Program: Dental Hygiene (BS)
Date: Mon Aug 23, 2010 - 9:36:12 pm
1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.
Core content, knowledge, practice skills and desired attitudinal behaviors are organized sequentially and in order of progressive complexity. Content is organized using three themes which represent broad categories of professional activities in the practice of dental hygiene as follows: Professionalism, Oral Health Care, Health Promotion and Disease Prevention.
Competencies and outcomes identified for dental hygiene students are organized and described in terms of levels of knowledge, psychomotor and communication skills, and attitudinal behaviors a student must attain to successfully meet programmatic requirements and thus, be capable of rendering comprehensive oral health care. The outcomes are included in course descriptions. Each dental hygiene and dental science course has established goals and objectives described in course descriptions provided students. The SLOs are measured using written examnations, laboratory and clinal evaluations, laboratory and clinical competency testing, laboratory and clinical examinations, oral presentations, projects and service activities, patient and agency satisfaction surveys, national board and regional licensing examination pass rates. Although not an SLO, evaluation of satisfaction for various aspects of an academic program including faculty; courses; physical facility; and student service, IT, administrative support is considered an integral and contributory part of acheiving positive student learning outcomes. In addition to participating in UHM's CAFE, students are encouraged to participate in the Satisfaction Survey administered by the School.
2) As of last year, your program's SLOs were published as follows. Please update as needed.
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: available through course faculty and/or at Departmental Office
Other: Self Study Report: Exhibit document, Commission on Dental Accreditation
Other: Departmental and Clinical Guidelines
3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.
- File (03/16/2020)
4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.
5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.
Maintain Quality? Although outcome perfomance is acceptable, can course, curriculum modificatin take the peformance to a higher level?
Although 100% of 2009 and 2010 senior dental hygiene students successfully passed the American Dental Association administered National Board Dental Hygiene Examination and surpassed the national mean score, faculty would like to increase the performance in specific subject/contant areas identified as adequate: 1) physiology-biochemistry-nutrition, 2) preventive agents, 3) professional responsibility, and in critical thinking and analysis. During Summer 2010, minor course modifications including timing of content introduction, and better and continual integration of basic science, dental science and dental hygiene science courses were planned for implementation beginning Fall 2010 on a pilot basis. The goal is to provide the community with the best qualified dental hygienist practitioners through a cohesive and well-integrated curriculum . Pending evaluation of pilot course modifications, formal course and curriculum change will be submitted.
Can student satisfaction positively impact SLOs and thus, improve courses, curriculum, faculty teaching, and services available?
The 2010 Student Satisfaction survey administered by the School was reveiwed by faculty and is the source of ongoing discussion to effect change. Some changes have been implemented to address student concerns.
6) State the type(s) of evidence gathered.
National Board Dental Hygiene scores in various subject areas (provided by the Commission on Dental Testing) were evaluated.
School Student Satisfaction survey scores and comments by dental hygiene student respondents are currently being considered and evaluated by faculty. Policy and procedural changes have been and will be made if indicated. UHM CAFE results have been received by individual faculty for review and analysis.
7) Who interpreted or analyzed the evidence that was collected?
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
8) How did they evaluate, analyze, or interpret the evidence?
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.
Composite scores with necessary content/subject area breakdown were received for National Board Dental Hygiene and regional clincal licensing examinations for a members of the senior class.
Composite scoring and comments were received for respondents of the student satisfaction survey.
10) Summarize the actual results.
National Board Dental Hygiene and regional licensing dental hygiene examination scores: 100% pass rate. However, in the areas of physiology-biochemistry-nutrition, preventive agents, and professional responsibilities, student performance was considered adequate. Implementation of pilot course modification efforts began Fall 2010; results are pending.
Student Satisfaction survey indicate overall satisfaction. However, a few students indicated need for faculty consideration relating to faculty calibration on radiogrphic technique (from the student perspective it appeared that faculty evaluation was inflexible and rigid giving the impression that faculty was obnoxious). Discussions and clarification of evaluation criteria have been ongoing at faculty meetings to address the concerns.
11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.
Timing of content introduction modified: e.g. DH 238=periodontium anatomy (integrate histology); DH240=healthy periodontium,disease of the gingival unit (integrate histology/pathology); DH 390/391=healthy and diseased periodontium inclusive of disease of the gingival unit (integration of histoloty-pathology-nutrition-biochemistry).
Faculty have been offered the opportunity to attend classes of other members of the instructional faculty to revisit subject area content, to offer ideas, and to discuss means of better integrating courses.
Student Satisfaction Survey: faculty have discussed and revisited evaluation radiographic criteria to make the clinical eserioence meaningful and less stressful. There are aspects of student response which the School's administration must address, e.g. items requiring additional funding.
12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.
13) Other important information:
Currently, dental hygiene is reviewing and planning for future course/curriculum modification.