____________________________________________________________________________
University of Hawai‘i Maui College
DENTAL ASSISTING PROGRAM REVIEW
October 21, 2013
TABLE OF CONTENTS
Dental Assisting Program Mission
Introduction
Quantitative Indicators
Quantitative Indicators Description
Perkins IV Core Indicators Analysis
Program Learning Outcomes
Program Map: Student Learning Outcomes Grid
Assessment Plan
PLO Assessment Timetable
Analysis of Student Outcome and Goal Achievement
Program Assessment
Evidence of Student Learning
DENT 164 – PLO 2 (fall 2012)
DENT 152 – PLO 1 (spring 2013)
CASLO Analysis – Written Communication
Expected Level of Achievement
Industry Validation
Program Plans and Goals
Planning and Policy Considerations
Budgetary Considerations
Engaged Community
Recognize and Support Best Practices
Appendix
2012-2013 Community Experts who Share Their Expertise
Student Survey of iPad/ Livetext Initiative (spring 2013)
2012-2013 Employer Survey
2012-2013 Student Exit Survey
2012-2013 Community Service Events
Carl D. Perkins Industry Validation Advisory Committee
Approval by UHMC Dental Advisory Board members
Rubric for Evaluating Outcome and Goal Achievement
Degree Program Review Assessment Rubric
Degree Program Review Examples of Evidence
3
3
4
6
7
8
9
10
10
10
10
10
10
12
13
15
16
17
18
18
19
20
21
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28
29
32
35
2
DENTAL ASSISTING PROGRAM REVIEW
2012-2013
Program Mission Statement
The University of Hawai‘i Maui College Dental Assisting Program is dedicated to
educating and preparing dental assisting leaders for careers in a diverse and changing
health care environment and providing a liberal education as well as outstanding clinical
experiences.
The curriculum reflects the core values of the dental profession in private and public
health settings. The program is committed to creating a humanistic, educational
environment that will facilitate the development of responsible, ethical, oral health
professionals who are sensitive to patient needs and competent in all areas of dental
assisting. The program strives to produce graduates who are confident and
compassionate in their profession and competent in self-assessment in preparation for
lifelong learning.
Educational and clinical services provided by dental assisting students include dental
health education, disease prevention, and promoting the highest standards of oral
health care for a diverse population of patients.
Introduction
The University of Hawai‘i Maui College Dental Assisting Program began in fall 2002 in
response to community need for dental auxiliaries (dental assistants and dental
hygienists) and an urgent need to increase the number of oral health providers in Maui
County. Dental care and oral health are priorities of the Surgeon General and the
Hawai‘i Health Department. Hawai‘i is below the national average for access to oral
health care. Lorrin Pang, M.D., Maui County Health Officer estimates 33 percent of
Maui County residents do not have adequate access to dental health care. The issues
are complex and include lack of public water fluoridation, inadequate reimbursement for
dental care, and shortage of dental auxiliaries. Generally, the neighbor islands, where
the rates of poverty, lack of insurance, and Medicaid coverage are highest, have greater
needs and fewer available dentists than O’ahu. The entire island of Maui is recognized
by the federal government as a Dental Health Professional Shortage Areas and
continues to need qualified dental assisting professionals.
The UH Maui College’s Dental Assisting Program is a two-semester program that
provides students with the skills needed to succeed in the dental profession. Accredited
by the American Dental Association Commission on Dental Accreditation (ADACODA),
the Dental Assisting Program offers classroom instruction and hands-on clinical training
at the Maui Oral Health Center and private dental offices on Maui.
3
I.
Quantitative Indicators
Overall Program Health: Healthy
Majors Included: DENT
Program CIP: 51.0601
Program Year
Demand Health Call
10-1111-1212-13
1 New & Replacement Positions (State)
73 69 64
2 *New & Replacement Positions (County Prorated)9
10 9
3 *Number of Majors
10.5 17 18
3a Number of Majors Native Hawaiian
3
7
5
3b Fall Full-Time
15% 100%100%
3c Fall Part-Time
85% 0% 0%
3d Fall Part-Time who are Full-Time in System 15% 0% 0%
3e Spring Full-Time
13% 6% 50%
Healthy
3f Spring Part-Time
88% 94% 50%
3g Spring Part-Time who are Full-Time in System 0% 29% 11%
4 SSH Program Majors in Program Classes
46 388 414
5 SSH Non-Majors in Program Classes
385 220 6
6 SSH in All Program Classes
431 608 420
7 FTE Enrollment in Program Classes
14 20 14
8 Total Number of Classes Taught
9
20 9
Demand Indicators
Efficiency Indicators
Program Year
10-11 11-12
12-13
18.7
13
18.2
93.3% 93.5% 98.7%
2
2
1
9 Average Class Size
10 *Fill Rate
11 FTE BOR Appointed Faculty
12 *Majors to FTE BOR Appointed
5.2
8.5
18
Faculty
13 Majors to Analytic FTE Faculty
12.3
10.2
21.1
13a
Analytic FTE Faculty0.9
1.7
0.9
14
Not Yet
Overall Program Budget Allocation $85,055$773,071
Reported
14a
Not Yet
General Funded Budget Allocation$67,055$107,992
Reported
14b
Not Yet
Special/Federal Budget Allocation$0
$0
Reported
14c
Not Yet
Tuition and Fees$0
$16,144
Reported
15
Not Yet
Cost per SSH
$197 $1,271
Reported
16 Number of Low-Enrolled (<10)
0
2
0
Classes
Efficiency Health
Call
Healthy
4
*Data element used in health call calculation
Last Updated: October 3, 2013
Program Year
Effectiveness Health Call
10-11 11-1212-13
17 Successful Completion (Equivalent C or Higher)99% 100%100%
18 Withdrawals (Grade = W)
0
0
0
19 *Persistence Fall to Spring
61.5%100%100%
19aPersistence Fall to Fall
0%
20 *Unduplicated Degrees/Certificates Awarded 17
14 18
20a
Degrees Awarded0
0
0
20b
Certificates of Achievement Awarded0
0
0
Healthy
20c
Advanced Professional Certificates Awarded0
0
0
20d
Other Certificates Awarded17
14 18
21
External Licensing Exams Passed
100%N/A
22 Transfers to UH 4-yr
2
0
0
22a
Transfers with credential from program0
0
0
22b
Transfers without credential from program2
0
0
Effectiveness Indicators
Program Year
Distance Education:
Completely On-line Classes
10-1111-1212-13
23Number of Distance Education Classes Taught
0
0
0
24Enrollments Distance Education Classes
N/A N/A N/A
25Fill Rate
N/A N/A N/A
26Successful Completion (Equivalent C or Higher)
N/A N/A N/A
27Withdrawals (Grade = W)
N/A N/A N/A
28Persistence (Fall to Spring Not Limited to Distance Education)N/A N/A N/A
Perkins IV Core Indicators
Goal Actual Met
2011-2012
291P1 Technical Skills Attainment 90.00 100.00 Met
302P1 Completion
50.00 77.78 Met
313P1 Student Retention or Transfer74.25 90.00 Met
324P1 Student Placement
60.00 66.67 Met
335P1 Nontraditional Participation 17.00 0.00 Not Met
345P2 Nontraditional Completion 15.25 0.00 Not Met
Program Year
10-1111-1212-13
35Number of Degrees and Certificates
0
36Number of Degrees and Certificates Native Hawaiian
0
37Number of Degrees and Certificates STEM
0
38Number of Pell Recipients
9
Performance Funding
5
39Number of Transfers to UH 4-yr
*Data element used in health call calculation
0
Last Updated: October 3, 2013
A. Demand Indicators
Demand health call for the UH Maui College Dental Assisting Program is
Healthy. 100% of the 18 2013 Dental Assisting graduates are working in
dental offices and/or attending or pursuing admittance to the UHMC Dental
Hygiene Program. 14 of the18 total students are employed in a dental office,
working as a dental assistant. Two students are enrolled in the UH Maui
College Dental Hygiene Program and two students are pursuing admittance
in the UH Maui College Dental Hygiene Program, taking pre-requisite courses
in preparation to apply. Student employment placement and demand has
remained steady and all UH Maui College Dental Assisting Program
graduates were able to secure dental jobs.
B. Efficacy Indicators
Efficacy health call for the UH Maui College Dental Assisting Program is
Healthy. The Dental Assisting Program has maintained a high number of
qualified applicants due to determined promotion at monthly general
orientation meetings advertised in the local newspaper, a high school careershadowing program, high school career fairs, and dental program orientations
at local high schools and at UH Maui College.
Due to American Dental Association Commission on Dental Accreditation
(ADACODA) accreditation requirements, the maximum class size is 18
students. There is only one full-time faculty member.
Number of qualified applicants
Number of students starting fall semester in
DA program
(Maximum capacity is 18 students)
F12
42
18
F13
38
18
Budget constraints and lack of clinical space has been a weakness for the
Dental Assisting Program. The program completes pre-clinical and clinical
requirements at the Maui Oral Health Center. The UH Maui College Dental
Assisting and Dental Hygiene Programs, Lutheran Medical Residency
Program, and the Maui Oral Health Center share 7 operatories at an offcampus site. Clinical courses have been arranged to accommodate the 18
students in the 4 operatories allotted to us by dividing the class into 2 groups.
The American Dental Association Commission on Dental Accreditation
(ADACODA) requires a 1:6 instructor to student ratio in all pre-clinical and
clinical sections. These requirements lead to high lecturer costs. The program
is working on acquiring another faculty member and a larger clinical facility.
The UH Maui College Dental Advisory Committee and industry employers
require dental assistants to be trained in the most current technology and
equipment. Local dentists and dental supply companies have donated
needed equipment and materials, grants have been secured, and students
6
are assessed a supply fee. Despite these efforts, there remains major
equipment and supply costs. Dental materials are costly and perishable.
The UH Maui College Dental Assisting program looks forward to the remodel
of the existing Noi‘i building, with an estimated move in date of spring 2015.
This facility will allow the UH Maui College Dental Assisting and Hygiene
Programs to share 10 operatories, allowing increased space and time in the
clinical area and efficiency in utilizing our lecturers.
C. Effectiveness Indicators
Effectiveness health call for the UH Maui College Dental Assisting Program is
Healthy. In spring 2013, the University of Hawai‘i Maui College granted 18
DENT major students the Certificate of Completion certificate. 100% of the
dental assisting graduates are working in the dental office, attending UH Maui
College Dental Hygiene Program or completing courses in the pursuit to be
accepted in the UH Maui College Dental Hygiene Program.
In working with UH Maui College and the Dental Assisting National Board,
Dental Assisting students have access to computer testing of the Dental
Assisting National Board Exam at UH Maui College, resulting in convenience
in the testing process and increased student success. In spring 2012, the
DANB board announced a change to their testing policy where assess to
testing on Maui would not be allowed beginning January 2013. I requested an
exception to this new policy due to financial hardship and strain in having to
travel to the closest Pearson Professional Testing Center on Oahu. It was a
pleasure to receive an exception to the DANB policy, where students will be
allowed to test at the Kahului site.
Due to our historically high DANB passing rate and scores, in spring of 2013,
Dental Assisting textbook publisher Elsevier offered our students
complimentary pilot review exams for preparation for the DANB exam. UH
Maui College Dental Assisting students participated in this pilot program and
received valuable test-taking experience and remediation services which
contributed to the 100% DANB passing rate.
In academic year 2012-2013, 18 of 18 (100%) students received national
DANB certified dental assistant certification.
Dental Assisting National Board Exam, 1/1/2012-6/30/2013
UH Maui College
Average Performance
average performance
of other candidates
General Chairside
485
458
Assisting (GC)
Infection Control (ICE)
483
449
Radiation Health and
490
438
Safety (RHS)
Perkins IV Core Indicators 2012-2013 Analysis
 2P1 Completion - 18 of 18 students graduated in spring 2013, receiving a
Certificate of Completion for 100% (77.78 reported.)
7


3P1 Student Retention or Transfer 100% of full-time students completed the fall
and spring sessions (90 reported.) DENT 120 Dental Office Management allows
non-program students to enroll. Because they are not program students, these
students can only enroll in this class and cannot enroll in any spring DENT
courses. This leads to a lower that actual retention rate reported.
5P1 Non-trad Participation and 5P2 Non-trad Completion – 4 men applied for the
fall 2012 cohort, but none were accepted due to non-competitive selection criteria
scores. In fall 2013, 6 men applied and 2 were accepted in the Dental Assisting
Program (11%). The Dental Assisting Program is working with non-trad facilitator
Miles Woronovich in promoting the Dental Assisting program to men by featuring
a male student on our new program rack card. The program continues to make a
concerted effort to recruit men to the Dental Assisting Program.
Dental Assisting National Board (DANB) Performance Report
Total # Students Taking
DANB Exam
2012-2013
18
# Students Passed
Overall (all 3 parts)
Certified Dental Assistant
Certification (CDA)
18
II.
Outcome and Goal Achievement
A. Program Learning Outcomes
The goals/student learning outcomes of the UH Maui College Dental Assisting Program
are to facilitate the development of entry level care providers who:
PLO 1 - Demonstrate an understanding of dental assistant roles including the legal,
professional, and ethical responsibilities within the community.
PLO 2 - Demonstrate basic theoretical knowledge and skills in biological science, dental
radiology, chairside dental assisting, and business office procedures to support dental
assisting practice and build the foundation for an associate degree dental hygiene
program.
PLO 3 - Demonstrate a commitment to life-long learning and advancing competency
over a lifetime of clinical practice.
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Program Map: UHMC Dental Assisting Student Learning Outcomes Grid
Grid of Maui Community College Student Learning Outcomes- Dental Assisting
KEY: 3 Major Emphasis: The student is actively involved (uses, reinforces, applies, and evaluated) in the student learning outcomes. The learner outcome is
the focus of the class
2 Moderate Emphasis: The student uses, reinforces, applies and is evaluated by this learner outcome, but it is not the
focus of the class.
1 Minor Emphasis: The student is provided an opportunity to use, reinforce, and apply this learner outcome but does not get evaluated on this
learner outcome.
0 No Emphasis: The student does not address this learner outcome.
Dental Assisting Educational Standards
I Demonstrate an understanding of dental assistant roles including the legal, professional, and ethical responsibilities within
the community.
II Demonstrate basic theoretical knowledge and skills in biological science, dental radiology, chairside dental assisting, and
business office procedures
DENT 120 DENT 150 DENT 151 DENT 152
DENT
154
DENT 164 DENT 165 DENT 176 DENT 177
2
3
3
3
1
1
1
1
1
3
3
3
3
3
3
3
3
3
1
2
1
3
1
1
1
1
1
to support dental assisting practice and build the foundation for an associate degree dental hygiene program
III Demonstrate a commitment to lifelong learning and advancing competency over a lifetime of clinical practice.
General Education Standards
Standard 1 - Written Communication
DENT 120 DENT 150 DENT 151 DENT 152
DENT
154
DENT 164 DENT 165 DENT 176 DENT 177
Outcome 1.1 Use writing to discover and articulate ideas
3
3
2
3
0
0
0
1
1
Outcome 1.2 Identify and analyze the audience and purpose for any intended communication
3
3
2
3
0
0
0
1
1
Outcome 1.3 Choose language, style, and organization appropriate to particular purposes and audiences.
3
3
3
3
0
0
0
1
1
Outcome 1.4 Gather information and document sources appropriately.
3
3
3
0
0
0
0
1
2
Outcome 1.5 Express a main idea as a thesis, hypothesis, or other appropriate statement
1
3
0
0
0
0
0
1
1
Outcome 1.6 Develop a main idea clearly and concisely with appropriate content
1
3
0
0
0
0
0
1
1
Outcome 1.7 Demonstrate a mastery of the conventions of writing, including grammar, spelling, and mechanics
3
3
0
0
0
0
0
1
1
Outcome 1.8 Demonstrate proficiency in revision and editing
3
3
0
1
0
0
0
1
1
Outcome 1.9 Develop a personal voice in written communication
3
3
0
3
0
0
0
1
0
Standard 2 Quantitative Reasoning
Outcome 2.1 Apply numeric, graphic, and symbolic skills and other forms of quantitative reasoning accurately and
appropriately
3
1
3
3
3
0
0
3
3
Outcome 2.2 Demonstrate mastery of mathematical concepts, skills, and applications, using technology when appropriate
3
0
3
3
2
0
0
3
3
Outcome 2.3 Communicate clearly and concisely the methods and results of quantitative problem solving
3
2
3
3
2
0
0
3
3
Outcome 2.4 Formulate and test hypotheses using numerical experimentation
Outcome 2.5 Define quantitative issues and problems, gather relevant information, analyze that information, and present
results
0
2
0
0
2
0
0
3
3
2
3
0
0
2
0
0
3
3
Outcome 2.6 Assess the validity of statistical conclusions
0
1
0
0
0
0
0
3
0
Outcome 3.1 Use print and electronic information technology ethically and responsibly
3
3
3
3
1
0
0
1
2
Outcome 3.2 Demonstrate knowledge of basic vocabulary, concepts, and operations of information retrieval and technology
3
3
0
2
1
0
0
1
2
Outcome 3.3 Recognize, identify, and define an information need
Outcome 3.4 Access and retrieve information through print and electronic media, evaluating the accuracy and authenticity of
that information
3
3
0
3
1
0
0
1
2
3
3
0
1
1
0
0
1
2
Outcome 3.5 Create, manage, organize and communicate information through electronic media
3
3
0
0
1
0
0
1
2
Outcome 3.6 Recognize changing technologies and make informed choices about their appropriateness and use
2
3
2
2
1
0
0
1
2
Outcome 4.l Identify and analyze the audience and purpose of any intended communication
3
3
3
3
1
2
2
3
3
Outcome 4.2 Gather, evaluate, select, and organize information for the communication
3
3
3
3
1
2
2
3
3
Outcome 4.3 Use language techniques, and strategies appropriate to the audience and occasion
Outcome 4.4 Speak clearly and confidently, using the voice, volume, tone, and articulation appropriate to the audience and
occasion
3
3
3
3
1
2
2
3
3
3
3
3
3
1
2
2
3
3
Outcome 4.5 Summarize, analyze, and evaluate oral communications and ask coherent questions as needed
3
3
3
3
1
2
2
3
3
Outcome 4.6 Use competent oral expression to initiate and sustain discussions
3
3
3
3
1
2
2
3
3
Outcome 5.1 Identify and state problems, issues, arguments, and questions containing in a body of information
3
3
3
3
2
2
2
3
3
Outcome 5.2 Identify and analyze assumptions and underlying points of view relating to an issue or problem
3
3
3
3
2
0
0
3
3
Outcome 5.3 Formulate research questions that require descriptive and explanatory analyses
Outcome 5.4 Recognize and understand multiple modes of inquiry, including investigative methods based on observation
and analysis
Outcome 5.5 Evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues,
values, and biases through the use of appropriate evidence
0
2
0
0
2
0
0
0
0
1
3
3
3
2
0
0
3
1
0
3
3
3
0
2
2
1
1
Outcome 5.6 Apply problem-solving techniques and skills, including the rules of logic and logical sequence
3
3
3
3
2
2
2
3
3
Outcome 5.7 Synthesize information from various sources, drawing appropriate conclusions
3
3
3
3
2
2
2
3
3
Outcome 5.8 Communicate clearly and concisely the methods and results of logical reasoning
Outcome 5.9 Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of
theirs
3
3
3
3
2
2
2
3
3
3
3
3
3
2
2
2
3
3
Outcome 6.1: Generate responses to problems and challenges through intuition and non-linear thinking.
2
2
1
1
1
1
1
1
1
Outcome 6.2: Explore diverse approaches to solving a problem or addressing a challenge.
3
3
3
2
1
1
1
2
2
Outcome 6.3: Engage in activities without a preconceived purpose.
0
0
0
0
0
0
0
0
0
Outcome 6.4: Apply creative principles to apply and express new ideas.
2
0
0
0
0
2
2
3
3
Outcome 6.5: Demonstrate the ability to trust and follow one’s instincts in the absence of external direction.
2
0
0
0
1
0
0
1
1
Outcome 6.6: Build upon or adapt the ideas of others to create unique expressions or solutions.
2
1
0
2
0
0
0
2
2
Standard 3 Information Retrieval and Technology
Standard 4 Oral Communication
Standard 5 Critical Thinking
Standard 6 Creativity
9
100% of UHMC Dental Assisting Program courses have student learning outcomes that are aligned with the Program Learning
outcomes.
Assessment Plan
Map of Program Learning Outcomes by Course
DENT DENT DENT DENT DENT DENT DENT DENT DENT DENT
120
150
151
152
154
164
165
176
177
99v
2
3
3
3
1
1
1
1
1
3
PLO
1
PLO
3
3
3
3
3
3
3
3
3
3
2
PLO
3
1
2
1
3
1
1
1
1
1
2
3
Major Emphasis: The student is actively involved (uses, reinforces, applies, and evaluated) in the student learning
outcomes. The learner outcome is the focus of the class.
2 Moderate Emphasis: The student uses, reinforces, applies and is evaluated by this learner outcome, but it is not
the focus of the class.
1 Minor Emphasis: The student is provided an opportunity to use, reinforce, and apply this learner outcome but does
not get evaluated on this learner outcome.
0 No Emphasis: The student does not address this learner outcome.
Plan for Assessment Timetable
PLO
1
2
FL
SP
FL
SP
FL
SP
FL
SP
FL
SP
2009
2010
2010
2011
2011
2012
2012
2013
2013
2014
DENT
DENT
DENT
150
151
152
DENT DENT
152
3
176
DENT
DENT
164
154
DENT DENT
152
150
DENT
152
B. Analysis of Student Outcome and Goal Achievement
In fall 2012, PLO 2 was assessed in DENT 164. In spring 2013, PLO 1 was
assessed in DENT 152.
Evidence and Results of Student Learning
DENT 164 Oral Biology I – PLO 2
The student learning outcomes for DENT 164 include understanding the general
anatomy of the head and neck including the bones of the skull; musculature; arteries,
veins, lymphatics and the nervous structures. In addition, the student learning outcome
include understanding the oral cavity, teeth, normal periodontal tissues, oral mucous
10
membranes, salivary glands, anatomy and identification of teeth, the eruption sequence
of teeth, classifications of occlusion, oral microbiology and oral pathology.
Program Learning Outcome 2 of dental assisting learning outcomes was assessed by
evaluating various skill competencies, exams, and learning skills lab exercises and
projects. In addition to the dental assisting program outcomes, the student was
assessed on the following general education standards: critical thinking oral
communication, written communication, information retrieval and creativity.
In DENT 164, five exams, one final exam, one power point presentation, two learning
skills lab exercise, class attendance and class participation were used to assess PLO 2
(Demonstrate basic theoretical knowledge and skills in biological science, dental
radiology, chairside dental assisting, and business office procedures to support dental
assisting practice and build the foundation for an associate degree dental hygiene
program). Students were assessed on competency skills, including dental photography
and placement of orthodontic brackets and bands on the typodont teeth. Students are
assessed by an instructor, a peer, and themselves.
Proficiency in general learning outcomes: oral communication, written communication
and creativity were assessed in the skills competencies and the power point
presentation for oral pathology. Proficiency in information retrieval and critical thinking
were assessed in the examinations. The students performed well in all aspects (100%
exceeded or met expectation). All of the students were proficient in these general
education standards at a level necessary for their intended role as dental assistants.
Summative Evidence
Program Assessment Rubric
Exceeds
DENT 164 Oral Biology I
PLO 2 - Demonstrate basic theoretical
knowledge and skills in biological
science, dental radiology, chairside
dental assisting, and business office
procedures to support dental assisting
practice and build the foundation for an
associate degree dental hygiene
program.
Average PLO Score for the course
General Education Standards
Critical Thinking
Oral Communication
Written Communication
Information Retrieval
Quantitative Reasoning
Creativity
Meets
Needs
Improvement
Insufficient
Progress
N/A
0
0
0
0
18
18
100%
100%
100 %
100%
100%
a. Explanation of Assessment Evidence
100% of the Dental Assisting students have met or exceeded expectations in Dental
Assisting Program Learning Outcomes 2. 100% of dental assisting students met or
exceeded in expectations in General Education Standards, written and oral
communication, quantitative reasoning, and critical thinking.
11
b. Student Learning Discovery
Effective student learning can be achieved by using a variety of learning strategies that
speak to our students who are diverse in their cultural backgrounds, experience,
learning styles, and challenges. The use of various learning strategies enables
students to develop the knowledge and skills they will need to provide culturally
competent health care to a diverse population.
DENT 152 Chairside Dental Assisting – PLO 1
The student learning outcomes for DENT 152 include perform all dental assisting
functions as defined in the Dental Practice Act, with no soft or hard tissue trauma and
present information accumulated during a dental examination in verbal or written form,
documenting information in a clear, accurate, and appropriate manner. Program
Learning Outcome 1 of Dental Assisting Program Learning Outcomes was assessed in
this course by evaluating students’ performance in externship practicum. In addition to
the dental assisting program outcomes, the student was assessed on the following
general education standards: written communication, information retrieval and
technology, oral communication, and critical thinking.
Only dental assisting majors were enrolled in this course; therefore the summative
results reflect the spring 2013 dental assisting graduates’ achievement of the program
learning outcomes. Evidence was reported on the eighteen students who completed the
course. For PLO 1, 88.88% (16 of the 18 students) showed exemplary understanding
of the legal, professional, and ethical role of the dental assistant and 11.11% (2 of the
18 students) met expectations.
Professional behavior evaluations during externship practicum were used to assess
PLO 1 (Demonstrate an understanding of dental assistant roles including the legal,
professional, and ethical responsibilities within the community). Students practice
clinical dental assisting at 4 different dental sites for 3 week intervals. Students are
assessed for professionalism and ethical practice by their supervising dentist.
Proficiency in written communication was assessed utilizing a written communication
rubric for patient procedure notes. The students performed well in all aspects (88.88%
exceeded expectation and 11.11% met expectation). Oral communication was
assessed utilizing a rubric for a dental education project, with 100% of students
exceeding expectation. Critical thinking was assessed in case study evaluations with
83% exceeding expectation and 16% meeting expectation. Information retrieval was
assessed by dental product review and assessment rubric, with 100% exceeding
expectation. All of the students were proficient in these general education standards at
a level necessary for their intended role as dental assistants.
Summative Evidence
Program Assessment Rubric
Exceeds
Meets
Needs
Improvement
Insufficient
Progress
N/A
DENT 152 Chairside Dental Assisting
PLO 1 - Demonstrate an understanding of
dental assistant roles including the legal,
16
2
12
professional, and ethical responsibilities
within the community.
Average PLO Score for the course
16
2
Critical Thinking
83%
16%
Oral Communication
100%
Written Communication
88%
Information Retrieval
100%
0
0
0
General Education Standards
11%
Quantitative Reasoning
Creativity
Results of Student Learning
a. Explanation of assessment evidence
100% of the Dental Assisting students have met or exceeded expectations in Dental
Assisting Program Learning Outcome 1. 100% of dental assisting students met or
exceeded in expectations in General Education Standards, written and oral
communication, critical thinking, and information retrieval.
b. Student learning discovery
Effective student learning can be achieved by using a variety of learning strategies that
speak to our students who are diverse in their cultural backgrounds, experience,
learning styles, and challenges. The use of various learning strategies enables
students to develop the knowledge and skills they will need to provide culturally
competent health care to a diverse population.
CASLO Analysis
Seven members of the UH Maui College Dental Advisory Committee (5 were dentists)
reviewed and discussed the Faculty Report on CASLO Evidence, the correlating course
outline, and the Written Communication rubric. Seven of the 7 (100%) members agreed
that the "minimally passing" evidence demonstrated student achievement of the Written
Communications CASLO is at a level of skill appropriate for the certificate and dental
assistant position in industry.
After reviewing the Faculty Report on CASLO Evidence, the correlating course outline,
and the Written Communication rubric, 100% of the members agreed that the evidence
presented in this assessment activity shows that students develop and demonstrate
relevant writing skills that they will need as graduates of the program.
13
A variety of suggestions were discussed to improve this CASLO assessment method so
that students are prompted to demonstrate exit-level skills that are relevant to the needs
of graduates of the program. These included 1- to initiate S.O.A.P. assignments, or
projects to improve students professional writing skills; 2- provide written examples of
above the just passing guideline for the students to see; 3- use videos or present a
demonstration and have them record it; 4- Create scenarios that replicate "real world",
on the job scenarios; 5- Create templates of notes to shows record the treatment; 6Video patient's visit described by student and evaluated for comprehension of the
patient's chief complaint, grammar, spelling and legal relevancy; 7- Dictation
The suggestions for improving curriculum, instruction, or student services to better
develop the writing skills needed of graduates from the program were 1- Organize
writing workshops; 2- Spelling and grammar and attention to detail are important; 3Student Services could offer a service to students that has a primary focus on the
mechanics in writing assignment or offer an English class that works in conjunction with
and in support of the Dental Assisting program and that would focus on the English
course SLOs through content-specific writing needed for the Dental Assisting field; 4Practice in a group of taking procedural notes. Self-grading of their progress. List of
terminology that they will be responsible for that period; 5- Learn the concept of using
and modifying computer template notes on a computer; 6- Become familiar with the
SOAP concept.
Suggestions for assessment practices that are aligned to curriculum and instruction with
the needs of students were 1- Reviewing students writing at end of term; 2- Give written
examples of the criteria you are looking for; 3- Have students analyze other students
notes; 4- Have a different assessment form for the CTE programs with "work focused"
language; 5- Maintain contact with the dental community in order to fulfill the actual
needs of a dental office: what qualities and abilities are desired; 6- Emphasize EMR's as
this will be the legal requirement in the near future;7- Constant exercises in writing and
evaluation are paramount. Repetition and emphasis on increasing the value of an
employee in order to maintain a job in the dental field should be stressed (employee
should strive to make oneself indispensable); 8- Take a grammar diagnostic test at the
beginning of the program then attend to the grammar areas they did not score
adequately on before the end of the semester/program before program completion.
14
Students completed a variety of the suggested teaching strategies recommended. We
continue to utilize these suggestions on a weekly basis to improve written
communication skills of the dental assistant to provide clear and concise patient notes.
Expected Level of Achievement
Exams, projects and homework are graded on the point system in the table
below. Dental Assisting Students are required to maintain a “B” in the clinical portion of
the curriculum and no lower than a “C” in the didactic.
A
B
C
D
91-100%
81-90%
71-80%
61-70%
Summative evidence
The evidence used to assess, and the results of the assessment for the program
learning outcomes, will be discussed separately for each course that was assessed
during this review period. Each program assessment is based on the following scale:
Exceeds
Grades of A
Meets
Grade of B
Needs
Improvement
Grade of C
Insufficient
Progress
Grade D
UH Maui College Dental Assisting Program Curriculum Evaluation Guide
Evaluation mechanism
How often conducted
Date to be conducted/
finished by
Results expected
Goal or Objective #1
Professional Responsibilities
Student Exit Survey
Graduate Survey
Employer Satisfaction Survey
Students’ scores on program
examinations
Students’ scores on certifying
exam
Annual
May-August
Student Exit Survey
Graduate Survey-6 months
after graduation
Employer Satisfaction Survey-6
months after graduation
75% Response
Average ranking
4 on 1- 5 point scale=
Satisfaction with Program
85% 1st time pass rate
Goal or Objective #2
Knowledge & Skills
Student Satisfaction Survey
Graduate Satisfaction Survey
Employer Satisfaction Survey
Students’ scores on program
examinations
Students’ scores on certifying
exam
Annual
May-August
Goal or Objective #3
Lifelong Learning
Service Learning scores
Graduate Survey
75% Response
Average ranking
4 on 1- 5 point scale=
Satisfaction with Program
85% 1st time pass rate
75% Response
Average ranking
4 on 1- 5 point
scale
Results achieved
Yes
Yes
Curriculum revision based
Increased number of orthodontic
Continue Livetext iPad project
Annual
May
50% continue to Dental
Hygiene
Yes, 86% service-learning
completion certificate; No,
39% continue to Dental
Hygiene - 11% entered
UHMC DH program, 28%
pursuing entrance to DH
Program
Continue commitment to
15
on results
practicum hours and started dental
office management practicum in
fall 2013.
and various teaching pedagogy.
Person responsible
Program Coordinators
Faculty
Pending for dental office
management results. Even with
increased number of orthodontic
practicum hours, visitation and
instruction by two separate
orthodontists, and typodont
bracket placement, employer
results remain mixed.
May-August
Program Coordinators
Faculty
Program satisfaction and national
board certification scores and
passing rates remain high
(100%).
Program improvement as a
results of data analysis
Next date of completion
May-August
rigorous community service
and professionalism
program. Students’ working
as dental assistants is
considered a success, as
trained and certified dental
assistants are much needed
dental professionals.
Program Coordinators
Faculty
Dental Assisting program
continues to be considered
by their employers and our
community as dental
professional and service
oriented.
May-August
Industry Validation
The dental community on Maui is extremely supportive of the UH Maui College Dental
Assisting Program. Dental experts share their expertise in the classroom (32 dental
experts), provide externships in their offices (11 dentists and dental clinics), provide inkind donations of supplies, and financial support for equipment and supplies.
Community dentists invite our students into their office for specialized training on the
most up-to date equipment and processes. In 2012-2013, 37 dental professionals
shared their expertise with my students.
100% of the 18 2013 Dental Assisting graduates who seek employment are working in
dental offices, working as dental assistants. Local dentists often contact the program
coordinator seeking UH Maui College Dental Assisting graduates. This year, one office
even mentioned UHMC graduates preferred in their employment advertisement.
Student employment placement and demand has remained steady and all UH Maui
College Dental Assisting Program graduates were able to secure dental jobs.
In discussion with UHMC Dental Advisory Board members, UH Maui College CASLO
Written Communication results were discussed in detail, with 100% agreement in rigor
and suggestions of various teaching strategies.
Students and faculty participated in 25 community health fairs, high school events, and
service projects, working collaboratively with local dental professionals. The Maui
County Dental Society and Maui County Dental Hygienists’ Association contributed
funds to the UHMC Dental Assisting Program for the purchase of toothbrushes and
paste used for community service events.
In addition, Maui dentists are generous in their support of student travel to the annual
Hawaii Dental Association Convention on Oahu and have established two-$500.
Scholarships for Dental Assisting graduates entering the Dental Hygiene Program every
other year. UH Maui College Dental Assisting Program is grateful for this affirmation of
industry support.
16
C. Program Plans and Goals
The Outcomes Assessment Plan will continue to be implemented for the current
students. Surveys will continue to be sent to graduates and their employers.
Students will be assisted in the facilitation of DANB testing, including computer mock
testing and material review.
Program will continue to heavily recruit students at high school career fairs, servicelearning activities, UH Maui College Biology 100 classes (prerequisite to DA program),
high school and program orientations, and career shadowing programs.
Clinical experiences will begin in the fall semester and continue into the spring
semester. Increased hours of clinical practice will be made available and strongly
encouraged for students at the Maui Oral Health Center, shadowing and assisting staff
dentists.
The highly successful iPad and Livetext assessment project will continue, allowing
students access to researching various topics in the dental operatory and classroom;
assess to course information, Powerpoints, outlines, discussion groups,
announcements; real-time assessment and remediation of procedure and skill mastery;
and practical experience using industry iPad applications such as Dentrix and patient
education application DDS GP. Students will continue to utilize Livetext assessment and
field study application (assessment of externship practicum), develop student
ePortfolios, and master iPad use for the dental office setting.
Service-learning will continue with emphasis on community education. The Baby Dental
Packet Project will continue to provide dental health information to all babies born at
MMMC and at pediatric offices and clinics on Maui as well as community service
experiences at area schools and health fairs.
Access to the on-campus Dental Facility in the renovated science building will
significantly enhance clinical learning opportunities for DA and DH students. The faculty
will have 10 operatories dedicated to the DA/DH programs and a separate x-ray
teaching room, having 3 radiography chairs. The additional operatories will allow more
opportunity for hands-on practice and make instruction more efficient. The addition of
new equipment, x-ray teaching manikins and digital x-ray units in every operatory, will
provide students with experience using these important diagnostic tools in dental
practice. The additional 8 operatories on the service side of the facility will allow more
students to complete the spring practicum working with dentists at the Maui Oral Health
Center facility. The new facility will also allow admission of DH students annually, which
will provide increased opportunity for the DA graduates to continue to DH Program.
Goals for Program Improvement
 Faculty to attend at least 2 faculty development workshops to improve
technology mastery and information retrieval skills.
17






Adopt at least one new learning strategy in each course.
Maintain and support 18 student cohort
Continue to utilize Livetext assessment and iPad technology in the operatory and
classroom.
Continue to participate in community service and service learning activities
Procure the equipment needed to train students to be industry-ready and
employable.
Acquire a larger clinical facility to better utilize instructor resources and provide
up to date training for dental assisting students
III. Budgetary Consideration and Impact
The Dental Assisting program requires significant resources due to the need for a
clinical facility, national accreditation requirements for 1:6 instructor: student ratio (high
lecturer costs), required annual attendance of all faculty members to at least one
regional or national dental education conference, required methodology training in the
area of instruction at least every 3 years, and costly equipment and materials.
Presently, the operatories at the Maui Oral Health Center is shared by the UH Maui
College Dental Assisting and Dental Hygiene Programs, Lutheran Medical Residency
Program, and the Maui Oral Health Center. The Dental Assisting Program is assigned 4
operatories for 18 students during clinical courses. The 1:6 instructor to student ratio
and limited clinical space, necessitates dividing the students in two groups, requiring
significant instructor resources. A second full-time faculty is needed to offset the great
number of lecturers hours needed.
In fall 2013, the Dental Assisting Program hired 4 new lecturers. Extensive teaching
strategies, curriculum, and course methodology training has been ongoing. Attendance
to faculty development workshops is crucial in developing a strong team. The American
Dental Education Association (ADEA) is the premier ADACODA association for all
accredited dental programs in the United States. The ADEA annual Conference will be
held in March 2014 in San Antonio, Texas and will feature the UH Maui College Dental
Assisting Program Coordinator in an ePortfolio roundtable presentation.
The Dental Assisting Program continues to garner external support for our program and
our students’ success. The Maui Oral Health Center provides students with the
opportunity to participate in patient care and gain hands-on clinical skills. A number of
community and government grants provide the resources needed to support the facility
requirements. The community need for oral health services provides strong justification
for the commitment of resources. The impact of the dental programs on community oral
health is validated by the financial support UHMC has received during the 2014
Academic Year.
County of Maui
$250,000
Maui Oral Health Center Rent
Maui Oral Health Center Staff
18
UHMC Staff
HMSA Foundation $100,000
Community Oral Health Screening
Hawaii Dental Service Foundation $66,903
Equipment for MOHC- awarded in 2013-$66,903
Equipment request for 2014, $323,061-Partial award is expected in
November 2013
Two Carl Perkins grants were awarded to the Dental Assisting Program in 2013 for
faculty and student support in procuring iPads and Livetext technology ($13, 940. and
$4,652.) Kaiser Permanente Community Benefit awarded the program $13,523.63 and
$1,155. to support the Baby Dental Packet Project and the Maternal Home Visit Project
in 2013, respectively.
UH Maui College Dental Program Priorities:
Lecturer costs – 41 fall, 45 spring = 86 X Step A ($1374)
Marketing, student recruitment, website maintenance
Annual ADEA American Dental Education Association – accreditation
organization $125 per faculty
Library resources – books, magazines, software
Faculty Development- attend conference to complete ADACODA
accreditation requirements of providing funding attend regional or national
conference yearly and to complete methodology course in their specialty, at
least every 3 years
Faculty travel for student supervision
Renovation of Noi’i – funds and contract awarded and renovation will occur
AY 2014-2015
Instructional materials, Dental Materials, clinic supplies, office supplies and
miscellaneous supplies
17 Dexis digital radiographic sensors/system
3 intraoral cameras – IRIS DigiDoc
5 valo curing light – educational price $920.69 each
1 ultra vacuum former educational price $183.89
3 DXTTRIII – Dental x-ray training manikins
$118,64
$470
$750
$635
$12,525
$1700
$6,782
$150,815.
$20,000
$4603.45
$183.89
$36,000
IV. Engaged Community
The UH Maui College Dental assisting Program is fully engaged with our community
partners. Dental experts share their expertise in the classroom (32 dental experts),
provide externships in their offices (11 dentists and dental clinics), provide in-kind
donations of supplies, and financial support for equipment and supplies. Community
dentists invite our students into their office for specialized training on the most up-to
date equipment and processes. In 2012-2013, 37 dental professionals shared their
expertise with my students.
The results of student learning were extensively discussed with UHMC Dental Advisory
Board members, with formal discussion and documentation. Dentists and other dental
professionals routinely discuss program goals and curriculum with the Dental Assisting
Coordinator and faculty. UH Maui College CASLO Written Communication results were
discussed in detail, with suggestion for improvement offered. In fall 2013, 3 patient
charting teaching strategies were implemented in DENT 151 (pp. 11-12.)
19
Students and faculty participated in 25 community health fairs, high school events, and
service projects, working collaboratively with local dental professionals. The Maui
County Dental Society and Maui County Dental Hygienists’ Association contributed
funds to the UHMC Dental Assisting Program for the purchase of toothbrushes and
paste used for community service events.
In addition, Maui dentists are generous in their support of student travel to the annual
Hawaii Dental Association Convention on Oahu and have established two-$500.
scholarships for Dental Assisting graduates entering the Dental Hygiene Program every
other year.
Community supporter Sara Jean Tokunaga has shown her support in the establishment
of the Donald and Alice Tokunaga Scholarship, which awards two-$500. scholarships to
Dental Assisting Program graduates entering the Dental Hygiene Program every other
year. Kihei Sunrise Rotary club also awarded a UHMC Dental Assisting scholarship to
fund students’ certification exam.
The Dental Assisting Program students and faculty actively participate in community
service and oral health education by attending health fairs, school recruitments, and
other community activities.
Since 2009, the Dental Assisting Program initiated, obtained funding, and organized the
Baby Dental Packet Project at Maui Memorial Medical Center (MMMC) and pediatric
offices and clinics on Maui. Dental Assisting faculty and students work closely with
community partners to educate our community about proper oral health. Kaiser
Permanente Community Benefit funded this project in 2013 and has renewed their
support for 2014.
In 2013, the UH Maui College Dental Assisting Program will initiate and organize a
“Keep Your Smile” Dental Informational packet project for seniors will be funded by the
Doyle Foundation and Kaiser Permanente Community Benefit. This project will bring
oral health education to Maui’s elderly population and service opportunities to our
students.
V. Recognize and Support Best Practices
The Dental Assisting Program has led the campus in implementing innovative teaching
techniques, innovative use of technology, and incorporating “best practices” into
pedagogy. Through Perkins funding, in spring 2013, Dental Assisting faculty assess
students in real-time using Livetext assessment. This assessment tool allows
assessment in the clinical areas using iPads. Students are able to view their progress
and make necessary remediation, if needed, immediately. Students are also able to
create ePortfolios, which highlight student work during the program when seeking
employment or pursuing higher education.
Through Perkins funding, iPads were put in the hands of students, increasing access to
curriculum, researching of pertinent clinical issues in the operatory, course content
understanding, and practical use in patient education, as they do in the dental office.
20
Students report increased understanding of course material and ease in tracking their
progress and knowing immediately if remediation is needed for skill mastery.
Faculty routinely utilize Turning Point Technology (Clickers) in theory review. Students
report increased understanding of course material by using this non-confrontational
method of reviewing material and gauging student understanding.
Dental assisting students learn from industry experts in the classroom and in the dental
office. Students visit every specialty dental office, including oral and maxillofacial
surgery, periodontics, orthodontics, endodontics, pedodontics, and prosthodontics, to
experience industry settings. Students draw posters depicting radiographic processing
and exposure errors; fabricate bleaching trays and mouth guard appliances; research,
conduct, and judge debates on current dental ethical dilemmas; prepare for employment
by participating in mock interviews with community members serving as perspective
employers; create a marketing program for a fictitious dental office; experience handson training in the clinical setting using manikins and then proceed to patients; and other
hands-on, real-world learning strategies.
The UHMC Dental Assisting Program was awarded the grant funding for Livetext and
iPads for faculty and all dental assisting students, the Baby Dental Packet Project, and
the Maternal Home Visit Project in 2013. The Dental Assisting Program Coordinator
was invited to facilitate an ePortfolio roundtable presentation at the American Dental
Education Association annual conference in San Antonio, Texas in March 2014.
Appendix
UH Maui College Dental Assisting students
use their iPads to research topics to complete
patient assessments.
2012-2013 Dental Assisting Program Community Experts who Share their
Expertise
21
Dean Arashiro, DDS, MS, periodontist
Linda Brady, American Lung Association
Dr. Todd Carter, DDS, oral surgeon
Dr. Michael Clarke, DDS, oral surgeon
Dr. Peter Comny, DDS, orthodontist
Mark Cook, UHMC Instr. Design & Support Specialist
Lisa Copeland, RDH, Philips Oral Healthcare
Kathleen Couch, RN, Caregivers Program Coordinator, Hale Mahaolu
Dr. Mickey Damerall, DDS, orthodontist
Mr. Doug DeRyke, Patterson Dental equipment specialist
Kathy Fay, VP Operations Hawaii Dental Service
Dr. Peter Fay, DDS, prosthodontist
Chris Gilbert, MICT paramedic & EMS instructor
Ron Hovious, CAN, ARC of Maui
Nancy Johnson, APRN, UH Maui College Allied Health
Dr. Scott Kanamori, DDS, general practice
Jill Kollist, RN, BSN, ARC of Maui
Kay Kusumoto, RDH, Ultradent
Dr. Jon Lau, DDS, general practice
Dr. Neil Nunokawa, DDS, general practice
Phyllis Martina, RDH, Colgate-Palmolive
Maui Oral Health Center staff
James Merrett, DDS, general practice
Julie Morrill, Hu-Freidy Dental Instruments
Domine Opena, Central Pacific Bank
Dr. Lorrin Pang, MD, Hawaii State Department of Health Director
Mara Sandi, CDA, dental assistant/ office manager
Kimo Tuyay, Henry Schein Dental Supply Company
Dr. Melanie Vallejos, DDS, general practice
Dr. Shaun Wright, DDS, pedodontist
Dr. Randall Yee, DDS, endodontist
Melissa Yoshioka, UHMC The Learning Center
2013 Dental Assisting Externship Sites
Maui Oral Health Center
Dr. Michael Clarke
Dr. Mickey Damerall
Hui I Ke Ola Pono Health Center, Dr. Eddie Melendez
Dr. Scott Kanamori
Dr. Frank Kihara
Dr. Jon Lau
Malama I Ke Ola Health Center, Dr. Alex Pijpaert
Dr. James Merrett
Dr. Melanie Vallejos
Dr. Ken Zielinski
22
Dental Assisting iPad/Livetext Project Evaluation
October 21, 2013
 Does the use of the iPad/ Livetext meet your expectations? Why or why not?
-
-
-
Yes. I enjoying having the iPad. Livetext helps me identify what I need to improve on, with
such quick access to my grades.
Yes, it is a pleasant bonus that I was unaware of when applying to the Dental Assisting
Program.
Yes, it has definitely met my expectations because I have used it so much for many things in
and out of the classroom.
Yes, the iPad meets my expectations. I enjoy using the iPad because it helps prepare me for
class, lets me follow along with the instructor during lecture, study, and it has helped me
work on my portfolio by taking pictures as I learn new things.
Yes. The use of the iPad meets my expectations. It is a big help in learning. The Livetext is
easy to navigate and it gives us an idea of how we are doing in our classes.
Yes, for those who uses Livetext on a regular basis we know what grades we’re getting.
iPad, I love it helps so much with homework and doing research in class
Yes! It has the latest software to ensure it works perfect. It has never froze, malfunction,
and long battery life.
Yes, I am a new user to Livetext so I have some “getting used to” to do, but I do enjoy my
iPad and Livetext for learning purposes.
Yes both the iPad & Livetext have met my expectations because having all the programs
books on the iPad makes reading & studying so much easier to be able to always have all
your books with you with one simple iPad.
Yes it does because I’ve never had and iPad or an account that I’m able to view my grades
within minutes. Makes learning easier and convenient.
Yes, it has meet to my expectations. Livetext allows me to access my grading material
(competencies) and keeps me updated in what has been completed and what needs to be
done assignments.
Yes, the use of the iPad/Livetext exceeded my expectations.
Yes, it’s a big help especially the iPad. We don’t have to carry books because we have our
iPad all the time.
 Has the iPad/Livetext enhanced or improved your learning? Why or why not?
-
Yes, the iPad/Livetext has enhanced my learning because I am able to use my iPad during
class. I can read my books, read the Powerpoints, view the rubrics for competencies, and
take photos for my portfolio.
Yes, having an iPad makes lectures so much easier to follow along by going online and
downloading the Powerpoint in which the instructor is going over that day!
Yes, it has improved my learning because I can follow along with my professor’s
Powerpoints /lectures and my eBook is just a click away on my iPad.
It has made studying on-the-go a lot easier now that all of our textbooks are located in one
light weight device.
The iPad has improved my learning because it is lightweight therefore we are able to do
researches in class instead of carrying a laptop
The iPad has enhanced my learning by researching information when needed. Livetext I’m
in the middle because I’ve only used it to look at my grades
Yes! We are able to follow along with the teacher, exchange notes easily with other students.
We can pull up the syllabus or any other teaching aids
Both have definitely improved my experience as a student. I’m able to easily access my
study materials whenever I want.
Yes both the iPad & Livetext has enhanced my learning because with the efficiently of
having all your school information in one location makes learning so much easier and at
23
-
-
your fingertips. Also being able to keep up to date with Livetext on grading to see what
needs improvements is very helpful.
Yes because my books are always available and if the teachers make comments on my work
I can read them and improve myself.
Yes it definitely does. The iPad alone allows me to access internet, email, Livetext, and my ebooks where ever and whenever. As for Livetext, it allows me to view my grading
assessment my instructors have given me at all times.
Yes, the iPad improved my learning style because I found it convenient to have access to all
my e-books and to the internet when studying.
Yes, because having the iPad and Livetext makes it easier for me to use my books online and
look up rubrics for a specific project on Livetext.
 What were the advantages of the iPad/Livetext project?
-
-
-
-
-
There are many advantages of the iPad/Livetext project such as being a portable study
device, follow along in class, read textbooks, and view the rubrics so I understand what will
be expected of me.
Learning new technology, and putting it to use every day, to improve my educational needs.
Advantages would include being able to get instant feedback after certain competencies in
lab on Livetext, going through Powerpoints/lectures on the iPad in class, taking photos and
videos for the program portfolio, airdropping files to classmates, having internet access in
class for in class projects, and having the eBook on the iPad to look up during class as well.
I love e-books, access to the net, and Airdrop.
The advantages of the iPad is that it is lightweight, we can download our eBooks, download
other apps that can help in our learning. Also, we do not have to share it with other
students. The Livetext allows us to receive feedback from our instructors.
Advantages iPad: use it to take notes, research, take pictures for our portfolio
Advantages of Livetext: able to view competencies, grades, notes teacher’s telling us for
certain assignments
We can take pictures to help with studying or projects
The immediate feedback I received from instructors soon after a competency or
presentation. The iPad made all my reading and researching very easy.
The advantages of iPad/Livetext project are the ability of taking all your books with you.
Wherever you go to be able to study and research projects right on the spot with the iPad.
The advantage of Livetext is to get up to the moment progress in each class instead of
finding out at the end of the year, when it’s too late.
Easy access to books and grades.
Internet access capabilities, emailing, airdrop (allows us to share pictures with our peers),
take pictures for our end of the year dental assisting portfolio, and access our performance
grading on Livetext.
iPad: portable, faster than a laptop, airdrop (easy file sharing among classmates), viewing
digital content very fast, basically a computer that is fast and portable and convenient.
The advantage of having iPad and Livetext is that you have the two main things to improve
my grades, study for exam and quizzes and look up the things I need to improve on by going
to Livetext and see my grade on my homework and presentation.
 What information, features, programs, if any, would you like to see added to
future iPad/Livetext projects?
-
For the Livetext I would have wanted to learn how to use the program much earlier in the
school. There was a little confusion in the beginning.
It would be nice to have some kind of symbol or alert showing when a professor adds
comments on Livetext.
Notifications when new items are uploaded/ available on Livetext.
24
-
-
A feature I would like to see added to future Livetext projects is a notification alerts that let
us know if we receive a feedback from our instructors.
I did not like using Livetext. It would be nice if there was notification when a teacher left
notes.
At this point, I am very impressed with all the programs and resources we were provided
and have no other suggestions thus far.
Not sure yet, but know this is definitely been helping in my Dental program and since using
this I see it has been an added tool for success at school. Now can’t imagine how people can
do without this in school, it simply does add to your learning.
A notification on assignments that have comments from the teacher on Livetext. Instead of
having to open up every single assessment.
I am not sure what else needs to be added in the future but keep up with the improvements;
will be looking forward for them.
I would like to see an official Livetext app for all apple devices. Livetext: a more friendly
organized User Interface design.
I would like for the iPads to have Microsoft word application.
 What could be improved in the iPad/Livetext project?
-
It’s great just the way it is!
I appreciate what we currently have and can’t think of any improvements.
It would be nice to have some kind of symbol or alert showing when a professor adds
comments on Livetext.
Maybe by adding a tutorial in how to use the features when they are issued.
The Livetext would be improved by having a “grade book;” that shows our grade and
progress in class.
It was nothing but useful
Nothing at the moment
It all has been working good for me so nothing as of yet
Nothing that I can think of.
Hopefully, on Livetext add a grading section to see where an individual stands overall.
iPad: perfect Livetext: more organized content and a mobile application.
In my opinion the iPad/Livetext project is such a big help and I can’t complain anything so
far.
 Did you encounter any problem with your iPad? If so, please explain.
-
No (3)
No, I didn’t encounter any problems with the iPad.
No, I have not encountered any problems with my iPad.
I have never had/used much Apple products before, so it was just a matter of learning the
system.
No, the iPad is great and definitely useful.
When looking in Laulima sometimes the Powerpoints or charts won’t show up
No, it has been perfect
I have not yet encountered any problems, and probably won’t.
No problems so far.
Sometimes the iPad glitches with certain programs but nonetheless it is sufficient.
None so far.
 How would you rate the tech support for the iPad/Livetext project?
-
10!
25
-
I personally haven’t used the tech support but the tech support at the school and the
speaker that came to the school were helpful.
I would give the tech support a very high rating.
10/10 (2)
From 1-10, one being least I would say an eight.
I have not had to use the tech support yet.
Good.
10/10, very helpful.
5/5 (2)
I would rate it 10
 Would you like to see the iPad/Livetext project continued next semester? Why or
why not?
-
-
-
-
Yes, it is such a huge help within this program.
Yes, I like to continue the iPad/Livetext project next semester because it has had many
benefits so far and I think it will help me continue to learn in my program.
Yes, the iPad has been such a great addition to the program because it allows us to access
certain things in class, take photos and videos needed for the program, and the use of
airdrop (sharing files) with my classmates. It is my first time using eBook and it is very
convenient to have that stored on the iPad as well. We all feel very fortunate to have the
iPads for this program because it has been very beneficial.
Yes, it has been a GREAT resource thus far.
Yes, because they will definitely help the future students of the program.
Yes, it helps a lot for our eBooks doing homework and projects
Yes! It would really help future students
Yes, I would. It allows me to access my Livetext courses and see my grades or progress
Yes, for sure this has been a great improvement in education and learning to be able to have
access to your books as needed and to be able to research projects when needed. Keep up
to date with your class through Livetext has been very beneficial.
Yes. Having the iPad makes it so much easier to access our books. Plus when we’re doing
our work on the computer it’s easier to look at the iPad rather than switching tabs or
continuously minimizing your work to read your textbook. And the screens are small on our
computers to be reading the textbook. Another couple benefits of the iPad is, it is easy to
take with you to read and you don’t need internet to access your textbooks.
Yes, it has been very helpful for me. Keeps me updated at all times with school and
instructors.
Yes, because I find it more important in my daily life because I always use my iPad to do
homework with.
Yes, definitely the iPad/Livetext is a big help.
 Before receiving your iPad, did you have access to a computer/laptop/iPad?
-
If yes, was it a computer of your own at home?
Yes, Mac Book Pro.
Yes, I had a personal laptop and desktop computer.
Yes
Yes but the iPad is a lot more convenient.
At first a mini Acer, but I have recently bought a new HP.
Yes, I had a laptop
Yes, it was at home, I had a desktop and laptop
Yes, I had access to a personal computer at home. However, I didn’t utilize it as much as I do
the iPad
Yes, I have a macbook pro
No
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-
Yes, I had a personal laptop
Yes, a computer at home.
Yes, I had access to my laptop and my android tablet
I have my own computer at home.
-
Is it a laptop of your own?
Yes (8)
Yes but the iPad is a lot more convenient.
It is a laptop of my own
Yes it is
-
Did you bring this laptop to UHMC?
On occasion.
No, I didn’t because I didn’t want to carry it around due to size.
No, I bring my iPad to class because it is more compact to carry.
Not yet
Sometimes (2)
Yes (2)
Only once so far, but prefer the iPad
No, I didn’t.
No, too heavy and battery does not last as long as the iPad.
-
Is it a computer that you shared with others?
No (5)
No, it was my own computer but I allowed others to use it.
No, it’s my personal computer
Sometimes. It’s mostly mine but I do have family here and there that will come over to
borrow it for a little.
No, personal computer
Yes
-
Where did you use this computer?
At home, and at school, when necessary.
I used it at my house. I previously went to online school where a laptop was necessary.
No
I use this computer at home.
At home.
School and home
Home and school
Most times I use the computer at home.
At home.
Personal home computer
At home, public places, and school.
-
 Do you have access to wireless connection at home?
-
No.
Yes, I have access to wireless connection at my house.
Yes, I have access to wireless connection at home.
Yes (6)
Yes I do
No I don’t.
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 Do you use your iPad at home?
-
Yes (6)
Yes, I use the iPad at my house. I really like to use the iPad when I’m not at my house and
somewhere else so I can continue to study.
Yes, I use my iPad at home.
Yes, I have access to other electronic devices, but I prefer to use my iPad because of its easy
access.
Yes, I use the iPad to access my textbooks at home.
Yes, I do.
Yes, I do. The thing about the iPad is, it is portable. I am able to study anywhere within my
house and outside.
Yes, all the time
 What type of internet connection do you have for studying?
-
I use the school Wifi, Maui Oral Health Center Wifi, and public Wifi.
I have wireless internet.
I have wireless internet connection at home for studying.
Wireless
WIFI
Roadrunner, Oceanic Time Warner
I have wireless connection in home and school
Oceanic Time Warner
I’m connected to a modem through Hawaiian Telcom .
Time warner
Oceanic Road Runner extreme speed internet 30MB/SmB
High speed internet from the cable company
Side note- Having the laptop from the school was a real benefit this past weekend. My personal computer
wouldn’t start and I had many projects and assignments to get done and test to study for. I was so lucky
for having the laptop from school because I was still able to get all my work done. I didn’t have to stress
about my work not getting done on time. I am so grateful for these laptops , iPads, and Livetext.
University of Hawai‘i Maui College Dental Assisting Program
Employer Survey Summary
Please complete a survey for each UH Maui College 2012-2013 Dental Assisting Program
graduate dental assistant employee.
How many months has the dental assistant been working for you?
- 4 ½ months
- 4 months
- 3 months
- 1 month (2)
- > 4 years
How did you recruit the dental assistant?
- Assistant applied and dropped off resume
- Pua should interest in working with children while assisting Dr. Adams at MOHC Health
Fair. (Emailed Joyce Yamada Re: DA Position to all DA graduates)
- Craigslist posting regarding Dental Asst.
- Dental assisting director
- Keri is an existing patient who was interested in dentistry
- Craigslist ad, as well as dropped off resume in the office
Did the dental assistant complete an externship with your practice?
28
__3__ Yes
__4__ No
Please answer the following questions about the performance of the UHMC Dental Assisting
graduate in your office (circle the correct number).
Strongly
Agree
Agree
Disagree
Strongly
Disagree
The chairside skills of the
dental assistant met the
needs of my practice.
5 (2)
4 (4)
3 (1)
2
1
The office skills of the
dental assistant met the
needs of my practice.
5 (2)
4 (2)
3 (3)
2
1
The dental assistant was
dependable.
5 (6)
4 (1)
3
2
1
The dental assistant
worked well as a member
of my dental team.
5 (7)
4
3
2
1
If you were not satisfied with any area please provide specific recommendations on how the
graduate could be better prepared. Your recommendations will be used to revise curriculum,
including clinical experiences.
- Just needs more experience, as well as more full exposure to the procedures we do in
our orthodontics specialty
- I am satisfied with Keri’s performance
- Students need exposure to various dental software
- Performance equivalent to amount of experience
Please provide general comments and suggestions for improving the UH Maui College Dental
Assisting Program.
- Thank you very much for the program here on Maui!.
MAHALO for helping us enrich the UHMC Dental Assisting Program!
Student Exit Survey 2012-2013
UH Maui College Dental Assisting Students
Please complete the following information to help improve the Dental Assisting Program.
In the past year I have volunteered at a community health activity. 16- Yes
___ No
Describe volunteer efforts.
 Oral Hygiene for Children
 I taught children oral hygiene at Kihei Elementary and Kamalii Elementary with Rotarians and
Queen Kaahumanu Center for Keiki Festival.
 HOSA at Baldwin High School
 Teaching children at Queen Kaahumanu Center, Kihei Elementary School, and Kamalii
elementary school good oral instructions, such as how to brush and floss their teeth.
 Oral Health instruction to young (elementary) children
 We have been to numerous schools to complete community health activities teaching OHI.
 Teaching kids how to brush their teeth.
 Teaching the kids how to brush and floss their teeth
 OHI at schools
 Teaching children about proper hygiene, good experience
29
Please rate the importance of the following statements (circle correct number).
I arrive to work on time or earlier.
I always work cooperatively with
my co-workers.
If I do not understand
instructions from my supervisor, I
ask for more information.
I keep information about patients
private.
Very
important
5
16
4
3
2
Not very
important
1
16
16
16
Please rate how well the UHMC Dental Assisting Program prepared you to perform in each of the
following functions. Write the appropriate number in the blank using the scale below.
______ Infection control procedures
______ Patient educational oral
hygiene instruction
______ Health history review and
Extremely
well
prepared
5
14
Well
prepared
4
Adequately
prepared
3
Totally
Unprepared
1
2
12
3
1
11
2
3
10
3
3
______ Restorative charting
8
6
2
______ Periodontal charting
12
3
1
______ Orthodontic functions
2
5
10
______ Mixing dental materials
10
4
2
______ Emergency procedures
6
7
2
3
7
6
______ Taking alginate impressions
12
3
1
______ Making study models
12
3
1
______ Exposing radiographs
13
2
1
11
3
2
documentation
Inadequately
prepared
2
______ Chairside assisting
procedures
______ Office reception
responsibilities
1
______ Dental Assisting Certification
Exam
______ Other (please specify)
________________
Check one of the following:
1- Currently employed full-time in a dental office
4- Seeking employment full-time in a dental office
0- Currently employed part-time in a dental office
2- Not seeking employment
5- Currently enrolled in college full-time, pursuing dental related field of study program
3- Currently enrolled in college part-time, pursuing dental related field of study program
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0- Currently enrolled in college full-time, pursuing fields other than dental
1- Currently enrolled in college part-time, pursuing fields other than dental
What did you like about the UHMC Dental Assisting Program?
◦ The teamwork among classmates
◦ Helped me learn the basics of dentistry
◦ I liked how I went into the program knowing nothing and now graduating from the
program I know a lot
More
◦ I enjoyed all hands on clinical procedures! I also enjoyed the community services
we’ve done
◦ I learned a lot and I am prepared to be a full-time dental assistant
◦ The learning process of everything
◦ It has given me the experience that I need in a dental office. I have learned the
materials and basic
things that I need to know as a future dental assistant
◦ The fun community services. Meeting new and professional individuals
◦ The involvement and opportunities in community service to teach children the
importance of oral health.
Also, Joyce’s door was always open to us if we needed help with anything,
◦ So Fast! Finish in one year and going to different offices!
◦The teachers are knowledgeable about the subjects teach them well
◦Going to different offices
◦ The relationship I made ask me again in a few months, cause I’m kind a over it now. A
lot of busy work, need more hands on.
What did you dislike about the UHMC Dental Assisting Program?
◦ I felt that sometimes some teachers expect you to do everything perfect even thou it
takes years of practice to get it right.
o Nothing (9)
◦Reading
◦The staff at the MOHC can be overwhelming at times
To keep a positive attitude and want to learn
◦ Some learning issues at MOHC
◦ Here and there were minor issues. But overall this program was a wonderful learning
experience!
◦ Going to MOHC for externship and Fridays
What recommendations would you make to incoming Dental Assisting Students?
◦ Be Prepared
◦ Study hard, take a lot of notes, and pay attention
◦ Study! And don’t take things personally, as it a professional setting
◦ Be prepared to work hard
◦ Good Luck-2
◦ Study hard and don’t procrastinate
◦ Help me expand me knowledge in dental assisting
◦ Always work hard and never give up
◦ Start projects early and never get behind on your reading
◦ Keep pushing through and don’t fall behind. When you think you might be ahead of
your deadlines, the next one is very soon to follow
◦ towards the end you may feel like you’re not ready to take your DANB, but in all
actuality you’re more than prepared and ready! Keep a positive and open to learning.
31
Attitude at all times no matter the amount of experience you already have.
Are you currently employed in a dental office? Yes- 1
NO- 13
Dr. Kato
If yes, name of dental office ______________________________________________
How did you become employed there? Current patient of his wanted to experience the
dental field.
Did you pass all three parts of the DANB exam? Yes __18_____ No _______
If no, which parts did you not pass and when will you be completing
them?________________________________________________________________
What are your plans for the future?
◦ Dental assisting
◦Go into the dental hygiene program and work part time as an assistant
◦ Be the best dental assistant and learning new things
◦ I am going to become a dental hygienist. Whether I get into the upcoming class or I
have to reapply later, I will keep trying
◦ Finish school and get a career
◦ Full-time job in a dental office
◦ Be a CDA. Perhaps look into hygiene
◦ Find a dental assisting job
◦ After this program, I plan on taking more classes and maybe, hopefully transfer to the
mainland to become a general dentist
◦ Being an assistant and going to lab tech school
◦ Find a job or go to school
University of Hawaii Maui College
Dental Assisting Program
Fall 2012-Spring 2013
Community Service Learning Service (25 events & activities)
1. Baby Dental Packet Project
Maui Memorial Medical Center
August 2012- June 2013
2,000 dental baby packets distributed to Maui’s babies and their families
Shared information on proper oral health practices for babies and their families
2. Baby Dental Packet Project at pediatric offices and clinics
July 1, 2012- June 1, 2013
2,000 baby dental packets distributed to babies and their family at one and 6 month well
baby visits
Reinforced proper baby dental health practices.
3. WHOA! UHMC Health Fair
UH Maui College
August 11, 2012, Saturday
7-12 noon
Serviced: 82 students and community members
Brushes distributed: 82 toothbrushes & toothpaste
Showcased the dental assisting program and promoted good oral health practices.
4. Stand For Children Rally
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Queen Kaahumanu Center
September 22, 2012, Saturday
10:00-2:00 pm
Serviced: 150 Maui community members
Brushed distributed: 144 toothbrushes and toothpaste
Taught proper brushing and flossing technique and share proper oral health practices
5. Maui Fair Parade
UHMC Campus-Stadium
September 27, 2012, Thursday
3:30-7:00pm
Serviced: Maui Community members
Brushes Distributed: 0
Rode float and marched in the parade to introduce and promote the UHMC dental programs
to our community and share good oral health practices.
6. Maui County Fair UHMC Allied Health booth
Thursday-Sunday, September 27-30, 2012
Serviced: Maui Community members
Brushes Distributed: 300 toothbrushes & 720 toothpaste
To promote community awareness of UHMC dental programs, teach proper brushing and
flossing technique and promoted good oral hygiene practices.
7. 13th annual Meadow Gold Healthy Baby Contest at Maui County Fair
September 29, 2012, Saturday
9-12 noon
Serviced: 120 1- 2.5 years old participants and their families
Baby Dental Packets distributed: 120 baby dental packets
Promoted good oral health practices and education
8. Tutu & Me Program
Kahului Community Center
October 9, 2012, Tuesday
Serviced: 50 children and seniors
Brushes distributed: 30 stage 2 & 60 stage 3 and 100 toothpaste
Promoted good oral health and taught proper brushing and flossing
9. Tutu & Me Program
Kamehameha School
October 10, 2012, Wednesday
Serviced: 50 children and seniors
Brushes distributed: counted together with other Tutu & Me Program
Promoted good oral health and taught proper brushing and flossing
10. 6th Annual Kihei Maui Children and Youth Day – Roz Baker
Kihei Youth Center
October 13, 2012, Saturday
3-8 pm
Serviced: 700+ children and their families
Brushes distributed: 988 brushes and toothpaste
Promoted good oral health in collaboration with Hawaii Dental Service and Maui County
Dental Hygienists’ Association
Funded by MCDHA and HDS
11. Maui High School Dental Orientation
October 26, 2012, Friday
33
40 Maui High school students, Promoted Dental Assisting program and dentistry and
exercise on dental charting
12. UHMC Pumpkin Patch
October 27, 2013, Saturday
Promoted good oral health and taught proper brushing and flossing to 50+ children and their
parents
13. UHMC Headstart Preschool
October 31, 2013, Wednesday
Gave toothbrushes/paste to 25children/9 adults to promote good dental health
14. Ke Ola Mau
January 13, 2013, Sunday
12:00-3:00 pm
50 intermediate and high school students
Promoted Dental Assisting program and dentistry and exercise on dental charting
15. Dental Project with Kihei Sunrise Rotary Club at Kihei School
February 6, 2013, Wednesday
8:00-11:00 am
Taught 130 1st graders about good oral health and disclosing tablets
16. Kihei Baptist Presechool
February 8, 2012, Friday
9:00-10:30 am
16 preschoolers – promoted good oral health, toothbrush and floss instruction, distributed
toothbrushes/paste
17. Waihee Elementary School
150 1st graders
February 21, 2013, Friday
12:00-2:00 pm
Gave toothbrush/paste, OHI, Good food/bad food relay
18. Maui High School Fair
March 1, 2013, Friday
9:30-1:00 pm
Program information and promoted good oral health
40 high school students
19. Baldwin High School Bear Affair
March 8, 2013, Friday
9:30-12:00 noon
60 high school students
Program information and promoted good oral health
20. Smile America Project with MCDS members
March 9, 2013, Saturday
8:00-12:00
30 Marshallese children
Exams, radiographs, and restorative procedures
21. Waihee School
March 15, 2013, Friday
12:00-2:00 pm
160 toothbrushes/paste/activity books
34
Promoted good oral health, OHI, good food/ bad foods relay
22. UHMC Automotive Car Show
March 23, 2013, Saturday
5:00-10:00 pm
Promoted the program and proper oral health
20 people impacted
23. Paia Elementary
April 5, 2013, Friday
8:00-12:00
180 Preschool-2nd grade
Promoted good oral health, OHI, good food/ bad foods relay
24. Dental Project with Kihei Sunrise Rotary at Kamalii School
April 26, 2013, Friday
8:00-11:00 am
125 1st graders, promoting good oral health, disclosing tablets, and OHI
25. Island and Bluffs Family Health & Safety Fair
May 18, 2013, Saturday
1:00-4:00 pm
Taught good oral health and promoted dental assisting program
CARL D. PERKINS
INDUSTRY VALIDATION
ADVISORY COMMITTEE APPROVAL FORM
Dental Assisting
2012-2013
X I have reviewed the curricular student learning outcomes and approve of the level of
industry skills that Maui Community College students attain in the Dental Assisting program.
X I understand that the Dental Assisting program is accredited by the NLNAC and American
Dental Association Commission on Dental Accreditation and that this national certification
meets or exceed industry standards.
X I have reviewed the student learning outcomes of the Capstone/Portfolio Projects and
approve of these projects as an acceptable assessment of student achievement in meeting
industry standards.
Dr. Michael Clarke, DDS
Dr. Mickey Damerall. DDS, MS
Dr. Matt Dodson, DDS
Ms. Rowena Estayo, consumer
Ms. Andrea Hetherington, DH student
35
Dr. Scott Kanamori, DDS
Dr. Frank Kihara, DDS, MS
Dr. Jonathan Lau, DDS
Dr. Daniel Mayeda, DDS
Dr. James Merrett, DDS
Mrs. Joyce O’Hanlon, RDH
Dr. Neil Nunokawa, DDS
Dr. Fumio Tsuji, DDS retired
Ms. Jeannette Vences, CDA
Rubric for Evaluating Outcome and Goal Achievement , Degree Program Review Assessment
Rubric, and Degree Program Review Examples of Evidence can be found at
https://laulima.hawaii.edu/portal/site/91ea6bed-23da-449e-8af8-76659235c891/page/397028c46415-488e-9ceb-9b54dff72f01 under Dental Assisting
36