Program: Dental Hygiene (BS)
Date: Wed Nov 09, 2011 - 2:06:55 pm
1) Below are your program student learning outcomes (SLOs). Please update 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 examinations, laboratory and clinical 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 achieving positive student learning outcomes. In addition to participating in UHM's CAFE, the school administers a Student Experience Survey.
2) Your program's SLOs are 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(s) to your program's curriculum map(s). If we do not have your curriculum map, please upload it as a PDF.
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
5) For the period June 1, 2010 to September 30, 2011: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
Maintain Quality: although outcome performance is acceptable, can course, curriculum modification take the performance to a higher level?
Although 100% of 2009, 2010, 2011 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/content areas identified as adequate. Minor course modifications including timing of content introduction and better integration of basic science, dental science and dental hygiene science courses were implemented. The goal is to provide the community with qualified dental hygienist practitioners through a cohesive and integrated curriculum.
Can student satisfaction positively impact SLOs and thus, improve courses, curriculum faculty teaching, and services available?
The summary of Student Satisfaction survey administered by the School was reviewed by faculty and is the source of ongoing discussion to effect change. CAFÉ summaries are used by faculty to review and evaluate courses and SLOs provided students as part of the course description/syllabus.
6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.
a) Pass rate and grades for courses
b) Pass rate for the National Board Dental Hygiene Examination
c) Pass rate for State or Regional clinical licensing examination
d) Scores for School Student Satisfaction survey and comments
e) Results of UH-Manoa CAFÉ
7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
- Pass rate and grades for courses are submitted by all faculty
- Scores for the National Board Dental Hygiene Examination and content area breakdown and comparative data are received by the Department of Dental Hygiene from the Commission on National Dental Examinations, American Dental Association
- Scores for the State’s clinical licensing examination conducted by the Central Regional Dental Testing Services, Inc. and comparative data are received by the Department of Dental Hygiene from the Central Regional Dental Testing Services, Inc.
- Results of the School’s Student Satisfaction survey are forwarded to the Department of Dental Hygiene
- Results of CAFÉ are sometimes shared by individual faculty with the Department of Dental Hygiene’s personnel committee.
8) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
Other: Entire faculty review results of National Board Dental Hygiene Examination as well as the clinical licensing examination content breakdown. The entire faculty also discusses findings of the Student Experience survey.
9) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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)
10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
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 Experience survey indicate overall satisfaction. However, a few students indicated need for faculty consideration relating to faculty calibration on radiographic 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 are ongoing at faculty meetings to address the concerns.
11) State how the program used the results or plans to use the results. Please be specific.
Content Introduction timing and better integration of course materials from various courses will likely lead to course modifications
Faculty have been offered the opportunity to attend classes of other members of the instructional team to revisit content areas, to offer ideas, and to discuss means of better integrating existing content and courses. This serves as a faculty, course, and curriculum development opportunity.
Discussion and revisitation of evaluation criteria by faculty and with students serves as a conduit to make the instructional component meaningful and less stressful. It addresses the affective aspect of instruction and incorporates communication.
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.
Please note: If the program did not engage in assessment, please explain. If the program created an assessment plan for next year, please give an overview.
Currently, dental hygiene is reviewing and planning for future course/curriculum modification.