of dental certificates or degrees. These outcomes are consistent with the Dental Assisting Departmental SLO’s.
C/O 2011
There was an average of 14.5 students enrolled in the dental assisting courses by the end of the spring 2011 semester.
At the time of this report, 6 out of the 14.5 students have graduated. Of these six: 1 is at home caring for children, 1 is in a dental hygiene program, 3 are completing dental patient requirements, 1 student’s activity is unknown). Of the remaining 8 students: 2 are working as dental assistants, and 2 are finishing patient care requirements and/or are continuing their education to earn a CA or AS degree. One student is pregnant and staying at home, 1 student changed her major, and 2 students’ activities are unknown at the time of the report.
C/O 2012
There was an average of 17 students enrolled in the dental assisting courses by the end of the spring 2012 semester.
4 out of the 17 students enrolled in the spring of 2012 have graduated. All 4 are working as dental assistants. Of the remaining 13 students: 1 student changed her major, 5 students are working as dental assistants while continuing their education and completing patient care activities, 3 are continuing their education to earn a CA or AS degree and/or completing patient activities, 3 students’ activities are unknown, and 1 student is working in a non-dental field while studying for her dental boards.
Statistics at comparable institutions
The productivity at the DVC dental assisting program is lower than that of CCC. The number of completers is higher at DVC.
3. Instruction
A. Assurance that instruction covers the course content as identified in the course outline of record
Instructors provide instruction consistent with the course outline of record.
B. Methods used to maintain the integrity of academic standards and achieve consistency within the
discipline
• The dental assisting program is accredited by the American Dental Association, Commission on Dental Accreditation. The program is also approved by the Dental Board of California. Each of these organizations provides a task analysis, which identifies the contents that must be included in the curriculum.
• In addition, the department consults with advisory committee members, dental professionals, students, and alumni to
determine whether the curriculum meets the needs of the industry. Course outlines are updated as needed within the guidelines specified by the accrediting agencies.
• The department chairperson is in the process of completing content reviews for all dental courses.
• The dental assisting program participates in an on-site accreditation review every 5 to 7 years. A yearly accreditation survey and evaluation is completed every year and submitted to the Dental Assisting National Board. The state dental board conducts random audits of program contents and program policies and procedures as well as other standards.
• As previously stated, the program is accredited by the American Dental Association, Commission on Dental Accreditation and is approved by the state dental boards. These organizations provide task analysis identifying the contents that must be included in the curriculum and conduct regular on-site audits or accreditation visits to evaluate the curriculum and program policies and procedures as well as other standards.
• Objective grading criteria is established for each course. Courses with multiple sections use the same grading criteria. • Grading distribution by course is evaluated to determine if there are any unusual patterns developing.
• The department conducts regular meetings to discuss any concerns.
C. How SLO Assessment results have led to improvement in instruction and learning
Reviewing assessment results has allowed the department to focus on the strengths and weaknesses of the delivery of instruction and the impact it has on student learning.
Faculty members have:
• increased active learning techniques to include: more student discussions, reflections on what and how the students are learning, and making the learning relevant so students can apply theory to practice
• made greater efforts to provide prompt feedback to assist students in focusing their learning • implemented more realistic time to present material to increase effective learning
• provided more opportunities for students to demonstrate their abilities • encouraged collaborative learning activities
The above have contributed to improved student effort, learning, and comprehension.
D. Writing skills, quantitative reasoning and critical thinking
The Office Management courses (Dentl 124A and B) require the students to prepare thank you letters, cover letters, resumes, and correspondence typical in a dental office.
Students must complete a log of activities requiring the students to provide a description of patient services provided and a self-evaluation, which must be written using complete sentences. These assignments are required for Dentl 130 and 131, Clinical Practice Internships.
Calculating fractional drug dosages, reconciling a bank statement, preparing payroll, basic accounting procedures, calculating insurance deductibles and co-payments are examples of quantitative reasoning skills included in the curriculum. In addition, each student is responsible for keeping track of her/his academic progress in each course using a point system. Peer evaluation forms developed for each class require the students to calculate their classmates’ total points and average score for each procedure. Critical thinking skills are reinforced in many activities. For example, students are given information about a patient’s condition. Based upon signs, symptoms, medical history, and previous experiences, the student must make decisions about appropriate action(s) to take and must justify the action(s). During discussions regarding ethics, jurisprudence, and risk management students
may be presented with an ethical dilemma. Students must make a decision and justify that decision after evaluating all options and considering factors that contributed to the dilemma.
Students were encouraged to take the English and math assessment tests to determine areas of weakness and appropriate course selection prior to entry into the program. The CTE counselor assigned to dental assisting followed up with the students and scheduled dates for them to take the tests if they had not done so. The counselor provided the students and faculty with the students’ results, her assessment/evaluation of the scores, their needs, and recommendations. The department has considered making the assessment tests a requirement rather than a strong recommendation. Students who successfully completed math and English classes above the recommended level (according to their transcripts) were not required to take the examination. There is an area on the dental assisting program application package check list and program application that has a “check off” for the completion of the assessment tests. See pages 69-70 for application check list and pages 71-72 for program application.
E. Instructional strategies that involve students in the learning process
Peer evaluation was a part of all lab courses. Students receive instruction and demonstrations on lab procedures. These procedures are practiced while being observed and evaluated by a classmate.
Some of the lab activities were structured so that the students were graded based upon their partner’s performance. This provided an opportunity to take an active part in their classmates learning process because of the impact on their grade.
Students made individual and group presentations about topics being covered for a particular class.
Students had small group discussions about reading assignments or activities or experiences during their clinical internships. “Open mouth” examinations were sometimes given. Students worked in groups when taking a test. Students had to prove and convince their classmates of the best answers for the examination questions and the justification. Students selected the answer as a group. They shared the grade for better or worse.
Students were encouraged to form study groups when reviewing course content or studying for examinations.
Students were encouraged to share strategies that worked for them when attempting to learn new material or procedures.
Periodically, faculty members asked students to identify teaching techniques that were the most helpful and/or provide suggestions on how to present material differently to maximize their learning.
Working together and sharing information helped to increase the students’ learning and understanding of the curriculum. When students were actively involved in the learning process their efforts and outcomes often improved because they felt like they were partly responsible for and had a certain level of control over their learning.
F. Use of technology in instruction
The required textbooks used have CDs with activities to enhance the lecture and lab activities presented in the classroom (activities, games, quizzes, additional electronic resources).
The department and library houses tutorials on CDs and DVDs andVHS for self paced instruction to enhance the lecture and lab presentations.
Faculty members have attended staff development workshops on power point presentations and the use of the Internet in instruction.
State-of- the- art equipment was acquired to provide students with skills necessary for the industry. X-ray equipment with digital x-ray capabilities, intra-oral cameras, digital extra-oral cameras, ECG machines, CAD-CAM (computer assisted design - computer assisted manufacture) of crowns, are examples of industry technology that have been incorporated in the curriculum.
In addition, the department has a SMART classroom.
Feasibility studies of on-line courses, telecourses, pod casting, virtual hypermedia instruction, virtual lecture/discussion, virtual simulation, modular instruction and alternative scheduling of courses were/are ongoing.
G. Alternative scheduling approaches
The department has surveyed prospective and existing students to determine the days and times that appeared to be most convenient for taking classes: full-time day, part-time day, full-time evening, part-time evening, weekend, combination: day, evening, and weekend. To date there have not been enough prospective and/or existing students who favored evening and weekend courses.
The department recognized that with the changing student and institutional needs, it had to explore options.
The department recognized that with one full-time instructor and two part-time faculty members, some alternative scheduling approaches may be difficult to implement.
The department has considered a modular curriculum. However, based on previous enrollment trends, it is doubtful that there would be 20+ students in each module.
H. Innovative teaching approaches
The following approaches may not be innovative, but they have been successfully used: Case studies
Peer evaluation
Group exams “open mouth” (as explained previously) Group and individual presentations
Audiovisual presentations
Student written ungraded review exams
Dental Jeopardy – students consult with their group about the appropriate question within a limited period of time. When the time runs out, the group may win or lose points based upon the difficulty of the question. The students enjoy the competition with the other groups. They have to think fast.
Timed competitive skills tests
I. Opportunities for learning outside of the formal
classroom
Field trips – Dental Labs, Dental Schools, Dental Offices, and Dental Supply Companies
The students were able to observe the process for fabricating dentures and crowns and orthodontic retainers. They were also given instruction on the proper way to complete a laboratory prescription to ensure the patient’s prosthetic appliance was made correctly. Information regarding job opportunities and employment qualifications is provided.
Students were given a demonstration on the different x-ray exposures performed by an x-ray technician. These exposures are in addition to traditional exposures taken in a general dental practice. Information regarding job opportunities and employment qualifications is provided.
Students were given a demonstration and the opportunity to practice the use of a CAD CAM (computer assisted design and
milling) machine that makes direct restorations. This demonstration took place at the Patterson Dental Supply Company’s training facility.
Field trips - Dental Conventions
Students are encouraged to attend the dental conventions in San Francisco which provide them with opportunities to learn about the latest in dental technology and interact with other dental professionals
Guest Lectures
Dental professionals such as dental products representatives, dental equipment specialists, dental assistants, dentists and dental hygienists have volunteered their time to provide presentations about the various specialty areas, educational requirements, skills important to the occupation, and salaries.
Two dentists in the area have provided instruction and demonstration in assisting with the administration of nitrous oxide and coronal polishing. These activities are presented in the doctors’ offices and reinforced in the classroom. The students are tested by the dental assisting faculty and doctors using the grading criteria established by the dental assisting department in consultation with the doctors.
There have also been guests lecturers who have presented updates in the specialty areas of orthodontics, endodontics, periodontics, and hazardous waste management.
Clinical Internships
The students were required to participate in clinical internships at UCSF and UOP schools of dentistry and in private dental practices. Brown bag seminars presented by the dental school faculty were scheduled whenever possible. The dental school faculty provided valuable information regarding new materials, techniques and procedures.
4. Curriculum
A. Degrees and / or certificates offered by the program.
CA – Dental Assisting AS – Dental Assisting
Certificate of Completion – Radiation Safety Certificate of Completion – Coronal Polishing Certificate of Completion – Pit and Fissure Sealants
The program level SLO has been completed and have had at least 3 cycles of assessment. The most current department SLO and assessment information is included on pages 61 and 62 of this report. The outcomes are reviewed, assessed, and reflected on by the faculty. The results are shared with advisory committee members and other industry partners. Adjustments are made when needed to improve learning and future outcomes.
B. Courses / programs support of general education or instructional programs.
Students were required to take Biological Science or EMED, Speech, Psychology, and Health Education courses for the CA in dental assisting and the AS degree. Unfortunately, at the time this report was prepared, BioSci 118 was no longer offered and it was questionable whether EMED 130 would be offered. Students would have to take equivalent courses at other colleges to complete their requirements or take BioSci 132 and 134 which have pre-requisites and would delay the time students will be eligible to petition for graduation.
Students were encouraged to take advantage of the required general education courses that were offered on Saturdays, evenings, or online.
C. Curriculum is meeting the needs of the students.
Students were encouraged to complete suggestion forms that were available in the classroom. Students complete course evaluations.
All suggestion forms, evaluations, and surveys may be completed anonymously. The following statistics were evaluated:
Attrition, retention and success rates
There is a high attrition rate during the summer session.
Students that return in the fall semester typically continue to the spring semester as well. Retention rates from fall to spring are typically higher than from summer to fall
Results of the dental board examinations
The most recent results (April 2010 RDA Practical Examination Results) indicated that the passage rate averages 87% for Contra Costa College. The average passage rate for all schools is 82%.
Employment statistics
This was addressed in the “Outcomes” section of this report. The number of degrees and certificates awarded
Students do not complete the program as a cohort.
More detailed information was addressed previously in this report.
The department relied on feedback from the advisory committee, alumni, students, and various dental professionals about the relevance of the curriculum in addition to the required task analysis provided by the American Dental Association and the Dental Board of California.
D. Validation of the appropriateness of degrees and certificate requirements.
The American Dental Association, Commission on Dental Accreditation and the Dental Board of California provide guidelines for program requirements. Advisory committee members, dentists and graduates provided feedback regarding the relevancy of the curriculum in the current labor market and whether the curriculum meets industry standards.
E. Transferable courses are currently articulated with high schools and four-year institutions.
The department has consulted with the Counseling Department and individual department chairpersons for updated information regarding currently articulated and transferable courses.
F. Changes for course outlines.
The American Dental Association, Commission on Dental Accreditation dictates what topics must be included in the curriculum. In addition, during each accreditation site visit, the accreditation committee indicates appropriate changes needed to update
curriculum, course outlines and objectives.
The department has consulted with faculty, alumni, advisory committee members, and other dental professionals for feedback on the appropriateness and relevance of course objectives and course outlines. Changes were made within accreditation guidelines. The department reviewed all course outlines on an on-going basis and will submit course outlines for approval to the DIC and CIC when appropriate. The frequency and consistency of changing the outlines through the formal process could be improved with an increase in faculty. Significant changes must be submitted to the Commission on Dental Accreditation and the Dental Board of California when appropriate.
In July of 2009 and January of 2010 changes in the scope of practice for the dental assistants and registered dental assistants were implemented by the Dental Board of California. As a result, our course outlines are continuously being updated to address those changes.
G. Course level SLO plans
All courses have SLO plans on file. They can be viewed on the shared drive. See pages 64 – 66 for SLO update.
H. Pre-requisite, co-requisite, and strongly recommended skills.
The current co-requisite and strongly recommended skills and courses continue to meet program needs.
The department has considered making strongly recommended courses and general education courses prerequisites. As mentioned previously, this would create more barriers to program entry and would make the CCC program admissions requirements more difficult than other community college programs. Enrollment may suffer as a result of this.
The department has continued to research the appropriateness of co-requisite, strongly recommended, and prerequisite courses and other strategies to strengthen students’ skills as well as improve outcomes.
Limitations to enrollment
The limitations to enrollment are based on lab space and faculty/ student ratios as dictated by the American Dental
Association, Commission on Dental Accreditation and the Dental Board of California. The dental lab can accommodate a maximum of 30 students. However, because of faculty/student ratio requirements, more funding for additional faculty would be needed to supervise students in the lab.
Accreditation Standard 3-10
Faculty/Student ratios during radiography and clinical practice sessions should not exceed 1:6.
During laboratory and preclinical instruction in dental materials and chairside assisting procedures, the faculty student ratio shall not exceed one instructor to ten – fifteen students.
5.
Student Success
A. Illustrations of the program’s commitment to the students.
The faculty members have been very dedicated and willing to help students succeed in meeting the program objectives. They have made themselves available to students before and after class and during the lunch hour as well as during their regularly scheduled office hours. Sign-up sheets were posted in the lab so that students can schedule individual or group tutoring on current or previously covered topics. In addition, the students have contacted the department chairperson and other faculty by email and cell phone. Faculty have also met with students at their homes on the weekends for reviews and tutoring.
The students no longer have an opportunity to enroll in Dentl 95A, B, and/or C (courses designed to help students develop their skills under the supervision of the faculty). They provided an opportunity for the students to gain additional assistance and to gain credit for hours spent in the course.
These courses are not required for the major. As a result, not all students enrolled in the courses nor did they spend the time (unit-wise) they usually signed up for. The department has considered linking the Dentl 95A, B, and C courses to some of the required dental courses (Dentl 120A, Dentl 120B, and Dentl 120C respectively) in an effort to improve student retention and success. These courses have not been offered for the past year due to cutbacks in the curriculum and C contract load. However, as mentioned previously, the faculty members met with students beyond their office hours to assist students.
The department requested to have the dental office management software used in the curriculum available on 10 computers in the skills lab. In the past, students have worked in the skills center/lab on dental office management assignments in the evening or on the weekends when the dental lab is not available. This did not occur during the 2011-2012 school year because the software was updated and faculty members did not have an opportunity to review all of the changes. As a result, the students utilized the computers in the dental lab which had the previous software applications.
Computer assisted tutorials and videos were available to supplement the lecture and lab presentations. These tutorials and videos were made available in the skills center/lab, and the instructional media area of the library, and in the classroom when the
classroom computers were not being utilized. This enabled the students to work at their own pace and at times when the dental lab was not available (evenings and weekends).
The textbooks selected for the students have CDs with activities, tests, and links to additional electronic resources to supplement classroom instruction.
Faculty Advisement
The faculty provided advisement for course selection prior to entry into the program and on an ongoing basis. The faculty consulted frequently with the Counseling Department to ensure that the most current information regarding the non-dental course requirements and CA and AS requirements were provided to the student. They referred students to the Counseling faculty for additional assistance in establishing educational plans that met the students’ needs.
The CTE Success and Retention Counselor were available to provide assistance for any student who experienced obstacles to successfully completing the program. The department faculty and the CTE counselor had a “tag team” approach to assisting the students. The department faculty and counselor were in constant contact with each other to maximize their effectiveness.
Tutoring
As previously mentioned, the dental assisting faculty provided tutoring before and after class and during the lunch hour, in addition to during the regularly scheduled office hours.
The department encouraged classmates to provide peer tutoring and informed students of additional tutoring assistance offered by the college.
The department recruited graduates and alumni to assist as their schedules permitted.
Facility and Equipment Access
The dental lab was available to the students daily during regularly scheduled class hours. In addition, the students could sign up to work in the dental lab at other times when faculty members were available to supervise their activities.
Safety factors, the quantity and cost of the equipment, and the limited number of staff, prohibited the lab from being open at other times.
Course Offerings
The department provided a comprehensive ten-month program that prepared the students to pass the state and national dental board examinations. The students were eligible for a certificate of achievement and /or associate degree. The department also prepared the students for finding and maintaining jobs as dental assistants.
Job Placement
The department does not directly provide job placement for the students. However, there is a “JOBS” board in the dental lab which lists current positions available and job finding/placement agencies. The students have access to the local dental societies’ directories and they are encouraged to send their resumes to the societies and/or the members of the society.
In previous years, the students were also informed about the college’s Job Placement Office which occasionally received information regarding dental assisting positions available. In addition, the Job Placement Office provided assistance in resume writing, and interviewing techniques. After the Job Placement Office closed, students were referred to College Central.com. Students were encouraged to look through the “Want Ads”.
As previously stated, there is still a demand for qualified dental assistants. According to EDD Labor Market Information Division Detail Occupational Guide, “in the East Bay Area, the number of dental assistants is expected to grow faster than average growth rate for all occupations. Jobs are expected to increase by percent 25.7% in California. In the East Bay Area, the number of jobs are expected to increase by 31%” during that same period.
B. Programmatic initiatives the program has made to meet the special needs of part-time and
non-traditional students.
The dental assisting program was a full-time 10-month (3-term) program. All students were referred to the various student support services areas (Counseling, Financial Aid, EOPS, childcare, HHS peer counseling, and DSPS) for specific needs including tutoring. Representatives were invited to the classroom to inform the students about their services. The faculty
members were open to suggestions from the various departments regarding strategies to improve student learning for all students. The dental assisting department chairperson successfully applied for a grant in 2007-2008 for a CTE (career and technical
education) success and retention counselor. Today, there are a few counselors who provide this service. One of the counselors was specifically assigned to the dental assisting students and provided assistance and referrals as appropriate. The persistence rate increased partially due to the efforts of the CTE counselor.
As previously mentioned, the department faculty members were available to assist the students with their dental assisting classes. Students were also able to reach the faculty members by email and personal cell phones.
Computer assisted tutorials and videos were available in the skills center/lab and in the instructional media area of the library. This made it possible for students to access learning materials that supplement the lecture and lab presentations when the lab is not open.
The department also provided students copies of the West Contra Costa Quick Resource Guide for assistance with housing, childcare, food banks, shelters, grief counseling, and health care.
C. Formalize links with support services.
Student orientations were scheduled each year in the library so that students became acquainted with reference materials and the various resources available to them. An assignment, specifically tailored to dental students, was designed and graded by the library staff.
DSPS presented a workshop to each class regarding learning styles. A voluntary assessment survey was offered to the students to identify potential concerns.
Counseling, Financial Aid, EOPS, CalWorks, and Student Services provided workshops and support to our students each year.
The CTE Success and Retention Counselor functioned as a liaison between faculty members, students, and support services. When possible, the dental students provided dental health information and presentations to the children of the early learning center during children’s dental health month (Feb). Some students had children enrolled in the ELC.
Job placement
The department provided information about dental job placement agencies and various dental classified options through dental agencies and community newspapers. The department notified students of job opportunities that were available in the community. The curriculum in Dentl 124 B includes: skills inventory assessment, cover letter and resume writing, and interviewing tips and techniques. The program does not guarantee job placement. However, the department did everything it could to assist the students in identifying job opportunities and in preparing them for the interviewing process. See response to 5A – Job
D. Recruitment
Marketing / Recruitment Strategies have included:
Promotion activities– Free dental X-rays, coronal polishing, and sealants
Publicity / Ads - Ads have been placed in the class schedule. Ads and articles about the program have been placed in the Advocate and dental newsletters
Direct Mail - Letters to alumni, dentists, declared dental majors, undeclared majors, counselors, community organizations
Emails - Emails to alumni, dentists, declared dental majors, undeclared majors, counselors, community organizations
Brochures & Flyers - Distributed on campus, dental offices, community agencies and all events participated in by the department and college marketing staff and college high school outreach team
Website development - Department needed to develop a more comprehensive Website with links to various professional emails and the department’s Email as well as a mechanism to develop a pool of prospective applicants to the program. This area has not been accomplished.
Outreach activities Attend career and health fairs
E. Student Retention, Program Completers, Transfers
As stated previously, the department made every effort to provide assistance to all students to increase retention and persistence and program completion.
Faculty members were available as tutors and advisors.
The department has current videos and CD-ROM instructional materials to supplement the lecture and lab presentations. Students were informed of programs and services available to address special needs.
In addition to the above, the department utilized progress reports to keep the students informed of their performance. Written and verbal pre-examination reviews were given and verbal post examination reviews were given.
