A GUIDE FOR DEVELOPING AN ACCREDITEDprosthopedia.prosthodontics.org/assets/resources/... · 2009-12-08 · i Preface How to Use this Guide On behalf of the American College of Prosthodontists

A Guide for Creating an Accredited Advanced Education Program in Prosthodontics

Published by the American College of Prosthodontists

© 2009 by the American College of Prosthodontists. All rights reserved. No part of this product may be reproduced in any form or by any means without written permission from the publisher. Requests for permission to reprint or make copies of any part of this publication should be addressed to: American College of Prosthodontists 211 E. Chicago Ave., Suite 1000 Chicago, IL 60611 www.prosthodontics.org (312) 573-1260 (phone) (312) 573-1257 www.prosthodontics.org Disclaimer: The inclusion of an institution name, a product, or a service in this publication should not be construed as an endorsement of such institution, product or service, nor is failure to include an institution’s name, a product or a service to be construed as disapproval.

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Preface

How to Use this Guide On behalf of the American College of Prosthodontists (ACP), Dr. Charles J. Goodacre, president; Dr. David L. Pfeifer, past president, and Dr. Gary R. Goldstein, chair of the ACP Growth Task Force, we are pleased to provide you with A Guide for Creating an Accredited Advanced Education Program in Prosthodontics. It is hoped you will find the information in this Guide of value in appreciating the rationale for adding a graduate prosthodontic program to your institution and in understanding the actual mechanisms required to launch a new advanced education program. A concerted effort has been made to provide a broad spectrum of information and recommendations. We leave it to the institutions themselves to determine what may or may not work in their particular setting. Therefore, if you encounter a topic that does not “fit” in your dental environment, feel free to modify it or don’t include it in your planning if it is not an actual requirement of the Commission on Dental Accreditation (aka CODA or “Commission”). If you have any questions about the process or suggestions for improving future editions of this Guide, we encourage you to contact the ACP.

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Acknowledgments The American College of Prosthodontists (ACP) extends its thanks to the many individuals and institutions that contributed to the development of this Guide. We gratefully acknowledge the following for their leadership, efforts and dedication to the ACP and the specialty. ACP Board of Director Members Dr. Charles Goodacre, President Dr. David Pfeifer, Immediate Past-President Dr. Stephen Campbell, ACP Education Foundation Chair Dr. Steven Sadowsky, Director, Prosthodontic Practice and Patient Services Division ACP New Prosthodontic Program Development Task Force Dr. Gary Goldstein, Chair Dr. Mijin Choi Dr. Steven Morgano Dr. W. Patrick Naylor Dr. Arthur Nimmo Dr. Fonda Robinson Dr. Gerald Ziebert Advanced Prosthodontic Program Directors and Prosthodontic Educators Dr. David Silken Dr. Robert Flinton Dr. Kent Knoernschild Dr. Robert Wright Contributing Dental Schools Boston University, Goldman School of Dental Medicine Harvard University, School of Dental Medicine Loma Linda University, School of Dentistry Marquette University, School of Dentistry Mayo Graduate School of Medicine New York Medical Center of Queens New York University, College of Dentistry University of Illinois Chicago, College of Dentistry University of Kentucky, College of Dentistry University of Florida, College of Dentistry University of Medicine and Dentistry, New Jersey Dental School

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ACP Staff Ms. Nancy Deal Chandler, Executive Director Ms. Carla Baker, Associate Executive Director Special Editorial Assistance Ms. Jennifer Osborne, Senior Administrative Assistant to the Associate Dean for Advanced Dental Education, Loma Linda University American Dental Association Ms. Karen Hart, Director, ADA Council for Dental Education and Licensure and Ms. Nancy Yokum, Manager, ADA Council for Dental Education and Licensure, who graciously shared and granted permission to adapt the content of the ADA publication, A Guide for Establishing an Accredited Dental Hygiene Education Program.

Table of Contents

Preface ...................................................................................................................................... i

Acknowledgments .................................................................................................................. ii

Chapter 1 Rationale for Creating an Advanced Education Program in Prosthodontics .. 1

U.S. Demographics ................................................................................................................. 1

The Baby Boomer Generation ................................................................................................. 2

Broad-Based Demand for Dental Services .............................................................................. 2

Impact of Increased Need for Prosthodontic Services ............................................................. 3

Benefits of Offering Prosthodontic Services............................................................................. 4

Advantages of an Advanced Education Program in Prosthodontics ........................................ 4

The Expanded Use of Dental Implants .................................................................................... 5

Benefits to the Predoctoral Program ........................................................................................ 6

Benefits to Other Advanced Education Programs .................................................................... 7

Service to Your Local Community ........................................................................................... 7

Summary ................................................................................................................................. 8

References .............................................................................................................................. 8

Chapter 2 Program Support and Development ................................................................... 9

Institutional Support ................................................................................................................. 9

Co-Sponsoring Institutions and Affiliations ............................................................................ 10

Internal Support ..................................................................................................................... 11

External Support ................................................................................................................... 11

Developing Program Goals and Objectives ........................................................................... 12

Developing an Outcomes Assessment Plan .......................................................................... 12

Chapter 3 Recommended Infrastructure ........................................................................... 14

CODA Standard 1 – Institutional Commitment/Program Effectiveness/Affiliations ................. 14

CODA Standard 3 – Facilities and Resources ....................................................................... 16

Administrative Offices for the Program .................................................................................. 16

Clinic Administration Offices .................................................................................................. 16

Reception Area ..................................................................................................................... 17

Dental Assistants................................................................................................................... 17

Dental Hygienist Support ....................................................................................................... 17

Graduate Students/Residents’ Study Areas ........................................................................... 17

Faculty Offices ...................................................................................................................... 17

Clinical Facilities .................................................................................................................... 18

Program Classrooms ............................................................................................................. 18

Required Technology ............................................................................................................ 19

Chapter 4 Program Organization ........................................................................................ 20

Administration ....................................................................................................................... 20

Program Administrator Roles and Responsibilities ................................................................ 21

Provisions for Faculty Participation ........................................................................................ 22

Faculty Roles and Responsibilities ........................................................................................ 22

Number of Faculty ................................................................................................................. 23

Faculty Workloads ................................................................................................................. 23

Faculty Appointments, Benefits and Salaries ......................................................................... 23

Professional Development ..................................................................................................... 24

Faculty Evaluations ............................................................................................................... 24

Faculty Recruitment .............................................................................................................. 25

Support Personnel and Services ........................................................................................... 25

Use of the Internet to Promote the Program .......................................................................... 26

Exhibit 4-1. Position Responsibilities ................................................................................................. 27

Exhibit 4-2. Distribution of Effort Example.......................................................................................... 29

Exhibit 4-3. Coursework to Consider for Graduate Prosthodontic In-Service Programs .................. 30

Exhibit 4-4. Checklist for Faculty ........................................................................................................ 31

Exhibit 4-5. Checklist for Administration ............................................................................................. 33

Chapter 5 The Admissions Process ................................................................................... 35

Chapter 6 Facilities .............................................................................................................. 37

General Information ............................................................................................................... 37

Clinical Area .......................................................................................................................... 40

Sterilization Area ................................................................................................................... 42

Equipment/Supplies Used in the Sterilization Area ................................................................ 43

Reception Area ..................................................................................................................... 43

Radiography Facilities ........................................................................................................... 44

Radiography Exposure Rooms .............................................................................................. 44

Dental Laboratory .................................................................................................................. 46

Dental Laboratory Equipment ................................................................................................ 47

Dental Laboratory Space ....................................................................................................... 48

Classrooms ........................................................................................................................... 50

Faculty Offices ...................................................................................................................... 50

Library and Learning Resources ............................................................................................ 50

Instructional Resources ......................................................................................................... 51

Audiovisual Equipment Used to Support Instruction .............................................................. 51

Exhibit 6-1. Checklist for Facilities ..................................................................................................... 53

Chapter 7 Financial Considerations ................................................................................... 56

Initial Startup Checklist .......................................................................................................... 56

Budget Considerations .......................................................................................................... 57

Income Sources .................................................................................................................... 58

Efficiency in the Management of the Graduate Clinic: ........................................................... 59

Availability of Patients During Clinic Hours: ........................................................................... 59

Quality of Graduate Students/Residents: ............................................................................... 59

Graduate Tuition (if applicable): ............................................................................................. 60

Graduate Fee Schedule: ....................................................................................................... 60

Projected Expenses .............................................................................................................. 60

Auxiliary Personnel: ............................................................................................................... 61

Facilities ................................................................................................................................ 61

Figure 7-1. How many dental chairs should be available per student/resident? ............................... 63

Planning the Facilities ........................................................................................................... 63

Equipment ............................................................................................................................. 65

The Three-Year Financial Plan .............................................................................................. 65

Graduate Student/Resident Fees .......................................................................................... 65

The Final Analysis ................................................................................................................. 66

Exhibit 7-1. Projected Revenue .......................................................................................................... 67

Exhibit 7-2. Estimated Expenses ....................................................................................................... 68

Exhibit 7-3. Financial Checklist for a Prosthodontic Program ............................................................ 69

Exhibit 7-4. New Construction Projected Revenue ............................................................................ 70

Exhibit 7-5. Remodeling ..................................................................................................................... 70

Exhibit 7-6. Overview of Facility Size and Configuration ................................................................... 71

Exhibit 7-7. Equipment Cost Analysis ................................................................................................ 72

Exhibit 7-8. Capital Expenditures ....................................................................................................... 73

Exhibit 7-9. Non-Capital Expenditures ............................................................................................... 73

Exhibit 7-10. Faculty Expenditures ..................................................................................................... 74

Exhibit 7-11. Staff Expenditures ......................................................................................................... 74

Exhibit 7-12. Expenditures from Other Categories ........................................................................... 75

Exhibit 7-13. Sample Three-Year Financial Plan – New Construction .............................................. 75

Exhibit 7-14. Sample Three-Year Financial Plan - Remodeling......................................................... 75

Chapter 8 Curriculum .......................................................................................................... 76

Program Goals and Objectives .............................................................................................. 76

Developing the Curriculum .................................................................................................... 77

Curriculum Management ....................................................................................................... 78

Outcomes Assessment Plan ................................................................................................. 79

Student Learning Outcomes (SLOs) ...................................................................................... 79

Additional Examples .............................................................................................................. 79

Exhibit 8-1. Goals and Objectives ...................................................................................................... 80

Exhibit 8-2. Certificate Program in Prosthodontics Sample Description ............................................ 81

Exhibit 8-3. Sample Curriculum A ...................................................................................................... 82

Exhibit 8-4. Sample Curriculum B ...................................................................................................... 84

Exhibit 8-5. Sample Course Syllabus ............................................................................................... 103

Exhibit 8-6. Clinical and Laboratory Experiences for Prosthodontic Students/Residents ................ 105

Exhibit 8-7. Outcomes Assessment Plan ......................................................................................... 109

Exhibit 8-8. Curriculum Map Linking Outcomes with Program Goals and Objectives. .................... 111

Exhibit 8-9. Graduate Curriculum and Instruction ............................................................................ 113

Exhibit 8-10. Students/Residents’ Learning Outcomes (SLOs) for an Advanced Dental Education

Program in Prosthodontics ................................................................................................................ 128

Exhibit 8-11. Program Goals and Objectives (alternate example) ................................................... 130

Exhibit 8-12. Outcomes Assessment Plan (alternate example) ....................................................... 132

Chapter 9 Commission on Dental Accreditation ............................................................. 133

Initial Accreditation .............................................................................................................. 133

Preparation of an Initial Self-Study Report ........................................................................... 134

Key Issues for Each Standard ............................................................................................. 134

Arranging an Unofficial Program Review ............................................................................. 138

Exhibit 9-1. Suggested Agenda - One-Day Site Visit by a Two-Person Evaluation Team .............. 140

Chapter 10 Professional Certificate and Advanced Degrees ......................................... 141

Professional Certificate ....................................................................................................... 141

Advanced Degrees .............................................................................................................. 142

Program Description ............................................................................................................ 142

In-Residence Requirement .................................................................................................. 142

Admission to Advanced Degree Track (MS and MSD) ........................................................ 143

Awarding an Advanced Degree ........................................................................................... 143

Chapter 11 Miscellaneous ................................................................................................. 144

Infection/Hazard Control ...................................................................................................... 144

Radiation Management ....................................................................................................... 146

Immunizations ..................................................................................................................... 146

Management of Emergency Situations ................................................................................ 146

Patient Care ........................................................................................................................ 147

Basic Life Support/CPR Certification ................................................................................... 148

Student/Resident Privacy Protection, Student Rights, and Due Process ............................. 148

Students/Residents’ Services .............................................................................................. 149

Exhibit 11-1. Infection Policy ............................................................................................................ 150

Exhibit 11-2. Students/Residents/Faculty Health Annual Requirements for CPR, TB Testing and Blood

Borne Pathogen (BBP) Education ..................................................................................................... 152

Exhibit 11-3. Sample Protocol for Management of Emergency Situations ...................................... 152

Exhibit 11-4. Sample Quality Assurance Program (Accountability and Records Review) ............... 153

Exhibit 11-5. Patient’s Rights Statement .......................................................................................... 155

Exhibit 11-6. Authorization for Treatment ......................................................................................... 156

Exhibit 11-7. Checklist for Infectious Diseases/Radiation Management/Immunizations/Emergency

Situations ........................................................................................................................................... 157

Exhibit 11-8. Checklist for Patient Care ........................................................................................... 158

Exhibit 11-9. Checklist: Students/Residents’ Policies and Procedures ........................................... 159

Chapter 12 Resources ....................................................................................................... 160

The American College of Prosthodontists ............................................................................ 160

The American Dental Association ........................................................................................ 160

Postdoctoral Application Support Service (PASS) ............................................................... 161

Postdoctoral Dental Matching Program ............................................................................... 162

Additional Resources .......................................................................................................... 162

Appendices ......................................................................................................................... 163

Appendix A. Photograph/Motion Picture Permission Form ................................................ 164

Appendix B. Advanced Prosthodontics Program Outcomes Document ............................. 167

Appendix C. Assessment Form for Students/Residents and Attending ............................. 175

Appendix D. Semiannual Student Progress Form ............................................................. 176

Appendix E. Student Evaluation by Clinical Attending Faculty ........................................... 178

Appendix F. Third-Party Comments Form ......................................................................... 180

Appendix G. Example of an Incentive Plan ....................................................................... 181

Appendix H. Deans of U.S. Dental Schools (as of August 2009) ...................................... 182

Appendix I. Directors of U.S. and Canadian Graduate Prosthodontic Programs (as of September 2009)................................................................................................................. 188

Appendix J. U.S. Dental Schools Without a Graduate Prosthodontic Program (as of August 2009) ................................................................................................................................... 194

Appendix K. Admissions Process (Example A) ................................................................. 197

Appendix L. Admissions Process (Example B).................................................................. 207

A Guide for Creating an Accredited Advanced Education Program in Prosthodontics 2009 1

Chapter 1 Rationale for Creating an Advanced Education

Program in Prosthodontics

Limited access to prosthodontic services and specialists in prosthodontics is a real problem

in America and a growing threat to this nation’s aging population. By the year 2020, it is

estimated that nearly 37.6 million edentulous individuals will be in need of complete

denture prosthodontic care.1 Furthermore, the need for complete denture prosthodontic

services by the general population is projected not only to exceed the capability of the

dental profession, but increase in the future1and outpace the growth in prosthodontic

services.2 The projected needs are not simply for complete denture therapy, but also

include increased demands for fixed and removable partial prosthodontics.1,2 Factor in the

expansive growth of implant dentistry-related care, and it is clear the number of patients

seeking all aspects of prosthodontic services will far outstrip the supply of trained

prosthodontists.

U.S. Demographics

According to the U.S. National Institutes of Health, National Institute on Aging, by the year

2010, there will be an estimated 21.5 million people in the 65- to 74-year-old age group,

some 17 million people in the 75- to 84-year-old age group, and 2.1 million people in the


85- to 66-year-old age group and a small number of people 100 years old and older

population.3 The Baby Boomer Generation is composed of an estimated 77 million

individuals born between 1646 and 1664.

The Baby Boomer Generation

It is not unrealistic to expect a significant impact on dentistry with the long-awaited

retirement of this large and financially well-to-do segment of the general population. At the

very least, dentistry should be prepared for baby boomers to ignite and fuel a drive for high-

quality, state-of-the-art dental treatment. As mentioned previously, the scope of the

services offered under the general heading of prosthodontics is not only broad, but far-

reaching. The mere fact that baby boomers will seek to improve their facial appearance is

likely to drive a continuing demand for treatment that is certain to involve prosthodontic

procedures.

Broad-Based Demand for Dental Services

Many have focused on the completely edentulous patient, but as the U.S. population ages,

a growing number of patients also will seek treatment to restore a worn or diseased

dentition, improve dental function, enhance their esthetics and seek a more youthful

appearance. There is an anticipated growth in dental need for a wide array of prosthodontic

services. Moreover, many of those aspects of care require advanced training coupled with

an understanding of sophisticated technology as well as the management and use of

newer dental materials.

Advances in restorative and implant dentistry over the course of the past 10 years

have made it necessary for general dentists to broaden the scope of their practice to meet

their patients’ expectations, their community’s needs and the requirement to provide

contemporary treatment modalities.

In response to these evolving trends, dental educators have the arduous task of

updating, revising or creating didactic and clinical courses at both the predoctoral and

graduate levels that provide adequate training in prosthodontics, diagnosis and treatment

planning as well as the placement and restoration of dental implants.


Moreover, the standards of care are changing to the point where the surgical

placement and restoration of dental implants are not only common practices among

general practitioners but treatment modalities patients now come to expect in most dental

offices. Such demands are likely to increase as the population ages and patients recognize

the advantages of a dental implant restoration over a conventional fixed partial denture

when a tooth is extracted, or an implant-supported complete denture over the fabrication of

a new, conventional denture.

Impact of Increased Need for Prosthodontic Services

Rising demand for prosthodontic services in the United States also has led to increased

revenue for practicing prosthodontists compared to all other dental specialties, aside from

oral and maxillofacial surgery.4 From 2001-2007, the mean net income among all practicing

prosthodontists increased 4.2 percent per year, exceeding the annual rate of inflation5 and

was 35 percent higher than the income for general practitioners.6 In fact, Forbes magazine

ranked prosthodontists as having the sixth highest income level among all professionals.7

These statistics apparently have not gone unnoticed by graduating dental students who

are now applying to specialty programs in prosthodontics in increasing number.

In fact, advanced education programs in prosthodontics have witnessed at least a

23 percent increase in the applicant pool since 2000, and U.S.-trained graduates now

compose 64 percent of total enrollment.8 However, the potential for a high net income

alone does not adequately explain the current rise in applications in prosthodontic

residencies. A host of other factors have been reported to be responsible for this trend,

such as student recruitment and mentoring, society’s demand for a higher level of training

and credentialing, number of faculty at the predoctoral level and advances in implant,

esthetic and reconstructive dentistry.8 Such a trend is in keeping with the results from a

recent survey that revealed a majority of deans reported an increased interest in specialty

training. In fact, 66 percent of the deans surveyed cited either a sustainment of the

predoctoral students’ interest in prosthodontics or an increased interest over the last five

years.6 It appears that a high frequency of exposure to complex prosthodontic cases at the

predoctoral level has not only raised prosthodontic exposure, but also spurred interest in

establishing more graduate prosthodontic programs. Mentoring efforts by prosthodontic


faculty, active faculty recruitment and the introduction of new, more complex technology

have been embraced by at least 75 percent of the dental schools responding to a 2005

survey.6 As a result, deans of dental schools, who are considering creating a new

advanced education program in prosthodontics, would be adding a rich resource for the

training and development of their predoctoral dental students in the management of

complex rehabilitative care and delivery of traditional fixed and removable prosthodontics.

From all accounts, the health of the specialty of prosthodontics is sound. The

positive internal rate of return for the expenses associated with a prosthodontic training

program indicate that it is a financially attractive investment for an institution, and the

demographic trends forecast continual demand for the services such a program can

provide.10 The increases seen in U.S. applicant pool may not only secure the ranks of

future advanced prosthodontic programs, but also permit institutions to be selective in their

admissions process.

Benefits of Offering Prosthodontic Services

Graduate students/residents in an advanced education program in prosthodontics can

provide the following treatment modalities:

Comprehensive diagnosis and treatment planning.

Restoration of patients requiring complete mouth rehabilitation.

Restoration of the dentition for an aging population with complex needs.

Restoration of groups with special needs such as ectodermal dysplasia, maxillofacial

defects and complex medical conditions.

Restoration of patients with multiple dental implants.

Restoration of patients with partial or complete edentulism.

Diagnosis and treatment of patients with disorders of the temporomandibular joints.

Advantages of an Advanced Education Program in Prosthodontics

Once established, a graduate prosthodontic program also can:

Become a resource for the entire institution and faculty.


Serve as a resource for other specialty programs with the opportunity for

interdisciplinary interaction, learning and integrated patient care.

Provide added expertise in complex diagnosis and treatment planning, treatment

and post-operative care for other faculty and students/residents.

Provide the opportunity to expand basic science, laboratory and clinical research.

Provide faculty to support a predoctoral dental program in teaching restorative

dentistry, esthetics, implant dentistry, geriatric dentistry, maxillofacial prosthodontics

and medically-compromised patients.

Expanded faculty to support continuing education courses.

Strengthen relationship with local, state and national organizations.

Attract patients who can afford complex treatment.

Become financially sound and do not negatively impact the sponsoring institution’s

budget.

Provide graduate students/residents who can teach in the predoctoral program.

Increase the number of faculty with advanced education, board certification and

technical expertise are an additional resource for faculty in other departments and

programs as well as predoctoral students/residents and graduate students/residents

from other specialty programs.

Help manage patients from the predoctoral clinical where the outcome was not

satisfactory, and there is a need for retreatment or expanded treatment at the

specialty level. Such intra-school intervention also can prevent, if not limit, medico-

legal issues.

The Expanded Use of Dental Implants

Unlike some new educational initiatives where a needs’ assessment would be a logical first

step to determine if a graduate program should be added to the curriculum, your institution

probably already offers services that include the placement and restoration of dental

implants. The more appropriate question may be whether or not your institution is


maximizing the potential educational opportunity for students/residents and such services

for your patients.

The formula for a successful outcome rests on an accurate diagnosis and well

thought out and properly sequenced treatment plan. The surgical placement of dental

implants can be provided by general dentists, periodontists, oral surgeons or

prosthodontists. Achieving a desirable restorative outcome begins with an appropriate

treatment plan, continues with favorable orientation of the implants during surgery, and

ends when the implants are properly restored. Generally, straightforward single-tooth

implant-supported restorations for patients with adequate bone, sufficient space and no

medical complications can be managed without much difficulty.

One of the many benefits of an advanced education program in prosthodontics is the

ability of your school/hospital to retain patients requiring complex treatment. Such patients

can remain in your institution and be referred and treated by graduate students/residents in

an advanced education program in prosthodontics. In fact, graduate prosthodontic

students/residents not only can create and oversee interdisciplinary treatment planning, but

they also can orchestrate the delivery of care in a logical treatment sequence by virtue of

their specialty training. Moreover, they are in a position to recognize the need for

interdisciplinary treatment, direct patients accordingly and coordinate multispecialty care for

maximum efficiency within your facility.

This is not to say general dentists cannot provide instruction for the management of

patients requiring routine treatment modalities. However, dental schools and hospital-

based dental clinics will attract a significant number of patients with treatment needs that

are best addressed by qualified specialists.

Benefits to the Predoctoral Program

An advanced education program in prosthodontics can add value to your predoctoral

program in many other ways too. For example:

Treatment too involved for third- or fourth-year predoctoral dental students or even

students/residents in an Advanced Education Program in General Dentistry (AEGD)

or a General Practice Residency (GPR). These students/residents can have the


opportunity to partner with a prosthodontic graduate student/resident and follow a

treatment plan over a period of several years.

As alluded to previously, clinical failures and problematic predoctoral treatment

plans can be directed to the graduate prosthodontic program for resolution within

your institution rather than referred to a faculty member or clinician in the private

sector.

Given that clinical teaching is a requirement for graduate students/residents enrolled

in a graduate prosthodontic program, your institution will derive the benefit of

additional instructors for preclinical and clinical courses in your predoctoral dental

program.

Benefits to Other Advanced Education Programs

Institutions with advanced education programs in one of the following areas will find it

advantageous to have an in-house graduate prosthodontic treatment program:

Advanced Education in General Dentistry (AEGD)

Endodontics

General Practice Residency Program (GPR)

Oral and Maxillofacial Surgery

Orthodontics and Dentofacial Orthopedics

Periodontics

Service to Your Local Community

Schools and hospitals with a predoctoral program and any of the advanced education

programs listed above are likely to attract more patients with a wide spectrum of treatment

needs. As a result, the local community will be better served by an advanced education

program in prosthodontics with its increased array of services to the local community.

Patients may be able to receive all their required treatment in your facility rather than

having to be referred to your faculty practice or to practitioners in the surrounding

community. Predoctoral students/residents will gain the added advantage of being able to

monitor the multi-year progress of patients with complex treatment needs.


Summary

In all, your institution will find it not only helpful but extremely beneficial to be able to

provide the services offered through a three-year advanced education program in

prosthodontics.

References

1. Douglass CW, Shih A, Ostry L. Will there be a need for complete dentures in the United States

in 2020? Journal of Prosthetic Dentistry 2002; 87:5-8.

2. Douglass CW, Watson AJ. Future Needs for Fixed and Removable Partial Dentures in the

United States. Journal of Prosthetic Dentistry 2002; 87:6-14.

3. National Institute of Aging, www.nia.nih.gov/.

4. United States Department of Labor, Bureau of Labor Statistics: November 2004 National

Occupational Employment and Wage Estimates: Healthcare and Technical Occupations.

Washington, U.S. Department of Labor, 2004. Assessed October 11, 2005.

5. Nash KD, Pfeifer DL, Sadowsky SJ, Carrier DD. Private practice of prosthodontics: Current

conditions of practice in the United States. Journal of Prosthodontics 2006 (In press).

6. Nash KD, Pfeifer DL. Prosthodontics as a specialty practice: net income of private practitioners.

Journal of Prosthodontics 2006; 15:37-46.

7. Maidment P: Forbes.com. May 2006. America’s top paying jobs. Assessed February 2, 2007.

8. Wright RF, Dunlop RA, Kim FM, Douglass CW. A survey of program directors: Trends,

challenges and mentoring in prosthodontics, Part 1. Journal of Prosthodontics 2008; 17:66-75.

9. Wright RF, Dunlop RA, Kim FM, Weber HO, Donoff RB. Survey of deans: Trends, challenges,

and mentoring in prosthodontics. Part 2, Journal of Prosthodontics 2008; 17:146-55.

10. Nash KD, Pfeifer. Private practice and economic return for residency training as a

prosthodontist. Journal of the American Dental Association 2005; 116:1154-62.

http://www.nia.nih.gov/


Chapter 2 Program Support and Development

An advanced education program in prosthodontics must be sponsored or co-sponsored by

a U.S.-based educational institution, hospital or health care organization accredited by an

agency recognized by the U.S. Department of Education or accredited by the Joint

Commission on Accreditation of Healthcare Organizations or its equivalent. Examples of

such institutions include private or public dental schools and hospital-based programs.

Existing advanced education programs in prosthodontics culminate in a certificate in

prosthodontics and many also offer an advanced degree such as a Master of Science (MS)

degree in oral biology or material science, or a Master of Science in Dentistry (MSD)

degree. Select programs provide an additional 12 months of training in maxillofacial

prosthodontics. The goals and objectives of a graduate prosthodontics program should be

consistent with the goals/mission of the sponsoring institution(s).

Institutional Support

To ensure the attainment of the program goals and success in planning, developing and

coordinating a proposed advanced education program in prosthodontics, it is vitally

important for the institution hire a program director who possesses the educational

background, clinical experience and professional expertise necessary to understand and


implement the guidelines found in the Accreditation Standards for Advanced Specialty

Education Programs in Prosthodontics. It may be advantageous to enlist the assistance

of a consultant who can provide in-depth information and guidance concerning all

administrative and educational aspects of such a program and do this early in the process.

The Commission on Dental Accreditation (CODA) provides staff consultation to all

educational programs within its accreditation purview. Programs may obtain staff counsel

and guidance at any time. Additionally, institutions are encouraged to contact the American

College of Prosthodontists (ACP) for assistance as well. Volunteer members of the ACP,

with experience in managing an advanced education program, are available to provide

guidance and to answer any questions you may have about establishing a graduate

program in your institution.

In order to support the attainment of the graduate prosthodontic education program’s

goals and objectives and to satisfy the CODA accreditation standards, the sponsoring

institution must be able to document the resources and support it will provide. These

resources must include adequate financing, facilities, faculty, curriculum resources and

laboratory support.

Co-Sponsoring Institutions and Affiliations

Given the limited level of funding for higher education, some institutions may find it more

cost effective to cosponsor a program with another accredited institution as a way to

combine the resources of both institutions and avoid unnecessary duplication. Using a

memorandum (MOU) or other type of an affiliation agreement with a second institution, you

can then offer complementary resources, such as didactic courses in the biomedical

sciences, without any additional financial expenditure.

Regardless of the type of creative co-sponsorship arrangements you prefer to

establish, a formal, written agreement must be developed and approved that outlines the

specific responsibilities of each institution to the graduate prosthodontics education

program as well as the resources each institution will provide in order for the accreditation

standards to be met. The agreement also must outline a contingency plan that provides

sufficient notice of termination of the co-sponsorship agreement to each party, so other

arrangements can be made to ensure the program can continue uninterrupted.


Internal Support

The sponsoring institution must make available an adequate number of faculty and support

staff to provide the educational experiences and opportunities required to fulfill the needs

and requirements of an educational program as specified in the Commission on Dental

Accreditation Standards for Advanced Specialty Education Programs in Prosthodontics.

An institution should ensure that the number and time commitment of the teaching

staff will be sufficient to:

Provide didactic and clinical instruction to meet curriculum goals and objectives.

Provide supervision of all treatment provided by graduate students/residents through

specific and regularly scheduled clinic assignments.

An adequate number of allied dental personnel should be assigned to the program

to ensure efficient clinical operations. Secretarial and clerical assistance should be

provided to meet the educational and administrative needs of the enrolled

students/residents. Dental laboratory technical support must be adequate to ensure

efficient operation of the graduate clinic as well as meet the technical demands of the

program. Dental laboratory support is described in Chapter 6.

External Support

Prior to determining if a community has adequate resources to support an advanced

education program in prosthodontics, consider conducting a program needs assessment.

You may wish to survey the general dentists, specialists and other dental health providers

in your community to assess the demand for such an advanced education program. It

might also be helpful to examine the adequacy of community resources.

Several elements are essential to the successful development of a graduate

prosthodontics program:

Sufficient professional and community resources

A rich applicant pool.

Ability to foster a sustainable and diverse patient population.


Ability to attract a sufficient number of enrolled graduate students/residents.

These elements are essential to provide ongoing support for the program and its

educational goals and objectives.

The program should be able to attract a sufficient number of patients to enable the

graduate students/residents to become proficient in the comprehensive treatment of a wide

range of complex prosthodontic treatment modalities. Procedures related to the patient

recruitment system should be established and reviewed regularly to ensure

students/residents receive the required clinical experiences they need and in ample

numbers of encounters.

Developing Program Goals and Objectives

Each program must have clearly stated goals and objectives appropriate for its specialty

requirements, addressing education, patient care, research and service. Metrics need to be

established to assess how these agreed upon goals and objectives are being met, not met,

and what action has been identified to address unmet goals. The institution also should be

able to show the financial resources to support the program’s stated goals and objectives

on a continual basis. An example of program goals and objectives can be found in Chapter

8, Exhibit 8-1.

Developing an Outcomes Assessment Plan

The program must document its effectiveness using a formal and ongoing outcomes

assessment process which delineates how outcome measures for students/residents are to

be assessed. An example of an outcomes assessment plan can be found in Chapter 8,

Exhibit 8-7.

The assessment process must include steps to:

Develop clear, measurable goals/objectives consistent with the program’s purpose/mission.

Develop procedures for evaluating the extent to which the goals/objectives are met.

Collect and maintain data in an ongoing and systematic manner.

Analyze data collected and share results with appropriate audiences.

Identify and implement corrective actions to strengthen the program.


Reevaluate the revised assessment criteria to “close the loop.”

Review the assessment plan, revise as appropriate and continue the cyclical process.

Examples are available in the sample site visit reports in Appendices B and C.


Chapter 3 Recommended Infrastructure

The infrastructure an institution provides is an essential component of the process of

establishing a prosthodontic graduate program. In fact, the creation of an appropriate

infrastructure encompasses two of the Commission on Dental Accreditation standards:

Standard 1 – Institutional Commitment/Program Effectiveness/Affiliations and Standard 3 –

Facilities and Resources.

The quality, attention to detail and scope of the infrastructure created for that

specialty training program are a reflection of a school’s or hospital’s commitment to these

standards. Consequently, the strength of this commitment will serve your institution well

when you have your first visit by a CODA team to evaluate the educational quality of your

program.

CODA Standard 1 – Institutional Commitment/Program Effectiveness/Affiliations

The Commission expects one of the goals of a dental or dental-related educational

program to be to prepare qualified individuals in their respective disciplines. Accredited

programs must design and implement their own outcomes measures to determine the

degree to which stated goals and objectives are being met. Results of this ongoing and


systematically documented assessment process must be used to evaluate the program's

effectiveness in meeting its stated goals, to improve program quality and to enhance

students/residents’ achievements.

The purpose of the site visit evaluation is to obtain in-depth information concerning

all administrative and educational aspects of the program. In addition, the site visit permits

a team of Commission-appointed peers to assess a program's compliance with the

accreditation standards and with its own stated goals and objectives. The site visitors’

written report is intended to verify and supplement the information contained in the

comprehensive self-study document you will prepare r and submit to the Commission, and

provide to CODA prior to their actual onsite visit to your institution. All members of the site

visit team carefully review the self-study document prior to the on-site review.

This initial assessment by CODA serves to identify areas where the program may

not comply with the accreditation standards or to raise questions about information that is

unclear in your self-study report. While on site, the site visit team verifies the information

you provided and carefully assesses any unclear or potential problem areas. The

verification process includes interviews with institutional personnel and a review of program

documentation. The site visitor’s report will include any recommendations when non-

compliance with a standard has been identified.

The Commission’s written preliminary site visit report, along with the institutional

response to the report, serve as the Commission's primary basis for its accreditation

decisions. Because of that, this Guide is intended to assist you in preparing your initial self-

study report and planning the actual site visit by CODA.

Consider this site visit report as a tool to supplement personal assistance provided

by the Commission. Contact information for the Commission staff can be found online at

www.ada.org/prof/ed/accred/sitevisit/index.asp. This same report also guides chief

executive officers and administrators of educational institutions in determining the degree

of compliance with the accreditation standards for each of its programs. The Commission,

assisted by the site visit teams, identifies specific program deficiencies or areas of non-

compliance with the standards, but remains the responsibility of the program to identify

http://www.ada.org/prof/ed/accred/sitevisit/index.asp


specific solutions or means of improvement. From the initial preparations to the institution’s

written response to the CODA report, site visit procedures vary for many reasons.

CODA Standard 3 – Facilities and Resources

The term infrastructure, as used here for the development of a graduate prosthodontic

program, should be interpreted in its broadest sense to include, but not be limited to,

facilities and resources to accommodate:

Administrative office spaces for the program.

Clinic administrative offices (for clinic supervisor, records and insurance clerks).

Graduate students/residents’ study areas.

Faculty offices.

Clinical facilities.

Program classrooms.

Dedicated laboratory space and equipment.

Administrative Offices for the Program

Ideally, the program director should have a separate office to permit private conversations

and periodic counseling sessions. Students/residents and faculty must be evaluated on a

regular basis (at least semi-annually in the case of graduate students/residents and

annually for faculty members), and individual privacy must be provided and confidentiality

must be respected.

Clinic Administration Offices

An institution also should provide office space and administrative personnel appropriate for

its clinical setting and unique needs. If clinic administration is centralized within the

institution, the clerical responsibilities for the prosthodontic program can be managed

accordingly, otherwise, sufficient space should be designated within the graduate clinic to

accommodate ancillary personnel for patient reception, management of patient records (if

not electronic) and business office duties.


Reception Area

A separate reception area is highly recommended for patients awaiting treatment in a

graduate prosthodontic program. The reception room should be in the clinical area or

conveniently located adjacent to the graduate clinic.

Dental Assistants

An adequate number of trained dental assistants should be assigned to the graduate clinic.

The ratio of full-time and part-time dental assistants to graduate students/residents should

be based on the number of individuals enrolled in the program.

Dental Hygienist Support

It is recommended that a dental hygienist have an active role in the creation and

management of oral hygiene maintenance and a patient recall system should be

established.

Graduate Students/Residents’ Study Areas

Graduate students/residents must have a dedicated space where they can secure their

personal belongings, study, discuss program-related topics or patient treatments and

simply commingle to promote camaraderie among classmates.

Typically, the study area would include a chair, desk, locker or secured cabinet and

preferably, Internet and/or intranet access for students’ laptop computers. Ideally, access to

the institution’s library should be available electronically as well.

Faculty Offices

Space limitations may preclude individual office space for each teaching faculty member,

so shared office quarters are not uncommon. Such office accommodations should be

designed to permit private conversations between faculty and students/residents as well as

other faculty members. Offices with open cubicles lack privacy and are less desirable.

Ideally, the faculty offices should be in a location that is relatively convenient for both

the faculty members and students/residents to promote frequent interactions.


Clinical Facilities

All clinical activity should be centralized in one area and a sufficient number of operatories

should be provided to accommodate all of the enrolled graduate students/residents.

However, clinical space limitations and clinic schedules for each year group may not permit

the assignment of a dedicated operatory to each student/resident. Economics also may

make it more advisable to schedule your students/residents in groups, allowing

operatories to be shared to maximize the use of your graduate clinic.

Several ways to ensure students/residents have adequate time to use operatories

include:

Efficient scheduling of each year’s group.

Staggered vacation time.

Oversight by the clinic supervisor.

Periods when third-year students/residents are engaged in research and first-year

students/residents are either in pre-clinic technique courses or attending class, afford

ample opportunity for second-year students/residents to schedule clinic time. Third-year

students/residents can find clinic time when first- and second-year students/residents are

attending lectures and seminars required in the initial years of the program.

A simple concept like staggering vacation time is another way to ensure clinic space

is available so students/residents have ample clinic time to progress their cases. Such

scheduling also minimizes down time for clinical support personnel and helps promote

efficient management of the graduate clinic.

An effective clinic supervisor can oversee the assignment of clinic space to ensure

maximum utilization and efficiency throughout the year

Program Classrooms

In all likelihood, the existing resources of the institution already provide suitable classrooms

in terms of size, location and technological resources (audiovisual support). Seating and

space should be sufficient not only for lectures and seminars, but also for conducting

examinations in an appropriate testing environment.


At a minimum, audiovisual support should include a digital projector and screen for

PowerPoint presentations. Ideally, you would supplement this technology with a chalkboard

or whiteboard to enable a lecturer to draw or illustrate points needing clarification or

expansion beyond that provided in the PowerPoint lecture.

Required Technology

Graduate students/residents should have access to various technology resources,

including:

Radiological equipment (digital radiography and cone-beam tomography).

Clinical camera (digital photography).

Computers.

Internet access, especially for research purposes.

Appropriate software for patient management and case presentations.

CAD-CAM technology (optional).


Chapter 4 Program Organization

Developing a new program requires attention to the infrastructure of financing, facilities,

faculty and proposed curriculum design. Critical to creating graduate prosthodontic

programs and achieving accreditation is the hiring of a program administrator, a board

certified prosthodontist, who has an appointment to the institution. All program directors

appointed after January 1, 1997, who have not previously served as program directors,

must be board certified through the American Board of Prosthodontics (ABP). The ideal

director’s background should include experience in three key areas: administration,

teaching at the graduate level and clinical experience in prosthodontics.

Administration

Although the administrative structure within an institution may vary widely, it is important

that a program director have a direct line of communication with the institution’s

administrators who are responsible for decisions that directly affect advanced education

programs (that may be the dean of the school, an associate dean, or other senior

administrator). Also, clearly defined responsibilities, authority, privileges and open channels

of communication between the administration and the program director are essential for


program planning, budgeting, development, staffing, direction, coordination, as well as

graduate students/residents and faculty evaluations.

CODA expects an institution to have a written non-discrimination policy regarding

race, color, creed, gender, age, national origin or disability in the admission or retention of

students/residents, employment of faculty and staff or acceptance of patients for clinical

learning services. This policy should be disseminated to all appropriate individuals. If

possible, post the policy on an electronic bulletin board where it can be accessed easily by

all concerned.

Program Administrator Roles and Responsibilities

As noted previously, the program director must have the appropriate qualifications and

authority commensurate with his/her responsibilities to manage the program. Therefore,

institutional policies concerning other program administrators, i.e., teaching contact hours

and administrative responsibilities, should be applied consistently to the graduate

prosthodontic program. The program director must have an appointment, as defined by the

sponsoring institution that provides sufficient authority and time to achieve the educational

goals of the program and assess the program’s effectiveness in meeting its stated goals

and objectives.

According to accreditation Standard 2, the program director’s administrative duties

must include the following (see Exhibit 4-1):

Participate in the students/residents’ selection process, unless the program is sponsored by federal services using a centralized students/residents’ selection process.

Develop and implement the curriculum plan to provide a diverse educational experience in biomedical and clinical sciences.

Maintain a current copy of the curriculum’s goals, objectives and content outlines.

Maintain a record of the number and variety of clinical experiences accomplished by each student/resident.

Ensure the majority of faculty assigned to the program is educationally qualified prosthodontists.

Provide written faculty evaluations at least annually to determine the effectiveness of the faculty in the educational program.


Conduct periodic staff meetings for the proper administration of the educational program.

Maintain adequate records of clinical supervision.

To allow sufficient time to fulfill these administrative responsibilities, the teaching

contact hours and course responsibilities of the program director typically have to be less

than those of a full-time faculty member who does not have administrative responsibilities.

The program director should encourage students/residents to seek certification by

the American Board of Prosthodontics.

Provisions for Faculty Participation

Just as staff meetings are an accepted way to discuss problems related to the practice or

to improve office efficiency and patient care, full- and part-time faculty should be permitted

to participate in discussions on academic policies and other issues that affect the program.

It will be necessary to hold faculty meetings on a regular basis to correlate and evaluate

program matters and to coordinate and calibrate the activities of full- and part-time faculty.

In this context, it is important to note that a mechanism be defined, formal or informal, for

coordinating instruction between graduate prosthodontic faculty and other faculty, e.g.,

biomedical sciences faculty, who teach in the graduate prosthodontic program.

Minutes of program faculty meetings should be recorded, distributed to attendees

and others as appropriate, approved and then retained with other program accreditation

documentation.

Faculty Roles and Responsibilities

It is essential that graduate prosthodontic program faculty members have current

knowledge of the specific subjects they will teach, as well as background in educational

methodology. In order to provide appropriate didactic and clinical instruction, evaluation

and revision of the curriculum, the majority of faculty members providing instruction must

be educationally qualified prosthodontists. All clinical faculties should be prosthodontists or

other specialists teaching their respective disciplines. It also will be necessary to provide a

description of the role of the supervising dentist(s) during clinical sessions. The position

description should allow the dentist/prosthodontists(s) to provide supervision of all


treatment provided by students/residents through specific and regularly scheduled clinic

assignments.

See Exhibit 4-1 for examples of position descriptions for the program director,

program faculty and the support staff.

Number of Faculty

The number and time commitment of the teaching staff must be sufficient to:

Provide didactic and clinical instruction to meet curriculum goals and objectives.

Provide supervision of all treatment provided by graduate students/residents though specific and regularly scheduled clinic assignments.

Enable students/residents to achieve the program’s stated learning outcomes.

Faculty Workloads

Given the number of different courses and the number of graduate students/residents

enrolled in the program, a faculty member’s workload, e.g., number of credit hours taught,

number of contact hours and type and level of instruction, should be commensurate with

the institution’s policy on teaching load. Sufficient release time must be provided to faculty

for activities such as class preparation, students/residents advising and counseling,

development of subject content and appropriate evaluation criteria and methods, program

development and review and professional development (see Exhibit 4-2 for example of

distribution of effort).

Faculty Appointments, Benefits and Salaries

In addition to the program director, faculty members who have primary responsibilities for

the academic program must have academic appointments in the sponsoring institution. The

program’s faculty members must be well-qualified prosthodontists to ensure the program is

able to assess and revise the curriculum and to meet the program’s stated goals and

objectives.

The same benefits and opportunities for promotion and tenure given to other

institution faculty are to be afforded the graduate prosthodontic faculty. Furthermore, their

academic appointments should be at the rank appropriate for their responsibility,

experience, education and professional and educational credentials.


If the program is to be in a competitive position to recruit and retain qualified faculty,

salaries for the graduate prosthodontic faculty should be consistent with those of

individuals who are employed in similar positions in other institutions. In addition, salary,

benefits and working conditions should be reasonably competitive with the local

employment market for positions in private practice, industry or other health care

organizations.

Consideration should be given to the following in determining a faculty member’s

salary: professional experience, teaching experience, educational level, research and

other scholarly accomplishments.

Professional Development

Based upon the need for faculty to maintain their knowledge in current concepts of

prosthodontics and educational methodology, particularly in the subject areas of assigned

teaching responsibility, the institution should provide release time and financial support for

faculty members to continue their own professional development. Time and support also

should be provided for attendance at professional meetings and for research, publishing

and/or clinical practice.

It will be necessary to orient new faculty to program policies, goals, objectives and

graduate students/residents’ evaluation procedures. This outcome can best be achieved by

providing formal in-service instruction of these issues using regularly scheduled training

sessions for both full- and part-time faculty.

See Exhibit 4-3 for a sample of in-service programs and coursework in educational

methodology.

Faculty Evaluations

A formal objective system for faculty evaluation is required to effectively evaluate and

identify areas of strength and weakness in each faculty member, including the program

director. The system should include graduate students/residents, administration and peer

evaluation. Information from evaluations should be communicated to all faculty members

on a regular basis to help promote individual growth, professional development and overall

program improvement.


Faculty Recruitment

In the event you do not have a sufficient number of prosthodontic faculty members to teach

in the graduate and predoctoral programs, you will want to consider a faculty recruitment

program.

Advertisements can be posted in publications such as the Journal of the American

Dental Association, the Journal of Prosthodontics, the Journal of Prosthetic Dentistry, the

International Journal of Prosthodontics, the Journal of Dental Education and the Bulletin of

Dental Education. Electronic postings are also available on the ADEA site.

Notification of faculty vacancies also can be submitted to the central office of the

American College of Prosthodontists for posting on the ACP’s Job Board and in the ACP’s

Messenger Newsletter classified ads section.

Support Personnel and Services

In order to facilitate program operation, the sponsoring institution must have a sufficient

number of support personnel to provide all the necessary support and services required to

properly operate an advanced education program.

Qualified administrative staff members and properly trained auxiliary clinical and

technical personnel should be available, so the program can operate efficiently. These

support staff should oversee, with minimal supervision, the preparation and processing of

course materials, process correspondence, maintain graduate students/residents’ records

as well as support graduate students/residents’ recruitment and admissions activities.

Because of the unique nature of a clinical facility, it is vital that support staff handle

duties related to the delivery of patient care as well as clinic administration, such as

greeting and checking in arriving patients, arranging appointments for patients, equipment

repair and maintenance and ordering clinical supplies. Furthermore, maintenance and

custodial staff can assist in meeting the needs of these unique program facilities.

The institution should plan to provide graduate prosthodontic program faculty with

access to institutional support in such areas as counseling, educational psychology

services, learning resources, computer usage, audiovisual support and educational

psychology services.


Use of the Internet to Promote the Program

It is highly recommended that a comprehensive program description (including admissions

process, program faculty, course requirements and program content) be created and

posted on the institution’s Web site for both prospective applicants and enrolled graduate

students/residents.

Submit a link for that Web site to the American College of Prosthodontists to include

in the ACP’s listing of prosthodontic programs. You can find this listing under the heading

“Dental Educators & Students/Residents” and then “Graduate Programs.”


Exhibit 4-1. Position Responsibilities

Program Director

The program director must be board certified and have full responsibility and authority to

oversee and manage the program. His/her duties include, but are not limited to, the

following:

Oversee the selection and admission of all graduate students/residents.

Create the program’s goals, objectives and content outlines.

Develop and oversee the program curriculum to include the didactic, clinical and

laboratory components to ensure compliance with the standards established by

CODA.

Ensure all clinical faculties, students/residents and staff are properly licensed and

credentialed to meet the institutions requirements to provide patient care.

Ensure qualified faculty members provide the didactic content.

Ensure qualified faculty members provide clinical and laboratory instruction.

Manage the graduate clinic and track the clinical workload and progress of all

graduate students/residents as well as the number and variety of clinical experiences.

Oversee a quality control program for the graduate clinic and dental laboratory

services.

Ensure the director and all faculties are evaluated by the graduate students/residents

at least annually and provided the opportunity to review these written evaluations.

Schedule periodic staff meeting and record minutes.

Schedule regular meetings with their graduate students/residents and foster an “open-

door policy” of communication.

Maintain adequate records of clinical supervision.

Encourage graduate students/residents and recent graduates to pursue board

certification.

Ensure teaching staffs have adequate time to fulfill their didactic and clinical teaching

requirements.


Ensure all support staffs are adequately trained and have sufficient time to accomplish

their assigned duties and responsibilities.

Provide each enrolled graduate student/resident with a program manual containing

the policies and procedures of the program and the institution.

Program Faculty

Responsibilities for program faculty might include, but are not limited to, the following

assignments:

Clinical/laboratory and didactic instruction for graduate-level prosthodontic

students/residents.

Clinic instruction to first-, second-, and third-year graduate prosthodontic

students/residents.

Laboratory instruction in dental materials and pre-clinic courses.

Didactic instruction in fixed prosthodontics, implant prosthodontics, removable

prosthodontics, maxillofacial prosthetics, dental materials, and occlusion.

Clinical practice.

Students/residents advising.

Scholarly activity.

Committee involvement.

Support Staff

General dental office operations might include the following tasks:

Data entry and word processing.

Receptionist and phone contact for patients of dental clinics.

Provision of information and assistance to patients in person and via phone.

Management of patient registration.

Scheduling initial patient appointments.

Performance of general clerical duties as indicated.


Exhibit 4-2. Distribution of Effort Example Using the following format, provide information requested for each graduate prosthodontic faculty member for each term of the academic year.

Name of faculty member

Academic year

A. Teaching contact hours Clock Hrs/Week B. Supplemental Responsibilities Clock Hrs./Week

Course No./Title Lec Lab Clinic

Implant Prosthodontics 2 Administration 10

Fixed Prosthodontics 2 Class preparation 3

Prosthodontic Clinic 8 Students/residents’ counseling 2

Committee activity 2

Clinical practice 8

Other (specify) 3

Total hrs/week 12 Total hrs/week 28

Hours per week devoted to total

effort (A+B) = 40


Exhibit 4-3. Coursework to Consider for Graduate Prosthodontic In-Service Programs (Example)

Calibration of Clinical Faculty. *

The Teaching/Learning Process. *

Designing Courses to Maximize Learning. *

Questioning to Promote Critical Thinking. *

Designing Effective Case-Based Learning. *

Evaluating Professional Competencies. *

OSHA Update.

Medical/Dental Office Emergencies.

Infection Control for the Dental Office.

Digital Radiography System.

*indicates subject matter that would be considered as educational methodology coursework.

Coursework defined as Educational Methodologies is usually provided by institutions

of higher learning and the objective of the courses is “how to teach.” These courses are not

taught as part of an institution’s as Dental Continuing Education program.

Include information about who attended, length of course, content, learning

objectives and evaluation (if appropriate).


Exhibit 4-4. Checklist for Faculty

Faculty members have been assigned courses for which they possess current

knowledge for the specific subjects they are teaching.

Faculty members have an understanding of educational theory and practice, e.g.,

curriculum development, educational psychology, instructional methods, test

construction, measurement and evaluation or are currently working on that objective.

Clinical faculty members will have:

Knowledge of current concepts in prosthodontics.

Knowledge of clinical instruction and evaluation methods.

Demonstrated proficiency in clinical prosthodontics and clinical practice experience.

Prosthodontists providing supervision during clinical procedures with qualifications

that comply with the State Dental Practice Act.

The number of full-time equivalent faculty positions sufficient to implement program

objectives.

Students/residents’ contact hour loads established to allow faculty members

sufficient time for class preparation, students/residents’ evaluation and counseling,

development of subject content and appropriate evaluation criteria and methods,

program development and review, and professional development.

A ratio of faculty to students/residents in clinical sessions allowing for individualized

instruction and evaluation of the process as well as the end result while allowing

students/residents to progress at an individual pace.

Individuals who have primary responsibility for the academic program have full-time

appointments.

Provisions for appointments will ensure program administration and faculty have

adequate opportunity to evaluate and revise the curriculum.

Faculty compensation will provide:

Graduate prosthodontic faculty the same benefits and opportunities for promotion

and tenure as other institutional faculty.

Financial allocations for the program to ensure the program is in a competitive

position to recruit and retain qualified faculty.


Professional development will provide:

Graduate prosthodontic faculty members the opportunity for continued professional

development.

Full-time faculty members with the opportunity to pursue study in education and

research methodology, as well as their subject areas of assigned teaching

responsibility.

Time for professional association activities, research, publishing and/or clinical

practice experience.

A formal, objective system of faculty evaluation to promote professional and

program development.


Exhibit 4-5. Checklist for Administration

Administration of the program includes documentation supporting formal provisions

for program planning, development, staffing, direction, coordination and evaluation.

The program is/will be a recognized entity within the institution’s administrative

structure.

The position of the program in the institution’s administrative structure permits direct

communication between the program administrator and institutional administrators

who are responsible for decisions that directly affect the program.

The program administrator:

Has the authority, responsibility and privileges necessary to fulfill program goals and

manage the program.

Has a full-time appointment (as defined by the institution) that provides time for

operation, evaluation and revision of a developing graduate prosthodontic program.

Is a board certified prosthodontist.

Responsibilities of the program administrator include:

Curriculum development, evaluation and revision; faculty recruitment, assignment,

supervision and evaluation; initiation of program or department in-service and faculty

development; and planning, operating and assessing program facilities.

Involvement in budget preparation and fiscal administration.

Coordination, evaluation and participation in determining admissions criteria and

procedures for students/residents’ promotions and retention criteria.

Provisions for faculty participation include:

Making decisions related to the program and institutional organization and function.

Program faculty meetings to provide for subject matter correlation and curriculum

evaluation.

Program faculty meetings to coordinate full- and part-time faculty.

A defined mechanism for coordinating instruction among program faculty as well as

between graduate prosthodontic faculty and other faculty who teach graduate

prosthodontic students/residents.


Institutional supportive personnel include:

Service personnel with adequate background to facilitate program operations.

Sufficient, qualified support staff assigned to the program to handle, with minimal

supervision, the responsibility for preparation and processing of course materials,

correspondence and students/residents’ records as well as support with

student/resident recruitment and admissions activities.

Staff to support the management of the clinic and patient appointments.

Library, electronic learning resources, staff support.

Services of maintenance and custodial staff to ensure the requirements of the

program facilities are met.


Chapter 5 The Admissions Process

The admissions process, which should be modified to reflect the needs of your program

and institution, is described below as it might appear on an institution’s Web site.

Direct Applications

PASS/Match Participation

Applicant Selection Process

Required Documents

TOEFL Testing

The Graduate Record Examination

Notification of Admission/Non-Selection

It is assumed that each school or institution has its own application that must be

completed by every applicant or your program website should state otherwise. It is not a


requirement to use the Postdoctoral Application Support Service (PASS) system and

requirements for admission are established and overseen by each institution. Appendices

K and L are examples of admission processes.


Chapter 6 Facilities

A prosthodontic program’s physical facility should be adequate in design to permit the

achievement of the program’s goals and objectives. Planning a facility is definitely a

challenge; however, it will be easier if certain fundamentals are first established.

General Information

When planning the design and layout of the facilities, determine the maximum number of

graduate students/residents who will be enrolled in the program. This is an important

consideration, as it will dictate the size and necessary number of clinical operatories,

radiography rooms and laboratory stations. In addition, the type and amount of equipment

must be adequate to accommodate resident practice and laboratory work. The list of

equipment and instruments required for prosthodontic education will vary depending on the

characteristics of a program.

Physical facilities must permit students/residents to operate under circumstances

prevailing in the practice of prosthodontics. The clinical facilities must be specifically


identified for the advanced education program in prosthodontics. There must be a sufficient

number of completely equipped operatories to accommodate the number of

students/residents enrolled.

An important consideration in planning the layout of a facility is functional efficiency.

The blueprints and specifications of the proposed facility should be reviewed to determine

how traffic flow patterns will impact the design. The goal is to have a facility that

accommodates flexibility in the scheduling of classes, especially if other programs may be

using the facility at the same time. Giving special attention to the location of the clinical,

laboratory and classroom areas is critical to ensure these rooms are separated acoustically

and can be used simultaneously. The location of the radiography rooms – if X-ray units are

not built into the operatories – is an important consideration, as they must be readily

accessible so students/residents can easily travel with patients from the clinic floor to the

radiography area during clinical sessions.

Once the number of students/residents and traffic flow patterns have been

established, the setup of the facility can be planned through the use of block diagrams. An

architect will use these diagrams to develop the plans for the construction of a new facility

or renovation of existing space. When constructing a block diagram, the location of the

clinical area and the radiography rooms should be determined first.

Next, select the locations for the sterilization area, darkroom, laboratory area,

receptionist’s office with accommodations for storing and securing patient records,

reception area and storage room. If space is available, include students/residents’ lockers,

a classroom and faculty offices and provide an area for storing and securing

students/residents’ records. If the facility cannot provide this needed space, make

arrangement so there are adequate accommodations for offices, classrooms and lockers

elsewhere. Restrooms should be accessible and in close proximity to the facility.

Sample block diagrams are provided at the end of this section as well as sample

drawings for proposed facilities. Assign square footage to these areas using the preceding

information (see Exhibit 6-1 for additional information).


Provisions for safety and public accommodation must be considered in the design of

a facility as well. It must meet the requirements of the Americans with Disabilities Act,

which applies to faculty, staff, students/residents and patients.

The act requires places of public accommodation meet certain accessibility

standards, including access ramps for wheelchairs, special parking areas, doorways with

adequate clearance for wheelchairs, room locations in Braille, and life safety devices such

as fire alarms with strobe lights. Restrooms and operatories should also comply with the

requirements of the act. In addition to these federal law requirements, compliance with

applicable state and/or local accessibility laws and building codes is necessary. These

issues are usually addressed by the institution’s department of facilities planning, and the

architect contracted for the project.

Once the facility is in operation, the program director must periodically assess the

facilities and equipment to ensure they are functional and reflect current concepts of dental

practice. Routine repairs and maintenance can usually be handled through the institution’s

maintenance and general services departments. Dental equipment companies often have

training sessions on the repair and maintenance of dental equipment that the institution’s

personnel can attend. If an outside vendor is required, these types of repairs should be

funded by the institution. If such funding is not available, the program’s budget should

include projected equipment maintenance and replacement costs.

Additionally, the program’s long-range strategic plan must include access to

adequate funding for addition and/or replacement equipment. Considerations for a

separate budget with specific funding for major equipment should be identified and

incorporated into the annual budgetary process.

In planning the layout of the facility, adequate storage areas must be available for

small equipment, supplies, materials and instruments. This is one of the major pitfalls in

facility planning, as there never seems to be sufficient storage space available to

accommodate the amount of equipment and supplies that are needed during clinical,

preclinical and laboratory sessions.

The overall design of the facility should include a mechanical closet to house the

compressor, central vacuum unit and related equipment and, if possible, a large storage


area. This area should be accessible to both the clinical and laboratory areas. If it is not

possible to include such an area, consider using existing wall space to build closed storage

areas or floor-to-ceiling cabinets. Using adjustable shelving wherever possible provides

efficient use of allocated space.

Clinical Area

When planning the layout of the clinical area, first determine the number of operatories

needed. This figure usually is based on the program’s total enrollment. Ideally, there should

be one operatory for every resident for each scheduled clinical session. However,

budgetary constraints often limit the total number of operatories in a clinic. Further, didactic

courses must be scheduled during clinic hours, so it is not always practical to provide

operatories for every enrolled student/resident when they cannot be used 100 percent of

the time. Operatories most often must be shared resources for financial reasons as well.

Where creative alternatives, such as clinical enrichment experiences or use of extramural

facilities, are considered, a MOU with any affiliated institutions must be created and

approved and noted in the self-study report. If the use of the clinical facilities at an affiliated

institution was not part of the original program curriculum and self-study report, then a

report of a major change must be submitted to CODA.

Each operatory must be large enough to allow the operator a full range of movement

behind the patient, as well as provide space for instructor supervision. The operatory must

be large enough so when the patient is in the dental chair it can be moved from a sitting to

a supine position.

Operatory work space should be adjacent to the dental units and accommodate the

use of small equipment, supplies, instruments and patient records during treatment. If

countertops are used, they should be made of a chemical-resistant plastic laminate or

another surface that can withstand chemical disinfectants and cleaning agents.

Mobile carts and over-the-patient delivery systems are prudent alternatives if there is

a limitation on space in the operatory. Dental operatory design should easily accommodate

both right- and left-handed operators. Carts can be designed for placement under the

countertops. File folder racks mounted outside the operatory save on space and allow for

patient records and clinical forms to be readily available. Electrical outlets must be installed


and located near the dental unit to facilitate the use of small equipment during treatment.

Also, X-ray view boxes or computers should be conveniently located for patient education

and use during patient treatment.

Every operatory must have a conveniently located hand-washing sink. Generally,

stainless steel sinks with gooseneck swivel faucets equipped with wrist and foot controls for

hot and cold water are suggested. The drainage for the sink should include a plaster trap. A

mounted paper towel dispenser and soap dispenser should be located near each hand-

washing sink. Other considerations to include in the operatory are combination nitrous

oxide oxygen delivery outlets, compressed air, a vacuum system and close access to an

eyewash station. Information regarding equipment and procedures for handling emergency

situations during clinical sessions can be found in Chapter 11.

Following is a list of equipment and furnishings found in a typical dental operatory:

Dental chair.

Dental unit with two hand piece positions, tubing.

Dental unit water source.

Quick-connects for ultrasonic and air abrasion units

Oral evacuation system with high volume evacuator/saliva ejector hoses.

Air/Water syringe.

Dental light.

Eyewash station (can be shared).

Hand-washing sink (can be shared), preferable with foot control.

Hazardous waste receptacle (not necessarily in each).

Mobile cart.

Two stools/chairs (for operator and assistant).

Paper towel and automatic soap dispensers.

X-ray view box.

Computer(s).

ITV connections.

First aid equipment/equipment to manage medical emergencies (can be shared).

X-ray unit. Can be shared with an adjoining unit via a special wall mount. (Optional).


Storage is an important consideration in the clinical area because it will need to

accommodate a variety of supplies and equipment. Make use of drawers, wall-hung

cabinets with adjustable shelving and closed storage areas. Consider using color-corrected

fluorescent lighting for shade matching, which works well in the clinic area. Special accent

lighting, such as incandescent task lighting above the sinks in the operatories and

fluorescent lighting below wall-hung cabinets to illuminate counter space, will enhance the

ambiance of the clinic.

An additional item to consider incorporating into the design of the clinical area is a

sound system with wiring for music and/or an intercom system. Wiring for the installation of

telephones and computers is also an important consideration in both these areas.

Sterilization Area

The sterilization area should be centrally located in the clinic so instrument preparation and

sterilization is convenient. The overall layout and design of this area will need to

accommodate contaminated, sterilization and non-contaminated areas with a smooth

progression from one to the other. In large institutions, a centralized sterilization facility may

already be in place, which would obviate the need for new construction in the clinic area.

Consideration must be given to providing space for a sink, ultrasonic cleaning and

sterilization units, as well as other small equipment and supplies. Logical placement of

these work zones is essential to avoid cross-contamination and ensure current infection

control practices are maintained. A U-shaped design works well with the sterilization units

located between the contaminated and non-contaminated sections. Ample countertop

space should be included in this area for preparing instruments for sterilization.

Countertops should be made of a chemical-resistant plastic laminate to withstand the use

of chemical disinfectants and cleaning agents.

Storage space in this location also is an important consideration. The use of built-in

shelving to store the sterilization units is a plus. Adjustable shelving in closed storage

facilities and wall-hung cabinets and drawers should be used to store supplies, small

equipment, students/residents’ instruments, and miscellaneous instruments. Adequate

security for these storage areas and equipment is essential to prevent loss of instruments

and equipment.


An additional recommendation for the sterilization area includes a double-sized

stainless steel sink. Be sure to include an eyewash station, swivel gooseneck faucet, foot

and wrist controls for hot/cold water, and an attachment for a water spray. Drainage for the

sterilization equipment and ultrasonic cleaning units must be provided, and it is

recommended to install an exhaust system if using chemical sterilizing units Compressed

air outlets should be provided for use in preparation of hand pieces for sterilization. A list of

the types of equipment and supplies suggested for use in sterilizing and disinfecting

instruments, small equipment and supplies is listed below. The load capacity or quantity of

these items will depend on the number of students/residents using this facility during

clinical sessions.

Equipment/Supplies Used in the Sterilization Area

The following items typically are needed in a sterilization area:

Sterilization units (large enough to accommodate institutional cassettes and number

of students/residents).

Cassette sterilization units (small).

Ultrasonic cleaning system (recessed or countertop model).

Disinfecting Trays (large and small).

Hand-piece air stations.

Hazardous waste receptacles.

Instrument cassettes (assorted sizes).

Reception Area

The reception area serves as a waiting area for patients. This space should be easily

accessible to the public and located adjacent to the receptionist’s office with direct access

to the clinical area. Considerations for sufficient seating arrangements for patients waiting

to be treated should be provided. Provisions should be made for the confidential

maintenance of patient records-electronic and/or paper. Space for the purging and storage

of inactive patient charts should be a consideration in the planning of this area. Additional

arrangements for space in the receptionist’s office should provide for a fax machine, a


lateral file system, a computer and printer with LAN and Internet access, a copy machine

and a secure system for handling the collection of fees.

Radiography Facilities

If the clinic is equipped with computers, digital radiography might also be a consideration

for each operatory unit.

When planning the design of the radiography facilities, the number of X-ray rooms is

determined by the number of students/residents using these rooms during clinical sessions.

If possible, the radiography areas should be physically separate from the general clinical

area but easily accessible to permit flexibility in the scheduling of classes. This area should

also include a space that can be equipped with several view boxes and appropriate

lighting, so students/residents can mount and view radiographic films and where instructors

can conduct evaluations with students/residents. If possible, consider including in this area

an extra oral panoramic X-ray unit and computerized tomography (CT) scans. Also

consider equipping each operatory with an individual X-ray unit or one that is shared

between two operatories.

Radiography Exposure Rooms

Consult with state and/or federal regulations concerning compliance with the appropriate

standards in the construction of radiographic exposure rooms. The location, construction

and design of this area must provide maximum protection from radiation for

students/residents, faculty, support staff and patients. These rooms must be large enough

to permit space for conducting demonstrations and supervised practice of radiographic

techniques. Each radiography room must be equipped with a hand-washing sink, in the

room itself or immediately adjacent to the area. Soap dispensers and mounted paper towel

dispensers should be located near hand-washing sinks, and, if possible, an eyewash

station should be installed on each sink. Each room should be equipped with an X-ray

training mannequin and storage for the mannequin.

The radiography rooms must provide protection from ionizing radiation through the

use of lead-lined doors, walls and ceilings or appropriate building materials and design

features that meet state regulations. Lead aprons and thyroid cervical collars must be


available for use when exposing patients to X-rays. A lead apron is required in each room.

If an observation window is incorporated into the design of the room, it should be lead-

lined.

There have been some questions regarding the necessity of lining the walls and

ceilings with lead in the construction of X-ray treatment areas. Tests have shown two layers

of sheet rock to be equally effective. State and local building codes may dictate

construction requirements for radiographic facilities and should be carefully considered in

planning for radiography treatment areas.

Each radiography room should be equipped with an X-ray unit that has an extension

tube. Typical available focal lengths include 8 inches, 12 inches and 16 inches. The

extension tube should be lead-lined and have an open-ended collimated cylinder. X-ray

units must be inspected and checked for adequate filtering and collimation on a regular

basis. Inspections usually are conducted by a state representative from the division of

radiation control every two to three years. The use of radiation monitoring badges by all

clinical faculty and students/residents is strongly recommended for monitoring the emission

of ionizing radiation.

Countertop space must allow enough space to accommodate X-ray instrumentation,

a view box or computer, instruments and proper infection control practices. Wall space can

be used for storage by incorporating wall-hung cabinets and closed storage areas into the

design of these rooms. Drawers located below the countertops can provide additional

storage space. File folders mounted outside these areas are a convenient place to store

patient charts and forms that are used during preclinical and clinical sessions.

X-ray films should be stored in radiation-resistant film dispenser or container, so

they are protected from light, heat, moisture, chemicals and scattered radiation. Films

should be stored so students/residents do not have unsupervised access. If this is not an

option, select a location for the safe storage of X-ray films. Also, allocate some darkroom or

other space for automatic developers.


Dental Laboratory

Dental laboratory facilities are to be specifically designed to provide technical support for

the advanced education program and allow students/residents to perform technical

procedures.

A multipurpose laboratory can serve as an instructional setting, in which

students/residents learn and experience working with dental materials and laboratory

equipment. It must be of sufficient size to accommodate the number of students/residents

who will be using the area to perform procedures safely with instructor supervision. A

laboratory area should include one workstation for each student/resident. Every workstation

should be equipped with adequate lighting and ventilation (high-speed suction), storage

space, compressed air, combination gas/air jets, electrical outlets, dust collection

equipment, drawers, secure storage cabinets and an adjustable laboratory stool.

The CODA requirements for postgraduate prosthodontic programs are as follows:

Laboratory facilities must be specifically identified for the advanced education

program in prosthodontics.

The laboratory must be equipped to support the fabrication of most prostheses

required in the program.

There must be sufficient laboratory space to accommodate the number of

students/residents enrolled in the program, including provisions for storage of

personal and laboratory armamentaria.

An appropriate amount of countertop space along the perimeter wall of the

laboratory should be included in the design to accommodate the laboratory equipment. All

counters, including the workstations, should be covered with materials that can withstand

the use of chemicals, disinfectants, cleaning agents, heat and dental materials, such as

acrylics. There should be a sufficient number of sinks to promote cleanliness and

efficiency. Recess the sinks into the countertop space and equip them with gooseneck

swivel faucets, wrist and foot controls for hot/cold water, plaster traps and at least one

eyewash station.


The location and amount of general use equipment, such as polishing lathes, cast

trimmers, vibrators, ceramic oven, air-particle abrasion units and casting units should allow

each student/resident to develop proficiency in a wide range of laboratory procedures.

Space should be available to store instructional equipment, supplies, instruments and

materials that will be used during laboratory sessions. Several ceiling-to-floor cabinets with

adjustable shelving can provide adequate, secure storage space, if a separate room for

storing equipment and supplies is not available.

The laboratory area should be equipped with supplies and equipment that are

readily accessible and functional to manage spills and accidents. Include a first aid kit, a

fire extinguisher, a fire blanket, ground fault interrupter (GFI) receptacles and eyewash

stations. Consider the use of emergency shut-off valves for gas and electricity. Develop a

written policy establishing procedures for handling emergencies in the laboratory to assure

faculty and students/residents are prepared to manage these situations. These procedures

should be reviewed periodically with faculty and students/residents and the policy posted in

centralized locations.

Dental Laboratory Equipment

The laboratory is to be equipped to support the fabrication of most prostheses required in

the program. Graduate students/residents should have access to such dental laboratory

equipment as:

Vacuum mixers.

Model trimmer.

Steam cleaner.

Ultrasonic cleaner.

Laboratory vibrator for stone.

Laboratory work bench.

Laboratory bench light.

Air-abrasion unit (for aluminum oxide).

Laboratory binocular microscope.

Dispenser for gypsum products.


Electric laboratory hand pieces.

Burnout furnace.

Porcelain furnace.

Abrasives for metal and porcelain finishing.

High-speed evacuation (suction) system.

Compressed air.

Natural gas lines for Bunsen burner (or alternate fuel source). Boil out tank and

denture base acrylic resin curing unit.

Dental Laboratory Space

There is to be sufficient laboratory space to accommodate the number of

students/residents to be enrolled in the program, including provision for storage of personal

and laboratory armamentaria. There should be one work station for each student/resident

(see Figure 6-2).

The available laboratory technical support should ensure efficient operation of the

clinical program and provide the knowledge and experience in dental laboratory technology

for the students/residents to achieve competency. This can be achieved with some in-

house technical support and outside affiliations with high-quality commercial laboratories.

The prosthodontics students/residents must be able to perform dental laboratory

procedures and also be competent enough to evaluate the quality of the work performed by

dental laboratory technologists (see Figure 6-1). With their advanced training in

prosthodontics and dental materials, the prosthodontist also plays an important role in

training the dental laboratory technologist.


Figure 6-1. What percentage of the dental laboratory work should each postdoctoral student/resident perform over the course of their entire program? Source: ACP October 2008 Postdoctoral Educator’s Meeting Survey

Figure 6-2. How many laboratory work stations should be available for each postdoctoral student/resident? Source: ACP October 2008 Postdoctoral Educator’s Meeting Survey


Classrooms

Classroom space must be available and accessible to the program. Adequate scheduling

of classes should be able to accommodate the needs of the program curriculum. This is

particularly important if the classrooms are shared with other programs.

Classrooms should be of sufficient size to accommodate the number of

students/residents registered for each class. The area should be designed and equipped

for effective instruction. Equipment should include a chalkboard or whiteboard,

students/residents’ desks and chairs, an instructor desk and chair, a projection screen and

audiovisual equipment. The use of room darkening shades for windows and lighting

dimmer switches are extremely helpful when using audiovisual equipment during lectures

and students/residents are taking notes.

Faculty Offices

Office space must be provided for the program director and the prosthodontic faculty. If

these offices cannot be incorporated into the design of the facility, they should be readily

accessible to the area. Faculty offices should be large enough to accommodate office

equipment, as well as students/residents and program files. Storage space, such as four-

drawer file cabinets that lock for students/residents and program records, must be available

to ensure confidentiality and security. Office space must provide sufficient privacy for class

preparation and students/residents counseling. (The ADA publication, Dental Office

Design: A Guide to Building, Remodeling and Relocating, is a useful reference, particularly

Chapter 4: Legal Issues Affecting Dental Office Design and may be purchased from the

ADA at www.adacatalog.com).

Library and Learning Resources

The major collection of books and periodicals that support instruction in a prosthodontics

program should be housed in a central location such as a campus library. Sometimes a

separate collection of books is retained in the program’s facilities. Faculty members usually

have personal copies of textbooks and periodicals in their offices based on individual

preference and professional needs. Students/residents and faculty also may have access

http://www.adacatalog.com/


to and borrowing privileges with libraries in the local community, such as university

libraries, public libraries and hospital medical libraries. Such arrangements are usually

made through the main campus facility.

Electronic access to scientific journals, texts and other materials is often relied on to

supplement the basic library collection. When relying on electronic access, it is important

the institution provides access to interlibrary loan services and that the materials are readily

available. In addition, students/residents must be prepared to identify and evaluate online

resources. The sponsoring institution should have the necessary staff to support

students/residents’ orientation and use of electronic learning resources.

Library holdings must include or provide access to a diversified collection of current

dental journals, prosthodontic journals, other multidisciplinary literatures and specialized

reference texts necessary to support teaching, research and development, service and

students/residents’ learning needs. There must be a written, planned mechanism for the

faculty and the institution to assess library holdings, select current titles for acquisition and

replace outdated volumes. Funds must be available to ensure acquisitions are continuous

and current.

Instructional Resources

Instructional resources such as skeletal and anatomic models and replicas and samples of

laboratory procedures supplement learning experiences and facilitate students/residents’

understanding of course objectives. These items are usually housed within the program’s

facility. However, audiovisual equipment, computer-assisted programs, selected slides and

video tapes can be housed elsewhere in the institution and made available to the program

upon request. If these materials have been purchased by the program, they can be placed

on reserve in the library, so students/residents and faculty can use them during library

hours. The budget must provide adequate funding to purchase and update instructional

materials and equipment to support program goals and objectives.

Audiovisual Equipment Used to Support Instruction

Below is a list of suggested instructional aids and audiovisual equipment that can be used

to support instruction in a prosthodontic program


Camcorder with tripod.

External scan converter (converts computer images to video monitor).

Interactive video system (computer, monitor, laser disk player).

Laser/light pointer.

Overhead projector.

Slide production computer software.

Digital projector.

TV/VCR (VHS format).

Visual presenter (ELMO).


Exhibit 6-1. Checklist for Facilities

The following is taken from the CODA Self-Study Guide for the Evaluation of an Advanced Education Program in Prosthodontics:

STANDARD 3 – FACILITIES AND RESOURCES

1. Are institutional facilities and resources adequate to provide the

educational experiences and opportunities required to fulfill the needs of the educational program as specified in the Accreditation Standards for Advanced Specialty Education Programs? (3)

YES NO

2. Are equipment and supplies for use in managing medical emergencies readily accessible and functional? (3)

YES NO

Intent: The facilities and resources (e.g.; support/secretarial staff, allied personnel and/or technical staff) should permit the attainment of program goals and objectives. To ensure health and safety for patients, students/residents, faculty and staff, the physical facilities and equipment should effectively accommodate the clinic and/or laboratory schedule.

3. Does the program document its compliance with the institution’s policy and applicable regulations of local, state and federal agencies, including but not limited to radiation hygiene and protection, ionizing radiation, hazardous materials, and blood borne and infectious diseases? (3)

YES NO

4. Are the above policies provided to all students/residents, faculty and appropriate support staff and continuously monitored for compliance? (3)

YES NO

5. Are policies on bloodborne and infectious diseases made available to applicants for admission and patients? (3)

YES NO

Intent: The program may document compliance by including the applicable program policies. The program demonstrates how the policies are provided to the students/residents, faculty and appropriate support staff and who is responsible for monitoring compliance. Applicable policy states how it is made available to applicants for admission and patients should a request to review the policy be made. 6. Are students/residents, faculty and appropriate support staff encouraged to

be immunized against and/or tested for infectious diseases, such as mumps, measles, rubella and hepatitis B, prior to contact with patients and/or infectious objects or materials, in an effort to minimize the risk to patients and dental personnel? (3)

YES NO

Intent: The program should have written policy that encourages (e.g., delineates the

advantages of immunization of students/residents, faculty and appropriate support staff.


7. Are all students/residents, faculty and support staff involved in the direct provision of patient care, continuously recognized/certified in basic life support procedures, including cardiopulmonary resuscitation? (3)

YES NO

Intent: Continuously recognized/certified in basic life support procedures means the appropriate individuals are currently recognized/certified. 8. Are private office facilities used as a means of providing clinical

experiences in advanced specialty education? (3) YES NO

Intent: Required clinical experiences do not occur in private office facilities. Practice management and elective experiences may be undertaken in private office facilities. 6. Do physical facilities permit students/residents to operate under

circumstances prevailing in the practice of prosthodontics? (3-1) YES NO

10. Are the clinical facilities specifically identified for the advanced education program in prosthodontics? (3-1.1)

YES NO

11. Are there a sufficient number of completely equipped operatories to accommodate the number of students/residents enrolled? (3-1.2)

YES NO

12. Are the laboratory facilities specifically identified for the advanced education program in prosthodontics? (3-1.3)

YES NO

11. Is the laboratory equipped to support the fabrication of most prostheses required in the program? (3-1.4)

YES NO

14. Is there sufficient laboratory space to accommodate the number of students/residents enrolled in the program, including provisions for storage of personal and laboratory armamentaria? (3-1.5)

YES NO

15. Is radiographic equipment for extra- and intraoral radiographs accessible to the students/residents? (3-2)

YES NO

16. Are lecture, seminar, study space and administrative office space available for the conduct of the educational program? (3-3)

YES NO

17. Do library resources include access to a diversified selection of current dental, biomedical, and other pertinent reference material? (3-4)

YES NO

18. Do library resources also include access to appropriate current and back issues of major scientific journals as well as equipment for retrieval and duplication of information? (3-4.1)

YES NO

16. Do the facilities include access to computer, photographic, and audiovisual resources for educational, administrative, and research support? (3-5)

YES NO

20. Are adequate allied dental personnel assigned to the program to ensure clinical and laboratory technical support? (3-6)

YES NO

21. Is secretarial and clerical assistance sufficient to meet the educational and administrative needs of the program? (3-7)

YES NO


22. Is laboratory technical support sufficient to ensure efficient operation of the clinical program and meet the needs of the program? (3-8)

YES NO


Chapter 7 Financial Considerations

The Commission on Dental Accreditation expects financial support for postgraduate

graduate prosthodontic program will fulfill the program’s goals and objectives on a

continuing basis. However, management of financial resources and the manner in which

allocations are made are the prerogative of the institution. During the accreditation process,

the Commission will assess the adequacy, stability and degree of dependence on these

sources.

Initial Startup Checklist

The earliest planning stages for a new postgraduate prosthodontic program should include

a thorough investigation of funding and financial planning. The financial plan should include

reviews of the following elements:

Patient demographics (Chapter 1).

Tuition.

Graduate students/residents’ stipend (if applicable).

Potential number of graduate students/residents.

Potential clinical revenue and clinic hours per week.


Existing fee schedule for all procedures.

Status of facilities.

Faculty and ratio of faculty to graduate students/residents.

A three-year financial plan should be developed to identify sources and amounts of

financial support. This plan must be created to demonstrate the potential for stable and

adequate funding to sustain the achievement of the program’s goals and objectives. It is

helpful to determine the percentage that each potential source will contribute to the total

budget.

Individuals interested in establishing a postgraduate prosthodontic program should

meet with university/college administrators as soon as possible to assess the institution’s

potential for receiving federal and/or state financial support.

This meeting should include the institution’s foundation, development and/or

financial aid coordinators who will be knowledgeable in the current status of federal and

state grant availability. For example, funding from Perkins Federal Grants is based on the

average cost of programs across the state. The set dollar amount is based on a

combination of factors, including the number of “per students/residents’ contact hours” and

the total number of Pell Grants* awarded the institution.

The availability of other external support and/or grants must be investigated during

the planning stages. Investigate all potential sources, such as professional organizations,

state dental society, local dental societies and other sources of individual, corporate and

foundation-based philanthropy.

* In 2006, Pell Grants were at $5,350 per academic year. Detailed information and Pell Grant Applications

can be found at PellGrantRequirements.com.

Budget Considerations

Typically, prosthodontic programs are categorized either as a university-based or hospital-

based program. Depending on the type of program, the source of income and the financial

plan may vary slightly. When meeting with administrators, an analysis of projected

graduate students/residents’ tuition and clinic revenue should be analyzed. It is also


important to have an understanding of the dental facility requirements (see Chapter 6 for an

in-depth discussion of facility needs).

Prior to structuring the budget for a program, all the potential revenue sources and

anticipated expenses should be identified and labeled within one of the following

categories:

Non-operating revenue.

Operating revenue.

Non-operating expense.

Operating expense.

Ideally, the identified revenue should be planned so all the expenses are covered

once the program is fully staffed and functional.

Income Sources

Non-Operating Revenue (NOR)

The potential non-operating revenue can be generated from prosthodontic graduate

students/residents’ tuition, stipends and donations. Based on the 2008 ACP Survey, of the

26 programs that require tuition, 41 percent charge from $32,000 to $60,000 per year.

Some programs charge tuition to externs, interns and fellows in addition to their enrolled

degree students. A few existing prosthodontic programs do not charge tuition.

Operating Revenue (OR)

Depending on the scope of services provided by the program, the operating revenue may

be derived from restorative, surgical, maxillofacial prosthetic, recall services and other

sources (corporate support, professional organizations, gifts, grants, etc.). The projected

clinic revenue can be estimated from the minimum required procedures from all disciplines.

For example, say your requirement for each student/resident is 15 complete dentures. You

could say the expectation is seven in the third year, five in the second year and three in the

first year, or 20 percent in the first year, 33 percent in the second year and almost 50

percent in the third year. You would then multiply the fee your clinic would charge times the

number of dentures to estimate the income for that procedure in any given year. You could

do this with all the procedures for which you have requirements.


The potential number of visits could be calculated from the available clinic sessions

for each graduate students/residents using the following formula:

The estimated number of clinic sessions per operatory (CSS/R) (or per graduate

students/residents) per year x total number of graduate students/residents (or total

enrollment) = Total number of clinic sessions per year (TCS), or CSS/R X TE = TCS.

The following areas should be recognized as contributing factors impacting the clinic

revenue (productivity):

Efficiency in the management of the graduate clinic.

Availability of patients during clinic hours.

Quality of graduate students/residents.

Graduate tuition (if applicable).

Graduate fee schedule.

Auxiliary personnel.

Efficiency in the Management of the Graduate Clinic:

Programs are encouraged to hire a qualified clinic coordinator or supervisor to assist the

program director and to maximize the potential use of the time allocated to each year group

of graduate students/residents for their graduate clinic experience.

Availability of Patients During Clinic Hours:

It is recommended the graduate clinic have hours of operation that coincide with the

predoctoral clinic to facilitate the referral of patients either for consultation or treatment.

Quality of Graduate Students/Residents:

Programs that are able to attract graduate students/residents with high class standing or

grade point averages and strong clinical skills position themselves to achieve their goals

and objectives with the least number of difficulties and challenges. In addition, the higher

the caliber of students/residents, the greater the likelihood those enrolled will pursue and

complete an optional graduate degree (MS, MSD or similar degree, if offered).

Institutions would be best served if initially they identified and fostered a relationship

with a high percentage of their own outstanding predoctoral students/residents in the early


years of the program. Once the curriculum is firmly established and the applicant pool has

grown sufficiently, the program can diversify its enrollment by selecting high-quality

applicants from other institutions.

Graduate Tuition (if applicable):

Institutions that plan to charge tuition for graduate students/residents typically use their

institution’s graduate tuition rate. As mentioned previously, some admit externs, intern and

fellow and charge them the same tuition as their degree students/residents.

Graduate Fee Schedule:

A separate fee schedule should be created for the graduate program that establishes

charges for various procedures somewhere between the predoctoral program and the

faculty practice or outside private practice setting.

The institution should expect increased revenue compared to the predoctoral

program by virtue of the higher fees and the anticipated increased clinical proficiency of the

enrolled graduate students/residents.

Projected Expenses

Non-Operating Expense (NOE)

Institutions should consider providing non-operating financial support to their

students/residents and faculty to attend professional meetings and undertake research in

partial fulfillment of the requirements of CODA Standard 6 – Research.

Professional organization activity (faculty and resident support).

Research support.

Operating Expense (OE)

The details of OE vary based on the characteristics of each program; however, the

following list is developed based on the accreditation standards.

Salary and benefits for faculty.

Salary for staff (dental auxiliaries and secretarial assistance).

Clinic supplies (materials, prosthetic equipment and surgical equipment).

Office supplies (computers, software, printers, fax machines, etc.).


Educational materials and space (lecture/seminar space, computer, photographic

and audiovisual resources and research support).

Clinic overhead expense (laboratory technical support and radiographic equipment,

etc.).

Facilities (clinical and laboratory facilities).

Marketing.

Once all the components of the budgetary plan are identified, each item should

further be evaluated in order to determine the ongoing upkeep and maintenance

requirements. The initial sample budget planning worksheets are shown in Exhibits 7-1, 7-

2 and 7-3.

Auxiliary Personnel:

Sufficient trained auxiliary personnel, such as chair side dental assistants, business office

staff and secretarial support, should be provided for the graduate clinic and the

administrative office. Experienced dental laboratory personnel should also be considered to

provide technical support.

Facilities

The projected size of the program and the square footage of the entire facility will affect the

required startup cost. The number of clinic operatories may be determined by several

approaches illustrated below:

Number of operatories equals the number of students/residents

o 1:1 resident to operatory ratio

o Easy-to-plan clinic schedule

This ratio is ideal if lectures and seminars can be scheduled before or after the clinic

sessions.

Number of operatories is half the number of students/residents

o 2:1 resident to operatory ratio


Decreases the number of faculty and patient contact hours per resident; however,

this allows maximum use of the clinic and may impact/complicate resident scheduling

Somewhere in-between (many programs have more students/residents per class

than operatories.)

o 16:12 residents to operatory ratio

o 20:14 residents to operatory ratio

Investigate each option and select the plan that most adequately meets the needs of

the community and institution. A survey of current Prosthodontic Program Directors gives

the following data


Figure 7-1. How many dental chairs should be available per student/resident? Source: ACP October 2008 Postdoctoral Educator’s Meeting Survey

Planning the Facilities

New Construction vs. Remodeling

Construction costs per square foot will vary according to geographic location. In most

instances, remodeling is more cost effective than new construction and should be

investigated whenever this option is available.

Construction managers and architectural planners should be knowledgeable in the

specifics of dental facility construction and planning.

Local dental supply companies and major equipment manufacturers also provide

facility planning services and may provide various floor plans, including specifications for

plumbing, evacuation, electrical, gas lines and information regarding support walls for

radiography equipment. Radiography regulatory agencies should also be consulted.

Future Expansion

Plans for expansion should be included in the initial financial plan. It is possible to design a

small Advanced Education Program in Prosthodontics when initial funding is limited. For


example, a temporary classroom and faculty office may be designed with additional

plumbing, electrical, vacuum and gas lines (if indicated) in place beneath the floor. As the

program becomes established and funding is secure, the institution has the option to

increase clinical capacity with minimum expense. Initial planning should determine the

institution’s potential to provide additional classroom and faculty office space to

accommodate prosthodontic students/residents and faculty.

New Construction vs. Remodeling

The cost per square foot of each dental facility will differ according to the amount of square

footage designated for clinical/laboratory space and non-clinical/didactic space. A projected

square foot ratio of 75 percent clinical/laboratory and 25 percent non-clinical/didactic is

reasonable as the majority of space in dental facilities is dedicated to laboratory and clinical

functions, dental materials and radiology laboratories.

The ratio of clinical/laboratory to non-clinical/didactic space should be reconsidered

when expansion of the facility is an option. As previously noted, advance planning for

construction of utility lines beneath the floor of a classroom and/or office space will allow for

future expansion with a minimum added cost.

The dental facility may or may not include a conference room, faculty offices,

classroom space and a self-contained storage area. If these areas are not included within

the designated dental facility space, alternate space must be available within the institution

that adequately meets the needs of faculty and students/residents. Cost estimates should

be adjusted according to the amount of office, classroom and reception room square

footage required by the individual facility design.

Estimated New Construction Compared to Remodeling Costs

The square footage illustrated in Exhibits 7-4 and 7-5 has been estimated for a designated

number of operatories. For the purposes of illustration, Exhibit 7-6 represents an average

range of dental facilities with typical square footage averaging from 3,435 to 4,540 square

feet compared to a 12,000-square-foot dental facility. This estimate is based on a separate

area for radiology. Your clinic may have radiology units in the operatories which will help

minimize space use. Separate areas, either within or close to the clinic, should have

panoramic and CT scans capabilities. As noted previously, additional storage, classroom


and faculty office space must be available from the general university/college area to

accommodate students/residents and faculty. Class size and scheduling should also be

used to determine the square footage of the facility.

Equipment

An equipment cost analysis for the projected number of students/residents should be

considered in conjunction with the budget requirements discussed previously.

Exhibit 7-7 illustrates basic equipment costs in relation to class size. To facilitate

ease of future program and facility expansion, consider placing plumbing and electrical

work beneath the floor of office and classroom space if cost is a limiting factor when

starting the program. Equipment costs may vary according to the cost of living index and

geographic location.

The Three-Year Financial Plan

A review of the financial considerations is a necessary step during the early stages of

planning. Exhibits 7-8 to 7-12 illustrate examples of initial outlay for capital and non-capital

expenditures for a facility with 16 students/residents and eight operatories. Budgetary

considerations for a three-year financial plan including the developing year, first year and

ensuing years are illustrated in Exhibits 7-8 to 7-12. Estimates may vary based on

geographic location and cost of living indices. The three-year financial plan also should

include the source and amount of financial support the program expects to receive from

federal, state and local sources.

Institution policy will determine whether monies generated from the clinic will be

returned to the institution’s general fund or directly allocated to the program budget.

Projected clinic income and students/residents’ instrument fees should be included in the

financial plan regardless of the allocation of these funds.

Graduate Student/Resident Fees

Resident instrument kit composition and the resident fees will vary according to the policy

set by each institution. For example, dental hand pieces may be rented or purchased. The

variety of scenarios makes it difficult to establish a set dollar amount.


The Final Analysis

Final estimates for the implementation of a post-graduate prosthodontic program are

presented in Exhibits 7-7 and 7-12. Figures are based on model with 16 students/residents

and eight operatories in a 6,000-square-foot facility.

Exhibit 7-13 illustrates a model of a three-year financial plan along with the cost of

new construction. Exhibit 7-14 illustrates a model of a three-year financial plan along with

the cost of remodeling a facility previously used for non-dental purposes.


Exhibit 7-1. Projected Revenue

Example provided by Dr. Robert Flinton, Program Director, University of Medicine and Dentistry, New Jersey

Projected Revenue Year

1 Year

2 Year

3

Non-operating

Prosthodontic graduate

students/residents’ tuition

Continuing education

Other affiliated program graduate

students/residents’ tuition (if applicable)

University (or hospital) support

Total profit amount

Operating

Restorative procedures Number of units (prosthesis)

x number of resident x fee Fixed restoration

Implant supported fixed restoration

Removable partial denture

Complete denture

Implant retained removable prosthesis

Diagnostic Services

Total profit amount

Other Services

Surgical procedures Number of surgical

procedures x number of

resident x fee Implant placement

Adjunctive surgical procedures

Total profit amount

Maxillofacial prosthetics

Obturator

Extraoral prosthesis

Total profit amount

Maintenance procedures by hygienist Number of recall procedures

x number of hygienist x fee Recall

Total profit amount

Estimated total program revenue


Exhibit 7-2. Estimated Expenses

Exhibit 7-2. Estimated Expenses Year 1 Year 2 Year 3

Non-operating expenses

Stipend from profits Graduate students/residents’ stipends

Profession organization support

Research support

Educational equipment/materials etc.

Total non-operating expenses

Operating expenses

Salary and benefits

Program director

Benefits director

Associate director (if applicable) or faculty salaries/benefits

Dental auxiliaries (assistants) and supply manager

Registrar

Total salary and benefits expenses

Clinic operating expenses

Clinic supplies and materials

Office supplies

Communication system (phone, etc.)

Marketing/advertising

Total clinic overhead expenses

Equipment and facility

Startup/replacement prosthetic instrument/equipment

Startup/replacement surgical instrument/equipment

Computer system

Lab equipment/modifications

Surgical suite equipment/modifications (if applicable)

Repair/depreciation expenses

Total equipment and facility expenses

Total non-operating and operating revenue

Total non-operating and operating expenses Total profit/loss


Exhibit 7-3. Financial Checklist for a Prosthodontic Program

Tasks Comments Conduct Needs Assessment Survey

Meet with college/university/hospital officials

Identify potential funding sources - Federal - State - Local - Private

Review Standard For Accreditation Standards for Prosthodontics

Education Programs

Commission on Dental Accreditation

American Dental Association

Meet with architect/dental supply companies to establish floor plan

Investigate construction vs. remodeling

Determine size of facility and number of students/residents

Meet with dental equipment vendors

Establish resident fee

Estimate clinic revenue

Estimate distance education costs (if applicable)

Meet with college/university officials to conduct final analysis


Exhibit 7-4. New Construction Projected Revenue Square Footage: 75% Clinical/Laboratory, 25% Non-Clinical^^/Didactic*

Square Footage

25% of Total*

Estimated Cost Non Clinical

@ $80 per sq. ft.**

75% of Total*

Estimated Cost Clinical Laboratory @ $150 per sq. ft.**

Estimated

Total Amount

Number of

Operatories

4,540 $60,800 $510,750 $601,550 6 6,000 $120,000 $675,000 $765,000 8 8,000 $160,000 $600,000 $1,060,000 10 10,000 $200,000 $1,125,000 $1,325,000 12 12,000 $240,000 $1,350,000 $1,560,000 14

^Square footage and number of students/residents is provided as a guideline for use during the planning phase. Final square footage relative to the number of students/residents should be determined by each facility. ^^Non clinical includes locker rooms. **Costs in various geographic locations may differ and should be determined during the planning stages.

Exhibit 7-5. Remodeling Square Footage: 75% Clinical/Laboratory and 25% Non-Clinical^^/Didactic*

Square Footage

25% of Total*

Estimated Cost Non Clinical

@ $60 per sq. ft.**

75% of Total*

Estimated Cost Clinical Laboratory @$85 per sq. ft.**

Estimated

Total Amount

Number of

Operatories

4,540 $68,100 $286,425 $357,525 6 6,000 $60,000 $382,500 $472,500 8 8,000 $120,000 $510,000 $630,000 10 10,000 $150,000 $637,500 $787,500 12 12,000 $180,000 $765,000 $645,000 14

^Square footage and number of students/residents is provided as a guideline for use during the design phase. Final square footage relative to the number of students/residents should be determined by each facility. ^^Non-clinical includes locker rooms. **Costs in various geographic locations may differ and should be determined early during the planning stages.


Exhibit 7-6. Overview of Facility Size and Configuration

Room

6,000 sq. ft.*

3,435-4,540 sq. ft.

Reception Room 340 350-360

Conference Room 165 None present

Offices a) Director

b) Secretary

a) Director 112 b) Secretary 66

a) Director 60-110 b) Secretary 60-110

-each

Clinical Area

2,600 Includes sterilization area, central supply, cabinets for storage and vacuum and compressor storage area.

1,400–1,650 Includes sterilization area, central supply, cabinets for storage and vacuum and

compressor, storage area.

Sterilization Room Within clinical area 60-175

Storage Area

72 cabinets within clinical area

(Additional storage area available outside of facility)

125-115 cabinets within clinical area

(Additional storage area available outside of facility)

Restroom 75

Radiology Laboratory (if applicable)

600 Includes four individual

lead-lined rooms and one panoramic room and open

area for instruction

>600 Each X-ray room

Darkroom (if applicable) 126 60-150

Locker Room 162 200-360

Classroom

500 Plumbing and electrical

beneath floor, site for future expansion

(other classroom available)

525-600 Depending on class size

Dental Laboratory

12 Stations: 800 (storage area for

compressor and vacuum included)

360-650

*This 6,000-square-foot clinical area has room for nine operatories set in individual cubicles (maximum patient privacy and instructor access). Each cubicle has a rear twelve o’clock cabinet with an end sink and cabinetry to the left and right of the dental chair (forms walls of cubicle).


Exhibit 7-7. Equipment Cost Analysis

Equipment Per Unit

Clinic Cost per Operatory 1 dental unit (without dental light)

Ultrasonic unit includes: 1 chair, 2 cabinets, 2 stools, view box or computer in

each cubicle

Dental light for dental chair ceiling mounted

Autoclave sterilizer ($4,000)

Emergency equipment cart, oxygen tank, drugs, stethoscopes, eye wash

stations and separate first aid kits for various locations.

Biological monitoring system

Panoramic unit maintenance contract included

Equipment Per Unit

Radiology treatment chair 1:6 faculty-students/residents ratio

X-ray systems for conventional and digital radiography (one-year maintenance

included) 1:6 faculty-students/residents ratio

Automatic film processing system (one-year maintenance included)

Lead aprons (includes panoramic apron)

5-gallon ultrasonic cleaner ($2,000) for clinic

Dental materials/science laboratory stools

Laboratory benches 1:15 faculty-students/residents ratio

Equipment Per Unit

Laboratory control units (contains hand piece and air/water syringe at lab bench)

Compressor dental materials for clinic

Vacuum system dental materials for clinic

Model trimmers

Bench lathe with shield and splash pan

Vibrators

3-gallon ultrasonic dental materials for laboratory

Self-contained monomer fume hood (f needed for added ventilation)

Vacuum forming machine

Amalgamator

Plaster traps

Total


Exhibit 7-8. Capital Expenditures Example of 16 Residents – Eight-Operatory Facility*

Equipment Developing

Year First Year Ensuing Year

Clinic operatories, compressors, vacuum systems, sterilizer, etc.

Radiology, including darkroom

Laboratory

Locker room

Reception room/furniture

Faculty and staff offices/furniture

Instructional equipment

Other

Total

*Refer to Table 6 to increase or decrease the desired number of students/residents.

Exhibit 7-9. Non-Capital Expenditures

Developing

Year First Year Ensuing Year

Instruction materials (slides, films, skulls, clinic video camera)

Clinic supplies

Laboratory supplies

Extent of dental laboratory support or resident dental laboratory activity will affect this figure.

Office supplies

Institutional library collection

Equipment maintenance and replacement

Total


Exhibit 7-10. Faculty Expenditures

Developing Year First Year Ensuing Year

Salaries^

Benefits typically 25-30% of salary; PT usually no benefits provided.

Professional development

Travel for students/residents’ supervision

Other: Clinic dentists receive a stipend in this analysis. Factor cost into budget if salary based.

Total

^ Refer to Chapter 2: Program Support and Development

Exhibit 7-11. Staff Expenditures


Secretarial support

Addition of full-time or part-time reception

room assistant.

Total

*Estimates may vary based on geographic location and/or cost of living indices.


Exhibit 7-12. Expenditures from Other Categories


Accreditation and professional fees

(radiology license and inspection fee)

Telephone

Postage

Advertising

Copier/printer

Total

Exhibit 7-13. Sample Three-Year Financial Plan – New Construction New construction: 6,000 sq. ft.; 16 students/residents; 8 operatory facilities

Developing-Year Cost

Table 15

First-Year Cost

Table 15

Ensuing Year

Table 15

New construction

Total

Exhibit 7-14. Sample Three-Year Financial Plan - Remodeling Remodeling: 6,000 sq. ft.; 16 students/residents; 8 operatory facilities

Developing-Year Cost

Table 15

First-Year Cost

Table 15

Ensuing Year

Table 15

Remodeling

Total


Chapter 8 Curriculum

The first step in designing a curriculum involves reviewing the current Commission on

Dental Accreditation standards for prosthodontics Sample documents from two existing

prosthodontic programs are included in this chapter with Exhibits 8-1 to 8-10 from one

school and 8-10 to 8-12 from a second school to reflect the latitude institutions have in

developing and presenting curricular content.

Program Goals and Objectives

After a review of these standards, a series of goals and objectives of the program should

be developed related to (1) education, (2) patient care, (3) service and (4) research. Keep

in mind that goals are general statements and objectives are concrete statements that can

be measured. Exhibit 8-1 contains examples of goals and objectives from two existing

programs. The goals and objectives established for the prosthodontic program will then

become Appendix A of your CODA self-study reports.


Developing the Curriculum

Once the goals and objectives are established, the curriculum can be developed. As you

formulate your program curriculum, keep the following items in mind:

(a) Definition of the specialty:

The following is the definition of the specialty of prosthodontics as it appears in the

CODA self-study guide published by the American Dental Association:

Prosthodontics: “Prosthodontics is the dental specialty pertaining to the diagnosis,

treatment planning, rehabilitation and maintenance of the oral function, comfort,

appearance and health of patients with clinical conditions associated with missing or

deficient teeth and/or oral and maxillofacial tissues by using biocompatible

substitutes. (Adopted April 2003)”

(b) Required levels of instruction in the specialty:

Currently, three levels of instruction are expected within any advanced education

program in terms of knowledge and skill and they are: in-depth, understanding, and

familiarity. Be advised that discussions among the communities of interest are underway

and the familiarity level may either be eliminated or modified. Changes of this nature will

be posted on the CODA website and dissemination to institutions in advance of any

planned adoption date:

Instruction at the in-depth level must be provided in:

Fixed prosthodontics.

Implant prosthodontics.

Removable prosthodontics.

Occlusion.

(c) Required proficiencies:*

The students/residents must become proficient in the comprehensive treatment of a

wide range of complex prosthodontic patients with various categories of need.

* Note: Included in the discussions mentioned above are the elimination of the designations

“proficient” and “proficiencies” and the expanded use of the terms “competent” and

“competencies.”


(d) Required competencies:

The program must provide sufficient dental laboratory experiences for the

students/residents to become competent in the laboratory aspects of treatment of patients

with complete edentulism and partial edentulism as well as dentate patients.

These requirements are all clearly spelled out in the accreditation standards. When

designing the curriculum, at least 60 percent of the total educational experience must be

devoted to patient contact and laboratory procedures and at least 30 percent devoted to

didactic instruction and research according to CODA Standard 4. Exhibits 8-2, 8-3 and 8-4

describe a certificate program with its associated courses offered in its three-year

curriculum for an accredited postdoctoral program in prosthodontics with an accompanying

master’s degree. The prosthodontic curriculum need not offer an advanced degree. It may

offer a certificate only, depending on the resources of the sponsoring institution and the

established goals and objectives of the program.

To ensure competency in dental laboratory procedures, a preclinical technique

course can be developed and scheduled in the summer of the first year. All courses must

have a syllabus, a sample if which can be found in Exhibit 8-5.

Clinical and laboratory expectations must be developed for the students/residents.

Exhibit 8-6 outlines the clinical and laboratory expectations created by one accredited

prosthodontic program.

Curriculum Management

Planning for, evaluation of and improvement of educational quality for the program must

be:

Broad-based.

Systematic.

Continuous.

Designed to promote achievement of program goals and objectives.

Reassessed, if changes are made to the program.


Outcomes Assessment Plan

The program must document its educational effectiveness by using a formal and ongoing

outcomes assessment plan to include measures of advanced education students/residents

achievement (see Exhibit 8-7).

The outcomes process includes steps to: (1) develop clear, measurable goals and

objectives consistent with the program’s purpose/mission; (2) develop procedures for

evaluating the extent to which the goals and objectives are met; (3) collect and maintain

data in an ongoing and systematic manner; (4) analyze the data collected and share the

results with appropriate audiences; (5) identify and implement corrective actions to

strengthen the program; and (6) review the assessment plan, revise as appropriate and

continue the cyclical process. Exhibit 8-7 is an example of an outcomes assessment

program for an accredited prosthodontic program.

This outcomes assessment plan must be linked to the goals and objectives. Exhibit

8-8 is a table that illustrates how a curriculum map can be used to link the outcomes

assessment process to the goals and objectives of an accredited prosthodontic program.

Student Learning Outcomes (SLOs)

Student/resident learning outcomes (SLOs) are summative assessments made at the end

of a graduate student’s/resident’s program. Each SLO must be accompanied by

performance indicators that can be measured indirectly or directly. See Exhibit 8-7 for

examples of student learning outcomes.

Additional Examples

The following two exhibits depict alternate descriptions for program goals and objectives

(see Exhibit 8-11) and an outcomes assessment plan (see Exhibit 8-12).


Exhibit 8-1. Goals and Objectives

[INSERT SCHOOL OR HOSPITAL NAME] Advanced Education Program in Prosthodontics

Goals are related to education, patient care, service and research.

Goal Objective(s)

ED

UC

AT

ION

1. To enroll residents with high academic qualifications

a. National Board scores to be above the national average in Part I. b. 75% of accepted class to have graduated in the upper 50% of

their dental school class or have a GPA of 3.0 or better where class ranking not reported.

2. To educate graduate dentists with a strong foundation knowledge base to diagnose, manage, and successfully treat patients.

a. Residents to be proficient in the comprehensive treatment of a wide range of complex prosthodontic patients with various categories of need.

b. Residents to be knowledgeable about the latest developments and current issues related to prosthodontics.

c. To review, update and improve curriculum on an ongoing basis.

3. To educate residents with highly qualified faculty

a. 100% of faculty to be educationally qualified by the American Board of Prosthodontics.

b. At least 15 % of attending faculty to be board certified.

PA

TIE

NT

CA

RE

4. To provide patients for residents to gain the knowledge and proficiency to practice the specialty of prosthodontics.

a. 100% completion of requirements Proficiency definition: 60% P grade in PGY1 80% P grade in PGY2 65% P grade in PGY3 b. Residents correctly enter treatment performed on patient into patient record. c Residents treat patients with diverse needs as identified by ACP classification d. Residents participate in three written and two practical MOCK

professional. board examinations. e. 100% of residents to take ABP written examination while in the

program and 80% pass

5. Advanced education residents to develop awareness of role of supporting disciplines.

a. 80% of each resident’s patients include interdisciplinary care.

6. Patients receive treatment appropriate to overall health needs in the Advanced Education Program in Prosthodontics

a. At least 80% of patients will be satisfied with the treatment received.

SE

RV

I

CE

7. Graduates to become clinical scholars.

a. At least 80% of residents will present clinical procedures for the literature, table clinics and/or oral presentations.

b. 10% of program graduates will be engaged in at least part-time dental education.

RE

SE

AR

CH

8. Residents must show evidence of scholarly activity as stated in program guidelines.

a. 100% of residents have scholarly activity.


Exhibit 8-2. Certificate Program in Prosthodontics Sample Description

The 36-month combined program in fixed, removable and implant prosthodontics provides

the candidate with clinical proficiency and comprehensive knowledge of the diagnosis,

treatment planning, rehabilitation and maintenance of oral function, comfort, appearance

and health of patients with missing/damaged teeth and orofacial defects by using

biocompatible artificial substitutes. The curriculum includes didactic and clinical instruction

in complete dentures, removable partial dentures, fixed prosthodontics, implant dentistry

(including implant surgery), geriatrics, temporomandibular disorders and maxillofacial

prosthodontics. The didactic background and the clinical and laboratory skills of these

areas of prosthodontics are stressed.

Emphasis is placed on the periodontal integrity of the patient and the supportive

therapy of all other disciplines in achieving total patient care. This integration is achieved

through interdisciplinary seminars with the other specialties and through coordinated

treatment planning.

The intensive and systematized library reading assignments and literature review

seminars are an important aspect of the curriculum. They are designed to acquaint the

resident with the principal facets of the prosthodontic specialty, evidence-based health care

and methods of critically reviewing the dental literature.

This program follows the guidelines established by the ADA for advanced

educational programs in prosthodontics and the multidisciplinary scope of the specialty

certificate examination of the American Board of Prosthodontics

(www.prosthodontics.org/abp).

http://www.prosthodontics.org/abp


Exhibit 8-3. Sample Curriculum A

(It is not mandatory all subjects have their own courses. Each institution can decide how it can best deliver the required information, at the required level and in which year.)

Year 1

Endodontics for Prosthodontists

Oral Microbiology

Oral Immunology

Medical Concerns of the Dental Patient Pain and Anxiety Control

Head and Neck Anatomy

Growth and Development

Current Concepts in Periodontology

Seminar: Grand Rounds Applied Dental Pharmacology Behavioral Sciences

Bioethics and Laws

Introduction to Biostatistics/Epidemiology

Practice Management

Fixed Prosthodontics

Complete Denture Prosthodontics

Evidence-based Dentistry

Removable Partial Dentures

Patient Presentation and Treatment Planning Seminar

Removable Prosthodontics: Overlay Dentures

Basic Prosthodontic Techniques

Implantology Seminar

Principles of Gnathology

Maxillofacial Prosthetics

Postdoctoral Biomaterials

Implantology Literature Review

Implantology Literature Topics

Dental Materials Science

Principles of Surgery for Prosthodontists

Contemporary Prosthodontic Literature

Clinical Prosthodontics Year 2

Oral and Maxillofacial Pathology

Seminar: Grand Rounds.

Occlusion



Prosthodontic Literature Review Removable, Fixed, Occlusion, Maxillofacial Journal Club, Journal Temporomandibular Disorders and Orofacial Pain


Implantology Case Presentation Year 3

Seminar: Grand Rounds

Seminars in Integration of Periodontology, Restorative and Implant Therapy

Implantology Case Presentation



Journal Club

Students/Residents Teaching

Master of Science in Dentistry in Prosthodontics

The MSD degree requires a research project, thesis and thesis defense and is

available as an integral component of the 36-month program for qualified

students/residents. Because of the time required to complete the research component,

additional time beyond the 36 months may be necessary for successful completion of the

MSD degree.

Basic Processes in Oral Biology (Oral Biology Research Track)

Advanced Biomaterials (Biomaterials research track)

Biostatistics

Research Writing 1: Prosthodontics

Other coursework may be assigned at the discretion of the research adviser, program director or the department chair.


Exhibit 8-4. Sample Curriculum B GRADUATE CURRICULUM AND INSTRUCTION: The postdoctoral program in prosthodontics has a graduate level curriculum that is distinctive from and substantially superior to an undergraduate curriculum in the discipline. The postdoctoral program in prosthodontics is a 36-month curriculum that provides in-depth clinical, didactic, and laboratory instruction in fixed, removable, and implant prosthodontics with exposure to maxillofacial prosthetics. SUMMARY OF CURRICULUM

The program begins July 1.

The first three months of the curriculum are devoted to PR 815 (Basic Prosthodontic Techniques), a preclinical laboratory simulation course that provides hands-on instruction in tooth preparations for fixed restorations, complete-mouth waxing techniques, provisionalization, complete denture techniques, use of semi-adjustable articulators with face bow, methods of recording centric relation, occlusal device fabrication, fabrication of cast gold and metal ceramic restorations, basic techniques for implant prosthodontics, post-core restorations, and simulated clinical and laboratory procedures for porcelain laminate veneers.

In September, residents will begin a series of formal, graduate-level didactic courses in the biomedical and clinical sciences concurrent with PR 815 as well as seminars for patient presentation/treatment planning and grand rounds.

First-year residents will be assigned patients at the beginning of October. They will devote approximately 21 hours per week to direct patient care in the postdoctoral clinic and 4 hours of assigned laboratory time for patient-care laboratory procedures. Additional time will be devoted to patient-related laboratory procedures after hours; residents will have 24-hour access to the prosthodontic laboratory.

The second year of the program will be dedicated primarily to clinical education in the various disciplines of prosthodontics. Didactic courses include a comprehensive literature review course that meets four hours per week for the first and second semesters, a seminar devoted to contemporary prosthodontic literature, seminars in patient presentation/treatment planning and grand rounds, and several courses in the biomedical sciences.

Second-year residents will devote approximately 37 hours per week to direct patient care and 4 hours of assigned laboratory time for patient-care laboratory procedures. Additional time will be devoted to patient-related laboratory procedures after hours; residents will have 24-hour access to the prosthodontic laboratory.

In the third year, residents will devote approximately 20 hours per week to research-related activities and courses with the remainder of their time devoted to patient-care activities.

For third-year residents, a rotation in student teaching will be part of a formal course (PR 620) along with an integrated literature review course (PE 880), a seminar in


contemporary prosthodontic literature, and seminars in patient presentation/treatment planning and grand rounds.


GRADUATE-LEVEL COURSES

Course Title Year Offered

Credit Hours

EN 816 Endodontics for Prosthodontists 1st .5 cr

OB 761 Oral Microbiology 1st 1 cr

OB 767 Oral Immunology 1st 1 cr

OS 831 Head and Neck Anatomy 1st 1 cr

PD 832 Growth and Development 1st .5 cr

OS 761 Medical Concerns of the Dental Patient 1st 2 cr

PE 764 Current Concepts in Periodontology 1st 1 cr

PE 817 Seminar: Grand Rounds 1st 2 cr

PE 827 Applied Dental Pharmacology 1st 1 cr

OS 828 Pain and Anxiety Control 1st 1 cr

PH 741 Behavioral Sciences 1st 1 cr

PH 763 Bioethics and Law 1st 1 cr

PH 800 Introduction to Biostatistics/Epidemiology 1st 1 cr

PR 761 Occlusion 1st 2 cr

PR 801 Fixed Prosthodontics 1st 2 cr

PR 803 Complete Denture Prosthodontics 1st 3 cr

PR 805 Esthetic Dentistry for Prosthodontists 1st 1cr

PR 806 Removable Partial Dentures 1st 3 cr

PR 807 Patient Presentation & Treatment Planning Seminar

1st 1 cr

PR 814 Removable Prosthodontics: Overlay Dentures

1st 1 cr

PR 815 Basic Prosthodontic Techniques 1st 3 cr

PR 818 Principles of Gnathology 1st 1 cr

PR 821 Maxillofacial Prosthetics 1st 1 cr

PR 825 Postdoctoral Biomaterials 1st 4 cr

PR 844 Implantology Literature Review 1st 2 cr

PR 845 Implantology Literature Topics 1st 2 cr

PR 846 Implantology Case Presentation 1st 1 cr


PR 855 Principles of Surgery for Prosthodontists 1st 1 cr

PR 861 Contemporary Prosthodontic Literature 1st 1 cr

PR 611 Clinical Prosthodontics 1st 6 cr

PR 614 Complete Mouth Reconstruction 1st 1 cr

PR 720 Practice Management 1st 1cr

PA 801 Oral and Maxillofacial Pathology 2nd 2 cr

PE 818 Seminar: Grand Rounds 2nd 2 cr


2nd 1 cr

PR 601 Prosthodontic Literature Review 2nd 4 cr

PR 862 Contemporary Prosthodontic Literature 2nd 1 cr

PR 612 Clinical Prosthodontics 2nd 12 cr

PR 832 Temporomandibular Disorders and Orofacial Pain

2nd 1 cr

PR 847 Implantology Case Presentation 2nd 1 cr

PE 818 Seminar: Grand Rounds 3rd 2 cr

PE 880 Seminars in Integration of Periodontology, Restorative & Implant Therapy

3rd 1 cr

PR 863 Contemporary Prosthodontic Literature 3rd 1 cr

PR 848 Implantology Case Presentation 3rd 1 cr


3rd 1 cr

PR 611 Clinical Prosthodontics 3rd 12 cr

PR 618 Student Teaching 3rd 1 cr

PH 803 Biostatistics 3rd 2 cr

PH 830 Research Writing 3rd 2 cr

PR 661 Research Prosthodontics 3rd 4 cr


CURRICULUM ANALYSIS Didactic Program – Biomedical Sciences Instruction will be provided at the understanding level in each of the following:

a. Oral pathology. b. Applied pharmacology. c. Craniofacial anatomy and physiology. d. Infection control.

The following didactic courses provide this instruction:

a. Oral pathology: a. PA 801 Oral and Maxillofacial Pathology

b. Applied pharmacology: a. PE 827 Applied Dental Pharmacology

c. Craniofacial anatomy and physiology: a. OS 831 Head and Neck Anatomy b. PR 818 Principles of Gnathology c. PR 832 Temporomandibular Disorders d. PR 761 Occlusion e. PR 601 Prosthodontic Literature Review

d. Infection control: a. OB 761 Oral Microbiology

Residents, faculty, and clinical support staff will attend infection control training sessions annually. Instruction will be provided at the familiarity level in each of the following:

a. Craniofacial growth and development. b. Immunology. c. Oral microbiology. d. Risk assessment for oral disease. e. Wound healing.

The following formal didactic courses provide this instruction:

a. Craniofacial growth and development: a. PD 832 Growth and Development

b. Immunology: a. OB 767 Oral Immunology

c. Oral Microbiology: a. OB 761 Oral Microbiology

d. Risk assessment for oral disease: a. OS 761 Medical Concerns of the Dental Patient b. OB 761 Oral Microbiology c. PR 816 Implantology Seminar d. OB 767 Oral Immunology e. PE 764 Current Concepts in Periodontology


e. Wound healing: a. PR 816 Implantology Seminar b. OB 767 Oral Immunology c. PE 764 Current Concepts in Periodontology

Didactic Program: Prosthodontics and Related Disciplines Instruction will be provided at the in-depth level in each of the following:

a. Fixed prosthodontics. b. Implant prosthodontics. c. Removable prosthodontics. d. Occlusion.


a. Fixed prosthodontics: a. PR 801 Fixed Prosthodontics b. PR 805 Esthetic Dentistry for Prosthodontists c. PR 815 Basic Prosthodontic Techniques d. PR 614 Complete-mouth Reconstruction e. PR 601 Prosthodontic Literature Review f. PR 807, 808, 806 Patient Presentation and Treatment Planning Seminar g. PE 880 Seminars in Integration of Periodontology, Restorative and Implant

Therapy h. PR 861, 862, 863 Contemporary Prosthodontic Literature

b. Implant prosthodontics:

a. PR 801 Fixed Prosthodontics b. PR 815 Basic Prosthodontic Techniques c. PR 816 Implantology d. PR 844 Implantology Literature Review e. PR 845 Implantology Literature Topics f. PR 846, 847, 848 Implantology Case Presentation g. PR 803 Complete Denture Prosthodontics h. PR 807, 808, 806 Patient Presentation and Treatment Planning Seminar i. PR 601 Prosthodontic Literature Review j. PE 880 Seminars in Integration of Periodontology, Restorative and Implant

Therapy k. PR 861, 862, 863 Contemporary Prosthodontic Literature

c. Removable prosthodontics:

a. PR 803 Complete Denture Prosthodontics b. PR 806 Removable Partial Dentures c. PR 815 Basic Prosthodontic Techniques d. PR 601 Prosthodontic Literature Review


e. PR 614 Complete-mouth Reconstruction f. PR 861, 862, 863 Contemporary Prosthodontic Literature

d. Occlusion:

a. PR 761 Occlusion b. PR 801 Fixed Prosthodontics c. PR 803 Complete Denture Prosthodontics d. PR 806 Removable Partial Dentures e. PR 815 Basic Prosthodontic Techniques f. PR 818 Principles of Gnathology g. PR 614 Complete-mouth Reconstruction h. PR 601 Prosthodontic Literature Review i. PR 861, 862, 863 Contemporary Prosthodontic Literature

Instruction will be provided at the understanding level in each of the following:

a. Biomaterials. b. Geriatric dentistry. c. Maxillofacial prosthetics. d. Preprosthetic surgery including surgical principles and procedures. e. Implant placement including surgical and post-surgical management. f. Temporomandibular disorders and orofacial pain. g. Medical emergencies. h. Diagnostic radiology. i. Research methodology. j. Prosthodontic patient classification systems such as the Prosthodontic Diagnostic

Index (ACP Classification Systems) for edentulous, partially edentulous and dentate patients.


a. Biomaterials: a. PR 825 Postdoctoral Biomaterials

b. Geriatric dentistry:

a. PR 803 Complete Denture Prosthodontics b. Continuing dental education program on geriatric dentistry

c. Maxillofacial prosthetics:

a. PR 821 Maxillofacial Prosthetics

d. Preprosthetic surgery, including surgical principles and procedures:

a. PR 816 Implantology

b. PR 844 Implantology Literature Review

c. PR 845 Implantology Literature Topics

d. PR 846, 847, 848 Implantology Case Presentation


e. PR 803 Complete Denture Prosthodontics

f. PR 807, 808, 806 Patient Presentation and Treatment Planning Seminar

g. PE 880 Seminars in Integration of Periodontology, Restorative and Implant Therapy

h. PE 817, 818, 822 Grand Rounds

i. PR 611, 612, 611 Clinical Prosthodontics Clinic observation

e. Implant placement including surgical and post-surgical management:

a. PR 816 Implantology b. PR 844 Implantology Literature Review c. PR 845 Implantology Literature Topics d. PR 846, 847, 848 Implantology Case Presentation e. PR 803 Complete Denture Prosthodontics f. PR 807, 808, 806 Patient Presentation and Treatment Planning Seminar g. PE 880 Seminars in Integration of Periodontology, Restorative and Implant

Therapy h. PE 817, 818, 822 Grand Rounds i. PR 611, 612, 611 Clinical Prosthodontics Clinic observation

f. Temporomandibular disorders and orofacial pain:

a. PR 832 Temporomandibular Disorders and Orofacial Pain b. PR 815 Basic Prosthodontic Techniques c. PR 801 Fixed Prosthodontics d. PR 601 Prosthodontic Literature Review e. PR 611, 612, 611 Clinical Prosthodontics

g. Medical emergencies:

a. OS 761 Medical Concerns of the Dental Patient b. American Heart Association Course on Cardiopulmonary Resuscitation

(CPR)

h. Diagnostic radiology: a. PR 815 Basic Prosthodontic Techniques b. PR 816 Implantology c. PR 844 Implantology Literature Review d. PR 845 Implantology Literature Topics e. PR 846, 847, 848 Implantology Case Presentation f. PR 807, 808, 806 Patient Presentation and Treatment Planning Seminar g. PE 880 Seminars in Integration of Periodontology, Restorative and Implant

Therapy h. PE 817, 818, 822 Grand Rounds i. PE 764 Current Concepts in Periodontology j. PR 611, 612, 611 Clinical Prosthodontics

i. Research methodology:


a. PH 800 Biostatistics/Epidemiology b. PR 601 Prosthodontic Literature Review c. PR 861, 862, 863 Contemporary Prosthodontic Literature d. PR 803 Biostatistics e. PR 830 Research Writing f. PR 661 Research: Prosthodontics

Students will be required to conduct research in the third year under the supervision of an assigned mentor. A thesis review committee will also be formed for each third-year student. The student will prepare a research protocol that will include a literature review on the topic, the objectives of the proposed research project and materials and methods. The student will prepare a formal thesis after completion of the research project, and make an oral presentation to the thesis review committee to defend the thesis. Each member of the committee will assign a numerical score to the thesis and its defense, and the final grade will be on an average of all scores. The minimal grade for an acceptable thesis will be 80 percent.

j. Prosthodontic patient classification systems such as the Prosthodontic Diagnostic Index (ACP Classification Systems) for edentulous, partially edentulous, and dentate patients:

a. PR 807, 808, 806 Patient Presentation and Treatment Planning Seminar b. PR 611, 612, 611 Clinical Prosthodontics

Instruction will be provided at the familiarity level in each of the following:

a. Endodontics. b. Periodontics. c. Orthodontics. d. Sleep disorders. e. Intraoral photography. f. Practice management. g. Behavioral sciences. h. Ethics. i. Biostatistics. j. Scientific writing.

a. Endodontics:

a. EN 816 Endodontics for Prosthodontists b. PA 801 Oral and Maxillofacial Pathology c. PE 817, 818, 822 Grand Rounds d. OB 761 Oral Microbiology

b. Periodontics:

a. PE 764 Current Concepts in Periodontology b. PE 817, 818, 822 Grand Rounds c. PE 880 Seminars in Integration of Periodontology, Restorative and Implant

Therapy


d. OB 761 Oral Microbiology

c. Orthodontics: a. PE 817, 818, 822 Grand Rounds

d. Sleep disorders:

a. Four-hour lecture series on sleep disorders and the treatment of sleep apnea with oral appliances

e. Intraoral photography:

a. PR 846, 847, 848 Implantology Case Presentation b. PR 807, 808, 806 Patient Presentation and Treatment Planning Seminar c. PE 880 Seminars in Integration of Periodontology, Restorative and Implant

Therapy d. PE 817, 818, 822 Grand Rounds

f. Practice management:

a. PR 720 Practice Management

g. Behavioral sciences: a. PH 741 Behavioral Sciences

h. Ethics:

a. PH 763 Bioethics and Law

i. Biostatistics: a. PH 800 Introduction to Biostatistics/Epidemiology b. PR 601 Prosthodontic Literature Review c. PR 861, 862, 863 Contemporary Prosthodontic Literature

j. Scientific writing:

a. PR 601 Prosthodontic Literature Review b. PR 861, 862, 863 Contemporary Prosthodontic Literature c. PR 830 Research Writing d. PR 661 Research: Prosthodontics

Clinical Program

The program will provide sufficient clinical experiences for the student to be proficient in the comprehensive treatment of a wide range of complex prosthodontic patients with various categories of need. Residents will routinely provide care integrated with the specialties of periodontics, endodontics and orthodontics. All residents will provide care for patients requiring complex


oral rehabilitation with fixed prostheses; removable prostheses; combined fixed/removable prostheses; and implant-supported fixed and removable prostheses. Clinical supervision of all residents will be monitored by the program director and clinical faculty. Residents will maintain a book with Competency-Proficiency Evaluation Forms for all patients treated in the program. Each treatment step will be signed by a supervisory faculty member and the level of the resident’s performance will be rated by the faculty member for each step. In addition, all progress entries in the patients’ records will be countersigned by a supervisory faculty member. Formal reviews of residents’ clinical performances based on written criteria will be conducted semiannually by all faculties using a standard form. The results will be summarized and formally reviewed among the postdoctoral prosthodontic faculty at regularly scheduled faculty meetings. After the faculty discuss the residents’ performance and reach a consensus on each resident, the residents will meet with the program director to discuss the composite results of the evaluations and to review any areas that require improvement. Any resident who is experiencing difficulties clinically will be assigned a mentor who will closely monitor the resident’s clinical performance. The resident, mentor, and program director will meet weekly to review the resident’s progress. Records of residents’ semiannual evaluations will be maintained by the program director. The program will provide sufficient clinical experience for the student to be proficient in:

a. Collecting, organizing, analyzing, and interpreting diagnostic data. b. Determining a diagnosis. c. Developing a comprehensive treatment plan and prognosis. d. Critically evaluating the results of treatment. e. Effectively utilizing the professional services of allied dental personnel, including, but

not limited to, dental laboratory technicians, dental assistants, and dental hygienists. Students will have sufficient clinical experiences and instruction to achieve proficiency in all of these areas. These clinical experiences will be supplemented with the following courses:

a. Collecting, organizing, analyzing, and interpreting diagnostic data: a. PR 611, 612, 163 Clinical Prosthodontics b. PR 846, 847, 848 Implantology Case Presentation c. PR 807, 808, 806 Patient Presentation and Treatment Planning Seminar d. PE 81,/818,822 Grand Rounds

b. Determining a diagnosis:

a. PR 611, 612, 163 Clinical Prosthodontics b. PR 846, 847, 848 Implantology Case Presentation c. PR 807, 808, 806 Patient Presentation and Treatment Planning Seminar d. PE 817/818/822 Grand Rounds

c. Developing a comprehensive treatment plan and prognosis:

a. PR 611, 612, 163 Clinical Prosthodontics


b. PR 846, 847, 848 Implantology Case Presentation c. PR 807, 808, 806 Patient Presentation and Treatment Planning Seminar d. PE 817,818,822 Grand Rounds

d. Evaluating critically the results of treatment:

a. PR 611, 612, 163 Clinical Prosthodontics b. PR 807, 808, 806 Patient Presentation and Treatment Planning Seminar

e. Effectively using the professional services of allied dental personnel, including, but

not limited to, dental laboratory technicians, dental assistants, and dental hygienists: a. Professional dental assistants will work in the prosthodontic clinic and two

full-time professional dental laboratory technicians will be specifically dedicated to the postdoctoral prosthodontic program. A full-time dental hygienist will be located in the clinic.

The program will provide sufficient clinical experiences for the student to be proficient in the comprehensive diagnosis, treatment planning and rehabilitation of edentulous, partially edentulous and dentate patients.

a. Clinical experiences will include a variety of patients within a range of prosthodontic classifications, such as in the Prosthodontic Diagnostic Index (ACP Classification Systems) for edentulous, partially edentulous, and dentate patients.

b. Clinical experiences will include rehabilitative and esthetic procedures of varying complexity.

c. Clinical experiences will include treatment of geriatric patients, including patients with varying degrees of cognitive and physical impairments.

a. Clinical experiences will include a variety of patients within a range of prosthodontic

classifications, such as in the Prosthodontic Diagnostic Index (ACP Classification Systems) for edentulous, partially edentulous, and dentate patients:

a. The first three months of the curriculum are devoted to PR 815 (Basic Prosthodontic Techniques), a preclinical laboratory simulation course that provides hands-on instruction in tooth preparations for complete- and partial-coverage fixed restorations, complete-mouth waxing techniques, provisionalization, complete denture techniques, use of adjustable articulators with face bow, methods of recording centric relation, occlusal device fabrication, fabrication of cast gold and metal ceramic restorations, basic techniques for implant prosthodontics, post-core restorations, and porcelain laminate veneers. This course is full time (40 hours per week) during July and August and 30 hours per week during September. Residents will begin caring for patients in October of their first year. Residents will treat a variety of patients with various categories of prosthodontic needs under direct supervision of clinical faculty throughout the three years of the program. Residents will be instructed on the ACP classification system in PR 807, 808, 806 Patient Presentation and Treatment Planning Seminar; they will be graded on their ability to use this system. Residents also will classify patients in the clinic when developing their diagnoses and treatment plans.


b. Clinical experiences will include rehabilitative and esthetic procedures of varying

complexity: a. Residents will provide rehabilitative treatment and esthetic procedures for a

variety of patients with needs of varying complexity with the use of fixed, removable, and implant-supported restorations including combined fixed and removable prostheses for dentate, partially edentulous, and edentulous patients.

c. Clinical experiences will include treatment of geriatric patients, including patients

with varying degrees of cognitive and physical impairments: a. Residents will receive didactic instruction in geriatric dentistry. In addition,

because of the nature of the specialty, the majority of patients treated in the postdoctoral program will be elderly and/or medically compromised, many with some degree of cognitive or physical impairment.

The program will provide sufficient dental laboratory experience for the student to be competent in the laboratory aspects of treatment of complete edentulism, partial edentulism and dentate patients. The first three months of the curriculum are devoted to PR 815 (Basic Prosthodontic Techniques), a preclinical laboratory simulation course that provides hands-on instruction in: tooth preparations for complete- and partial-coverage fixed restorations, complete-mouth waxing techniques, provisionalization, complete denture techniques, use of adjustable articulators with face bow, methods of recording centric relation, occlusal device fabrication, fabrication of cast gold and metal ceramic restorations, basic techniques for implant prosthodontics, post-core restorations and porcelain laminate veneers. This course is full time (40 hours per week) during the months of July and August, and 30 hours per week during September. The course is graded based on an in-course practical examination and a five-day (40 hour) final practical examination administered at the conclusion of the course. PR 806 Removable Partial Dentures is a two-semester graduate-level course given during the first year and a majority of the second semester is devoted to hands-on instruction in surveying and designing removable partial denture frameworks as well as fabricating crowned abutments for removable partial dentures. Residents’ knowledge and skills related to these laboratory aspects of removable partial prosthodontics will be graded based on practical examinations. Residents will treat a variety of patients with various categories of prosthodontic needs under direct supervision of clinical faculty throughout the three years of the program. Residents will complete dental laboratory procedures under supervision of the faculty and professional dental laboratory technicians during assigned laboratory sessions and complete procedures independently after hours and on weekends. Residents will have 24-hour access to the residents’ dental laboratory. All residents will be competent in the laboratory aspects of treating completely edentulous, partially edentulous, and dentate patients.

Students will be competent in the prosthodontics management of patients with temporomandibular disorders and/or oral facial pain.


Residents will take a didactic course in the management of temporomandibular disorders and orofacial pain (PR 832 Temporomandibular Disorders and Orofacial Pain). Residents will receive hands-on instruction in the fabrication of occlusal devices for the management of TMD in PR 815 Basic Prosthodontic Techniques. Several sessions of PR 801 Fixed Prosthodontics will review the role of the prosthodontist in the management of patients with TMD. PR 601 Prosthodontic Literature Review will include a series of journal articles devoted to this topic. PR 761 Occlusion will also review the management of patients with TMD. Residents will also manage patients with TMD in the clinic. Services will be exposed to patients requiring various maxillofacial prosthetic services. PR 821 Maxillofacial Prosthetics is a one-semester course that reviews the theory and practice of maxillofacial prosthetics. The course reviews step-by-step procedures with slides covering clinical and laboratory procedures for restoration of acquired intraoral defects of the maxillae; facial prosthetic restorations; treatment of speech and swallowing problems; ocular prostheses; oral care of the irradiated patient; radiation treatment devices; maxillofacial rehabilitation with implants (intra and extraoral); and oral care of the chemotherapy patient. Residents who provide maxillofacial prosthetic treatment for their patients will allow their peers to observe clinical and laboratory aspects of care. Any residents who provide maxillofacial treatment to their patients will be required to present these patients during their final case presentation so all residents can benefit from the experiences. Students will participate in all phases of implant treatment, including implant placement. The implantology courses (PR 816, PR 844, PR 845, PR 846, 847, 848) provide lectures and seminars on all aspects of implant dentistry including implant surgery. Leading experts from the United States, Canada, Europe, and South America will serve as guest speakers for PR 816, PR 844 and PR 845. Hands-on training will be provided in a variety of implant systems, including hands-on simulation training in surgical placement of four implant systems into plastic mandibular models. PR 855 is a simulation surgery course where residents will practice performing surgical procedures on pig cadaver heads. In the course on basic prosthodontic techniques (PR 815), which is a three-month course devoted to technical prosthodontic procedures, students will receive their first exposure to implant components and techniques as well as the evaluation of CT scans. Implant prosthodontics will also be covered in the fixed prosthodontics course (PR 801), the complete denture course (PR 803), the prosthodontic literature review course (PR 601), the patient presentation seminars (PR 807, 808, 806), and the integrated literature review course in periodontology, restorative and implant therapy (PR 880). Their clinical experiences will include diagnosis and treatment planning along with treatment and follow-up care of patients requiring complete-arch fixed or removable prostheses, partial-arch fixed restorations, single-tooth implant crowns, splinted implant crowns, and implant-supported/retained overdentures. Residents will observe and participate in all phases of implant treatment, including various implant surgical procedures provided to their patients


in the clinic. Residents will also serve as first assistants during implant surgery, and will serve as primary surgeon for a minimum of five implant patients. Students will be exposed to preprosthetic surgical procedures Preprosthetic surgical procedures are discussed and/or illustrated with projected slides in the following courses:

a. PR 816 Implantology b. PR 844 Implantology Literature Review c. PR 845 Implantology Literature topics d. PR 846, 847, 848 Implantology Case Presentation e. PR 803 Complete Denture Prosthodontics f. PR 807, 808, 806 Patient Presentation and Treatment Planning Seminar g. PE 880 Seminars in Integration of Periodontology, Restorative and Implant Therapy h. PE 817, 818, 822 Grand Rounds

Residents will also observe the preprosthetic surgical procedures provided to their patients in the clinic, including the recontouring of residual ridges, gingival recontouring, removal of teeth, and implant surgical procedures. Implant Placement Curriculum Implant supported care has dramatically changed the available services and outcomes related to the replacement of missing teeth. In most instances, dental implant supported restorations have become a first choice treatment for patients with partial and complete edentulism. As a result, advanced prosthodontic programs have changed their educational curriculum in recognition of this evolving treatment modality. For many, this has included significant experiences in the placement of dental implants as part of a comprehensive implant care curriculum. This educational content is also called for in the current Commission on Dental Accreditation Educational Standards that state: Standard 4-16 - Students/Residents must participate in all phases of implant treatment including implant placement. Implant placement is also embraced by the current definition of prosthodontics that states: Prosthodontics is the dental specialty pertaining to the diagnosis, treatment planning, rehabilitation and maintenance of the oral function, comfort, appearance and health of patients with clinical conditions associated with missing or deficient teeth and/or oral and maxillofacial tissues using biocompatible substitutes. (CDEL 2003) In some instances, the most appropriate management of patient’s calls on the prosthodontist to be able to serve as a single-care provider in the course of providing implant supported care. The immediate placement at the time of extraction and provisional


prostheses delivery, as well as the immediate restoration of a dental implant are just two examples that call on this provider scenario. Evidence continues to grow that suggests immediate placement and possibly immediate restoration may be the best choice option for some patients. A progressive curriculum would have prosthodontic residents and graduates having appropriate didactic and clinical experiences to become competent in the placement of dental implants as part of the prosthetic services they provide for their patients. This can be accomplished by closely working with the surgical specialties, or alternatively, by prosthodontists trained in the placement of dental implants directly teaching residents while also working closely with the other advanced programs. The best option will be institution specific. Many graduating prosthodontists are now well prepared to provide implant placement as part of the whole patient services they embrace. A competency based implant placement curriculum requires significant experiences in the placement of dental implants, extractions, soft tissue management, and complications of care. This is in keeping with the broad knowledge base a prosthodontist must have as a primary care provider responsible for overseeing the entire scope of care a patient may require. Graduates of accredited prosthodontic programs must be capable of assuming the leadership role on a dental provider team with background knowledge in all aspects of diagnosis, treatment planning, prognosis assessment, and treatment. Well-planned didactic and clinical experiences will foster the leadership role related to implant supported patient care. PROGRAM EVALUATION AND MANAGEMENT Program evaluation and management will be an ongoing collaboration among the faculty of the program and the Postdoctoral Curriculum Committee. The program has developed a set of goals and objectives. Over time, with changes in science, technology, standards of patient care, accreditation standards, and outcomes data, program goals and objectives will change. The faculty of the program will review and if necessary revise the goals and objectives at least annually. The program faculty also will regularly review and evaluate outcomes data and develop and implement plans of action for continuous program improvement. The Postdoctoral Curriculum Committee will assist the program director in the following ways:

Evaluation and management of all interdisciplinary courses.

Oversight of the program management process.

Attendance by the committee chairman at faculty meetings to give advice and support.


Regular faculty meetings will be central to the process for reviewing goals and objectives, reviewing and analyzing outcomes data, and managing the program. The formal process will be linked to the goals and objectives. Faculty will meet formally at least twice annually. Meetings will be generally at the end of each semester and will combine the process of program management, review of residents’ progress, and other program and departmental business. The timing and general agenda for these meetings will be as follows: End of first semester (winter) program meeting:

Program director and faculty will review progress of all residents; faculty will assist program director in developing a written critique of each resident.

Program director and faculty will review and if necessary revise program goals and objectives.

Program director will summarize outcomes data and analysis that have become available over the previous six months.

Program director and faculty will discuss outcomes data and analysis, recommend action, and plan implementation.

Other agenda items as necessary. February meeting of Postdoctoral Curriculum Committee:

Each program director will report on outcomes data, recommended action, and plans for implementation.

The Postdoctoral Curriculum Committee will offer advice on recommended action and help coordinate action steps involving multiple disciplines.

Other agenda items as necessary. End of second semester (summer) program meeting:

Program director and faculty will review progress of all residents; faculty will help program director develop a written critique of each resident.

Program director will present a list of students for promotion or graduation to be voted by the faculty.

Program director will summarize outcomes data and analysis that have become available over the previous six months.

Program director and faculty will discuss outcomes data and analysis, recommend action, and plan implementation.

Faculty will assist program director with the writing of a year-end action-planning summary.

Other agenda items as necessary. July/August meeting of the Postdoctoral Curriculum Committee:

Each program director will report on outcomes data, recommended action, and plans for implementation.

The Postdoctoral Curriculum Committee will offer advice on recommended action and will assist in the coordination of action steps involving multiple disciplines.


Program directors will report on students’ promotion and graduation problems and discuss academic disciplinary actions to be taken.

Other agenda items as necessary. Faculty will review hard outcomes data at faculty meetings, give their opinion on crucial issues of program quality, and provide valuable input into planning and management.

Planning will be comprehensive for evaluating all aspects of the advanced educational program. Evaluation will be ongoing and continual, resulting in changes that promote improved achievement of program goals related to education, patient care, research, and service.

ASSESSMENT METHODS:

A formal outcomes assessment will be obtained directly from the residents by using a standard exit survey at the completion of the program. This form will include an assessment of the outcomes of all goals and objectives of the program.

Alumni surveys will be conducted biannually with the use of a standard form.

At the end of the first and second years of the program, residents will complete an end-of-year survey by using a standard form.

All formal courses and all clinical faculties will be reviewed by the residents using standard forms. Each faculty member will be reviewed annually by residents and each didactic course will be reviewed at the conclusion of the course.

Faculty self-assessments and reviews will be conducted annually by the program director.

The program will participate in the mock board written examination (simulation of the written examination of the American Board of Prosthodontics) administered by the American College of Prosthodontists.

Formal reviews of residents’ clinical performances will be conducted semiannually by all faculties using a standard form and established criteria. These evaluations will be reviewed collectively among the postdoctoral faculties at formal faculty meetings. Each resident’s performance will be discussed individually during the faculty meeting. After assessment by all faculties, the residents will meet with the program director to discuss the composite results of the evaluations and to review any areas that require improvement.

Clinical progress of all residents will be monitored by the program director to ensure the program is providing adequate clinical education; standard forms will cover all clinical procedures the residents complete; standard forms will also allow the program director to review each resident’s patient mix and procedures completed, in progress, and planned.

Residents will maintain a book with COMPETENCY-PROFICIENCY EVALUATION FORMS (“step sheets”) for all patients treated in the program. Each treatment step will be signed by a supervisory faculty who will also evaluate the resident’s level of performance for each step on a scale of 1 to 4.


Samples of residents’ records will be reviewed monthly as part of a rolling record review process whereby several residents each month will meet with the faculty to review 25 patients’ records using standard forms.

Residents’ performance in the Patient Presentation and Treatment Planning Seminars will be evaluated by faculty and peers using standard forms.

The program director will maintain a record of residents’ grades in all formal didactic courses.

All data will be subjected to a cyclical process in which: o The data are analyzed. o Composite reports are prepared, which will share the results with the

appropriate audiences (usually the resident, the program director, and the department chair).

o The program director will review and interpret data reports and identify problem areas. The program director and faculty will review the data analysis in a formal faculty meeting and develop actions for strengthening and improving the program.

o Action plans will be implemented. o The cycle will begin again as new data are analyzed. Reports will be

prepared, results of action plans will be reviewed to ensure actual outcomes are consistent with desired outcomes, and revisions to action plans will be made where necessary.


Exhibit 8-5. Sample Course Syllabus Course Number and Title: Research Prosthodontic Course Instructor and Contact info: Office Hours: Credit Hours: 4 credits Prerequisites: Successful completion of all courses in year one and year two of the program Core requisites: Biostatistics and Research Writing Course Description: This course involves an approved investigative effort to satisfy requirements for the MSD degree. Research may involve preclinical and clinical subjects related to prosthodontics or restorative dentistry. Students/residents must complete a research project, thesis and thesis defense to fulfill the requirements of this course. Intended Students/Residents’ Learning Outcomes (SLOs) At the completion of this course students/residents should:

Have improved knowledge and understanding of evidence-based dentistry.

Have an understanding of the process of developing and managing a research project.

Be able to statistically analyze data generated from a research project.

Have an understanding of the process of developing an acceptable thesis on a research project.

Comment: For maximum value, outcomes should be accompanied by the mechanisms used to measure them. Course Topics and Content:

The students/residents will develop a protocol for a research project that includes: o Introduction and comprehensive literature review on the topic of the

investigation. o Statement of the problem. o Purpose of the investigation. o Proposed materials and methods.

The students/residents will then conduct a pilot study or pilot studies and make modifications to the materials and methods as indicated by the pilot study or studies.

The students/residents will conduct the actual experiments and collect data.

Data will be statistically analyzed.

The students/residents will prepare a thesis for review by the thesis review committee.

The students/residents will present and defend the thesis for the thesis defense committee.


Assignments and Due Dates: The research mentor will prepare individual schedules for each students/residents with due dates for:

Protocol.

Completion of pilot study or studies.

Completion of all experiments.

Completion of data analysis.

First draft of the thesis.

Final draft of the thesis.

Thesis defense. Methods and Dates of Students/Residents’ Evaluation: The final grade is based on:

Quality of the research conducted, including the experimental design and the execution of the experiments.

Quality of the thesis.

Ability to defend the thesis in an oral presentation to the thesis defense committee. Once the thesis defense is completed (the date will vary among students/residents) the grade will be recorded and submitted to the registrar. Teaching and Learning Methodologies: Students/residents are mentored by a research mentor for all steps listed in Course Topics and Content Course Texts, Recommended Reading, Material and Resources: Reading assignments will be determined for each students/residents on an individual basis based on the research topic.


Exhibit 8-6. Clinical and Laboratory Experiences for Prosthodontic Students/Residents The emphasis of the clinical program is on the development of advanced knowledge and skills through supervised treatment of patients requiring complex prosthodontic treatment rather than the completion of a specific number of procedures. Nevertheless, experience has shown that certain minimal accomplishments in a variety of procedures are desirable to ensure proficiency. Students/residents are encouraged to maximize their experiences beyond these guidelines, and the program director reserves the right to increase or decrease the number of any of the following clinical or laboratory experiences. Some flexibility is permitted in meeting specific guidelines because each resident’s patient mix varies considerably. Clinical Experiences: Treatment Plans: No minimal number Consultations: As assigned by faculty Fixed Prosthodontics: A total of 210 units are expected for residents in the clinical track. A total of 180 units are expected for residents in the research track. The above total units should fall within the following guidelines.

FPDs/splinted crowns: 80 units to include:

Anterior and posterior FPDs - approximately 36 units

Full arches, fixed prosthodontics - 2 arches (approximately 24 units)

Full arches, combination fixed/removable - 3 arches (approximately 24 units)

Attachment arches (fixed or removable) - 2 Included in the above total units of fixed prosthodontics, students/residents should complete:

80 complete crowns, either single units or retainers

12 partial coverage cast restorations, either single units or retainers

30 posts and cores

10 anterior and 10 posterior pontics

Combination Fixed/Removable: 3 arches

Removable Prosthodontics: A total of 22 units are expected with the following guidelines:

Complete Dentures:

Both arches - 3-6 patients (6-12 units)

Single arch - 2-4 patients (2-4 units), at least one occluding with RPD

Immediate - 2 units of above

Reline - 2 units


Removable Partial Dentures: Single arch - 8 arches to include:

Distal extension - 4

Combination fixed/removable - 3

Attachment retained RPD - 2 Overdenture: Single arch - attachments - 1 unit Occlusion:

All treatment is completed on semi-adjustable articulators or fully adjustable articulators.

Other types of articulators as desired by faculty, e.g., simple hinge for a single-unit restoration.

Temporomandibular Disorders:

Provide treatment for 1 patient. Maxillofacial Prosthetics:

Provide or observe treatment or follow-up care - 1 patient. Implant Dentistry: Implant Prosthodontics: Provide implant prosthodontic treatment - 15 patients With the following guidelines:

Implant-supported overdenture – 1 unit.

Partial arch, implant-supported restoration – 2 units.

Implant-supported single crown – 2 units.

Complete-arch, implant-supported restoration – 1 arch. Implant Surgery: Residents must be involved in all areas of implant dentistry, including implant surgery. Minimal clinical experiences in implant surgery include (1) serving as first assistant for five patients and (2) serving as primary surgeon for five patients.

Implant Placement Curriculum A more progressive curriculum would have prosthodontic residents and graduates becoming competent in the placement of dental implants as part of the prosthetic services they provide for their patients. This can be accomplished by closely working with the surgical specialties, or alternatively, by prosthodontists trained in the placement of dental implants directly teaching residents while also working closely with the other advanced programs. The best option will be institution specific.


A competency based implant placement curriculum requires significant experiences in the placement of dental implants, extractions, soft tissue management, and complications of care. This is in keeping with the broad knowledge base a prosthodontist must have as a primary care provider responsible for overseeing the entire scope of care a patient may require. Many graduating prosthodontists are now well prepared to provide implant placement as part of the whole patient services they embrace.

Laboratory Experiences: Fixed Prosthodontics: Students/residents are expected to complete all laboratory

procedures for 25 units of fixed prosthodontics. The program director will determine which units are completed entirely by the students/residents and which units may be completed with the assistance of a dental laboratory technician.

Removable Prosthodontics: A certain number of removable prosthodontic laboratory

procedures, except for fabrication of chromium-cobalt frameworks, must be completed by the resident. Therefore, students/residents must have developed experience in selecting and setting all artificial teeth for removable dentures and packing and processing all acrylic resin bases.

Documentation Clinical cases and procedures should be tracked and recorded by the program in a format where the data are retrievable. Clinical logs, patient records, and all clinic related documents should be audited by the program director. Calculating Units Please note when calculating the number of units completed for clinical experiences in postdoctoral prosthodontics, the following guidelines may be used: Fixed Prosthodontics The following will be considered one unit:

Complete metal crown.

All ceramic crowns.

Metal inlay.

Metal onlay.

Metal crown with acrylic resin veneer.

Metal-ceramic restoration (single crowns and retainers and pontics of fixed partial dentures)

Porcelain inlay.

Porcelain onlay.

Porcelain labial veneer.

Retainer for fixed prosthesis (including resin-bonded retainer).

Pontic for fixed prosthesis.


Implant-supported crown (cemented or screw retainer).

Custom implant abutment.

Implant fixed complete denture.

Cast portion of the implant fixed complete denture. The following will be considered one-half unit:

Post coping for overdenture.

Implant-supported bar (one-half unit for every two supporting implants). The following will be considered one-third unit:

Cast post and core.

Prefabricated post with direct core build-up. The following will be considered one-tenth unit:

Each surface restored with a direct filling restoration (teeth that will not receive fixed restorations).

Removable Prosthodontics The following will be considered one unit:

Complete denture (including immediate denture or overdenture).

Implant supported complete denture.

Removable partial denture with cast chromium cobalt framework (including attachment-retained RPD).

Removable maxillofacial prosthesis.

Acrylic resin component of implant fixed complete denture. The following will be considered one-third unit:

Temporary complete or partial removable denture.

Laboratory processed reline or rebase of removable prosthesis.

Laboratory processed occlusal device.

Laboratory processed surgical guide template or radiologic template for implant prosthodontics.

Duration of the Program

The duration of the Certificates in Advanced Graduate Study (CAGS) program may range in length from 33 to 36 consecutive months (full time), starting July 1 and ending June 30 three calendar years later.

The program has a clinical track leading to the CAGS.

The program has a research track leading to a CAGS and MSD degree.

Because of the requirements of the research track, additional time beyond the 36 months may be required for successful completion of the program.


Exhibit 8-7. Outcomes Assessment Plan A program should formulate a formal method of assessing its ability to achieve its stated goals. Strategies to achieve these outcomes include, but are not limited to, the following:

A formal outcomes assessment is obtained directly from the residents with the use

of a standard form for an exit survey at the completion of the program. This form

includes an assessment of the outcomes of all goals and objectives of the program.

Alumni surveys are conducted biennially with the use of a standard form.

At the end of the first and second years of the program, residents complete an end-

of-year survey with the use of a standard form.

All formal courses and all clinical faculties are reviewed by the residents with the use

of standard forms. Each faculty member is reviewed annually by residents, and each

didactic course is reviewed at the conclusion of the course.

Faculty self-assessments and reviews are conducted annually by the program

director.

The program participates in the mock board written examination (simulation of the

written examination of the American Board of Prosthodontics) administered by the

American College of Prosthodontists.

Formal reviews of students/residents’ clinical performances are conducted semi-

annually by all faculties, with the use of a standard form and established criteria.

These evaluations are reviewed collectively among the postdoctoral faculty at formal

faculty meetings. Each resident’s performance is discussed individually during the

faculty meeting. After assessment by all faculties, the resident meets with the

program director to discuss the composite results of the evaluations and to review

any areas that require improvement.

Clinical progress of all students/residents is monitored by the program director to

ensure the program is providing adequate clinical education; standard forms are

used that cover all clinical procedures the residents complete, as well as a review of

each resident’s patient mix and procedures completed, in progress, and planned. In

addition, residents maintain a book with Clinical Case Progress Report Sheets (step

sheets) for all patients treated in the program, and each treatment step is signed by

a supervisory faculty member.

Samples of students/residents’ records are reviewed monthly as a rolling record

review process whereby several residents each month meet with their faculty

advisers to review 25 patient records with the use of a standard form.

Students/residents’ performances in the “Patient Presentation and Treatment

Planning Seminars” are evaluated by faculties and peers with the use of a standard

form.


The program director maintains a record of residents’ grades in all formal didactic

courses.

All collected data are subject to a cyclical process in which:

o Data are analyzed by the Office of Educational Research and Evaluation.

o Composite reports are prepared by the Office of Educational Research and

Evaluation and results are shared with the appropriate audiences (usually the

resident, the program director and the department chair).

o Data reports are reviewed and interpreted by the program director, and

problem areas are identified. Results of the data analysis are then reviewed

by the program director with all faculties in a formal faculty meeting, and

action plans are developed to strengthen and improve the program.

o Action plans are implemented.

o The cycle begins again as new data are collected and analyzed by the Office

of Educational Research and Evaluation. Reports are prepared, results of

action plans are reviewed to ensure desired outcomes, and revisions to

action plans are made where necessary.


Exhibit 8-8. Curriculum Map Linking Outcomes with Program Goals and Objectives.

EVALUATION ACTIVITIES LINKED TO GOALS AND OBJECTIVES

Goal 1 Goal 2

Goal 3

Goal 4

Program Evaluation Activities

O

1

O

2

O

3

O

4

O

5

O

6

O

7

O

8

O

6

O

1

0

O

1

1

O

1

2

O

1

1

O

1

4

O

1

5

O

1

6

O

1

7

O

1

8

O

16

O

2

0

O

2

1

O

2

2

O

2

3

Didactic Instruction Survey

F I ✓

Clinical Instruction Survey

✓

End of Year One Survey

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

End of Year Two Survey

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Exit Survey ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Alumni Survey ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Specialty Board Certification

✓

Resident Evaluation Activities

O

1

O

2

O

3

O

4

O

5

O

6

O

7

O

8

O

6

O

1

0

O

1

1

O

1

2

O

1

1

O

1

4

O

1

5

O

1

6

O

1

7

O

1

8

O

16

O

2

0

O

2

1

O

2

2

O

2

3

Course Grades ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mock Board Written Examination

✓

Faculty Assessment of Patient Presentation Skills

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Peer Assessment of Patient Presentation Skills

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Competency-Proficiency Evaluation

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Unit Counts ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Incident Reports ✓ ✓ ✓

Implant Surgery Experience

✓ ✓


Faculty Evaluation of Resident Clinical Performance

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Resident Self-Evaluation of Clinical Performance

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Semi-Annual Review (Using Portfolios)

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Faculty Evaluation Activities

O

1

O

2

O

3

O

4

O

5

O

6

O

7

O

8

O

6

O

1

0

O

1

1

O

1

2

O

1

1

O

1

4

O

1

5

O

1

6

O

1

7

O

1

8

O

16

O

2

0

O

2

1

O

2

2

O

2

3

Faculty Annual Self-Evaluation and Review

✓

Faculty Portfolio ✓

Patient Care Evaluation Activities

O

1

O

2

O

3

O

4

O

5

O

6

O

7

O

8

O

6

O

1

0

O

1

1

O

1

2

O

1

1

O

1

4

O

1

5

O

1

6

O

1

7

O

1

8

O

16

O

2

0

O

2

1

O

2

2

O

2

3

Patient Satisfaction Survey

✓

Record Review ✓

Laboratory Procedure Review

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Remake Documentation

✓ ✓

Note: This map could be modeled with the list of all your program courses in the left column. Then you indicate what objective(s) each course addresses and to which knowledge level. Instead of using a check mark for some categories, it is possible to list an “F” “U” or “I” to represent “Familiarity,” “Understanding” or “In-depth knowledge.”


Exhibit 8-9. Graduate Curriculum and Instruction The postdoctoral program in prosthodontics has a graduate level curriculum that is

distinctive from and substantially superior to a predoctoral curriculum in the discipline. The

postdoctoral program in prosthodontics is a 36-month (or 33-month) curriculum that

provides in-depth clinical, didactic and laboratory instruction in fixed, removable and

implant prosthodontics with exposure to maxillofacial prosthetics.

Summary of Curriculum

The program begins July 1.

The first three months of the curriculum are devoted to PR 815 (Basic Prosthodontic

Techniques), a preclinical laboratory simulation course that provides hands-on

instruction in tooth preparations for fixed restorations, complete-mouth waxing

techniques, provisionalization, complete denture techniques, use of semi-adjustable

articulators with facebow, methods of recording centric relation, occlusal device

fabrication, fabrication of cast gold and metal ceramic restorations, basic techniques for

implant prosthodontics, post-core restorations, and simulated clinical and laboratory

procedures for porcelain laminate veneers.

In September, residents will begin a series of formal, graduate-level didactic courses in

the biomedical and clinical sciences concurrent with PR 815 as well as seminars for

patient presentation/treatment planning and grand rounds.

First-year residents will assign patients at the beginning of October. They will devote

approximately 21 hours per week to direct patient care in the postdoctoral clinic and

four hours of assigned laboratory time for patient-care laboratory procedures.

Additional time will be devoted to patient-related laboratory procedures after hours;

residents will have 24-hour access to the prosthodontic laboratory.

The second year of the program will be dedicated primarily to clinical education in the

various disciplines of prosthodontics. Didactic courses include a comprehensive

literature review course that meets four hours per week for the first and second

semesters, a seminar devoted to contemporary prosthodontic literature, seminars in

patient presentation/treatment planning and grand rounds, and several courses in the

biomedical sciences.


Second-year residents will devote approximately 37 hours per week to direct patient

care and four hours of assigned laboratory time for patient care laboratory procedures.

Additional time will be devoted to patient-related laboratory procedures after hours;

residents will have 24-hour access to the prosthodontic laboratory.

In the third year, residents will devote approximately 20 hours per week to research-

related activities and courses with the remainder of their time devoted to patient care

activities.

For third-year residents, a rotation in students/residents’ teaching will be part of a

formal course (PR 620) along with an integrated literature review course (PE 880), a

seminar in contemporary prosthodontic literature and seminars in patient

presentation/treatment planning and grand rounds.

Curriculum

Didactic Program: Biomedical Sciences Instruction will be provided at the understanding level in each of the following:

Oral pathology.

Applied pharmacology.

Craniofacial anatomy and physiology.

Infection control. The following didactic courses provide this instruction:

Oral Pathology. o Oral and Maxillofacial Pathology.

Applied Pharmacology. o Applied Dental Pharmacology.

Craniofacial Anatomy and Physiology. o Head and Neck Anatomy. o Principles of Gnathology. o Temporomandibular Disorders. o Occlusion. o Prosthodontic Literature Review.

Infection Control. o Oral Microbiology. o Residents, faculty and clinical support staff will attend infection control

training sessions annually. Instruction will be provided at the familiarity level in each of the following:

Craniofacial Growth and Development.

Immunology.


Oral Microbiology.

Risk Assessment for Oral Disease.

Wound Healing. The following formal didactic courses provide this instruction:

Craniofacial growth and development:

Growth and Development. o Immunology:

Oral Immunology. o Oral Microbiology:

Oral Microbiology. o Risk assessment for oral disease:

Medical Concerns of the Dental Patient.

Oral Microbiology.

Implantology Seminar.

Oral Immunology.

Current Concepts in Periodontology. o Wound Healing:

Implantology Seminar.

Oral Immunology.

Current Concepts in Periodontology. Didactic Program: Prosthodontics and Related Disciplines Instruction will be provided at the in-depth level in each of the following:

Fixed Prosthodontics.

Implant Prosthodontics.

Removable Prosthodontics.

Occlusion. The following didactic courses provide this instruction:

Fixed prosthodontics: o Fixed Prosthodontics. o Esthetic Dentistry for Prosthodontists. o Basic Prosthodontic Techniques. o Complete-mouth Reconstruction. o Prosthodontic Literature Review. o Patient Presentation and Treatment Planning Seminar. o Seminars in Integration of Periodontology, Restorative and Implant Therapy. o Contemporary Prosthodontic Literatures.

Implant prosthodontics: o Fixed Prosthodontics. o Basic Prosthodontic Techniques. o Implantology. o Implantology Literature Review. o Implantology Literature Topics.


o Implantology Case Presentations. o Complete Denture Prosthodontics. o Patient Presentation and Treatment Planning Seminar. o Prosthodontic Literature Review. o Seminars in Integration of Periodontology, Restorative and Implant Therapy. o Contemporary Prosthodontic Literatures.

Removable prosthodontics: o Complete Denture Prosthodontics. o Removable Partial Dentures. o Basic Prosthodontic Techniques. o Prosthodontic Literature Review. o Complete-mouth Reconstruction. o Contemporary Prosthodontic Literatures.

Occlusion: o Occlusion. o Fixed Prosthodontics. o Complete Denture Prosthodontics. o Removable Partial Dentures. o Basic Prosthodontic Techniques. o Complete-mouth Reconstruction. o Prosthodontic Literature Review. o Contemporary Prosthodontic Literatures.

Instruction will be provided at the understanding level in each of the following:

Biomaterials.

Geriatric dentistry.

Maxillofacial prosthetics.

Preprosthetic surgery, including surgical principles and procedures.

Implant placement, including surgical and post-surgical management.

Temporomandibular disorders and orofacial pain.

Medical emergencies.

Diagnostic radiology.

Research methodology.

Prosthodontic patient classification systems, such as the Prosthodontic Diagnostic Index (ACP Classification Systems) for edentulous, partially edentulous and dentate patients.


Biomaterials: o Postdoctoral Biomaterials.

Geriatric dentistry:

Complete Denture Prosthodontics.

Continuing dental education program on geriatric dentistry. o Maxillofacial Prosthetics: Maxillofacial Prosthetics. o Pre-prosthetic surgery including surgical principles and procedures:


Implantology.

Implantology Literature Review.

Implantology Literature Topics.

Implantology Case Presentations.


Patient Presentation and Treatment Planning Seminar.

Seminars in Integration of Periodontology, Restorative and Implant Therapy.

Grand Rounds.

Clinical Prosthodontics Clinic Observations. o Implant placement including surgical and post-surgical management.

Implantology.







Grand Rounds.

Clinical Prosthodontics Clinic Observations.

Temporomandibular disorders and orofacial pain:

Temporomandibular Disorders and Orofacial Pain.

Basic Prosthodontic Techniques.

Fixed Prosthodontics.

Prosthodontic Literature Review.

Clinical Prosthodontics. o Medical emergencies:

Medical Concerns of the Dental Patient.

American Heart Association Course on Cardiopulmonary Resuscitation (CPR). o Diagnostic radiology:

Basic Prosthodontic Techniques.

Implantology.






Grand Rounds.

Current Concepts in Periodontology.

Clinical Prosthodontics. o Research methodology:

Biostatistics/Epidemiology.


Contemporary Prosthodontic Literatures.

Biostatistics.


Research Writing.

Research: Prosthodontics.

Students/residents are typically to conduct research under the supervision of an

assigned mentor. A thesis review committee will also be formed for each of the third-year

students/residents. The students/residents will prepare a research protocol that will include

a literature review on the topic, the objectives of the proposed research project, and

materials and methods. The students/residents will prepare a formal thesis after completion

of the research project, and make an oral presentation to the thesis review committee to

defend the thesis. Each member of the committee will assign a numerical score to the

thesis and its defense, and the final grade will be on an average of all scores. The minimal

grade for an acceptable thesis will be 80 percent. Candidates for the MSD degree

undertake a similar process, but the exact criteria for either an MS or MSD degree may

vary among institutions.

Prosthodontic patient classification systems such as the Prosthodontic Diagnostic Index

(ACP Classification Systems) for edentulous, partially edentulous, and dentate patients:


Clinical Prosthodontics. Instruction will be provided at the familiarity level in each of the following:

Endodontics.

Periodontics.

Orthodontics.

Sleep disorders.

Intraoral photography.

Practice management.

Behavioral sciences.

Ethics.

Biostatistics.

Scientific writing.

A. Endodontics:

Endodontics for Prosthodontists.

Oral and Maxillofacial Pathology.

Grand Rounds.

Oral Microbiology.


B. Periodontics:

Current Concepts in Periodontology.

Grand Rounds.


Oral Microbiology. C. Orthodontics:

Grand Rounds. D. Sleep Disorders:

Four-hour lecture series on sleep disorders and the treatment of sleep apnea with oral appliances.

E. Intraoral Photography:




Grand Rounds. F. Practice Management:

Practice Management. G. Behavioral Sciences:

Behavioral Sciences. H. Ethics:

Bioethics and Law. I. Biostatistics:

Introduction to Biostatistics/Epidemiology.


Contemporary Prosthodontic Literatures. J Scientific Writing:


Contemporary Prosthodontic Literatures.

Research Writing.

Research: Prosthodontics. Clinical Program The program will provide sufficient clinical experiences for the students/residents to be

proficient in the comprehensive treatment of a wide range of complex prosthodontic

patients with various categories of need.

Residents will routinely provide care integrated with the specialties of periodontics,

endodontics and orthodontics. All residents will provide care for patients requiring complex

oral rehabilitation with:

Fixed prostheses.

Removable prostheses.

Combined fixed/removable prostheses.


Implant-supported fixed and removable prostheses. Clinical supervision of all students/residents will be monitored by the program director

and clinical faculty. Residents will maintain a book with Competency-Proficiency Evaluation

Forms for all patients treated in the program. Each treatment step will be signed by a

supervisory faculty member and the level of the resident’s performance will be rated by the

faculty member for each step. In addition, all progress entries in the patients’ records will

be countersigned by a supervisory faculty member.

Formal reviews of residents’ clinical performances based on written criteria will be

conducted semiannually by all faculties using a standard form. The results will be

summarized and formally reviewed among the postdoctoral prosthodontic faculty at

regularly scheduled faculty meetings. After the faculty discuss the residents’ performance

and reach a consensus on each resident, the residents should meet with the program

director to discuss the composite results of the evaluations and to review any areas that

require improvement. Any student/resident who is experiencing difficulties clinically should

be assigned a mentor who will closely monitor the student’s/resident’s clinical performance.

The student/resident, mentor and program director will meet weekly to review the resident’s

progress. Records of residents’ semiannual evaluations will be maintained by the program

director.

The program should provide sufficient clinical experiences for the students/residents to

be proficient in:

Collecting, organizing, analyzing and interpreting diagnostic data.

Determining a diagnosis.

Developing a comprehensive treatment plan and prognosis.

Critically evaluating the results of treatment.

Effectively using the professional services of allied dental personnel, including, but not limited to, dental laboratory technicians, dental assistants and dental hygienists.

Students/residents should have sufficient clinical experiences and instruction to achieve

proficiency in all of these areas. These clinical experiences will be supplemented with the

following courses:

A. Collecting, organizing, analyzing, and interpreting diagnostic data:

Clinical Prosthodontics.




Grand Rounds.

B. Determining a diagnosis:




Grand Rounds.

C. Developing a comprehensive treatment plan and prognosis:




Grand Rounds. D. Evaluating critically the results of treatment:



E. Effectively using the professional services of allied dental personnel, including, but not

limited to, dental laboratory technicians, dental assistants and dental hygienists:

Professional dental assistants will work in the prosthodontic clinic and two full-time professional dental laboratory technicians specifically will be dedicated to the postdoctoral prosthodontic program. A full-time dental hygienist will be located in the clinic.

The program should provide sufficient clinical experiences for the students/residents to be

proficient in the comprehensive diagnosis, treatment planning and rehabilitation of

edentulous, partially edentulous and dentate patients.

A. Clinical experiences should include a variety of patients within a range of prosthodontic classifications, such as those listed in the Prosthodontic Diagnostic Index (ACP Classifications Systems) for edentulous, partially edentulous and dentate patients.

B. Clinical experiences should include rehabilitative and esthetic procedures of varying complexity.

C. Clinical experiences should include treatment of geriatric patients, including patients with varying degrees of cognitive and physical impairments.


Clinical experiences should include a variety of patients within a range of

prosthodontic classifications, such as in the Prosthodontic Diagnostic Index (ACP

Classification Systems) for edentulous, partially edentulous and dentate patients:

The first three months of the curriculum should be devoted to Basic Prosthodontic

Techniques, a preclinical laboratory simulation course that provides hands-on instruction in

tooth preparations for complete- and partial-coverage fixed restorations, complete-mouth

waxing techniques, provisionalization, complete denture techniques, use of adjustable

articulators with face bow, methods of recording centric relation, occlusal device

fabrication, fabrication of cast gold and metal ceramic restorations, basic techniques for

implant prosthodontics, post-core restorations, and porcelain laminate veneers.

Residents should begin caring for patients in October of their first year. Residents

will treat a variety of patients with various categories of prosthodontic needs under direct

supervision of clinical faculty throughout the three years of the program. Residents should

be instructed on the ACP classification system in Patient Presentation and Treatment

Planning Seminar; they will be graded on their ability to use this system. Residents also

should learn how to classify patients in the clinic using the ACP classification system when

developing their diagnoses and treatment plans.

Clinical experiences should include rehabilitative and esthetic procedures of varying

complexity: Residents will provide rehabilitative treatment and esthetic procedures for a

variety of patients with needs of varying complexity with the use of fixed, removable and

implant-supported restorations, including combined fixed and removable prostheses for

dentate, partially edentulous and edentulous patients.

Clinical experiences should include treatment of geriatric patients, including patients

with varying degrees of cognitive and physical impairments: Residents should receive

didactic instruction in geriatric dentistry. In addition, because of the nature of the specialty,

the majority of patients treated in the postdoctoral program will be elderly and/or medically

compromised, many with some degree of cognitive or physical impairment.

The program should provide sufficient dental laboratory experience for the

students/residents to be competent in the laboratory aspects of treatment of complete

edentulism, partial edentulism and dentate patients.


Many programs offer a full-time course (40 hours per week) during the months of

July and August, and continue 30 hours per week during September.

Removable Partial Dentures is a two-semester graduate-level course given during

the first year. A majority of the second semester is devoted to hands-on instruction in

surveying and designing removable partial denture frameworks as well as fabricating

crowned abutments for removable partial dentures. Students’/residents’ knowledge and

skills related to these laboratory aspects of removable partial prosthodontics should be

graded based on practical examinations. Students/residents should treat a variety of

patients with various categories of prosthodontic needs under direct supervision of clinical

faculty throughout the three years of the program. Students/residents should complete

dental laboratory procedures under supervision of the faculty and professional dental

laboratory technicians during assigned laboratory sessions and complete procedures

independently after hours and on weekends. Students/residents should have 24-hour

access to the residents’ dental laboratory. All residents should be competent in the

laboratory aspects of treating completely edentulous, partially edentulous and dentate

patients.

Students/residents should be competent in the prosthodontics management of

patients with temporomandibular disorders and/or oral facial pain.

Students/residents should take a didactic course in the management of

temporomandibular disorders and orofacial pain (Temporomandibular Disorders and

Orofacial Pain). Students/residents should receive hands-on instruction in the fabrication of

occlusal devices for the management of TMD in Basic Prosthodontic Techniques. Several

sessions of Fixed Prosthodontics should review the role of the prosthodontist in the

management of patients with TMD. Prosthodontic Literature Review will include a series of

journal articles devoted to this topic. Occlusion should also review the management of

patients with TMD. Students/residents should also manage patients with TMD in the clinic.

Students/residents should be exposed to patients requiring various maxillofacial

prosthetic services.

Maxillofacial Prosthetics is a one-semester course that reviews the theory and

practice of maxillofacial prosthetics. The course reviews step-by-step procedures with


slides covering clinical and laboratory procedures for restoration of acquired intraoral

defects of the maxillae; facial prosthetic restorations; treatment of speech and swallowing

problems; ocular prostheses; oral care of the irradiated patient; radiation treatment devices;

maxillofacial rehabilitation with implants (intra and extraoral); and oral care of the

chemotherapy patient.

Students/residents who provide maxillofacial prosthetic treatment for their patients

should allow their peers to observe clinical and laboratory aspects of care. Any residents

who provide maxillofacial treatment to their patients should be required to present these

patients during their final case presentation so all residents can benefit from the

experiences.

Students/residents should participate in all phases of implant treatment, including

implant placement.

The Implantology courses provide lectures and seminars on all aspects of implant

dentistry including implant surgery. Leading experts from the United States, Canada,

Europe and South America may serve as guest speakers.

Hands-on training should be provided in a variety of implant systems, including

hands-on simulation training in surgical placement of four implant systems into plastic

mandibular models. The simulation surgery course is where residents will practice

performing surgical procedures on pig cadaver heads. In the course on basic prosthodontic

techniques, which is a three-month course devoted to technical prosthodontic procedures,

students/residents should receive their first exposure to implant components and

techniques as well as the evaluation of CT scans. Implant prosthodontics also should be

covered in the fixed prosthodontics course, the complete denture course, the prosthodontic

literature review course, the patient presentation seminars, and the integrated literature

review course in periodontology, restorative and implant therapy. Their clinical experiences

should include diagnosis and treatment planning along with treatment and follow-up care of

patients requiring complete-arch fixed or removable prostheses, partial-arch fixed

restorations, single-tooth implant crowns, splinted implant crowns and implant-

supported/retained overdentures. Students/residents should observe and participate in all

phases of implant treatment, including various implant surgical procedures provided to their


patients in the clinic. Students/residents also should serve as first assistants during implant

surgery and will serve as primary surgeon for a minimum of five implant patients.

Students/residents should be exposed to pre-prosthetic surgical procedures.

Pre-prosthetic surgical procedures are discussed and/or illustrated with projected

slides in the following courses:

Implantology.







Grand Rounds. Residents also should observe the preprosthetic surgical procedures performed on

their patients in the clinic, including the recontouring of residual ridges, gingival

recontouring, removal of teeth and implant surgical procedures.

Implant Placement Curriculum

A more progressive curriculum would have prosthodontic residents and graduates

becoming competent in the placement of dental implants as part of the prosthetic services

they provide for their patients. This can be accomplished by closely working with the

surgical specialties, or alternatively, by prosthodontists trained in the placement of dental

implants directly teaching residents while also working closely with the other advanced

programs. The best option will be institution specific.

A competency based implant placement curriculum requires significant experiences

in the placement of dental implants, extractions, soft tissue management, and

complications of care. This is in keeping with the broad knowledge base a prosthodontist

must have as a primary care provider responsible for overseeing the entire scope of care a

patient may require.

Many graduating prosthodontists are now well prepared to provide implant

placement as part of the whole patient services they embrace.


Program Evaluation and Management

Program evaluation and management should be an ongoing collaboration among the

faculty of the program and the Postdoctoral Curriculum Committee.

The program has developed a set of goals and objectives. Over time, with changes

in science, technology, standards of patient care, accreditation standards, and outcomes

data, program goals and objectives will change. The faculty of the program should review

and, if necessary, revise the goals and objectives at least annually.

The program faculty also should regularly review and evaluate outcomes data and

develop and implement plans of action for continuous program improvement.

The Postdoctoral Curriculum Committee should assist the program director in the

following ways:

Evaluation and management of all interdisciplinary courses.

Oversight of the program management process.

Attendance by the committee chairman at faculty meetings to give advice and support. Regular faculty meetings should be central to the process for reviewing goals and

objectives, reviewing and analyzing outcomes data, and managing the program. The formal

process should be linked to the goals and objectives. Faculty should meet formally at least

semiannually. Meetings should be generally at the end of each semester and should

combine the process of program management, review of residents’ progress, and other

program and departmental business.

The timing and general agenda for these meetings should be as follows:

End of first semester (winter) program meeting

Program director and faculty should review progress of all residents; faculty should assist program director in developing a written critique of each resident.

Program director and faculty should review and, if necessary, revise program goals and objectives.

Program director should summarize outcomes data and analysis that have become available over the previous six months.

Program director and faculty should discuss outcomes data and analysis, recommend action and plan implementation.

Other agenda items as necessary.


February meeting of Postdoctoral Curriculum Committee

Each program director should report on outcomes data, recommended action and plans for implementation.

The Postdoctoral Curriculum Committee should offer advice on recommended action and help coordinate action steps involving multiple disciplines.


End of second semester (summer) program meeting

Program director and faculty should review progress of all residents; faculty should help program director develop a written critique of each resident.

Program director should present a list of students/residents for promotion or graduation to be voted by the faculty.

Program director should summarize outcomes data and analysis that have become available over the previous six months.

Program director and faculty should discuss outcomes data and analysis, recommend action and plan implementation.

Faculty should assist program director with the writing of a year-end action-planning summary.


July/August meeting of the Postdoctoral Curriculum Committee

Each program director should report on outcomes data, recommended action and plans for implementation.

The Postdoctoral Curriculum Committee should offer advice on recommended action and should assist in the coordination of action steps involving multiple disciplines.

Program directors should report on students/residents’ promotion and graduation problems and discuss any needed academic disciplinary actions.

Other agenda items as necessary. Faculty should review hard outcomes data at faculty meetings, give their opinion on crucial issues of program quality, and provide valuable input into planning and

management.

Planning should be comprehensive for evaluating all aspects of the advanced

educational program. Evaluation should be ongoing and continual, resulting in changes that

promote improved achievement of program goals related to education, patient care,

research and service.

Assessment method information can be found in Exhibit 8-7.


The following exhibits were provided by Loma Linda University School of Dentistry.

Exhibit 8-10. Students/Residents’ Learning Outcomes (SLOs) for an Advanced Dental Education Program in Prosthodontics

Outcome 1: Graduate students/residents’ understand the didactic foundation of

prosthodontics and master the clinical skills required to use that foundation.

1. Demonstrate knowledge of the theoretical aspects of their discipline. (Direct) a. Performance Indicator: Cumulative grade point average (GPA) at or above 3.0.

2. Demonstrate proficiency in a wide range of clinical procedures. (Direct) a. Performance Indicator: Performance in graduate students/residents’ semi-

annual evaluations. b. Performance Indicator: Graduate students/residents’ completed cases.

Outcome 2: Graduate students/residents are able to integrate advanced clinical training

with meaningful exposure to applied basic science.

1. Analyze the interrelationship between basic sciences and their discipline. (Indirect) a. Performance Indicator: Cumulative grade point average (GPA) at or above

3.0 in course with applied basic science content such as Biomedical Sciences I and Biomedical Sciences II.

2. Explain the relationship between applied basic sciences and their discipline. (Indirect)

a. Performance Indicator: Performance and grade in clinical and didactic courses with applied basic science content such as Prosthodontic Literature Review for 12 quarters Patient Presentation Seminar for 12 quarters, and Diagnosis and Treatment Planning for 10 quarters.

Outcome 3: Graduate students/residents are able to engage in a project involving

advanced clinical training with meaningful exposure to research.

1. Plan and execute a research project relevant to their field of study. (Direct)

a. Performance Indicator: Performance and grades in Research

2. Analyze and critically review the merits of published scientific reports. (Indirect)

a. Performance Indicator: Performance and grade in Removable Partial Prosthodontics Literature Review, Complete Denture Prosthodontics’ Literature Review and Literature Review in Implant Dentistry for Prosthodontics for eight quarters.


Outcome 4: Graduate students/residents should be able to integrate interdisciplinary

treatment planning into their didactic and clinical activity.

1. Create interdisciplinary treatment plans. (Indirect)

a. Performance Indicator: Performance and grade in Patient Presentation Seminar for 12 quarters attended with faculty and students/residents from two other programs.

2. Present clinical cases illustrating an understanding of comprehensive treatment.

(Direct)

a. Performance Indicator: Performance and grade in Diagnosis and Treatment Planning for 10 quarters.

Outcome 5: Graduate students/residents are educationally qualified to apply for and

pursue board certification in their discipline through the appropriate sponsoring

organization.

1. Demonstrate didactic preparation for board certification. (Indirect)

a. Performance Indicator: Performance and grade in all didactic courses by maintaining a GPA of 3.0 or higher.

2. Demonstrate clinical and didactic preparation for board certification. (Direct)

a. Performance Indicator: Satisfactorily complete oral mock board examination each year held in conjunction with the other prosthodontic programs in [Insert institution’s geographic area].

b. Performance Indicator: Satisfactorily complete national written prosthodontics mock board examination in January of each year.

Outcomes 6: Graduate students/residents understand the importance of and develop a

commitment to the university-wide students/residents’ learning outcomes.

1. Explain/describe the university-wide students/residents’ learning outcomes.

(Indirect)

a. Performance Indicator: Graduate students/residents’ progress noted in semi-annual evaluations toward understanding and achieving the university’s students/residents’ learning outcomes in the three areas: intellectual/cognitive domain, emotional/social/relational domain, and physical domain.

b. Performance Indicator: Successful completion of a course in bioethics with a grade of 3.0 or higher.


Exhibit 8-11. Program Goals and Objectives (alternate example) PROGRAM GOAL 1 (EDUCATION) To educate graduate students of the Advanced Education Program in Prosthodontics to become proficient in the delivery of prosthodontic care. Objective 1: Student Selection Identify, interview, and select those applicants with standards of integrity, motivation, industry, resourcefulness, and the knowledge required to complete the Advanced Education Program in Prosthodontics. Objective 2: Basic and Biomedical Sciences Students shall gain a comprehensive knowledge of the biomedical sciences with an emphasis on their relationship to prosthodontics. Students will synthesize and apply their knowledge of the biomedical sciences in their clinical practice. Objective 3: Diagnosis and Treatment Planning Provide students with sufficient experience to become proficient in diagnostic data collection, diagnosis, treatment planning and treatment sequencing of complex prosthodontic cases. Objective 4: Knowledge of Relevant Literature Students will attend and successfully complete course work which reviews the prosthodontic and related literature providing historical perspective, rationale for techniques, failures, and complications in the clinical practice of fixed, removable, and maxillofacial prosthodontics with and without the utilization of implants. Objective 5: Laboratory Skills Students will attend and successfully complete course work in laboratory procedures required to support clinical treatment of patients needing simple to complex prosthodontic care using fixed, removable, and implant restorations. Objective 6: American Board of Prosthodontics Prepare graduate students to meet the requirements for and obtain board certification by the American Board of Prosthodontics. PROGRAM GOAL 2 (PATIENT CARE) To train students to perform at the level of proficiency for the full range of clinical procedures that are considered an integral part of the specialty of Prosthodontics. Utilize experienced, highly competent faculty who are recognized by the specialty. Accomplish management of patient’s prosthetic needs successfully so that the patient’s are satisfied, comfortable and acceptably treated in a timely, efficient manner.


Objective 1: Clinical Proficiency Train student to be proficient in patient management and the delivery of care in such a manner that the patients’ prosthodontic needs are met in the areas of comfort, function, esthetics, and overall satisfaction. Objective 2: Patient Satisfaction Train students to provide quality complete patient care in a timely, efficient manner in a modern facility using state-of-the-art technology and patient management skills so that patients become ambassadors for the program. Objective 3: Faculty Establish a faculty composed of qualified prosthodontists with broad clinical skills, knowledge, and expertise the majority of who are board certified prosthodontists but all are educationally qualified prosthodontists. PROGRAM GOAL 3 (RESEARCH) To educate graduate students of the Advanced Education Program in Prosthodontics to perform research and practice teaching.

Objective 1: Research/Scholarly Activity Ensure that all students attend and successfully complete course work which relates to research protocol development and a written report to understand and appreciate research, research design, and scholarly activity. PROGRAM GOAL 4 (SERVICE and TEACHING) To encourage students to participate in prosthodontic dental teaching and prepare them to continue to grow professionally and become emissaries for the school of dentistry, the dental profession, and the specialty of prosthodontics. Objective 1: Teaching Provide opportunities for students to teach prosthodontics in an educational environment to strengthen prosthodontic education. Objective 2: Service Encourage graduates to join national and international prosthodontic organizations with the expectation that they will contribute to their specialty, to dentistry, and to their local community through service.


Exhibit 8-12. Outcomes Assessment Plan (alternate example) Advanced Education Program in Prosthodontics PROGRAM GOAL 1 Type program goals here separately; be sure the goals match your program’s stated goals.

OBJECTIVE OUTCOME MEASURES

DATA SOURCE RESPONSIBILITY

REPORT TIMING

ASSESSMENT INTERVAL

RESULTS EXPECTED

RESULTS ACHIEVED

PLAN

Objectives should match your objectives stated in your program’s published objectives.


Chapter 9 Commission on Dental Accreditation

The standards outlined in the self-study guide for an Advanced Education Program in

Prosthodontics published by the Commission on Dental Accreditation (CODA) describe the

general expectations for graduate programs in this dental specialty. It is essential that any

new program seek accreditation from the Commission as soon as possible.

To that aim, the following represent the four aspects of the accreditation process:

1. Preparation of an Application to Establish a New Program. 2. Preparation of an Initial Self-Study Report. 3. Template for a Self-Study Report. 4. Launching a New Program.

Initial Accreditation

A program that has not enrolled and graduated at least one class of students/residents

and does not have students/residents enrolled in each year of the program is defined by

the Commission as “not fully operational.” The accreditation classification granted by the

Commission on Dental Accreditation to programs which are not fully operational is “initial

accreditation.” When “initial accreditation” status is granted to such a developing education

program, it is in effect through the projected initial enrollment date. However, if enrollment


is delayed for two consecutive years, the institution must reapply for “initial accreditation”

and update pertinent information on program development. Following this, the Commission

will reconsider granting “initial accreditation” status.

Preparation of an Initial Self-Study Report

An initial self-study report for Advanced Specialty Education Programs in Prosthodontics

should be prepared using the self-study guide provided by the Commission on Dental

Accreditation.

The entire self-study guide is also available in an electronic format to aid institutions

and faculty who wish to examine that document and the six standards it includes.

Key Issues for Each Standard

A number of items need to be addressed to ensure the requirements of Standard 1 are or

will be met:

STANDARD 1: Institutional Commitment/Program Effectiveness/Affiliations

1. The goals and objectives for the program should be well defined and measurable.

2. An outcomes assessment program should be created and include a method to review

outcomes.

3. A process should be in place that allows changes to the program to be made as

deemed appropriate based on the outcomes assessment results.

4. Sufficient fiscal resources should exist to support the program financially.

5. The program should be administered so any major changes are promptly reported to

the Commission.

6. The institution must be properly chartered, licensed and approved to award the

professional certificate and any advanced degrees offered. Or, if the program is

based in a hospital, it should be affiliated with an accredited educational institution

that can award such a certificate and degree.

7. The graduate prosthodontic program should be administered by the sponsoring

institution in the same way other specialty programs are administered by the

institution.


STANDARD 2: Program Director and Teaching Staff

1. Program director is board certified if appointed after January 1, 1997.

2. The program director must have the responsibility, authority and time to manage

the administrative and educational responsibilities associated with the program to

include curriculum oversight and graduate students/residents’ selection.

3. The program should plan to track graduate students/residents’ clinical activity in

order to demonstrate a broad educational experience.

4. The faculty should be educationally qualified prosthodontists with as many board

certified as possible.

5. An evaluation process should be in place for students/residents to evaluate faculty

and the program director, and the program director/faculty to assess the

students/residents at least twice per year.

6. The program director should have regular meetings with students/residents and

staff.

7. Clinical supervision of students/residents should be well documented.

8. Students/residents should be encouraged to pursue board certification and

progress in the certification process should be tracked for reporting purposes. The

methods for how students/residents prepare to take the written board examination

as well as prepared clinical cases for the various parts of the certification process

also should be documented.

STANDARD 3: Facilities and Resources

1. The sponsoring institution must be able to demonstrate adequate facilities and

resources have been set aside for the prosthodontic graduate program (e.g.,

clinical area. administrative office space, classroom and seminar rooms, and other

resources).

2. A procedure must exist for the management of medical emergencies in the

graduate prosthodontic clinic to include trained response personnel, emergency

equipment and supplies.


3. The program must be able to document the institution’s policy and applicable

regulations of local, state and federal agencies in regard to radiation hygiene and

protection, ionizing radiation, hazardous materials, and bloodborne and infectious

diseases.

4. Graduate students/residents, clinical staff and attending faculty must be current in

provider basic life support procedures, including cardiopulmonary resuscitation

(CPR). The program must be able to document this training and current

certification.

5. The clinical facilities must be identified specifically for the graduate program and

include an appropriate number of operatories, supporting staff and access to

radiographic equipment.

6. Dental laboratory facilities should exist specifically to support the advanced

education program and include the equipment needed to fabricate prostheses

required in the program. Sufficient technical support must be provided as well.

7. Administrative and laboratory space must be provided for each graduate

students/residents enrolled in the program.

8. Adequate library resources, including current dental, biomedical and other

reference materials, must be made available to enrolled students/residents.

6. The institution must provide access to computer, photographic and audiovisual

resources to support the various aspects of the program (teaching, patient care

and research).

STANDARD 4: Curriculum and Program Duration

1. The program’s curriculum must be designed to provide training beyond the

predoctoral level.

2. Instruction in the postgraduate certificate program and the graduate master’s degree

programs must be comparable.

3. The program director must be able to document his/her review of all program

activities.


4. If the institution offers a part-time program, it must be able to document the

requirements and educational experience is equivalent to that of the full-time

curriculum.

5. The program’s length must be at least 33 months.

6. Goals and objectives must be developed for all courses and learning objectives in

the program.

7. The didactic and research portions of the curriculum must represent at least 30% of

the educational experience and include treatment planning and case presentations

of completed cases.

8. Biomedical sciences instruction must include such areas as applied pharmacology,

craniofacial anatomy, growth and physiology, immunology, infection control, oral

microbiology, oral pathology, risk assessment of oral disease wound healing.

9. The program should include instruction in biomaterials, geriatric dentistry, sedation,

preprosthetic surgery, implant placements, temporomandibular disorders and

orofacial pain, medical emergencies, diagnostic radiology, research methodology

and prosthodontic patient classification using the ACP Classification System.

10. Instruction should be provided in all aspects of prosthodontics: fixed, removable

partial and complete denture prosthodontics as well as occlusion and maxillofacial

prosthodontics.

STANDARD 5: Advanced Education Students/Residents

1. Do you plan to accept graduates from accredited U.S. and Canadian dental

schools?

2. Do you plan to accept graduates of foreign dental schools who possess equivalent

educational background and standing as determined by the institution and program?

3. You should plan to have written criteria, policies and procedures for the admission of

students/residents. It is advisable to develop policies that mirror those in place for

other specialty programs you may have at your institution.

4. Will you allow students/residents to transfer or receive advanced standing?

5. If you plan to accept transfer students/residents, have a plan in place so they

complete a curriculum equivalent to your regularly enrolled students/residents.


6. Establish an evaluations process whereby graduate students/residents are

evaluated twice a year and faculties (including the program director) are evaluated

annually. Create a file of these written reviews documenting the process you have in

place.

7. Your assessment process can include daily evaluations, students/residents’ semi-

annual evaluations forms, semi-annual evaluation forms and year-end evaluations,

with an annual report completed at year’s end.

8. Plan to provide students/residents with an end-of-year assessment that can serve as

one of three options: 1) graduate a student/resident, 2) promote a student/resident

to the next year or 3) continue a student/resident in his/her current year group.

STANDARD 6: Research

1. Provide evidence of the expected extent to which you will have your graduate

students/residents participate in scholarly activity within the capabilities and

limitations of your institution.

2. List any didactic courses your program will include to support the scholarly

activity/research portion of your program. This could include courses in biostatistics,

research design, scientific writing, critical thinking, etc.

3. If you plan to offer both a professional certificate and an optional master’s degree,

describe the scholarly activity/research requirements for both pathways.

4. Plan to track published theses, scientific articles, abstracts, etc.

Arranging an Unofficial Program Review

Upon completion of the initial self-study report, it is recommended that institutions consider

arranging a site visit by two experts in the specialty of prosthodontics to conduct an

unofficial program review (see Exhibit 9-1).

Examiners should be prosthodontists who have experience in graduate education

and the expertise to evaluate a self-study report and a graduate program. Institutions can

schedule two examiners for a one-day evaluation or arrange a two-day visit by one

evaluator (see suggested agenda at the end of this chapter). A list of potential site visitors

can be obtained from the American College of Prosthodontists (ACP). These examiners


should be able to assist institutions by providing an in-depth assessment of their program

as well as the quality of their self-study report document. They can conduct their evaluation

in a format similar to a CODA site visit to help prepare the program director, faculty, staff

and graduate students/residents.


Exhibit 9-1. Suggested Agenda - One-Day Site Visit by a Two-Person Evaluation Team 8 a.m. Arrival at institution 8:15 a.m. Meet the institution’s dean or senior dental administrator 8:45-10 a.m. Tour of School of Dentistry to include the following:

Graduate prosthodontic administrative office.

Graduate prosthodontic clinic.

Graduate prosthodontic laboratory.

Graduate periodontal clinics.

Graduate students/residents’ study rooms.

Library. 10 a.m.-Noon Return to site visitors’ room Noon.-1:15 p.m. LUNCH 1:15-2 p.m. Interviews with prosthodontic faculty 2-3 p.m. Interviews

Graduate students/residents (see roster).

Any externs, interns and fellows.

3-4:30 p.m. Prepare draft report 4:30-5 p.m. Departing comments to graduate program director and associate dean for graduate education 5 p.m. Depart for hotel or airport as per travel plans Suggested items to provide the site visitors:

Secure room with no access to personnel other than site visitors.

Laptop computer with Internet access to institution’s Web site.

Computer printer.

Shredder.

Telephone.

Refreshments in the morning and afternoon.


Chapter 10 Professional Certificate and Advanced Degrees

The minimum expected outcome for the successful completion of an advanced education

program is a professional certificate, allowing institutions to advertise as offering a

certificate-only program in prosthodontics. Academic institutions may wish to consider

offering an optional Master of Science (MS) degree or a Master of Science in Dentistry

(MSD) degree depending on their own resources and affiliations and then advertise as a

certificate and degree-granting program in prosthodontics.

Professional Certificate

The professional certificate provides the students/residents with the minimal credentials for

eligibility to be recognized as a specialist and to become eligible to obtain board

certification. The certificate requires an in-depth knowledge of fixed, removable and

implant prosthodontics and occlusion with the students/residents becoming proficient in the

comprehensive treatment of a wide range of complex patients with various categories of

need. Such training is obtained through the attainment of a series of goals and objectives

related to: 1) education, 2) patient care, 3) service and 4) research based upon the CODA

accreditation standards.


The requirements for students/residents to receive a professional certificate typically

include fulfillment of the in-residence requirement as well as satisfactory completion of

the stated didactic and clinical courses established by the institution.

Advanced Degrees

An advanced degree is offered in most institutions in addition to the professional certificate.

If your institution plans to offer an optional Master of Science (MS) degree through your

graduate school or a Master of Science Degree in Dentistry (MSD) through the School of

Dentistry or School of Dental Medicine, provide descriptions of such degree tracks and list

all the admissions criteria. Information of this nature is well suited for your institution’s Web

site under the program’s description.

The didactic and clinical courses needed for the professional certificate also can

serve as requirements for the award of an advanced degree with the addition of a master’s

level research project.

Bear in mind that not all students/residents and applicants wish to obtain both a

professional certificate and an advanced degree. Some students/residents may seek only

to obtain the minimum credentials for eligibility to be recognized as a specialist, obtain

board certification and become eligible to join a professional specialty organization such as

the American College of Prosthodontists.

Program Description

The institution should provide sufficient information for enrolled graduate students/residents

and perspective applicants to gain a clear understanding of the requirements for the

program. Graduate students/residents and potential applicants should be able to readily

obtain descriptions of the program’s curriculum and the criteria for the award of a

professional certificate and any advanced degree offered by the institution.

In-Residence Requirement

In addition to the successful completion of all the didactic and clinical courses offered by a

program, there is a need to fulfill 33 to 36 months of study in-residence.


Admission to Advanced Degree Track (MS and MSD)

Generally, a separate application must be completed by individuals who wish to obtain an

advanced degree in addition to the professional certificate.

If your institution plans to offer an optional Master of Science (MS) degree through

your graduate school or a Master of Science Degree in Dentistry (MSD) through the school

of dentistry or school of dental medicine, provide descriptions of such degree tracks and list

all the admissions criteria. Information of this nature is well suited for your institution’s Web

site under the program’s description.

Awarding an Advanced Degree

The didactic and clinical courses needed for the professional certificate also can serve as

requirements for the award of an advanced degree with the addition of a master’s level

research project and write-up. Institutions that are able to award an MS or MSD degree

require presentation of the results of the research effort (Standard 6) in the form of a thesis

or publishable paper with a public defense. The thesis format typically is prescribed by a

university’s graduate school, and a school of dentistry or school of dental medicine defines

the requirements for the MSD degree.

MS Degree: The subject areas for which the Master of Science degree is awarded

vary among schools and project may involve oral biology, dental material science, etc. This

degree track is ideally suited for individuals who wish to pursue a career in education,

research, industry or who prefer to conduct an investigation in an area of the biomedical

sciences.

MSD Degree: Individuals who plan to enter full-time clinical practice may prefer to

undertake a clinical or laboratory research project in an aspect of prosthodontics in support

of the Master of Science in Dentistry degree. This degree is unique to one of the dental

specialties.


Chapter 11 Miscellaneous

This chapter includes a number of topics of general importance to the operation of an

advanced education program, some which may already exist in your institution.

Infection/Hazard Control

Graduate prosthodontic programs must develop and establish written policies and

protocols for clinical and laboratory sessions to ensure adequate infection control and

hazard control practices are maintained (Standard 3). These protocols also must include

provisions for the disposal of hazardous waste. Several reference materials available to

assist in the compliance with regulations pertaining to bloodborne pathogens, hazard

communication, medical waste handling and other regulatory issues. Contact the

Occupational Safety and Health Administration (www.osha.gov) for additional information.

Program policies should adhere to the standards outlined in the OSHA Bloodborne

Pathogens Standard, as well as state and local regulations.

OSHA and the Centers for Disease Control (CDC) offer many free publications that

are useful references. The American Dental Association also has published several

reference materials and videos. The ADA Regulatory Compliance Manual is particularly

http://www.osha.gov/


helpful. It is a complete guide to OSHA and other federal regulations as it deals with topics

on employer responsibilities, bloodborne pathogens, hazard communication, waste

management and other regulatory issues. A communication update service for this manual

also is available. To order this manual or other OSHA products, call 800-647-4746 or order

online at www.adacatalog.org.

A written copy of the infection and hazard control protocols must be provided to all

students/residents, faculty and support staff. This information is usually contained in clinical

and infection control manuals. Mechanisms must be established for continuous monitoring

and documenting compliance with these protocols within the institution and any affiliated

sites and periodically updating your faculty, students/residents and staff.

Students/residents must be informed about these procedures as applicants to your

program, in orientation seminars and during didactic and clinical sessions. Process

evaluations for infection control practices and sterilization procedures are useful for

evaluating and monitoring students/residents’ compliance with infection control procedures

(see Exhibit 11-1). In-service programs for faculty and support staff must be conducted on

an annual basis and whenever changes are made to standard policies and procedures. At

the conclusion of the training sessions, faculty and support staff should sign a form

indicating they have been informed of the protocols used in the program. Copies of these

forms should be maintained in your program files. A checklist for developing an infection

and hazard control protocol is provided at the end of this chapter.

To establish a safe environment for patients, students/residents, faculty and staff,

each sponsoring institution must develop and be able to implement policies and procedures

related to individuals who have bloodborne infectious disease(s), including applicants for

admission to the program, students/residents, patients, faculty and staff. These policies

must ensure the confidentiality of information pertaining to the health status of each

infected individual.

A sample bloodborne infectious disease policy is provided in Exhibit 11-1.

http://www.adacatalog.org/


Radiation Management

Accreditation Standard 3 states the graduate prosthodontic program should have policies

and procedures on the use of ionizing radiation. Decisions regarding radiographic

exposures should be based on patient diagnostic need. The use of radiation monitoring

badges by all clinical faculty and students/residents who are directly involved with taking

radiographs is strongly recommended for monitoring the emission of ionizing radiation.

Immunizations

Students/residents who are admitted to a graduate prosthodontic program must comply

with immunization requirements of the institution and state public health regulations

(Standard 3). If there are no requirements, encourage students/residents to be immunized

against infectious diseases, such as mumps, measles, rubella and tetanus-diphtheria prior

to contact with patients and/or potentially infectious objects or materials

The hepatitis B vaccination series is a requirement for students/residents and

employees of graduate prosthodontic programs, unless immunity is documented or the

individual is medically at risk for the vaccination. If an individual decides not to participate in

this vaccination series, he or she should sign a declination statement. Evaluation for the

hepatitis B antibody should be a requirement at the conclusion of this vaccination series.

Students/residents also may be required, in accordance with institutional policy and public

health statutes, to undergo annual tuberculosis TB testing. Records of immunizations and

other tests should be kept in the program files (see Exhibit 11-2).

Management of Emergency Situations

Graduate prosthodontic programs must establish a written policy outlining the procedures

for the management of emergency situations that may arise during clinical and laboratory

sessions. This policy must be accessible to faculty and students/residents so they are

prepared for the management of these types of situations. It should be posted in the clinical

area where it is accessible for reference and should be periodically reviewed with faculty

and students/residents. A sample policy on the management of emergency situations can

be found in Exhibit 11-3.


The emergency equipment that may need to be available during clinical sessions

includes, but need not be limited to, an emergency kit, an oxygen tank, a defibrillator, a first

aid kit and several pocket masks. This equipment must be functional and accessible to the

clinical area. Also consider having a fire extinguisher and electrical emergency shutoffs.

Equipment items must be checked at regular intervals to ensure they are functional and

medications must be monitored so expired drugs are replaced in a timely manner.

Patient Care

A student/resident may be tempted to abandon a patient who does not meet course

requirements, even if the prosthodontic service has not been completed. Therefore,

graduate prosthodontic programs must have mechanisms to ensure prosthodontic services

are carried through to completion. An example of a quality assurance program is provided

in Exhibit 11-4.

Methods of informing clinic patients of the services provided in your program can

include a sign posted in the reception area, written material sent in advance of the

appointment and a written information sheet provided to the patients when they arrive for

appointments. This written information may ask for the patient’s signature as a way to

document the patient has, in fact, received and read the listed of available services.

Students/residents, instructors and clinic support staff also should be made aware of the

information that is being given to the patients, so they can reinforce the services the clinic

will provide or not provide (see Exhibit 11-5).

It is advisable to have a signed consent authorization for treatment form, as well as

a photograph release form from clinic patients. This may or may not be a part of the

information sheet previously described. The college’s legal counsel is a good resource to

develop or evaluate the information and consent for treatment forms (see Exhibit 11-6).

It is recommended that you verify that your institution has appropriate liability

insurance for the operation of a clinic and determine any special reporting requirements

related to patient, students/residents or employee injury. Your institution’s legal counsel or

risk manager should be consulted for specific guidance.


Basic Life Support/CPR Certification

Faculty, staff, and students/residents who are involved in the direct provision of patient care

must be certified in basic life support procedures, including cardiopulmonary resuscitation

(Standard 3). These courses are available through the American Heart Association, the

American Red Cross or the institution and also may be provided by the local fire

department, hospital or park district.

Recertification should be completed annually; however, it must not exceed two

years. CPR Certification records must be maintained and kept on file by the program. If

anyone is medically or physically unable to perform basic life support, documentation of

this must be kept on file. An institutional written policy must be established requiring the

continuous recognition of all students/residents, faculty and support staff who are involved

in the direct provision of patient care. It is also required that the program/institution

maintain records that indicate these students/residents and faculty have current CPR

certification (see example of CPR record keeping in Exhibit 11-2).

Student/Resident Privacy Protection, Student Rights, and Due Process

Policies and procedures to protect and preserve students/residents privacy must be

established and implemented. It is common practice for colleges and universities to have

established student rights policies that protect students/residents as consumers and to

have established avenues for appeal and due process related to academic and disciplinary

action. Verification that these policies exist usually can be found in the college/university

student/resident handbook or college catalogue. The Office of Student/Resident’ Services

(or its equivalent) can be a good resource for the planners of the graduate prosthodontic

program. Student/residents should be advised annually as to their privacy protections,

student rights, and your institutions due-process procedures.

Services such as’ health, counseling, tutoring and financial aid are typically the

responsibility of the college or university. The graduate prosthodontic program director and

staff should be aware of the services the college provides, so students/residents can be

directed appropriately.


Students/Residents’ information must be kept confidential as stipulated in Family

Educational Rights and Privacy Act law provisions. A violation of this confidentiality can

result in legal action against the violator (including instructors and program administrators).

Students/Residents’ records should be kept in a locked area. Many colleges have

computerized students/residents’ records, with the intent of eventually eliminating paper

records. Computerized records may bring additional security and confidentiality issues.

However, as secure as the students/residents’ information is it is equally important that

there is a clear understanding that inappropriate discussion or posting of

students/residents’ information, including grades, is a violation of confidentiality and must

be handled in accordance with the institution’s established policies. Students/residents’

academic progress cannot be discussed, even with parents, unless the students/residents

have given the instructors and administrators permission to do so. Any posting of grades or

other student/resident’ information must be done confidentially.

Students/Residents’ Services

Sponsoring institutions must have established policies and procedures for adjudication of

academic and disciplinary complaints (in Standard 5). The graduate prosthodontic program

should develop specific written due process policies that parallel or are the same as those

established by the sponsoring institution for other graduate programs. All policies and

procedures should protect the students/residents as consumers and provide avenues for

appeal and due process. Policies should ensure students/residents’ records are maintained

in a secure manner and accurately reflect work accomplished.


Exhibit 11-1. Infection Policy

[Institution Name Here] Advanced Education Program in Prosthodontics

Policy for Individuals with Bloodborne Infectious Diseases* (Sample)

[Institution Name Here] is obligated to maintain standards of health care and

professionalism that are consistent with the public’s expectations of the health profession.

The following guidelines are established and practiced by all graduate prosthodontic

program personnel (faculty, staff and students/residents) while as an employee, volunteer

or student/resident with the graduate prosthodontic program.

1. All dental personnel are obligated to provide patient care with compassion and

respect for human dignity, respecting the rights of privacy and confidentiality of

patients with infectious diseases.

2. Dental personnel will not refuse to treat or discriminate in any way against a patient

solely because the patient has an infectious disease or is at risk of contracting an

infectious disease. This includes any disease process such as human

immunodeficiency virus (HIV), acquired immunodeficiency syndrome (AIDS) or

hepatitis infections. The one exception to this policy is the patient with active

tuberculosis. Those individuals will not be treated in the dental clinic or assigned to

clinical procedures until treatment is completed and a clearance is given by the

medical doctor responsible for the TB management.

3. In the event a student/resident and/or employee contracts an infectious disease, it is

the intent of the college, by means of this policy, to strike a balance between the

right of students/residents and/or employee having an infectious disease to an

education and/or continued employment and the right of students/residents and

college employees to be free from the risk of exposure to an infectious disease,

which may affect their health, safety and/or welfare.

4. [Institution Name Here] obligated to protect the privacy and confidentiality of any

faculty member, student/resident or staff member who has tested positive for an

infectious disease. Dental personnel who pose a risk of transmitting an infectious

disease must consult with appropriate health care professionals to determine


whether continuing to provide professional services represents a material risk to the

patient.

5. Each incident of infectious disease shall be dealt with on an individual case-by-case

basis and the determination of the course of action to be taken by the college will be

made by a team consisting of appropriate health care professionals (board of health

and/or physician) and appropriate college personnel in accordance with current

federal, state and/or local guidelines.

6. [Institution Name Here] will facilitate the testing of faculty and staff that are

employed by the college. Furthermore, the college will make available the hepatitis

B vaccine and appropriate vaccine follow-up to employees in accordance with

OSHA regulations.

7. Through orientation procedures, students/residents are aware they are responsible

for themselves and must demonstrate proof of disease immunity, which includes

MMR, hepatitis B, current tetanus and tuberculosis skin test.

All dental personnel must demonstrate proof of immunity to hepatitis B, be

immunized or formally decline in writing the immunization. Dental personnel will adhere to

the established protocol for infection control and bloodborne pathogen training that is

provided at initial employment and/or admission and through periodic updates. These

protocols are in compliance with current OSHA and CDC guidelines and meet current

federal, state and local guidelines.

* This policy is based upon the American Dental Education Association Policy Statement III (Delivery of Care)

C (Infectious Diseases), 1666.


Exhibit 11-2. Students/Residents/Faculty Health Annual Requirements for CPR, TB Testing and Blood Borne Pathogen (BBP) Education

NAME

CPR EXPIRATION

TB TEST

BBP EDUCATION

*indicates faculty

Exhibit 11-3. Sample Protocol for Management of Emergency Situations

1. Students/residents identify emergency situation.

2. Students/residents notify faculty or has fellow students/residents notify faculty.

3. Students/residents never leave patients alone.

4. Faculty assesses situation and may:

a. Treat patient as indicated.

b. Have students/residents retrieve oxygen/medical kit.

c. Have students/residents notify other faculty.

d. Have students/residents call 6-1-1.

e. Have students/residents and/or staff direct emergency medical services to

clinic.

f. All or a combination of the above.

5. All facts involved in assessment and treatment of patient’s emergency situation are

documented in patient’s chart/record.

6. Follow up with your patient.


Exhibit 11-4. Sample Quality Assurance Program (Accountability and Records Review) Accountability

Accountability is the ability for the graduate prosthodontic program director and faculty to

know exactly where students/residents are every day the clinic is open (i.e., patient care,

details, rotations, electives, chairside assisting and/or providing laboratory work for a

patient). Accountability will be determined as a percentage of the time students/residents

are not seeing patients and have recorded their whereabouts for each clinic session.

Accountability will be graded as 5 percent of the total clinic grade with a minimum of 100

percent accountability to receive the 5 percent.

Records Review

Throughout each term, records of 25 percent of the patients assigned to each

student/resident will be evaluated by selected personnel for completeness, timeliness and

appropriateness of care. Items to be evaluated include:

Current medical history review signed and dated by the patient, student/resident and

faculty member.

New medical history form dated and signed within the past year.

New physical/oral examination form completed every two years for patients under

the age of 40 and every year for patients over age 40.

Current radiographs of diagnostic quality.

Current periodontal evaluation and status.

Current treatment plan (including preventive, periodontal and referral procedures as

appropriate) signed by the student/resident, patient and faculty members indicating

“informed consent by the patient for the intended procedures.”

Documentation of an oral health maintenance program appropriate for the oral

health of the patient at the time of initial examination and that the plan is ongoing.

Progress Notes

1. Current.

2. Legible.

3. Appropriate documentation of all patient contacts (care, broken appointments,

telephone messages, etc.).

4. Timeliness of visits and follow-up care.

5. Follow-up treatment plan (including appropriate scheduled oral health maintenance

program and completion of care).


6. Referrals as indicated (endodontics, oral surgery, periodontics, oral medicine, etc.).

7. Records review will be graded as 5 percent of the clinic grade. A minimum of 60

percent accuracy is needed to receive the 5 percent.


Exhibit 11-5. Patient’s Rights Statement Welcome to the graduate prosthodontic clinic. This facility provides the opportunity for our graduate prosthodontic residents to receive their clinical experience in preparation to become board-qualified specialists in prosthodontics. The services provided by the prosthodontic residents are under the supervision of licensed dentists and prosthodontists. These services include comprehensive diagnosis, treatment planning and rehabilitation of edentulous, partially edentulous and dentate patients. Examples of treatment include complete dentures, removable partial dentures, crowns, bridges, bonded esthetic restorations and implant-supported restorations. As a patient in the clinic, you are entitled to considerate, respectful and confidential treatment that meets the standard of care in the specialty of prosthodontics. You should expect to be informed of the treatment recommended and alternatives, the option to refuse treatment, the risk of no treatment and the expected outcomes of various treatments. You should expect to know the cost of the treatment in advance. You should expect to be kept informed about the status of your conditions and the anticipated length of time for treatment to be completed. I have read the information above. I authorize the performance of dental services on myself. I certify that I am of legal age and responsible to accomplish this release. Signature _______________________________________________ Witness ________________________________________________ Date __________________________________________________ Consent expires six months from date of signature


Exhibit 11-6. Authorization for Treatment I understand and agree:

I am receiving comprehensive prosthodontic treatment, under the direct supervision of licensed professionals.

I understand multiple appointments may be needed to complete the treatment and agree to appear for each scheduled appointment.

I further understand treatments are provided at the fees listed in the written treatment plan.

I, hereby, release and discharge this college, its employees and any other persons connected with such treatments, from all claims, damages and causes of action that may arise from said treatment. This release shall be binding on my spouse, my heirs and legal representatives, and me. I have read and understand all terms of this agreement.

Patient Name _______________________________________________ Patient Address _____________________________________________ _______________________________________________ _______________________________________________ Signature of Patient/Parent/Guardian _____________________________ Date _______________________________________________ Signature of Witness __________________________________________ Date _______________________________________________


Exhibit 11-7. Checklist for Infectious Diseases/Radiation Management/Immunizations/Emergency Situations The institution has developed and will implement policies and procedures related

to individuals who have bloodborne infectious disease(s), including applicants for admission to the program, students/residents, patients, faculty and staff.

The policies ensure a safe environment for patients, students/residents, faculty

and staff. The policies ensure the confidentiality of information pertaining to the health status

of each infected individual will be strictly maintained. Written clinical and laboratory protocols are established and policies exist to

ensure adequate asepsis, infection and hazard control and disposal of hazardous waste are consistent with existing federal, state, and local guidelines.

The protocols will be provided to all students/residents, faculty and appropriate

support staff. Mechanisms have been developed for continuously monitoring compliance with

these protocols within the institution and affiliated sites. Students/residents must be immunized against infectious diseases prior to contact

with patients and/or potentially infectious objects or materials as required by institution and state public health regulations.

Policies and procedures on the use of ionizing radiation include criteria for patient

selection, frequency of exposing radiographs on patients and retaking radiographs consistent with current, accepted dental practice.

A written policy is established outlining the procedures for the management of

emergency situations that may arise during clinical and laboratory sessions and this policy must be accessible to faculty and students/residents.


Exhibit 11-8. Checklist for Patient Care

A patient quality assurance program is created. Patients are informed of the services provided at the graduate prosthodontic

program. Patients are informed of their treatment needs. Treatment must be based on the patient’s needs, not the students/residents’

requirements. A written statement of patient rights is developed and distributed to patients and

students/residents, faculty and appropriate staff. The patient’s rights statement includes the right to considerate, respectful,

confidential treatment; continuity and completion of treatment; access to complete and current information about his/her condition; advance knowledge of treatment cost; informed consent; explanation of treatment options and risks; and expected outcomes that meet the standard of care of the profession.


Exhibit 11-9. Checklist: Students/Residents’ Policies and Procedures Standards and policies that protect students/residents as consumers are

established at the college and/or the program. There are avenues for appeal and due process for students/residents who have a

grievance. Students/residents’ records are thorough and maintained in a secure manner. There are support services available to assist graduate prosthodontic

students/residents.


Chapter 12 Resources

A number of professional resources are readily available to institutions and individuals

considering or interested in creating an accredited advanced education program in

prosthodontics.

The American College of Prosthodontists

The American College of Prosthodontists, recognizing the need for an increase in the

number of advanced education programs in prosthodontics, and has committed resources

to help achieve this goal. Please contact the ACP headquarters office at 312-573-1260, if

you have questions or need additional assistance.

The American Dental Association

You will also find the American Dental Association and its Web site to be a valuable

resource as you develop plans to create a graduate prosthodontic program.


When visiting the ADA Web site www.ada.org/prof/ed/accred/standards/prostho.pdf

look for link under the headings of “accreditation” and “Commission on Dental

Accreditation” where you will find valuable updates, useful links and additional resources.

An Advanced Dental Education Guide for Students/Residents also is available online at

www.ada.org/prof/ed/careers/infopaks/advanced.pdf.

Dr. Anthony Ziebert, the ADA staff director of CODA (800-621-8099, ext. 2940), and

Ms. Sherin Tooks, the ADA CODA manager assigned to prosthodontics (800-621-8099,

ext. 2672), are also helpful contacts at CODA.

Postdoctoral Application Support Service (PASS)

PASS is a centralized application service for dental students/residents applying to

advanced dental education programs and its services are free to institutions. The PASS

program simplifies the application process by providing a standardized format, relieving

applicants of the need to complete multiple applications. According to the American Dental

Education Association, 485 of the 727 U.S. postdoctoral programs participate in PASS.

PASS processes applications for programs in advanced general dentistry, anesthesiology,

endodontics, general practice residency, operative dentistry, oral and maxillofacial surgery,

orthodontics and dentofacial orthopedics, pediatric dentistry, periodontics and

prosthodontics. For more information, contact PASS, 1400 K St, NW, Suite 1100,

Washington, D.C. 20005-2403 or call the customer service line at 202-286-8123 or 800-

353-2237 (available Monday through Friday, 6 a.m. to 4:30 p.m. EST). Or send an e-mail to

[email protected].

It is not mandated you participate in the Postdoctoral Application Support Service

(PASS), but it may be helpful to do so in order to increase the exposure of your newly

established program. Be advised that PASS does not require applicants to submit “official”

documents, so individuals can and do provide PASS with unofficial copies of transcripts

and test scores. Therefore, if it is the policy of your institution that applicants submit official

documents along with a secondary application to your institution, provide this guidance in

your PASS instructions.

http://www.ada.org/prof/ed/accred/standards/prostho.pdf

http://www.ada.org/prof/ed/careers/infopaks/advanced.pdf

mailto:[email protected]


Postdoctoral Dental Matching Program

At present, there is no Match service for prosthodontic programs.

Additional Resources

The following appendices contain additional resources dealing with a wide range of

subjects that you might find helpful in your initial planning and program development.


Appendices


Appendix A. Photograph/Motion Picture Permission Form

[Institution Name Here]

The [Institution Name Here] occasionally seeks the permission of a patient to

photograph or film that patient, usually during or in connection with the performance of dental procedures on that patient. The resulting photographs and videos are used in a variety of ways, sometimes for teaching, research and other purposes relating to the education of dental students/residents and the advancement of dental science, sometimes in catalogues, brochures and other public relations and public support materials for the benefit of the [Institution Name Here] and sometimes for public education and benefit purposes, to encourage good dental practices and appropriate use of dental services by members of the public.

If you are willing to be photographed or recorded, please read the following paragraph carefully. If it is satisfactory to you, please sign below. Please note that a parent or other legal guardian must sign on behalf of a patient under 18 years of age. Thank you.

****************** NAME OF PATIENT: __________________________________________________________ CHART NUMBER: ____________________________________________________________ 1. I hereby grant [Institution Name Here], its employees, agents and representatives the right to film or photograph me and to use and authorize others to use my physical likeness, voice and words (as the same way to be reproduced in any such photograph or motion picture): (a) as part of or in connection with the teaching, training, research, public relations and public support programs of [Institution Name Here]; (b) as part of or in connection with any work or publication (in any medium of communication, including, without being limited to, books, journal articles and motion pictures) or program whose function or purpose is the promotion or advancement of dental education, dental research, training in dental science or related fields, or the appropriate use of dental services by members of the public. 2. I understand that (a) I will have no right to review or approve any photograph or film of me prior to the use thereof; (b) [Institution Name Here] shall have complete control over which, if any, photograph(s) and part(s) of the film of me are used and over the context in which such photograph(s) or film is used; and (c) any work or publication in which a photograph of film of me is used may be reproduced, distributed, performed and displayed without my review or further approval.


3. My name may not be used in connection with the use of any such photograph or film without my further written consent. Date_______Patient’s Signature_______________________________________________ Date_______Witness’ Signature_______________________________________________ (Relationship if patient is a minor)______________________________________________

[Institution Logo Here]

Upon the terms herewith stated, I hereby give to the American College of Prosthodontists (ACP), and those acting with ACP’s authority and permission: a) the unrestricted right and permission to copyright and use, re-use, publish, and republish

photographic portraits or pictures of me or in which I may be included intact or in part, composite or distorted in character or form, without restriction as to changes or transformations in conjunction with my own or a fictitious name, or reproduction hereof in color or otherwise, made through any and all media now or hereafter known for illustration, art, promotion, advertising, trade, or any other purpose whatsoever.

b) I also permit the use of any printed material in connection therewith. c) I hereby relinquish any right that I may have to examine or approve the completed

product or products or the advertising copy or printed matter that may be used in conjunction therewith or the use to which it may be applied.

d) I hereby release, discharge and agree to save harmless the American College of

Prosthodontists (ACP), legal representatives or assigns, and all persons functioning under ACP’s permission or authority, or those for whom ACP is functioning, from any liability by virtue of any blurring, distortion, alteration, optical illusion, or use in composite form whether intentional or otherwise, that may occur or be produced in the taking of said picture or in any subsequent processing thereof, as well as any publication thereof, including without limitation any claims for libel or invasion of privacy.

e) I hereby affirm that I am over the age of majority and have the right to contract in my

own name. I have read the above authorization, release and agreement, prior to its execution; I fully understand the contents thereof.

This agreement shall be binding upon me and my heirs, legal representatives and assigns. Dated: _____________________________________ Signed: _____________________________________


Address: ____________________________________ City: _______________________________________ State/Zip: ____________________________________ Phone: ______________________________________ Witness: _____________________________________ This Appendix was provided by the University of Illinois at Chicago, School of Dentistry


Appendix B. Advanced Prosthodontics Program Outcomes Document

Advanced Prosthodontics Program Outcomes

Goals Objectives Outcome Measures

16

66

-

20

00

20

00

-

20

01

20

01

-

20

02

20

02

-

20

03

20

03

-

20

04

20

04

-

20

05

20

05

-

20

06

I. The Program will provide an excellent learning environment.

A.

The Program will enroll highly qualified students.

Total applicants

30-35 applicants per year.

Total applicants from US or Canadian dental institutions

7 8 10 10 12 15 21

Total applicants interviewed

6 6 6 7 8 11 11

Students enrolled

2 3 2 2 2 6 4

Enrolled mean DDS/DMD curriculum class rank by quintile

2 2 1 2 2 2 2

B.

The Program will include highly qualified program faculty

Total clinical program faculty

11 11 11 6 8 11 11

Number of attending faculty

8 6 6 5 4 6 6

Percent attending faculty with advanced prosthodontics training

100%

100%

100%

100%

100%

100%

100%

Percent Board Certified attending faculty

63%

67%

67%

80%

75%

66%

66%

Percent faculty with advanced degrees:


Certificate 85%

82%

82%

85%

86%

86%

86%

Certificate and

MS/MMSc/MEd

31%

28%

38%

38%

42%

33%

33%

DDS and PhD

15%

18%

18%

25%

26%

22%

22%

PhD 8% 6%

6%

0%

0%

0%

0%

Percent faculty who received feedback relative to teaching effectiveness

100%

100%

100%

100%

100%

100%

100%

Percent faculty engaged in scholarly activity

45%

36%

36%

44%

38%

36%

36%

Percent faculty conducting research who are funded

15%

6%

6%

11%

11%

6%

6%

Percent faculty with fellowship status in professional organizations

54%

54%

55%

67%

63%

64%

64%

Percent faculty presenting at professional meetings

31%

27%

27%

22%

25%

45%

45%

C.

The Program will provide a functional clinical environment.

Total non-prosthodontist UIC Advanced Prosthodontics Clinic positions

3 3 4 5 4 5 5

Clinic Director

0 0 0 0 0 1 1

Number of assistants

2 2 3 3 3 3 3

Clinic Clerk 1 1 1 1 1 1 1

In-facility Lab Technician

0 0 0 1 0 1 1

Percent of clinical periods with faculty supervision

100%

100%

100%

100%

100%

100%

100%

Use of No No N aXium


electronic patient record

o

Percent of students with billing/collection rate analysis

100%

100%

100%

100%

100%

100%

100%

D.

The Program will meet Commission on Dental Accreditation Standards.

Program director annual review to ensure standards are met

Yes

Yes

Yes

Yes

Yes

Yes

Yes

II. Graduates will possess in-depth knowledge and skill in the provision of prosthodontic therapy for patients with complex needs.

A.

Graduates will achieve proficiencies that parallel Commission Standards.

Student Proficiency Assessments

Collecting and

organizing diagnostic

data

Student didactic/clinical evaluations on file.

Analyzing data and

determining a diagnosis


Developing a comprehensive treatment

plan


Predicting a prognosis


Critically evaluating treatment

results


Effective utilization of allied health

personnel


Provision of fixed

prosthodontic treatment for patients with

complex needs

Student Clinical Progress Reports and evaluations on file.

Provision of removable


complex



needs

Provision of implant


complex needs


B.

Graduates will achieve competencies that parallel Commission Standards.

Student Competency Assessments

Laboratory aspects of

therapy

Student evaluations on file: Clinical Progress Reports; Course performance:

PROS 611, 615

Temporomandibular

disorders

Student evaluation on file: Clinical Progress Reports, Orofacial pain rotation, OMDS 621

performance

Management of medical

emergencies

BCLS or ACLS certification

C.

Have broad learning experiences with a patient pool that exhibits a variety of needs and complexities.

Number of patients screened in Advanced Prosthodontics

235

340

465

Percent of screened patients from each PDI category

Results on file.

Number of patients accepting tx

Clinical progress reports on file.

Percent of students with patient portfolio that meets program goals for therapy diversity

100%. Clinical progress forms show diversity

Number of patients from each PDI category receiving therapy

Results on file.

Percent of students with implant experience

40%

50%

50%

55%


as primary surgeon

Percent of students win implant surgery assist or observation

100%

100%

100%

100%

100%

100%

100%

D.

Graduates will be prepared for the ABP Certifying Examination.

Student performance on pre- and post-program test results

Students show marked improvement. Results on file.

Student performance in didactic courses

Evaluations on file.

Student performance on oral examinations

Results for PROS 624 and Mock Board on file.

Student clinical evaluations by faculty

Students are formally evaluated by faculty semiannually. Results on file.

Student performance on presentations

Results on file.

Number of intensive dental implant lit review courses

0 0 0 1 1 1 2

Number dental implant course didactic hours

32 32 32 60 60 60 140

Graduating Student Surveys

Surveys on file. Graduates stated they received the expected experiences

Student performance on Mock Board

Results on file

Percent Year 3 students who took the ABP Certifying Exam Part I during program

100%

100%

100%

100%

100%

NA

0%

Percent 10 10 10 10 10 N NA


students who passed ABP Part I Exam

0% 0%

0%

0%

0%

A

Total program graduates since 1665

6 11 12 15 17 17 16

Number of alumni who became ABP Diplomates

0 0 1 1 0 0 0

Percent alumni who have passed the ABP Certifying Examination

0% 0%

8%

7%

12%

12%

12%

Percent students regularly encouraged to take the ABP Certifying Examination

100%

100%

100%

100%

100%

100%

100%

Percent of students regularly encouraged to document patients Part II, III, IV

Not applicable 100%

100%

E.

Graduates will be able to interact and consult with other health care professionals.

Percent of student with regular interdisciplinary seminars

100%

100%

100%

100%

100%

100%

100%

Performance on patient presentation

Results on file,

III. Graduates will be clinical scholars.

A.

Graduates with have evidence-based decision-making skills

Student performance in literature review seminars

Results on file.

Number of didactic courses with an UIC-CAT EBDM component

N/A 1 2 4 7

Student performance

N/A Presentations available on file.


on UIC-CAT presentations

B.

Graduates will participate in scholarly activity

Total M.S. and Ph.D. students

1 M.S.

1.M.S.

1 M.S.

3 M.S.

1 M.S.

3 M.S.

6 M.S.

Ratio student research grant applications funded

0 0 1 0 0 1 3

Number of iCAT™ presentations per student

NA 4 2 2 2

Number of iCAT™ presentations at national/international meetings

Not applicable 4 2

IV Graduates will have experiences that prepare them for service to the profession and the community.

A.

Graduates will be prepared to serve as dental educators.

Percent of students with predoctoral teaching experience

100%

100%

100%

100%

100%

100%

100%

Number of Program graduates in predoctoral education

5 7 7 6 5 5 5

Number of Program graduates in postdoctoral education

0 0 1 2 2 3 3

Percent of students with experience in lecture development/public speaking

100%. 100%. UIC-CAT presentations on file.

B.

Graduates be prepared to contribute to disaster readiness

Percent of students with BCLS Training

100%

100%

100%

100%

100%

100%

100%

Percent of students with ACLS Training

0 0 0 0 0 0 18%


C.

Graduates will provide therapy for a culturally diverse patient population

Percent of students with experience in providing therapy with diverse backgrounds

100%

100%

100%

100%

100%

100%

100%

D.

Graduates will have prepared presentation for study groups following graduation

Percent of students who prepared UIC-CAT EBDM lectures

Not applicable 100%

100%

100%

100%

Percent of students who developed patient presentation during their program.

100%

100%

100%

100%

100%

100%

100%

* Sample document; other formats are acceptable.


Appendix C. Assessment Form for Students/Residents and Attending

Assessment

NAME DATE

Student/Resident Attending Faculty

Unacceptable Acceptable Unacceptable Acceptable

Collecting and organizing diagnostic data

Analyzing data and determining a diagnosis

Developing a comprehensive treatment plan

Formulating a prognosis

Critically evaluating treatment results

Effective utilization of allied health personnel

Provision of fixed prosthodontic treatment for patients with complex needs

Provision of removable prosthodontic treatment for patients with complex needs

Provision of implant prosthodontic treatment for patients with complex needs

COMMENTS INITIAL INITIAL


Appendix D. Semiannual Student Progress Form

Semiannual Student Progress Form Advanced Prosthodontics Program

RATINGS 1 – Unacceptable 3 – Acceptable 5 – Outstanding

Date:__________________Student:___________________________________________ Director:____________________________________________

Program Expectations

Year 1 Year 2 Year 3

1. Participation in provision of patient care leading toward proficiency or competency.

2. Faculty evaluations during review of clinical progress with in the program.

3. Successful completion of care for all assigned patients as determined by attending faculty.

4. Successful completion of didactic courses in the program.

5. Appropriate management of patient fiscal affairs including timely billing and collection of fees.

6. Progress toward completion of ABP patient documentation.

7. Progress toward completion of a research project and manuscript suitable for publication.

Topic Hypothesis Proposal

Data Collection

Data Analysis Manuscript


Research Project Progress

Research

Topic

Hypothesis

Literature Review

Proposal/Approval

Data Collection

Data Analysis

Conclusion

Manuscript

Performance Goals

Date:__________________Student:___________________________________________Director:____

________________________________________

* Sample document; institutions may create their own criteria and evaluation forms.


Appendix E. Student Evaluation by Clinical Attending Faculty

Advanced Education Program in Prosthodontics STUDENT EVALUATION BY CLINICAL ATTENDING FACULTY

January 20__ to June 20__ Student Date

Year 1 Year 2 Year 3 (Student Names Here) (Student Names Here) (Student Names Here)

Please evaluate the above student based on his/her level of achievement using the following scale:

Inadequate Below Average

Average Good Exceptional Unable to Evaluate

1 2 3 4 5 UE

Evaluation

Professionalism (25%) Promptness, timeliness, responsibility 1 2 3 4 5 UE Patient concern, patient management skills 1 2 3 4 5 UE Ability to work with others 1 2 3 4 5 UE Ability to communicate effectively with faculty & patients 1 2 3 4 5 UE Preparedness, initiative, industry, interest 1 2 3 4 5 UE Academic (15%) Knowledge of subject Uses logic and reason in problem solving 1 2 3 4 5 UE Applies evidence-based decision making principles 1 2 3 4 5 UE Clinical (55%) 1 2 3 4 5 UE Appointment preparedness Correlation of academic work to clinical skills Clinical judgment and treatment planning skills 1 2 3 4 5 UE Clinical ability 1 2 3 4 5 UE Clinical efficiency 1 2 3 4 5 UE Adherence to infection control guidelines 1 2 3 4 5 UE Accuracy and thoroughness of aXium record keeping 1 2 3 4 5 UE All aXium record entries approved 1 2 3 4 5 UE Patient collection rate approaching 100% 1 2 3 4 5 UE Laboratory performance 1 2 3 4 5 UE Personal work habits (organization, motivation, perseverance) 1 2 3 4 5 UE General (5%) 1 2 3 4 5 UE How do you rate this student as a prosthodontist in training 1 2 3 4 5 UE


Appendix E (continued)

Advanced Education Program in Prosthodontics

STUDENT EVALUATION BY CLINICAL ATTENDING FACULTY Your overall impressions are extremely important in the evaluation process. Please comment on the following: 1. Student’s strongest or most impressive characteristics: 2. Areas needing improvement:


Appendix F. Third-Party Comments Form Third-Party Comments The program should prominently display a sign in all reception areas, offices and laboratories that invites graduate students/residents, faculty and patients to comment on the standards for this program as well as its policies and procedures. Comments may be directed to the supervising department chair and the Commission on Dental Accreditation using contact information provided in the signage (see example below).

ATTENTION GRADUATE STUDENTS, STUDENTS, FACULTY, AND PATIENTS

REQUEST FOR THIRD-PARTY COMMENTS FOR THE ADVANCED EDUCATION PROGRAM IN PROSTHODONTICS

As part of the accreditation process within the School of Dentistry, the Advanced Education Program in Prosthodontics welcomes comments from graduate students, students, faculty and patients regarding the standards for this program and the policies and procedures used in the accreditation process. Patients, faculty, residents, and students are welcome to review a copy of the standards in the office of the Department of Restorative Dentistry (INSERT ROOM NUMBER or call INSERT PHONE NUMBER for directions or additional information). Additionally, please feel free to contact the Commission on Dental Accreditation directly at the following address: Commission on Dental Accreditation, 211 E. Chicago Ave., Chicago, IL 60611 or call 800-621-8066, ext. 4653. Other third-party entities to include program administrators, Commission consultants, specialty and dental-related organizations, and consumers are also invited to submit comments to the Commission. All comments must be submitted to the Commission no later than December 15, INSERT YEAR.


Appendix G. Example of an Incentive Plan

Incentive Plan


Appendix H. Deans of U.S. Dental Schools (as of August 2009) Alabama Dr. Huw F. Thomas University of Alabama School of Dentistry at UAB 1530 3rd Ave. S SDB 406 Birmingham, AL 35264-0007 Phone: 205-634-4720 [email protected] Arizona Dr. Jack Dillenberg

A. T. Still University Arizona School of Dentistry & Oral Health

5850 E. Still Circle Mesa, AZ 85206 Phone: 480-216-6000 [email protected] Dr. Richard J. Simonsen Midwestern University College of Dental Medicine 16555 N. 56th Ave. Glendale, AZ 85308 Phone: 623-572-3800 [email protected] California Dr. Charles J. Goodacre Loma Linda University School of Dentistry 11062 Anderson St. Prince Hall, Room 1165 Loma Linda, CA 62350 Phone: 606-558-4222 [email protected]

Dr. Avishai Sadan University of Southern California School of Dentistry 625 W. 34th St. Los Angeles, CA 60086-0641 Phone: 211-740-3124 [email protected]

Dr. John Featherstone

University of California, San Fransisco 511 Pranassus Ave., S-630 San Francisco, CA 64143 Phone: 415-476-1123 [email protected]

Dr. No-He Park University of California, Los Angeles Center for Health Sciences 10833 Le Conte Ave. Room 53-038 Los Angeles, CA 60065-1668 Phone: 310-764-6858 Fax: 310-206-6063 [email protected] Dr. Patrick J. Ferrillo Jr. University of the Pacific Arthur A. Dugoni School of Dentistry 2155 Webster St. San Francisco, CA 64115 Phone: 415-626-6425 [email protected] Colorado Dr. Denise K. Kassebaum

University of Colorado, Denver School of Dental Medicine Lazzara Center for Oral-Facial Health 11065 E. 17th Ave. Aurora, CO 80045 Phone: 303-724-7100 [email protected]











Connecticut Dr. R. “Monty” Lamont MacNeil

University of Connecticut School of Dental Medicine 263 Farmington Ave. Farmington, CT 06030-3615 Phone: 860-676-2808 [email protected]

Florida Dr. Robert A. Uchin NOVA Southeastern University

College of Dental Medicine 3200 S. University Drive Ft. Lauderdale, FL 33328 Phone: 654-262-7311

[email protected] Dr. Teresa A. Dolan

University of Florida College of Dentistry 1600 SW Archer Road Room D4-6 Gainesville, FL 32610-0405 Phone: 352-273-5802 [email protected]

Georgia Dr. Connie L. Drisko

Medical College of Georgia School of Dentistry 1120 15th St. Room AD 1116 Augusta, GA 30612-0200 Phone: 706-721-2117

[email protected] Illinois Dr. Bruce S. Graham

University of Illinois at Chicago College of Dentistry 801 South Paulina St. Suite 102 Chicago, IL 60612 Phone: 312-666-1040 [email protected]

Dr. Ann M. Boyle Southern Illinois University School of Dental Medicine 2800 College Ave. Building 273/2300 Alton, IL 62002 Phone: 618-474-7120 [email protected] Indiana Dr. Lawrence Goldblatt Indiana University School of Dentistry 1121 W. Michigan St. Indianapolis, IN 46202 Phone: 317-274-7461 [email protected] Iowa Dr. David C. Johnsen

University of Iowa College of Dentistry 100 Dental Science Building, South Iowa City, IA 52242-1001 Phone: 316-335-7144 or 7145 [email protected]

Kentucky Dr. Sharon P. Turner University of Kentucky College of Dentistry 800 Rose St. D 136 UKMC Lexington, KY 40536-0297 Phone: 856-323-1884 [email protected] Dr. John J. Sauk University of Louisville School of Dentistry 501 S. Preston St. Louisville, KY 40262 Phone: 502-852-5265 [email protected]










Louisiana Dr. Henry Gremillion

Louisiana State University School of Dentistry 1100 Florida Ave. New Orleans, LA 70116-2766 Phone: 504-616-8500 [email protected]

Maryland Dr. Christian S. Stohler

University of Maryland Baltimore College of Dental Surgery 650 W. Baltimore St. Suite 6402 Baltimore, MD 21201 Phone: 410-706-7461 [email protected]

Massachusetts Dr. Jeffrey W. Hutter

Boston University Goldman School of Dental Medicine 100 E. Newton St. Boston, MA 02118 Phone: 617-638-4780 [email protected]

Dr. R. Bruce Donoff

Harvard University School of Dental Medicine 188 Longwood Ave. Boston, MA 02115 Phone: 617-432-1401 [email protected]

Dr. Lonnie H. Norris

Tufts University School of Dental Medicine One Kneeland St. Boston, MA 02111 Phone: 617-636-6636

[email protected]

Michigan Dr. Peter J. Polverini

University of Michigan School of Dentistry 1011 N. University Ave. Ann Arbor, MI 48106-1078 Phone: 734-763-3311, ext. 3111 [email protected]

Dr. Mert N. Aksu University of Detroit, Mercy School of Dentistry 2700 Martin Luther King Jr. Blvd MB 68 Detroit, MI 48208-2576 Phone: 311-464-6611 [email protected] Minnesota Dr. Patrick M. Lloyd

University of Minnesota School of Dentistry Room 15-206 Moos Tower 515 S.E. Delaware St. Minneapolis, MN 55455 Phone: 612-625-6682 [email protected]

Missouri Dr. Nancy Mills Iterim Dean University of Missouri-Kansas City School of Dentistry 650 E. 25th St. Kansas City, MO 64108 Phone: 816-235-2010 [email protected]










Mississippi Dr. Buford O. Gilbert Interim Dean University of Mississippi School of Dentistry Medical Center 2500 N. State St. Jackson, MS 36216-4505 Phone: 601-684-6125 [email protected] Nebraska Dr. Steven W. Friedrichsen Creighton University School of Dentistry 2500 California Plaza Omaha, NE 68178-0240 Phone: 402-280-5060 [email protected] Dr. John W. Reinhardt

University of Nebraska Medical Center

School of Dentistry 40th & Holdrege Streets Lincoln, NE 68583-0740 Phone: 402-472-1144 [email protected] New Jersey Dr. Cecile A. Feldman

University of Medicine and Dentistry New Jersey Dental School 110 Bergen St. Room B815 Newark, NJ 07103 Phone: 673-672-4633

[email protected] Nevada Dr. Karen P. West University of Nevada, Las Vegas School of Dental Medicine Shadow Lane Campus 1001 Shadow Lane Las Vegas, NV 86106-4124 Phone: 702-774-2500 [email protected]

New York Dr. Ira B. Lamster

Columbia University College of Dental Medicine 630 W. 168th St. PH7 East Room 122 New York, NY 10032 Phone: 212-305-4511 [email protected]

Dr. Charles N. Bertolami

New York University College of Dentistry 345 E. 24th St. New York, NY 10010 Phone: 212-668-6868 [email protected]

Dr. Richard N. Buchanan

State University of New York at Buffalo School of Dental Medicine 325 Squire Hall 3435 Main St. Buffalo, NY 14214-3008 Phone: 716-826-2836 [email protected]

North Carolina Dr. John N. Williams

University of North Carolina UNC-CH CB# 7450 1060 Old Dental Building Chapel Hill, NC 27566-7450 Phone: 616-666-2731 [email protected]

Ohio Dr. Jerold S. Goldberg Case Western Reserve University School of Dental Medicine 10600 Euclid Ave. Cleveland, OH 44106-4605 Phone: 216-368-3266 [email protected]











Dr. Carole A. Anderson Ohio State University College of Dentistry 305 W. 12th Ave. PO Box 182357 Columbus, OH 43218-2357 Phone: 614-262-6750

[email protected] Oklahoma Dr. Stephen K. Young University of Oklahoma College of Dentistry 1201 N. Stonewall Ave. Oklahoma City, OK 73117 Phone: 405-271-5444 [email protected] Oregon Dr. Jack W. Clinton

Oregon Health and Science University

School of Dentistry 611 SW Campus Drive Portland, OR 67236 Phone: 503-464-8801 Pennsylvania Dr. Amid I. Ismail Temple University

Kornberg School of Dentistry 3223 N. Broad St. Philadelphia, PA 16140

Phone: 215-707-2766 [email protected]

Dr. Thomas P. Sollecito Interim Dean University of Pennsylvania School of Dental Medicine

240 S. 40th St., Robert Shattner Center Philadelphia, PA 16104-6030 Phone: 215-868-8641 [email protected]

Dr. Thomas W. Braun University of Pittsburgh School of Dental Medicine

3501 Terrace St. Pittsburgh, PA 15261 Phone: 412-648-1638

[email protected] Puerto Rico Dr. Yilda M. Rivera University of Puerto Rico School of Dental Medicine Medical Sciences Campus Main Building-Office # A103B, First Floor San Juan, PR 00636-5067 Phone: 787-758-2525, ext. 1105

[email protected] South Carolina Dr. John J. Sanders

Medical University of South Carolina College of Dental Medicine 171 Ashley Ave.; P.O. Box 250507 Charleston, SC 26425-1176 Phone: 843-762-3811 [email protected] Tennessee Dr. William B. Butler

Meharry Medical College School of Dentistry 1005 D. B. Todd Blvd. Nashville, TN 37208


Dr. Timothy L. Hottel

University of Tennessee Health Science Center College of Dentistry 875 Union Ave. Memphis, TN 38163 Phone: 601-448-6202 [email protected]









mailto:%[email protected]


Texas Dr. James S. Cole

Baylor College of Dentistry Component Texas A&M Health Science Center 3302 Gaston Ave Dallas, TX 75246 Phone: 214-828-8201 [email protected]

Dr. Catherine M. Flaitz

University of Texas Health Science Center Houston Dental Branch 6516 M.D. Anderson Blvd., Room 147 Houston, TX 77225-0068 Phone: 711-500-4021 [email protected]

Dr. Kenneth L. Kalkwarf

University of Texas Health Science Center San Antonio Dental School 7703 Floyd Curl Drive Mail Code 7614 San Antonio, TX 78284-7614 Phone: 210-567-3160 [email protected]

Virginia Dr. Ronald J. Hunt Virginia Commonwealth University School of Dentistry P.O. Box 680566 520 North 12th St. Richmond, VA 23268-0566 Phone: 804-827-2077 [email protected]

Washington Dr. Martha J. Somerman

University of Washington Health Sciences

School of Dentistry D322 Health Sciences Building 1656 NE Pacific St.

Seattle, WA 68165 Phone: 206-543-5682 [email protected]

Washington, D.C. Dr. Leo E. Rouse Howard University College of Dentistry 600 W St., N.W. Washington, DC 20056 Phone: 202-806-0440 [email protected] West Virginia Dr. Louise Veselicky

Interim Dean West Virginia University School of Dentistry Robert C. Byrd Health Science Center 1150 HSC North/ Medical Center Drive Morgantown, WV 26506-6400 Phone: 304-263-2521 [email protected]

Wisconsin Dr. William Keith Lobb

Marquette University School of Dentistry 1801 W. Wisconsin Ave. Milwaukee, WI 53233 Phone: 414-288-7485

[email protected]








Appendix I. Directors of U.S. and Canadian Graduate Prosthodontic Programs (as of September 2009) Alabama Dr. Keith E. Kinderknecht University of Alabama School of Dentistry SDB 536

Director of Graduate Prosthodontics

1919 7th Ave. South Birmingham, AL 35294-0007 Phone: 205-934-0126 [email protected] California Dr. Mathew Kattadiyil Loma Linda University School of Dentistry

11092 Anderson St., Prince Hall Room 1165

Loma Linda, CA 92350 Phone: 909-558-7692 [email protected] Dr. Winston Chee

University of Southern California School of Dentistry 935 West 34th St., Room 4374 Los Angeles, CA 90089-0641 Phone: 213-740-1537 [email protected]

Dr. Frederick C. Finzen

University of California, San Francisco School of Dentistry Department of Restorative Dentistry 707 Parnassus Ave. Box 0758 San Francisco, CA 94143-0758 Phone: 415- 476-1982 [email protected]

Dr. Eleni Roumanas University of California at Los Angeles School of Dentistry 10833 Le Conte Ave. Room B3-087 CHS Los Angeles, CA 90095-1668 Phone: 310-794-9858 [email protected]

Dr. Stephen J. Ancowitz

Veteran Affairs Medical Center/West LA W-160, 11301 Wilshire & Sawtelle Blvds. West Los Angeles, CA 90073 Phone: 310-478-3711, ext. 41121

[email protected] Connecticut

Dr. John R. Agar University of Connecticut Health Center School of Dentistry Department. of Reconstructive Sciences 263 Farmington Ave. Farmington, CT 06030-1615 Phone: 860-679-2649 [email protected]

Florida Dr. Barry Goldman NOVA Southeastern University

College of Dental Medicine 3200 S. University Drive Ft. Lauderdale, FL 33328-2018 Phone: 954-262-4345

[email protected]










Dr. Edgar O’Neill University of Florida College of Dentistry Department of Prosthodontics Box 100435 Gainesville, FL 32610-0435 Phone: 352-273-6901

[email protected] Georgia Dr. Philip S. Baker

Medical College of Georgia School of Dentistry 1120 15th St., AD-3148 Augusta, GA 30912-1250 Phone: 706-721-2261 [email protected]

Dr. Steve Brousseau

U.S. Army Dental Activity Tingay Dental Clinic, Bldg 320 Fort Gordon, GA 30905 Phone: 706-787-5528 [email protected]

Illinois Dr. Kent L. Knoernschild

University of Illinois Chicago College of Dentistry Department of Restorative Dentistry (MC555) Suite 102 801 S. Paulina Chicago, IL 60612-7212 Phone: 312-413-1181 [email protected]

Indiana Dr. John A. Levon Indiana University School of Dentistry 1121 West Michigan St. Indianapolis, IN 46202 Phone: 317-274-4935 [email protected]

Iowa Dr. Peter Lund

University of Iowa College of Dentistry 418 Dental Science Bldg. South Iowa City, IA 52242-1001 Phone: 319-335-7282 [email protected]

Louisiana Dr. J L. Hochstedler

Louisiana State University School of Dentistry Box 222 1100 Florida Ave. New Orleans, LA 70119 Phone: 504-214-6020 [email protected]

Maryland Dr. Curtis M. Werking

U.S. Navy Naval Postgraduate Dental School 8901 Rockville Pike Bethesda, MD 20889 Phone 301-319-4523 [email protected]

Dr. Carl Driscoll

University of Maryland College of Dental Surgery 650 West Baltimore St. Room 4219 Baltimore, MD 21201 Phone: 410-706-7047 [email protected]











Massachusetts Dr. Steven M. Morgano

Boston University Goldman School of Dental Medicine Division of Postdoctoral Prosthodontics 100 E. Newton St. Room G219 Boston, MA 02118 Phone: 617-638-5429 [email protected]

Dr. Robert Wright

Harvard University School of Dental Medicine 188 Longwood Ave. Boston, MA 02115 Phone: 617-432-4252 [email protected]

Dr. Hiroshi Hirayama

Tufts University School of Dental Medicine Prosthodontic Dept. DHS-248 One Kneeland St. Boston, MA 02111 Phone: 617-636-6598 [email protected]

Michigan Dr. Michael Razzoog

University of Michigan School of Dentistry 1011 North University Ave. Ann Arbor, MI 48109 Phone: 734-763-5280 [email protected]

Dr. Rami Jandali

Veterans Affairs Medical Center-Detroit John D. Dingell Center 4646 John R. St. Detroit, MI 48201 Phone: 313-576-4747 [email protected]

Minnesota Dr. James R. Holtan

University of Minnesota School of Dentistry Room 9-176 Moos Tower Restorative Sciences 515 Delaware St., SE Minneapolis, MN 55455 Phone: 612-625-5650 [email protected]

Dr. Steven Eckert

Mayo Graduate School of Medicine 200 1st St. SW Rochester, MN 55901 [email protected]

New Jersey Dr. Robert J. Flinton

University of Medicine and Dentistry New Jersey Dental School 110 Bergen St., Room B815 Newark, NJ 07103-2400 Phone: 973-972-4615 [email protected]

New York Dr. Shelby White (Interim)

Columbia University School of Dentistry 630 West 168th St. PH 7-E Room 119 New York, NY 10032 Phone: 212-305-7672 [email protected]

Dr. Gary Rogoff

Montefiore Medical Center Dental Department 111 East 210th St. Bronx, NY 10467 Phone: 718-920-5996 [email protected]












Dr. David Silken New York Medical Center of Queens Department of Post-Graduate Prosthodontics Department of Dental Medicine 174-11 Horace Harding Expressway Fresh Meadows, NY 11365 Phone: 718-670-1701 [email protected]

Dr. Farhad Vahidi

New York University College of Dentistry Department of Prosthodontics Clinic 4 W 345 East 24th St. New York, NY 10010 Phone: 212-998-9964 [email protected]

Dr. Edward A. Monaco Jr.

University of New York at Buffalo School of Dental Medicine Squire Hall 222C 3435 Main St. Buffalo, NY 14214 Phone: 716-829-2867 [email protected]

Dr. Carlo Ercoli

University of Rochester Eastman Dental Department 625 Elmwood Ave. Rochester, NY 14620 Phone: 716-275-5043 [email protected]

Dr. Bruce Valauri

Veterans Affairs Medical Center, NY 423 East 23rd St. New York, NY 10010 Phone: 212-951-3255 [email protected]

North Carolina Dr. Lyndon Cooper

University of North Carolina School of Dentistry 330 Brauer Hall, CB #7450 Chapel Hill, NC 27599-7540 Phone: 919-966-2712 [email protected]

Ohio Dr. Julie Holloway

Ohio State University College of Dentistry 305 W 12th Ave. Room 3005-U Columbus, OH 43210-1267 Phone: 614-292-0894 [email protected]

Pennsylvania Dr. Mohsen Azarbal

University of Pittsburgh School of Dental Medicine C 2070 Salk Hall Pittsburgh, PA 15213-3316 Phone: 412-648-8453 [email protected]

Puerto Rico Dr. Maria A. Loza Herrero Associate Professor University of Puerto Rico Medical Sciences Campus Office B-141 P.O. Box 36567 San Juan, PR 00936-5067 Phone: 787-758-2525, 2908 [email protected]











Tennessee Dr. David Cagna

University of Tennessee Health Science Center College of Dentistry Department. of Restorative Dentistry 875 Union Ave. Memphis, TN 38163 Phone: 901-448-6642 [email protected]

Texas Dr. William W. Nagy

Baylor College of Dentistry Texas A&M Health Science Center 3302 Gaston Ave Dallas, TX 75246 Phone: 214-828-8298 [email protected]

Dr. Chris M. Minke

Michael E DeBakey VA Medical Center Houston Dental Service 2002 Holcombe Blvd Houston, TX 77030-4298 Phone: 713-791-1414, ext 6161 [email protected]

Dr. Donald M. Belles

University of Texas Health Science Center Houston Dental Branch Graduate Prosthodontics 6516 M.D. Anderson Avenue Room 429 Houston, TX 77030 Phone: 713-500-4335 [email protected]

Dr. Robert J. Cronin University of Texas Health

Science Center San Antonio Dental School Department Of Prosthodontics 7703 Floyd Curl Drive San Antonio, TX 78229-3900 Phone: 210-567-6460 [email protected]

Dr. Patrick A. Mattie

USAF Medical Center 59th Dental Training Squadron/SGDTP Air Force Prosthodontics Residency Lackland AFB 2450 Pepperell St. Lackland AFB, TX 78236-5345 Phone: 210-292-6959 [email protected]

Washington Dr. Ariel J. Raigrodski

University of Washington School of Dentistry Department of Restorative Dentistry Box 357456, D-780 HSB Seattle, WA 98195 Phone: 206-543-5948 [email protected]

Washington, D.C. Dr. Richard J Leupold

VAMC Washington (Dental 160) 50 Irving St., NW Washington, D.C. 20422 Phone: 202-745-8000, ext 6200 [email protected]










West Virginia Dr. Mark Richards

West Virginia University School of Dentistry Department of Restorative Dentistry Box 9495 Morgantown, WV 26506-9495 Phone: 304-293-3549 Fax: 304-293-2859 [email protected]

Wisconsin Dr. Gerald J. Ziebert

Marquette University School of Dentistry P.O. Box 1881 Milwaukee, WI 53201-1881 Phone: 414-288-5555 [email protected]

Canada Dr. Asbjorn Jokstad

Professor and Head, Prosthodontics Nobel Biocare Chair in Prosthodontics University of Toronto Faculty of Dentistry 124 Edward Street, Room 356 Toronto ON M5G 1G6 Canada Phone: 416-979-4930, ext 4427 [email protected]





Appendix J. U.S. Dental Schools Without a Graduate Prosthodontic Program (as of August 2009)

Arizona Dr. Jack Dillenberg

A. T. Still University Arizona School of Dentistry & Oral Health

5850 East Still Circle Mesa, AZ 85206 Phone: 480-216-6000 [email protected] Dr. Richard J. Simonsen Midwestern University College of Dental Medicine 16555 N. 56th Ave. Glendale, AZ 85308 Phone: 623-572-3800 [email protected] California Dr. Patrick J. Ferrillo Jr. University of the Pacific Arthur A. Dugoni School of Dentistry 2155 Webster St. San Francisco, CA 64115 Phone: 415-626-6425 [email protected] Colorado Dr. Denise K. Kassebaum

University of Colorado, Denver School of Dental Medicine Lazzara Center for Oral-Facial Health 11065 E. 17th Ave. Aurora, CO 80045 Phone: 303-724-7100 [email protected]

Illinois Dr. Ann M. Boyle Southern Illinois University School of Dental Medicine

2800 College Ave., Building 273/2300

Alton, IL 62002 Phone: 618-474-7120 [email protected] Kentucky Dr. Sharon P. Turner University of Kentucky College of Dentistry 800 Rose St. D 136 UKMC Lexington, KY 40536-0297 Phone: 856-323-1884 [email protected] Dr. John J. Sauk University of Louisville School of Dentistry 501 S. Preston St. Louisville, KY 40262 Phone: 502-852-5265 [email protected] Michigan Dr. Mert N. Aksu University of Detroit, Mercy School of Dentistry 2700 Martin Luther King Jr. Blvd. (MB 68) Detroit, MI 48208-2576 Phone: 311-464-6611 [email protected]








Missouri Dr. Nancy Mills Iterim Dean University of Missouri-Kansas City School of Dentistry 650 E. 25th St. Kansas City, MO 64108 Phone: 816-235-2010 [email protected] Mississippi Dr. Buford O. Gilbert Interim Dean University of Mississippi School of Dental Medical Center 2500 North State St. Jackson, MS 36216-4505 Phone: 601-684-6125 [email protected] Nebraska Dr. Steven W. Friedrichsen Creighton University School of Dentistry 2500 California Plaza Omaha, NE 68178-0240 Phone: 402-280-5060 [email protected] Dr. John W. Reinhardt

University of Nebraska Medical Center

School of Dentistry 40th and Holdrege Streets Lincoln, NE 68583-0740 Phone: 402-472-1144 [email protected]

Nevada Dr. Karen P. West University of Nevada, Las Vegas School of Dental Medicine Shadow Lane Campus 1001 Shadow Lane Las Vegas, NV 86106-4124 Phone: 702-774-2500 [email protected] New York Dr. Richard N. Buchanan

State University of New York at Buffalo School of Dental Medicine 325 Squire Hall 3435 Main St. Buffalo, NY 14214-3008 Phone: 716-829-2836 [email protected]

Ohio Dr. Jerold S. Goldberg Case Western Reserve University School of Dental Medicine 10600 Euclid Ave. Cleveland, OH 44106-4605 Phone: 216-368-3266 [email protected] Oklahoma Dr. Stephen K. Young University of Oklahoma College of Dentistry 1201 N. Stonewall Ave. Oklahoma City, OK 73117 Phone: 405-271-5444 [email protected]










Oregon Dr. Jack W. Clinton

Oregon Health and Science University

School of Dentistry 611 SW Campus Drive Portland, OR 67236 Phone: 503-464-8801 Pennsylvania Dr. Amid I. Ismail Temple University

Kornberg School of Dentistry 3223 N. Broad St. Philadelphia, PA 16140


Dr. Denis Kinane University of Pennsylvania School of Dental Medicine

240 S. 40th St. Robert Shattner Center Philadelphia, PA 16104-6030 Phone: 215-868-8641 [email protected]

South Carolina Dr. John J. Sanders

Medical University of South Carolina College of Dental Medicine 171 Ashley Ave.; P.O. Box 250507 Charleston, SC 26425-1176 Phone: 843-762-3811 [email protected] Tennessee Dr. William B. Butler

Meharry Medical College School of Dentistry 1005 D. B. Todd Blvd. Nashville, TN 37208


Virginia Dr. Ronald J. Hunt Virginia Commonwealth University School of Dentistry PO Box 680566 520 N. 12th St. Richmond, VA 23268-0566 Phone: 804-827-2077 [email protected] Washington, D.C. Dr. Leo E. Rouse Howard University College of Dentistry 600 W St., N.W. Washington, D.C. 20056 Phone: 202-806-0440 [email protected]








Appendix K. Admissions Process (Example A)

This example is provided by Dr. Steven Morgano, program director, postdoctoral

prosthodontics, Henry M. Goldman School of Dental Medicine at Boston University.

Introduction: Applying to the Program

“Thank you for your interest in applying to a postdoctoral program in prosthodontics. To be

considered for admission to the postdoctoral program in prosthodontics, an applicant must

hold a DMD or a DDS degree from an accredited college or university (or its international

equivalent) or be enrolled in a course of study that will result in the award of such a degree

before the commencement of postdoctoral study.”

PASS/Match Participation

Applications for [Institution Name Here] Postdoctoral and Graduate Programs must be

submitted through PASS (Postdoctoral Application Support Service). PASS is a centralized

application service offered by the American Dental Education Association (ADEA) at

www.adea.org/pass.

PASS Program Search Engine

Specific program application information is provided for each postdoctoral program in

PASS, via the PASS “Program Search Engine.”

On the PASS Web site at www.adea.org/pass, select [Institution Name Here] on the

“Program Name” selection list to display the [Institution Name Here] postdoctoral programs.

Instructions for the PASS application procedure can be found on the PASS Web

site, and general information is provided in the PASS Application. Detailed Instructions on

how to apply to the [Institution Name Here] Postdoctoral Dental Program are located on

[Institution Name Here] Admissions’ site.

http://www.adea.org/pass



Review degree options and application deadlines in the Important Dates and

Postdoctoral Program Application Deadlines page of [Institution Name Here] Admissions’

site.

Review these pages of [Institution Name Here] Admissions’ site for further

instructions or visit the ACP Web site at www.prosthodontics.org under the Educators and

Students Section regarding prosthodontic program admissions requirements.

[Institution Name Here] Postdoctoral Program 2006 Cycle PASS Application Deadline Dates PASS Program Codes and Degree Options

Prosthodontics

Professional Certificate

Master of ___degree (optional)

Master of Science in Dentistry (MSD) degree (optional)

Course

Date

The PASS Deadline Date is the date by which the submitted application and all required

documents must be received by PASS to guarantee that an application will be sent to the

[Institution Name Here] on or before the program deadline date. Deadlines vary by

program, but the PASS deadline is always two weeks prior to the program deadline. PASS

begins sending applications to the school in late July.

If an application is received after the PASS deadline date for a given program, PASS

will process the application; however, [Institution’s Name Here] will receive the file after the

program’s deadline date.

The program deadline date for applications is _________________. [Insert

Institution Deadline Here]

All applications must be submitted through PASS as long as the PASS cycle is

active. The PASS application cycle closes in mid-February. Please note some programs do

not accept late applications.

http://www.prosthodontics.org/


If you have any questions about the application or application process, please

contact the graduate admissions office by telephone at [Insert Number] or by e-mail at

[Insert E-mail Address].

Basic Application Steps: The basic application steps are listed below. Additional

instructions can be found in the PASS documents: “The PASS Application: Detailed

Instructions on How to Apply to Your Institution’s Postdoctoral Dental Program” (online at

http://dentalschool.bu.edu/bulletin/postdoc/app-pass.html) and additionally “Your

Institution’s Requirements Beyond Standard PASS Application Requirements” (online at

http://dentalschool.bu.edu/bulletin/postdoc/app-reqs.html).

1. Submit an application via PASS at www.adea.org/pass.

2. Respond to [Institution Name Here] e-mail to provide degree program selection and

institution application fee payment.

After receipt of the application record from PASS, the [Institution Name Here] Office of

Admissions will contact applicants via e-mail. Included in the message will be a link to a

Web page where the applicant indicates the degree program of interest. Many departments

within [Institution Name Here] offer more than one option for postdoctoral certificates and

degrees, and currently PASS does not include a means for applicants to select a degree

program within a department.

The Web link that is e-mailed to applicants also will direct applicants to an

application fee payment page. Applicants pay [Institution Name Here] application fee online

via credit card or debit card.

The application fee is $____ for U.S. citizens and permanent residents.

The application fee is $____ for non-U.S. citizens and nonpermanent U.S.

residents.

3. State your institutions’ policy regarding official transcripts.

http://dentalschool.bu.edu/bulletin/postdoc/app-pass.html

http://dentalschool.bu.edu/bulletin/postdoc/app-reqs.html



4. International applicants whose first language is not English must submit a recent

TOEFL score (less than two years old) directly to [Institution Name Here] Office of

Postdoctoral Admissions (instructions are available online at

http://dentalschool.bu.edu/bulletin/postdoc/app-reqs.html). All materials submitted

become part of the applicant file and cannot be returned.

Interviews: Following a review of completed applications and supporting

documents, the program will invite a limited number of applicants to visit the program for an

interview.

Evaluative interviews are a required part of the application process. Candidates

selected for an interview will be contacted directly by someone from the program. Please

note that an interview does not guarantee admission to the program and that [Institution

Name Here] requires the completion of the application before the review begins of the

applicant’s file. We recommend you complete your application file as early as possible.

The PASS Application: Detailed instructions on how to apply to a/an [Institution

Name Here] Postdoctoral Dental Program PASS (Postdoctoral Application Support

Service) and additional [Institution Name Here] application requirement:

If required by your institution, all applications for postdoctoral programs must be

submitted through PASS, the Postdoctoral Application Support Service run by ADEA.

PASS is a centralized application service for advanced dental education programs. PASS

simplifies the application process by providing one standardized format, relieving applicants

of the need to complete multiple applications.

Instructions for the general application procedures are on the PASS Web site at

www.adea.org/dental_education_pathways/pass/Pages/default.aspx.

Before starting the application process, carefully review the instructions on the

PASS Web site. PASS follows a standardized format and has specific requirements for

certain forms and documents.

The standard PASS application components include an essay, curriculum vitae,

dental school transcript(s), institution evaluation and professional evaluations.

http://dentalschool.bu.edu/bulletin/postdoc/app-reqs.html

http://www.adea.org/dental_education_pathways/pass/Pages/default.aspx


PASS Required Documents

In addition to the electronic application and the PASS processing fee, the following

materials should be submitted to PASS:

Curriculum vitae/resume (2 pages maximum, 8 ½” x 11”, white paper).

Professional evaluations (e-form or special paper format).

Official institution evaluation (e-form or special paper format).

Official dental school transcript (send one only; PASS will copy).

Explanation form (if the dental transcript or institution’s evaluation cannot be

obtained).

PASS

1400 K Street, N.W., Suite 1100B Washington, D.C. 20005-2403

Phone: 202-286-8123 or 800-353-2237 Fax: 202-286-8702

E-mail: [email protected] Web site: www.adea.org/pass

Explanations Regarding PASS Requirements Professional Evaluation Forms

PASS will forward up to three professional evaluations. PASS only processes special

PASS evaluation forms. Individual evaluation letters that are not completed on official

PASS professional evaluation forms may be mailed directly to [Institution Name Here]

Office of Postdoctoral Admissions, but will not be considered by PASS toward the

applicant’s completion of the PASS file. Unless the PASS file is complete, PASS will not

release it to the school.

Qualities to be Evaluated

Sometimes faculty members ask what characteristics they should consider when providing

an evaluation for an applicant. They may wish to comment on the applicant’s initiative,

adaptability, judgment, clinical skills, technical ability, professionalism, ethical character,




communication skills, compassion, intellectual ability, foundation of knowledge, and

commitment to area of specialization.

Institution Evaluation

The institution’s evaluation form is completed by the dean of the applicant’s dental school.

The form reports dental class ranking, GPA (if available), National Dental Board

Examination scores (NDBE) and an overall evaluation of the applicant.

School Transcripts

Indicate if you wish to receive undergraduate college transcripts in addition to dental school

and other postdoctoral transcripts. The requirements and procedure to transmit transcripts

vary among institutions, so indicate to prospective applicants if you will accept copies of

transcripts from PASS or if you require that official copies be sent directly to your

institution’s admission’s office.

Foreign Dental School Transcripts: International Applicants

Transcripts from foreign dental institutions must be translated and evaluated course-by-

course for U.S. equivalence. Transcript reports must be sent to [Institution Name Here]

Admissions directly by the service selected.

[Institution Name Here] requires a course-by-course academic transcript translation

and evaluation report prepared by Educational Credential Evaluators (ECE) Inc. or other

similar agency recognized by [Institution Name Here] for applicants whose dental education

was obtained outside the United States or Canada. The PASS course-by-course academic

report copy is sufficient for the application process.

[Institution Name Here] Office of Postdoctoral Admissions requires official original

ECE reports to be mailed to the school only for accepted candidates.

If you have questions, please contact the [Institution Name Here] Office of

Postdoctoral Admissions at [Insert Phone Number] or [Insert E-mail Address].


Additional [Institution Name Here] Requirements beyond Standard PASS Application

Requirements

Supporting documents and materials must be sent to PASS, with the exception of

certain materials as explained below (undergraduate transcripts, official NBDE scores, and

official TOEFL scores). Materials that cannot be submitted through PASS must be directed

to:

[Institution Name Here] Postdoctoral Admissions

Address Phone

Fax E-mail

Undergraduate transcripts must be submitted to [Insert E-mail Address].

Postdoctoral admissions.

National Board Dental Examination Score Reports must be submitted to

[Institution Name Here] Postdoctoral Admissions.

Requirements for International Applicants:

TOEFL score.

ECE course-by-course transcript translation and evaluation (the ECE report should

be submitted to PASS).

[Institution Name Here] Postdoctoral Admissions requires applicants to submit

undergraduate (pre-dental school) transcripts. The PASS application service will not collect

undergraduate transcripts. Official undergraduate academic transcripts must be sent

directly to [Institution Name Here] Postdoctoral Admissions by the University or College

Registrar.

National Board Dental Examination Scores

Applicant NBDE scores are reported in the PASS institutional evaluation for applicants who

received their dental education in the United States. [Institution Name Here] Postdoctoral


Admissions also requires official NBDE scores for applicants who are U.S. educated

dentists, U.S. citizens and permanent residents. U.S. applicants who have taken NBDE

Part I or Parts I and II should request their official score report to be sent to [Institution

Name Here] Postdoctoral Admissions. This is elucidated below in the Requirements for

International Applicants

Requirements for International Applicants:

TOEFL Score and English Language Requirements

International applicants must be proficient in the English language. Applicants whose first

language is not English must submit a recent TOEFL score (the TOEFL score must be no

more than two years old). The TOEFL score should be sent to PASS.

TOEFL score requirements:

85 or above on the internet-based TOEFL (iBT).

211 or above on the computer TOEFL.

550 or above on the written TOEFL examination.

Information about the TOEFL is available from:

Test of English as a Foreign Language P.O. Box 6155

Princeton, NJ 08541-6151 Phone: 606-771-7100

Fax: 606-771-7500 www.toefl.org

International Transcripts and Diplomas

International applicants must submit an ECE course-by-course evaluation of the dental

school transcript to PASS. [Institution Name Here] requires the use of ECE or Educational

Credential Evaluators Inc.

Educational Credential Evaluators Inc. P.O. Box 514070

Milwaukee, WI 53203-3470 Phone: 414-286-3400

http://www.toefl.org/

http://www.ece.org/


All applicants must submit dental school transcript information. [Institution Name

Here] also requires undergraduate, pre-dental transcripts. We understand some

international applicants have not participated in a predoctoral undergraduate program, and

therefore are not expected to submit a predoctoral undergraduate program transcript to

[Institution Name Here] Postdoctoral Admissions.

National Board Dental Examination Scores for International Students/Residents

International applicants who have taken the NBDE should submit official score reports.

Applicants who are U.S. citizens or permanent residents and those whose dental education

was obtained in the United States or Canada are expected to report the NBDE scores for

Part I and Part II at the time of application if they graduated from a dental school, or Part I

only if they are in their final year of study. International applicants to postdoctoral programs

who do not fit into the preceding categories and who have not taken the National Board

Dental Examination are not required to submit NBDE scores.

Accepted Postdoctoral Candidates: Requirements

Admissions decisions are communicated by the [Institution Name Here] Office of

Admissions. All offers of admission are contingent on maintenance of qualifications,

completion of requirements and submission of official documentation.

Materials Required of Admitted Candidates:

Candidates who are offered admission to a postdoctoral program at [Institution Name Here]

must confirm, in writing, their intention to enroll. An acceptance confirmation form is

included with the mailing from the Office of Admissions. Submission of a nonrefundable

tuition deposit is required for most programs.

Upon confirmation of acceptance of an offer of admission, and before matriculation,

accepted candidates must submit to the [Institution Name Here] Office of Admissions:

Official, original dental school transcript indicating conferred dental degree.

Official, original transcripts from prior postgraduate programs, if relevant.

Notarized copies of diplomas.

Official National Board Dental Examination scores (for U.S. educated dentists).


In addition to the documents indicated above, upon confirmation of acceptance of an

offer of admission, and before matriculation, internationally trained accepted candidates

must submit to the [Institution Name Here] Office of Admissions:

Official, original dental school transcripts sent directly from the dental school to

[Institution Name Here] Office of Admissions or notarized copies if originals cannot

be obtained.

Official, original course-by-course academic transcript translation and evaluation

report prepared by ECE (www.ece.org/), sent directly from ECE to [Institution Name

Here] Postdoctoral Admissions. (The acronym is specified above )

Official TOEFL score sent directly from the testing agency to [Institution Name Here]

Postdoctoral Admissions.

If you have questions, please contact the [Institution Name Here] Office of Postdoctoral

Admissions at [Insert Phone Number] or [Insert E-mail Address].

http://www.ece.org/


Appendix L. Admissions Process (Example B) This example is provided by the Loma Linda University School of Dentistry for its advanced

education programs.

Application and Admissions Process

Thank you for your interest in the Advanced Education Program in Prosthodontics at

[Institution Name Here]. Applicants are encouraged to review the program description on

the [School/College] of Dentistry’s Web site. Individuals who wish to apply for admission

should follow the instructions listed below. For additional assistance or questions, please

use the contact information provided.

Important Dates for Applicants:

Applications accepted as of: _________, each year

Application deadline: _________, each year

Program start date: July 1, each year

Program Contact Information:

Program phone number: [Insert Phone Number]

Fax number: [Insert Fax Number]

E-mail: [Insert E-mail Address]

Applicants may apply either directly to [Institution Name Here] or through PASS.

Direct Applicants: Applicants who wish to apply only to [Institution Name Here] are

encouraged to apply directly to the institution and pay the $___fee.*

PASS Applicants: Applicants who wish to apply to [Institution Name Here] through

PASS will receive e-mail notification when their application has been sent to the

program. They will then be asked to complete an abbreviated, secondary application and

pay the school’s application fee. **


*Direct Applicants: Official transcripts, National Board Dental Examination results,

other official test scores (such as TOEFL) and evaluations of international transcripts must

be sent from the school or testing agency directly to [Institution Name Here]. Documents

submitted by applicants are not considered official and cannot be accepted.

** PASS Applicants: PASS applicants must request official transcripts, National

Board Dental Examination results, other official test scores (such as TOEFL)

and evaluations of international transcripts be sent outside of PASS from the school or

testing agency directly to [Institution Name Here]. Documents submitted by applicants are

not considered official and cannot be accepted.

Letters of recommendation from the students/residents’ PASS application, as well as

the dean's evaluation can be used for the [Institution Name Here] secondary application.

Applications and supporting documents must be received by the published application

deadline in order to be considered.

Program Description: The advanced education program in prosthodontics is designed to

increase the knowledge base, clinical, and laboratory skills of the students/residents in all

areas of prosthodontics. In addition to conventional fixed and removable prosthodontics,

this program offers considerable experience in esthetic dentistry and implants

prosthodontics (to include surgical placement), an introduction to maxillofacial prosthetics,

and the diagnosis and treatment planning of patients with temporomandibular dysfunction

(TMD).

Comprehensive treatment planning seminars with the students/residents and faculty

of other graduate programs are designed to prepare the students/residents to interact with

and coordinate the treatment of patients requiring advanced prosthodontic treatment.

Two Master's Degree Tracks Now Available: [Institution Name Here] School/College of

Dentistry now offers two optional master's degree tracks for graduate students/residents in

the advanced education certificate programs.


Master of Science Degree Track: The Master of Science (MS) degree track can be

invaluable to students/residents who wish to pursue an academic career in clinical

dentistry, research and teaching. The didactic and clinical components of the certificate

program fulfill the academic requirements for the MS degree. Candidates admitted to the

Faculty of Graduate Studies (FGS) or the Graduate School [Institution to specify] must

conduct research, write a thesis and hold a public thesis defense. Students/residents have

__ years from the date of acceptance to complete the requirements for the MS

degree. This degree option is available for all advanced programs except Dental

Anesthesiology.

Applications for an MS degree should be submitted to the Office of ___________

and must be supported by the applicant's program director. Satisfactory completion of the

Graduate Record Examination (GRE) is required for FGS admission. Interested individuals

should consult the admissions criteria for the advanced education program to which they

are applying for more detailed information.

Master of Science in Dentistry Degree Track: Graduate students/residents may elect to

apply for the Master of Science in Dentistry (MSD) degree track from all the advanced

education programs, except Orthodontics and Dentofacial Orthopedics where the MS

degree is a program requirement.

The MSD degree track is intended to provide individuals with an advanced degree

widely recognized as having completed a dental specialty program. Applicants must be

recommended for admission to this degree track and subsequently approved by the

associate dean for Advanced Dental Education. The Graduate Record Examination (GRE)

is not required for admission to the MSD track. The MSD degree is awarded upon

successful completion of the certificate program and requires the submission of an

acceptable publishable paper in the format of a journal chosen by the program director.

The publishable paper must be submitted either during the program or within one year from

the program completion date. A public presentation of the research, much like a thesis

defense, is also required.


Graduates of the certificate, MS degree program and MSD degree program are

educationally qualified for certification by the American Board of Prosthodontics.

Application and Admission Process

Postdoctoral Application Support Service (PASS): The advanced education

program in prosthodontics participates in the PASS application service

(www.adea.org/pass) of the American Dental Education Association (ADEA) allowing

applicants to apply to multiple participating institutions using one standardized format.

Application Deadline: Applications for admission must be submitted by September

15 of the year prior to the summer of intended enrollment. All transcripts and supporting

documents must be submitted to Admissions Processing, [Institution Name Here], [Insert

Address] by the [Insert Month, Day] application deadline.

Electronic Application Submission: The application process must be completed

online and only applications with all the required supporting documents will be reviewed for

admission. Information about the online application can be found at

www.adea.org/dental_education_pathways/pass/Pages/default.aspx.

Advisory to Applicants: To ensure prompt posting of your required supporting

documents, complete your application before you request transcripts and test scores.

Invitation to Interview: All complete applications that meet the minimum

admissions requirements are reviewed (refer to Admissions Requirements below). The top

candidates are invited for an interview by a selection committee composed of department

faculty and outside faculty/administrators and chaired by the program director. A laboratory

practical and treatment planning evaluation are included in the evaluation process. The

candidates are ranked in two categories: 1) nominations for admission and 2) nominations

as alternates.

Admissions Decisions: The program director presents the list of nominations for

admission (with alternates) for discussion and approval by the graduate admissions

committee. The committee meets monthly, and candidates will be notified of a decision as

soon as possible.

Acceptance: Candidates offered acceptance are required to submit a

nonrefundable deposit check, of an amount established by each institution’s general


http://www.adea.org/dental_education_pathways/pass/Pages/default.aspx


graduate deposit amounts, to hold a place in the entering class. These funds will be applied

toward tuition and fees for the first quarter of study.

Background Check: Accepted students/residents must complete a background

check in order to register and begin the program. Additional information on this process can

be found in the institution’s catalog.

Health Clearance Information and CPR Training for Incoming Graduate

Students/Residents: All individuals accepted into an advanced education program must

receive a health clearance from Students/Residents Health Service before they are

permitted to start their program. A health clearance includes passing a PPD (tuberculosis),

Hepatitis B and MMR (measles, mumps and rubella) test. In addition, all incoming graduate

students/residents also must undergo health care provider CPR (cardiopulmonary

resuscitation) training and obtain certification prior to the start of their program.

Admissions Requirements

The following information and documentation are required for all applicants: [Insert

institution’s criteria here or refer the applicant to your institution’s Web site for additional

information.]

Transcript(s): Only official transcript(s) will be accepted. Transcripts for all pre-

dental and dental schools attended should be submitted by these institutions to the Office

of Admissions at [Institution Name Here] School of Dentistry. No hand-delivered transcripts

can be accepted. Applicants who have transcripts from non-U.S. and non-Canadian dental

schools must submit a translated course-by-course transcript report from one of the

following agencies:

Educational Credential Evaluators Inc. (ECE) 414-286-3400 (www.ece.org)

American Association of Collegiate Registrars and Admissions Officers (AACRAO)

202-263-6161 (www.aacrao.org/international/foreignedcred.cfm )

World Education Services (WES) 212-666-6311 (www.wes.org)

See International Transcript Information (www.llu.edu/apply/intltrans.html).

http://www.ece.org/

http://www.aacrao.org/international/foreignedcred.cfm

http://www.wes.org/

http://www.llu.edu/apply/intltrans.html


GPA and Class Rank: Applicants must have a cumulative grade point average

(GPA) of 3.0 or higher. Applicants should request the dean of their dental school to provide

a letter with their official GPA and class rank.

Graduate Record Examination (GRE): Satisfactory completion of the GRE is

required by the Faculty of Graduate Studies for admission to the Master of Science degree

track. The sum of the GRE verbal and quantitative percentile rankings must equal or

exceed that specific institution’s admission criteria for the GRE Examination. Furthermore,

neither the verbal nor quantitative score may be lower than the 35th percentile for that

section. In addition, only GRE test scores within the past five years will be accepted.

The GRE Writing Assessment score must equal or exceed 4.0. For information

regarding the GRE, test locations and test dates, please contact the Educational Testing

Services (ETS) at www.ets.org.

National Dental Board Examinations: Successful completion of the National

Dental Board Part I and Part II (if available) is required of U.S. and Canadian-trained

applicants. Part I must be submitted by the application deadline and Part II results are to be

submitted when available.

Foreign-Trained Dentists: These applicants should include official board

examination scores taken in their country. Have the results sent directly from the originator

to [Insert Office Here]. Applicants may not mail or personally deliver these documents.

Test of English as a Foreign Language (TOEFL): Foreign applicants whose first

language is not English must demonstrate proficiency in the English language as

evidenced by minimum TOEFL scores of:

550 - paper-based test.

211 - computer-based test.

80 - Internet-based test with a minimum of 18 on each section of reading,

listening, speaking and writing.

Letters of Recommendation: Three letters of recommendation from individuals

who have known and worked closely with the candidate are required in support of an

application.

http://www.ets.org/


Curriculum Vitae: Send your curriculum vitae directly to the Office of Advanced

Dental Education.

Photograph: Include a recent, passport-style photograph of yourself (optional, but

recommended). Send to [Insert Office Here].

Important Instructions for the Transmittal of Official Documents: All official

documents must be mailed from the issuing institutions. Applicants must not mail originals

or official copies of transcripts, GRE scores, National Dental Board scores and the actual

TOEFL scores.

An application is not considered complete until all required supporting documents

have been received. Only completed applications go to committee for consideration. This

policy holds true for all non-U.S. applicants, so please apply early.