The following is a schedule of the ADEA CCI programs offered at the 2011 ADEA Annual Session & Exhibition at the Manchester Grand Hyatt and San Diego Convention Center in San Diego, California.
Session resources require member login to access.
Indicates Scholarship of Teaching and Learning (SoTLfest) sessions. Attendees must attend one of the symposia and three other SoTLfest-designated programs to receive the certificate of recognition.
SATURDAY, MARCH 12, 2011
An Interprofessional Approach to Integrative Sciences Dental Curricula
Saturday, March 12, 2011
11:00 a.m. – noon
Section/SIG: Oral Biology
Audience: Appropriate for all
Dental education continues to be challenged by the need to impart clinical relevance during the teaching of biomedical sciences as well as the need to reinforce the applications of biological principles to clinical training and decision-making. Despite the advances made in modernizing the dental curriculum, there is a critical need to present dental students with information about emerging areas of research that will impact the practice of dentistry. Ideas will be presented for developing and introducing an integrative sciences curriculum early on in the predoctoral program that can be maintained throughout its duration. Different model approaches will be presented along with the feasibility and scope of utilizing interprofessional collaborations.
Paul H. Krebsbach, University of Michigan; Paul C. Dechow, Baylor College of Dentistry; Josie A. Beeley; Douglas J. Brothwell, University of Manitoba
CE Credit: 1
Learning Objectives:
- Define the role of integrative sciences in bridging the gaps between the traditional basic, applied, and clinical sciences.
- Examine specific applications of integrative sciences in two U.S. dental schools and compare/contrast to systems of instruction in schools abroad.
- Identify an integrative sciences curriculum that would provide a continuum of instruction for all four years of the D.D.S. program.
- Discuss the challenges and opportunities to transform D.D.S. curriculum through an interprofessional integrative sciences program.
A New Approach to Partnership in Education: Reserves, Veterans, and Your Dental School
Saturday, March 12, 2011
1:00 - 2:00 p.m.
Section/SIG: Community and Preventive Dentistry; Comprehensive Care and General Dentistry; Development, Alumni Affairs, and Public Relations
Audience: Appropriate for all
Collaboration between the armed forces and dental schools helps to meet the oral health needs of service personnel while providing an expansion of various educational experiences. Local National Guard troops deemed non-deployable due to their current dental condition and local veterans without dental coverage can be the first validated for eligibility. Student experience is expanded through cultural competency by practicing tailoring treatment decisions with delivery of approved care, developing ethical standards, and fostering patient commitment to a dental home. Patient surveys addressing resolution of chief complaint, timeliness, continuity of care, degree of empathy, and professionalism help assess educational outcomes. Project funding is acheived through collaboration among the school, local ADA societies, corporations, and contracted payment for area-specific armed forces active duty qualifying exams. Within one year, this model can provide over $100,000 of volunteer dental treatment for over 100 veterans in eight to 10 sessions, while accumulating over 1,000 hours of student service.
Wendy S. Woodall, John D. Ferrin, Christine C. Ancajas, Jeremy Manuele, and Rick B. Thiriot, University of Nevada, Las Vegas;
CE Credit: 1
Learning Objectives:
- Analyze expansion of oral health care delivery to a national, underserved population.
- Evaluate increasing student exposure to a population of diverse generations, ethnics, and culture.
- Recognizing the increase of student experience in tailored delivery of care.
- Define the application of effective business principles to self-sustained expansion of care.
SUNDAY, MARCH 13, 2011
Dentist-Physician Degree: An Education Model for Future Primary Care Practitioners
Sunday, March 13, 2011
1:00 - 2:00 p.m.
Section/SIG: Academic Affairs
Audience: Appropriate for all
The Dentist–Physician education model created to address the interprofessional delivery of health care is the foundation of the Nova Southeastern University College of Dental Medicine and College of Osteopathic Medicine collaborative D.O./D.M.D. program. The Case Western Reserve University School of Dental Medicine joint degree D.M.D./M.D. program offers a Dentist–Allopathic Physician model to address similar needs and goals. Institutions developing and providing such programs recognize several common issues: collaborative efforts among health care educators and other stakeholders; innovation; integration; challenging longstanding traditions; the burden of cost to students; actualization of the graduate to degree conferrals, licensure, and practice; and developing leaders of the future for active interprofessional provision of health care in a variety of settings. Developing the curriculum, the recruitment and admissions process, retention, early outcomes, and what institutions can learn from one another will be addressed by faculty and students.
Abby J. Brodie and Dominick P. DePaola, Nova Southeastern University; Jerold S. Goldberg, Case School of Dental Medicine; Hal R. Lippman and Bart Whitehead, Nova Southeastern University
CE Credit: 1
Learning Objectives:
- Recognize the challenges involved in creating, developing, implementing, and evaluating a new model of interprofessional education.
- Explore ways of collaborating with health care educational and practice colleagues.
- Summarize the role of the dual trained health care provider as a future leader in primary care and interprofessional health.
Pilot Program in Interdisciplinary Dental Education
Sunday, March 13, 2011
3:00 - 4:00 p.m.
Section/SIG: Educational Research, Development, and Curriculum; Comprehensive Care and General Dentistry; Community and Preventive Dentistry
Audience: Appropriate for all
A small group of dental students participated in a week-long interdisciplinary pilot program held by the University of Iowa. The program included other allied health professions such as physicians, physician assistants, nursing, pharmacy, dietetics and nutrition, physical therapy, and social work. The lecture topics and case studies used within the course will be reviewed and discussed for applicability to dental education. Evaluations of this multidisciplinary program, including dental student assessments and experiences, will be presented. The concepts of interdisciplinary education and the role of dentistry will be discussed, including the role of dentistry's position within the health care team.
Paula Weistroffer, University of Iowa
CE Credit: 1
Learning Objectives:
- Describe the concepts of interdisciplinary education.
- Diagram the role and responsibility of dentistry in the health care team.
- Summarize dental student participation and experience in an interdisciplinary course.
The Journal Club is Dead! Long Live the Evidence-based Decision Making Club!
Sunday, March 13, 2011
4:00 - 5:00 p.m.
Section/SIG: Educational Research, Development, and Curriculum; Comprehensive Care and General Dentistry; Scholarship of Teaching and Learning
Audience: Appropriate for all
Journal clubs have long been used in health care settings as a means of disseminating health care information. This program will explore the history and evolution of the typical journal club and examine whether this format is appropriate in today's world of evidence-based decision making (EBDM). Presenters will show that the traditional format is at odds with the process of EBDM. Participants can then convert their journal club into its natural modern iteration as an EBDM club, which provides a format allowing participation and "buy in" by clinical faculty in the dental school. If no journal club exists, the components necessary to start a club from scratch will be shown. Data will be presented from the literature representing journal club experiences from multiple institutions. This data will form the basis of suggestions for the format of a modern EBDM club.
Anderw B. Schenkel, New York University; Mary Brennan; Judith Haber and Joan A. Phelan, New York University
CE Credit: 1
Learning Objectives:
- Identify why a journal club is no longer an appropriate format for the dissemination of healthcare information.
- Describe the natural evolution of a journal club into an evidence-based decision making club.
- Apply the principles and practices of evidence-based decision making to replace the traditional journal club format.
- Integrate interprofessional collaborations to optimize the teaching and practice of evidence-based decision making.
- Design, develop, and implement an evidence-based decision making club from scratch.
Handout1 (PDF)
Handout2 (PDF)
Handout3 (PDF)
Higher Education President's Symposium Speakers: Dr. Mildred García, President, California State University, Dominguez Hills
March 13, 2011
5:00 p.m. – 6:00 p.m.
Creating change and innovative practices takes visionary leadership at all levels; administration, faculty, and students. Although challenges are always present strategic leadership has proven effective in fostering an environment that supports change and innovation. The results and lessons learned are instructive for all interested in being leaders of change in their own environment. This session will provide participants with an in–depth understanding of the progress and the process used to achieve major changes in dental education curriculum. The session will also provide an examination of fostering change and innovation through the lens of a university leader.
MONDAY, MARCH 14, 2011
Treatment Planning and Risk Assessment
Monday, March 14, 2011
11:00 a.m. - noon
Section/SIG: Comprehensive Care and General Dentistry; Oral Diagnosis and Oral Medicine; Graduate and Postgraduate Education
Audience: Appropriate for all
Treatment planning is a complex process involving an accurate assessment of a patient's dental needs and wants and then assembling the collected information from a thorough examination and review of systems into a plan of therapy. The Written Analysis Template was developed to help students collect, organize, and rank diagnostic data leading to the development of an appropriate treatment plan. The plan is based on patient need, time, and finances; dental student capability; and time constraints. It requires the student to assemble a detailed medical history, oral pathology, and a periodontal and caries risk assessment, and to list all problems, solutions, and alternatives. After discussion between faculty and patient, an actual sequenced working treatment plan is developed and used for future appointments. The student will phase and sequence the entire treatment plan and then determine the portion for which he or she will be held accountable.
Negar M. Nasseripour, Judith A. Jones, and Frederick O. Hains, Boston University Goldman School of Dental Medicine; George L. Keleher, Harvard School of Dental Medicine
CE Credit: 1
Learning Objectives:
- Identify, organize, and rank diagnostic data leading to the development of an appropriate treatment plan.
- Apply interdisciplinary approach incorporating risk assessment for appropriate treatment planning.
- Summarize medical history, oral pathology, periodontal and caries risk assessment, and list all the problems, solutions, and associated prognosis.
- Design a comprehensive working treatment plan based on patient needs, financial, and time constraints.
WEDNESDAY, MARCH 16, 2011
The Power of Interprofessional Education: Integrated Basic Science Case Studies
Wednesday, March 16, 2011
9:00 - 10:00 a.m.
Section/SIG: Anatomical Sciences; Biochemistry, Nutrition, and Microbiology; Physiology, Pharmacology, and Therapeutics
Audience: Appropriate for all
An integrated systems-based basic science curriculum supplemented with small-group case studies from a dental perspective provides predoctoral dental students with a valuable learning experience by translating basic science knowledge into more clinically relevant skills. Students benefit from the power of this curriculum where an interprofessional faculty team actively involves students in the evidence-based approach to medicine and dentistry, and helps students develop essential interpersonal, communication, and organizational skills as well as interprofessional, ethical, and humanistic values. A panel including basic science faculty, dental faculty, and a dental student will describe two years of experience and outcomes of this curriculum at a new dental school, and encourage discussion on all aspects of this innovative approach.
Allan Dovigi and David D. Rolf II, Midwestern University College of Dental Medicine
CE Credit: 1
Learning Objectives:
- Discuss the advantages and disadvantages of a traditional versus systems-based basic sciences curriculum, and the benefits of a case-based component.
- Explore a case-based and integrated basic science curriculum from a dental student, basic science faculty, and dental faculty perspectives.
- Design a systems and case-based basic science curriculum for your own institutions.