DMD Program Student Assessment Date: March 10, …...2016/03/10 · Course Title Number Director Semester (S1,2,3,etc ) Developmental biology and psychosocial issues over the life

DMD Program Student Assessment Date: March 10, 2016 Department/Division: Pediatric Dentistry Prepared by: Course Directors

Briefly describe the evaluation philosophy for the department.

The department’s evaluation philosophy has the goal of developing a general practitioner who is competent in providing basic oral health care to the pediatric patient at the appropriate level and to certify readiness to begin independent practice.

1. Didactic courses (Please list all didactic courses taught in your dept/division using one course per form. Please make additional copies of form as needed.)

Course Title Number Director Semester

(S1,2,3,etc ) Developmental biology and psychosocial issues over the life span DEN5210 Dr. Leda Mugayar 1

Grade Scale: A: 95%-100%, A-: 92%-95%, B+: 88%-92%, B-: 80%-84%, C+: 76%-80%, C: 70%-76%, E: 0-70%

Lowest Passing Grade

C+

Other grading issues Last taught Dates: 8/2015 – 12/2015 Class of 2019

# Failures_∅_ #Remediations_∅-_ # Final Failures_∅_

Briefly describe the evaluation philosophy for this course.

The evaluation strategies for this course are based on promoting learning and improving the students’ knowledge and understanding of the bio-development process and psychosocial issues over the life span.

Why was this grade scale selected for this course?

The grade/scale system on this course is similar to the grading system documented the UF college of Dentistry, Pre-doctoral Student Handbook.

Rationale for lowest passing grade.

No specific rationale other than what has been accepted up to now.

Challenges in student evaluation in this course.

The main challenge regards the clinical case where a diversity of facilitators evaluate different groups of students. Even though calibration amongst the facilitators is established, it seem quite difficult to have the exact same criteria being applied by each one of the facilitators to the different groups. However, I do not foresee it as an issue that would compromise the students’ evaluation. As for the Groups Presentations there are no major challenges since is based on attendance/participation/ final essay.

Future directions for assessment in the course?

N/A

Comments None

Course Title Number Director

Semester (S1,2,3,etc )

Fundamentals of Pediatric Dentistry DEN7452C Dr. Greg Jerrell 6 Grade Scale: A: 96%-100%, A-:91%-96%, B+:87%-91%, B: 82%-87%, B-: 78%-82%,

C+: 72%-78%, C: 69%-72%, E: 0%-69%

Lowest Passing Grade C+ Other grading issues Last taught Dates: 5/2015 – 8/2015 Class of 2017

# Failures_∅_ #Remediations_∅-_ # Final Failures_∅_ Briefly describe the evaluation philosophy for this course.

Encourage student learning by having daily quizzes; exams are module based and not cumulative; the lab component is comprehensive, fast-paced and close to ideal faculty-student ratio.


Chosen from previous years, based on what most courses in the college had been using when failing was below 70.


No specific rationale other than what has been accepted up to now.


The quizzes force the students to read pre-lecture material and to attend lectures (which has been very effective). Before the quizzes, attendance was much lower.


Seminars rather than lectures, where the students read assignments, watch video of recorded lectures, and then meet in small groups for seminars on a module basis. Faculty availability and facilitating of the seminars could be a problem due to schedule conflicts.

Comments N/A

2. Preclinical courses (Please list all preclinical courses taught in your dept/division using one course per form. Please make additional copies of form as needed.)


(S1,2,3,etc ) Fundamentals of Pediatric Dentistry DEN7452C Dr. Greg Jerrell 6 Grade Scale: A: 96%-100%, A-:91%-96%, B+:87%-91%, B: 82%-87%, B-: 78%-82%,

C+: 72%-78%, C: 69%-72%, E: 0%-69%

Lowest Passing Grade C+ Other grading issues Laboratory: Pass/Fail Last taught Dates:5/2015 – 8/2015 Class of 2017

# Failures__ ∅__#Remediations__∅__# Final Failures__∅__


To allow students to learn basic concepts of various primary tooth preparations and help them understand how the preparations are different from permanent teeth. 12/14 preparations and restorations for the day.


Evaluations for each preparation are on a pass/fail basis. The student will not advance to the next exercise until a passing grade is obtained.


This is a pass/fail course. If students fail to pass the lab, they will not be able to enter the clinic, until remediation is completed, and passed. (Which is very difficult to schedule).

Are there any other conditions required to pass this course? If so why?

N/A


Students seem to enjoy the lab each year, and it has been very successful and positive. We ask past residents and friends of the department (private practitioners), to facilitate, and are usually able to have a 1:4 faculty/student ratio. Time, is the biggest challenge, since we only have one day.


N/A

Comments N/A

3. Clinical courses (Please list all clinical courses taught in your

dept/division using one course per form. Please make additional copies of form as needed.)

Course Title

Number Director Semester (S1,2,3,etc )

Clinical Pediatric Dentistry DEN7825 Dr. Edna Perez 7 Grade Scale: A: 3.5-4, A-: 3.25-3.5, B+: 3.0-3.5, B: 2.75-3.0, B-: 2.5-2.75, C+: 2.25-2.5,

C: 2.0-2.25, E: 0-2.0

Lowest Passing Grade A- Other grading issues Last taught Dates: 8/2015-12/2015 Class of 2017

# Failures_∅_ #Remediations_∅_ # Final Failures_∅_


Our evaluation strategies promote learning with the goal of improving the student’s clinical performance. The grading system implemented is use as a tool to define their progress in order to communicate with the students about their learning process.


The grade scale/system on this course is similar to the grading system documented the UF College of Dentistry, Pre-doctoral Student Handbook: The grade point averages (GPA) are derived from the numerical equivalents of the letter grade with a slight variation in comparison to the UF grading scale mentioned on the Student Handbook.


About ¼ of the class received a grade of A-. Since this is the 1st rotation, the students (juniors that just started in clinics) usually select a simple procedure for the patient competency (e.g. sealant) which counts for 5% of the grade as well as a simulation competency (counts 5% of the grade). The productivity (RVUs) counts for 70% of the grade. There is a less grade of difficulty of this 1st pediatric rotation in comparison to following 2 rotations were the students are rising seniors and then seniors.

Do any students fail a clinical assessment due to ethics/ professionalism (infection control, patient management, evidence, culturally

sensitive communication)?

In general, we have NOT experienced that a student fails a clinical assessment due to ethics/professionalism. When a student demonstrates some variation in terms of ethics or professionalism is usually addressed with them directly by the faculty assigned to the rotation, but no further consequences in terms of failure has been necessary.

Is there patient availability for most students complete the clinical expectations for this course?

Yes, the faculty assigned to the clinical sessions and the lead dental assistant have the tasks of assuring that the students are able to complete the clinical expectations in every week rotation. In addition, the course director follows closely the progress of the student every week. All the students have been able to complete the requirements during their assigned rotation.


The RVUs on every student assigned to a full week rotation are manually normalized by our grade coordinator depending of the amount of patients available per week. This may be time consuming, but it is a reasonable method.

Competency assessments MUST be pass/fail. If they are not and/or you plan other changes, describe future directions for assessment in the course?

Competency assessments are pass/fail in this course.

Comments N/A


(S1,2,3,etc ) Clinical Pediatric Dentistry DEN7826 Dr. Edna Perez 8, 9, 10 Grade Scale: S: Satisfactory U: Unsatisfactory Lowest Passing Grade N/A Other grading issues Last taught Dates: 1/2015-12/2015 Class of 2016



Student evaluation is based upon attendance (Satisfactory/Unsatisfactory). Attendance and participation is mandated. Student are required to print out a log sheet posted in ECO which needs to be signed by the faculty supervising each session (four 1/2 day sessions). The student to are exposed to unique aspects of specialty dental care including:

Comprehensive treatment under general anesthesia Treatment of special health care adult patients Procedural sedation Infant oral health care


The main task of the students in this rotation is to shadow and to assist if possible in every session therefore the grade scale is based in their attendance.


N/A



N/A


YES. . With respect to the shadowing of procedural conscious sedations, if for some reason patient is not available, then they have the option to observe procedures on young pediatric patients (3-6 years old) or medically compromised.


There are no major challenges since is based on attendance/participation.

Competency assessments MUST be pass/fail. If they are

N/A

not and/or you plan other changes, describe future directions for assessment in the course?

Comments N/A


(S1,2,3,etc )

Clinical Pediatric Dentistry 3 DEN8827 Dr. Edna Perez 9 Grade Scale: A: 3.75-4.0, A-: 3.5-3.75, B+: 3.25-3.5, B: 3.0-3.25, B-: 2.75-3.0, C+: 2.5-2.75

C: 2.25-2.5, E: 0-2.25 Lowest Passing Grade B+ Other grading issues Last taught Dates: 5/2015-8/2015 Class of 2016







About ¼ of the class received a grade of B+. The productivity (RVUs) has a weight on the grade of 60%. This is the 2nd rotation and the students usually select a more invasive procedure for the patient competency (e.g. Class I restoration, extraction, etc.) which counts for 5% of the grade. There is a greater grade of difficulty on this 2nd pediatric rotation and the students need to complete 4 competencies in total (1 patient-based and 3 simulation-based). Therefore more differentiation on their grades is noted. The competencies count for 20% of the grade (5% each).



In general, we have NOT experienced that a student fails a clinical assessment due to ethics/professionalism. When a student demonstrates some variation in terms of ethics or professionalism is usually addressed with them directly by the faculty assigned to the rotation, but no further consequences in terms of failure has been necessary.


YES. The faculty assigned to the clinical sessions and the lead dental assistant have the tasks of assuring that the students are able to complete the clinical expectations in every week rotation. In addition, the course director follows closely the progress of the student every week. All the students have been able to complete the requirements during their assigned rotation.





Comments N/A


(S1,2,3,etc ) Clinical Pediatric Dentistry 4 DEN8828 Dr. Edna Perez 11 Grade Scale: A: 3.75-4.0, A-: 3.5-3.75, B+: 3.25-3.5, B: 3.0-3.25, B-: 2.75-3.0,

C+: 2.5-2.75, C: 2.25-2.5, E: 0-2.25 Lowest Passing Grade B+ Other grading issues Last taught Dates: 1/2015 – 4/2015 Class of 2015

# Failures_∅_ #Remediations _∅_ # Final Failures_∅_






About ¼ of the class received a grade of B+. The productivity (RVUs) has a weight on the grade of 55%. This is the 3rd rotation

and the students usually select an invasive procedure for the patient competency (e.g. Class II restoration, extraction, etc.) which counts for 5% of the grade as well as a local anesthesia and a patient’s examination competency (count for 5% each). There is a greater grade of difficulty on this rotation and the students need to complete 5 competencies in total (3 patient-based and 2 simulations). Therefore more differentiation on their grades is noted. The competencies count for 25% of the grade (5% each).



In general, we have not experienced that a student fails a clinical assessment due to ethics/professionalism. When a student demonstrates some variation in terms of ethics or professionalism is usually addressed with them directly by the faculty assigned to the rotation, but no further consequences in terms of failure has been necessary.


The faculty assigned to the clinical sessions and the lead dental assistant have the tasks of assuring that the students are able to complete the clinical expectations in every week rotation. In addition, the course director follows closely the progress of the student every week. All the students have been able to complete the requirements during their assigned rotation.





Comments N/A

DEN 7452C Fundamentals of Pediatric Dentistry

Curriculum Committee Presentation

Department of Pediatric Dentistry • Mission of the Department Pre-doctoral level

To graduate a general dental practitioner who is academically and clinically competent in providing basic dental care to school age children and adolescents.

In addition, we encourage our graduates to be socially responsible and pro-active leaders in their communities, promoting access to care to unprivileged patients.

7452C Course Goals

– To provide basic principles and foundation knowledge related to pediatric dentistry.

– To assist the undergraduate dental student in providing comprehensive oral health care for children.

7452C Course Format

– 36 hours of didactic instruction – 7 hours of preclinical laboratory instruction – 3 written evaluations – 4 modules:

• Assessment / Examination of Children • Prevention of Oral Disease in Children • Behavior Management of Children • Restorative Procedures for Children

7452C Lectures

– Lecture-based Presentations – PPT presentations – Daily Quiz

Assigned Readings

• Textbook – Casamassimo et al., 5th Ed. Pediatric Dentistry Infancy Through Adolescence

• Course Packet – Syllabus - ECO – Clinic forms – Articles and Chapters

7452C Evaluation – Daily quiz (15 out of 17) * 10% – Exam I (modules 1 & 2) 30% – Exam II (module 3) 30% – Exam III (module 4) 30% – Laboratory Exercises P/F

(July 31 from 8:30 to 11:30 AM & 1 to 5 PM) *Each quiz; 10 questions mainly from the readings

Competency Questions

• Exams 1 & 2 – Ethics – Informed Consent – Treatment Planning

• Remediation following exam 2

Preclinical Lab • Procedures

– Amalgam restorations (Class I & II) – Resin restorations

• Conventional restoration • Modified slot preparations

– Stainless Steel Crowns – Pulpotomy – Anterior restorations

• Class III & V • Strip Crown • Nu Smile Crown

Dr. Edna Pérez University of Florida

Department of Pediatric Dentistry [email protected]

1) DEN7825L - Fall 3DN - 8 half days

2) DEN7826L - Spring 3DN/ Summer 4DN Graduate Pediatric Dentistry - 4 half days

3) DEN8827L – Summer 4DN - 8 half days

4) DEN8828L – Spring 4DN - 8 half days

To develop a general practitioner who is

competent in providing basic oral health care to the pediatric patient at the appropriate level and to certify readiness to begin independent practice.

1. Patient procedure ◦ Choice of: Sealant Class I or Class II Composite Anterior Composite Extraction

2. Simulated Class II Amalgam Preparation and Restoration on tooth K(MO)

Axium and Paper Forms need to be completed

Students are paired up and a digital case is giving during the 1st day of rotation

Friday AM, Students present their cases to the faculty moderating the seminar

Criticism is provided, but no grading!

Reading materials in ECO: AAPD Guidelines and a Treatment Planning Chapter

The student is exposed to unique aspects of specialty dental care including:

Procedural sedation - Clinic

Special health care need adult patients- Tacachale

Oral rehabilitation under GA – Shands’ Surgical Center

Infant oral health care - Clinic Grade - PASS/Fail Based on attendance/participation

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=0ahUKEwi52MiDw57LAhUDtYMKHcb-CHgQjRwIBw&url=http://www.slideshare.net/Al-lehyani/hospitlization&psig=AFQjCNG-a5OxvONCvTWBa5boKeN1LTABLg&ust=1456888508486219

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiNsf6IxJ7LAhWmgYMKHfyYDh4QjRwIBw&url=http://www.colgate.com/en/us/oc/oral-health/life-stages/infant-oral-care/article/sw-281474979303134&psig=AFQjCNEc3mgn1dtm7-e6ZN-H5_SjD5_VDQ&ust=1456888745502877

Choice of: ◦ Sealant ◦ Class I or II Amalgam or Composite ◦ Anterior Composite ◦ Pulp Therapy ◦ Stainless Steel Crown ◦ Extraction

Procedure not evaluated on a prior rotation

1. Modified Class II on tooth L (DO) ◦ Preparation + Restoration with Composite

2. Pulpotomy on tooth K ◦ Access and Coronal Pulp Excision

3. Stainless Steel Crown on tooth K ◦ Preparation and Crown Adaptation

Students are given articles to read Friday AM, a clinical interactive seminar is run

by the faculty moderator Criticism is provided, but no grading!

Reading materials in ECO

1. New Patient or Recall Exam

2. Administration of Local Anesthesia

3. Choice of:

◦ Class I or II Amalgam or Composite ◦ Anterior Composite ◦ Pulp Therapy ◦ Stainless Steel Crown ◦ Extraction

Procedure not evaluated on a prior rotation

Sample Competency Forms

Class III Composite on tooth F (MF) ◦ Preparation + Restoration

Composite Resin Strip Crown on tooth E ◦ Preparation + Crown Form Adaptation

Only 3 attempts permitted (Simulation or

Patient Competency)

Grade is adjusted to one lower score than the one earned for every failure to pass a competency

Quiz is administered at the end of the Session (Pass/Fail Grading)

Failure to Pass the Quiz ◦ One remediation is given the same day of the

Seminar. ◦ If unable to pass the 2nd time, the student has to

attend another Friday Seminar and retake the test.

Thank you!

Empathy

Patience

Listen

Page 1 of 2 Pages

Appendix A College of Dentistry Curriculum Committee Syllabus Evaluation Form Course number __DEN 8019__Course title: Interdisciplinary Service Learning IV

Faculty reviewer: Fields, Hardeman, Dilbone, Nair Date: 1/2016_______________ Criteria

Evident Not

Evident Educational Goals and Objectives Is the educational goal consistent with the overall educational philosophy and

stated in relation to the college’s competency document? Are the educational goals and objectives clearly stated? Are the course objectives and content thorough and appropriate for predoctoral

students? Does the course provide learning experiences for students to achieve the course

goals, objectives and development of competency? Comments:

XXXX

XXXX

XXXX

XXXX

Teaching Methods Do the teaching methods support active learning, evidence-based practice, multidisciplinary integration, and the development of critical thinking skills or reflective judgment?

How many hours has the course decreased scheduled lecture hours in the past three years?

Comments: There are no lecture hours associated with this course.

XXX

X XXXX XXXX

0

XX

Course Content: Does the course incorporate emerging information? Does the course content have excessive overlap with other courses in the

curriculum such that time could be used in other ways? Comments: Emerging information question is not applicable.

XX

X

XXXX

Page 2 of 2 Pages

Methods of Evaluation Are students evaluated based on the objectives, and are these evaluations a fair

measure of student achievement in the course? What are the methods of evaluation? (e.g. written exams (mcq, short answer,

essay), practical exams (psychomotor), oral, standardized patients, OSCE, reflection papers and others)?

Competency Reflection Paper in the 4th year. reflection paper at the end of S11 reflection paper and completion of service hours Reflection paper Do students conduct self-evaluation? Is the grading criteria clear? Does the syllabus describe how remediation would be accomplished if the

student does not pass a test or the course overall? Comments:

XXX

XXX XXXX

XX

X

XX

Readings and Assignments: Are course readings and assignments thorough and appropriate? Comments: N/A

XXX

Criteria Yes No Timing/Sequencing: Is the course scheduled at the appropriate time in the

curriculum? Comments:

XXXX

Credit Hours Does credit assignment for the course reflect the instructional hours for the

course? Does the credit assignment for the course reflect appropriate weight within the

curriculum? Comments:

XXXX

XXXX

Summary: Strengths of the course Allows students to work in the community for the betterment of the public. It also gives them a great opportunity to help those in need. The course is designed to make the student competent in inter-professional education and provides opportunity to develop skills for cultural sensitivity. Summary: Weaknesses of the course Remediation policy not in place Recommendations (continue on separate sheet, if necessary)

Page 1 of 2 Pages

Appendix A College of Dentistry Curriculum Committee Syllabus Evaluation Form Course number __DEN 8263__Course title: Adv. Oral Medicine and Clinical Pharm.

Faculty reviewer: Fields, Hardeman, Dilbone, Nair Date: 1/2016_______________ Criteria

Evident Not




goals, objectives and development of competency? Comments: Small group seminars and opportunities for learning. This looks like an excellent course. This is a perfect method to reinforce the foundational principles in the first two years while integrating the clinical experience of the third and fourth year. Well documented goals and objectives

XXXX

XXXX

XXXX

XXXX



Comments:

XXXX XXXX XXXX XXXX

0,0


curriculum such that time could be used in other ways? Comments: It appears to mesh nicely with earlier courses in pharmacology and oral medicine

XXXX

XXXX

Page 2 of 2 Pages


measure of student achievement in the course? What are the methods of evaluation? (e.g. written exams (mcq, short answer, essay), practical exams (psychomotor), oral, standardized patients, OSCE, reflection papers and others)? Written exams and competency presentation evaluation short answer, multiple choice, T/F, and short essay test items. written exam and case presentation Case presentation, exams, participation in seminars Do students conduct self-evaluation? Is the grading criteria clear? Does the syllabus describe how remediation would be accomplished if the

student does not pass a test or the course overall? Comments: Self assessment quizzes allow for personal evaluation. The placement of the course remediation information is in the middle of the evaluation information. This should be moved to the end of that section. Self evaluation is not described in the course

XXXX

XX XXXX

XXXX

XX

Readings and Assignments: Are course readings and assignments thorough and appropriate? Comments: Texts if they are the most current version would be adequate. A site like uptodate.com is excellent for having access to the most current information

XXXX


curriculum? Comments: The course is built on foundation courses offered in the sophomore year.

XXXX



curriculum? Comments: It looks like a lot of work for one credit hour.

XXX

XXX

X

X

Summary: Strengths of the course Small group seminars based upon the 7 study assignments appears to be a good way for students to gain the most information and do it with critical thinking. This looks like an excellent course! Well documented course that utilizes active learning strategies with incorporation of evidence based knowledge. Summary: Weaknesses of the course none Student self assessment should be a part of the course. Recommendations (continue on separate sheet, if necessary) Utilizing an online site like uptodate.com for current information. This site has information that ranges from drugs to current recommendations for treatment.

Page 1 of 2 Pages

Appendix A College of Dentistry Curriculum Committee Syllabus Evaluation Form Course number __DEN 8352__Course title: Adv. Differential Diagnosis

Faculty reviewer: Culp, Stewart, Steinberg, Patel __ Date: 1/2016_______________ Criteria

Evident Not




goals, objectives and development of competency? Comments:

XXXX

XXXX

XXXX

XXXX



Comments: No active learning mentioned Cannot be determined from the syllabus.

XX XX XX

XXX 0

XX X X


curriculum such that time could be used in other ways? Comments: Active learning may occur during case discussion. Evidence based data included in slides. All presenters are oral pathologists, but cases are interdisciplinary. Cases and competency required critical thinking. One lecture included self-assessment via Turning Point.

XX

X

X

XXX

Page 2 of 2 Pages




2 exams of 90 min (80%), 8 quizzes (20%). A portion of the written final examination is a competency assessment. Exam (MC, T/F, matching, clinical situations) Do students conduct self-evaluation? Is the grading criteria clear? Does the syllabus describe how remediation would be accomplished if the

student does not pass a test or the course overall? Comments:

XXXX

XX XXXX

XXXX

XX

Readings and Assignments: Are course readings and assignments thorough and appropriate? Comments: Cannot be determined from the syllabus if the readings are thorough and appropriate.

XX X


curriculum? Comments: Assists students with Board preparation as well.

XXXX



curriculum? Comments: Instructional hours are not mentioned in the syallabus.

XXX

XXX

X

X

Summary: Strengths of the course A well constructed course, but highly focused on general oral pathologies and their differential diagnosis treatment strategies. Important course in development of students' ability to recognize lesions and appreciate management strategies. Uses real life scenarios. Summary: Weaknesses of the course Recommendations (continue on separate sheet, if necessary) During semester 9 students also take DEN8352 (Advanced Oral Medicine) and DEN8303 (Advanced Rad. Interp.). Consideration should be given to combining three courses into one and to integrate the material through presentation of moderate to complex cases, some that may be refactory to initial treatment modality. Try in include more clinical observation opportunities.

Page 1 of 3 Pages

Appendix A College of Dentistry Curriculum Committee Syllabus Evaluation Form Course number __DEN 8423__Course title: Perio in Gen. Practice

Faculty reviewer: Culp, Stewart, Steinberg, Patel __ Date: 1/2016_______________ Criteria

Evident Not




goals, objectives and development of competency? Comments: "Flip classroom" - review material from recorded lectures and email questions to instructor. There was no media-site recordings for first four lectures on implantology and surgical procedures.

XXXX

XXXX

XXXX

XXX

X



Comments: It remains an 8 meeting/lecture course, but is given in the style of a flipped classroom. Students review recorded lectures and submit questions prior to class meetings. Active learning may occur during case discussions No active learning. Cannot be determined from the syllabus.

XX

XXX XXX XXX 0, 0

XX


curriculum such that time could be used in other ways? Comments: Potential overlap with DEN7411C (Overview Implant Den) should be explored.

XXXX

X

XXX

Page 2 of 3 Pages




A single examination composed of a case-based essay. Students are to document patient case managment including patient assessment, periodontal diagnosis, prognosis of dentition and complete treatment planning with supportive care recommendations. Evaluation consists of a written essay case-based exam case based essay Do students conduct self-evaluation? Is the grading criteria clear? Does the syllabus describe how remediation would be accomplished if the

student does not pass a test or the course overall? Comments: Do not see remediation mentioned. Grading criteria - Is there a rubric for the case-based essay? It is unclear, but one final exam may constitute the total course grade. only states to refer to the “Administrative Practices” tab on ECO

XXX

X XXX XX

XXX X

XX

Readings and Assignments: Are course readings and assignments thorough and appropriate? Comments: A text recommended, but no required reading material is mentioned. Cannot be determined if the readings and assignments are thorough and appropriate.

XX X


curriculum? Comments: May consider giving a semester or two earlier.

XXXX



curriculum? Comments: Uncertain of weight within the curriculum Instructional hours not mentioned

XXX

XXX

X

X

Page 3 of 3 Pages

Summary: Strengths of the course Objective of the course is to provide the student with a comprehensive approach to the practice of periodontics as a general practitioner, stressing inter- and multidisciplinary treatment of complex cases. However, it is unclear how much overlap there is with other courses. If not, I wonder whether sufficient times is given to the topics covered and also whether a single exam is sufficient to assess students retention and integration of the material. Summary: Weaknesses of the course Recommendations (continue on separate sheet, if necessary) More clarity regarding evaluation might be helpful.

Documents

DMD Program Student Assessment Date: March 10, …...2016/03/10 · Course Title Number Director Semester (S1,2,3,etc ) Developmental biology and psychosocial issues over the life