UNLV School of Dental Medicine

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1 Annual Academic Assessment Report Cover Sheet Assessment reports are due the 1 st Wednesday after the Fall Term to: assessment@unlv.edu Program Information: Program Assessed Doctorate in Dental Medicine (DDM) Department Clinical Sciences and Biomedical Sciences School School of Dental Medicine (SDM Department Chair Drs. Wendy Woodall and Dr. Jeff Ebersole (interim chair) Assessment Dr. Marcia Ditmyer Coordinator Date Submitted December 20, 2017 Contact Person for This Report Name Dr. Marcia Ditmyer Phone marcia.ditmyer@unlv.edu Narrative: The employs a competency-based curriculum that reconfirms and emphasizes the importance of educational processes and goals for comprehensive patient care and encourage patient-centered approaches in teaching and oral health care delivery. In professional practice, critical thinking enables the dentist to recognize pertinent information, make appropriate decisions based on a deliberate and open-minded review of the available options, evaluate outcomes of diagnostic and therapeutic decisions, and assess his or her own performance, and thus is a major component to the curriculum. The explosion of scientific knowledge makes it impossible for students to comprehend and retain all the information necessary for a lifetime of practice. Therefore, the SDM curriculum is contemporary, appropriately complex, and encourages students to take responsibility for their learning by helping them learn how to learn. The interrelationship between the basic, behavioral, and clinical sciences is a conceptual cornerstone to clinical competence. Learning must occur in the context of real health care problems rather than within singular content-specific disciplines. SDM employs both a vertical and horizontal integrated curriculum to ensure that learning outcomes cut across traditional disciplines and correlate with the expected competencies of graduates. SDM conducts regular assessments of students learning throughout their educational experiences. Such assessments not only focus on whether the student has achieved the competencies necessary to advance professionally (summative assessment), but also assists learners in developing the knowledge, skills, attitudes, and values considered important at all stages of learning (formative assessment). The SDM environment emphasizes critical thinking and humanistic values essential for students to develop the capacity to self-assess. These principles create an environmental framework intended to foster educational quality and innovation in ways that are unique to the mission, strengths, and resources of SDM. In January 2017, reviewed and updated its strategic plan. Below details the vision, mission, values, and goals. VISION The provides world class oral health education while providing for the dental needs of Nevada residents. 1 P a g e

2 MISSION VALUES GOAL 1: PATIENT CARE AND SERVICE GOAL 2: EDUCATION GOAL 3: SCHOLARSHIP GOAL 4: PROFESSIONAL DEVELOPMENT GOAL 5: ALUMNI The will be a driving educational force toward improving the health of the citizens of Nevada through innovative programs of oral healthcare services to the community, integrated biomedical, behavioral, and clinical curricula, and research. Integrity, Leadership, Teamwork, Communication Provide excellence in patient-centered clinical care, patient education, and statewide community outreach programs fostering an environment where individual differences are valued, clear communication provided in all interactions, and cross-cultural relations recognized to meet unique needs of our patients. Maintain a progressive, evidence-based, and innovative curriculum integrating biomedical, behavioral, and clinical sciences to support student academic success to ensure oral health literate, competent, contemporary oral health care professionals. Provide an environment that fosters clinical and community engagement for the scholarship of faculty and students through interprofessional education experiences and research by developing mutual understanding of, and respect for, the contributions of various disciplines. Provide opportunities, resources, and support to assist faculty and staff in achieving excellence in teaching and learning, ethics, patient-centered care, and professional success. Engage and connect the University of Nevada, Las Vegas, School of Dental Medicine alumni in support of the school s vision, mission, values, and goals while creating sustainable lifelong relationships. RELATIONS Program Level Competencies (Student Learning Objectives [SLOs]): The intent of the SDM curriculum is to offer foundation subject matter concurrently with clinical instruction that complements the clinical setting and ensures achievement of clinical competency. In the current era of competency-based learning, educators have a unique opportunity to become more active participants in improving teaching and learning over all. All accredited dental schools must show proof of complying with their internal competencies, as well as the Commission on Dental Accreditation (CODA) standards. Therefore the learning outcomes include both SDM competencies and select CODA standards that revolve around student learning and the learning environment. These are aligned with all courses and clinical competency assessments for the purposes of measuring SLOs. Upon graduation, SDM students must be able to: 1. develop principles of ethical reasoning and professional responsibility as they pertain to the academic environment, patient care, practice management, and research. 2. demonstrate self-assessment, critical thinking, and problem-solving skills related to the comprehensive care of patients. 3. promote oral and systemic health of patients within private practice and within the community. 4. assess, diagnose, and perform treatment planning for individual patients of all ages. 5. treat or manage periodontal and peri-implant tissues. 6. restore defective teeth to form, function, and acceptable esthetics. 7. replace missing teeth to form, function, and acceptable esthetics. 8. treat or manage pulpal and periradicular disorders. 9. treat or manage oral mucosal, bone, and temporomandibular disorders. 10. perform uncomplicated oral hard and soft tissue surgical procedures. 11. diagnose and manage malocclusion and occlusal disorders. 12. treat or manage orofacial pain and anxiety. 2 P a g e

3 13. recognize, prevent, diagnose and treat or manage dental and medical emergencies encountered in dental practice. CODA-specific standards relative to educational environment and student learning are included in Table 1. Results and Recommendations: Overall, SDM met or exceeded the assessment goals. While students overall felt they had sufficient patient experiences, there were 4 areas that approximately 20% of the students felt where they should have more experiences. These included: Practice Admin., Implant Dentistry, Orthodontics, and Digital Dentistry. The goal is to decrease this percentage so that over 90% of students feel they have sufficient patient experiences in these areas. The area of Orthodontics has been of some concern. In , only 67% felt they received sufficient preparation in this area. While that has increased to over 75%, we still have not met the metric goal of over 90% for Orthodontics. It should also be noted that there were 3 additional areas where approximately 20% of the students felt they needed more time in. These included: Practice Administration, Implant Dentistry, and Digital Dentistry. All four areas are included in discussions with the curriculum committee and the 2018 Curriculum Taskforce. Currently. 50% of courses exhibit level 1 integration (within a discipline) and 2 integration (across disciplines), and 50% of courses exhibit level 3 (within and across disciplines) & 4 (within and across learners) integration. In addition, 100% of courses include foundation knowledge content. In 2017 exit survey, 95.8% students reported they were prepared and received sufficient patient experiences overall. >90% students reported that they had sufficient time devoted to patient evaluation. >95% students reported that they had sufficient time devoted to patient diagnosis and treatment planning. >94% students reported that they had sufficient time devoted to preventive practices and patient education. The Curriculum Committee and Office of Academic Affairs oversee the curriculum management plan. Currently, a complete review of the existing curriculum is being conducted by the Curriculum Committee. This comprehensive review is looking at all course numbers, names, descriptions, learning outcomes, and credit hours. This review began in Summer 2017 and will be completed by end of Spring Any inconsistencies or requested changes will be review and approved by the curriculum committee. This project is working in concert with the 2018 Curriculum Taskforce. This taskforce was designed to review and determine if any major changes need to be made the curriculum. This taskforce will be ongoing through Any major changes will be approved by SDM administration and faculty. Note: 2018 Curriculum Taskforce is currently performing a curriculum review that will roll out in Fall The impetus is the INBDE exam that is scheduled to roll out in P a g e

4 Unit Leader Approval Assistant Dean of Assessment and Instruction X By checking this box, I certify that I have read and reviewed this assessment document and that it meets the standards for both UNLV and the NWCCU. Name Dr. Marcia Ditmyer Phone marcia.ditmyer@unlv.edu Associate Dean for Academic Affairs X By checking this box, I certify that I have read and reviewed this assessment document and that it meets the standards for both UNLV and the NWCCU. Name Dr. William Davenport Phone william.davenport@unlv.edu Dean X By checking this box, I certify that I have read and reviewed this assessment document and that it meets the standards for both UNLV and the NWCCU. Name Dr. Karen West Phone karen.west@unlv.edu 4 P a g e

5 Table 1. Program Evaluation Results Area Measured INSTRUCTION In advance of each course or other unit of instruction, students must be provided written information about the goals and requirements of each course, the nature of the course content, the method(s) of evaluation to be used, and how grades and competency are determined. Briefly describe the instrument, sampling strategy, and how the results are collected Syllabi are reviewed by Office of Academic Affairs each semester to ensure compliance. SDM is currently transitioning to an online system where they can be accessed remotely. Pilot test occurred in fall Training will be made available to faculty in Spring/Summer Beginning in fall of 2018, the syllabi will be in the online system and faculty will be required to update them each semester. The benefit of the online system is that past syllabi will be archived and reports can be generated to see what changes were made and ensure better tracking. Course Directors will be required to conduct a self-assessment semester as well. Students will be provided remote access once the project is completed. During the transition period, word documents will continue to be maintained in the SDM SharePoint for students and faculty. SLOs assessed (list by #) CODA 2-1 and 2-2 Expected Measures (results that would indicate success) All syllabi to include a course description of content, goals, objectives, SDM competencies, CODA Standards, methods of evaluation, and required information sent by Office of Provost from UNLV main campus. Met Objective, 100% compliance If students do not meet the didactic, behavioral and/or clinical criteria as published and distributed, individual evaluations must be performed that lead to an appropriate decision in accordance with institutional due process policies. CURRICULUM MGT. The curriculum must include at least four academic years of instruction or its equivalent. Student progress committee meets twice each semester. They review the progress of all students. All documentation is maintained by the student progress committee and the Office of Academic Affairs. The SDM curriculum is designed on a trimester system. Years 1-3 are 42 weeks of instruction and Year 4 is 28 weeks of instruction. CODA 2-3 and 2-7 Names of students who do not meet the criteria are submitted to the Student Progress Committee by the Course Directors for review, evaluation, and appropriate recommendations. Met Objectives, 100% compliance 4-year curriculum. SDM academic instruction is 4,966 clock hours which translates into 4 academic years. (Minimum total clock hours=3,242; Maximum total clock hours=7,678 of all U.S. and Canadian Dental Schools). Met Objective 5 P a g e

6 Table 1. Program Evaluation Results - Continued Briefly describe the instrument, sampling Area Measured strategy, and how the results are collected CURRICULUM MGT. (Cont.) Curriculum Committee and Office of Academic The dental school must have a Affairs oversee the curriculum management plan. curriculum management plan that The Assistant Dean of Assessment and ensures: Instruction ensures ongoing systematic review of a. an ongoing curriculum review the curriculum. Currently, a complete review of and evaluation process which the existing curriculum is being conducted by the includes input from faculty, Curriculum Committee. This comprehensive students, administration and review is looking at all course numbers, names, other appropriate sources; descriptions, learning outcomes, and credit hours. b. evaluation of all courses with This review began in Summer 2017 and will be respect to the defined completed by end of Spring Any competencies of the school to inconsistencies or requested changes will be include student evaluation of review and approved by the curriculum instruction; committee. This project is working in concert c. elimination of unwarranted with the Curriculum 2018 taskforce. This repetition, outdated material, taskforce was designed to review and determine and unnecessary material; if any major changes need to be made the d. incorporation of emerging curriculum. This taskforce will be ongoing information and achievement of through Any major changes will be appropriate sequencing. approved by SDM administration and faculty. SLOs assessed (list by #) CODA 2-3 and 2-7 Expected Measures (results that would indicate success) SDM has a comprehensive plan that is reviewed and revised annually. The Office of Academic Affairs ensures continuous improvement of the curriculum with systematic reviews of the curriculum as outlined in the curriculum management plan. This objective is marked as met because the process is ongoing and very active at SDM. Met Objective COMPETENCY The stated goals of the dental education program must be focused on educational outcomes and define the competencies needed for graduation, including the preparation of graduates who possess the knowledge, skills and values to begin the practice of general dentistry. SDM Goal 2 states that SDM will maintain a progressive, evidence-based, and innovative curriculum integrating biomedical, behavioral, and clinical sciences to support student academic success to ensure oral health literate, competent, contemporary oral health care professionals. An Integrated National Board Dental Examination (INBDE) is being field tested, with implementation scheduled to begin in CODA 2-4, 2-5, and 2-8 SDM Program Goal #2: Education was revised in 2014, and reviewed and maintained in SDM has put together a taskforce to review the existing curriculum and determine any changes that may need to be made to ensure the curriculum is properly aligned and integrated, ensuring timely preparation of SDM students. Met Objective, Ongoing 6 P a g e

7 Table 1. Program Evaluation Results - Continued Briefly describe the instrument, sampling Area Measured strategy, and how the results are collected COMPETENCY Traditional measures such as multiple choice and The dental education program applied didactic exams, written and oral projects, must employ student evaluation presentations, etc. are used throughout the methods that measure its defined curriculum for didactic and clinical courses. competencies. In addition, SDM includes clinical competency assessment measures to assess application of any SDM competency. Successful completion of over 30 clinical competencies is required by all students prior to graduation. Some competency assessments are required. SLOs assessed (list by #) CODA 2-4, 2-5, and 2-8 Expected Measures (results that would indicate success) Table 2 details the clinical competency assessments used to determine student clinical competence. The competency assessments are reviewed annually and updated if necessary. Met Objective The dental school must ensure the availability of adequate patient experiences that afford all students the opportunity to achieve its stated competencies within a reasonable time. Senior Exit Surveys In 2017 exit survey, 95.8% students reported they were prepared and received sufficient patient experiences overall. >90% students reported that they had sufficient time devoted to patient evaluation. >95% students reported that they had sufficient time devoted to patient diagnosis and treatment planning. >94% students reported that they had sufficient time devoted to preventive practices and patient education. NOT MET Note: While, students overall felt they had sufficient patient experiences, there were 4 areas that approximately 20% of the students felt they needed more time in. These included: Practice Admin., Implant Dentistry, Orthodontics, and Digital Dentistry. 7 P a g e

8 Table 1. Program Evaluation Results - Continued Briefly describe the instrument, sampling Area Measured strategy, and how the results are collected COMPETENCY (Cont.) Results Clinical Competency Assessments; Each class should exhibit Foundational knowledge is assessed through both confidence and evidence of didactic assessments and clinical assessments. value added education through achievement of SDM competencies. INTEGRATION SLOs assessed (list by #) CODA 2-4, 2-5, and 2-8 Expected Measures (results that would indicate success) >85% of students felt that they were satisfied or very satisfied with their education with their dental education. 100% of all graduates successfully completed clinical competency assessments. Met Objectives Biomedical, behavioral and clinical science instruction must be integrated and of sufficient depth, scope, timeliness, quality and emphasis to ensure achievement of the curriculum s defined competencies. CRITICAL THINKING the use of critical thinking and problem-solving, including their use in the comprehensive care of 1. Review course syllabi and curriculum 2. Evaluation of all courses to determine where the ADEA Foundation Knowledge and Skills for New General Dentist 3. Course reports in biomedical sciences and behavioral sciences 4. Senior Exit Survey 5. Faculty, Staff, Student outcomes from annual retreat 1. Clinical competency assessment results regarding critical thinking 2. Grand Rounds course projects 3. Diagnosis and treatment planning activities CODA 2-6 SDM 2 & 4 CODA % of courses exhibit level 1 (within a discipline) and 2 (across disciplines) integration. 50% of courses exhibit level 3 (within and across disciplines) & 4 (within and across learners) integration. 100% courses include foundation knowledge content. >90% DS4 s upon graduation report that SDM provides them with components needed to progress to the DS4 s reported feeling they received all components necessary to progress to preclinical and clinical sciences. Met Objectives Note: 2018 Curriculum Taskforce is currently performing a curriculum review that will roll out in Fall The impetus is the INBDE exam that is scheduled to roll out in >80% of biomedical and behavioral studies courses require review and analysis of scientific literature. Met objective 8 P a g e

9 Table 1. Program Evaluation Results - Continued Area Measured CRITICAL THINKING (Cont.) patients, scientific inquiry and research methodology. LIFE-LONG LEARNING (SELF-ASSESSMENT) Graduates must demonstrate the ability to self-assess, including the development of professional competencies and the demonstration of professional values and capacities associated with self-directed, lifelong learning. ETHICS & PROFESSIONALISM the application of the principles of ethical decision making and professional responsibility BIOMEDICAL SCIENCES Biomedical science instruction in dental education must ensure an in-depth understanding of basic biological principles, consisting of a core of information on the fundamental structures, functions Briefly describe the instrument, sampling strategy, and how the results are collected 4. Individual student projects 5. Faculty, Staff, Student outcomes from annual retreat 1. Alumni Surveys 2. Clinical competency assessment results 3. Diagnosis and treatment planning activities 1. Competency Assessment results regarding professionalism 2. Ethics Course Competency Course components, including didactic 3. Course components, including didactic 1. Senior Exit Survey 2. Course Evaluations 3. Evaluation of Biomedical Sciences Foundation Knowledge in Clinical Courses 4. Student performance on clinical competencies and National Board Exams SLOs assessed (list by #) SDM 2 & 4 CODA 2-9 SDM 2 & 4 CODA 2-10 SDM 1 CODA 2-20 SDM 1, 2, 3, 4 CODA 2-11, 2-12, 2-13, 2-14, 2-15, and 2-16 Expected Measures (results that would indicate success) 100% of clinical competency evaluations will include problem solving and critical thinking skills. 100% of students demonstrate critical thinking on clinical competency assessments. Met objectives 90% of those responding feel confident they can obtain new knowledge that relates to their professional growth. 100% complete self-assessment on mock board examinations. 100% of clinical competency evaluations will include problem solving and critical thinking skills. Met objectives 100% of behavioral and clinical courses support professional competencies. 100% students pass ethics competency in Dental Ethics Course. Met objectivess >90% DS4 s upon graduation report their Biomedical Sciences education prepared them to progress into preclinical and clinical sciences. >90% DS4 s reported being prepared. Met objectives 9 P a g e

10 Table 1. Program Evaluation Results - Continued Area Measured BIOMEDICAL SCIENCES (Cont.) and interrelationships of the body systems. In-depth information on abnormal biological conditions must be provided to support a high level of understanding of the etiology, epidemiology, differential diagnosis, pathogenesis, prevention, treatment and prognosis of oral and oral-related disorders. the application of biomedical science knowledge in the delivery of patient care. the application of the fundamental principles of behavioral sciences as they pertain to patient-centered approaches for promoting, improving and maintaining oral health. managing a diverse patient population and have the interpersonal and comm. skills to function successfully in a multicultural work environment. Briefly describe the instrument, sampling strategy, and how the results are collected SLOs assessed (list by #) Expected Measures (results that would indicate success) >90% DS4 s upon graduation report feeling prepared for National Boards Part II in diagnosis and treatment planning and delivery of patient care. >90% pass the National Boards Part II the first time. 100% of students passed clinical competency assessments. Met objectives 10 P a g e

11 Table 1. Program Evaluation Results Continued Briefly describe the instrument, sampling Area Measured strategy, and how the results are collected PRACTICE MANAGEMENT SLOs assessed (list by #) Expected Measures (results that would indicate success) applying legal and regulatory concepts related to the provision and/or support of oral health care services. applying the basic principles and philosophies of practice management, models of oral health care delivery, and how to function successfully as the leader of the oral health care team. 1. Senior Exit Survey 2. Course Evaluations 3. Evaluation of Biomedical Sciences 4. Foundation Knowledge in Clinical Courses 5. Student performance on clinical competencies and National Board Exams SDM 1, 2, 3, 4, 13 CODA 2-17, 2-18, and 2-19 >90% DS4 s upon graduation report feeling prepared for National Boards Part II in the area of practice management. >90% pass the National Boards Part II the first time. Met Objective communicating and collaborating with other members of the health care team to facilitate the provision of health care. CLINICAL SCIENCES Graduates must be competent to access, critically appraise, apply, and communicate scientific and lay literature as it relates to providing evidence-based patient care. providing oral health care within the scope of general dentistry to patients in all stages of life. 1. Each student will achieve all SDM competencies within the 4 year academic period. 2. Student performance on clinical competencies and National Boards Exams 3. Clinical Licensing Exam (Regional Board Exam) results 4. Program Performance as evidenced by the competency assessments in the clinic and course work. These reviews are conducted by the team leaders, and course directors, and student progress committee. SDM 1 thru 13 CODA 2-21, 2-22, 2-23, and 2-25 >90% first-time pass rate on Dental Board Part I examination. >90% firsttime pass rate on Dental Board Part II examination. 100% of DS4students achieve competency within the 4 year academic program Met objective Table 3 details the community engagement and service learning activities students participate in at SDM. 11 P a g e

12 Table 1. Program Evaluation Results - Continued Area Measured CLINICAL SCIENCES (Cont.) At a minimum, graduates must be competent in providing oral health care within the scope of general dentistry, as defined by the school. SPECIAL NEEDS assessing the treatment needs of patients with special needs. SERVICE LEARNING Dental education programs must make available opportunities and encourage students to engage in service learning experiences and/or community-based learning experiences Briefly describe the instrument, sampling strategy, and how the results are collected 5. Evaluation of all service learning and community service experiences. SLOs assessed (list by #) Expected Measures (results that would indicate success) 12 P a g e

13 Table 2. Clinical Competency Assessments DS1 Competency Assessments CODA standard SDM competency Topics covered within clinical courses: Clinical Simple Prophylaxis, Comprehensive Exam Structures, Infection Control, and Radiology DS2 Competency Assessments CODA standard SDM competency Adult Prophylaxis/PM 2.6, 2.8, 2.16, 2.19, 2.20, 2.21, 2.24, 2-25 a, c, h 2, 3, 5 Radiographic Interpretation 2.6, 2.8, 2.20, 2.21,,2.24, 2-25a, b, n 2, 4, 11 Diagnostic Casts 2.6, 2.8, 2.20, 2.21, 2.24, 2.25 a, b, n 2, 4, 11 PRR/Class I 2.6, 2.8, 2.19, 2.20, 2.21, 2.24, 2-25 a, e, f 1, 2, 4, 6 DS3 Competency Assessments CODA standard SDM competency Class II Amalgam 2.6, 2.8, 2.19, 2.20, 2.21, 2.24, 2.25 a, e, f 1, 2, 4, 6 Scaling /Root Planning 2.6, 2.8, 2.16, 2.19,,2.20,,2.21, 2.24, 2.25 a, c, e, h 1, 2, 3, 4, 5, 12 Class III Composite 2.6, 2.8, 2. 19, 2.20, 2.21, 2.24, 2.25 a, e, f 1, 2, 4, 6 Class II Composite 2.6, 2.8, 2.19, 2.20, 2.21, 2.24, 2.25 a, e, f 1, 2, 4, 6 DS3/4 Competency CODA standard SDM competency Assessments PFM-FGC 2.6, 2.8, 2.19, 2.20, 2.21, 2.24, 2.25 a, b, d, e, f, m 1, 2, 4, 6, 11 Primary Tooth SSC 2.6, 2.8, 2.19, 2.20, 2.21, 2.24, 2.25 a, b, d, e, f, m 1, 2, 4, 6, 11 Initial Periodontal Therapy 2.6, 2.8, 2.19, 2.20, 2.21,2.24,2.25 a, b, c, e, h, n 1, 2, 4, 5, 12 Endodontics 2.6, 2.8, 2.19, 2.20, 2.21,2.24,2.25 a, b, d, e, i, l 1, 2, 4, 8, 13 Functional Analysis 2.6, 2.8, 2.19, 2.20, 2.21, 2.24, 2.25 a, b, d, e, I, l 1, 2, 4, 8, 13 Primary Tooth Pulpotomy 2.6, 2.8, 2.19, 2.20, 2.21, 2.24, 2.25 a, b, m 1, 4, 9, 11 Edentulous Patient 2.6, 2.8, 2.19, 2.20, 2.21, 2.24, 2.25 a, b, d, g, m 1, 2, 4, 7, 9, P a g e

14 Table 2. Clinical Competency Assessments - Continued DS3/4 Competency CODA standard SDM competency Assessment Growth and Development 2.6, 2.8, 2.16, 2.17, 2.19, 2.20, 2.21, 2.24, 2.25 a, b, c, d, j, m, n 1, 2, 3, 4, 5, 9, 11, 13 Pathology Consult 2.6, 2.8, 2.16, 2.20, 2.21, 2.24, 2.25 a, b, c, j, k 1, 2, 4 9, 10 Erupted Extraction 2.6, 2.8, 2.19, 2.20, 2.21, 2.24, 2.25 a, b, d, e, k 1, 2, 4, 9, 10, 13 Complex Extraction 2.6, 2.8, 2.19, 2.20, 2.21, 2.24, 2.25 a, b, d, e, k 1, 2, 4, 9, 10, 13 Pediatric Erupted Tooth 2.6, 2.8, 2.19, 2.20, 2.21, 2.24, 2.25 a, b, d, e, k, l 1, 2, 4, 9, 10, 13 Medical Emergency Mgt. 2.6, 2.8, 2.20, 2.21, , 4, 13 Dental Emergency 2.6, 2.8, 2.17, 2.19, 2.20, 2.21, 2.23, 2.25, 2.25 a, b, d, e, k, l 1, 2, 4, 8, 10, 13 Pediatric Dental Emergency 2.6, 2.8, 2.17, 2.19, 2.20, 2.21, 2.23, 2.25, 2.25 a, b, d, e, k, l 1, 2, 4, 8, 10, 13 Comp. Exam -Simple Case 2.6, 2.8, 2.16, 2.17, 2.19, 2.20, 2.21, 2.23, 2.24, 2.25 a, b, c, d, j, m, n 1, 2, 3, 4, 5, 9, 11, 13 Comp. Exam Complex Case 2.6, 2.8, 2.16, 2.17, 2.19, 2.20, 2.21, 2.23, 2.24, 2.25 a, b, c, d, j, m, 1, 2, 3, 4, 5, 9, 11, 13 n, 2.26 Fixed Partial Denture 2.6, 2.8, 2.19, 2.20, 2.21, 2.24, 2.25 a, b, d, e, g, m 1, 2, 4, 7, 11 Removable Partial Denture 2.6, 2.8, 2.19, 2.20, 2.21, 2.24, 2.25 a, b, d, g, m 1, 2 4, 7, 11 Pediatric Prophy 2.6, 2.8, 2.16, 2.19, 2.20, 2.21, 2.24, 2.25 a, c, e, h 1, 2, 3, 5, 12 Pediatric Direct Restoration 2.6, 2.8, 2.19, 2.20, 2.21, 2.24, 2.25 a e, f 1, 2, 4, 6 Team Management 2.6, 2.8, 2.16, 2.19, 2.20, 2.21, 2.22, 2.23, 2.24, 2.25 n 1, 2, 3, 4 Patient Behavioral Change 2.6, 2.8, 2.16, 2.17, 2.19, 2.20, 2.21, 2.24, 2.25 a, b, c, n 1, 2, 3, 4 Reevaluation Exam 2.6, 2.8, 5.19, 2.20, 2.21, 2.23, 2.24, 2.25 a, b, c, n 1, 2, 3, 4 14 P a g e

15 Table 3. Community Service and Service Learning Activities ( Academic Year) Table 3. Community Service and Service Learning Activities Name of the Program Number Patient Visits Number of Procedures Average Cost of Procedure Estimated Value Sgt. Ferrin Veterans Clinic* $ $76, Children s Clinic* $ $87, Huntridge Clinic* $ $12, AAWD Clinic* $ $ Community Service Work (schools, GKAS, etc.)* ,864 $34.45 $602, Total Pro Bono work $780, Total Cost of all Donated Hours of faculty, staff and students $72, SDM Dental Clinics Emergency Room/ Oral Surgery Fees** $262, Team 1 $285, Team 2 $301, Team 3 $277, Team 4 $193, SDM on Main $137, Endo Clinic $105, Total Saving to Nevada Citizens for Care as SDM $3,215, Total Community Services and Student Clinic Savings to Nevada Citizens 2017 to date $4,068, P a g e

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