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ACP Program Directors Meeting May 11-12, 2007
Chicago O’Hare Renaissance Hotel
Sponsored by the ACP Education Foundation
Resource Book Table of Contents
A. Attendee List B. Travel reimbursement Form C. Agenda D. List of Programs and Program Directors E. Technology Summit Information F. Summit Final Report G. Prosthodontist Pay Rank H. Reframing Prosthodontics Editorial I. Current CODA Standards for Prosthodontics 2006 J. Competency at the Advance Program Level
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K. Proposed Standard 4 L. CODA Validity and Reliability Study Report M. Wright Analysis of CODA Validity and Reliability Study N. March 23, 2007 Schneid Email O. March 28, 2007 Knoernschild Response P. ACP Task Force Progress Reports Q. Advancing Prosthodontics – ACP and ACPEF Highlights 2006 R. ACP May 2007 Technology Survey S. ACP 2006 Program Directors Survey T. ASDA 2007 Programs Survey U. Dr. Sukotjo Student Survey Pt. 1 V. Dr. Sukotjo Student Survey Pt. 2 W. ACP Academic Alliance Membership Information X. ACP Academic Alliance Membership Application Y. ACP Member Benefits Update Z. ACP Membership Application AA. ACPEF Student Dues Sponsorship BB. ACP Student Membership Application CC. ACP 2007 Annual Session Schedule of Events
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May 11-12, 2007 Program Director Meeting Attendees, Chicago
Program Directors *Program Representative
Alabama Dr. Lillie Mitchell*
University of Alabama School of Dentistry 1001 31st St. South Birmingham, AL 35205 Phone: (205) 918-0034 [email protected]
California Dr. Mathew Kattadiyil Interim Director Loma Linda University School of Dentistry Rm 1165 11092 Anderson St Prince Hall Laverne, CA 91750 Phone: 909-558-7692 [email protected] Dr. Winston Chee
University of Southern California School of Dentistry University Park MC0641 Los Angeles, CA 90089-0641 Phone: 213-740-1529 Fax: 213-740-6778 [email protected]
Dr. Frederick C. Finzen
University of California, San Fransisco School of Dentistry Department of Restorative Dentistry 707 Pranassus Avenue Box 0758 San Francisco, CA 94143 Phone: 415-476-1982 Fax: 415-476-0858 [email protected]
Dr. Eleni Roumanas University of California at Los Angeles School of Dentistry Center for Health Science Room 53-038 10833 Le Conte Avenue Los Angeles, CA 90095-1668 Phone: 310-794-9858 [email protected] Dr. Frank Brajevic*
Veteran Affairs Medical Center/West LA 712 Via Del Monte Palos Verdes Estates, CA 90274 Phone: 310-268-3776 [email protected]
Connecticut Dr. John R. Agar
University of Connecticut Health Center School of Dentistry Department of Prosthodontics and Operative Dentistry 263 Farmington Avenue Farmington, CT 06030-1615 Phone: 860-679-2649 Fax: 860-679-1370 [email protected]
Florida Dr. Chiu-Jen Hsu*
NOVA Southeastern University College of Dental Medicine 3200 S. University Drive Ft. Lauderdale, FL 33328-2018 Phone: (954) 262-7341 [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 Fax: 352-846-2889
Georgia Dr. Steven K. Nelson
Medical College of Georgia School of Dentistry 1120 15th Street Augusta, GA 30912-1250 Phone: 706-721-2261 Fax: 706-721-8349 [email protected]
Col. Richard Windhorn* US Army DENTAC Bldg 320 TINGAY Dental Clinic Fort Gordon, GA 30905 Phone: 706-787-5530 [email protected]
Illinois Dr. Kent L. Knoernschild
University of Illinois Chicago College of Dentistry Dept. of Restorative Dentisty (MC555) Suite 102 801 S. Paulina Chicago, IL 60612-7212 Phone: 312-413-1181 Fax: 312-996-3535 [email protected]
Indiana Dr. Carl J. Andres Indiana University School of Dentistry 1121 West Michigan Street Indianapolis, IN 46202 Phone: 317-274-5569 Fax: 317-274-9544 [email protected] Dr. John Levon Indiana University School of Dentistry 1121 West Michigan Street
Indianapolis, IN 46202 [email protected]
Iowa Dr. Dennis J. Weir
University of Iowa College of Dentistry 418 Dent. Science Bldg. South Iowa City, IA 52242-1001 Phone: 319-335-7280 Fax: 319-353-4278 [email protected]
Louisiana Dr. J. L. Hochstedler
Louisiana State University School of Dentistry 8000 GSRI Road Building, 3110 Baton Rouge, LA 70820 Phone: 504- 619-8528 Fax: 504-670-2721 [email protected]
Maryland Dr. Capt. John A. VanDercreek
Naval Postgraduate Dental School National Naval Dental Center Prosthodontic Deparment 8901 Wisconsin Ave Bethesda, MD 20889-1845 Phone: 301-295-4001 Fax: 301-295-5767 [email protected]
Dr. Carl Driscoll University of Maryland College of Dental Surgery 666 W. Baltimore Avenue Room 4-A11 Baltimore, MD 21201 Phone: 410-706-7047 Fax: 410-706-3028 [email protected]
Massachusetts Dr. Steven M. Morgano
Boston University Goldman School Of Dental Medicine Division of Postdoctoral Prosthodontics 100 E. Newton Street Room G219 Boston, MA 02118 Phone: 617-638-5429 Fax: 617-638-5434 [email protected]
Dr. Robert Wright
Harvard University School of Dental Medicine 188 Longwood Avenue Boston, MA 02115 Phone: 617-432-4252 [email protected]
Minnesota Dr. Steven Eckert
Mayo Graduate School of Medicine 200 1st Street SW Rochester, MN 55901 [email protected]
May 11-12, 2007 Program Director Meeting Attendees, Chicago
Program Directors *Program Representative
Dr. James R. Holtan
University of Minnesota School of Dentistry Room 15-209 Moos Tower Restorative Sciences 515 Delaware St., SE Minneapolis, MN 55455 Phone: 612-624-6644 Fax: 612-626-2655 [email protected]
New Jersey Dr. Robert J. Flinton
University of Medicine and Dentistry New Jersey Dental School 110 Bergen Street, Room B815 Newark, NJ 07103-2400 Phone: 973-972-4615 Fax: 973-972-0370 [email protected]
New York
Dr. Kenneth Schweitzer
Montefiore Medical Center Dental Department 500 East 77th Street New York, NY 10021 [email protected]
Dr. Farhad Vahidi
New York University College of Dentistry Department of Prosthodontics Clinic 5 W 345 East 24th Street New York, NY 10010 Phone: (212) 998-9964 [email protected]
Dr. Edward A. Jr. Monaco
University of New York at Buffalo School of Dental Medicine Medical Squire Hall 222E 325 Squire Hall 3435 Main Street Buffalo, NY 14214 Phone: 716-829-2862 Fax: 716-829-2440 [email protected]
Dr. Charles Oster* University of Rochester Eastman Dental Department 625 Elmwood Avenue Rochester, NY 14620 Phone: 585-275-1129 [email protected]
Dr. David Silken
New York Medical Center of Queens Deaprtment of Post-Graduate Prosthodontics Department of Dental Medicine 174-11 Horace Harding Expressway Fresh Meadows, NY 11365 Phone: 718-670-1701 [email protected]
Dr. Edward A. Jr. Monaco
University of New York at Buffalo School of Dental Medicine Medical Squire Hall 222E 325 Squire Hall 3435 Main Street Buffalo, NY 14214 Phone: 716-829-2862 Fax: 716-829-2440 [email protected]
North Carolina Dr. Lyndon Cooper
University of North Carolina School of Dentistry 404 Brauer Hall, CB #7450 Chapel Hill, NC 27599-7540 Phone: 919-966-2712 Fax: 919-966-3821 [email protected]
Ohio Dr. Ernest Svensson
Ohio State University College of Dentistry Box 191 Postle Hall P.O. Box 182357 Columbus, OH 43218-2357 Phone: 614-292-0880 [email protected]
Puerto Rico Dr. Maria A. Loza Herrero University of Puerto Rico Department of Restorative Sciences Office B-142 P.O. Box 365067 San Juan, PR 00936-5067 Phone: (787) 758-2525, 1150 [email protected]
Texas Dr. William A. Nagy
Baylor College of Dentistry Texas A&M Health Science Center 3302 Gaston Ave Dallas, TX 75246 Phone: (214) 828-8298 Fax: (214) 874-4544 [email protected]
Dr. Robert L. Engelmeier UTHSC - Houston Dental Branch Dental School Graduate Prosthodontics 6516 M.D. Anderson Avenue P.O. Box 20068 Houston, TX 77030 Phone: 713-500-4165 Fax: 713-500-4353 [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. Ronald Verrett*
University of Texas Health Science Cntr San Antonio Dental School Dept. Of Prosthodontics 7703 Floyd Curl Drive San Antonio, TX 78229-3900 Phone: 210-567-6460 Fax: 210-567-6376 [email protected]
Dr. Thomas R. Schneid USAF Medical Center 59th Dental Squadron/MRDP Air Force Prosthodontics Residency Lackland AFB 2450 Pepperell Street Lackland AFB, TX 78236 Phone: 210-292-3838 Fax: 210-292-5193 [email protected]
Dr. Rhonda F. Jacob The University of Texas M.D. Anderson Cancer Center Dept. of Head & Neck Surgery 1515 Holcombe Blvd, Unit 441, Houston, TX 77030 Phone: (713) 792-6917 [email protected]
Washington DC Dr. Richard J Leupold
Assistant Chief, Dental Service Prosthodontics Residency Program Director VAMC Washington (Dental 160) 50 Irving St., NW Washington, DC 20422 Phone: 202- 745-8000 ext 5720 Fax: 202- 745-8402 [email protected]
Wisconsin Dr. Gerald J. Ziebert
Marquette University School of Dentistry PO Box 1881 Milwaukee, WI 53201-1881 Phone: (414) 288-5555 Fax: (414) 288-5752 [email protected]
American College of Prosthodontists 211 E Chicago Ave, Ste.1000
Chicago, Illinois 60611 312-573-1260
312-573-1257 fax
REIMBURSEMENT/EXPENSE VOUCHER
Name: Title: Date: May 10-12, 2007 Committee/Activity: Program Director Meeting
Item Date Amount Description
Airfare
Airfare
Hotel
Meals
Mileage
Transportation
Parking
Other
Total Signature Date Please attach all receipts and return with this form within 2 weeks of the meeting/event.
AGENDA
ACP Program Directors Meeting May 11-12, 2007
Chicago O’Hare Renaissance Hotel
Sponsored by the ACP Education Foundation
Thursday, May 10, 2007 Arrival and Dinner on Your Own Friday, May 11, 2007 7:00-8:00 AM Breakfast, Registration, and Voting Eligibility Confirmation 8:00-8:30 AM Welcome and Program Goals Dr. Stephen Campbell, ACP President, and ACPEF Director 8:30-8:45 AM Standards Review Objectives, Discussion and Voting Ground Rules, and Resource Materials Overview Dr. Kent Knoernschild, Moderator 8:45-10:00 AM Round I Standards Discussion and Official Voting Dr. Kent Knoernschild, Moderator 10:00-10:15 AM Break
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10:15 AM 12:00 PM Round II Standards Discussion and Official Voting 12:00-1:30 PM Lunch 1:30-3:15 PM Round III Standards Discussion and Official Voting 3:15-3:30 PM Break 3:30-5:00 PM Round IV Standards Discussion and Official Voting 5:00-5:30 PM –Next Steps Adjourn (Note: If more time is needed to complete the discussions and voting, we will continue on May 12 as necessary.) 6:00-6:30 PM Reception 6:30-8:30 PM Dinner Saturday, May 12, 2007 7:30-8:00 AM Breakfast 8:00-8:05 AM Today’s Agenda and Goals Dr. Knoernschild, Moderator 8:05-9:00 AM ACP and ACPEF Strategic Initiatives and Future Plans Update Dr. Campbell 9:00-9:30 AM Small Group Discussions-Where should we go with our programs? (Each group appoints a recorder and a reporter; discuss topics such as the Technology Survey results, support from ACP, increasing enrollment, increasing the quality of students, educational resources including online image library and other online resources,
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faculty and program director mentoring and recruitment, other common issues and concerns from the floor.) 9:30-10:00 AM Group Reports-Participants select 5 topics (chose 5 because we will have 5 tables of 8) for next discussion 10:00-10:15 AM Break 10:15-11:00 AM Small Group Discussions-Each group is assigned one of the 5 topics and identify the barriers and how they can be overcome. 11:00-11:30 AM Group Reports 11:30 AM-12:00 PM Wrap Up 12:00 Noon Adjourn
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PROGRAM DIRECTORS Alabama Dr. Michael S. McCracken
University of Alabama School of Dentistry SDB 537 1919 7th Ave South Birmingham, AL 35294-0007 Phone: (205) 934-4540 [email protected]
California Dr. Mathew Kattadiyil Interim Director Loma Linda University School of Dentistry Rm 1165 11092 Anderson St Prince Hall Laverne, CA 91750 Phone: 909-558-7692 [email protected] Dr. Winston Chee
University of Southern California School of Dentistry University Park MC0641 Los Angeles, CA 90089-0641 Phone: 213-740-1529 Fax: 213-740-6778 [email protected]
Dr. Frederick C. Finzen
University of California, San Fransisco School of Dentistry Department of Restorative Dentistry 707 Pranassus Avenue Box 0758 San Francisco, CA 94143 Phone: 415-476-1982 Fax: 415-476-0858 [email protected]
Dr. Eleni Roumanas University of California at Los Angeles School of Dentistry Center for Health Science Room 53-038 10833 Le Conte Avenue 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 Fax: 310-268-3941 [email protected]
Connecticut Dr. John R. Agar
University of Connecticut Health Center School of Dentistry Department of Prosthodontics and Operative Dentistry 263 Farmington Avenue Farmington, CT 06030-1615 Phone: 860-679-2649 Fax: 860-679-1370 [email protected]
Florida Dr. R. Bruce Miller
NOVA Southeastern University College of Dental Medicine 3200 S. University Drive Ft. Lauderdale, FL 33328-2018 Phone: (954) 262-4345 Fax: (954) 262-1782
[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 Fax: 352-846-2889
Georgia Dr. Steven K. Nelson
Medical College of Georgia School of Dentistry 1120 15th Street Augusta, GA 30912-1250 Phone: 706-721-2261 Fax: 706-721-8349 [email protected]
Dr. Peter Gronet US Army DENTAC Bldg 320 TINGAY Dental Clinic Fort Gordon, GA 30905 Phone: 706-787-5134 Fax: 706-787-5519 [email protected]
Illinois Dr. Kent L. Knoernschild
University of Illinois Chicago College of Dentistry Dept. of Restorative Dentisty (MC555) Suite 102 801 S. Paulina Chicago, IL 60612-7212 Phone: 312-413-1181 Fax: 312-996-3535 [email protected]
Indiana Dr. Carl J. Andres Indiana University School of Dentistry 1121 West Michigan Street Indianapolis, IN 46202 Phone: 317-274-5569 Fax: 317-274-9544 [email protected] Iowa Dr. Dennis J. Weir
University of Iowa College of Dentistry 418 Dent. Science Bldg. South Iowa City, IA 52242-1001 Phone: 319-335-7280 Fax: 319-353-4278 [email protected]
Louisiana Dr. J. L. Hochstedler
Louisiana State University School of Dentistry 8000 GSRI Road Building, 3110 Baton Rouge, LA 70820 Phone: 504- 619-8528 Fax: 504-670-2721 [email protected]
Maryland Dr. Capt. John A. VanDercreek
Naval Postgraduate Dental School National Naval Dental Center Prosthodontic Deparment 8901 Wisconsin Ave Bethesda, MD 20889-1845 Phone: 301-295-4001 Fax: 301-295-5767 [email protected]
Dr. Carl Driscoll University of Maryland College of Dental Surgery 666 W. Baltimore Avenue Room 4-A11 Baltimore, MD 21201 Phone: 410-706-7047 Fax: 410-706-3028 [email protected]
Massachusetts Dr. Steven M. Morgano
Boston University Goldman School Of Dental Medicine Division of Postdoctoral Prosthodontics 100 E. Newton Street Room G219 Boston, MA 02118 Phone: 617-638-5429 Fax: 617-638-5434 [email protected]
Dr. Robert Wright
Harvard University School of Dental Medicine 188 Longwood Avenue Boston, MA 02115 Phone: 617-432-4252 [email protected]
Dr. Hiroshi Hirayama
Tufts University School Of Dental Medicine One Kneeland Street Boston, MA 02111 Phone: 617-636-6598 Fax: 617-636-0469 [email protected]
Michigan Dr. Michael Razzoog
University of Michigan School of Dentistry 1011 North University Avenue Ann Arbor, MI 48109 Phone: 734-763-5280 Fax: 734-763-3453 [email protected]
Dr. Rami Jandali
Veterans Affairs Medical Cntr – Detroit John D. Dingell Centr 4646 John R. Street Detroit, MI 48201 Phone: 313-576-4747 Fax: 313-576-1025 [email protected]
Minnesota Dr. James R. Holtan
University of Minnesota School of Dentistry Room 15-209 Moos Tower Restorative Sciences 515 Delaware St., SE Minneapolis, MN 55455 Phone: 612-624-6644 Fax: 612-626-2655 [email protected]
Dr. Steven Eckert
Mayo Graduate School of Medicine 200 1st Street SW Rochester, MN 55901 [email protected]
New Jersey Dr. Robert J. Flinton
University of Medicine and Dentistry New Jersey Dental School 110 Bergen Street, Room B815 Newark, NJ 07103-2400 Phone: 973-972-4615 Fax: 973-972-0370 [email protected]
New York Dr. Kunal Lal
Columbia University School of Dentistry 630 West 168th Street PH 7-E Room 119 New York, NY 10032 Phone: 212-305-5679 Fax: 212-305-8493 [email protected]
Dr. Alan B. Sheiner Montefiore Medical Center Dental Department 111 East 210th Street Bronx, NY 10467 Phone: 718-920-5996 Fax: 718-515-5419 [email protected]
Dr. David Silken
New York Medical Center of Queens Deaprtment 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 5 W 345 East 24th Street New York, NY 10010 Phone: (212) 998-9964 [email protected]
Dr. Edward A. Jr. Monaco
University of New York at Buffalo School of Dental Medicine Medical Squire Hall 222E 325 Squire Hall 3435 Main Street Buffalo, NY 14214 Phone: 716-829-2862 Fax: 716-829-2440 [email protected]
Dr. Carlo Ercoli University of Rochester Eastman Dental Department 625 Elmwood Avenue Rochester, NY 14620 Phone: 716-275-5043 Fax: 716- 244-8772 [email protected]
Dr. Robert Schulman Veterans Affairs Medical Center New York 423 East 23rd Street New York, NY 10010 Phone: (914) 948-7177 Fax: (914) 289-1731 [email protected] North Carolina Dr. Lyndon Cooper
University of North Carolina School of Dentistry 404 Brauer Hall, CB #7450 Chapel Hill, NC 27599-7540 Phone: 919-966-2712 Fax: 919-966-3821 [email protected]
Ohio Dr. Ernest Svensson
Ohio State University College of Dentistry Box 191 Postle Hall P.O. Box 182357 Columbus, OH 43218-2357 Phone: 614-292-0880 Fax: 614-292-9422
Pennsylvania Dr. Donald J. Pipko University of Pittsburgh School of Dental Medicine
3500 5th Ave Ste 308 Pittsburgh, PA 15213-3316 Phone: (412) 682-1100 Fax: (412) 648-8850 [email protected]
Puerto Rico Dr. Maria A. Loza Herrero Associate Professor University of Puerto Rico Department of Restorative Sciences Office B-142 P.O. Box 365067 San Juan, PR 00936-5067 Phone: (787) 758-2525, 1150 [email protected] Tennessee Dr. David Cagna
University of Tennessee, Memphis 875 Union Avenue Memphis, TN 38163 Phone: 901-448-6930 Fax: 901-448-7104 [email protected]
Texas Dr. William A. Nagy
Baylor College of Dentistry Texas A&M Health Science Center 3302 Gaston Ave Dallas, TX 75246 Phone: (214) 828-8298 Fax: (214) 874-4544 [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. Robert L. Engelmeier UTHSC - Houston Dental Branch Dental School Graduate Prosthodontics 6516 M.D. Anderson Avenue P.O. Box 20068 Houston, TX 77030 Phone: 713-500-4165 Fax: 713-500-4353 [email protected]
Dr. Robert J. Cronin University of Texas Health Science Cntr San Antonio Dental School Dept. Of Prosthodontics 7703 Floyd Curl Drive San Antonio, TX 78284 Phone: 210-567-6460 Fax: 210-567-6376 [email protected]
Dr. Thomas R. Schneid USAF Medical Center 59th Dental Squadron/MRDP Air Force Prosthodontics Residency Lackland AFB 2450 Pepperell Street Lackland AFB, TX 78236 Phone: 210-292-3838 Fax: 210-292-5193 [email protected]
Washington
Dr. Ariel J. Raigrodski
University of Washington School of Dentistry Dept. of Restorative Dentistry Box 357456, D-780 HSB Seattle, WA 98195 Phone: 206-543-5948 Fax: 206-543-5923 [email protected]
Washington DC Dr. Richard J Leupold
Assistant Chief, Dental Service Prosthodontics Residency Program Director VAMC Washington (Dental 160) 50 Irving St., NW Washington, DC 20422 Phone: 202- 745-8000 ext 5720 Fax: 202- 745-8402 [email protected]
West Virginia Dr. Mark Richards
West Virginia University School of Dentistry Dept. 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 PO Box 1881 Milwaukee, WI 53201-1881 Phone: (414) 288-5555 Fax: (414) 288-5752 [email protected]
Technology and Prosthodontics Dr. Thomas McGarry Dr. Stephen Campbell In a book by Christensen called the Innovators Dilemma, he describes two type of technologies-disruptive or sustaining. Disruptive technologies can completely reorder the environment. Sustaining technologies enhance current procedures or environment. This is a great framework with which to consider the future technological changes as well as any type of change. An example of a sustaining technology would be the change to PVS impression materials or a new type of porcelain powder. These changes enhance the existing environment. Disruptive technologies change the environment. Simple examples would be the difference between digital cameras and film based cameras. Though the user needs very little difference in procedures and their expected outcome is the same, digital is a disruptive technology as it has completely reordered the business environment for camera companies. Another example would be the difference between manual typewriters and computers/word processing. These disruptive types of technologies have and will continue at an even faster pace than before. This type of rapid change environment is perfect for a nimble fast moving change of direction for those people able to release prior commitments and ideas. It allows the small groups to overcome the inherent advantages of the “established” companies or organizations. The playing field is flat or even in favor of the “new” player since it is much easier to change direction and the cost of change is much less. Prosthodontics can capitalize on a perceived weakness of being small and change our small size into a huge market advantage as we can institute change much quicker. One of the issues is that traditionally Prosthodontics has been the biggest “stick in the mud” about change. We have consistently held to the idea that what we have done previously is the best. Certainly a gold crown has many advantages compared to an all porcelain type restoration. However, the market/patients do not accept this value proposition. Clinging to old technology can relegate s group to obsolescence. Remember the fate of the mechanical watchmakers or typewriter manufacturers. This same technological shift in dentistry is introducing similar pressures on Prosthodontics and the other dental specialties. The dilemma for clinicians is that the earliest iterations of new technologies are usually flawed so adoption can be slow with the idea of protecting the patient. Timing is everything and the key piece is to know when to make the move. Prosthodontics can no longer afford the luxury of sitting back and just trying to improve technologies once they are “widely” accepted. Prosthodontics must get in the game sooner and on a routine basis become the “beta” testers so our value to the corporate community is much greater and our visibility in the profession is much higher. Being the best with old technology is not a winning position. In the past several years Prosthodontics has begun to establish itself as a “knowledge-based” specialty and not just a “skill” based specialty. This change will be the key foundation in our ability to prosper. It will require everyone in the specialty to be on board. As a knowledge-based specialty, adoption of new technology is a natural extension of our commitment to patient care and not to skill-based bravado. Our commitment to diagnosis first and then to procedural proficiency will enable us to be early adopters of technology without fear of clinical failures being associated with lack of skill.
The increasing rapidity of technological advances is being fueled by the tremendous corporate investments in the dental field. Most of these new technologies are just transfers of information from other fields. The external forces being applied by corporate investment is tremendous. Nobelbiocare is a great example. Large holding companies are acquiring dental companies not because of an inherent interest in patient care but as a business opportunity to be exploited. A return on investment is the bottom line. The marketing push will be on sales with the patient outcome a secondary goal. These pressures will be difficult for the profession to manage but to ignore the potential will be fatal. These companies will marshal every possible resource to be successful financially. The drive to make dentists “procedurally” competent to increase sales is well demonstrated in the implant field. Very little investment has been made to make the dentist “diagnostically” competent since this can not be correlated to sales other than long term. The drive for “procedural competence” has now spread to the specialty community with Endodontists beginning to place implants based on the theory of “procedure substitution” rather than being part of their diagnostic skill set. Both Periodontists and Oral Surgeons are constructing and placing temporary fixed and removable restorations without diagnostic knowledge but only a procedural competency at best. Implant dentistry has stimulated an “anarchy of procedural competence” with the only qualification being procedural competence. Dentistry is becoming a free for all procedurally. General dentists with the increase in elective procedures are being driven by dental manufacturers to expand their clinical portfolio based on procedure competence and not diagnostic competence or proficiency. The key to all these changes is that TECHONOLOGY enables everyone to achieve clinical procedural competence far quicker than ever before. Technology is narrowing the “skills” gap between the general dentist and the specialist but is NOT reducing the diagnosis/knowledge/education gap. The proficiency of the specialist is the marriage of procedural competence and diagnostic knowledge. If this is the environment in dentistry today, then what are the technologies that Prosthodontists can utilize to maintain identity and separation from the other specialties, as well as general dentists? Which of these technologies are disruptive or sustaining? Is there a difference in perspective between GP’s and Prosthodontists on what is a disruptive or a sustaining technology? Will technology cause a collapse of the traditional specialty structure of dentistry because of procedural overlap? Will technology create the opportunity for different clinical delivery models for dental care? Can the specialty of Prosthodontics be the leader in both clinical delivery models and technology adoption? Challenge How do we position Prosthodontics as the group to lead the use and innovation of new technologies in the educational, practice and research environments? How do we promote the integration of new technologies into the educational and patient care programs. Vision Prosthodontics will lead the use and innovation of new technologies to improve the quality of life
Prosthodontics will promote the integration of new technologies into the educational and patient care programs.
TECHNOLOGIES CAD-CAM - office applications - Cerec, D4D, etc - laboratory applications – Lava, etc - personnel issues - education levels of staff - material choices Clinical Microscopy and Magnification Robotics Educational Patient care Laboratory Imaging Radiography -in office volumetric radiography -interactive computer software – Simplant, etc Clinical Dentistry - intraoral impressions - cast duplication - restoration fabricaion - custom dental implants, abutments and restorations - guided implant surgery Occlusion Analysis e.g., T-Scan, Cadiax Electronic Shade Matching Lasers - Soft and Hard Tissue Same Day Implant Placement and Restoration Bioactive Materials for Bone Replacement Nano Technology Genetics Information Management Systems Participant Charges 1. Evaluate each of the technologies and categorize them as disruptive or sustaining and consider why. 2. Which if any could Prosthodontics use to “leap-frog” into leadership positions 3. Will there be a specialty of Periodontics as we know it in 10 years? Will Endodontics survive as a
specialty?
ACP Leadership Summit Consensus Statements and Recommendations Top Priorities June 12, 2006
Core Consensus Statements #A. There is an urgent need to transform and grow the field of prosthodontics within the next ten years. #B. The numbers of prosthodontists and advanced training programs need to grow. #C Technology, science, and research will be driving forces in this transformational growth. #D The culture of prosthodontics needs to change to leading the specialties in restorative, esthetic, and
reconstructive dentistry. #E. Increase patient advocacy efforts. Recommendations Workforce: The expanded prosthodontic workforce will support growth and innovation in practice, education, and research. Recommendation #1 -Increase numbers of trained prosthodontists 14 votes Increase the number of trained prosthodontists to more than 4000 in next five years; 550 total enrollment - (first year enrollment of 200, graduate 175) - Need case statement and value add as to why to grow programs for Deans
• Get six of schools to offer new programs • Increase size of existing programs; start with 2-6 programs • Create pathways for other specialties and international graduates • Increase the number and quality of applicants • Increase number of program directors and faculty • Use educational technologies in training • Explore potential alliances and collaborations with other specialties
. Recommendation #2 -Grow ACP membership 7 votes
• Create academic/non-prosthodontist membership category • Offer all trained prosthodontists and student membership in ACP immediately • Offer Pre-Doc memberships/category • Convert 200+ ABP certified non-members to members; convert the 800+ prosthodontists non-
members to members • Collaborate and partner with FORUM organization and members in advocacy efforts to increase
public and professional recognition of the specialty. • Broaden customer base-i.e. general dentists.
Science &Technology: Prosthodontics will lead the use and innovation of new science & technologies to improve the quality of life and the position of the specialty, promote the integration of new technologies into educational, research, and patient care programs, and lead the generation of new knowledge. Recommendation # 4 -Be at the forefront of technology as inventors, beta testers, and early adopters. 8 votes
• Anticipate disruptive and embrace sustaining technologies, ie, anti-caries, bioengineered tooth replacement, rapid prototyping, diagnostic engineering, master diagnostician and treatment plans, etc
• Step outside the model of conservatism • Create a S&T section on ACP web site and ACP Messenger • Lead the field in application and education on care and practice • Convene new technology conferences • Increase collaboration with industry partners
Recommendations #5 -Increase prosthodontic competency in science and technology through Centers of Excellence 6 votes
• Create Centers for Excellence to train future investigators and to share • Foster collaboration among Centers of Excellence • Expand the scope of possible prosthodontic investigation beyond beta testing, i.e. oral cancer,
aging • Learn and perfect translational science and develop clinical network • Use experts to answer questions through Centers
Recommendation # 6 -Integrate new science and technologies to the UG and PG dental school curricula. 5 votes
• Advanced technologies will be a driving force in curricula change. • Introduce CODA Standard changes to promote introduction of S&T into the educational Programs
Recommendation #7 -Leverage new technologies for educational advances 5 votes
• Create a database for UG and PG education-collaborate to build a clearinghouse on ACP Web site • Teach faculty and students to develop electronic programs of instruction-partner with corporate
sponsors and educational experts Patient Care, Treatment Standards, and Education: Prosthodontists will be creators and purveyors of the prosthodontic knowledge base for patient care. Recommendation #13 -Be involved in dental school curriculum reform 8 votes
• Address knowledge gap about the basic fundamentals of prosthodontics—i.e. what is learned vs. what is practiced
• Introduce CODA Standard changes to promote curriculum reform at the predoc and Advanced Program level, e.g., Oral Cancer Screening and Technologies, Science and Technology, Evidence Based Dental Practice, etc.
• Single teaching comprehensive care provider model-fixed vs. implant prosthodontics (implants biologically superior treatment)
• Create leadership and practice management for prosthodontists Recommendation #14 -Continue efforts to increase the public and professional awareness of the specialty of prosthodontics 7 votes
America's Highest-Paying Jobs By Laura Morsch, CareerBuilder.com writer Source – MSN.com Career Builder Comb through the U.S. government's salary data, and one thing is clear: It pays to be a doctor. According to the most recent information available from the Department of Labor's Bureau of Labor Statistics, medical occupations account for nine of the 10 highest-paying jobs in the nation. Look down to the next 10 highest-income jobs, and you'll find... more doctors. In all, 14 of America's 20 best-paying jobs are held by people who make careers out of fixing our minds, bodies and teeth:
1. Surgeon 2. Anesthesiologist 3. OB/GYN 4. Oral and maxillofacial surgeon 5. Internist 6. Prosthodontist 7. Orthodontist 8. Psychiatrist 9. Pediatrician 10. Family or general practitioner 11. Physician/surgeon, all other 12. Dentist 13. Podiatrist 14. Dentist, any other specialist
Once you look beyond the doctors, dentists and surgeons, however, the nation's other best-salaried jobs are fairly diverse. Although all of these jobs require a college education, the types of work necessary experience and training vary widely. http://msn.careerbuilder.com/custom/msn/careeradvice/viewarticle.aspx?articleid=740&SiteId=cbmsnhp4740&sc_extcmp=JS_740_home1;>1=8132&cbRecursionCnt=1&cbsid=b7b9eaf672d74c3e8651839e0fafb8fe-199975876-W6-2
GUEST EDITORIAL
Reframing the Future of Prosthodontics
PROSTHODONTICS has made great stridesin recent years, demonstrated by a long
litany of accomplishments: the opening of newprograms, an improved applicant pool, an ex-panded scope of Prosthodontics, the launch ofthe ACP’s new website, public relations successes,a revitalized central office, the development ofa more nimble governance structure, the ACPEducation Foundation, and much more. As re-cently reported on MSN.com, we are sixth in theranking of America’s highest paying jobs (U.S.government’s salary data, Department of Labor’sBureau of Labor Statistics). This is ahead of allbusiness careers and almost all other medical anddental careers.
While things have dramatically improved, weneed to continue to make things better to attractthe best and brightest. We are poised to continuethe successes for Prosthodontics and our patients;however, this requires careful planning.
On June 11–12, 2006 a group of 20 dentaland prosthodontic leaders gathered to considerthe future of Prosthodontics. The intent was forkey leaders to collaborate and identify the criti-cal strategic issues facing prosthodontics and ourgraduate educational programs.
An external facilitator was used as part of astructured brainstorming session to develop a se-ries of propositions and strategic goals and plans.This involved the assimilation of a large amount ofbackground information. Some of this was avail-able from previous surveys or the dental literature.Much of it was newly developed information fromsurveys and contact with the other specialties. Thematerials included:
• Need for Care and Patient Demographics• Private Practice• Educational Programs and Environment• Science and Technology• Information on the Other Dental Specialties
A series of core questions was used to directthe discussions. For example, “Do Prosthodonticsand our Advanced Prosthodontic Programs needto grow? What role does developing science andtechnology play in the future of Prosthodontics?’’
The knowledge base was enlightening for thosewho participated in the summit. For example,there are approximately 90 graduates from ourProsthodontic Programs staying in the UnitedStates each year. This is inadequate by any mea-sure. It is less than one-half of the other corespecialties, and inadequate to meet the demandsfor care. We need to act now.
A formal summary for the summit is in devel-opment. This will be shared with all communitiesof interest as soon as it is available. The coreconclusions include:
• There is an urgent need to transform and growthe field of prosthodontics within the next tenyears.
• The numbers of prosthodontists and advancedtraining programs need to grow.
• Science and Technology will be the drivingforces in this transformational growth.
• The culture of prosthodontics needs to changeto leading the specialties and educational envi-ronment in restorative, implant, esthetic, andreconstructive dentistry.
• Patient advocacy efforts must be increased.
There was overwhelming recognition of theneed to grow prosthodontics. This growth needsto encompass: (1) the number of prosthodontists,(2) the size and number of our specialty educa-tional programs, (3) our presence in the academicenvironment, (4) continuing education offerings,(5) the organization and membership, and (6) ourresources. In addition, there is a need to focuson establishing prosthodontics as the science andtechnology leader.
The participants developed a series of visionsand prioritized strategies to address the key issues.The list of recommendations was long. The topeight were:
Workforce: The expanded prosthodontic work-force will support growth and innovation in prac-tice, education, and research.
• Recommendation 1 – Increase the number oftrained prosthodontists• Recommendation 2 – Grow ACP membership
Journal of Prosthodontics, Vol 15, No 6 (November-December), 2006: pp 1-2 1
2 Editorial
Science and Technology: Prosthodontics will leadthe use and innovation of new science and tech-nologies to improve the quality of life and the po-sition of the specialty; promote the integration ofnew technologies into educational, research, andpatient care programs; and lead the generation ofnew knowledge.
• Recommendation 3 – Be at the forefront of sci-ence and technology as inventors, beta testers,and early adopters• Recommendation 4 – Increase prosthodonticcompetency in science and technology throughCenters of Excellence• Recommendation 5 – Integrate new scienceand technologies to the UG and PG dentalschool curricula• Recommendation 6 – Leverage new technolo-gies for educational advances
Patient Care, Treatment Standards, and Education:Prosthodontists will be creators and purveyors ofthe prosthodontic knowledge base for patient care.
• Recommendation 7 – Be involved in dentalschool curriculum reform• Recommendation 8 – Continue efforts to in-crease the public and professional awareness ofthe specialty of prosthodontics
The summit outcomes will be the driving forcebehind two subsequent invitational meetings withkey stakeholders in the field of prosthodontics tobe convened by the ACP in early 2007. The twoinvitational follow-up meetings—one for corpo-rate partners and one for the Prosthodontic Forumorganizations—will serve as venues for review of
the summit recommendations, where strategiesfor collaboration with stakeholder groups can bedeveloped.
Through the lens of the summit, I see the mostincredible future for prosthodontics! The vision isso clear. . .I see the future of a growing prosthodon-tic community. I see an organization and foun-dation that embrace our core value of improvingthe quality of life through prosthodontics. I seea future of an active and strong membership, anorganization of 4,000 members, a Central Officeequaled by none. I see a future of widespread pub-lic awareness and the best continuing educationprograms. I see a new organizational structurethat will position us to be nimble and respon-sive to our membership and the demands of theenvironment—a structure that will help us realizeour future.
I see a future of the top students from everydental school pursuing prosthodontics, a futureof more and larger Prosthodontic Programs, pro-viding leadership in the educational and patientcare environments. I see a future of 200 newprosthodontists graduating every year. Not justnumbers, but the best and brightest the specialtyhas ever seen. I see a future of patients in needseeking the expertise we offer, a public that ben-efits from the best of care and the growth of ourspecialty.
A series of task forces will be established in thecoming months to further develop and realize theseries of visions and actions defined by the summit.
Please become involved. . .It will take each andeveryone of us.
Stephen D. Campbell, DDS, MMScPresident Elect
American College of Prosthodontists
Commission on Dental Accreditation
Accreditation Standards for Advanced Specialty Education Programs in Prosthodontics
Accreditation Standards for Advanced Specialty Education Programs in
Prosthodontics
Commission on Dental Accreditation American Dental Association
211 East Chicago Avenue Chicago, Illinois 60611-2678
(312) 440-4653 www.ada.org
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. (Adopted April 2003)
Copyright©1998 Commission on Dental Accreditation
American Dental Association All rights reserved. Reproduction is strictly prohibited without prior written permission.
Accreditation Standards for Advanced Specialty Education Programs in Prosthodontics
Document Revision History
Date Item Action
July 30, 1998 Accreditation Standards for Advanced Specialty
Education Programs in Prosthodontics Adopted
January 1, 2000 Accreditation Standards for Advanced Specialty Education Programs in Prosthodontics
Implemented
January 29, 1999 Accreditation Status Definitions Revised and Adopted July 1, 1999 Accreditation Status Definitions Implemented
January 29, 1999 Standards on Clinical Program (Standards 4-21, 4-22, 4-23, 4-24, 4-25, and 4-26)
Revised and Adopted
January 1, 2000 Standards on Clinical Program (Standards 4-21, 4-22, 4-23, 4-24, 4-25, and 4-26)
Implemented
July 28, 2000 Intent Statements added to Selected Standards Adopted and Implemented
January 30, 2001 Mission Statement Revised and Adopted January 30, 2001 Policy on Advanced Standing Revised and Adopted
July 27, 2001 Standard on Advanced Standing Revised and Adopted July 1, 2002 Standard on Advanced Standing Implemented
February 2, 2002 Initial Accreditation Status Definition Adopted January 1, 2003 Initial Accreditation Status Definition Implemented August 1, 2003 Intent Statement deleted from Standard 1,
Program Administrator Revised and Adopted
August 1, 2003 Policy on Enrollment Increases in Dental Specialty Programs
Adopted
January 30, 2004 Policy on Enrollment Increases in Dental Specialty Programs
Implemented
January 30, 2004 Intent Statement to Standard 1 on Major Change (“student enrollment” deleted)
Revised and Adopted
January 30, 2004 Intent Statement and Examples of Evidence to Standard 2
Adopted and Implemented
July 30, 2004 Standards on Didactic and Clinical Program (Standards 4-5 through 4-24)
Revised and Adopted
January 1, 2005 Standards on Didactic and Clinical Program (Standards 4-5 through 4-24)
Implemented
January 28, 2005 Examples of Evidence to Standard 2 (for non-board certified directors)
Revised, Adopted and Implemented
July 29, 2005 Term and Definition Student/Resident Adopted and Implemented
July 29, 2005 Standards to Ensure Program Integrity (Standards 1, 2, and 5)
Adopted
Prosthodontics Standards - -
Document Revision History (continued)
January 1, 2006 Standards to Ensure Program Integrity
(Standards 1, 2, and 5) Implemented
January 27, 2006 Intent Statement to Standard 2 Adopted and Implemented
July 28, 2006 Examples of Evidence for Standard 1 Intent Statement for Standard 5
Adopted and Implemented
Prosthodontics Standards - -
Table Of Contents PAGE Mission Statement of the Commission on Dental Accreditation 4 Accreditation Status Definitions 5 Preface 6 Policy on Enrollment Increases in Dental Specialty Programs 7 Definition of Terms Used in Prosthodontics Accreditation Standards 8 Standards 1 - INSTITUTIONAL COMMITMENT/PROGRAM EFFECTIVENESS 11 AFFILIATIONS 12 2 - PROGRAM DIRECTOR AND TEACHING STAFF 14 3 - FACILITIES AND RESOURCES 15 4 - CURRICULUM AND PROGRAM DURATION 17 DIDACTIC PROGRAM: BIOMEDICAL SCIENCES 18 DIDACTIC PROGRAM: PROSTHODONTICS AND RELATED DISCIPLINES 18 CLINICAL PROGRAM 19 MAXILLOFACIAL PROSTHETICS: 20 PROGRAM DURATION 20 DIDACTIC PROGRAM 20 CLINICAL PROGRAM 21 5 - ADVANCED EDUCATION STUDENTS/RESIDENTS 22 ELIGIBILITY AND SELECTION 22 EVALUATION 23 DUE PROCESS 23 RIGHTS AND RESPONSIBILITIES 23 6 - RESEARCH 24
Prosthodontics Standards - -
Prosthodontics Standards -5-
Mission Statement of the Commission on Dental Accreditation
The Commission on Dental Accreditation serves the public by establishing, maintaining and applying standards that ensure the quality and continuous improvement of dental and dental-related education and reflect the evolving practice of dentistry. The scope of the Commission on Dental Accreditation encompasses dental, advanced dental and allied dental education programs.
Commission on Dental Accreditation Revised: January 30, 2001
Accreditation Status Definitions
Programs Which Are Fully Operational APPROVAL (without reporting requirements): An accreditation classification granted to an educational program indicating that the program achieves or exceeds the basic requirements for accreditation. APPROVAL (with reporting requirements): An accreditation classification granted to an educational program indicating that specific deficiencies or weaknesses exist in one or more areas of the program. Evidence of compliance with the cited standards must be demonstrated within 18 months if the program is between one and two years in length or two years if the program is at least two years in length. If the deficiencies are not corrected within the specified time period, accreditation will be withdrawn, unless the Commission extends the period for achieving compliance for good cause.
Programs Which Are Not Fully Operational INITIAL ACCREDITATION: Initial Accreditation is the accreditation classification granted to any dental, advanced dental or allied dental education program which is in the planning and early stages of development or an intermediate stage of program implementation and not yet fully operational. This accreditation classification provides evidence to educational institutions, licensing bodies, government or other granting agencies that, at the time of initial evaluation(s), the developing education program has the potential for meeting the standards set forth in the requirements for an accredited educational program for the specific occupational area. The classification "initial accreditation" is granted based upon one or more site evaluation visit(s) and until the program is fully operational.
Prosthodontics Standards -6 -
Prosthodontics Standards -7-
Preface
Maintaining and improving the quality of advanced education in the nationally recognized specialty areas of dentistry is a primary aim of the Commission on Dental Accreditation. The Commission is recognized by the public, the profession, and the United States Department of Education as the specialized accrediting agency in dentistry. Accreditation of advanced specialty education programs is a voluntary effort of all parties involved. The process of accreditation assures students/residents, specialty boards and the public that accredited training programs are in compliance with published standards. Accreditation is extended to institutions offering acceptable programs in the following recognized specialty areas of dental practice: dental public health, endodontics, oral and maxillofacial pathology, oral and maxillofacial radiology, oral and maxillofacial surgery, orthodontics and dentofacial orthopedics, pediatric dentistry, periodontics and prosthodontics. Program accreditation will be withdrawn when the training program no longer conforms to the standards as specified in this document, when all first-year positions remain vacant for a period of two years or when a program fails to respond to requests for program information. Exceptions for non-enrollment may be made by the Commission for programs with “approval without reporting requirements” status upon receipt of a formal request from an institution stating reasons why the status of the program should not be withdrawn. Advanced education in a recognized specialty area of dentistry may be offered on either a graduate or postgraduate basis. Accreditation actions by the Commission on Dental Accreditation are based upon information gained through written submissions by program directors and evaluations made on site by assigned consultants. The Commission has established review committees in each of the recognized specialties to review site visit and progress reports and make recommendations to the Commission. Review committees are composed of representatives selected by the specialties and their certifying boards. The Commission has the ultimate responsibility for determining a program’s accreditation status. The Commission is also responsible for adjudication of appeals of adverse decisions and has established policies and procedures for appeal. A copy of policies and procedures may be obtained form the Director, Commission on Dental Accreditation, 211 East Chicago Avenue, Chicago, Illinois 60611. This document constitutes the standards by which the Commission on Dental Accreditation and its consultants will evaluate advanced programs in each specialty for accreditation purposes. The Commission on Dental Accreditation establishes general standards which are common to all dental specialties, institution and programs regardless of specialty. Each specialty develops specialty-specific standards for education programs in its specialty. The general and specialty-specific standards, subsequent to approval by the Commission on Dental Accreditation, set forth the standards for the education content, instructional activities, patient care responsibilities, supervision and facilities that should be provided by programs in the particular specialty. General standards are identified by the use of a single numerical listing (e.g., 1). Specialty-specific standards are identified by the use of multiple numerical listings (e.g. 1-1, 1-1.2, 1-2).
Prosthodontics Standards -8-
Policy on Enrollment Increases In Dental Specialty Programs
The Commission on Dental Accreditation monitors increases in enrollment. The purpose for monitoring increases in enrollment through review of existing and projected program resources (faculty, patient availability, and variety of procedures, physical/clinical facilities, and allied support services) is to ensure that program resources exist to support the intended enrollment increase. An increase in enrollment must be reported to and approved by the Commission prior to its implementation. Failure to comply with the policy will jeopardize the program’s accreditation status.
(CDA: 08/03:22)
Prosthodontics Standards -9-
Definitions of Terms Used in Prosthodontics Accreditation Standards The terms used in this document (i.e. shall, must, should, can and may) were selected carefully and indicate the relative weight that the Commission attaches to each statement. The definitions of these words used in the Standards are as follows: Must or Shall: Indicates an imperative need and/or duty; an essential or indispensable item; mandatory. Intent: Intent statements are presented to provide clarification to the advanced specialty education programs in prosthodontics in the application of and in connection with compliance with the Accreditation Standards for Advanced Specialty Education Programs in Prosthodontics. The statements of intent set forth some of the reasons and purposes for the particular Standards. As such, these statements are not exclusive or exhaustive. Other purposes may apply. Examples of evidence to demonstrate compliance include: Desirable condition, practice or documentation indicating the freedom or liberty to follow a suggested alternative. Should: Indicates a method to achieve the standards. May or Could: Indicates freedom or liberty to follow a suggested alternative. Levels of Knowledge:
In-depth: A thorough knowledge of concepts and theories for the purpose of critical analysis and the synthesis of more complete understanding.
Understanding: Adequate knowledge with the ability to apply.
Familiarity: A simplified knowledge for the purpose of orientation and recognition of general principles.
Levels of Skills:
Proficient: The level of skill beyond competency. It is that level of skill acquired through advanced training or the level of skill attained when a particular activity is accomplished with repeated quality and a more efficient utilization of time.
Competent: The level of skill displaying special ability or knowledge derived from training and experience.
Exposed: The level of skill attained by observation of or participation in a particular activity.
Prosthodontics Standards -10-
Other Terms: Institution (or organizational unit of an institution): a dental, medical or public health school, patient care facility, or other entity that engages in advanced specialty education. Sponsoring institution: primary responsibility for advanced specialty education programs. Affiliated institution: support responsibility for advanced specialty education programs. Advanced specialty education student/resident: a student/resident enrolled in an accredited advanced specialty education program. A graduate program is a planned sequence of advanced courses leading to a masters or doctoral degree granted by a recognized and accredited educational institution. A postgraduate program is a planned sequence of advanced courses that leads to a certificate of completion in a specialty recognized by the American Dental Association. Student/Resident: The individual enrolled in an accredited advanced education program. Postdoctoral: Can be equated with Advanced. Residency Program: A planned sequence of advanced courses integrated into a hospital setting that leads to a certificate of completion in a specialty recognized by the American Dental Association. Prosthodontic Specific Terms Removable Prosthodontics – is that branch of prosthodontics concerned with the replacement of teeth and contiguous structures for edentulous or partially edentulous patients by artificial substitutes that are removable from the mouth. Fixed Prosthodontics – is that branch of prosthodontics concerned with the replacement and/or restoration of teeth by artificial substitutes that are not removable from the mouth. Implant Prosthodontics – is that branch of prosthodontics concerned with the replacement of teeth and contiguous structures by artificial substitutes partially or completely supported and/or retained by alloplastic implants. Maxillofacial Prosthetics – is that branch of prosthodontics concerned with the restoration and/or replacement of stomatognathic and associated craniofacial structures by artificial substitutes.
Prosthodontics Standards -11-
Educationally Qualified: An individual is considered Educationally Qualified after the successful completion of an advanced educational prosthodontics program, which is accredited by the Commission on Dental Accreditation . Board Eligible: An individual is Board Eligible when his/her application has been submitted to and approved by the Board and his/her eligibility has not expired. Diplomate: Any dentist who has successfully met the requirements of the Board for certification and remains in good standing.
Prosthodontics Standards -12-
STANDARD 1 - INSTITUTIONAL COMMITMENT/PROGRAM EFFECTIVENESS The program must develop clearly stated goals and objectives appropriate to advanced specialty education, addressing education, patient care, research and service. Planning for, evaluation of and improvement of educational quality for the program must be broad-based, systematic, continuous and designed to promote achievement of program goals related to education, patient care, research and service. The program must document its effectiveness using a formal and ongoing outcomes assessment process to include measures of advanced education student/resident achievement. Intent: The Commission on Dental Accreditation expects each program to define its own goals and objectives for preparing individuals for the practice of prosthodontics and that one of the program goals is to comprehensively prepare competent individuals to initially practice prosthodontics. The outcomes process includes steps to: (a) develop clear, measurable goals and objectives consistent with the program’s purpose/mission; (b) develop procedures for evaluating the extent to which the goals and objectives are met; (c) collect and maintain data in an ongoing and systematic manner; (d) analyze the data collected and share the results with appropriate audiences; (e) identify and implement corrective actions to strengthen the program; and (f )review the assessment plan, revise as appropriate, and continue the cyclical process. The financial resources must be sufficient to support the program’s stated goals and objectives. Intent: The institution should have the financial resources required to develop and sustain the program on a continuing basis. The program should have the ability to employ an adequate number of full-time faculty, purchase and maintain equipment, procure supplies, reference material and teaching aids as reflected in annual budget appropriations. Financial allocations should ensure that the program will be in a competitive position to recruit and retain qualified faculty. Annual appropriations should provide for innovations and changes necessary to reflect current concepts of education in the advanced specialty discipline. The Commission will assess the adequacy of financial support on the basis of current appropriations and the stability of sources of funding for the program. The sponsoring institution must ensure that support from entities outside of the institution does not compromise the teaching, clinical and research components of the program. Examples of evidence to demonstrate compliance may include:
• Written agreement(s) • Contracts between the institution/program and sponsor(s) (For example:
contract(s)/agreement(s) related to facilities, funding, faculty allocations, etc.) Major changes as defined by the Commission must be reported promptly to the Commission on Dental Accreditation. (Guidelines for Reporting Major Changes are available from the Commission Office.)
Prosthodontics Standards -13-
Intent: Major changes have a direct and significant impact on the program’s potential ability to comply with the accreditation standards. Examples of major changes that must be reported include (but are not limited to) changes in program director, clinical facilities, program sponsorship or curriculum length. The program must report such major changes in writing to the Commission within thirty (30) days Advanced specialty education programs must be sponsored by institutions, which are properly chartered, and licensed to operate and offer instruction leading to degrees, diplomas or certificates with recognized education validity. Hospitals that sponsor advanced specialty education programs must be accredited by the Joint Commission on Accreditation of Healthcare Organizations or its equivalent. Educational institutions that sponsor advanced specialty education programs must be accredited by an agency recognized by the United States Department of Education. The bylaws, rules and regulations of hospitals that sponsor or provide a substantial portion of advanced specialty education programs must assure that dentists are eligible for medical staff membership and privileges including the right to vote, hold office, serve on medical staff committees and admit, manage and discharge patients. The authority and final responsibility for curriculum development and approval, student/resident selection, faculty selection and administrative matters must rest within the sponsoring institution. The position of the program in the administrative structure must be consistent with that of other parallel programs within the institution and the program director must have the authority responsibility, and privileges necessary to manage the program.
AFFILIATIONS
The primary sponsor of the educational program must accept full responsibility for the quality of education provided in all affiliated institutions. Documentary evidence of agreements, approved by the sponsoring and relevant affiliated institutions, must be available. The following items must be covered in such inter-institutional agreements: a. Designation of a single program director; b. The teaching staff; c. The educational objectives of the program; d. The period of assignment of students/residents; and e. Each institution’s financial commitment. Intent: The items that must be covered in inter-institutional agreements do not have to be contained in a single document. They may be included in multiple agreements, both formal and informal (e.g., addenda and letters of mutual understanding).
Prosthodontics Standards -14-
Policy Statement on Accreditation of Off-Campus Sites When an institution, which has a program accredited by the Commission on Dental Accreditation, plans to initiate a similar program in which all or the majority of the instruction occurs at another location, the Commission must be informed. In accordance with the Policy on Reporting Major Changes in Accredited Programs, the Commission must be informed in writing within thirty (30) days. The Commission on Dental Accreditation must ensure that the necessary education as defined by the standards is available, and appropriate supervision by faculty is provided to all students/residents enrolled in an accredited program. When an institution has received approval to offer its accredited program at more than one site, the Commission will conduct site visits to the off-campus locations where 20% or more of the students’/residents’ clinical instruction occurs or if other cause exists for such a visit. The Commission recognizes that dental assisting and dental laboratory technology programs utilize numerous extramural dental offices and laboratories to provide students/residents with clinical/laboratory practice experience. In this instance, the Commission will randomly select and visit several facilities during the site visit to a program. All programs accredited by the Commission pay an annual fee. There are variations in fees for different disciplines, based on actual accreditation costs, including the utilization of on- and off-campus locations. The Commission office should be contacted for current information on fees.
Commission on Dental Accreditation Policy, July 1998
Prosthodontics Standards -15-
STANDARD 2 - PROGRAM DIRECTOR AND TEACHING STAFF
The program must be administered by a director who is board certified in the respective specialty of the program. (All program directors appointed after January 1, 1997, who have not previously served as program directors, must be board certified.) Intent: The director of an advanced specialty education program is to be certified by an ADA-recognized certifying board in the specialty. Board certification is to be active. The board certification requirement of Standard 2 is also applicable to an interim/acting program director. A program with a director who is not board certified, but who has previous experience as an interim/acting program director in a Commission-accredited program prior to 1997 is not considered in compliance with Standard 2. Examples of evidence to demonstrate compliance include:
For board certified directors: Copy of board certification certificate; letter from board attesting to active/current board certification.
(For non-board certified directors who served prior to January 1, 1997: Current CV identifying previous directorship in a Commission on Dental Accreditation- or Commission on Dental Accreditation of Canada-accredited advanced specialty program in the respective discipline; letter from the previous employing institution verifying service.)
The program director must be appointed to the sponsoring institution and have sufficient authority and time to achieve the educational goals of the program and assess the program’s effectiveness in meeting its goals. 2-1 The program director must have primary responsibility for the organization and execution of
the educational and administrative components to the program.
2-1.1 The program director must devote sufficient time to: a. Participate in the student/resident selection process, unless the program is
sponsored by federal services utilizing a centralized student/resident selection process;
b. Develop and implement the curriculum plan to provide a diverse educational experience in biomedical and clinical sciences;
c. Maintain a current copy of the curriculum’s goals, objectives, and content outlines;
d. Maintain a record of the number and variety of clinical experiences accomplished by each student/resident;
e. Ensure that the majority of faculty assigned to the program are educationally qualified prosthodontists;
f. Provide written faculty evaluations at least annually to determine the effectiveness of the faculty in the educational program;
Prosthodontics Standards -16-
g. Conduct periodic staff meetings for the proper administration of the educational program; and
h. Maintain adequate records of clinical supervision.
2-2 The program director must encourage students/residents to seek certification by the American Board of Prosthodontics.
2-3 The number and time commitment of the teaching staff must be sufficient to a. Provide didactic and clinical instruction to meet curriculum goals and objectives; and b. Provide supervision of all treatment provided by students/residents through specific
and regularly scheduled clinic assignments.
Prosthodontics Standards -17-
STANDARD 3 - FACILITIES AND RESOURCES
Institutional facilities and resources must be adequate to provide the educational experiences and opportunities required to fulfill the needs of the educational program as specified in these Standards. Equipment and supplies for use in managing medical emergencies must be readily accessible and functional. 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. The program must 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 bloodborne and infectious diseases. Policies must be provided to all students/residents faculty and appropriate support staff and continuously monitored for compliance. Additionally, policies on bloodborne and infectious diseases must be made available to applicants for admission and patients. 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. Students/Residents, faculty and appropriate support staff must be 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. Intent: The program should have written policy that encourages (e.g., delineates the advantages of) immunization of students/residents, faculty and appropriate support staff. All students/residents, faculty and support staff involved in the direct provision of patient care must be continuously recognized/certified in basic life support procedures, including cardiopulmonary resuscitation. Intent: Continuously recognized/certified in basic life support procedures means the appropriate individuals are currently recognized/certified. The use of private office facilities as a means of providing clinical experiences in advanced specialty education is not approved, unless the specialty has included language that defines the use of such facilities in its specialty-specific standards. Intent: Required prosthodontics clinical experiences do not occur in private office facilities. Practice management and elective experiences may be undertaken in private office facilities.
Prosthodontics Standards -18-
3-1 Physical facilities must permit students/residents to operate under circumstances prevailing
in the practice of prosthodontics.
3-1.1 The clinical facilities must be specifically identified for the advanced education program in prosthodontics.
3-1.2 There must be sufficient number of completely equipped operatories to accommodate the number of students/residents enrolled.
3-1.3 Laboratory facilities must be specifically identified for the advanced education program in prosthodontics.
3-1.4 The laboratory must be equipped to support the fabrication of most prostheses required in the program.
3-1.5 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.
3-2 Radiographic equipment for extra-and intraoral radiographs must be accessible to the
student/resident.
3-3 Lecture, seminar, study space and administrative office space must be available for the conduct of the educational program.
3-4 Library resources must include access to a diversified selection of current dental, biomedical, and other pertinent reference material.
3-4.1 Library resources must also include access to appropriate current and back issues of
major scientific journals as well as equipment for retrieval and duplication of information.
3-5 Facilities must include access to computer, photographic, and audiovisual resources for
educational, administrative, and research support.
3-6 Adequate allied dental personnel must be assigned to the program to ensure clinical and laboratory technical support.
3-7 Secretarial and clerical assistance must be sufficient to meet the educational and administrative needs of the program.
3-8 Laboratory technical support must be sufficient to ensure efficient operation of the clinical program and meet the educational needs of the program.
Prosthodontics Standards -19-
STANDARD 4 – CURRICULUM AND PROGRAM DURATION
The advanced specialty education program must be designed to provide special knowledge and skills beyond the D.D.S. or D.M.D. training and be oriented to the accepted standards of specialty practice as set forth in specific standards contained in this document. Intent: The intent is to ensure that the didactic rigor and extent of clinical experience exceeds pre-doctoral, entry level dental training or continuing education requirements and the material and experience satisfies standards for the specialty. The level of specialty area instruction in the graduate and postgraduate programs must be comparable. Intent: The intent is to ensure that the students/residents of these programs receive the same educational requirements as set forth in these Standards. Documentation of all program activities must be assured by the program director and available for review. If an institution and/or program enrolls part-time students/residents, the institution must have guidelines regarding enrollment of part-time students/residents. Part-time students/residents must start and complete the program within a single institution, except when the program is discontinued. The director of an accredited program who enrolls students/residents on a part-time basis must assure that: (1) the educational experiences, including the clinical experiences and responsibilities, are the same as required by full-time students/residents; and (2) there are an equivalent number of months spent in the program.
PROGRAM DURATION
4-1 A postdoctoral program in prosthodontics must encompass a minimum of 33 months.
4-2 A postdoctoral program in prosthodontics that includes integrated maxillofacial training
must encompass a minimum of 45 months.
4-3 A 12-month postdoctoral program in maxillofacial prosthetics must be preceded by successful completion of an accredited prosthodontics program.
CURRICULUM
4-4 The curriculum must be designed to enable the student/resident to attain skills representative
of a clinician proficient in the theoretical and practical aspects of prosthodontics. Advanced level instruction may be provided through the following: formal courses, seminars, lectures, self-instructional modules, clinical assignments and laboratory assignments.
4-4.1 Written goals and objectives must be developed for all instruction included in this
curriculum.
Prosthodontics Standards -20-
4-4.2 Content outlines must be developed for all didactic portions of the program. 4-4.3 Students/Residents must prepare and present diagnostic data, treatment plans and the
results of patient treatment. 4-4.4 The amount of time devoted to didactic instruction and research must be at least 30%
of the total educational experience. 4-4.5 A minimum of 60% of the total program time must be devoted to providing patient
services, including direct patient care and laboratory procedures. 4-4.6 The program may include organized teaching experience. If time is devoted to this
activity, it should be carefully evaluated in relation to the goals and objectives of the overall program and the interests of the individual student/resident.
DIDACTIC PROGRAM: BIOMEDICAL SCIENCES
4-5 Instruction must be provided at the understanding level in each of the following:
a. Oral pathology; b. Applied pharmacology; c. Craniofacial anatomy and physiology; and d. Infection control.
4-6 Instruction must 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; and e. Wound healing.
DIDACTIC PROGRAM: PROSTHODONTICS AND RELATED DISCIPLINES
4-7 Instruction must be provided at the in-depth level in each of the following: a. Fixed prosthodontics; b. Implant prosthodontics; c. Removable prosthodontics, and d. Occlusion. 4-8 Instruction must be provided at the understanding level in each of the following:
a. Biomaterials; b. Geriatrics; 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; and
Prosthodontics Standards -21-
j. Prosthodontic patient classification systems such as the Prosthodontic Diagnostic Index (ACP Classification Systems) for edentulous, partially edentulous and dentate patients.
4-9 Instruction must 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; and k. Teaching methodology.
CLINICAL PROGRAM 4-10 The program must provide sufficient clinical experiences for the student/resident to be
proficient in the comprehensive treatment of a wide range of complex prosthodontic patients with various categories of need.
4-11 The program must provide sufficient clinical experiences for the student/resident 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; and e. Effectively utilizing the professional services of allied dental personnel, including but
not limited to, dental laboratory technicians, dental assistants, and dental hygienists. 4-12 The program must provide sufficient clinical experiences for the student/resident to be
proficient in the comprehensive diagnosis, treatment planning and rehabilitation of edentulous, partially edentulous and dentate patients. a. Clinical experiences must 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 must include rehabilitative and esthetic procedures of varying complexity.
c. Clinical experiences must include treatment of geriatric patients, including patients with varying degrees of cognitive and physical impairments.
d. This may include defects, which are due to genetic, functional, parafunctional, microbial or traumatic causes.
Prosthodontics Standards -22-
Intent: Students/Residents should be proficient in the use of adjustable articulators to develop an integrated occlusion for opposing arches; complete and partial coverage restorations, restoration of endodontically treated teeth, fixed prosthodontics, removable partial dentures, complete dentures, implant supported and/or retained prostheses, and continual care and maintenance of restorations.
4-13 The program must provide sufficient dental laboratory experience for the student/resident to
be competent in the laboratory aspects of treatment of complete edentulism, partial edentulism and dentate patients.
4-14 Students/Residents must be competent in the prosthodontic management of patients with
temporomandibular disorders and/or orofacial pain. 4-15 Students/Residents must be exposed to patients requiring various maxillofacial prosthetic services. 4-16 Students/Residents must participate in all phases of implant treatment including implant placement.
Intent: It is anticipated that students/residents will act as first assistant and/or primary surgeon for some of their own patients.
4-17 Students/Residents must be exposed to preprosthetic surgical procedures.
Intent: Surgical procedures should include contouring of residual ridges, gingival recontouring, placement of dental implants, and removal of teeth.
MAXILLOFACIAL PROSTHETICS Note: Application of these Standards to programs of various scope/length is as follows:
a. Prosthodontic programs that encompass a minimum of forty-five months that include integrated maxillofacial prosthetic training: all sections of these Standards apply;
b. Prosthodontic programs that encompass a minimum of thirty-three months: all sections of these Standards apply except sections 4-18 through 4-24 inclusive; and
c. Twelve-month maxillofacial prosthetic programs: all sections of these Standards apply except sections 4-5 through 4-17, inclusive.
PROGRAM DURATION
4-18 An advanced education program in maxillofacial prosthetics must be provided with a forty-five month integrated prosthodontic program which includes fixed prosthodontic, removable prosthodontic, implant prosthodontic and maxillofacial prosthetic experiences; or a one-year program devoted specifically to maxillofacial prosthetics which follows completion of a prosthodontic program.
Prosthodontics Standards -23-
DIDACTIC PROGRAM
4-19 Instruction must be provided at the in-depth level in each of the following: a. Maxillary defects and soft palate defects, which are the result of disease or trauma
(acquired defects); b. Mandibular defects, which are the result of disease or trauma (acquired defects); c. Maxillary defects, which are naturally acquired (congenital or developmental
defects); d. Mandibular defects, which are naturally acquired (congenital or developmental
defects); e. Facial defects, which are the result of disease or trauma or are naturally acquired; f. The use of implants to restore intraoral and extraoral defects; g. Maxillofacial prosthetic management of the radiation therapy patient; and h. Maxillofacial prosthetic management of the chemotherapy patient.
4-20 Instruction must be provided at the familiarity level in each of the following:
a. Medical oncology; b. Principles of head and neck surgery; c. Radiation oncology; d. Speech and deglutition; and e. Cranial defects.
CLINICAL PROGRAM
4-21 Students/Residents must be competent to perform maxillofacial prosthetic treatment procedures performed in the hospital operation room.
4-22 Students/Residents must gain clinical experience to become proficient in the pre-prosthetic,
prosthetic and post-prosthetic management and treatment of patients with defects of the maxilla and mandible. Clinical experience regarding management and treatment should include: a. Patients who are partially dentate and for patients who are edentulous; b. Patients who have undergone radiation therapy to the head and neck region; c. Maxillary defects of the hard palate, soft palate and alveolus; d. Mandibular continuity and discontinuity defects; and e. Acquired, congenital and developmental defects.
4-23 Students/Residents must gain clinical experience to become competent in the pre-prosthetic,
prosthetic and post-prosthetic management and treatment of patients with defects of facial structures.
Prosthodontics Standards -24-
4-24 Students/Residents must demonstrate competency in interdisciplinary diagnostic and
treatment planning conferences relevant to maxillofacial prosthetics, which may include: a. Cleft palate and craniofacial conferences; b. Clinical pathology conferences; c. Head and neck diagnostic conferences; d. Medical oncology treatment planning conferences; e. Radiation therapy diagnosis and treatment planning conferences;
f. Reconstructive surgery conferences; and g. Tumor boards.
Prosthodontics Standards -25-
STANDARD 5 - ADVANCED EDUCATION STUDENTS/RESIDENTS
ELIGIBILITY AND SELECTION
Dentists with the following qualifications are eligible to enter advanced specialty education programs accredited by the Commission on Dental Accreditation: a. Graduates from institutions in the U.S. accredited by the Commission on Dental Accreditation; b. Graduates from institutions in Canada accredited by the Commission on Dental Accreditation of
Canada; and c. Graduates of foreign dental schools who possess equivalent educational background and
standing as determined by the institution and program. Policy on Advanced Standing The Commission supports the principle, which would allow a student/resident to complete an education program in less time providing the individual’s competency level upon completion of the program is comparable to that of students/residents completing a traditional program. Further, the Commission wishes to emphasize the need for program directors to assess carefully, for advanced placement purposes, previous educational experience to determine its level of adequacy. It is required that the institution granting the degree or certificate be the institution that presents the terminal portion of the educational experience. It is understood that the advanced credit may be earned at the same institution or another institution having appropriate level courses.
Commission on Dental Accreditation revised: January 30, 2001
Specific written criteria, policies and procedures must be followed when admitting students/residents. Intent: Written non-discriminatory policies are to be followed in selecting students/residents. These policies should make clear the methods and criteria used in recruiting and selecting students/residents and how applicants are informed of their status throughout the selection process. Admission of students/residents with advanced standing must be based on the same standards of achievement required by students/residents regularly enrolled in the program. Transfer students/residents with advanced standing must receive an appropriate curriculum that results in the same standards of competence required by students/residents regularly enrolled in the program. Examples of evidence to demonstrate compliance include: • policies and procedures on advanced standing • results of appropriate qualifying examinations • course equivalency or other measures to demonstrate equal scope and level of knowledge
Adopted: July 27, 2001
Implementation Date: July 1, 2002
Prosthodontics Standards -26-
EVALUATION
A system of ongoing evaluation and advancement must assure that, through the director and faculty, each program: a. Periodically, but at least semiannually, evaluates the knowledge, skills and professional growth
of its students/residents, using appropriate written criteria and procedures; b. Provide to students/residents an assessment of their performance, at least semiannually; c. Advances students/residents to positions of higher responsibility only on the basis of an
evaluation of their readiness for advancement; and d. Maintains a personal record of evaluation for each student/resident which is accessible to the
student/resident and available for review during site visits. Intent: (b) Student/Resident evaluations should be recorded and available in written form. (c) Deficiencies should be identified in order to institute corrective measures. (d) Student/Resident evaluation is documented in writing and is shared with the student/resident.
DUE PROCESS
There must be specific written due process policies and procedures for adjudication of academic and disciplinary complaints, which parallel those established by the sponsoring institution.
RIGHTS AND RESPONSIBILITIES At the time of enrollment, the advanced specialty education students/residents must be apprised in writing of the educational experience to be provided, including the nature of assignments to other departments or institutions and teaching commitments. Additionally, all advanced specialty education students/residents must be provided with written information which affirms their obligations and responsibilities to the institution, the program and program faculty. Intent: Adjudication procedures should include institutional policy which provides due process for all individuals who may potentially be involved when actions are contemplated or initiated which could result in disciplinary actions, including dismissal of a student/resident (for academic or disciplinary reasons). In addition to information on the program, students/residents should also be provided with written information which affirms their obligations and responsibilities to the institution, the program, and the faculty. The program information provided to the students/residents should include, but not necessarily be limited to, information about tuition, stipend or other compensation; vacation and sick leave; practice privileges and other activity outside the educational program; professional liability coverage; and due process policy and current accreditation status of the program.
Prosthodontics Standards -27-
STANDARD 6 - RESEARCH
Advanced specialty education students/residents must engage in scholarly activity.
Working Definition for “Competent” As Applied To Advanced Program Educational Standards
Competence as applied to predoctoral programs is outlined in the Commission document as “the levels of knowledge, skills and values required by the new graduates to begin independent, unsupervised dental practice.” Competence as applied to advanced programs is slightly different, as “competent” applies to a level of skill. The CODA advanced program standards documents describe it as “the level of skill displaying special ability or knowledge derived from training and experience” (Prosthodontics standards document, page 9). This meaning is actually parallel to the predoctoral definition of the beginning practitioner. In fact, the Commission advanced program standards apply this as to “…prepare competent individuals to initially practice prosthodontics” (Standard 1). To illuminate this further, one must recognize that specialties in general and individual programs in particular can specifically describe what “competent” means. Specialties can make clarification with intent statements within their standards document. Program directors can clearly outline their Program Goals and Objectives and subsequently specify the skills they use for their students to meet competence in specified skill areas as entry level prosthodontists. Ongoing outcomes assessments using the measures the director deems applicable assure students become competent in the specified skill area. In summary, competence as it applies to advanced programs involves:
• Identification of a skill area by the specialty within which students must gain competence. This requires the simultaneous development of intent statements that allow latitude in interpretation.
• Specification of skills by the Program Director and faculty that an individual program will use to show that students develop competence.
• Utilization of an ongoing outcomes assessment program that demonstrates student growth toward competence as determined by the program faculty.
STANDARD 4 – CURRICULUM AND PROGRAM DURATION
The advanced specialty education program must be designed to provide special knowledge and skills beyond the D.D.S. or D.M.D. training and be oriented to the accepted standards of specialty practice as set forth in specific
standards contained in this document.
Intent: The intent is to ensure that the didactic rigor and extent of clinical experience exceeds pre-doctoral, entry level dental training or continuing education requirements and the material and experience satisfies standards for the specialty.
The level of specialty area instruction in the graduate and postgraduate programs must be comparable.
Intent: The intent is to ensure that the residents of these programs receive the same educational requirements as set forth in these Standards.
Documentation of all program activities must be assured by the program director and available for review.
If an institution and/or program enrolls part-time students, the institution must have guidelines regarding enrollment of part-time students. Part-time students must start and complete the program within a single institution, except when the program is discontinued. The director of an accredited program who enrolls students on a part-time basis must assure that: (1) the educational experiences, including the clinical experiences and responsibilities, are the same as required by full-time students; and (2) there are an equivalent number of months spent in the program.
PROGRAM DURATION
4-1 A postdoctoral program in prosthodontics must encompass a minimum of 33 months. 4-2 A postdoctoral program in prosthodontics that includes integration of maxillofacial training must
encompass a minimum of 45 months. 4-3 A 12-month postdoctoral in program in maxillofacial prosthetics must be preceded by a successful
completion of an accredited prosthodontics program.
CURRICULUM
4-4 The curriculum must be designed to enable the student to attain skills representative of a clinician proficient in the theoretical and practical aspects of prosthodontics. Advanced level instruction may be provided through the following: formal courses, seminars, lectures, self-instructional modules, clinical assignments and laboratory assignments.
4-4.1 Written goals and objectives must be developed for all instruction included in this curriculum. 4-4.2 Content outlines must be developed for all didactic portions of the program. 4-4.3 Students must prepare and present diagnostic data, treatment plans and the results of patient
treatment. 4-4.4 The amount of time devoted to didactic instruction and research must be at least 30% of the total
educational experience. 4-4.5 A minimum of 60% of the total program time must be devoted to providing patient services,
including direct patient care and laboratory procedures. 4-4.6 The program may include organized teaching experience. If time is devoted to this activity, it
should be carefully evaluated in relation to the goals and objectives of the overall program and the interests of the individual student.
DIDACTIC PROGRAM: BIOMEDICAL SCIENCES
4-5 Instruction must be provided at the understanding level in each of the following: a. Oral pathology; b. Applied pharmacology; c. Craniofacial anatomy and physiology; and d. Infection control; and e. Wound healing.
4-6 Instruction must 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; and e. Wound healing.
Intent: Students must have the didactic background that supports the various aspects of comprehensive prosthodontic therapy they provide or guide during their clinical experiences with dentate, partially edentulous and completely edentulous patients. This fundamental didactic background is necessary whether the student provides therapy or serves as the referral source to other providers. It is expected that such learning would be directly supportive of requisite clinical curriculum proficiencies and competencies. DIDACTIC PROGRAM: PROSTHODONTICS AND RELATED DISCIPLINES
4-7 Instruction must be provided at the in-depth level in each of the following: a. Fixed prosthodontics; b. Implant prosthodontics, including implant placement; c. Removable prosthodontics, and d. Occlusion.
Intent: Students must have in depth knowledge in all aspects of prosthodontic therapy to serve their leading role in the management of patients from various diagnostic classifications. This includes implant placement, as well as implant surgical and post-surgical management. 4-8 Instruction must be provided at the understanding level in each of the following:
a. Biomaterials; b. Geriatrics dentistry; c. Maxillofacial prosthetics; d. Preprosthetic surgery; including surgical principles and procedures; e. Evidence-based decision-making e. Implant placement including surgical and post-surgical management f. Temporomandibular disorders and orofacial pain; g. Medical emergencies; h. Diagnostic radiology; i. Research methodology; and
j. Prosthodontic patient classification systems such as the Prosthodontic Diagnostic Index (ACP Classification Systems) for edentulous, partially edentulous and dentate patients.
4-9 Instruction must be provided at the familiarity level in each of the following:
a. Endodontics; b. Periodontics; c. Orthodontics; d. Sleep disorders; e. Conscious sedation f. Intraoral photography; g. Practice management; g. Behavioral sciences; i. Ethics; j. Biostatistics; k. Scientific writing; and l. Teaching methodology.
CLINICAL PROGRAM
4-10 The program must 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.
4-11 The program must provide sufficient clinical experiences 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; and e. Effectively utilizing the professional services of allied dental personnel,
including but not limited to, dental laboratory technicians, dental assistants, and dental hygienists.
4-12 The program must 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 must 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 must include rehabilitative and esthetic procedures of varying complexity.
c. Clinical experiences must include treatment of geriatric patients, including patients with varying degrees of cognitive and physical impairments.
d. This may include defects, which are due to genetic, functional, parafunctional, microbial or traumatic causes.
Intent: Students should be proficient in the use of adjustable articulators to develop an integrated occlusion for opposing arches; complete and partial coverage restorations, restoration of endodontically treated teeth, fixed prosthodontics, removable partial dentures, complete dentures, implant supported and/or retained prostheses, and continual care and maintenance of restorations. Students should provide diagnosis driven therapy using recent advances in science and technology.
4-13 The program must 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.
4-14 Students must be competent in the prosthodontic management of patients with temporomandibular disorders and/or orofacial pain.
4-15 Students must be exposed to patients requiring various maxillofacial prosthetic services.
4-16 Students must participate in all phases of implant treatment including implant placement.
Intent: It is anticipated that students will act as first assistant and/or primary surgeon for some of their own patients.
4-16 Students must be competent in implant placement.
Intent: Students must guide implant placement beginning with initial assessment through comprehensive diagnosis and treatment planning for their patients. They must be intimately involved with surgical planning their patients. It is anticipated that students will serve as primary surgeon for some of their own patients.
4-17 Students must be exposed to preprosthetic surgical procedures.
Intent: Surgical procedures should include contouring of residual ridges, gingival recontouring, placement of dental implants, and removal of teeth.
4-18 Students must be exposed to patient management through sedation. Intent: Students should observe surgical procedures for patients who receive
sedation. 4-19 Students must be competent in oral/head/neck cancer screening and patient
education for prevention.
Intent: Students should be competent in clinical identification of potential
pathosis and referral to a specialist. Students must also educate patients to promote oral/head/neck cancer prevention.
MAXILLOFACIAL PROSTHETICS
Note: Application of these Standards to programs of various scope/length is as follows: a. Prosthodontic programs that encompass a minimum of forty-five months
that include integrated maxillofacial prosthetic training: all sections of these Standards apply;
b. Prosthodontic programs that encompass a minimum of thirty-three months: all sections of these Standards apply except sections 4-18 through 4-24 inclusive; and
c. Twelve-month maxillofacial prosthetic programs: all sections of these Standards apply except sections 4-5 through 4-17, inclusive.
PROGRAM DURATION
4-18 An advanced education program in maxillofacial prosthetics must be provided with a forty-five month integrated prosthodontic program which includes fixed prosthodontic, removable prosthodontic, implant prosthodontic and maxillofacial prosthetic experiences; or a one-year program devoted specifically to maxillofacial prosthetics which follows completion of a prosthodontic program.
DIDACTIC PROGRAM
4-19 Instruction must be provided at the in-depth level in each of the following: a. Maxillary defects and soft palate defects, which are the result of disease or
trauma (acquired defects); b. Mandibular defects, which are the result of disease or trauma (acquired
defects); c. Maxillary defects, which are naturally acquired (congenital or
developmental defects); d. Mandibular defects, which are naturally acquired (congenital or
developmental defects); e. Facial defects, which are the result of disease or trauma or are naturally
acquired; f. The use of implants to restore intraoral and extraoral defects; g. Maxillofacial prosthetic management of the radiation therapy patient; and h. Maxillofacial prosthetic management of the chemotherapy patient.
4-20 Instruction must be provided at the familiarity level in each of the following: a. Medical oncology;
b. Principles of head and neck surgery; c. Radiation oncology; d. Speech and deglutition; and e. Cranial defects.
CLINICAL PROGRAM
4-21 Residents must be competent to perform maxillofacial prosthetic treatment procedures performed in the hospital operation room.
4-22 Residents must gain clinical experience to become proficient in the pre-prosthetic, prosthetic and post-prosthetic management and treatment of patients with defects of the maxilla and mandible. Clinical experience regarding management and treatment should include: a. Patients who are partially dentate and for patients who are edentulous; b. Patients who have undergone radiation therapy to the head and neck region; c. Maxillary defects of the hard palate, soft palate and alveolus; d. Mandibular continuity and discontinuity defects; and e. Acquired, congenital and developmental defects.
4-23 Residents must gain clinical experience to become competent in the pre-prosthetic,
prosthetic and post-prosthetic management and treatment of patients with defects of facial structures.
4-24 Residents must demonstrate competency in interdisciplinary diagnostic and treatment planning conferences relevant to maxillofacial prosthetics, which may include: a. Cleft palate and craniofacial conferences; b. Clinical pathology conferences; c. Head and neck diagnostic conferences; d. Medical oncology treatment planning conferences; e. Radiation therapy diagnosis and treatment planning conferences; f. Reconstructive surgery conferences; and g. Tumor boards.
American 211 East Chicago Avenue Commission on Dental Chicago, Illinois 60611 Dental Accreditation Association 312-440-4653
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
October 2006 American Dental Association
Appendix 2Page 1
INTRODUCTION At its January 2006 meeting, the Commission on Dental Accreditation (CODA) decided that a validity and reliability study be conducted prior to considering any future revisions in the accreditation standards for each type of advanced dental specialty education program. The 2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study was conducted as a result of this decision. CODA, with assistance from the Survey Center, designed the survey instrument used for this study (see Appendix). The survey was mailed to a number of communities of interest, including:
• Random sample of professionally active prosthodontists • Directors of prosthodontics education programs • Deans of advanced dental education in dental schools • Chief administrative officers of dental programs in non-dental school institutions • CODA prosthodontics education program site visitors • Executive directors of state boards of dentistry • Executive directors of regional clinical testing agencies • Executive directors of prosthodontics organizations • Executive director and president of the American Association of Dental Examiners • Executive director and president of the American Dental Education Association • Executive director and president of the American Student Dental Association • Executive director and president of the National Dental Association • Executive director and president of the American Dental Association
A total of 671 surveys were mailed in June 2006. In order to increase the response rate, follow-up mailings were administered to all non-respondents in August and September. At the time the data collection ended in October, there were 216 respondents, for an adjusted response rate of 35.6% (excluding those individuals who were not prosthodontists or were no longer in dentistry, or whose addresses were no longer valid). A breakdown of the adjusted response rate by type of respondent is found below. In cases where an individual belonged to more than one type of respondent category (such as a program director who is also a CODA site visitor), that person is counted once in all applicable categories.
• Random sample of 500 professionally active prosthodontists: 28.6% • 56 directors of prosthodontics education programs: 88.7% • 19 deans of advanced dental education in dental schools: 50.0% • 16 chief administrative officers of dental programs in non-dental school institutions: 57.1% • 23 CODA prosthodontics education program site visitors: 87.0% • Executive directors of 53 state boards of dentistry and four regional clinical testing agencies: 30.9% • 11 executive directors and presidents of prosthodontics organizations: 70.0% • Executive directors and presidents of ADA, ADEA, ASDA, NDA, and AADE: 10.0%
NOTES TO THE READER Respondents were asked to rate each criterion in the survey using a scale from 1-5. The following descriptions correspond to the values in the rating scale:
1 = criterion relevant but too demanding 2 = retain criterion as is 3 = criterion relevant but not sufficiently demanding 4 = criterion not relevant 5 = no opinion.
Appendix 2Page 2
The tables in this report provide frequency distributions for each question in the survey, broken down by type of respondent. Please note that the respondent types were determined by the sample background data put together in preparation for mailing out this survey. Respondents may have belonged in more than one category; in such cases, the individual’s responses to the survey are included in the results for each applicable category. In addition to frequency distributions, the following tables display the average rating score for each criterion. Keep in mind that, although the responses for individuals who reported "no opinion" are included in the calculation of percentages shown in the report, the value of "5" was not included in the calculation of averages. After the numerical analysis, the report also includes the verbatim comments provided by respondents. The type of respondent is noted next to each comment. The comments are arranged by general standard area (1 through 6), and also include the responses to the “Any comments?” question at the end of the survey. For your reference, the Appendix at the end of this report contains a copy of the survey instrument used to collect these data.
Appendix 2Page 3
Standard/Rating N % N % N % N % N % N %
Standard 1 - Institutional Commitment/Program Effectiveness
1a. Total 47 125 17 19 8 171 6 12.8 5 4.0 1 5.9 1 5.3 0 0.0 0 0.02 41 87.2 109 87.2 16 94.1 18 94.7 8 100.0 9 52.93 0 0.0 5 4.0 0 0.0 0 0.0 0 0.0 1 5.94 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 6 4.8 0 0.0 0 0.0 0 0.0 7 41.2Average 1.9 2.0 1.9 1.9 2.0 2.1
1b.Total 47 126 17 20 8 161 8 17.0 15 11.9 0 0.0 0 0.0 0 0.0 0 0.02 39 83.0 95 75.4 17 100.0 20 100.0 8 100.0 10 62.53 0 0.0 8 6.3 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 6 4.8 0 0.0 0 0.0 0 0.0 6 37.5Average 1.8 2.0 2.0 2.0 2.0 2.0
1c. The financial resources must be sufficient to support the program's stated goals and objectives. Total 47 126 17 20 8 161 0 0.0 9 7.1 0 0.0 0 0.0 0 0.0 0 0.02 44 93.6 98 77.8 17 100.0 19 95.0 6 75.0 9 56.33 3 6.4 10 7.9 0 0.0 1 5.0 2 25.0 2 12.54 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 7 5.6 0 0.0 0 0.0 0 0.0 5 31.3Average 2.1 2.0 2.0 2.1 2.3 2.2
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
The program must develop clearly stated goals and objectives appropriate to advanced specialty education, addressing education, patient care, research and service. Planning for, evaluation of and improvement of educational quality for the program must be broad-based, systematic, continuous and designed to promote achievement of program goals related to education, patient care, research and service.
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
The program must document its effectiveness using a formal and ongoing outcomes assessment process to include measures of advanced education student/resident achievement.
Appendix 2Page 4
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 1 - Institutional Commitment/Program Effectiveness (continued)
1d.Total 46 125 17 19 8 161 1 2.2 7 5.6 1 5.9 1 5.3 0 0.0 0 0.02 39 84.8 102 81.6 16 94.1 14 73.7 7 87.5 10 62.53 4 8.7 12 9.6 0 0.0 4 21.1 1 12.5 0 0.04 1 2.2 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 1 2.2 4 3.2 0 0.0 0 0.0 0 0.0 6 37.5Average 2.1 2.0 1.9 2.2 2.1 2.0
1e. Major changes as defined by the Commission must be reported promptly to the Commission on Dental Accreditation. Total 47 124 17 20 8 161 0 0.0 10 8.1 1 5.9 0 0.0 0 0.0 0 0.02 47 100.0 94 75.8 16 94.1 19 95.0 8 100.0 10 62.53 0 0.0 8 6.5 0 0.0 1 5.0 0 0.0 0 0.04 0 0.0 3 2.4 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 9 7.3 0 0.0 0 0.0 0 0.0 6 37.5Average 2.0 2.0 1.9 2.1 2.0 2.0
The sponsoring institution must ensure that support from entities outside of the institution does not compromise the teaching, clinical and research components of the program.
Appendix 2Page 5
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 1 - Institutional Commitment/Program Effectiveness (continued)
1f.Total 47 126 17 20 8 161 1 2.1 12 9.5 0 0.0 0 0.0 0 0.0 0 0.02 45 95.7 102 81.0 17 100.0 20 100.0 8 100.0 11 68.83 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 1 2.1 9 7.1 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 1.9 2.0 2.0 2.0 2.0
1g.Total 47 125 17 20 8 161 1 2.1 3 2.4 0 0.0 0 0.0 0 0.0 0 0.02 46 97.9 104 83.2 17 100.0 18 90.0 8 100.0 9 56.33 0 0.0 11 8.8 0 0.0 2 10.0 0 0.0 2 12.54 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 5 4.0 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.1 2.0 2.2
Advanced specialty education programs must be sponsored by institutions, which are properly chartered and licensed to operate and offer instruction leading to degrees, diplomas or certificates with recognized education validity. Hospitals that sponsor advanced specialty education programs must be accredited by the Joint Commission on Accreditation of Healthcare Organizations or its equivalent. Educational institutions that sponsor advanced specialty education programs must be accredited by an agency recognized by the United States Department of Education. The bylaws, rules and regulations of hospitals that sponsor or provide a substantial portion of advanced specialty education programs must assure that dentists are eligible for medical staff membership and privileges including the right to vote, hold office, serve on medical staff committees and admit, manage and discharge patients.
The authority and final responsibility for curriculum development and approval, student/resident selection, faculty selection and administrative matters must rest within the sponsoring institution.
Appendix 2Page 6
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 1 - Institutional Commitment/Program Effectiveness (continued)
1h.Total 47 125 17 20 8 161 0 0.0 4 3.2 0 0.0 0 0.0 0 0.0 0 0.02 44 93.6 111 88.8 17 100.0 18 90.0 8 100.0 9 56.33 3 6.4 7 5.6 0 0.0 2 10.0 0 0.0 1 6.34 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 6 37.5Average 2.1 2.0 2.0 2.1 2.0 2.1
Affiliations
1i.Total 47 124 17 20 8 161 1 2.1 9 7.3 0 0.0 0 0.0 0 0.0 0 0.02 44 93.6 100 80.6 17 100.0 19 95.0 8 100.0 11 68.83 1 2.1 11 8.9 0 0.0 1 5.0 0 0.0 0 0.04 1 2.1 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 4 3.2 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.1 2.0 2.0
1j.1.Total 46 119 17 20 8 151 0 0.0 5 4.2 0 0.0 0 0.0 1 12.5 0 0.02 44 95.7 99 83.2 17 100.0 20 100.0 7 87.5 10 66.73 0 0.0 5 4.2 0 0.0 0 0.0 0 0.0 0 0.04 1 2.2 2 1.7 0 0.0 0 0.0 0 0.0 0 0.05 1 2.2 8 6.7 0 0.0 0 0.0 0 0.0 5 33.3Average 2.0 2.0 2.0 2.0 1.9 2.0
The primary sponsor of the educational program must accept full responsibility for the quality of education provided in all affiliated institutions.
Documentary evidence of agreements, approved by the sponsoring and relevant affiliated institutions, must be available. The following items must be covered in such inter-institutional agreements: Designation of a single program director;
The position of the program in the administrative structure must be consistent with that of other parallel programs within the institution and the program director must have the authority, responsibility and privileges necessary to manage the program.
Appendix 2Page 7
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 1 - Institutional Commitment/Program Effectiveness (continued)1j.2. The teaching staff;Total 46 117 17 20 8 151 1 2.2 6 5.1 0 0.0 0 0.0 0 0.0 0 0.02 43 93.5 92 78.6 17 100.0 20 100.0 8 100.0 9 60.03 0 0.0 11 9.4 0 0.0 0 0.0 0 0.0 1 6.74 1 2.2 1 0.9 0 0.0 0 0.0 0 0.0 0 0.05 1 2.2 7 6.0 0 0.0 0 0.0 0 0.0 5 33.3Average 2.0 2.1 2.0 2.0 2.0 2.1
1j.3. The educational objectives of the program; Total 46 117 17 20 8 151 0 0.0 7 6.0 0 0.0 0 0.0 0 0.0 0 0.02 43 93.5 94 80.3 17 100.0 20 100.0 8 100.0 10 66.73 1 2.2 8 6.8 0 0.0 0 0.0 0 0.0 0 0.04 1 2.2 1 0.9 0 0.0 0 0.0 0 0.0 0 0.05 1 2.2 7 6.0 0 0.0 0 0.0 0 0.0 5 33.3Average 2.1 2.0 2.0 2.0 2.0 2.0
1j.4. The period of assignment of students/residents; Total 46 117 17 20 8 151 0 0.0 4 3.4 0 0.0 0 0.0 0 0.0 0 0.02 44 95.7 95 81.2 17 100.0 20 100.0 7 87.5 10 66.73 0 0.0 8 6.8 0 0.0 0 0.0 1 12.5 0 0.04 1 2.2 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 1 2.2 10 8.5 0 0.0 0 0.0 0 0.0 5 33.3Average 2.0 2.0 2.0 2.0 2.1 2.0
Appendix 2Page 8
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 1 - Institutional Commitment/Program Effectiveness (continued)1j.5. Each institution's financial commitment. Total 47 116 17 20 8 151 1 2.1 4 3.4 0 0.0 0 0.0 0 0.0 0 0.02 42 89.4 87 75.0 17 100.0 18 90.0 7 87.5 9 60.03 2 4.3 12 10.3 0 0.0 1 5.0 0 0.0 0 0.04 1 2.1 3 2.6 0 0.0 0 0.0 1 12.5 0 0.05 1 2.1 10 8.6 0 0.0 1 5.0 0 0.0 6 40.0Average 2.1 2.1 2.0 2.1 2.3 2.0
Standard 2 - Program Director and Teaching Staff
2a.Total 47 121 17 20 8 161 0 0.0 16 13.2 1 5.9 0 0.0 0 0.0 0 0.02 45 95.7 91 75.2 16 94.1 18 90.0 8 100.0 11 68.83 2 4.3 8 6.6 0 0.0 2 10.0 0 0.0 0 0.04 0 0.0 5 4.1 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 1.9 2.1 2.0 2.0
2b.Total 47 121 17 20 8 161 0 0.0 5 4.1 1 5.9 0 0.0 0 0.0 0 0.02 45 95.7 105 86.8 16 94.1 20 100.0 8 100.0 10 62.53 2 4.3 9 7.4 0 0.0 0 0.0 0 0.0 1 6.34 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 1.9 2.0 2.0 2.1
The program must be administered by a director who is board certified in the respective specialty of the program. (All program directors appointed after January 1, 1997, who have not previously served as program directors, must be board certified.)
The program director must be appointed to the sponsoring institution and have sufficient authority and time to achieve the educational goals of the program and assess the program's effectiveness in meeting its goals.
Appendix 2Page 9
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 2 - Program Director and Teaching Staff (continued)
2-1.Total 47 121 17 20 8 161 0 0.0 7 5.8 0 0.0 0 0.0 0 0.0 0 0.02 47 100.0 103 85.1 17 100.0 20 100.0 8 100.0 11 68.83 0 0.0 8 6.6 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 2 1.7 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
2-1.1a.Total 47 119 17 20 8 161 0 0.0 5 4.2 0 0.0 0 0.0 0 0.0 0 0.02 47 100.0 101 84.9 17 100.0 20 100.0 8 100.0 10 62.53 0 0.0 8 6.7 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 1 6.35 0 0.0 4 3.4 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.2
2-1.1b. Develop and implement the curriculum plan to provide a diverse educational experience in biomedical and clinical sciences;Total 47 119 17 20 8 161 2 4.3 6 5.0 0 0.0 1 5.0 0 0.0 1 6.32 44 93.6 101 84.9 17 100.0 19 95.0 8 100.0 10 62.53 1 2.1 6 5.0 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 2 1.7 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 4 3.4 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 1.9
The program director must have primary responsibility for the organization and execution of the educational and administrative components to the program.
The program director must devote sufficient time to: Participate in the student/resident selection process, unless the program is sponsored by federal services utilizing a centralized student/resident selection process;
Appendix 2Page 10
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 2 - Program Director and Teaching Staff (continued)2-1.1c. Maintain a current copy of the curriculum’s goals, objectives, and content outlines; Total 47 119 17 20 8 161 0 0.0 7 5.9 0 0.0 0 0.0 0 0.0 0 0.02 47 100.0 105 88.2 17 100.0 20 100.0 8 100.0 11 68.83 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
2-1.1d. Maintain a record of the number and variety of clinical experiences accomplished by each student/resident; Total 47 119 17 20 8 161 6 12.8 12 10.1 0 0.0 1 5.0 1 12.5 1 6.32 41 87.2 91 76.5 17 100.0 19 95.0 7 87.5 10 62.53 0 0.0 12 10.1 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 5 31.3Average 1.9 2.0 2.0 2.0 1.9 1.9
2-1.1e. Ensure that the majority of faculty assigned to the program are educationally qualified prosthodontists; Total 47 119 17 20 8 161 0 0.0 4 3.4 1 5.9 0 0.0 0 0.0 0 0.02 45 95.7 98 82.4 16 94.1 17 85.0 8 100.0 9 56.33 2 4.3 13 10.9 0 0.0 3 15.0 0 0.0 2 12.54 0 0.0 2 1.7 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 2 1.7 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 1.9 2.2 2.0 2.2
Appendix 2Page 11
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 2 - Program Director and Teaching Staff (continued)2-1.1f. Provide written faculty evaluations at least annually to determine the effectiveness of the faculty in the educational program;Total 47 120 17 20 8 161 3 6.4 10 8.3 0 0.0 1 5.0 0 0.0 0 0.02 43 91.5 90 75.0 17 100.0 18 90.0 8 100.0 10 62.53 0 0.0 15 12.5 0 0.0 1 5.0 0 0.0 1 6.34 1 2.1 2 1.7 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.1
2-1.1g. Conduct periodic staff meetings for the proper administration of the educational program;Total 47 119 17 20 8 161 1 2.1 4 3.4 0 0.0 0 0.0 0 0.0 0 0.02 44 93.6 97 81.5 17 100.0 19 95.0 8 100.0 9 56.33 1 2.1 11 9.2 0 0.0 1 5.0 0 0.0 2 12.54 1 2.1 2 1.7 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 5 4.2 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.1 2.0 2.2
2-1.1h. Maintain adequate records of clinical supervision; Total 47 120 17 20 8 161 2 4.3 4 3.3 0 0.0 0 0.0 0 0.0 0 0.02 45 95.7 102 85.0 17 100.0 20 100.0 8 100.0 10 62.53 0 0.0 7 5.8 0 0.0 0 0.0 0 0.0 1 6.34 0 0.0 4 3.3 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.1
Appendix 2Page 12
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 2 - Program Director and Teaching Staff (continued)2-2. The program director must encourage students/residents to seek certification by the American Board of Prosthodontics. Total 47 119 17 20 8 161 1 2.1 11 9.2 0 0.0 0 0.0 1 12.5 0 0.02 45 95.7 78 65.5 17 100.0 17 85.0 6 75.0 8 50.03 1 2.1 20 16.8 0 0.0 3 15.0 1 12.5 2 12.54 0 0.0 4 3.4 0 0.0 0 0.0 0 0.0 1 6.35 0 0.0 6 5.0 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.2 2.0 2.2 2.0 2.4
2-3.a.Total 47 120 17 20 8 161 0 0.0 6 5.0 0 0.0 0 0.0 0 0.0 0 0.02 46 97.9 101 84.2 17 100.0 20 100.0 8 100.0 11 68.83 1 2.1 12 10.0 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.0
2-3.b. Provide supervision of all treatment provided by students/residents through specific and regularly scheduled clinic assignments. Total 47 119 17 20 8 161 1 2.1 8 6.7 0 0.0 0 0.0 0 0.0 0 0.02 45 95.7 98 82.4 17 100.0 20 100.0 8 100.0 11 68.83 1 2.1 12 10.1 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
The number and time commitment of the teaching staff must be sufficient to: Provide didactic and clinical instruction to meet curriculum goals and objectives;
Appendix 2Page 13
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 3 - Facilities and Resources
3a.Total 47 121 17 20 8 161 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 0 0.02 44 93.6 102 84.3 16 94.1 19 95.0 8 100.0 11 68.83 3 6.4 14 11.6 1 5.9 1 5.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.1 2.1 2.1 2.1 2.0 2.0
3b.Total 47 121 17 20 8 161 4 8.5 5 4.1 0 0.0 0 0.0 1 12.5 0 0.02 42 89.4 109 90.1 17 100.0 19 95.0 7 87.5 10 62.53 0 0.0 5 4.1 0 0.0 0 0.0 0 0.0 1 6.34 1 2.1 0 0.0 0 0.0 1 5.0 0 0.0 0 0.05 0 0.0 2 1.7 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.1 1.9 2.1
3c.Total 47 121 17 20 8 161 1 2.1 6 5.0 0 0.0 0 0.0 1 12.5 0 0.02 44 93.6 95 78.5 16 94.1 19 95.0 6 75.0 9 56.33 1 2.1 18 14.9 1 5.9 0 0.0 1 12.5 2 12.54 1 2.1 0 0.0 0 0.0 1 5.0 0 0.0 0 0.05 0 0.0 2 1.7 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.1 2.1 2.0 2.2
The program must 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 bloodborne and infectious diseases. Policies must be provided to all students/residents, faculty and appropriate support staff and continuously monitored for compliance. Additionally, policies on bloodborne and infectious diseases must be made available to applicants for admission and patients.
Students/Residents, faculty and appropriate support staff must be 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.
Institutional facilities and resources must be adequate to provide the educational experiences and opportunities required to fulfill the needs of the educational program as specified in these Standards. Equipment and supplies for use in managing medical emergencies must be readily accessible and functional.
Appendix 2Page 14
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 3 - Facilities and Resources (continued)
3d.Total 47 121 17 20 8 161 1 2.1 5 4.1 0 0.0 0 0.0 1 12.5 0 0.02 45 95.7 104 86.0 16 94.1 18 90.0 7 87.5 11 68.83 0 0.0 10 8.3 1 5.9 1 5.0 0 0.0 0 0.04 1 2.1 1 0.8 0 0.0 1 5.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.1 2.2 1.9 2.0
3e.Total 47 119 16 19 8 161 4 8.5 11 9.2 1 6.3 1 5.3 1 12.5 0 0.02 39 83.0 72 60.5 13 81.3 14 73.7 6 75.0 8 50.03 2 4.3 12 10.1 1 6.3 2 10.5 1 12.5 1 6.34 1 2.1 10 8.4 1 6.3 1 5.3 0 0.0 1 6.35 1 2.1 14 11.8 0 0.0 1 5.3 0 0.0 6 37.5Average 2.0 2.2 2.1 2.2 2.0 2.3
3-1. Physical facilities must permit students/residents to operate under circumstances prevailing in the practice of prosthodontics. Total 47 121 17 20 8 161 2 4.3 2 1.7 1 5.9 0 0.0 0 0.0 0 0.02 42 89.4 102 84.3 15 88.2 19 95.0 7 87.5 9 56.33 3 6.4 15 12.4 1 5.9 1 5.0 1 12.5 2 12.54 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.1 2.1 2.2
All students/residents, faculty and support staff involved in the direct provision of patient care must be continuously recognized/certified in basic life support procedures, including cardiopulmonary resuscitation.
The use of private office facilities as a means of providing clinical experiences in advanced specialty education is not approved, unless the specialty has included language that defines the use of such facilities in its specialty-specific standards.
Appendix 2Page 15
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 3 - Facilities and Resources (continued)3-1.1 The clinical facilities must be specifically identified for the advanced education program in prosthodontics. Total 47 120 17 20 8 161 1 2.1 7 5.8 0 0.0 0 0.0 0 0.0 0 0.02 45 95.7 93 77.5 16 94.1 19 95.0 8 100.0 9 56.33 1 2.1 16 13.3 1 5.9 1 5.0 0 0.0 2 12.54 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.1 2.1 2.0 2.2
3-1.2 There must be sufficient number of completely equipped operatories to accommodate the number of students/residents enrolled. Total 47 121 17 20 8 161 0 0.0 5 4.1 0 0.0 0 0.0 0 0.0 0 0.02 47 100.0 96 79.3 17 100.0 19 95.0 8 100.0 11 68.83 0 0.0 18 14.9 0 0.0 1 5.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 2 1.7 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.1 2.0 2.0
3-1.3 Laboratory facilities must be specifically identified for the advanced education program in prosthodontics. Total 47 121 17 20 8 151 3 6.4 12 9.9 0 0.0 0 0.0 0 0.0 0 0.02 43 91.5 87 71.9 16 94.1 20 100.0 8 100.0 10 66.73 1 2.1 16 13.2 1 5.9 0 0.0 0 0.0 0 0.04 0 0.0 5 4.1 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 33.3Average 2.0 2.1 2.1 2.0 2.0 2.0
Appendix 2Page 16
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 3 - Facilities and Resources (continued)3-1.4 The laboratory must be equipped to support the fabrication of most prostheses required in the program. Total 47 120 17 20 8 161 3 6.4 8 6.7 0 0.0 0 0.0 0 0.0 0 0.02 43 91.5 90 75.0 17 100.0 19 95.0 8 100.0 11 68.83 1 2.1 17 14.2 0 0.0 1 5.0 0 0.0 0 0.04 0 0.0 4 3.3 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.1 2.0 2.0
3-1.5Total 47 121 17 20 8 161 2 4.3 6 5.0 0 0.0 0 0.0 0 0.0 0 0.02 44 93.6 95 78.5 16 94.1 20 100.0 8 100.0 11 68.83 1 2.1 18 14.9 1 5.9 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.1 2.0 2.0 2.0
3-2. Radiographic equipment for extra-and intraoral radiographs must be accessible to the student/resident. Total 47 121 17 20 8 161 0 0.0 4 3.3 1 5.9 0 0.0 0 0.0 0 0.02 47 100.0 105 86.8 16 94.1 20 100.0 8 100.0 11 68.83 0 0.0 9 7.4 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 2 1.7 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 1.9 2.0 2.0 2.0
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.
Appendix 2Page 17
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 3 - Facilities and Resources (continued)3-3. Lecture, seminar, study space and administrative office space must be available for the conduct of the educational program. Total 47 123 17 20 8 161 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.02 45 95.7 112 91.1 17 100.0 18 90.0 8 100.0 11 68.83 2 4.3 9 7.3 0 0.0 2 10.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.1 2.0 2.0
3-4.Total 47 123 17 20 8 161 1 2.1 5 4.1 0 0.0 0 0.0 0 0.0 0 0.02 45 95.7 107 87.0 17 100.0 18 90.0 7 87.5 11 68.83 1 2.1 9 7.3 0 0.0 2 10.0 1 12.5 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.1 2.1 2.0
3-4.1Total 47 122 17 20 8 161 1 2.1 7 5.7 0 0.0 1 5.0 0 0.0 0 0.02 45 95.7 101 82.8 17 100.0 18 90.0 8 100.0 11 68.83 1 2.1 11 9.0 0 0.0 1 5.0 0 0.0 0 0.04 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.0
Library resources must include access to a diversified selection of current dental, biomedical, and other pertinent reference material.
Library resources must also include access to appropriate current and back issues of major scientific journals as well as equipment for retrieval and duplication of information.
Appendix 2Page 18
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 3 - Facilities and Resources (continued)
3-5.Total 47 123 17 20 8 161 0 0.0 3 2.4 1 5.9 0 0.0 0 0.0 0 0.02 45 95.7 105 85.4 16 94.1 19 95.0 8 100.0 10 62.53 2 4.3 12 9.8 0 0.0 1 5.0 0 0.0 1 6.34 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 1.9 2.1 2.0 2.1
3-6. Adequate allied dental personnel must be assigned to the program to ensure clinical and laboratory technical support. Total 47 121 17 20 8 161 2 4.3 2 1.7 0 0.0 0 0.0 0 0.0 0 0.02 39 83.0 106 87.6 17 100.0 18 90.0 7 87.5 11 68.83 6 12.8 12 9.9 0 0.0 2 10.0 1 12.5 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.1 2.1 2.0 2.1 2.1 2.0
3-7. Secretarial and clerical assistance must be sufficient to meet the educational and administrative needs of the program. Total 47 122 17 20 8 161 1 2.1 1 0.8 0 0.0 0 0.0 0 0.0 0 0.02 43 91.5 104 85.2 17 100.0 18 90.0 7 87.5 11 68.83 3 6.4 16 13.1 0 0.0 2 10.0 1 12.5 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.1 2.1 2.0
Facilities must include access to computer, photographic, and audiovisual resources for educational, administrative, and research support.
Appendix 2Page 19
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 3 - Facilities and Resources (continued)
3-8.Total 47 122 17 20 8 161 3 6.4 4 3.3 0 0.0 0 0.0 0 0.0 0 0.02 39 83.0 102 83.6 17 100.0 19 95.0 7 87.5 11 68.83 5 10.6 14 11.5 0 0.0 1 5.0 1 12.5 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.1 2.1 2.0
Standard 4 - Curriculum and Program Duration
4a.Total 47 120 17 20 8 161 0 0.0 5 4.2 0 0.0 0 0.0 0 0.0 0 0.02 45 95.7 106 88.3 17 100.0 20 100.0 8 100.0 11 68.83 2 4.3 5 4.2 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
4b. The level of specialty area instruction in the graduate and postgraduate programs must be comparable. Total 47 119 17 20 8 161 0 0.0 4 3.4 0 0.0 0 0.0 0 0.0 0 0.02 44 93.6 87 73.1 15 88.2 19 95.0 8 100.0 11 68.83 0 0.0 12 10.1 0 0.0 1 5.0 0 0.0 0 0.04 1 2.1 2 1.7 0 0.0 0 0.0 0 0.0 0 0.05 2 4.3 14 11.8 2 11.8 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.1 2.0 2.0
Laboratory technical support must be sufficient to ensure efficient operation of the clinical program and meet the educational needs of the program.
The advanced specialty education program must be designed to provide special knowledge and skills beyond the D.D.S. or D.M.D. training and be oriented to the accepted standards of specialty practice as set forth in specific standards contained in this document.
Appendix 2Page 20
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4c. Documentation of all program activities must be assured by the program director and available for review. Total 47 121 17 20 8 161 4 8.5 5 4.1 0 0.0 0 0.0 0 0.0 0 0.02 42 89.4 108 89.3 17 100.0 20 100.0 8 100.0 11 68.83 1 2.1 5 4.1 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 5 31.3Average 1.9 2.0 2.0 2.0 2.0 2.0
4d.Total 46 121 17 20 8 161 2 4.3 4 3.3 0 0.0 0 0.0 0 0.0 0 0.02 32 69.6 83 68.6 14 82.4 16 80.0 7 87.5 10 62.53 2 4.3 16 13.2 2 11.8 2 10.0 1 12.5 1 6.34 3 6.5 4 3.3 1 5.9 0 0.0 0 0.0 0 0.05 7 15.2 14 11.6 0 0.0 2 10.0 0 0.0 5 31.3Average 2.2 2.2 2.2 2.1 2.1 2.1
Program Duration4-1. A postdoctoral program in prosthodontics must encompass a minimum of 33 months. Total 46 121 17 20 8 161 1 2.2 12 9.9 1 5.9 0 0.0 0 0.0 1 6.32 44 95.7 88 72.7 15 88.2 20 100.0 7 87.5 9 56.33 1 2.2 8 6.6 1 5.9 0 0.0 0 0.0 0 0.04 0 0.0 5 4.1 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 8 6.6 0 0.0 0 0.0 1 12.5 6 37.5Average 2.0 2.1 2.0 2.0 2.0 1.9
If an institution and/or program enrolls part-time students/residents, the institution must have guidelines regarding enrollment of part-time students/residents. Part-time students/residents must start and complete the program within a single institution, except when the program is discontinued. The director of an accredited program who enrolls students/residents on a part-time basis must assure that: (1) the educational experiences, including the clinical experiences and responsibilities, are the same as required by full-time students/residents; and (2) there are an equivalent number of months spent in the program.
Appendix 2Page 21
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)
4-2.Total 46 121 17 20 8 161 2 4.3 17 14.0 2 11.8 0 0.0 0 0.0 1 6.32 38 82.6 81 66.9 14 82.4 18 90.0 7 87.5 9 56.33 0 0.0 6 5.0 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 4 3.3 0 0.0 0 0.0 0 0.0 0 0.05 6 13.0 13 10.7 1 5.9 2 10.0 1 12.5 6 37.5Average 2.0 2.0 1.9 2.0 2.0 1.9
4-3.Total 47 121 17 20 8 161 0 0.0 8 6.6 1 5.9 0 0.0 0 0.0 0 0.02 43 91.5 97 80.2 16 94.1 19 95.0 7 87.5 10 62.53 0 0.0 8 6.6 0 0.0 0 0.0 0 0.0 0 0.04 1 2.1 2 1.7 0 0.0 0 0.0 0 0.0 0 0.05 3 6.4 6 5.0 0 0.0 1 5.0 1 12.5 6 37.5Average 2.0 2.0 1.9 2.0 2.0 2.0 Curriculum
4-4.Total 47 123 17 20 8 161 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 0 0.02 47 100.0 115 93.5 17 100.0 20 100.0 8 100.0 11 68.83 0 0.0 4 3.3 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
The curriculum must be designed to enable the student/resident to attain skills representative of a clinician proficient in the theoretical and practical aspects of prosthodontics. Advanced level instruction may be provided through the following: formal courses, seminars, lectures, self-instructional modules, clinical assignments and laboratory assignments.
A 12-month postdoctoral program in maxillofacial prosthetics must be preceded by successful completion of an accredited prosthodontics program.
A postdoctoral program in prosthodontics that includes integrated maxillofacial training must encompass a minimum of 45 months.
Appendix 2Page 22
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-4.1 Written goals and objectives must be developed for all instruction included in this curriculum. Total 47 123 17 20 8 161 5 10.6 5 4.1 0 0.0 0 0.0 0 0.0 0 0.02 42 89.4 109 88.6 17 100.0 20 100.0 8 100.0 11 68.83 0 0.0 5 4.1 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 5 31.3Average 1.9 2.0 2.0 2.0 2.0 2.0
4-4.2 Content outlines must be developed for all didactic portions of the program. Total 47 121 17 20 8 161 6 12.8 9 7.4 0 0.0 0 0.0 1 12.5 0 0.02 41 87.2 105 86.8 17 100.0 20 100.0 7 87.5 11 68.83 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 5 31.3Average 1.9 2.0 2.0 2.0 1.9 2.0
4-4.3 Students/Residents must prepare and present diagnostic data, treatment plans and the results of patient treatment. Total 47 122 17 20 8 161 1 2.1 3 2.5 0 0.0 0 0.0 0 0.0 0 0.02 46 97.9 110 90.2 17 100.0 20 100.0 8 100.0 11 68.83 0 0.0 7 5.7 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
Appendix 2Page 23
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-4.4 The amount of time devoted to didactic instruction and research must be at least 30% of the total educational experience. Total 47 123 17 20 8 161 7 14.9 12 9.8 1 5.9 1 5.0 1 12.5 0 0.02 40 85.1 85 69.1 16 94.1 19 95.0 7 87.5 9 56.33 0 0.0 13 10.6 0 0.0 0 0.0 0 0.0 1 6.34 0 0.0 3 2.4 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 10 8.1 0 0.0 0 0.0 0 0.0 6 37.5Average 1.9 2.1 1.9 2.0 1.9 2.1
4-4.5Total 47 123 17 20 8 161 3 6.4 8 6.5 0 0.0 0 0.0 1 12.5 0 0.02 42 89.4 91 74.0 17 100.0 19 95.0 7 87.5 8 50.03 2 4.3 13 10.6 0 0.0 1 5.0 0 0.0 2 12.54 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 9 7.3 0 0.0 0 0.0 0 0.0 6 37.5Average 2.0 2.1 2.0 2.1 1.9 2.2
4-4.6Total 47 123 16 20 8 161 3 6.4 10 8.1 0 0.0 0 0.0 0 0.0 1 6.32 37 78.7 93 75.6 16 100.0 16 80.0 7 87.5 8 50.03 5 10.6 10 8.1 0 0.0 4 20.0 1 12.5 1 6.34 1 2.1 6 4.9 0 0.0 0 0.0 0 0.0 1 6.35 1 2.1 4 3.3 0 0.0 0 0.0 0 0.0 5 31.3Average 2.1 2.1 2.0 2.2 2.1 2.2
A minimum of 60% of the total program time must be devoted to providing patient services, including direct patient care and laboratory procedures.
The program may include organized teaching experience. If time is devoted to this activity, it should be carefully evaluated in relation to the goals and objectives of the overall program and the interests of the individual student/resident.
Appendix 2Page 24
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)Didactic Program: Biomedical Scences4-5.a.Total 44 122 17 20 8 161 1 2.3 3 2.5 0 0.0 0 0.0 0 0.0 0 0.02 42 95.5 108 88.5 16 94.1 20 100.0 8 100.0 11 68.83 1 2.3 9 7.4 1 5.9 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.1 2.0 2.0 2.0
4-5.b. Applied pharmacology; Total 44 121 17 20 8 161 1 2.3 9 7.4 0 0.0 0 0.0 0 0.0 1 6.32 43 97.7 102 84.3 17 100.0 20 100.0 8 100.0 10 62.53 0 0.0 8 6.6 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 1.9
4-5.c. Craniofacial anatomy and physiology;Total 44 122 17 20 8 161 1 2.3 3 2.5 0 0.0 0 0.0 0 0.0 0 0.02 42 95.5 107 87.7 17 100.0 20 100.0 8 100.0 11 68.83 1 2.3 10 8.2 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.0
Instruction must be provided at the understanding level in each of the following: Oral pathology;
Appendix 2Page 25
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-5.d. Infection control. Total 44 122 17 20 8 161 2 4.5 1 0.8 0 0.0 0 0.0 0 0.0 0 0.02 41 93.2 110 90.2 16 94.1 20 100.0 8 100.0 11 68.83 1 2.3 9 7.4 1 5.9 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.1 2.0 2.0 2.0
4-6.a. Instruction must be provided at the familiarity level in each of the following: Craniofacial growth and development; Total 44 121 17 20 8 161 3 6.8 5 4.1 0 0.0 0 0.0 0 0.0 0 0.02 38 86.4 101 83.5 15 88.2 20 100.0 8 100.0 11 68.83 2 4.5 14 11.6 2 11.8 0 0.0 0 0.0 0 0.04 1 2.3 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.1 2.0 2.0 2.0
4-6.b. Immunology; Total 44 122 17 20 8 161 7 15.9 12 9.8 0 0.0 0 0.0 1 12.5 1 6.32 35 79.5 95 77.9 17 100.0 20 100.0 7 87.5 10 62.53 0 0.0 11 9.0 0 0.0 0 0.0 0 0.0 0 0.04 2 4.5 3 2.5 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 1.9 2.0 2.0 2.0 1.9 1.9
Appendix 2Page 26
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-6.c. Oral microbiology; Total 44 121 17 20 8 161 6 13.6 13 10.7 0 0.0 1 5.0 1 12.5 0 0.02 36 81.8 96 79.3 17 100.0 19 95.0 7 87.5 11 68.83 1 2.3 10 8.3 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 1 2.3 2 1.7 0 0.0 0 0.0 0 0.0 5 31.3Average 1.9 2.0 2.0 2.0 1.9 2.0
4-6.d. Risk assessment for oral disease; Total 44 121 17 20 8 161 2 4.5 3 2.5 0 0.0 0 0.0 0 0.0 0 0.02 41 93.2 105 86.8 17 100.0 20 100.0 7 87.5 11 68.83 0 0.0 11 9.1 0 0.0 0 0.0 1 12.5 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 1 2.3 2 1.7 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.1 2.0
4-6.e. Wound healing. Total 44 122 17 20 8 161 1 2.3 5 4.1 0 0.0 0 0.0 0 0.0 0 0.02 39 88.6 97 79.5 16 94.1 20 100.0 8 100.0 11 68.83 2 4.5 18 14.8 1 5.9 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 2 4.5 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.1 2.0 2.0 2.0
Appendix 2Page 27
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)Didactic Program: Prosthodontics and Related Disciplines4-7.a. Instruction must be provided at the in-depth level in each of the following: Fixed prosthodontics; Total 45 121 17 20 8 161 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.02 45 100.0 113 93.4 17 100.0 20 100.0 8 100.0 11 68.83 0 0.0 6 5.0 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
4-7.b. Implant prosthodontics; Total 45 121 17 20 8 161 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.02 45 100.0 107 88.4 17 100.0 20 100.0 8 100.0 11 68.83 0 0.0 12 9.9 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.0
4-7.c. Removable prosthodontics; Total 45 121 17 20 8 161 0 0.0 2 1.7 0 0.0 0 0.0 0 0.0 0 0.02 45 100.0 110 90.9 17 100.0 20 100.0 8 100.0 11 68.83 0 0.0 8 6.6 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.0
Appendix 2Page 28
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-7.d. Occlusion. Total 45 121 17 20 8 161 1 2.2 3 2.5 0 0.0 0 0.0 0 0.0 0 0.02 44 97.8 108 89.3 17 100.0 20 100.0 8 100.0 11 68.83 0 0.0 9 7.4 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.0
4-8.a. Instruction must be provided at the understanding level in each of the following: Biomaterials; Total 45 119 17 20 8 161 0 0.0 2 1.7 0 0.0 0 0.0 0 0.0 0 0.02 43 95.6 100 84.0 16 94.1 20 100.0 8 100.0 11 68.83 2 4.4 16 13.4 1 5.9 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.1 2.0 2.0 2.0
4-8.b. Geriatrics; Total 45 119 17 20 8 161 4 8.9 3 2.5 0 0.0 1 5.0 0 0.0 0 0.02 38 84.4 102 85.7 17 100.0 17 85.0 8 100.0 11 68.83 3 6.7 13 10.9 0 0.0 1 5.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 1 5.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.0
Appendix 2Page 29
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-8.c. Maxillofacial prosthetics; Total 45 118 17 20 8 161 0 0.0 4 3.4 0 0.0 0 0.0 0 0.0 0 0.02 43 95.6 97 82.2 17 100.0 19 95.0 8 100.0 11 68.83 2 4.4 15 12.7 0 0.0 1 5.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.1 2.0 2.0
4-8.d. Preprosthetic surgery; including surgical principles and procedures; Total 45 119 17 20 8 161 2 4.4 0 0.0 0 0.0 0 0.0 0 0.0 0 0.02 39 86.7 100 84.0 16 94.1 19 95.0 7 87.5 11 68.83 2 4.4 15 12.6 1 5.9 1 5.0 1 12.5 0 0.04 2 4.4 3 2.5 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.1 2.2 2.1 2.1 2.1 2.0
4-8.e. Implant placement including surgical and post-surgical management; Total 45 119 16 20 8 161 1 2.2 5 4.2 0 0.0 1 5.0 0 0.0 0 0.02 38 84.4 85 71.4 15 93.8 16 80.0 5 62.5 11 68.83 6 13.3 26 21.8 1 6.3 3 15.0 3 37.5 0 0.04 0 0.0 2 1.7 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.1 2.2 2.1 2.1 2.4 2.0
Appendix 2Page 30
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-8.f. Temporomandibular disorders and orofacial pain; Total 45 120 17 20 8 161 3 6.7 5 4.2 0 0.0 2 10.0 1 12.5 0 0.02 39 86.7 98 81.7 17 100.0 18 90.0 7 87.5 11 68.83 3 6.7 16 13.3 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 1.9 1.9 2.0
4-8.g. Medical emergencies; Total 45 119 17 20 8 161 1 2.2 2 1.7 0 0.0 0 0.0 1 12.5 0 0.02 42 93.3 100 84.0 17 100.0 19 95.0 6 75.0 11 68.83 1 2.2 15 12.6 0 0.0 1 5.0 1 12.5 0 0.04 1 2.2 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.1 2.0 2.0
4-8.h. Diagnostic radiology; Total 45 118 17 20 8 161 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.02 44 97.8 101 85.6 17 100.0 19 95.0 8 100.0 11 68.83 0 0.0 12 10.2 0 0.0 1 5.0 0 0.0 0 0.04 1 2.2 2 1.7 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 2 1.7 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.1 2.0 2.0
Appendix 2Page 31
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-8.i. Research methodology; Total 45 120 17 20 8 161 4 8.9 8 6.7 1 5.9 1 5.0 1 12.5 0 0.02 40 88.9 92 76.7 16 94.1 18 90.0 6 75.0 11 68.83 1 2.2 16 13.3 0 0.0 1 5.0 0 0.0 0 0.04 0 0.0 3 2.5 0 0.0 0 0.0 1 12.5 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 1.9 2.1 1.9 2.0 2.1 2.0
4-8.j.Total 43 117 17 19 8 161 6 14.0 9 7.7 2 11.8 2 10.5 1 12.5 1 6.32 27 62.8 82 70.1 15 88.2 10 52.6 6 75.0 10 62.53 3 7.0 18 15.4 0 0.0 1 5.3 0 0.0 0 0.04 7 16.3 5 4.3 0 0.0 5 26.3 1 12.5 0 0.05 0 0.0 3 2.6 0 0.0 1 5.3 0 0.0 5 31.3Average 2.3 2.2 1.9 2.5 2.1 1.9
4-9.a. Instruction must be provided at the familiarity level in each of the following: Endodontics; Total 45 121 17 20 8 161 3 6.7 5 4.1 0 0.0 0 0.0 0 0.0 1 6.32 37 82.2 98 81.0 16 94.1 20 100.0 8 100.0 10 62.53 0 0.0 13 10.7 0 0.0 0 0.0 0 0.0 0 0.04 3 6.7 4 3.3 0 0.0 0 0.0 0 0.0 0 0.05 2 4.4 1 0.8 1 5.9 0 0.0 0 0.0 5 31.3Average 2.1 2.1 2.0 2.0 2.0 1.9
Prosthodontic patient classification systems such as the Prosthodontic Diagnostic Index (ACP Classification Systems) for edentulous, partially edentulous and dentate patients.
Appendix 2Page 32
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-9.b. Periodontics; Total 45 121 17 20 8 161 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 0 0.02 39 86.7 102 84.3 14 82.4 19 95.0 8 100.0 11 68.83 2 4.4 13 10.7 2 11.8 1 5.0 0 0.0 0 0.04 2 4.4 2 1.7 0 0.0 0 0.0 0 0.0 0 0.05 2 4.4 1 0.8 1 5.9 0 0.0 0 0.0 5 31.3Average 2.1 2.1 2.1 2.1 2.0 2.0
4-9.c. Orthodontics; Total 45 121 17 20 8 161 2 4.4 5 4.1 0 0.0 0 0.0 0 0.0 1 6.32 38 84.4 97 80.2 16 94.1 20 100.0 8 100.0 10 62.53 1 2.2 13 10.7 0 0.0 0 0.0 0 0.0 0 0.04 2 4.4 5 4.1 0 0.0 0 0.0 0 0.0 0 0.05 2 4.4 1 0.8 1 5.9 0 0.0 0 0.0 5 31.3Average 2.1 2.2 2.0 2.0 2.0 1.9
4-9.d. Sleep disorders; Total 45 121 17 20 8 161 4 8.9 12 9.9 0 0.0 1 5.0 0 0.0 0 0.02 35 77.8 84 69.4 15 88.2 19 95.0 6 75.0 9 56.33 2 4.4 20 16.5 1 5.9 0 0.0 1 12.5 0 0.04 2 4.4 2 1.7 0 0.0 0 0.0 1 12.5 0 0.05 2 4.4 3 2.5 1 5.9 0 0.0 0 0.0 7 43.8Average 2.0 2.1 2.1 2.0 2.4 2.0
Appendix 2Page 33
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-9.e. Intraoral photography; Total 44 121 17 19 8 161 1 2.3 6 5.0 0 0.0 0 0.0 0 0.0 0 0.02 41 93.2 92 76.0 17 100.0 19 100.0 7 87.5 10 62.53 0 0.0 19 15.7 0 0.0 0 0.0 0 0.0 1 6.34 0 0.0 2 1.7 0 0.0 0 0.0 1 12.5 0 0.05 2 4.5 2 1.7 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.3 2.1
4-9.f. Practice management; Total 44 121 17 19 8 161 1 2.3 7 5.8 0 0.0 0 0.0 0 0.0 0 0.02 38 86.4 86 71.1 17 100.0 19 100.0 8 100.0 10 62.53 2 4.5 24 19.8 0 0.0 0 0.0 0 0.0 1 6.34 1 2.3 2 1.7 0 0.0 0 0.0 0 0.0 0 0.05 2 4.5 2 1.7 0 0.0 0 0.0 0 0.0 5 31.3Average 2.1 2.2 2.0 2.0 2.0 2.1
4-9.g. Behavioral sciences; Total 44 120 17 19 8 161 3 6.8 9 7.5 0 0.0 0 0.0 0 0.0 0 0.02 36 81.8 94 78.3 17 100.0 19 100.0 8 100.0 10 62.53 1 2.3 12 10.0 0 0.0 0 0.0 0 0.0 1 6.34 2 4.5 3 2.5 0 0.0 0 0.0 0 0.0 0 0.05 2 4.5 2 1.7 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.1
Appendix 2Page 34
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-9.h. Ethics; Total 44 120 17 19 8 161 1 2.3 3 2.5 0 0.0 0 0.0 0 0.0 0 0.02 38 86.4 97 80.8 17 100.0 19 100.0 7 87.5 11 68.83 1 2.3 16 13.3 0 0.0 0 0.0 1 12.5 0 0.04 2 4.5 2 1.7 0 0.0 0 0.0 0 0.0 0 0.05 2 4.5 2 1.7 0 0.0 0 0.0 0 0.0 5 31.3Average 2.1 2.1 2.0 2.0 2.1 2.0
4-9.i. Biostatistics; Total 43 121 17 19 8 161 2 4.7 9 7.4 0 0.0 0 0.0 0 0.0 2 12.52 37 86.0 95 78.5 17 100.0 19 100.0 8 100.0 8 50.03 2 4.7 11 9.1 0 0.0 0 0.0 0 0.0 0 0.04 1 2.3 4 3.3 0 0.0 0 0.0 0 0.0 0 0.05 1 2.3 2 1.7 0 0.0 0 0.0 0 0.0 6 37.5Average 2.0 2.1 2.0 2.0 2.0 1.8
4-9.j. Scientific writing; Total 43 121 17 19 8 161 2 4.7 10 8.3 0 0.0 0 0.0 0 0.0 0 0.02 36 83.7 90 74.4 17 100.0 19 100.0 8 100.0 10 62.53 3 7.0 13 10.7 0 0.0 0 0.0 0 0.0 0 0.04 1 2.3 6 5.0 0 0.0 0 0.0 0 0.0 0 0.05 1 2.3 2 1.7 0 0.0 0 0.0 0 0.0 6 37.5Average 2.1 2.1 2.0 2.0 2.0 2.0
Appendix 2Page 35
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-9.k. Teaching methodology. Total 44 121 17 19 8 161 3 6.8 12 9.9 1 5.9 0 0.0 0 0.0 0 0.02 34 77.3 88 72.7 16 94.1 18 94.7 7 87.5 10 62.53 3 6.8 16 13.2 0 0.0 0 0.0 0 0.0 0 0.04 1 2.3 2 1.7 0 0.0 0 0.0 1 12.5 0 0.05 3 6.8 3 2.5 0 0.0 1 5.3 0 0.0 6 37.5Average 2.0 2.1 1.9 2.0 2.3 2.0
Clinical Program
4-10.Total 45 118 17 20 8 161 2 4.4 3 2.5 0 0.0 0 0.0 0 0.0 0 0.02 43 95.6 104 88.1 17 100.0 20 100.0 8 100.0 11 68.83 0 0.0 9 7.6 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 2 1.7 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.0
4-11.a.Total 45 121 17 20 8 161 0 0.0 4 3.3 0 0.0 0 0.0 0 0.0 0 0.02 45 100.0 111 91.7 17 100.0 20 100.0 8 100.0 11 68.83 0 0.0 5 4.1 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
The program must provide sufficient clinical experiences for the student/resident to be proficient in the comprehensive treatment of a wide range of complex prosthodontic patients with various categories of need.
The program must provide sufficient clinical experiences for the student/resident to be proficient in: Collecting, organizing, analyzing, and interpreting diagnostic data;
Appendix 2Page 36
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-11.b. Determining a diagnosis; Total 45 121 17 20 8 161 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.02 44 97.8 115 95.0 17 100.0 20 100.0 8 100.0 11 68.83 1 2.2 4 3.3 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
4-11.c. Developing a comprehensive treatment plan and prognosis; Total 45 121 17 20 8 161 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.02 44 97.8 114 94.2 17 100.0 20 100.0 8 100.0 11 68.83 1 2.2 5 4.1 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
4-11.d. Critically evaluating the results of treatment; Total 45 121 17 20 8 161 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.02 44 97.8 112 92.6 17 100.0 20 100.0 8 100.0 11 68.83 1 2.2 7 5.8 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.0
Appendix 2Page 37
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)
4-11.e.Total 45 120 17 20 8 161 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.02 43 95.6 111 92.5 17 100.0 19 95.0 8 100.0 10 62.53 1 2.2 7 5.8 0 0.0 1 5.0 0 0.0 1 6.34 1 2.2 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 5 31.3Average 2.1 2.1 2.0 2.1 2.0 2.1
4-12.a.Total 45 121 17 20 8 161 1 2.2 4 3.3 0 0.0 1 5.0 1 12.5 0 0.02 41 91.1 104 86.0 15 88.2 16 80.0 6 75.0 11 68.83 0 0.0 6 5.0 0 0.0 0 0.0 0 0.0 0 0.04 3 6.7 4 3.3 1 5.9 2 10.0 1 12.5 0 0.05 0 0.0 3 2.5 1 5.9 1 5.0 0 0.0 5 31.3Average 2.1 2.1 2.1 2.2 2.1 2.0
4-12.b. Clinical experiences must include rehabilitative and esthetic procedures of varying complexity. Total 45 121 17 20 8 161 0 0.0 2 1.7 0 0.0 0 0.0 1 12.5 0 0.02 44 97.8 108 89.3 16 94.1 18 90.0 7 87.5 11 68.83 1 2.2 8 6.6 0 0.0 1 5.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 2 1.7 1 5.9 1 5.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.1 1.9 2.0
Effectively utilizing the professional services of allied dental personnel, including but not limited to, dental laboratory technicians, dental assistants, and dental hygienists.
The program must provide sufficient clinical experiences for the student/resident to be proficient in the comprehensive diagnosis, treatment planning and rehabilitation of edentulous, partially edentulous and dentate patients. Clinical experiences must 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.
Appendix 2Page 38
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)
4-12.c.Total 45 121 17 20 8 161 4 8.9 9 7.4 1 5.9 2 10.0 1 12.5 0 0.02 38 84.4 98 81.0 15 88.2 16 80.0 7 87.5 11 68.83 3 6.7 12 9.9 0 0.0 1 5.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 2 1.7 1 5.9 1 5.0 0 0.0 5 31.3Average 2.0 2.0 1.9 1.9 1.9 2.0
4-12.d. This may include defects, which are due to genetic, functional, parafunctional, microbial or traumatic causes. Total 45 121 17 20 8 161 1 2.2 6 5.0 0 0.0 1 5.0 1 12.5 0 0.02 42 93.3 101 83.5 16 94.1 17 85.0 7 87.5 11 68.83 1 2.2 12 9.9 0 0.0 0 0.0 0 0.0 0 0.04 1 2.2 0 0.0 0 0.0 1 5.0 0 0.0 0 0.05 0 0.0 2 1.7 1 5.9 1 5.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.1 1.9 2.0
4-13.Total 44 121 17 19 8 161 3 6.8 9 7.4 0 0.0 1 5.3 0 0.0 0 0.02 40 90.9 94 77.7 16 94.1 16 84.2 8 100.0 11 68.83 1 2.3 16 13.2 0 0.0 1 5.3 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 2 1.7 1 5.9 1 5.3 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.0
Clinical experiences must include treatment of geriatric patients, including patients with varying degrees of cognitive and physical impairments.
The program must provide sufficient dental laboratory experience for the student/resident to be competent in the laboratory aspects of treatment of complete edentulism, partial edentulism and dentate patients.
Appendix 2Page 39
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)
4-14.Total 45 120 17 19 8 161 9 20.0 15 12.5 1 5.9 3 15.8 1 12.5 0 0.02 34 75.6 87 72.5 14 82.4 15 78.9 6 75.0 10 62.53 2 4.4 16 13.3 0 0.0 0 0.0 0 0.0 1 6.34 0 0.0 0 0.0 0 0.0 0 0.0 1 12.5 0 0.05 0 0.0 2 1.7 2 11.8 1 5.3 0 0.0 5 31.3Average 1.8 2.0 1.9 1.8 2.1 2.1
4-15. Students/Residents must be exposed to patients requiring various maxillofacial prosthetic services. Total 45 121 17 20 8 161 6 13.3 18 14.9 0 0.0 1 5.0 0 0.0 0 0.02 37 82.2 85 70.2 15 88.2 18 90.0 8 100.0 10 62.53 2 4.4 14 11.6 0 0.0 0 0.0 0 0.0 1 6.34 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 3 2.5 2 11.8 1 5.0 0 0.0 5 31.3Average 1.9 2.0 2.0 1.9 2.0 2.1
4-16. Students/Residents must participate in all phases of implant treatment including implant placement. Total 45 121 17 20 8 161 6 13.3 14 11.6 0 0.0 0 0.0 0 0.0 0 0.02 30 66.7 83 68.6 13 76.5 12 60.0 4 50.0 11 68.83 9 20.0 17 14.0 2 11.8 7 35.0 3 37.5 0 0.04 0 0.0 5 4.1 0 0.0 0 0.0 1 12.5 0 0.05 0 0.0 2 1.7 2 11.8 1 5.0 0 0.0 5 31.3Average 2.1 2.1 2.1 2.4 2.6 2.0
Students/Residents must be competent in the prosthodontic management of patients with temporomandibular disorders and/or orofacial pain.
Appendix 2Page 40
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-17. Students/Residents must be exposed to preprosthetic surgical procedures. Total 45 121 17 20 8 161 3 6.7 2 1.7 0 0.0 0 0.0 1 12.5 0 0.02 38 84.4 101 83.5 15 88.2 16 80.0 6 75.0 11 68.83 2 4.4 13 10.7 0 0.0 3 15.0 1 12.5 0 0.04 2 4.4 2 1.7 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 3 2.5 2 11.8 1 5.0 0 0.0 5 31.3Average 2.1 2.1 2.0 2.2 2.0 2.0 Program Duration
4-18.Total 34 116 14 15 8 161 0 0.0 11 9.5 1 7.1 0 0.0 0 0.0 1 6.32 26 76.5 80 69.0 9 64.3 9 60.0 7 87.5 9 56.33 0 0.0 6 5.2 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 4 3.4 0 0.0 0 0.0 0 0.0 0 0.05 8 23.5 15 12.9 4 28.6 6 40.0 1 12.5 6 37.5Average 2.0 2.0 1.9 2.0 2.0 1.9
4-19.a.Total 33 117 14 15 8 161 0 0.0 3 2.6 0 0.0 0 0.0 0 0.0 0 0.02 23 69.7 98 83.8 11 78.6 10 66.7 8 100.0 11 68.83 0 0.0 6 5.1 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 10 30.3 10 8.5 3 21.4 5 33.3 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
An advanced education program in maxillofacial prosthetics must be provided with a forty-five month integrated prosthodontic program which includes fixed prosthodontic, removable prosthodontic, implant prosthodontic and maxillofacial prosthetic experiences; or a one-year program devoted specifically to maxillofacial prosthetics which follows completion of a prosthodontic program.
Instruction must be provided at the in-depth level in each of the following: Maxillary defects and soft palate defects, which are the result of disease or trauma (acquired defects);
Appendix 2Page 41
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-19.b. Mandibular defects, which are the result of disease or trauma (acquired defects); Total 33 117 14 15 8 161 1 3.0 4 3.4 0 0.0 0 0.0 0 0.0 0 0.02 22 66.7 96 82.1 11 78.6 10 66.7 8 100.0 11 68.83 0 0.0 7 6.0 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 10 30.3 10 8.5 3 21.4 5 33.3 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
4-19.c. Maxillary defects, which are naturally acquired (congenital or developmental defects); Total 34 117 14 15 8 161 1 2.9 5 4.3 0 0.0 0 0.0 0 0.0 0 0.02 22 64.7 96 82.1 11 78.6 10 66.7 8 100.0 11 68.83 0 0.0 6 5.1 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 10 8.5 3 21.4 5 33.3 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
4-19.d. Mandibular defects, which are naturally acquired (congenital or developmental defects); Total 34 114 14 15 8 161 1 2.9 5 4.4 0 0.0 0 0.0 0 0.0 0 0.02 22 64.7 96 84.2 11 78.6 10 66.7 8 100.0 11 68.83 0 0.0 3 2.6 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 10 8.8 3 21.4 5 33.3 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
Appendix 2Page 42
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-19.e. Facial defects, which are the result of disease or trauma or are naturally acquired:Total 34 116 14 15 8 161 1 2.9 5 4.3 1 7.1 0 0.0 0 0.0 0 0.02 22 64.7 95 81.9 10 71.4 10 66.7 8 100.0 11 68.83 0 0.0 5 4.3 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 11 9.5 3 21.4 5 33.3 0 0.0 5 31.3Average 2.0 2.0 1.9 2.0 2.0 2.0
4-19.f. The use of implants to restore intraoral and extraoral defects; Total 34 117 14 15 8 161 1 2.9 4 3.4 1 7.1 0 0.0 0 0.0 0 0.02 21 61.8 93 79.5 10 71.4 10 66.7 8 100.0 11 68.83 0 0.0 8 6.8 0 0.0 0 0.0 0 0.0 0 0.04 1 2.9 1 0.9 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 11 9.4 3 21.4 5 33.3 0 0.0 5 31.3Average 2.0 2.1 1.9 2.0 2.0 2.0
4-19.g. Maxillofacial prosthetic management of the radiation therapy patient; Total 34 117 14 15 8 161 0 0.0 4 3.4 0 0.0 0 0.0 0 0.0 0 0.02 23 67.6 95 81.2 11 78.6 10 66.7 8 100.0 10 62.53 0 0.0 8 6.8 0 0.0 0 0.0 0 0.0 1 6.34 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 10 8.5 3 21.4 5 33.3 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.1
Appendix 2Page 43
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-19.h. Maxillofacial prosthetic management of the chemotherapy patient. Total 34 117 14 15 8 161 1 2.9 5 4.3 0 0.0 0 0.0 0 0.0 0 0.02 22 64.7 92 78.6 11 78.6 10 66.7 8 100.0 10 62.53 0 0.0 10 8.5 0 0.0 0 0.0 0 0.0 1 6.34 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 10 8.5 3 21.4 5 33.3 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.1
4-20.a. Instruction must be provided at the familiarity level in each of the following: Medical oncology; Total 34 117 13 15 8 161 0 0.0 5 4.3 0 0.0 0 0.0 1 12.5 0 0.02 23 67.6 95 81.2 11 84.6 10 66.7 7 87.5 10 62.53 0 0.0 9 7.7 0 0.0 0 0.0 0 0.0 1 6.34 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 8 6.8 2 15.4 5 33.3 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 1.9 2.1
4-20.b. Principles of head and neck surgery; Total 34 117 14 15 8 161 0 0.0 4 3.4 0 0.0 0 0.0 0 0.0 1 6.32 23 67.6 95 81.2 12 85.7 10 66.7 8 100.0 10 62.53 0 0.0 9 7.7 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 9 7.7 2 14.3 5 33.3 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 1.9
Appendix 2Page 44
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-20.c. Radiation oncology; Total 34 117 14 15 8 161 0 0.0 4 3.4 0 0.0 0 0.0 1 12.5 0 0.02 23 67.6 94 80.3 12 85.7 10 66.7 7 87.5 10 62.53 0 0.0 11 9.4 0 0.0 0 0.0 0 0.0 1 6.34 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 8 6.8 2 14.3 5 33.3 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 1.9 2.1
4-20.d. Speech and deglutition; Total 34 117 14 15 8 161 0 0.0 5 4.3 0 0.0 0 0.0 0 0.0 0 0.02 23 67.6 95 81.2 12 85.7 10 66.7 8 100.0 11 68.83 0 0.0 8 6.8 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 9 7.7 2 14.3 5 33.3 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
4-20.e. Cranial defects.Total 34 117 14 15 8 161 0 0.0 5 4.3 0 0.0 0 0.0 0 0.0 0 0.02 23 67.6 95 81.2 12 85.7 10 66.7 7 87.5 10 62.53 0 0.0 8 6.8 0 0.0 0 0.0 0 0.0 1 6.34 0 0.0 0 0.0 0 0.0 0 0.0 1 12.5 0 0.05 11 32.4 9 7.7 2 14.3 5 33.3 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.3 2.1
Appendix 2Page 45
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)Clinical Program
4-21.Total 34 118 13 15 8 161 1 2.9 14 11.9 1 7.7 0 0.0 1 12.5 0 0.02 22 64.7 86 72.9 9 69.2 9 60.0 7 87.5 11 68.83 0 0.0 9 7.6 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 2 1.7 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 7 5.9 3 23.1 6 40.0 0 0.0 5 31.3Average 2.0 2.0 1.9 2.0 1.9 2.0
4-22.a.Total 34 118 13 15 8 161 0 0.0 3 2.5 0 0.0 0 0.0 1 12.5 0 0.02 23 67.6 105 89.0 10 76.9 9 60.0 7 87.5 11 68.83 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 7 5.9 3 23.1 6 40.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 1.9 2.0
4-22.b. Patients who have undergone radiation therapy to the head and neck region; Total 34 118 13 15 8 161 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 0 0.02 23 67.6 105 89.0 10 76.9 9 60.0 8 100.0 11 68.83 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 7 5.9 3 23.1 6 40.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
Students/Residents must be competent to perform maxillofacial prosthetic treatment procedures performed in the hospital operation room.
Students/Residents must gain clinical experience to become proficient in the pre-prosthetic, prosthetic and post-prosthetic management and treatment of patients with defects of the maxilla and mandible. Clinical experience regarding management and treatment should include: Patients who are partially dentate and for patients who are edentulous;
Appendix 2Page 46
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-22.c. Maxillary defects of the hard palate, soft palate and alveolus; Total 34 118 12 15 8 161 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 0 0.02 23 67.6 102 86.4 9 75.0 9 60.0 8 100.0 11 68.83 0 0.0 6 5.1 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 7 5.9 3 25.0 6 40.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
4-22.d. Mandibular continuity and discontinuity defects; Total 34 118 13 15 8 161 1 2.9 5 4.2 0 0.0 0 0.0 1 12.5 0 0.02 22 64.7 99 83.9 9 69.2 9 60.0 7 87.5 11 68.83 0 0.0 6 5.1 1 7.7 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 8 6.8 3 23.1 6 40.0 0 0.0 5 31.3Average 2.0 2.0 2.1 2.0 1.9 2.0
4-22.e. Acquired, congenital and developmental defects. Total 34 118 12 15 8 161 0 0.0 4 3.4 0 0.0 0 0.0 1 12.5 0 0.02 23 67.6 102 86.4 9 75.0 9 60.0 7 87.5 11 68.83 0 0.0 4 3.4 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 8 6.8 3 25.0 6 40.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 1.9 2.0
Appendix 2Page 47
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)
4-23.Total 34 117 13 15 8 161 3 8.8 4 3.4 1 7.7 0 0.0 1 12.5 0 0.02 20 58.8 96 82.1 10 76.9 9 60.0 7 87.5 11 68.83 0 0.0 8 6.8 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.9 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 8 6.8 2 15.4 6 40.0 0 0.0 5 31.3Average 1.9 2.1 1.9 2.0 1.9 2.0
4-24.a.Total 34 118 13 15 8 161 1 2.9 4 3.4 0 0.0 0 0.0 1 12.5 0 0.02 22 64.7 99 83.9 10 76.9 9 60.0 7 87.5 11 68.83 0 0.0 8 6.8 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 7 5.9 3 23.1 6 40.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 1.9 2.0
4-24.b. Clinical pathology conferences; Total 34 118 13 15 8 161 0 0.0 7 5.9 0 0.0 0 0.0 1 12.5 1 6.32 23 67.6 94 79.7 10 76.9 9 60.0 7 87.5 10 62.53 0 0.0 10 8.5 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 7 5.9 3 23.1 6 40.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 1.9 1.9
Students/Residents must gain clinical experience to become competent in the pre-prosthetic, prosthetic and post-prosthetic management and treatment of patients with defects of facial structures.
Students/Residents must demonstrate competency in interdisciplinary diagnostic and treatment planning conferences relevant to maxillofacial prosthetics, which may include: Cleft palate and craniofacial conferences;
Appendix 2Page 48
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-24.c. Head and neck diagnostic conferences; Total 34 118 13 15 8 161 1 2.9 5 4.2 0 0.0 0 0.0 0 0.0 0 0.02 22 64.7 96 81.4 10 76.9 9 60.0 8 100.0 11 68.83 0 0.0 9 7.6 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 7 5.9 3 23.1 6 40.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.0
4-24.d. Medical oncology treatment planning conferences; Total 34 118 12 15 8 161 1 2.9 9 7.6 0 0.0 0 0.0 1 12.5 1 6.32 22 64.7 93 78.8 9 75.0 9 60.0 7 87.5 10 62.53 0 0.0 8 6.8 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 7 5.9 3 25.0 6 40.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 1.9 1.9
4-24.e. Radiation therapy diagnosis and treatment planning conferences; Total 34 118 13 15 8 161 1 2.9 8 6.8 1 7.7 0 0.0 1 12.5 0 0.02 22 64.7 94 79.7 9 69.2 9 60.0 7 87.5 11 68.83 0 0.0 9 7.6 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 7 5.9 3 23.1 6 40.0 0 0.0 5 31.3Average 2.0 2.0 1.9 2.0 1.9 2.0
Appendix 2Page 49
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 4 - Curriculum and Program Duration (continued)4-24.f. Reconstructive surgery conferences; Total 34 118 13 15 8 161 0 0.0 6 5.1 1 7.7 0 0.0 1 12.5 0 0.02 23 67.6 94 79.7 9 69.2 9 60.0 7 87.5 11 68.83 0 0.0 9 7.6 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 2 1.7 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 7 5.9 3 23.1 6 40.0 0 0.0 5 31.3Average 2.0 2.1 1.9 2.0 1.9 2.0
4-24.g. Tumor boards. Total 34 118 13 15 8 161 1 2.9 9 7.6 0 0.0 0 0.0 1 12.5 0 0.02 22 64.7 92 78.0 10 76.9 9 60.0 7 87.5 11 68.83 0 0.0 9 7.6 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 11 32.4 7 5.9 3 23.1 6 40.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 1.9 2.0 Standard 5 - Advanced Education Students/ResidentsEligibility and Selection
5a.1.Total 46 123 17 19 8 161 1 2.2 3 2.4 0 0.0 0 0.0 0 0.0 0 0.02 45 97.8 118 95.9 17 100.0 19 100.0 7 87.5 10 62.53 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 2 1.6 0 0.0 0 0.0 1 12.5 6 37.5Average 2.0 2.0 2.0 2.0 2.0 2.0
Dentists with the following qualifications are eligible to enter advanced specialty education programs accredited for the Commission on Dental Accreditation: Graduates from institutions in the U.S. accredited by the Commission on Dental Accreditation;
Appendix 2Page 50
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 5 - Advanced Education Students/Residents (continued)5a.2. Graduates from institutions in Canada accredited by the Commission on Dental Accreditation of Canada;Total 46 123 17 19 8 161 1 2.2 2 1.6 0 0.0 0 0.0 0 0.0 0 0.02 42 91.3 109 88.6 15 88.2 18 94.7 7 87.5 10 62.53 1 2.2 6 4.9 0 0.0 0 0.0 0 0.0 0 0.04 1 2.2 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 1 2.2 6 4.9 2 11.8 1 5.3 1 12.5 6 37.5Average 2.0 2.0 2.0 2.0 2.0 2.0
5a.3.Total 47 123 17 20 8 161 1 2.1 3 2.4 0 0.0 0 0.0 0 0.0 0 0.02 36 76.6 73 59.3 8 47.1 15 75.0 5 62.5 7 43.83 6 12.8 30 24.4 6 35.3 4 20.0 1 12.5 2 12.54 2 4.3 6 4.9 1 5.9 0 0.0 1 12.5 1 6.35 2 4.3 11 8.9 2 11.8 1 5.0 1 12.5 6 37.5Average 2.2 2.3 2.5 2.2 2.4 2.4
5b. Specific written criteria, policies and procedures must be followed when admitting students/residents. Total 47 122 17 20 8 161 1 2.1 5 4.1 0 0.0 0 0.0 0 0.0 0 0.02 45 95.7 102 83.6 16 94.1 20 100.0 7 87.5 11 68.83 1 2.1 9 7.4 1 5.9 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 5 4.1 0 0.0 0 0.0 1 12.5 5 31.3Average 2.0 2.1 2.1 2.0 2.0 2.0
Graduates of foreign dental schools who possess equivalent educational background and standing as determined by the institution and program.
Appendix 2Page 51
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 5 - Advanced Education Students/Residents (continued)
5c.Total 47 122 17 20 8 161 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.02 41 87.2 109 89.3 13 76.5 18 90.0 8 100.0 9 56.33 1 2.1 5 4.1 2 11.8 2 10.0 0 0.0 1 6.34 1 2.1 0 0.0 0 0.0 0 0.0 0 0.0 1 6.35 4 8.5 7 5.7 2 11.8 0 0.0 0 0.0 5 31.3Average 2.1 2.0 2.1 2.1 2.0 2.3 Evaluation
5d.1.Total 47 124 17 20 8 161 3 6.4 6 4.8 0 0.0 1 5.0 1 12.5 0 0.02 44 93.6 108 87.1 17 100.0 19 95.0 7 87.5 11 68.83 0 0.0 6 4.8 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 3 2.4 0 0.0 0 0.0 0 0.0 5 31.3Average 1.9 2.0 2.0 2.0 1.9 2.0
5d.2. Provides to students/residents an assessment of their performance, at least semiannually;Total 47 123 17 20 8 161 3 6.4 4 3.3 0 0.0 1 5.0 1 12.5 0 0.02 44 93.6 110 89.4 17 100.0 19 95.0 7 87.5 10 62.53 0 0.0 5 4.1 0 0.0 0 0.0 0 0.0 1 6.34 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 3 2.4 0 0.0 0 0.0 0 0.0 5 31.3Average 1.9 2.0 2.0 2.0 1.9 2.1
Admission of students/residents with advanced standing must be based on the same standards of achievement required by students/residents regularly enrolled in the program. Transfer students/residents with advanced standing must receive an appropriate curriculum that results in the same standards of competence required by students/residents regularly enrolled in the program.
A system of ongoing evaluation and advancement must assure that, through the director and faculty, each program: Periodically, but at least semiannually, evaluates the knowledge, skills and professional growth of its students/residents, using appropriate written criteria and procedures;
Appendix 2Page 52
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 5 - Advanced Education Students/Residents (continued)
5d.3.Total 47 124 17 20 8 161 2 4.3 2 1.6 0 0.0 0 0.0 0 0.0 0 0.02 45 95.7 109 87.9 17 100.0 20 100.0 8 100.0 11 68.83 0 0.0 8 6.5 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 5 4.0 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.0
5d.4.Total 47 124 17 20 8 161 2 4.3 4 3.2 0 0.0 1 5.0 0 0.0 0 0.02 45 95.7 111 89.5 17 100.0 19 95.0 8 100.0 11 68.83 0 0.0 6 4.8 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 3 2.4 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.0 2.0 2.0 2.0 2.0
Due Process
5e.Total 47 122 17 20 8 151 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 0 0.02 46 97.9 108 88.5 17 100.0 20 100.0 7 87.5 9 60.03 0 0.0 7 5.7 0 0.0 0 0.0 0 0.0 1 6.74 0 0.0 0 0.0 0 0.0 0 0.0 1 12.5 0 0.05 1 2.1 5 4.1 0 0.0 0 0.0 0 0.0 5 33.3Average 2.0 2.0 2.0 2.0 2.3 2.1
Maintains a personal record of evaluation for each student/resident which is accessible to the student/resident and available for review during site visits.
There must be specific written due process policies and procedures for adjudication of academic and disciplinary complaints, which parallel those established by the sponsoring institution.
Advances students/residents to positions of higher responsibility only on the basis of an evaluation of their readiness for advancement;
Appendix 2Page 53
Standard/Rating N % N % N % N % N % N %
Prosthodontics & National Dental Organizations
State Dental Board, Testing
Agency
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
Program Director Prosthodontist
Chief Academic Officer,
Associate DeanCODA Site
Visitor
Standard 5 - Advanced Education Students/Residents (continued)Rights and Responsibilities
5f.Total 47 123 17 20 8 161 0 0.0 2 1.6 0 0.0 0 0.0 0 0.0 0 0.02 47 100.0 108 87.8 17 100.0 20 100.0 8 100.0 11 68.83 0 0.0 8 6.5 0 0.0 0 0.0 0 0.0 0 0.04 0 0.0 1 0.8 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 4 3.3 0 0.0 0 0.0 0 0.0 5 31.3Average 2.0 2.1 2.0 2.0 2.0 2.0
Standard 6 - Research6a. Advanced specialty education students/residents must engage in scholarly activity. Total 46 122 17 19 8 161 3 6.5 13 10.7 1 5.9 0 0.0 0 0.0 0 0.02 37 80.4 84 68.9 16 94.1 15 78.9 8 100.0 10 62.53 6 13.0 14 11.5 0 0.0 4 21.1 0 0.0 0 0.04 0 0.0 8 6.6 0 0.0 0 0.0 0 0.0 0 0.05 0 0.0 3 2.5 0 0.0 0 0.0 0 0.0 6 37.5Average 2.1 2.1 1.9 2.2 2.0 2.0
At the time of enrollment, the advanced specialty education students/residents must be apprised in writing of the educational experience to be provided, including the nature of assignments to other departments or institutions and teaching commitments. Additionally, all advanced specialty education students/residents must be provided with written information which affirms their obligations and responsibilities to the institution, the program and program faculty.
Appendix 2Page 54
Open-ended CommentsStandard 1 - Institutional Commitment/Program Effectiveness
Survey ID Occ. Status Comment
2889 Prosthodontist faculty member1a: Research component of standard too vague & may weak for some types of students, I.e. certificate only without masters or doctoral research training degree.
2940Adjuct Asstn. Clinical Prof Owner Dentist
1a. Students simply work the cases they are assign no balance or goal for TA specific procedures. 1b. Students receive no written evaluations only oral feedback. 1c. Procera crown are pushed heavily. Faculty assignment change each term residents work their family or patients its possible to complete the program w/o restoring an implant, RPD etc. No written or formal evaluation for clinical performance, Procera crown are pushed by the director.
2943 ProsthodontistAccess to program admission by lesser qualified and lesser experienced foreign trained dentists needs to be significantly limited as program quality is clearly compromised!
3120 Prosthodontist 1f. Since when does the dept of education have a clue about dentistry, let alone PROS?
3122 Prosthodontist1b: the ultimate program effectiveness is formally determined by the resident's success in challenging the ABP.
3182
Prosthodontist / Clinical director of pre-doc restorative dentistry
University based, hospital based and military based must be allowed same degree of flexibility depending upon their ability to provide faculty, and facilities.
3624Prosthodontist program director
Suggestion, guidelines, and examples would be helpful to clarify satisfactory completion of this standard 1a, I would like more detail of a better explanation for standard 1a and 1b to assure satisfactory achievement for outcomes assessment. What would be minimal achievement for a successful outcomes assessment program?
3638
Prosthodontist program director / executive director or president of testing agency or dental board (immediate past president of ABP) / Prosthodontist Affiliated institutions are often reluctant to make financial commitments, especially on paper.
3641
Prosthodontics program director/CODA prosthodontist site visitor(have been)/prosthodontist
Documentation is ok but I really feel that we have gone "over the top" in a number of these areas. Single program directors have to be "swamped" in this regard. This comment applies to all our standards.
3645Prosthodontics program director It is difficult to measure effectiveness for international students who return to country of origin.
Appendix 2Page 55
Open-ended CommentsStandard 1 - Institutional Commitment/Program Effectiveness
Survey ID Occ. Status Comment
3649Prosthodontics program director
*Directors must have adequate, dedicated secretarial support to effectively administer the program. *Institutions affiliated with programs (example: VA Medical Centers) MUST state clear educational objectives, including their willingness to provide DIRECT resident supervision during patient care and their expectation of contribution(s) to didactic instruction.
3650Prosthodontics Program Director
All standard criteria are relevant and have been shown to be valid measures of program success if evaluated objectively by site visitors. Intent statements are essential for program interpretation of standards and should be maintained.
3654Prosthodontics program director / prosthodontist
Outcomes assessment if important but difficult to assess & difficult to monitor. Financial support for all necessary parts of the program need to be more specific & accreditation should require The University provide a budget for the program.
3655Prosthodontics program director / Prosthodontist
Outcomes assessment requirements may have become excessive I am not totally convinced of that, but I'm leaning that way.
3734
Prosthodontics program director / CODA prosthodontics site visitor / prosthodontist All components of this standard are relevant and appropriate.
3927Chief academic officer in a non-dental school institution 1g: Program director not institution.
4136Prosthodontics program director
1a: Service is an important aspect of professional life but I question its emphasis in this standard.
Appendix 2Page 56
Open-ended CommentsStandard 2 - Program Director and Teaching Staff
Survey ID Occ. Status Comment
2761
Prosthodontist / Board of directors, American college of prosthodontists. 2-2: YES ! !
2762 Prosthodontist Is the process of the board certification adequate/reasonable?
2847 Prosthodontist
The prosthodontists must have sound knowledge in all specialty areas to be able to discuss & present treatment plans & alternatives to a patient requiring pre-prosthodontic therapy such as endodontics, periodontics, orthodontics, oral & maxillofacial surgery for both functional and esthetic outcome (i.e. prognosis).
2889 Prosthodontist faculty memberg: Staff meetings very important for discussion, evaluation, planning etc., we have 2/year need 8 to 12/year.
2940Adjuct Asstn. Clinical Prof Owner Dentist
No written clinical goals or experiences. No written faculty evaluations. Little Biomedical exposure.
2943 ProsthodontistThe importance of board certification is FAR over emphasized. The board certification procedures of the A.C.P. have lost touch with the realities of prosthodontics as a whole.
2962 Prosthodontist / assistant deanIn my opinion the director should not be required to be board certified as long as preparation for the board is stressed.
3081
Prosthodontist / part time faculty-graduate prosthodontic program 30+ years. Program Director - should be full time - not part time
3097 ProsthodontistToo many programs have under - trained non - prosthodontists teaching residents both clinically and didactically.
3126Prosthodontist / private practitioner
The program director & all staff should give equal time and grading and instruction to all students regardless of race, creed, color or personal preference.
3163Prosthodontist / maxillofacial prosthodontist
*Faculty assigned to clinic coverage should be enforced to be there. * Faculty need to enjoy teaching not being upset when students need help.*Teach - don't complain undergrads are not familiar with procedures.
3182
Prosthodontist / Clinical director of pre-doc restorative dentistry
Direct supervision not necessary for procedures where competence has been clearly demonstrated or procedures not sufficiently complex, i.e. crown preparation.
Appendix 2Page 57
Open-ended CommentsStandard 2 - Program Director and Teaching Staff
Survey ID Occ. Status Comment
3649Prosthodontics program director
*Director MUST have a full-time appointment, devoted to running the prosthodontic program. Attempting to split time between graduate education and dental student education is ultimately detrimental to graduate education. Any assigned duties for the Director outside the advanced prosthodontic program MUST be justified by showing how they SUBSTANTIALLY contribute to the overall good of the advanced prosthodontic program.*Current Requirements for didactic instruction in the biomedical sciences are excess and redundant to expected knowledge levels of entering students.
3650Prosthodontics Program Director
All standard criteria are relevant and have been shown to be valid measures of program success if evaluated objectively by site visitors. Intent statements are essential for program interpretation of standards and should be maintained.
3652Prosthodontics program director Strongly support 2a
3734
Prosthodontics program director / CODA prosthodontics site visitor / prosthodontist
2a: The objective of this standard is to ensure that all program directors are board certified. Someone appointed before January 1, 1997 and still director of the same program should be "grandfathered" as a program director. Obviously, we don't want someone to lose his or her job because of this standard. However, the way this standard reads, someone who is not board certified but who has previously served as a program director anywhere before January 1, 1997 could be newly hired at any time to be a program director. The standard should read "Anyone hired to be program director after January 1, 1997 must be board certified in the respective specialty.2e: All faculty assigned to supervise prosthodontic treatment of patients by prosthodontic residents should be educationally qualified prosthodontists. I see no reason to have general practitioners assigned to supervise prosthodontic care by prosthodontic residents.2g: This standard should be more specific. "Periodic" doesn't mean much. I would suggest mandating staff meetings to be held at least twice annually (which would coincide with the formal semi-annual review of residents as found in standard 5-d).
3872
CODA prosthodontics site visitor/Executive director or president of prosthodontics organization(past president)/prosthodontist We need greater emphasis on encouraging residents to pursue board certification (2-2)
3874
CODA prosthodontics site visitor / prosthodontist / assistant prosthodontics program director 2-1.1e: All faculty assigned to the program….
Appendix 2Page 58
Open-ended CommentsStandard 2 - Program Director and Teaching Staff
Survey ID Occ. Status Comment
4131
Associate dean for advanced dental education in a dental school
For 2-1.2: Should there be a set minimum time commitment for the program director, e.g. at least 24 hrs / week.
4244
Executive director or president of testing agency or dental board / executive director or president of prosthodontics organization / prosthodontist 2-2: Need outcomes.
Appendix 2Page 59
Open-ended CommentsStandard 3 - Facilities and Resources
Survey ID Occ. Status Comment
2752 Prosthodontist3e: Freedom to use mentors from private practice, and/or take advantage of their hospitality is a tremendous asset which should not be constrained or limited by needless constraints.
2779Prosthodontist / Division chair CAD 3-2: Radiographic equipment accessible: A radiographic service would serve equally well!
2933Contract dentist for native American tribe.
I'm not quite sure how to word this, but, in effect, due to the increasing complexity of clinical/laboratory procedures, i.e. reimplants, cad-cam, digital modeling, etc.., that this may place an undue burden on any institution. Perhaps some kind of laboratory "teaming", using labs approved by college would take some burden off institution and broaden lab options.
2940Adjuct Asstn. Clinical Prof Owner Dentist
Laboratory support-off site. Need more clerical staff, assistants should be assigned to resident. Computers are in the basement. Laboratory is small & crowded, used for storage of multiple items. Lab is not Labeled. Operatories are too few. Where was the emergency kit?
2969Executive director or president of other dental organization 3-13: Shared facilities may be adequate.
2971 Prosthodontist 3c: Required!
2973Prosthodontist/Hospital - Based Prosthodontist
Program should require each candidate to complete a significant number of lab cases in each sub specialty area. This should be continuous with the clinical treatment of these cases.
3007 Prosthodontist3-1.4: More and more highly technical procedures, e.g. CAD/CAM lessen the relevance of this criteria.
3059
Prosthodontist/Part - time faculty and former program director, USC, OSU, LLU.
All current dental peer reviewed journals and should include copies from their origins. This include several oral implant journals.
3062Prosthodontist / Assoc Dean for clinics 3c "Must" not "must be encouraged"
3120 ProsthodontistThe students MUST know how to do (and have done themselves) every technique they need to know to practice Pros.
3126Prosthodontist / private practitioner 3a: And monitored frequently
3182
Prosthodontist / Clinical director of pre-doc restorative dentistry Laboratory facilities may be shared with other grad programs.
Appendix 2Page 60
Open-ended CommentsStandard 3 - Facilities and Resources
Survey ID Occ. Status Comment
3624Prosthodontist program director
3e: This standard is confusing. What is wrong with observing an outstanding clinician performing important, clinically relevant techniques? In his own office? Perhaps I am misreading this standard. Are you suggesting that clinical experiences for treatment rendered by residents should not be accomplished in private offices. This sounds fine to me.
3632Prosthodontics program director
3e. A move exists to educate pre - docs in private practice settings. This may have positive potential for some pros programs.
3638
Prosthodontist program director / executive director or president of testing agency or dental board (immediate past president of ABP) / Prosthodontist
3-6.3: Auxiliary personnel support is always a problem. Adequate and sufficiency are wide open to interpretation, usually on the inadequate and insufficient side. 3-1 also applies here. Most prosthodontic practices have multiple support personnel in all categories listed in 3.6 - 3.8 for each prosthodontist. All 4 criteria should be more specific and demanding.
3649Prosthodontics program director
Dental laboratory technical support MUST be adequate THROUGHOUT THE ACADEMIC YEAR to efficient operate the clinical program. Consideration should be given to establishing a mandate that dental laboratory technician(s) be assigned to programs on a full-time basis.
3650Prosthodontics Program Director
All standard criteria are relevant and have been shown to be valid measures of program success if evaluated objectively by site visitors. Intent statements are essential for program interpretation of standards and should be maintained.
3732
Prosthodontics program director/CODA prosthodontist site visitor/prosthodontist 3b-3d. Should be institutionally driven.
3734
Prosthodontics program director / CODA prosthodontics site visitor / prosthodontist All components of this standard are relevant and appropriate.
3736
Prosthodontics program director/Chairman of the department of restorative dentistry/Director of pre-doc implant program
3.4.1-Most journals can be reviewed on line. Library resources should include or permit variations so that on-line use of journals be permitted rather than buying subscriptions.
3867Executive director or president of other dental organization
3-1.2: 1 op > 1 student3-3, 3-4, 3-6, 3-7: defineFacilities & resources standard is too vague and open to interpretation by administration.
3959 Prosthodontist Excellent facilities & resources
Appendix 2Page 61
Open-ended CommentsStandard 3 - Facilities and Resources
Survey ID Occ. Status Comment
4136Prosthodontics program director
Students should provide some computer & photographic support. Audio visual equipment & internet connections should be supplied by the institution.
Appendix 2Page 62
Open-ended CommentsStandard 4 - Curriculum and Program Duration
Survey ID Occ. Status Comment2759 Prosthodontist Evaluating Adv. Prosthodontic Program where there's just maxillofacial exposure.
2762 ProsthodontistI, myself, had a maxillofacial prosthetic training. I believe maxillofacial training should remain as a separate/additional program.
2786 Prosthodontist4-9: Should already have a basic understanding.4-20: Only if program includes maxillofacial prost.
2889 Prosthodontist faculty member
4-4.4: Research not defined & may be too ambitious especially for certificate only students!4-13: Some aspects of laboratory skill development may be too ambitious implant retained restorations.
2940Adjuct Asstn. Clinical Prof Owner Dentist
I received most of my exposure to familiarity as a dental student. The prosthodontic program taught me how to analyze journal articles, give oral presentations and treat complex crown and bridge cases.
2943 ProsthodontistMaxillofacial patient services demand is so low and skills required are so intensely over lapping with removable prosthodontic procedures that 12 months is sufficient.
2957 Prosthodontist 4-12c & d: Hard to find these types of patients in sufficient numbers.
2960Prosthodontist / Past president of prosthodontics organization
4-4.6: This allows for improved learning in areas not previously addressed as an undergraduate.4-8i: And statistics*Appears a challenge to include all of the above exposures in the time available. I feel my programs are outstanding when reading these guidelines, but I also had the opportunity to become a faculty member to teach, treat patients (grad & undergrad) and work and teach in a cleft palate maxillofacial clinic for 14 years. This provided me with an outstanding career and education.
2969Executive director or president of other dental organization
4-4.4 & 4-4.5: Delete or reward-each program should be able to establish their own didactic/clinic ratio4-16: Implant placement (when possible)
2973Prosthodontist/Hospital - Based Prosthodontist
Integrated Experience should be provided in surgical prosthodontics in relation to both elective and emergent oral surgery. IE. Trauma type and orthogenetic type.
3059
Prosthodontist/Part - time faculty and former program director, USC, OSU, LLU.
4-11c Only oral related sleep disorders as this is a broad field of investigation, much of which is beyond the clinical relevance to prosthodontics. Treatment sequencing must be stressed more.
3097 Prosthodontist
There should be no option to be a "part - time resident" - full time only. Should place a limit on the amount of teaching post - doctoral residents are allowed to - to many institutions take advantage of residents time.
3120 Prosthodontist
This document is a survey-not a set of standards.Relative to lab techs, if the doctor hasn’t done the lab technique himself to proficient level, he/she will be unable to judge what lab techs are doing right or wrong.
Appendix 2Page 63
Open-ended CommentsStandard 4 - Curriculum and Program Duration
Survey ID Occ. Status Comment
3126Prosthodontist / private practitioner 4b: To What?
3128
Prosthodontist / and Asst. clinical professor undergraduate prosthodontics
4-9b: More than just familiar with perio.4-9c: Perio / pros very important4d: It would take a very special/disciplined operator to be able to complete a pros residency on a part-time basis!
3308
Prosthodontics program director / CODA prosthodontics site visitor / Executive director or president of prosthodontics organization / executive director or president of other dental organization / prosthodontist
(Comment part 1) *Repeated references to the PDI serve no purpose - the PDI is a non-validated diagnostic index that is not prognostic, not communicative and has no utility as a planning instrument. Use of classification systems makese sense but this system is not a standard!*Standards 4-4.4 and 4-4.5 are too prescriptive in nature and they lack clarity. Do these standards apply to a 40 hour work week, a 35 hour work week or some other work week time? Do the standards apply to a 33 month program only and not apply to a 12 month MFP program? If there is a different level of application for a 12 month program and a 33 month program then how do the standards apply to a 45 month program?*Consider that there are dental school programs that are minimally clinical, heavily laboratory and heavily didactic and these schools count laboratory work as equivalent to clinical work. Is this realistic? Similarly, hospital based programs may be heavily clinical and weak in didactics or the didactic training may come primarily from monitored self study, is this reasonable?
3308
Prosthodontics program director / CODA prosthodontics site visitor / Executive director or president of prosthodontics organization / executive director or president of other dental organization / prosthodontist
(Comment part 2) *Frankly if a program accomplishes the standards written for didactic and clinical portions of the program the allocation of percentage of time is not meaningful.
Appendix 2Page 64
Open-ended CommentsStandard 4 - Curriculum and Program Duration
Survey ID Occ. Status Comment
3308
Prosthodontics program director / CODA prosthodontics site visitor / Executive director or president of prosthodontics organization / executive director or president of other dental organization / prosthodontist
(Comment part 3) *Standards 4-16 and 4-17 address surgical procedures. In specialty training every student must be trained to a skill level that is appropriate to a specialist. Exposure to a surgical procedure is not going to establish clinical proficiency and clinical proficiency is the skill level associated with a specialist (using CODA terminology). Consequently, these two standards train specialists to skill levels that are well below the level mandated for a specialist. Training to a level of proficiency would demand expansion of program length by 24-36 months as prosthodontics has not been and is not currectly a surgical specialty. Attempts to outsource training do not meet with standards identified under heading 3 which then means that any attempts to outsource training could not be accomplished without formal agreements that are not likely with continuing education groups.
3308
Prosthodontics program director / CODA prosthodontics site visitor / Executive director or president of prosthodontics organization / executive director or president of other dental organization / prosthodontist
(Comment part 4) *These two standards are not in keeping with the specialty of prosthodontics. Indeed 4-16 and 4-17 may be in keeping with general dentistry or general practice residencies but they are not compatible with a non-surgical specialty like prosthodontics. To truly accomplish meaningful specialty training the specialty of prosthodontics would need to significantly increase training in pathology, anatomy, pharmacology, pain control, would healing,pathology, flap design, medical emergencies, anesthesia, etc. At this point a number of these subjects are included in prosthodontic training but they are included at a level commensurate with the specialty as a non surgical specialty. These two standards, to be in keeping with specialty training, either need to be elevated to proficiency level, with commensurate increase of program length to 57-69 months, or the standards need to be dropped.
3308
Prosthodontics program director / CODA prosthodontics site visitor / Executive director or president of prosthodontics organization / executive director or president of other dental organization / prosthodontist
(Comment part 5) *Inclusion of these standards was a political move on the part of small groups of leaders of the prosthodontic organizations. None of these leaders understand the scholarly aspects of these requirements, none of these leaders manage or direct graduate education programs. for this reason there is little or no appreciation of the fact that EVERY STANDARD must apply to every program and every student every day. There is nothing selective about standards, standards are mandates. standards are not political agenda based, instead standards are designed only to ensure adequate education to protect the safety and well being of patients who will ultimately be treated by individuals completing such training.
3636Prosthodontics program director Residents need to be proficient in all survey aspects of implants.
Appendix 2Page 65
Open-ended CommentsStandard 4 - Curriculum and Program Duration
Survey ID Occ. Status Comment
3638
Prosthodontist program director / executive director or president of testing agency or dental board (immediate past president of ABP) / Prosthodontist
4-8d and 4-17: Preprosthetic surgery procedures have been largely limited to placement of implants and reduction of exostoses and ???. This should be removed from standards. 4-14: TMD should be reduced from competent to exposed.
3639Prosthodontics program director ACP classification has not been validated!
3640Prosthodontics program director / prosthodontist
The standards do not take into consideration the extensive basic science, etc.. Background of DDS graduates prior to (???) acceptance.
3641
Prosthodontics program director/CODA prosthodontist site visitor(have been)/prosthodontist There is unnecessary redundancy between 4-7, 8, 9 and 4-12-4-17. This should be corrected.
3649Prosthodontics program director
*The required clinic-to-didactic ratio should change from a minimum of 60:30 to a minimum of 80:10.*If programs include organized teaching experience, they should be made to CLEARLY DEMONSTRATE that the students' prosthodontic residency is BEST served by this experience. The wording MUST be strong in this regard since many institutions are currently balancing their teaching staff numbers/obligations on the backs of residents AT THE DISTINCT EDUCATIONAL DISADVANTAGE OF THE RESIDENTS.*Didactic demands listed in the currect standard are FAR TOO DEMANDING and GROSSLY REDUNDANT to the educational requirements of dental school and the expected knowledge base of incoming residents. Time and resources ARE NOT available at many institutions to provide for this educationally needles redundancy. Didactic areas CRITICAL to the practice of prosthodontics should be identified and carry MUST statements relative to instruction at the UNDERSTANDING level. All other didactic areas should be eliminated, or reduces to a MAY statement with instructional requirements at a FAMILIARITY level (at most!).
3650Prosthodontics Program Director
All standard criteria are relevant and have been shown to be valid measures of program success if evaluated objectively by site visitors. Intent statements are essential for program interpretation of standards and should be maintained.
3652Prosthodontics program director
4-4.1: ALL instruction might be excessive.4-4.6: With increasing pressure on diminishing faculty I would welcome a maximum % of resident teaching time - 10% or less.
Appendix 2Page 66
Open-ended CommentsStandard 4 - Curriculum and Program Duration
Survey ID Occ. Status Comment
3654Prosthodontics program director / prosthodontist
4-4: Didactic instruction & research should be a minimum of 25%. 4-15: Some schools have very little or few Maxillofacial patients.
3731Prosthodontics program director
4-16: Implant surgery should be elevated to a must statement. All students must have experience in surgical placement of implants. This in addition to experience in all emphasis of implant therapy.
3732
Prosthodontics program director/CODA prosthodontist site visitor/prosthodontist 4-8J. Too specific, we don’t dictate in any other area, as is done here.
3734
Prosthodontics program director / CODA prosthodontics site visitor / prosthodontist
4-8-b: Geriatrics represents an entire specialty of medicine. This standard is relevant but instruction should be of the familiarity level.4-8j: We have been teaching and using the ACP classification system (prosthodontic diagnostic index) since it was added to the standards. I feel that this classification system is subjective and unrelated to the prognosis of treatment. It is not evidence based. Either a more simplified and relevant system should be developed, or this standard should be dropped entirely.4-12a: Although clinical experiences must include a variety of patients, this requirement should not be linked to the ACP classification system.4-12c: Although clinical experiences must include geriatric patients, the statement "including patients with varying degrees of cognitive and physical impairments" is vague and unnecessary.4-12d: This statement is vague. What does "this' refer to?4-16: This statement should be more specific with regard to the level of instruction (familiarity? understanding?) and expected outcome of the clinical experiences (exposure? competence?).
3865
Past Prosthodontics program director / CODA prosthodontics site visitor / Prosthodontist / Director implant dentistry.
4-16, 4-17: Should be moved to the competent level. "Participate" & "exposed to" are not sufficient levels today relating to implant surgical treatments in prosthodontics!
3867Executive director or president of other dental organization
4-4.6: Define %4-8j: Give it up
Appendix 2Page 67
Open-ended CommentsStandard 4 - Curriculum and Program Duration
Survey ID Occ. Status Comment
3874
CODA prosthodontics site visitor / prosthodontist / assistant prosthodontics program director
4b: The level of instruction in the graduate program should be more "in depth" than post-graduate (AEGD) programs.
3959 Prosthodontist Programs should be a full 48 months or 4 years.
4131
Associate dean for advanced dental education in a dental school 4-2 & 4-18: Not sure of the length of the program.
4211
Prosthodontics program director / CODA prosthodontics site visitor / Executive director or president of prosthodontics organization / executive director or president of other dental organization / prosthodontist
4-4, 4-5: Too prescriptive -% ages are not appropriate. Many of the standards are too prescriptive! When standards are too prescriptive this limits creativity without improving quality in general.
4244
Executive director or president of testing agency or dental board / executive director or president of prosthodontics organization / prosthodontist MF Pros is dying due to 3rd party indifference
Appendix 2Page 68
Open-ended CommentsStandard 5 - Advanced Education Students/Residents
Survey ID Occ. Status Comment
2934 Prosthodontist 5a: Foreign pros programs may not be sufficient preparation for 1 year maxillofacial programs.
2940Adjuct Asstn. Clinical Prof Owner Dentist Few U.S. citizen study here in this program. The department needs to do a better job recruiting.
2943 ProsthodontistToo many poorly qualified foreign students dilutes the educational effectiveness of our post doctoral prosthodontic education programs.
3059
Prosthodontist/Part - time faculty and former program director, USC, OSU, LLU.
How do we determine equivalency if there is not an accreditation process for foreign dental schools!
3148 ProsthodontistAll residents should have to pass part 1 of Board Certification & have one clinical case ready forpresentation to Board of Examiner's prior to graduation from residency.
3182
Prosthodontist / Clinical director of pre-doc restorative dentistry
5f: This standard seems to not allow changes (improvement) in additional experiences (rotations) at other locations.
3650Prosthodontics Program Director
All standard criteria are relevant and have been shown to be valid measures of program success if evaluated objectively by site visitors. Intent statements are essential for program interpretation of standards and should be maintained.
3734
Prosthodontics program director / CODA prosthodontics site visitor / prosthodontist All components of this standard are relevant and appropriate.
3959 Prosthodontist none - agree as stated.
4211
Prosthodontics program director / CODA prosthodontics site visitor / Executive director or president of prosthodontics organization / executive director or president of other dental organization / prosthodontist Evaluation standards assume larger programs with multiple.
Appendix 2Page 69
Open-ended CommentsStandard 6 - Research
Survey ID Occ. Status Comment2762 Prosthodontist I saw some programs emphasizing too much on technical aspects.
2889 Prosthodontist faculty member
6a: Exposure to scientific literature, design & statistics with critical review but this aspect of standards poorly defined as actual experimental data collection, etc, too rigorous & unattainableby most certificate only residents in 33 month program.
2934 Prosthodontist Scholarly activity covers quite a range which may not include basic research.
2940Adjuct Asstn. Clinical Prof Owner Dentist
The resident who get adequate help w/ their research work w/ the program director on a procera project.
2960Prosthodontist / Past president of prosthodontics organization Standard 6a is pretty vague.
2969Executive director or president of other dental organization 6a: Program specific
2973Prosthodontist/Hospital - Based Prosthodontist
A graduate of a Pros. Program should know how to conceptumize, design, conduct, analyze and report to the body of literature. A clinical study in prosthodontics. It is essential to what we do.
3062Prosthodontist / Assoc Dean for clinics "Should be encourage to engage…."
3120 Prosthodontist What the heck else would they be doing?
3122 ProsthodontistResearch should be associated with a (Master's) graduate program and require at least 45 months, not 33 month program.
3182
Prosthodontist / Clinical director of pre-doc restorative dentistry
6a: Should define scholarly activity. Paper submitted for publication? Collaboration with other(s), but not required to submit paper? Preparation of and presentation of materials to meetings? Each program should be allowed to be different-but must be advised in advance of enrollment.
3650Prosthodontics Program Director
All standard criteria are relevant and have been shown to be valid measures of program success if evaluated objectively by site visitors. Intent statements are essential for program interpretation of standards and should be maintained.
3732
Prosthodontics program director/CODA prosthodontist site visitor/prosthodontist How do you define "scholarly activity" under the heading of "Research".
3734
Prosthodontics program director / CODA prosthodontics site visitor / prosthodontist All components of this standard are relevant and appropriate.
Appendix 2Page 70
Open-ended CommentsStandard 6 - Research
Survey ID Occ. Status Comment
3736
Prosthodontics program director/Chairman of the department of restorative dentistry/Director of pre-doc implant program
Scholarly activity is a way broad concept. Why only list research. How about lecture development, presentation oral presentations/poster presentations at national meeting, articles accepted for publication, tutoring. To only list research implies that is the extent of accomplishments that meet the criteria for scholarly activity.
3865
Past Prosthodontics program director / CODA prosthodontics site visitor / Prosthodontist / Director implant dentistry.
The term "scholarly activity" is not well defined and perhaps should be replaced with "research activity" which could take many forms from a comprehensive literature review on selected topic to a definitive research project.
Appendix 2Page 71
Open-ended Comments"Any comments?" question
Survey ID Occ. Status Comment
2857 BLANK
I am a State of Illinois Licensed used specialist of prosthodontics, by examination in 1967-My qualification was based in teaching in the discipline of prosthodontics, or the dent of Prosthodontics at the University of Illinois, College of Dentistry.
2881 Prosthodontist
Why does the ADA commission on Dental Accreditation not intervene when State Boards don't accept the degrees of graduates of ADA accredited programs. In Kentucky prosthodontist must take a State Board to practice (a SPECIALTY state board taken after the general dentistry board was taken). This disrespects the ADA accreditation process, it is wrong and sets a wrong tone. It undermines the specialty and the ADA. The specialty boards were instituted in states because there was no ADA accreditation for specialty programs. That is long over with...most state specialty boards are haphazardly given without oversight and proper examination protocol. That is absolutely ridiculous and unprofessional. The ADA needs to save face and change this as soon as possible.
2932 Prosthodontist
(Comment part 1) *I have been in private practice as a prosthodontist since 1988, I have no institutional experience. *I strongly believe that courses/disciplines taught in dental school (endo, perio, anatomy pharmacology) should not be repeated in prosthodontic graduate training.*Instruction in ethics, behavioral sciences scientific writing and teaching methodology should be elective not mandatory.*The didactic requirements for the practice of maxillofacial (intra & extra) prosthodontics represent a significant and difficult educational burden for the student.* Not all prosthodontists are motivated to include maxillofacial work within their scope of practice. Thus, lengthy and in depth education in this field would not serve their needs. It seems a separate program in maxillofacial prosthodontics administerred at the post graduate (meaning post graduate degree in prosthodontics is most appropriate).
2932 Prosthodontist
(Comment part 2) * It is very important, perhaps key, that the art of prosthodontics continues to be held in high esteem by dental educators and taught to their graduate students by direct example. Yes, prosthodontics is art and science. However, without the art: the precision, the beauty, the esthetics, the specialty area of prosthodontics will become a dim shadow of what it once was.*The true Challenge in prosthodontics is for educators to transmit the love of the art of prosthodontics to its future practitioners.
2940Adjuct Asstn. Clinical Prof Owner Dentist
I learned a lot. But I could have had a wider experience base. When I returned from maternity leave the director stopped assigning me cases.
Appendix 2Page 72
Open-ended Comments"Any comments?" question
Survey ID Occ. Status Comment
2943 Prosthodontist
1) Longer programs are not needed.2) Better quality applicants/students are needed. This can in part be accomplished by reduction of foreign student populations.3) ACP fellowship requirement are unrealistic.4) If schools keep programs alive by admitting under qualified foreign applicants to generate tuition dollars this needs regulation at the accreditation level to close there doors!
2968 Prosthodontist
Training guidelines appear inadequate in length for comprehensive maxillofacial prosthetic training e.g. cranial plates, ears, noses, eyes, etc. and speech aids for cleft palate and submucous cleft patients.
3027Prosthodontist / private practice I'm drained mentally after this.
3046 DentistLeave me alone. Stop sending me these surveys. These are a waste of my time, over money. Stop pursuing me with these surveys ! !
3120 Prosthodontist
Do not bury students or faculty/admin in paperwork. Keep clinical experiences as the key thing in residencies. A good resident should have a natural curiosity toward Prosthodontic knowledge. Test them on classic articles/current research once or 2x/yr, but that shouldn't be the "be all, end all" of a Pros program...Helping patients & learning techniques should be. P.S. This took me hours.
3126Prosthodontist / private practitioner
As much practical experience with treating difficult cases as possible in the time allowed, is recommended. These cases should be difficult mentally and anatomically so that general practitioners would not want to treat them. I hope I have been of some help.
3365Prosthodontics program director I feel the standards are just fine.
4170
Executive director or president of testing agency or dental board.
I am an administrator of a dental board. I have no opinion on the issues only because I am not qualified, not because a lack of interest.
4195Program Manager - State BA / Commission These issues not within my purview & this state does not have Specialty licensing req'ts
Appendix 2Page 73
Open-ended Comments"Any comments?" question
Survey ID Occ. Status Comment
4211
Prosthodontics program director / CODA prosthodontics site visitor / Executive director or president of prosthodontics organization / executive director or president of other dental organization / prosthodontist Standards 1, 2 and 3 are all rather generic. It is difficult to argue against any of these.
Appendix 2Page 74
Appendix
Survey Instrument
Appendix 2Page 75
American 211 East Chicago Avenue Commission on Dental Chicago, Illinois 60611 Dental Accreditation Association 312-440-2788
2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study
This survey lists the accreditation standards criteria by which the Commission on Dental Accreditation and its site visitors evaluate advanced education programs in prosthodontics for accreditation purposes. For each standard, please circle the appropriate number, as defined by the scale below, that corresponds to your rating of the relevance of the criterion to the prosthodontics curriculum. (Note that certain standard criteria have multiple items to be rated.) If you are unsure of the relevancy of a particular standard, or do not feel qualified to rate it, circle 5 (“no opinion”). Please use the spaces after each section to write in comments related to the standards. Rating scale for each standard criterion: 1 = criterion relevant but too demanding 2 = retain criterion as is
3 = criterion relevant but not sufficiently demanding 4 = criterion not relevant 5 = no opinion
STANDARD 1 – INSTITUTIONAL COMMITMENT/PROGRAM EFFECTIVENESS 1a. The program must develop clearly stated goals and objectives appropriate to advanced
specialty education, addressing education, patient care, research and service. Planning for, evaluation of and improvement of educational quality for the program must be broad-based, systematic, continuous and designed to promote achievement of program goals related to education, patient care, research and service. .....................................................................................1 2 3 4 5
1b. The program must document its effectiveness using a formal and ongoing outcomes assessment process to include measures of advanced education student/resident achievement. ........................................................................................................................................1 2 3 4 5
1c. The financial resources must be sufficient to support the program's stated goals and
objectives. .............................................................................................................................................1 2 3 4 5 1d. The sponsoring institution must ensure that support from entities outside of the institution does
not compromise the teaching, clinical and research components of the program. ................................1 2 3 4 5 1e. Major changes as defined by the Commission must be reported promptly to the Commission
on Dental Accreditation. ........................................................................................................................1 2 3 4 5 1f. Advanced specialty education programs must be sponsored by institutions, which are properly
chartered and licensed to operate and offer instruction leading to degrees, diplomas or certificates with recognized education validity. Hospitals that sponsor advanced specialty education programs must be accredited by the Joint Commission on Accreditation of Healthcare Organizations or its equivalent. Educational institutions that sponsor advanced specialty education programs must be accredited by an agency recognized by the United States Department of Education. The bylaws, rules and regulations of hospitals that sponsor or provide a substantial portion of advanced specialty education programs must assure that dentists are eligible for medical staff membership and privileges including the right to vote, hold office, serve on medical staff committees and admit, manage and
discharge patients. ...............................................................................................................................1 2 3 4 5 1g. The authority and final responsibility for curriculum development and approval, student/resident
selection, faculty selection and administrative matters must rest within the sponsoring institution. .............................................................................................................................................1 2 3 4 5
1h. The position of the program in the administrative structure must be consistent with that of other
parallel programs within the institution and the program director must have the authority, responsibility and privileges necessary to manage the program. ..........................................................1 2 3 4 5
Affiliations 1i. The primary sponsor of the educational program must accept full responsibility for the quality of
education provided in all affiliated institutions. ......................................................................................1 2 3 4 5
Appendix 2Page 76
Rating scale for each standard criterion: 1 = criterion relevant but too demanding 2 = retain criterion as is
3 = criterion relevant but not sufficiently demanding 4 = criterion not relevant 5 = no opinion
STANDARD 1 – INSTITUTIONAL COMMITMENT/PROGRAM EFFECTIVENESS (continued) 1j. Documentary evidence of agreements, approved by the sponsoring and relevant affiliated
institutions, must be available. The following items must be covered in such inter-institutional agreements: 1. Designation of a single program director; .......................................................................................1 2 3 4 5 2. The teaching staff; ..........................................................................................................................1 2 3 4 5 3. The educational objectives of the program; ...................................................................................1 2 3 4 5 4. The period of assignment of students/residents; ...........................................................................1 2 3 4 5 5. Each institution's financial commitment. ........................................................................................1 2 3 4 5
List comments related to Standard 1 – Institutional Commitment/Program Effectiveness. (PLEASE PRINT. Attach additional sheets if necessary.) STANDARD 2 – PROGRAM DIRECTOR AND TEACHING STAFF 2a. The program must be administered by a director who is board certified in the respective
specialty of the program. (All program directors appointed after January 1, 1997, who have not previously served as program directors, must be board certified.) ........................................................1 2 3 4 5
2b. The program director must be appointed to the sponsoring institution and have sufficient
authority and time to achieve the educational goals of the program and assess the program's effectiveness in meeting its goals. ........................................................................................................1 2 3 4 5
2-1. The program director must have primary responsibility for the organization and execution of the
educational and administrative components to the program. ................................................................1 2 3 4 5 2-1.1 The program director must devote sufficient time to:
a. Participate in the student/resident selection process, unless the program is sponsored by federal services utilizing a centralized student/resident selection process; ....................................1 2 3 4 5
b. Develop and implement the curriculum plan to provide a diverse educational experience in biomedical and clinical sciences; ....................................................................................................1 2 3 4 5
c. Maintain a current copy of the curriculum’s goals, objectives, and content outlines; .....................1 2 3 4 5 d. Maintain a record of the number and variety of clinical experiences accomplished by each
student/resident; ............................................................................................................................1 2 3 4 5 e. Ensure that the majority of faculty assigned to the program are educationally qualified
prosthodontists; .............................................................................................................................1 2 3 4 5 f. Provide written faculty evaluations at least annually to determine the effectiveness of the
faculty in the educational program; .................................................................................................1 2 3 4 5 g. Conduct periodic staff meetings for the proper administration of the educational program; ...........1 2 3 4 5 h. Maintain adequate records of clinical supervision; .........................................................................1 2 3 4 5
2-2. The program director must encourage students/residents to seek certification by the American
Board of Prosthodontics. ......................................................................................................................1 2 3 4 5 2-3. The number and time commitment of the teaching staff must be sufficient to: a. Provide didactic and clinical instruction to meet curriculum goals and objectives; .........................1 2 3 4 5 b. Provide supervision of all treatment provided by students/residents through specific and
regularly scheduled clinic assignments. .........................................................................................1 2 3 4 5
Appendix 2Page 77
Rating scale for each standard criterion:
1 = criterion relevant but too demanding 2 = retain criterion as is
3 = criterion relevant but not sufficiently demanding 4 = criterion not relevant 5 = no opinion
STANDARD 2 – PROGRAM DIRECTOR AND TEACHING STAFF (continued) List comments related to Standard 2 – Program Director and Teaching Staff. (PLEASE PRINT. Attach additional sheets if necessary.) STANDARD 3 – FACILITIES AND RESOURCES 3a. Institutional facilities and resources must be adequate to provide the educational experiences
and opportunities required to fulfill the needs of the educational program as specified in these Standards. Equipment and supplies for use in managing medical emergencies must be readily accessible and functional. .....................................................................................................................1 2 3 4 5
3b. The program must 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 bloodborne and infectious diseases. Policies must be provided to all students/residents, faculty and appropriate support staff and continuously monitored for compliance. Additionally, policies on bloodborne and infectious diseases must be made available to applicants for admission and patients. ........................1 2 3 4 5
3c. Students/Residents, faculty and appropriate support staff must be 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. ..............................................................................1 2 3 4 5
3d. All students/residents, faculty and support staff involved in the direct provision of patient care
must be continuously recognized/certified in basic life support procedures, including cardiopulmonary resuscitation. ............................................................................................................1 2 3 4 5
3e. The use of private office facilities as a means of providing clinical experiences in advanced
specialty education is not approved, unless the specialty has included language that defines the use of such facilities in its specialty-specific standards. ..................................................................1 2 3 4 5
3-1. Physical facilities must permit students/residents to operate under circumstances prevailing in
the practice of prosthodontics. ..............................................................................................................1 2 3 4 5 3-1.1 The clinical facilities must be specifically identified for the advanced education program in
prosthodontics. .....................................................................................................................................1 2 3 4 5 3-1.2 There must be sufficient number of completely equipped operatories to accommodate the
number of students/residents enrolled. .................................................................................................1 2 3 4 5 3-1.3 Laboratory facilities must be specifically identified for the advanced education program in
prosthodontics. .....................................................................................................................................1 2 3 4 5 3-1.4 The laboratory must be equipped to support the fabrication of most prostheses required in the
program. ...............................................................................................................................................1 2 3 4 5 3-1.5 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. .......................................................................................................................................1 2 3 4 5
3-2. Radiographic equipment for extra-and intraoral radiographs must be accessible to the
student/resident. ...................................................................................................................................1 2 3 4 5
Appendix 2Page 78
Rating scale for each standard criterion:
1 = criterion relevant but too demanding 2 = retain criterion as is
3 = criterion relevant but not sufficiently demanding 4 = criterion not relevant 5 = no opinion
STANDARD 3 – FACILITIES AND RESOURCES (continued) 3-3. Lecture, seminar, study space and administrative office space must be available for the
conduct of the educational program. .....................................................................................................1 2 3 4 5 3-4. Library resources must include access to a diversified selection of current dental, biomedical,
and other pertinent reference material. .................................................................................................1 2 3 4 5 3-4.1 Library resources must also include access to appropriate current and back issues of major
scientific journals as well as equipment for retrieval and duplication of information. .............................1 2 3 4 5 3-5. Facilities must include access to computer, photographic, and audiovisual resources for
educational, administrative, and research support. ...............................................................................1 2 3 4 5 3-6. Adequate allied dental personnel must be assigned to the program to ensure clinical and
laboratory technical support. .................................................................................................................1 2 3 4 5 3-7. Secretarial and clerical assistance must be sufficient to meet the educational and
administrative needs of the program. ....................................................................................................1 2 3 4 5 3-8. Laboratory technical support must be sufficient to ensure efficient operation of the clinical
program and meet the educational needs of the program. ...................................................................1 2 3 4 5 List comments related to Standard 3 – Facilities and Resources. (PLEASE PRINT. Attach additional sheets if necessary.) STANDARD 4 – CURRICULUM AND PROGRAM DURATION Note: Application of these Standards to programs of various scope/length is as follows:
a. Prosthodontic programs that encompass a minimum of forty-five months that include integrated maxillofacial prosthetic training: all sections of these Standards apply;
b. Prosthodontic programs that encompass a minimum of thirty-three months: all sections of these Standards apply except sections 4-18 through 4-24 inclusive; and
c. Twelve-month maxillofacial prosthetic programs: all sections of these Standards apply except sections 4-5 through 4-17, inclusive.
4a. The advanced specialty education program must be designed to provide special knowledge
and skills beyond the D.D.S. or D.M.D. training and be oriented to the accepted standards of specialty practice as set forth in specific standards contained in this document. ..................................1 2 3 4 5
4b. The level of specialty area instruction in the graduate and postgraduate programs must be
comparable. ..........................................................................................................................................1 2 3 4 5 4c. Documentation of all program activities must be assured by the program director and available
for review. .............................................................................................................................................1 2 3 4 5
Appendix 2Page 79
Rating scale for each standard criterion:
1 = criterion relevant but too demanding 2 = retain criterion as is
3 = criterion relevant but not sufficiently demanding 4 = criterion not relevant 5 = no opinion
STANDARD 4 – CURRICULUM AND PROGRAM DURATION (continued) 4d. If an institution and/or program enrolls part-time students/residents, the institution must have
guidelines regarding enrollment of part-time students/residents. Part-time students/residents must start and complete the program within a single institution, except when the program is discontinued. The director of an accredited program who enrolls students/residents on a part-time basis must assure that: (1) the educational experiences, including the clinical experiences and responsibilities, are the same as required by full-time students/residents; and (2) there are an equivalent number of months spent in the program. ........................................................................1 2 3 4 5
Program Duration 4-1. A postdoctoral program in prosthodontics must encompass a minimum of 33 months. ........................1 2 3 4 5 4-2. A postdoctoral program in prosthodontics that includes integrated maxillofacial training must
encompass a minimum of 45 months. ..................................................................................................1 2 3 4 5 4-3. A 12-month postdoctoral program in maxillofacial prosthetics must be preceded by successful
completion of an accredited prosthodontics program. ...........................................................................1 2 3 4 5 Curriculum 4-4. The curriculum must be designed to enable the student/resident to attain skills representative
of a clinician proficient in the theoretical and practical aspects of prosthodontics. Advanced level instruction may be provided through the following: formal courses, seminars, lectures, self-instructional modules, clinical assignments and laboratory assignments. ......................................1 2 3 4 5
4-4.1 Written goals and objectives must be developed for all instruction included in this curriculum. ............1 2 3 4 5 4-4.2 Content outlines must be developed for all didactic portions of the program. .......................................1 2 3 4 5 4-4.3 Students/Residents must prepare and present diagnostic data, treatment plans and the results
of patient treatment. ..............................................................................................................................1 2 3 4 5 4-4.4 The amount of time devoted to didactic instruction and research must be at least 30% of the
total educational experience. ................................................................................................................1 2 3 4 5 4-4.5 A minimum of 60% of the total program time must be devoted to providing patient services,
including direct patient care and laboratory procedures. .......................................................................1 2 3 4 5 4-4.6 The program may include organized teaching experience. If time is devoted to this activity, it
should be carefully evaluated in relation to the goals and objectives of the overall program and the interests of the individual student/resident. .....................................................................................1 2 3 4 5
Didactic Program: Biomedical Sciences 4-5. Instruction must be provided at the understanding level in each of the following:
a. Oral pathology; ..............................................................................................................................1 2 3 4 5 b. Applied pharmacology; ..................................................................................................................1 2 3 4 5 c. Craniofacial anatomy and physiology; ............................................................................................1 2 3 4 5 d. Infection control. ............................................................................................................................1 2 3 4 5
4-6. Instruction must be provided at the familiarity level in each of the following:
a. Craniofacial growth and development; ...........................................................................................1 2 3 4 5 b. Immunology; ..................................................................................................................................1 2 3 4 5 c. Oral microbiology; ..........................................................................................................................1 2 3 4 5 d. Risk assessment for oral disease; .................................................................................................1 2 3 4 5 e. Wound healing. ..............................................................................................................................1 2 3 4 5
Appendix 2Page 80
Rating scale for each standard criterion:
1 = criterion relevant but too demanding 2 = retain criterion as is
3 = criterion relevant but not sufficiently demanding 4 = criterion not relevant 5 = no opinion
STANDARD 4 – CURRICULUM AND PROGRAM DURATION (continued) Didactic Program: Prosthodontics and Related Disciplines 4-7. Instruction must be provided at the in-depth level in each of the following:
a. Fixed prosthodontics; .....................................................................................................................1 2 3 4 5 b. Implant prosthodontics; ..................................................................................................................1 2 3 4 5 c. Removable prosthodontics; ...........................................................................................................1 2 3 4 5 d. Occlusion. ......................................................................................................................................1 2 3 4 5
4-8. Instruction must be provided at the understanding level in each of the following:
a. Biomaterials; ..................................................................................................................................1 2 3 4 5 b. Geriatrics; ......................................................................................................................................1 2 3 4 5 c. Maxillofacial prosthetics; ................................................................................................................1 2 3 4 5 d. Preprosthetic surgery; including surgical principles and procedures; ............................................1 2 3 4 5 e. Implant placement including surgical and post-surgical management; ..........................................1 2 3 4 5 f. Temporomandibular disorders and orofacial pain; .........................................................................1 2 3 4 5 g. Medical emergencies; ....................................................................................................................1 2 3 4 5 h. Diagnostic radiology; .....................................................................................................................1 2 3 4 5 i. Research methodology; .................................................................................................................1 2 3 4 5 j. Prosthodontic patient classification systems such as the Prosthodontic Diagnostic Index
(ACP Classification Systems) for edentulous, partially edentulous and dentate patients. ..............1 2 3 4 5 4-9. Instruction must be provided at the familiarity level in each of the following:
a. Endodontics; ..................................................................................................................................1 2 3 4 5 b. Periodontics; ..................................................................................................................................1 2 3 4 5 c. Orthodontics; .................................................................................................................................1 2 3 4 5 d. Sleep disorders; .............................................................................................................................1 2 3 4 5 e. Intraoral photography; ....................................................................................................................1 2 3 4 5 f. Practice management; ...................................................................................................................1 2 3 4 5 g. Behavioral sciences; ......................................................................................................................1 2 3 4 5 h. Ethics; ............................................................................................................................................1 2 3 4 5 i. Biostatistics; ...................................................................................................................................1 2 3 4 5 j. Scientific writing; ...........................................................................................................................1 2 3 4 5 k. Teaching methodology. .................................................................................................................1 2 3 4 5
Clinical Program 4-10. The program must provide sufficient clinical experiences for the student/resident to be
proficient in the comprehensive treatment of a wide range of complex prosthodontic patients with various categories of need. ...........................................................................................................1 2 3 4 5
4-11. The program must provide sufficient clinical experiences for the student/resident to be
proficient in: a. Collecting, organizing, analyzing, and interpreting diagnostic data; ...............................................1 2 3 4 5 b. Determining a diagnosis; ...............................................................................................................1 2 3 4 5 c. Developing a comprehensive treatment plan and prognosis; ........................................................1 2 3 4 5 d. Critically evaluating the results of treatment; .................................................................................1 2 3 4 5 e. Effectively utilizing the professional services of allied dental personnel, including but not
limited to, dental laboratory technicians, dental assistants, and dental hygienists. .........................1 2 3 4 5
Appendix 2Page 81
Rating scale for each standard criterion:
1 = criterion relevant but too demanding 2 = retain criterion as is
3 = criterion relevant but not sufficiently demanding 4 = criterion not relevant 5 = no opinion
STANDARD 4 – CURRICULUM AND PROGRAM DURATION (continued) 4-12. The program must provide sufficient clinical experiences for the student/resident to be
proficient in the comprehensive diagnosis, treatment planning and rehabilitation of edentulous, partially edentulous and dentate patients. a. Clinical experiences must 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. .............................................1 2 3 4 5
b. Clinical experiences must include rehabilitative and esthetic procedures of varying complexity. .....................................................................................................................................1 2 3 4 5
c. Clinical experiences must include treatment of geriatric patients, including patients with varying degrees of cognitive and physical impairments. ................................................................1 2 3 4 5
d. This may include defects, which are due to genetic, functional, parafunctional, microbial or traumatic causes. ..........................................................................................................................1 2 3 4 5
4-13. The program must provide sufficient dental laboratory experience for the student/resident to be
competent in the laboratory aspects of treatment of complete edentulism, partial edentulism and dentate patients. ............................................................................................................................1 2 3 4 5
4-14. Students/Residents must be competent in the prosthodontic management of patients with
temporomandibular disorders and/or orofacial pain. .............................................................................1 2 3 4 5 4-15. Students/Residents must be exposed to patients requiring various maxillofacial prosthetic
services. ...............................................................................................................................................1 2 3 4 5 4-16. Students/Residents must participate in all phases of implant treatment including implant
placement. ............................................................................................................................................1 2 3 4 5 4-17. Students/Residents must be exposed to preprosthetic surgical procedures. ........................................1 2 3 4 5 Program Duration 4-18. An advanced education program in maxillofacial prosthetics must be provided with a forty-five
month integrated prosthodontic program which includes fixed prosthodontic, removable prosthodontic, implant prosthodontic and maxillofacial prosthetic experiences; or a one-year program devoted specifically to maxillofacial prosthetics which follows completion of a prosthodontic program. .........................................................................................................................1 2 3 4 5
4-19. Instruction must be provided at the in-depth level in each of the following:
a. Maxillary defects and soft palate defects, which are the result of disease or trauma (acquired defects); .........................................................................................................................1 2 3 4 5
b. Mandibular defects, which are the result of disease or trauma (acquired defects); .......................1 2 3 4 5 c. Maxillary defects, which are naturally acquired (congenital or developmental defects); ................1 2 3 4 5 d. Mandibular defects, which are naturally acquired (congenital or developmental defects); .............1 2 3 4 5 e. Facial defects, which are the result of disease or trauma or are naturally acquired:.......................1 2 3 4 5 f. The use of implants to restore intraoral and extraoral defects; ......................................................1 2 3 4 5 g. Maxillofacial prosthetic management of the radiation therapy patient; ...........................................1 2 3 4 5 h. Maxillofacial prosthetic management of the chemotherapy patient. ...............................................1 2 3 4 5
4-20. Instruction must be provided at the familiarity level in each of the following:
a. Medical oncology; ..........................................................................................................................1 2 3 4 5 b. Principles of head and neck surgery; .............................................................................................1 2 3 4 5 c. Radiation oncology; .......................................................................................................................1 2 3 4 5 d. Speech and deglutition; .................................................................................................................1 2 3 4 5 e. Cranial defects................................................................................................................................1 2 3 4 5
Appendix 2Page 82
Rating scale for each standard criterion:
1 = criterion relevant but too demanding 2 = retain criterion as is
3 = criterion relevant but not sufficiently demanding 4 = criterion not relevant 5 = no opinion
STANDARD 4 – CURRICULUM AND PROGRAM DURATION (continued) Clinical Program 4-21. Students/Residents must be competent to perform maxillofacial prosthetic treatment
procedures performed in the hospital operation room. ..........................................................................1 2 3 4 5 4-22. Students/Residents must gain clinical experience to become proficient in the pre-prosthetic,
prosthetic and post-prosthetic management and treatment of patients with defects of the maxilla and mandible. Clinical experience regarding management and treatment should include: a. Patients who are partially dentate and for patients who are edentulous; .......................................1 2 3 4 5 b. Patients who have undergone radiation therapy to the head and neck region; ..............................1 2 3 4 5 c. Maxillary defects of the hard palate, soft palate and alveolus; .......................................................1 2 3 4 5 d. Mandibular continuity and discontinuity defects; ............................................................................1 2 3 4 5 e. Acquired, congenital and developmental defects. ..........................................................................1 2 3 4 5
4-23. Students/Residents must gain clinical experience to become competent in the pre-prosthetic,
prosthetic and post-prosthetic management and treatment of patients with defects of facial structures. .............................................................................................................................................1 2 3 4 5
4-24. Students/Residents must demonstrate competency in interdisciplinary diagnostic and treatment
planning conferences relevant to maxillofacial prosthetics, which may include: a. Cleft palate and craniofacial conferences; .....................................................................................1 2 3 4 5 b. Clinical pathology conferences; .....................................................................................................1 2 3 4 5 c. Head and neck diagnostic conferences; ........................................................................................1 2 3 4 5 d. Medical oncology treatment planning conferences; .......................................................................1 2 3 4 5 e. Radiation therapy diagnosis and treatment planning conferences; ................................................1 2 3 4 5 f. Reconstructive surgery conferences; .............................................................................................1 2 3 4 5 g. Tumor boards. ...............................................................................................................................1 2 3 4 5
List comments related to Standard 4 – Curriculum and Program Duration. (PLEASE PRINT. Attach additional sheets if necessary.) STANDARD 5 – ADVANCED EDUCATION STUDENTS/RESIDENTS Eligibility and Selection 5a. Dentists with the following qualifications are eligible to enter advanced specialty education
programs accredited for the Commission on Dental Accreditation: 1. Graduates from institutions in the U.S. accredited by the Commission on Dental
Accreditation;..................................................................................................................................1 2 3 4 5 2. Graduates from institutions in Canada accredited by the Commission on Dental
Accreditation of Canada; ................................................................................................................1 2 3 4 5 3. Graduates of foreign dental schools who possess equivalent educational background and
standing as determined by the institution and program. ................................................................1 2 3 4 5 5b. Specific written criteria, policies and procedures must be followed when admitting
students/residents. ................................................................................................................................1 2 3 4 5
Appendix 2Page 83
Rating scale for each standard criterion:
1 = criterion relevant but too demanding 2 = retain criterion as is
3 = criterion relevant but not sufficiently demanding 4 = criterion not relevant 5 = no opinion
STANDARD 5 – ADVANCED EDUCATION STUDENTS/RESIDENTS (continued) 5c. Admission of students/residents with advanced standing must be based on the same
standards of achievement required by students/residents regularly enrolled in the program. Transfer students/residents with advanced standing must receive an appropriate curriculum that results in the same standards of competence required by students/residents regularly enrolled in the program. ........................................................................................................................1 2 3 4 5
Evaluation 5d. A system of ongoing evaluation and advancement must assure that, through the director and
faculty, each program: 1. Periodically, but at least semiannually, evaluates the knowledge, skills and professional
growth of its students/residents, using appropriate written criteria and procedures; .......................1 2 3 4 5 2. Provides to students/residents an assessment of their performance, at least semiannually;..........1 2 3 4 5 3. Advances students/residents to positions of higher responsibility only on the basis of an
evaluation of their readiness for advancement; .............................................................................1 2 3 4 5 4. Maintains a personal record of evaluation for each student/resident which is accessible to
the student/resident and available for review during site visits. .....................................................1 2 3 4 5 Due Process 5e. There must be specific written due process policies and procedures for adjudication of
academic and disciplinary complaints, which parallel those established by the sponsoring institution. .............................................................................................................................................1 2 3 4 5
Rights and Responsibilities 5f. At the time of enrollment, the advanced specialty education students/residents must be
apprised in writing of the educational experience to be provided, including the nature of assignments to other departments or institutions and teaching commitments. Additionally, all advanced specialty education students/residents must be provided with written information which affirms their obligations and responsibilities to the institution, the program and program faculty. ..................................................................................................................................................1 2 3 4 5
List comments related to Standard 5 – Advanced Education Students/Residents. (PLEASE PRINT. Attach additional sheets if necessary.) STANDARD 6 – RESEARCH 6a. Advanced specialty education students/residents must engage in scholarly activity. ...........................1 2 3 4 5 List comments related to Standard 6 – Research. (PLEASE PRINT. Attach additional sheets if necessary.)
Appendix 2Page 84
Which of the following categories describes your current occupational status? (Please circle all that apply.) a. Prosthodontics program director .........................................1 b. Associate dean for advanced dental education in a
dental school .......................................................................2 c. Chief academic officer in a non-dental school institution.....3 d. CODA prosthodontics site visitor.........................................4 e. Executive director or president of testing agency or
dental board .........................................................................5 f. Executive director or president of prosthodontics
organization ........................................................................6 g. Executive director or president of other dental
organization ........................................................................7 h. Prosthodontist .....................................................................8 i. Other, please specify_______________________________
Any other comments? (PLEASE PRINT. Attach additional sheets if necessary.)
Thank you for your assistance in this research project. Please return this questionnaire and additional comments (if applicable) in the return envelope provided. Drop it in the mail; postage is already paid.
Appendix 2Page 85
American 211 East Chicago Avenue Commission on Dental Chicago, Illinois 60611 Dental Accreditation Association 312-440-4653
2006 Prosthodontics Education
Accreditation Standards Validity and Reliability Study
January 9, 2007 Report: ADA/CODA/Pros Review Committee (Report by RFW) INTRODUCTION Current standards were implemented in 2000 at its January 2006 meeting, the Commission on Dental Accreditation (CODA) decided that a validity and reliability study be conducted prior to considering any future revisions in the accreditation standards for each type of advanced dental specialty education program. The 2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study was conducted as a result of this decision. CODA, with assistance from the Survey Center, designed the survey instrument used for this study (see Appendix). The survey was mailed to a number of communities of interest, including: • Random sample of professionally active prosthodontists • Directors of prosthodontics education programs • Deans of advanced dental education in dental schools • Chief administrative officers of dental programs in non-dental school institutions • CODA prosthodontics education program site visitors • Executive directors of state boards of dentistry • Executive directors of regional clinical testing agencies • Executive directors of prosthodontics organizations • Executive director and president of the American Association of Dental Examiners • Executive director and president of the American Dental Education Association • Executive director and president of the American Student Dental Association • Executive director and president of the National Dental Association • Executive director and president of the American Dental Association A total of 671 surveys were mailed in June 2006. In order to increase the response rate, follow-up mailings were administered to all non-respondents in August and September. At the time the data collection ended in October, there were 216 respondents, for an adjusted response rate of 35.6 %( excluding those individuals who were not prosthodontists or were no longer in dentistry, or whose addresses were no longer valid).
1
A breakdown of the adjusted response rate by type of respondent is found below: (In cases where an individual belonged to more than one type of respondent category (such as a program director who is also a CODA site visitor), that person is counted once in all applicable categories). • Random sample of 500 professionally active prosthodontists: 28.6% • 56 directors of prosthodontics education programs: 88.7% • 19 deans of advanced dental education in dental schools: 50.0% • 16 chief administrative officers of dental programs in non-dental school institutions: 57.1% • 23 CODA prosthodontics education program site visitors: 87.0% • Executive directors of 53 state boards of dentistry and four regional clinical testing agencies: 30.9% • 11 executive directors and presidents of prosthodontics organizations: 70.0% • Executive directors and presidents of ADA, ADEA, ASDA, NDA, and AADE: 10.0% Respondents were asked to rate each criterion in the survey using a scale from 1-5. The following descriptions correspond to the values in the rating scale: 1 = criterion relevant but too demanding 2 = retain criterion as is 3 = criterion relevant but not sufficiently demanding 4 = criterion not relevant 5 = no opinion. Results: Results will be discussed where there are “outliers” or where there is a large deviation from “retain criterion as is.” Standard 1 – Institutional Commitment/Program Effectiveness: 1b. (page 4) The program must document its effectiveness using a formal ongoing outcomes process to include measures of advanced student/resident achievement. 17% of program directors felt it was relevant but too demanding 1c. (page 4) The financial resources must be sufficient to support the program’s goals and objectives. 25% of Pros leaders and nat’l dental organizations felt it was relevant but not sufficiently demanding compared to 7% of program directors. 1d. (page 5) The sponsoring institution must ensure support from entities outside of the institution does not compromise the teaching, clinical and research components of the program. 21% of CODA site visitors said it was relevant but not sufficiently demanding as opposed to 8.7% of program directors.
2
Standard 2 – Program Director and Teaching Staff: 2-1.1d (page 13) Maintain and record the number and variety of clinical experiences accomplished by each student/resident. 13% of program directors and pros. And nat’l leadership felt this was relevant but too demanding. Standard 3 – Facilities and Resources: 3-6 (page 19) Adequate allied dental personnel must be assigned to the program to ensure clinical and laboratory technical support. 13% of program directors, 10% of site visitors, and 10% of prosthodontists felt it was insufficiently demanding. 3-7 (page 19) Secretarial and clerical assistance must be sufficient to meet the educational and administrative needs of the program. 13% of program directors, 13% of prosthodontists and 10% of site visitors felt this was insufficiently demanding. Standard 4 – Curriculum and Program Duration 4d (page 21) If an institution and/or program enrolls part-time students/residents, the institution must have guidelines regarding enrollment of part-time students/residents. Part-time students/residents must start and complete the program within a single institution, except when the program is discontinued. The director of an accredited program who enrolls students/residents on a part-time basis must assure that: (1) the educational experiences, including the clinical experiences and responsibilities, are the same as required by full-time students/residents; and (2) there are an equivalent number of months spent in the program. 10-13% of prosthodontists, site visitors, and deans thought this was insufficiently demanding. 4-4.4 (page24) The amount of time devoted to didactic instruction and research must be at least 30% of the total educational experience. 15% of program directors thought this was relevant but too demanding. 4-4.6 (page 24) The program may include organized teaching experience. If time is devoted to this activity, it should be carefully evaluated in relation to the goals and objectives of the overall program and interests of the individual student/resident. 20% of site visitors felt this was insufficiently demanding.
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Didactic program: 4-6.b&c (page 26-27) Biomedical sciences/immunology and micro biology. 14-16% of program directors felt this was relevant but too demanding. 4-8.e & j (page 30 & 32) Didactic curriculum/Implant surgery and PDI. Implant placement and surgical and post-surgical management. 37.5% pros. leaders and nat’l dental orgs., 15% of site visitors, 13% program directors, and 22% of prosthodontists felt this was insufficiently demanding. PDI taught to the understanding level. 8-15% of program directors, deans and admin., site visitors, and pros/nat’l orgs felt this was relevant but too demanding. 4-9f (page 34) Practice management (understanding level). 20% of prosthodontists felt this was insufficiently demanding. Clinical program: 4-14 (page 40) Competent in TMD. 20% of program directors and 16% of site visitors felt this was too demanding. 4-15 (page 40) Exposed to maxfac. prostho. 13% of program directors and 15% of prosthodontists felt this was too demanding. 4-16 (page 40) Students/residents must participate in all phases of implant treatment including implant placement. 12-38% of 5 of the six categories surveyed felt this was insufficiently demanding. Maxillofacial Prosthetics: 4-18 to 4-24 (pages 41-50) _ Most responses were “retain as is” or no opinion since those parties maybe don’t fully understand the sub-specialty. The exception was that some programs did not have enough facial defects and there was a small percentage that felt this was too demanding (4-23).
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Standard 5 – Advanced Education Students/Residents 5a.3. (page 51) Graduates of foreign dental schools who possess equivalent educational background and standing as determined by the institution and program. 13-35% of all respondents in all communities of interest felt this was insufficiently demanding. Standard 6 (page 54) Research 21.1% of CODA site visitors felt this was insufficiently demanding. Maybe because of the wording – “students/residents must engage in scholarly activity.” Open-ended Comments are listed at the end of the report which provide insight to the thinking of the respondents. RFW/CODA Pros. Review Committee 1/9/07
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From: Schneid Thomas R Col 59 DS/MRDP [mailto:[email protected]] Sent: Friday, March 23, 2007 3:11 PM To: Nancy Deal Chandler; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; Alan Sheiner; [email protected]; Dr. Eleni Roumanas; [email protected]; [email protected]; [email protected]; [email protected]; Jandali, Rami; [email protected]; John VanDercreek; Julie Holloway; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; [email protected]; Robert Schulman; [email protected]; Eckert, Steven E. D.D.S.; [email protected]; [email protected]; Schneid Thomas R Col 59 DS/MRDP; Winston Chee Cc: Carla Baker; Lauren Dethloff; Stephen Campbell; cGoodacre@llu. edu; Jennifer Jackson; Temp Staff; Laura Boehmke; D. Net; Knoernschild, Kent; Pamela Krueger Subject: RE: RSVP Reminder Important ACP Program Directors Meeting---May 11-12, 2007
Deal, Thank you for the invitation and thanks to the ACPEF for funding the expenses. I e-mailed my RSVP earlier today and I look forward to attending the meeting. I do have a few questions and concerns that I would like to express. The importance of this meeting is quiet clear from your e-mail as well as the wording in the “First Blast Email for Meeting” document. I am curious as to why such an important meeting was scheduled giving only 2 months notice prior to the meeting? Why did this come on so suddenly? The last time the Program Directors (PDs) discussed/voted/decided on recommendations for Accreditation Standards changes, discussions were held over multiple Educators’/Mentors’ meetings at Annual ACP meetings. Following the discussions, e-mail documents were circulated to all of the PDs so their input could be coordinated and circulated. Eventually, we reached a consensus on our proposed changes. Why are we now using a different procedure ... one that might result in more sparse participation from the PDs? Your e-mail and the “First Blast ...” document state that “official voting” will be held at the meeting. What about PDs that can’t attend? Even with a stipulation for a program representative, some programs could go unrepresented. Will their voices be heard before the process is finalized? What if discussion can’t be completed during the allotted time? I also have concerns specific to the “First Blast ...” document. I must object to the wording in the announcement. I am referring to “These updates to Standard 4 are based upon the nearly unanimous recommendations of the more than 30 program director attendees at the ACP mentors’ meeting in Miami.” Although I will admit that some topics discussed enjoyed near unanimous support of the attendees, there were issues (one for certain) that were definitely not supported nearly unanimously by those in attendance. The statement as written does not convey the proceedings accurately and
gives those not in attendance the mistaken impression that all proposed standards changes were unanimously supported. In addition, when the votes in that session were taken, those voting were assured that the results of the vote would not be used for any purposes other than to merely determine the general sentiment of the group. I am disappointed that this was not the case---a reference to the Miami vote may sway the outcome of the “official” vote. Finally, would you please send me the reference that governs this process for the ACP, as I would like to thoroughly review any applicable guidelines prior to the meeting. Again, I thank you for the invitation and the ACPEF for the financial support. I would also like to thank you, in advance, for addressing my concerns. Thomas R. Schneid, Col, USAF, DC Military Consultant for Prosthodontics to the AF/SG Special Consultant for Prosthodontics to the Assistant SG for Dental Services Program Director, USAF Prosthodontics Residency Wilford Hall Medical Center 59th Dental Training Squadron 2450 Pepperrell St Lackland AFB TX 78236-5345 DSN 554-6959 Comm (210) 292-6959 FAX 554-2618 Comm (210) 292-2618 [email protected]
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March 28, 2007 Dear Tom, Thank you for your e-mail and comments regarding the upcoming ACP program directors meeting in May 2007. Your concern over the rationale for the meeting and desire to be fully aware of the process is the approach the program directors should take in considering the current status and potential future directions of our programs. The May meeting is actually a part of an ongoing process that started a year ago, when the ACP Board of Directors formed the Program Directors Committee on Accreditation Standards and charged its members to assess current standards and consider their appropriateness. From this committee assessment, I submitted to all program directors a document for discussion at the Mentors meeting at the ACP Annual Session last fall in Miami. We had extremely productive discussions at that meeting, and you saw me edit on-screen at the meeting exactly what I will submit next week to the program directors as a proposed updated Standard 4 document. This document includes additions or deletions that are either highlighted or stricken, respectively, that exactly reflect what we discussed. I have already received comments on this document from Program Directors Committee and have made clarifications accordingly. Ultimately, using the same process we began in Miami, we will move line by line through the document and thoroughly discuss proposed updates. We will vote, and any decisions we make will ultimately be forwarded to the CODA Prosthodontics Review Group. This would initiate the nationwide review process. Many on the Program Directors Committee, by the way, are on the CODA review committee. A primary goal is to ensure that our Standards continue to reflect the needs of prosthodontics program in support of the specialty, and the needs of program directors in support of their programs. Program directors must expect to discuss and vote on recommended changes. It is critical that this is clear to everyone as they consider their participation. Obviously, if those in attendance are not comfortable with an issue, the discussion will continue to occur at subsequent meeting like the Annual Session. The intent is only to move ahead on issues that have general consensus and more than a simple majority. There will be plenty of opportunity for discussion, and if issues warrant, then the Annual Session and/or subsequent meetings can be utilized. Completing the process face-to-face rather than electronically will hopefully increase both quantity and quality of interaction, thereby helping to more effectively assess the issues.
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
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This process will also be a timely analysis and response to the ADA 2006 Prosthodontics Education Accreditation Standards Validity and Reliability Study. The ACP Board of Directors charged us with considering the Validity and Reliability report as soon as possible, and the Program Directors Committee seeks every director to be a part of that process. Robert Wright has developed a summary document of the release report. CODA has further requested feedback regarding those outcomes. When you receive the updated standard 4, you will also receive the official ADA study results as well as Dr. Wright’s summary document. Following our analysis of the proposed updates, in light of the Validity and Reliability Study report, we will be able to submit an initial response to the ACP Board of Directors and an initial report to CODA prior to its July 2007 meeting. This looks to be a highly interactive and productive year for program directors. Ideally every Director should be involved in this process, and ideally every voice should be heard. It is for that reason the blast email was sent out last fall to encourage all to attend the Mentors session for discussion of the existing Standards. Not all could attend that meeting, nor have all attended any of the Mentors meetings we have had over the years. To have the best attendance possible at the May meeting when the official voting will occur, the ACPEF is providing travel support in response to a Program Director’s Committee request. Further, if program directors can’t attend, a program can send a non-voting representative to participate in the discussion. Finally, for all to be involved, and for all to have a chance to voice their opinions, a day and a half focused discussion outside of the normal Annual Session time constraints seemed more ideal and more effective. This process really is about including everyone, and every effort has been made to allow that to occur. Group discussions like these that occur more than once a year can only further serve to help us function more effectively. This meeting will be an opportunity to strengthen ties among programs and start dialogue about ways to better work together to meet our student’s learning goals. Beyond the planned discussion of the standards, this is also an opportunity to plant new seed for discussion of problems we are facing at the program level. We could potentially initiate discussion of shared solutions with goals of building strong prosthodontic programs filled with the best students. Again, this is hopefully another opportunity for continued group input, discussion, team-building and decision-making. Every desire is to make this process totally transparent. Every effort is made to ensure all receive the information well in advance. Every opportunity is available to participate in many ways. I do apologize for the two-month notice on the meeting if that seems short, but I simply thought that would be adequate. Planning this just took a little longer than I imagined. Thanks again first for participating and second for voicing your concerns. This email hopefully clarifies some of the issues you and others have been having about the process in general and the meeting in particular. Please let me know if you have further questions or concerns.
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See you in May! Kent Kent L. Knoernschild, DMD, MS Chair, ACP Program Directors Committee on Accreditation Standards
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Headquarters Office: 211 East Chicago Avenue � Suite 1000 � Chicago, Illinois
60611-2688 Tel: 312.573.1260 � Fax: 312.573.1257 � www.prosthodontics.org
Task Force Progress Reports – May 2007
Education Task Force Report Specific Goals:
1. Outline Digital Resource Library by drafting major categories and detailing index of proposed content for each category.
2. Gather Content for Digital Resource Library through solicitation of materials to ACP
BOD, Prosthodontic Program Directors and Department Chairs and ACP Members.
3. Gain corporate and federal financial support for training, development and distribution of resources.
4. Develop a diagnosis and treatment planning curriculum
a. Develop course description b. Incorporate an updated PDI and include modification factors c. Oral Cancer awareness initiative developed d. Disease recognition initiative developed
5. Accreditation standards developed.
Growth Task Force Report Specific Goals:
1. Increase enrollment to 550 in post-graduate prosthodontic programs.
2. Increase the number of trained prosthodontists in the United States.
3. Increase the number of Private Practice and Federal Services Prosthodontists who are members of the ACP.
Objective 1: Add 6 new post-graduate prosthodontic programs. A Post-graduate Prosthodontics Program Support sub-committee of the Task Force has been formed to primarily focus on two aspects of post-graduate programs:
• Applicant Pool - A business plan will be developed to include initiatives to improve the quantity and quality of the applicant pool, increase clinical revenue, corporate support, and research dollars.
• Academic Initiatives - These initiatives will include but are not limited to the follow categories: program development, CODA accreditation, site visit preparation, and shared program design.
Objective 2: Increase the size of existing programs The 9 Programs that indicated on PG Program Survey that they would like to increase their number of residents have been identified.
1. A letter will be sent to the Program Directors to determine the most effect means of support that can be developed to assist their programs with increasing their current student numbers.
Objective 3: Increase the number and quality of applicants
1. Coordinate efforts with Forum organizations. 2. ASDA/Undergraduate Outreach Plan has been developed and is currently underway
with ACP representation provided at ASDA regional meetings.
3. ASDA Postdoc Guide will be coordinated through the ACP Central Office to assist with 100% submission rate of data to ensure representation of Prosthodontic programs.
Objective 4: Increase the number of Private Practice and Federal Service prosthodontists
who are members of the ACP A Federal Services sub-committee of the Growth Task Force has been formed to create a Federal Services Survey and distribute to all Federal Service prosthodontists. A strategy to increase participation and to determine a proactive stance for the ACP to support the Federal Service Prosthodontists will be developed. Science and Technology Task Force The mission of the Science and Technology Task Force is to enrich the science culture in Prosthodontics and to expand the role of technology in Prosthodontics. The Science and Technology Task Force is divided into three subcommittees to encouraging growth through collaboration.
1. UNC / ACPEF Scope of Prosthodontic Research Symposium on January 11 and 12, 2007 a. The Symposium gathered prosthodontic researchers to assess and evaluate the
current scope of research among prosthodontists and in Prosthodontics. Their goals were to:
i. identify opportunities for collaboration to increase success ii. minimize costs, and increase alignment in the specialty iii. identify ways to increase number of new prosthodontic researchers iv. determine methods of supporting current researchers and identify mentors v. increase the awareness of all prosthodontists vi. identify current and emerging priorities in prosthodontics-related research vii. create a compelling case for support to increase resources for funding
2. As part of this Program Director’s meeting on May 12, 2007, the Science and Technology
Task Force conducted a technology curriculum survey to measure the extent of technology utilized in dental school patient care and to compare the level of technology use in undergraduate and graduate education.
3. The Science and Technology Task Force is working with a corporate partner to create
prosthodontic networks of product evaluators to secure prosthodontists’ position as leaders of cutting-edge dentistry and early adopters of the latest technologies.
4. A Scope of Technology in Prosthodontics Corporate Roundtable is being developed that
will gather industry representatives, prosthodontists and lab technicians for a facilitated discussion on the scope of available technologies related to prosthodontics.
Oral Cancer Screening Task Force Report Recognizing that 30,000 people are diagnosed with oral cancer each year, of which 8,000 will die annually. Since oral cancer can be very disfiguring and psychologically traumatic and early detection is the key to treatment success, the ACP created the Oral Cancer Screening Task Force. The task force is charged with the following initiatives:
1. Define/describe best practices in oral cancer screening. 2. Consider the current technologies available for oral cancer screening. 3. Work with the Program Directors Committee Chair, Dr. Kent Knoernschild to include an appropriate educational standard as part of our Advanced Programs. 4. Consider Educational Programs for Prosthodontic practitioners and faculty.
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
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ADVANCING PROSTHODONTICS – ACP AND ACPEF HIGHLIGHTS
The ACP with the support of the ACPEF advances the specialty of prosthodontics through the support of a wide variety of initiatives related to education, practice, science, technology, research, other dental professionals and the general public. A $1 million endowment provides a permanent funding source for projects and programs that continually advance the prosthodontic discipline and specialty. Awareness and excitement continue to grow – the ACPEF Annual Fund has increased 900% in just the last three years. In June 2006, the ACPEF underwrote the ACP Summit to Reframe the Future of Prosthodontics, which gathered leaders in prosthodontics and academics to create a plan that instructs the immediate and future growth of the specialty in education and training, science and technology and membership benefits and services. ACPEF Support of Graduate Prosthodontic training and students
Financial support provides residents’ entrée to the community of prosthodontics and possession of the information necessary to maximize their training and education. Having students as ACP members strengthens the influence of prosthodontics in the larger dental community.
• ACPEF sponsorship for ACP Membership for all post-graduate prosthodontic students • ACPEF sponsorship for Annual Session registrations for all post-graduate prosthodontic students • ACPEF sponsorship of travel stipends for students attending the ACP Annual Session • $250,000 in scholarships for post-graduate prosthodontic students in 2004 - 2006
Newly Re-designed ACP Web site
The ACP Web site is critical to the future of the College and all of its initiatives. The first phase of the Web site redesign was launched in December 2006.
• New Member’s Only Options and Resources • Find-a-Prosthodontist Search Engine is enhanced and contains new search functionality • Digital Education and Resource Library is under development for future implementation phases • ACP Member Directory is now available online • Create Your Own Web site Option now available to Members • Members have the ability to register for CPE Courses and the 2007 Annual Session online • Member contact information now accessible to members for updating and review • New Dental Technician Search Engine will be available during phase two
Growth of the Discipline and the Specialty
• Groundbreaking symposia on undergraduate and graduate prosthodontic education • Two new post-graduate prosthodontic programs opened with support from the ACP and ACPEF • Funding of laboratory equipment at NYC College of Technology dental technician program • Initiative is underway to increase the number of candidates for prosthodontic programs • Support of the Gerald N. Graser Fellowship at the University of Rochester Medical Center • Expanding the Scope of Prosthodontics - Nearly 90% of all graduate prosthodontic programs
now teach implant placement – creating new generations of leaders and teachers
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
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Support for the Growth of Science, Technology, and Research in Prosthodontics
• ACPEF Scope of Prosthodontic Research Symposium was held to assess and evaluate the current
scope of research among prosthodontists • Development of a Clinical Evaluators Program – providing leading edge product evaluation • Initiative to identify and evaluate new prosthodontic technology for possible implementation in
our Advanced Prosthodontic Programs • Funding of graduate prosthodontic related research
Direct-to-Consumer Marketing
• ACP Web site uses current search engine optimization tools to drive Internet searchers to the
Find-a-Prosthodontist directory of ACP Members • Esthetic and implant dentistry marketing through local and national print and broadcast media
driving patients into prosthodontic practices • Over 93 million consumer impressions in just two years through PSA’s sent to stations across the
Nation • Grassroots public relations include clever, eye-catching ads for prosthodontists to advertise their
practice and specialty in community newspapers • Live satellite television interviews from the ACP Annual Session promoting science and
technology related to the field of prosthodontics • ACP leaders met with editors of nine national publications to place stories relating positive life
changes through prosthodontic care • Radio interviews in more than 15 key markets reached millions during prime time • Linked prosthodontists nation-wide with National Foundation for Ectodermal Displaysia to
provide network of care for children unable to grow teeth
ACP Center for Prosthodontic Education • ACP Center for Prosthodontic Education (CPE) offers courses advancing the discipline and the
specialty of prosthodontics • CPE offers programs throughout the year for prosthodontists and other dental professionals
including: implant placement, implant treatment planning, complete dentures, and esthetics • CPE provides continuing education for prosthodontic dental assistants and laboratory technicians • ACP’s Annual Session was a huge success focused on new technology and patient care
ACP Journal of Prosthodontics
• Increased the number of pages per issue to provide ACP Members with the latest prosthodontic
articles and research documents • Increased to six issues per year in 2006 • Number of submissions increased by 300% in the last two years • Increase in number of issues provides companies with an excellent opportunity to advertise and
reach this unique audience
2007 ACP Graduate Program Director’s Technology Survey 1
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Technology in Prosthodontics
A 2007 Survey of Graduate Prosthodontic Educators Intent: The questions posed are intended to elicit information that will assist the American College of Prosthodontists Education Foundation and the Board of Directors to develop policy and make funding decisions that will enhance patient care, education and research by our membership. Please thoughtfully answer these questions and return this survey by May 4, 2007. The survey results will be vital to the discussions at the Graduate Program Directors Meeting in Chicago on May 11-12, 2007. 46 Programs Total 30 Programs Responding Does your advanced education program in prosthodontics teach the following at either the clinical or didactic level?
1. Digital radiography 26 YES 5 NO 2. Digital photography 30 YES
3. Digital intraoral imaging 17 YES 13 NO
4. Optical impression making 9 YES 21 NO
5. Optical extraoral imaging (scanning) procedures 19 YES 11 NO
6. Computer aided design (CAD) 22 YES 8 NO
7. Computer aided manufacture (CAM)
a. ink jet printing 13 YES 17 NO b. Laser lithography 9 YES 19 NO c. CNC milling protocols 16 YES 14 NO d. Robotics in surgery or dentistry 3 YES 26 NO e. Digital recording of mandibular motion 19 YES 10 NO f. Digital evaluation of occlusal contacts 6 YES 23 NO g. Digital (spectrophotometric) shade analysis 13 YES 16 NO h. Digital imaging/treatment planning 19 YES 11 NO
Does your advanced education program in prosthodontics possess equipment for the following?
8. Electronic Patient Records 21 YES 10 NO 9. Digital Charting 18 YES 12 NO 10. Digital radiography
a. periapical 25 YES 6 NO b. panoramic 22 YES 8 NO c. conebeam CT 24 YES 6 NO
2007 ACP Graduate Program Director’s Technology Survey 2
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
11. Optical magnification a. laboratory 22 YES 8 NO b. clinical 18 YES 11 NO
12. Digital recording or mandibular motion (e.g. Cadiax) 17 YES 13 NO
13. Digital assessment of occlusal contacts (e.g. T-scan) 5 YES 24 NO
Does your advanced education program in prosthodontics possess equipment for the following? 14. Optical oral lesion identification systems (e.g Vizilite) 2 YES 28 NO 15. Electromyography (e.g., bio-emg) 5 YES 25 NO
16. Three-dimensional software for planning of implants 23 YES 7 NO (e.g. Nobelguide, Simplant, Facilitate) 17. CAD/CAM Scanners (e.g. Procera, Lava, Cerec, Cercon, etc) 25 YES 6 NO 18. CNC milling systems (e.g. Cerec, D4D, etc.) 14 YES 16 NO
19. Hard or soft tissue lasers 6 YES 24 NO
20. Laboratory communication software 14 YES 16 NO
21. Guided implant surgery 19 YES 11 NO
22. . What other digital / IT diagnostic tools does your institution utilize? -Cone beam -None -Photography into dental software (Kodak)
23. What other CAD/CAM equipment does your institution utilize? -Cerec -Procera -Piccolo Regarding education, does your program have access to or utilize the following?
24. Digital textbooks (e.g. Blackboard) 12 YES 16 NO 25. Electronic educational supplements (e.g. 3-D tooth atlas) 15 YES 15 NO
26. Web-based educational programs 17 YES 13 NO
27. Web-based patient conferences 11 YES 19 NO
28. Videoconferences for seminars 15 YES 16 NO
2007 ACP Graduate Program Director’s Technology Survey 3
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
29. Virtual reality-based training for tooth preparation
(e.g. Dent-Sim; DenX) 5 YES 23 NO
30. What two or three technologies do you feel should be implemented in your graduate program? a. CAD/CAM, Cone beam, Digital Radiography
b. Hard and soft tissue lasers, Digital Records, 3-D software planning for implants
c. Optical Impressions, Web-based education, electromyography
31. What is the largest impediment to introducing new technology in your graduate Prosthodontic program?
-Money -Time in the schedule -Beaurocracy
-Proven effectiveness of the new technologies -Technology is not valued at the level required for investment and integrated thinking at the administrative level about the impact of digital dentistry has not emerged -Cost and manpower to oversee the implementation and operation
Do you agree or disagree with the following statements? Please use the scale below to determine your score for each of the following questions. Then type the number of your score in the text box that follows each question. 1-strongly agree; 2 – agree, 3 – not sure, 4 – disagree, 5 strongly disagree
32. My institution has resources to provide new technology to directly improve practice management in the Prosthodontic program (e.g. digital radiography, electronic patient records).
Scale Number of Programs Responding1 – Strongly Agree 9 2 – Agree 11 3 - Not Sure 3 4 – Disagree 5 5 – Strongly Disagree 5
33. My institution has resources to provide new technology to directly improve Prosthodontic
therapeutics in the Prosthodontic program (e.g., scanner, Cadiax, magnification etc)
Scale Number of Programs Responding1 – Strongly Agree 9 2 – Agree 10 3 - Not Sure 2 4 – Disagree 3 5 – Strongly Disagree 5
2007 ACP Graduate Program Director’s Technology Survey 4
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
34. My institution has resources to provide novel technologies that enable my program to offer
alternative treatment to our patients (e.g. Guided surgery and immediate provisionalization, optical impressions and direct crowns).
Scale Number of Programs Responding1 – Strongly Agree 7 2 – Agree 10 3 - Not Sure 2 4 – Disagree 8 5 – Strongly Disagree 3
35. Digital diagnostics will strongly affect the practice of Prosthodontics within the next 3 years.
Scale Number of Programs Responding1 – Strongly Agree 11 2 – Agree 10 3 - Not Sure 8 4 – Disagree 1 5 – Strongly Disagree 0
36. Digital imaging of teeth, bones and mucosa will alter the process of Prosthodontic laboratory
technology within the next 5 years. Scale Number of Programs Responding1 – Strongly Agree 7 2 – Agree 14 3 - Not Sure 8 4 – Disagree 1 5 – Strongly Disagree 0
37. Virtual environments will be commonly employed in planning tooth and / or implant therapy
within the next 5 years.
Scale Number of Programs Responding1 – Strongly Agree 10 2 – Agree 11 3 - Not Sure 7 4 – Disagree 1 5 – Strongly Disagree 1
2007 ACP Graduate Program Director’s Technology Survey 5
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
38. Treatment planning and diagnosis will be taught using electronic media-based simulations within
the next 5 years. Scale Number of Programs Responding1 – Strongly Agree 9 2 – Agree 6 3 - Not Sure 9 4 – Disagree 6 5 – Strongly Disagree 0
39. Acquisition of clinical information such as mandibular motion, tooth contacts and tooth position
by imaging technology improves traditional Prosthodontic methods. Scale Number of Programs Responding1 – Strongly Agree 7 2 – Agree 9 3 - Not Sure 5 4 – Disagree 9 5 – Strongly Disagree 0
40. Novel methods of manufacturing dental restorations are more accurate, reproducible and robust
than conventional methods of fabricating crowns, fixed partial dentures, removable partial dentures, and complete dentures.
Scale Number of Programs Responding1 – Strongly Agree 1 2 – Agree 6 3 - Not Sure 10 4 – Disagree 11 5 – Strongly Disagree 2
41. Novel materials for dental restorations (e.g. zirconia ceramics, milled titanium, etc) are inherently
better suited for treatment of Prosthodontic patients.
Scale Number of Programs Responding1 – Strongly Agree 2 2 – Agree 4 3 - Not Sure 10 4 – Disagree 9 5 – Strongly Disagree 4
2007 ACP Graduate Program Director’s Technology Survey 6
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
42. New technology and materials will improve treatment of the prosthodontic patient.
Scale Number of Programs Responding1 – Strongly Agree 8 2 – Agree 16 3 - Not Sure 5 4 – Disagree 1 5 – Strongly Disagree 0
Updated 9.15.06
Prosthodontic Program Director Survey
July 2006
45 Prosthodontic Programs 44 Programs Responded to the Survey 1 Program still to respond
1. How many residents will you have enrolled as of July 1, 2006?
(Compiled data represent the total numbers from all responding programs.)
Post-Graduate Year 1 144
Post-Graduate Year 2 135
Post-Graduate Year 3 129
PG Year 4 and/or Maxillofacial Resident
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2. How many students will graduate from your Program this year? 126 3. How many of your graduating students will remain in the United States to practice
and/or teach? 103 4. Has your program recently changed its size? 13 YES 32 NO
If Yes……… 13 Increased 0 Decreased
5. Is your school contemplating increasing or decreasing the size of your Program?
9 Increasing 2 Decreasing 33 Remaining the same 6. How many applicants did you have for your July 1, 2006 PG Year 1 class? 1140
Headquarters Office: 211 East Chicago Avenue, Suite 1000, Chicago, IL 60611
Phone: 312.573.1260 Fax: 312.573.1257 1
Headquarters Office: 211 East Chicago Avenue, Suite 1000, Chicago, IL 60611
Phone: 312.573.1260 Fax: 312.573.1257 2
7. Are you happy with the current applicant pool? 27 YES 16 NO
If you are NOT happy, please explain why not:
Responses to why they are unhappy with the current applicant pool:
• Needs improvement • Not attracting the most qualified students • Predoctoral preparation is minimal • Applicants using the program as a means to gain US licensure • Would prefer more applicants with general practice resident training or
private practice experience • Would like more US/Canadian applicants • Need more US trained applicants • We need more applicants so we can have a more selective process.
Our applicant quality is good, but in short supply and unpredictable from year to year
• For the past several years, we were unable to fill the class
8. Does your program provide experience in the placement of dental implants?
36 YES 8 NO
9. Does your program teach conscious sedation? 7 YES 37 NO 10. Do you teach (didactic and clinical) any of the following technologies as part of your
Program?
CAD-CAM Restorations 36 YES 8 NO
Digitally created implant surgical guides 31 YES 13 NO
Digitally created implant prostheses 31 YES 13 NO At what level? 19 Exposure 15 Competence 5 Proficiency Other Technology (clinical) (please list)
Digital X-rays
Digital Charting Ceramic Post and Core Cadiax, CT Scans Tooth in an hour All on four
Headquarters Office: 211 East Chicago Avenue, Suite 1000, Chicago, IL 60611
Phone: 312.573.1260 Fax: 312.573.1257 3
11. What are the unique aspects of your Program’s Curriculum?
Responses reflecting the unique aspects of their curriculum:
• Large implant patient pool, outpatient hospital/clinic setting, good stipend.
• Didactic and hands-on training in implant surgery in concert with perio residents. All of our specialty programs are large, and there is excellent interaction among t he residents and faculty of the various specialty programs.
• Combination of Classic and Current Philosophy • Implant surgery with attending prosthodontic faculty coverage.
Significant effort in developing competence in evidence-based decision-making through careful search and critical appraisal of applicable literature similar to the medical model.
• Extensive instruction in implant dentistry and maxillofacial prosthetics and multi-discipline patient management.
• The program has a semester long seminar focusing on biologic basis of the diseases we treat. Our programs take advantage of a bio-materials course offered over two semesters by the department of Operative Dentistry.
• Maxillofacial, incentive program, total patient population and administrative support.
• Stimulate students to ask why and when doing (EBO) a certain treatment vs. others. Also emphasizes clinical, academic, research and laboratory work as one package of education.
• Extremely strong in dental materials instruction and research, vast exposure to almost all dental implant systems, hands-on fabrication of esthetic all-ceramic restorations.
• Program emphasizes rehabilitation of the full mouth reconstruction patient, all areas of prosthodontics including esthetics, implants, fixed, removable, maxillofacial are studied.
• Optimal multi-disciplinary focus and optional perio/pros 5 year program • New facility with up-to-date clinical and laboratory equipment, unique
interdisciplinary core curriculum. • Student/staff ratio, master degree program, all dental specialties
represented at the school, close integration with other specialties such as periodontal, oral surgery, and orthodontics.
Headquarters Office: 211 East Chicago Avenue, Suite 1000, Chicago, IL 60611
Phone: 312.573.1260 Fax: 312.573.1257 4
12. Has your program ever sought grants or scholarships for your residents from the ACP or the ACP Education Foundation (ACPEF)?
34 YES, how frequently?
9 NO, why? Reasons for the No answers:
• Have no information on scholarships • Not familiar with application process • Perhaps good stipends • Each scholarship from ACPEF has been applied for and granted –
excellent appreciation from residents! Thank you • Encountered problems trying to add information to the ACPEF forms • Military institute, cannot accept grants or scholarships
If YES, how many of your current residents have received the following:
25 ACPEF scholarship 6 3M – ESPE Research Grant 5 P&G Research Grant
13. Would you be interested in collaborating in an ACP-sponsored Program Director group? If yes, please tell us what would interest you the most about such a group?
Number of yes responses 15 Responses to this question:
• Always interested in discussions which will improve our program & prosthodontics in general
• Research, program planning, treatments required by residents, streamlining and organizing prosthodontic and implant literature review lists, methods used for outcome assessments for ADA accreditation
• Advancement/improvement of the residencies; attraction of Directors for programs; co-operation during selection process.
• Compare curriculums • Sharing of ideas, curriculums, program designs, etc. • Curriculum and literature review collaboration Yes, future of
prosthodontics programs, mentoring and how to promote the roll of grad prosthodontics within dental education
• I think the solution to educational short-comings is team-work and resource sharing
• Coordinated efforts to increase our applicant pool • Implementing implant surgery for prosthodontic residents
Headquarters Office: 211 East Chicago Avenue, Suite 1000, Chicago, IL 60611
Phone: 312.573.1260 Fax: 312.573.1257 5
14. What types of resources would be helpful to you and your residents from the ACP? Please check all resources that would be of interest.
35 Resources to increase the applicant pool 31 Resources to provide leading edge patient care technologies 28 Practice Management Course 30 Online References and Resources 30 Promotion of Prosthodontics at the Predoctoral Level 29 Research Resources 29 Curriculum Development 27 Topic Specific Articles Monthly Emails 26 Occlusions/Articulators Course
24 Job Hunting Articles, Resources, Templates, Access to Career Coach, Employment Opportunities Online, Job Placement Programs for Students and/or Faculty 25 Evidence-Based Dentistry Course for Students and/or Faculty 19 Resources to identify faculty 17 Faculty Mentoring Program 14 Surveys and Research 12 Listserv
15. Do you administer the mock ABP Board exams to your residents?
40 YES 4 NO When do you administer the exam? Year 1 35 Year 2 34 Year 3 37
Headquarters Office: 211 East Chicago Avenue, Suite 1000, Chicago, IL 60611
Phone: 312.573.1260 Fax: 312.573.1257 6
16. Do you find the mock exams helpful?
38 YES 1 NO If NO, why not?
• The exams need to come out earlier in the year prior to the ABP exam • It would be helpful to know when the exams will be ready, when answers will
be received and when the grades will be mailed • Prior to this year, they were very helpful, but the new on-line exam has
enabled the use of drawings and photographs which has changed the face of the exam completely. Putting the work back online through the ACP Web site would enable the committee to simulate the “new exam format” better
• Would like annotated references for each answer • Have not received my boards for 2006 • Have applied to be included in next years exam process • I feel the exam this year was poorly written
Any other comments and/or thoughts?
• Many program directors have areas of excellence in their curriculum which we possibly could share with each other, ie. Goodacre tooth programs CD and implant CD, perhaps ACP could request CODA consultants to identify these areas during site visits and serve as a clearing house for distribution to interested programs.
• If our applicant numbers continue to diminish, it is conceivable that these
programs may come to exist in a different form or cease to exist at all. Either way, there is a potential for the loss of what has traditionally been a national resource. The nature of our programs, with no cost to the student, should make them attractive to qualified prospective applicants from the graduating dental school classes, who otherwise might be unable to train due to financial constraints. It would be helpful if this information could be disseminated to the civilian programs, not as direct competition for applicants, but as an alternative for qualified applicants that have financial limitations.
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
Postdoctoral Prosthodontic Program Information Summary
ASDA Guide to Postdoctoral Prosthodontic Programs
46 Institutions Surveyed 44 Responding Institutions
Application Information Statistics
1. What is your Institution’s deadline for application submission?
Deadline May Aug Sep Oct Nov Dec
Number of Institutions
1 3 20 15 4 1
2. What is your application fee?
Price
Range Free $1 -
$30 $31-$49
$50-$59
$60-$69
$70-$79
$80- $90
$91-$100
$101-$150
$150+
Number of Institutions
18 3 3 3 7 2 2 3 2 1
3. When does your post-graduate prosthodontic program begin?
Month that the Program starts
June
July
September
Number of Institutions
35
7
2
4. Does your institution accept Students not trained in a US or Canadian Dental
School? Yes: 34 No: 10
5. Are your applicants required to have a State License?
Yes: 33 No: 11
6. GRE scores required?
Yes: 9 No: 34 (One answered both)
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
Faculty Information # of Full-time Instructors
1 2 3 4 5 6 7 8 9 10 14 yes n/a
Number of Institutions
8
9
5
2
4
5
1
1
3
1
1
1
2
# of Part-time Instructors
1 2 3 4 5 6 7 8 9 10 11 14 15 17 24 n/a
Number of Institutions
5 4 4 5 4 3 1 4 3 0 2 1 1 1 1 5
7. Prosthodontist Faculty: Total of all programs 354
8. Maxillofacial Prosthodontists Faculty: Total for all programs 66
9. Board Certified Prosthodontist Faculty: Total for all programs 187 Program Specifics
10. Participate in Match? 1 Yes 42 No 1 N/A
11. Participate in PASS?
23 Yes 19 No 1 N/A
12. ADA Accreditation Status:
• All programs are ADA accredited • one Institution with reporting requirements • one Institution with full initial approval.
13. Degrees/Certificate offered: (Summary)
29 MS 38 Certificate 4 Ph.D.
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
14. Prerequisites: (summary of submitted comments)
• Proof of dental degree • GPA • Letters of recommendation • National Board Results • TOUFL • Proof of US Citizenship • Personal Interview • Class ranking • Clinical experience • Dental and pre-professional academic transcripts • Personal and career activity • Statement of Purpose
15. Tuition/year: (Numbers have been rounded.)
Amount of Tuition
0 4-5K
7K 9-10K
15K 18-20
25K 32-34K
37K 38K 40-45K
47 60
Number of Institutions
15
6
1
2
3
3
1
4
3
1
2
1
1
16. Salary/stipend:
Amount of Salary
0 3K 7-10K
12-15K
20-25K
40-43K
45-49K
50-55K
60K Incentive
Number of Institutions
11
1
9
3
5
4
3
2
1
2
17. First year enrollment:
First Year Enrollment
N/A 1 2 3 4 5 6 7 2 or 3
3 or 4
Number of Institutions
1
3
7
12
10
2
2
3
1
3
18. Ratio of acceptances to applicants:
Ratio of Applicants
1:2 1:3 1:4 1:5 1:7 1:8 1:9 1:10
Number of Institutions
1
2
2
7
3
4
3
6
Ratio of Applicants 1:12 1:14 1:15 1:20 3:4 N/A Number of Institutions
2
1
7
3
1
1
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
Overall Student Experience
19. Percentage of resident’s time: Clinical % Time Clinical
50 55 60 62 65 70 75 80
Number of Institutions
2
3
20
2
7
4
4
1
Didactic % Time Clinical
3 20 24 25 30 35 40 N/A
Number of Institutions
1
6
1
5
15
14
2
1
Teaching
% Time Clinical 0 1 2 5 10 Other Number of Institutions
2
2
4
30
4
2
20. Describe your clinical setting: (summary of submitted comments)
• Modern clinic with electronic charting and patient education software • Operatories in a open-based setting with partitions and chairs • State-of-the-art surgical facilities • State-of-the-art clinical facility with chairs and clinical lab bench per
unit • Modern audiovisual conference room for didactics • Operatories include digital x-ray head and over-the-patient delivery
unit • Operatories include new surgical suite for implant placement • Treatment cubicles with laboratory adjacent • Digital Radiography, cone beam computed tomography • Larger facilities include support staff with laboratory technicians,
secretary, assistants and residents
21. Percentage of lab work completed by residents: % of Work in Lab
5 10 15 20 25 30 35 40 50 60 70 75 85 90 Varies
Number of Institutions
1
4
4
6
2
5
3
5
4
2
1
1
1
2
2
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
22. Percentage of lab work completed in an in-house lab:
% of In-House Lab work
0 5-10 15-20 25-30 40-45 50-60 65-75 80 91 100 N/A
Number of Institutions
7
8
4
6
3
6
5
1
1
1
2
23. Students required to rent/own equipment and materials? 18 Yes 22 No 1 N/A 3 Both Yes/No
24. Estimated cost per year for equipment:
Cost per Year
$400-1500 $2000-3500 $5000-7000 $10,000-12,000
Number of Institutions
6
10
4
3
25. Mock American Board of Prosthodontists exam required for certification?
37 Yes 7 No
26. Additional Comments (Sampling) Additional Comments
Our faculty is highly dedicated to the program. We encourage a collegial working environment between residents, and we enjoy strong support from the department. We offer significant surgical experiences for our residents if desired, and our patient pool supports a full range of prosthodontic experiences, from implants to esthetics. All graduate students are required to undertake a research project (scholarly activity) even if they do not intend to pursue an MS degree Clinical experiences include placement of dental implants
It is recommended that residents take the American Board of Prosthodontics Exam Part 1 before graduation.
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
The purpose of this program is to train selected dental officers in all aspects of prosthodontics. The resident will learn the background sciences and develop the clinical experience necessary to select those techniques which meet the biological, physiological, and mechanical requirements for oral rehabilitation. The clinical aspect will require attention to detail, precision, and perfection of various techniques. The interrelation of other clinical specialties with prosthodontics is also emphasized. The didactic phase will be presented through formal courses, staff lectures, consultant visits, hospital conferences, library and independent research, literature reviews and seminars. The Program provides a well-rounded Advanced Prosthodontics experience that leaves one well-prepared for clinical practice and for the Board. Constant interdisciplinary interaction occurs in seminar and clinical settings that fosters the prosthodontist as the patient care team leader. All experiences are totally within the College of Dentistry facility. A wide array of reference materials are available for Advanced Prosthodontics students on the Program's website. Within the parameters of expected experiences, flexibility in the Program exists to allow students to pursue specific interests and career goals. For example, when clinical progress suggest students will complete the expected experiences in a timely manner, students could focus to a greater degree on implant surgical experience, implant restoration, fixed prosthodontic esthetics, maxillofacial prosthetics, or orofacial pain patient management. Specific extramural experiences in the program include opportunity to attend a variety of meetings that broaden their learning experiences. The Department of Restorative Dentistry has supported student travel to the American College of Prosthodontists meeting for each of the last 10 years. Students have regularly attended the American Academy of Fixed Prosthodontics Annual Meeting, and have had further opportunities to attend AAMOS and GNYAP meetings. Many opportunities exist to support the broad scope of learning in prosthodontics. stipends and maxillofacial prosthetics program only available to graduates of an ADA accredited dental school The program is emphasized on clinical prosthodontics and has wide variety of patient’s pool. Most of the resident's assigned cases are full mouth or nearly full mouth reconstruction. Focus on Implant, Esthetic and TMD treatment. The resident must take Part 1 and one other part of ABP board examinations before the graduation 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. •• Those who have selected a clinical track (which leads to a certificate of advanced graduate study in prosthodontics) devote a majority of their time (approximately 37 hours per week for direct patient care plus four hours of assigned patient-related laboratory time) to treating patients. • Those who have chosen the research track (which results in a certificate and the MSD degree) complete a research project, thesis, and thesis defense during the third year, along with three additional research-oriented courses. Residents in the research track devote approximately 20 hours per week to research-related activities with the remainder of their time devoted to patient-care activities. • For all third-year residents, there is a rotation in student teaching as part of a formal course (PR 920) 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. Program includes a two year occlusion course, a 14 week maxillofacial prosthetics course, and an abundance of complex patients mentored by faculty second to none. The Mayo Clinic four-year Prosthodontic Residency Program will prepare you for a career in private practice of academic dentistry. Mayo's program is unique because of its small size, flexible curriculum, dedicated staff and excellent rapport with other medical and surgical specialties. Although the emphasis is on clinical practice, the program also includes an extensive didactic program and research training. With over 2/3 of its graduates having successfully completed the Board Certification process in the US or Canada, this program clearly prepares trainees for their careers in Prosthodontics.
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
This is a challenging program wherein residents are exposed to a vast and varied amount of clinical material. Residents obtain experience in all aspects of prosthodontic practice and treat patients in conjunction with various other dental specialities, each of which is represented here. We have the resources of a major medical school available for education, research and support. All faculty members maintain private practices in addition to their teaching responsibilities at Montefiore Medical Center, so residents receive a "real world" training experience as a compliment to basic academic and clinical principles. This is a hospital based program using the Socratic method of teaching. Residents are expected to perform, not merely regugitate. Surgical and restorative experience with osseointegrated implants is extensive; graduates will have the experience and expertise to practice both phases of treatment with implants. Each resident is expected to ultimately become a Diplomate of American Board of Prosthodontics. Percentages do not equal 100%; not included are 13% of resident time devoted to lab and 12% of resident time devoted to research. Construction will begin this summer on a new clinic for Prosthodontics. Foreign students must meet the same criteria for admissions as U.S. citizens, they must demonstrate competency in written and spoken English, and they must demonstrate sufficient financial resources to complete their education, and they must successfully complete the National Board Exam. Stipends may or may not be available for foreign students. Foreign applicants are required to provide all items requested in the normal application process. Residency costs are paid by the United States Air Force. In addition, residents earn active duty salary while training. An additional, one-time stipend is awarded to all residents that can defray costs of a clinical camera, books, etc. Required attendance at national dental meetings is funded by the Air Force. American Board of Prosthodontics certification is emphasized and approximately 80% of program graduates since the programs inception in 1957 have gone on to become board certified. Program graduates incur a 3-year obligation to serve in the Air Force as a Prosthodontist, following graduation. Additional clinical experiences will include endosseous dental implant placement and restoration, multidisciplinary treatment planning, state-of-the-art diagnostic and prosthodontic technologies, geriatric patients, pediatric prosthodontic patients, maxillofacial prosthodontic patients Our program is a combined program with the University of Texas Health Science Center at Houston - Dental Branch. Residents participate with the Dental Branch Residents in all didactic assignments and enroll at the university to receive the required basic sciences. All clinical and laboaratoy requirements are met at the VA Medical Center. We also have a strong relationship with MD Anderson Cancer Center including a rotation in Maxillofacial Prosthodontics. The program emphasizes comprehensive treatment planning and collaboration with other dental disciplines. The residents work closely with the Graduate Periodontics students and others. The students restore a variety of full-mouth fixed comprehensive cases, as well as removable , implant , and esthetic cases, while using new cutting edge technologies and materials. They participate in hands-on courses with Master Ceramicists from different labs. The program also supports their attendance at multiple national meetings, and brings in speakers from outside the program to lecture to the students. Clinically orientated program with excellent support by Commercial labs and our own dental assistants.
Survey to the Prosthodontic Resident Part I:
Factors Influencing Applicants Selection of Prosthodontics Residency Program
Meng-Chieh Lee DDS;1 Ryan Blissett DMD;1 Monik Jimenez SM;2 and Cortino Sukotjo
DDS, MMSc, Ph.D3
1Resident and Research Fellow, Advanced Graduate Prosthodontics, Department of
Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine,
Boston, MA.
2Doctoral student and Research Fellow, Harvard School of Dental Medicine and Harvard
School of Public Health, Boston, MA.
3Instructor in the Department of Restorative Dentistry and Biomaterials Sciences,
Harvard School of Dental Medicine, Boston, MA.
Running title: Factors Influencing Applicants Selection of Prosthodontics
Index words: survey, prosthodontics program, factor influence, selection, resident
Correspondence to Dr. Cortino Sukotjo, Department of Restorative Dentistry and
Biomaterial Sciences, Harvard School of Dental Medicine, 188 Longwood Ave, Boston,
MA 02115; E-mail: [email protected]
1
Purpose: The main objective of this study is to analyze factors that may influence
applicants in selecting prosthodontics as a career.
Materials and Methods: A 17-item survey was created and distributed to prosthodontic
residents according to mailing address obtained from the ACP central office (n=304). The
respondents were instructed to grade each of the selection factors based on the Likert type
scale. The results were collected and analyzed using STATA 9.
Results: A response rate of 63.48% was observed. Demographic data showed that 37%
and 62% of the respondents were female and male, respectively. The mean age of the
respondents is 30.3 years. The majority of the residents are married and were accepted to
their top choice school. The complexity and challenge of treatment planning/treatment,
ability to lead multi-disciplinary cases, possession of skills/talents suited to the specialty,
enjoyment of clinical work, intellectual content of the specialty, and the influence of
mentors/instructors were reported to be the six most influential factors.
Conclusion: The most influential factors that lead dental students to choose
prosthodontics as a career have been described above. These findings can be utilized by
the ACP and/or program directors to know which factors are important to students,
enabling them to assess the compatibility of their programs with applicants in the future.
2
Introduction
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 maxillofacial tissues using biocompatible substitutes.1 This specialty was
recognized by American Dental Association in 1947.2 Prosthodontists constitute 2.0
percent of all professionally-active dentists in the United States (US).2 Four hundred
residents were enrolled in 2004-2005 in 46 prosthodontics training programs in the US.3
Over the past 30 years, many studies have attempted to identify trends and new
developments in pre-doctoral prosthodontics education, with no emphasis on post-
doctoral prosthodontics. Compared to other dental specialties, studies regarding post-
doctoral prosthodontic education are scarce.4,5
In medicine, numerous articles exist describing factors affecting a medical
student’s choice of specialty. Some factors include role model, type of patients, lifestyle,
amount of indebtedness, lifestyle and long-term career goals.6,7,8,9 Surprisingly, no
published literature exists on factors influencing post-graduate program selection in the
dental field. The purposes of this study are to (1) identify current prosthodontic resident
demographics, (2) identify which factors influence students in choosing prosthodontics as
a specialty, and (3) to investigate if gender, age, marital status, and year in program
(Different between classes) influence the selection factors.
3
Materials and Methods
A 17-item survey was created based on Sledge et al10 with some modifications
and was approved by the IRB office at Harvard Medical School. The survey was
developed asking the resident to list and rate the degree of importance of each factor that
may influence their decision to specialize in prosthodontics. Mailing address information
(n= 304) was obtained from ACP Central Office. The surveys were distributed to
prosthodontic residents in the United States on 9/25/06. A second mailing/reminder was
distributed on 10/26/06. Of the mailed questionnaires, only responses returned within one
month after the second mailing were accepted for analysis.
The respondents were instructed to grade each of the selection factors based on
the following numerical priority scale (a Likert type scale): 1 = extremely important, 2 =
very important, 3 = important, 4 = minimally important, 5 = not important, and 0 = non-
applicable response. They were asked to indicate their gender, age, relationship status
(single, married, in relationship), year in the program, institution and whether or not the
program they entered was their first choice. The respondents allowed to give a comment.
The data collected were entered into Microsoft Excel 2003 (Microsoft, Seattle,
WA) and analyzed using STATA 9 (College Station, TX). The means and standard
deviations for each response were calculated and ranked. Descriptive statistics were
calculated to describe the study population. Sub-group analyses were conducted using
the Wilcoxon rank sum test for binary variables and Kruskal-Wallis test for categorical
variables.
4
Results
Completed surveys were obtained from 193 of 304 (63.48%) of all prosthodontic
residents that are registered at the ACP central office. Eight mailings were returned due
to incorrect address. Five surveys were received after the deadlines and not used for
analysis. The completed surveys represented approximately 48% of the total population
of prosthodontic residents in the US.
Current Demographics of Prosthodontic Residents
Table I gives demographic characteristics of the survey respondents. Thirty-seven
percent are women and 62% are men. The mean age of the residents is 30.3 years, which
varies slightly with gender (women are about twelve months older than men on average).
Nearly 16.5% of women are married, 18.6% are single and 6.7% are in a relationship.
The distribution of the survey was 47 (24.35%) first year residents, 53 (27.46%) second
year residents, 67 (34.71%) third year residents, with 26 (13.46%) constituting others/no
data. The majority of the respondents were accepted at their first choice school 90.15%
(174).
Factors Influencing Students' Choice
A mean response score and standard deviation were calculated for each of the items
included in the questionnaire. The responses were then ranked in descending order of
mean size (Table II). The most important factors to the respondents are: (1) the
complexity and challenge of treatment planning/treatment, (2) the ability to lead multi-
disciplinary cases, (3) possession of skills/talents suited to the specialty, (4) enjoyment of
5
clinical work, (5) intellectual content of the specialty, and (6) the influence of
mentors/instructors. Length of residency, career plans before entering dental school, and
influence of family members in the dental profession were some for the factors given the
least priority in ranking.
Influence of Gender, Age, Marital Status, and Year in Program to the Selection
Factors
Statistical analysis revealed that no significant difference was detected in relation to
gender and most of the selection factors, with only one exception. Female students are
significantly more influenced by residents in the specialty when choosing to specialize in
prosthodontics (p-value=0.03). Similarly, those 30 years of age or younger placed a
statistically-significant higher importance on the influence of residents, compared to
those older than 30 years (p-value=0.04). Residents who are single or married are
significantly more influenced by level of educational debt when compared to residents
who are in the relationship (p-value=0.01). No significant difference was detected in
relation to year in the program and other selection factors (p-value=>0.05) (Table III).
6
Discussion
In 1998, Waldman reported that based on ADA data in 1995. women represented
8.6% of prosthodontists.11 A 2004-05 survey of Advanced of Dental Education reported
that 33% of prosthodontics residents were women (127/396).3 In our study, the ratio
number of women in prosthodontics training is 37% of the total responding population.
As the proportion of female dentists increases, prosthodontics has attracted more female
dentists than ever before. Despite the fact that women bring many positive qualities to
the specialty, studies have shown that female dentists, in general, work fewer days and
hours than men, which may contribute to a shortage of prosthodontic services in the
future.4,13
The mean age of respondents is 30.3 years, ranging from 24-46 years of age. Our
results also showed that only 6% of the first year residents were between 26-27 years of
age, 7% of the second years between 27-28 years of age, and 9% of the third years aged
between 28-29 years. The typical US dentist is approximately 26 to 27 years of age at
graduation, compared to the non-US graduates who are between 24-26 years at
graduation. This information suggests that majority of the residents do not enter graduate
training immediately after graduation. The resident might have been in private practice
as a general dentist or have pursued another advanced degree. Higher debt loads or the
desire to get more experience may delay application for matriculation immediately upon
graduation. Almost half of the respondents are married, which could serve as an
additional factor that causes delayed entrance into post-graduate training. In this study,
we stratified the respondents based upon age, with the first group being ≤30 years old and
remainder being >30 years. As expected, the residents who are ≤30 years old are
7
significantly influenced by the residents from their previous dental school, most likely
due to the fact that they were recently in contact with the residents.
This study revealed that the complexity and challenge of treatment
planning/treatment rated as the most important factor in choosing to specialize in
prosthodontics, followed by the ability to lead multi-disciplinary cases. The role of the
prosthodontist is to be uniquely positioned to address the complex restorative needs of
individuals of all ages, including the elderly and patients with cancer and other special
needs.12 A "team approach" that includes different specialties led by prosthodontists from
the initial stages is important for achieving predictable and esthetically-pleasing
outcomes in complex dental rehabilitations. Prosthetically-driven treatment has been
widely accepted as the ultimate goal of treatment among physicians. Prosthodontics,
indeed, is the dental specialty that is chiefly responsible for orchestrating and delivering
such treatment.
Possession of skills/talents suited to the specialty, enjoyment of clinical work, and
the intellectual content of the specialty ranked 3rd, 4th and 5th, respectively, in affecting
prospective students in choosing prosthodontics as their career. The practice of
prosthodontics requires highly-developed dexterities to execute a complex treatment plan.
Therefore, advanced graduate prosthodontics programs need to continually recruit
candidates that not only excel in academics, but that also possess highly-refined motor
skills.
The influence of mentors/instructors as role models has been known to have a
positive impact on a student’s specialty choice.7-9 It has been demonstrated that the best
way to influence future applicants should not be to intentionally recruit students, but to
8
demonstrate enthusiasm and sincere love for their profession.7 Prosthodontics curricula
constitutes a major component in dental school education. Mentoring from the initial
stages of training, as well as positive interaction between prosthodontic educators (full-
time, part-time, and prosthodontics residents) and dental students may aid in attracting
high quality applicants to be future prosthodontists. In this study, we observed that
female residents reported a greater influence of prosthodontic residents in the decision to
specialize in prosthodontics when compared to male residents, who indicated the
importance of role models in influencing career choice.
Good income and level of educational debt, on the other hand, were among the least
important selection factors, which is in agreement with previous research.6 However,
single and married residents felt that level of educational debt is significantly more
important compared to residents who are in the relationship. Residents who are married
may have more financial responsibilities, such as children and a non-working partner,
whereas residents who are in relationships may have the opportunity to share their
financial obligations. With increasing debt burden placed upon dental students and
graduates, the tendency to subordinate financial considerations to educational ones may
change in the future. A recently published article shows that lifetime earnings after the
completion of prosthodontic training are more than sufficient to cover the cost of
advanced education and provide a positive return to the prosthodontist.14 In addition, to
address this issue, the ACP created the American College of Prosthodontists Education
Foundation (ACPEF) in 1985. Since its inception, the ACPEF has been committed to
supporting students who pursue advanced prosthodontic training, as well as sustaining
research in prosthodontics and related fields. More scholarships/ fellowships derived
9
from endowment funds or private funds, such as the David H. Wands fellowship at
University of Washington or the ITI scholarship at the Harvard School of Dental
Medicine should be established in the future.
Our study has several limitations. First, the response from a limited numbers of
residents may not reflect the true opinion of the whole prosthodontic resident population.
Secondly, open-ended and validated questionnaires should be provided in the future.
This is the first study investigating factors that may influence dental students in
choosing prosthodontics as a career. The findings of this study have important
implications for dental students and prosthodontic graduate programs. The findings,
hopefully, will provide useful data to guide future students in selecting a prosthodontics
program. Likewise, the ACP and/or program directors will be able to use this
information to attract more suitably-matched applicants in the future.
1
Conclusions
Within the limitations of the study, the data revealed:
1. The majority of prosthodontic residents are married with a mean age of 30.3 years.
2. The majority of prosthodontic residents do not enter the residency program
immediately after graduation from dental school.
3. The complexity and challenge of treatment planning/treatment rated as the most
important factor that is taken into consideration by dental students as they choose
prosthodontics as a career.
4. The role of mentors/instructors/residents plays a significant role in influencing students
to become prosthodontists.
5. Female residents and residents ≤30 years are significantly more influenced by residents
at their dental school when compared to their counterparts in making the decision to
become prosthodontists.
1
References
1. The glossary of prosthodontic terms. J Prosthet Dent 2005; 94:10-92
2. Neumann LM, Nix JA.Trends in dental specialty education and practice, 1990-99. J
Dent Educ 2002; 66:1338-47
3. American Dental Association. 2004/2005 survey of advanced dental education.
Chicago: American Dental Association, 2006
4. Bruner MK, Hilgers KK, Silveira AM, Butters JM. Graduate orthodontic education:
the residents' perspective. Am J Orthod Dentofacial Orthop 2005; 128: 277-82
5. Laskin DM, Lesny RJ, Best AM.The residents' viewpoint of the matching process,
factors influencing their program selection, and satisfaction with the results. J Oral
Maxillofac Surg 2003; 61:228-33
6. Nuthalapaty FS, Jackson JR, Owen J. The influence of quality-of-life, academic, and
workplace factors on residency program selection. Acad Med 2004; 7:417-25
7. Ambrozy DM, Irby DM, Bowen JL, Burack JH, Carline JD, Stritter FT. Role models'
perceptions of themselves and their influence on students' specialty choices. Acad Med
1997; 72:1119-21
8. Basco WT Jr, Reigart JR. When do medical students identify career-influencing
physician role models? Acad Med 2001; 76:380-2
9. Jordan J, Brown JB, Russell G. Choosing family medicine. What influences medical
students? Can Fam Physician 2003; 49:1131-7
10. Sledge WH, Leaf PJ, Sacks MH. Applicants' choice of a residency training program.
Am J Psychiatry. 1987 Apr;144(4):501-3.
1
11. Waldman HB. Fluctuations in the number and distribution of prosthodontists: 1987-
1995. J Prosthet Dent 1998; 79:585-90
12. The Institute of Medicine study of dental education: issues affecting prosthodontics.
Report of the Educational Policy Subcommittee of the American College of
Prosthodontists. J Prosthodont 1996; 5:133-41
13. Dolan TA. Gender trends in dental practice patterns. A review of current U.S.
literature. J Am Coll Dent 1991; 58:12-8
14. Nash KD, Pfeifer DL. Private practice and the economic rate of return for residency
training as a prosthodontist. J Am Dent Assoc 2005;136:1154-62
Acknowledgement:
The authors would like to acknowledge Drs. Bruce G. Valauri, Stephen D. Campbell,
Patrick M. Lloyd, and Frank J. Tuminelli for giving suggestions regarding the survey.
The authors wish to thank all of the residents who generously devoted their time and
effort to completing our survey.
Legends
Table I. Demographic Data of the Respondents
Table II. Mean Ratings and Rankings of Factors influencing Specialty in Prosthodontics
Table III. Influence of Gender, Age, Marital Status and Year in Program to the selection
factors. P-values for hypothesis tested is presented.
1
Table I. Demographic data of the respondents
____________________________________________________________________
Women Men Total
____________________________________________________________________
Number 36.7% (76) 61.6% (119) 193 (of 304)
Mean Age 31.4 years 30.3 years 30.3 years
Age range 24-46 years 25-44 years 24-46 years
Married: 16.5% (32) 29% (56) 45.5% (88)
Single 13.9% (27) 18.6% (36) 32.78% (63)
In relationship 3.6% (7) 6.7% (13) 10.36% (20)
Table II. Mean Ratings and Rankings of Factors influencing Specialty in
Prosthodontics
Selection factors for specialty program Mean SD Rank Complexity and challenge of treatment planning/treatment 1.36 0.63 1 Ability to lead multidisciplinary cases 1.45 0.73 2 Possession of skills/talents suited to the specialty 1.55 0.71 3 Enjoyment of clinical work 1.59 0.75 4 Intellectual content of specialty 1.61 0.83 5 Influence of mentor/instructors 2.17 1.15 6 Predictable work hours 2.40 1.03 7 Prestige within dental profession 2.41 1.12 8 Good income 2.53 1.03 9 Enjoyment of lab work 2.67 1.11 10 Specific interest in patient population seen 2.87 1.26 11 Level of educational debt 2.91 1.39 12 Lack of overcrowding in field 3.04 1.33 13 Influence of residents in the specialty 3.13 1.33 14 Length of residency 3.20 1.20 15 Career plans before entering dental school 3.58 1.30 16 Influence of family members in the dental profession 3.88 1.39 17
• Based upon a Likert rating scale where 1=Extremely Important, 2=Very Important. 3=Minimally Important, 4=Important, 5=Not Important
1
Table III. Influence of Gender, Age, Marital Status and Year in Program to the
selection factors. P-values for hypothesis tested is presented
Variables Gender Age Marital Status Yr in Program Good Income 0.34 0.67 0.71 0.52 Prestige within dental profession 0.99 0.98 0.05 0.78 Predictable work hours 0.97 0.40 0.20 0.97 Intellectual content of specialty 0.31 0.67 0.51 0.95 Complexity and challenge of treatment planning/treatment 0.98 0.35 0.42 0.10 Ability to lead multidisciplinary cases 0.90 0.17 0.18 0.14 Possession of skills/talents 0.76 0.86 0.64 0.19 Enjoyment of lab work 0.20 0.29 0.54 0.45 Enjoyment of clinical work 0.73 0.54 0.55 0.94 Length of residency 0.31 0.39 0.05 0.54 Level of educational debt 0.62 0.85 0.01* 0.98 Lack of overcrowding in the field 0.08 0.99 0.05 0.95 Career plans before entering dental school 0.74 0.81 0.25 0.66 Influence of family members 0.85 0.41 0.87 0.08 Specific interest 0.41 0.20 0.86 0.13 Influence of mentor 0.59 0.34 0.18 0.39
0.03* 0.04* Influence of residents 0.19 0.70
1
Survey to the Prosthodontic Resident,
Part II: Factors Influencing the Ranking of Prosthodontic Programs
Among Applicants
Factors Influencing Ranking of Prosthodontics Programs
Index words: survey, prosthodontics program, factors influence, ranking, resident
Purpose: To analyze many of the factors that dental students consider as they select a
specific program after already making the decision to specialize in prosthodontics.
Materials and methods: A 36-item questionnaire was designed to assess the factors that
dental students consider as they choose a post-doctoral prosthodontics program. It was
mailed to all current prosthodontic residents that are registered with the ACP central
office (n=304). The respondents were instructed to grade each of the selection factors
based on the Likert type scale. The results were collected and analyzed using STATA 9.
Results: A response rate of 63.48% was observed. Statistical analysis demonstrates that
applicants place a high emphasis on clinical education, their impression of the program
director, opportunity to place dental implants, advice from pre-doctoral mentors, and their
impression of resident satisfaction and happiness, among other factors. The factors of
least importance are climate, opportunities to moonlight, teach, and conduct research,
salary, benefits, and amount of free time and vacation. There were no statistically-
significant differences in the responses between males and females.
Conclusion: The most influential factors that influence students as they select a
prosthodontics program have been described above. These findings can be utilized by the
ACP and/or program directors to understand which factors are important to students,
enabling them to assess the compatibility of their programs with applicants in the future.
Introduction: Perhaps one of the most important decisions that an individual makes
during life is career choice. Being that approximately one half of waking hours are spent
at work, with many additional hours spent pondering work-related issues, the importance
of this decision cannot be underscored enough. Having the opportunity to choose a
specialty is a luxury that is granted to the top students in dentistry and medicine. There
are many factors that play into the decision to specialize and, if one chooses to do so,
which field to pursue. As stated in part I of this report, the medical field has done
extensive research related to choosing a specialty, but dentistry has neglected this
important topic.1,2,3,4 Our results outline many of the factors that individuals take into
consideration when choosing prosthodontics as a career. The purpose of this report is to
consider part II of the survey, which we will use to analyze many of the factors that
dental students consider as they select a specific program after already making the
decision to specialize in prosthodontics. In addition, the responses will be stratified to
analyze the influence of age, gender, relationship status, and year in the program.
Materials and Methods: A 36-item survey was created based on Sledge et al5 with
some modifications and approved by the IRB office at Harvard Medical School. The
survey was mailed to 304 prosthodontics residents using mailing address information that
was obtained from ACP Central Office. The surveys were distributed to prosthodontics
residents in the United States on 9/25/06. A second mailing / reminder was distributed on
10/26/06. Of the mailed questionnaires, only responses received within one month of the
second mailing were accepted for analysis. The respondents were instructed to rank each
of the selection factors based on the following numerical priority scale (a Likert type
scale): 0 = non-applicable response, 1 = extremely important, 2 = very important, 3 =
important, 4 = minimally important, 5 = not important. The data were entered into
Microsoft Excel 2003 (Microsoft, Seattle, WA) and analyzed using STATA 9 (College
Station, TX). The means and standard deviations for each response were calculated and
ranked (Table 1). Sub-group analyses were conducted using the Wilcoxon rank sum test
for binary variables and Kruskal-Wallis test for categorical variables. The respondents
were allotted space to provide an additional comment.
Results: ompleted surveys were obtained from 193 of 304 (63.48%) of all prosthodontics
residents that were registered at the ACP central office. Eight surveys were returned due
to incorrect address. Five surveys were received after the deadline and not included in
the analysis. Of the 193 returned surveys, 20 were military respondents and were
excluded from part II analysis. This is due to the fact that military residents indicated to
us that they are assigned to a particular location or have no choice of specific locale. As
a result, they are not subject to such analysis. The data in this report reflects the
adjustment for this exclusion.
As shown in Table 1, the variables have been ranked in order of importance to
applicants, in descending order. As one might predict, the most important factor in the
selection of a specific program is the diversity of training experience. Applicants also
place a very high emphasis on their overall impression of the program director and the
philosophy of the training at the institution. The amount of time dedicated to clinical
experience, as well as the volume of patients, is also of major importance. An applicant’s
general impression of the program, perception of residents’ satisfaction and happiness,
and influence of pre-doctoral instructors and mentors were also highly-ranked items on
the survey. The opportunity to place dental implants is another factor that proved to be of
high importance. Factors such as salary, benefits, funding to attend extramural
conferences, and cost of living, and amount of required lab work proved to be of
moderate importance. The factors of least value to prosthodontics applicants include
climate, proximity to family, geographic location, amount of free time, amount of time
allotted for vacation, social and recreational activities, and opportunities to moonlight,
teach and perform research. There were no statistically-significant differences in the
results between males and females. Table 2 shows the results of the statistical analyses,
with the significant p-values in bold.
Discussion: Once the decision is made to specialize, one must decide where and under
whose direction to receive training. In medicine, surgery, and some dental specialties,
applicants must participate in the National Residency Match Program6 or the Postdoctoral
Dental Matching Program7 which allow qualified students to rank programs in order of
preference. These programs, in turn, rank the applicants in an ordinal manner and a
computer program ultimately selects where the student will be training. This system can
potentially select a program or location that is dissatisfactory to the resident. In addition,
some programs may have unmatched positions due to ranking incompatibilities, which
leaves programs and unmatched applicants “scrambling” to fill the open positions.
Students interested in prosthodontics participate in a less formal application process that
allows them to potentially be accepted to many programs with the opportunity to choose
their destination. Those individuals with the greatest academic and clinical achievements
throughout college and dental school often reap the benefits of their successes by
selecting their “top choice”.
It is apparent from our results that applicants for advanced prosthodontics training
are most interested in obtaining a high-quality clinical education. Training diversity and
philosophy, amount of clinic time, high patient volume, and opportunity for experience in
dental implant placement are among the most important variables that are considered by
applicants as they choose a program. This response is not surprising, being that clinical
prosthodontics has such a broad scope and the main reason for seeking advanced training
is to attain as much clinical knowledge and experience as possible in three years. Similar
results have been reported in medical journals.8,9,10,11 Although it was detected as
minimally statistically-significant (p=0.04), it is interesting to see the different trends
between first year residents and their senior regarding the importance of placing implants.
First year residents seem to put more thought on the importance of placing implants in
comparison to the seniors. Because dental implants have become such an integral part of
contemporary dentistry, the importance of receiving adequate training is being stressed,
even at the pre-doctoral level.12 Perhaps the next generation of prosthodontists will be
more involved in the placement and restoration of implants than their predecessors.13
Applicants also consider their overall impression of the program director and
his/her philosophy of training to be extremely important. The program director is largely
responsible for determining the scope of clinical, didactic and research knowledge that
students receive during post-doctoral training. As such, these results are not surprising
and confirm those of previous studies.9,15 The first year residents placed a significant
emphasis on the number of board-certified faculty members, when compared to their
seniors (p=0.03). This could reflect an increase in training expectations from applicants,
perhaps due to the high cost of advanced training in recent years. Advice from pre-
doctoral mentors and instructors also plays a strong role in an applicant's choice of
program. This has a much greater influence than that of prosthodontics residents from
their dental school, which was ranked much lower. Current resident satisfaction and
happiness is another factor that is considered highly important to applicants10,11 as would
be expected.
Relationship status also appears to play a role in program selection. Single
residents consider the opportunity to teach to be more valuable than do those in
relationships (p=0.02). This may reflect the fact that residents in relationships have less
available time to dedicate to lesson planning and teaching. Married individuals consider
proximity of the program to their families to be significantly more important than those
who are single (p=0.01). Also, married applicants report a significant influence of their
spouse in their program choice, when compared to singles or those in a relationship
(p<0.001). This confirms the results of a study by Arnold et al.14 Applicants under the
age of 30 placed a higher emphasis on availability of social and recreational activities in
the vicinity of the program than those over age 30 (p=0.03). Lastly, climate and
geographic location were observed to be of little importance to applicants, which is in
contrast to other reports.5,11,15,16 Being that prosthodontics residents spend the vast
majority of their waking hours within the clinics and laboratories of their respective
institutions, this factor was expected to be of minimal importance. However, our medical
and surgical colleagues also spend a significant amount of time in the hospital, so it
remains unclear why this discrepancy exists between prosthodontists and physicians. In
summary, our findings clearly demonstrate what the current prosthodontics residents and
recent graduates consider as they contemplate which program to select and the relative
value they place on each variable. This information may be of benefit to program
directors as they strive to make their programs as attractive as possible to top candidates.
Conclusions:
(1) Applicants consider clinical education to be the most important determinants in
program selection.
(2) Residents are strongly influenced by their impression of the program director and
his/her philosophy of training when choosing a program.
(3) Residents are placing a higher emphasis on faculty board certification than in
previous years.
(4) Teaching and research opportunities are of relatively low importance to applicants.
(5) Applicants place a high value on the opportunity to place implants. The importance
of this factor has increased significantly in recent years.
(6) Relationship status can have significant effects on an applicant’s choice of program.
Ryan Blissett DMD;1 Meng-Chieh Lee DDS;1 Monik Jimenez SM;2 and Cortino Sukotjo
DDS, MMSc, Ph.D3
1Resident and Research Fellow, Advanced Graduate Prosthodontics, Department of
Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine,
Boston, MA.
2Doctoral student and Research Fellow, Harvard School of Dental Medicine and Harvard
School of Public Health, Boston, MA.
3Instructor in the Department of Restorative Dentistry and Biomaterials Sciences,
Harvard School of Dental Medicine, Boston, MA.
References
1. Nuthalapaty FS, Jackson JR, Owen J. The influence of quality-of-life, academic, and
workplace factors on residency program selection. Acad Med 2004; 79:417-25
2. Ambrozy DM, Irby DM, Bowen JL, Burack JH, Carline JD, Stritter FT. Role models'
perceptions of themselves and their influence on students' specialty choices. Acad Med
1997; 72:111
3. Basco WT Jr, Reigart JR. When do medical students identify career-influencing
physician role models? Acad Med 2001; 76:380-2
4. Jordan J, Brown JB, Russell G. Choosing family medicine. What influences medical
students? Can Fam Physician 2003; 49:1131-7.
5. Sledge WH, Leaf PJ, Sacks MH. Applicants’ Choice of a Residency Training
Program. Am J Psychiatry 1987; 144:501-503
6. http://www.nrmp.org
7. http://www.natmatch.com/dentres
8. Hitchcock MA, Kreis SR, Foster BM. Factors Influencing Students Selection of
Family Practice Residency Programs in Texas. Fam Med 1989; 21:122-267.
9. DeLisa JA, Jain S, Campagnolo D, McCutcheon PH. Selecting a Physical Medicine
and Rehabilitation Residency. Am J Phys Med Rehabil 1992; 71:72-76
10. Simmonds AC, Robbins JM, Brinker MR, Rice JC, Kerstein MD. Factors Important
to Students in Selecting a Residency Program. Acad Med 1990; 65:640-643
11. Lebovits A, Cottrell JE, Capuano C. The Selection of a Residency Program:
Prospective Anesthesiologists Compared to Others. Anesth Analg 1993;77:313-7
12. Lim MVC, Afsharzand Z, Rashedi B, Petropoulos VC. Predoctoral Implant
Education in U.S. Dental Schools. J Prosthodont 2005; 14:46-56
13. Eckert SE, Koka S, Wolfinger G, Choi YG. Survey of Implant Experience by
Prothodontists in the United States. J Prosthodont 2002; 11:194-201
14. Arnold RM, Landau C, Nissen JC, Wartman S, Michelson S. The Role of Partners in
Selecting a Residency. Acad. Med 1990; 65:211-215
15. DiTomasso RA, DeLauro JP, Carter ST. Factors Influencing Program Selection
Among Family Practice Residents. J Med Educ 1983; 58: 527-33.
16. Flynn TC, Gerrity MS, Berkowitz LR. What Do Applicants Look for When
Selecting Internal Medicine Residency Programs? A Comparison of Rating Scale and
Open-Ended Responses. J Gen Intern Med 1993; 8:249-254
Acknowledgement:
The authors would like to acknowledge Drs. Bruce G. Valauri, Stephen D. Campbell,
Patrick M. Lloyd, and Frank J. Tuminelli for giving a suggestion regarding the survey.
The authors wish to thank all residents who generously devoted their time and effort to
completing our survey.
Legends
Table I. Mean, Ratings and Rankings of Factors Influencing the Selection of
Prosthodontics program
Table II. Comparison of Influence of Variables between Gender, Age, Marital Status, and
Year in Program (p-values)
Table 1
Mean Ratings and Rankings of Factors Influencing the Selection of Prosthodontic Programs
Factors Mean SD Rank Diversity of Training Experience 1.68 0.83 1 Your Impression of Program Director 1.73 0.91 2 Philosophy of Training 1.76 0.88 3 Amount of Clinical Training Hours 1.85 0.87 4 High Volume of Patients 1.86 0.90 5 Your Impression of Residents’ Satisfaction and Happiness 1.89 0.98 6 Advice from Mentor/Instructors 1.93 1.00 7 Intuitive Feeling about Program 1.95 0.97 8 General Impression at Interview 2.08 1.02 9 Opportunity to Place Dental Implants 2.10 1.22 10 Clinic/Lab Facilities 2.14 0.92 11 Prestige of Program/Institution 2.24 1.06 12 Prestige of Faculty 2.30 1.10 13 Support from the Department to Attend Professional Meetings 2.36 1.15 14 Number of Residents/Faculty 2.39 1.15 15 Proximity of Program to Graduate Programs in Other Specialties 2.45 1.10 16 Extent of Staff Supervision 2.42 1.02 17 Salary 2.57 1.51 18 Benefits 2.57 1.27 19 Number of Board-Certified Faculty Members 2.61 1.20 20 High Level of Management Responsibility 2.62 1.05 21 Amount of Required Lab Work 2.64 1.14 22 Influence of Residents in the Specialty at Your Dental School 2.64 1.43 23 Influence of Marital Partner or Significant Other 2.92 1.55 24 Geographical Location 2.96 1.28 25 Opportunity for Post-Residency Training 3.04 1.38 26 Cost of Living 3.08 1.22 27 Proximity of Program to Family 3.08 1.50 28 Opportunity to Conduct Research 3.13 1.35 29 Amount of Free Time Available 3.13 1.23 30 Availability of Electives 3.14 1.14 31 Social and Recreational Activities in Area 3.24 1.17 32 Opportunity to Teach Pre-doctoral Students 3.27 1.17 33 Amount of Vacation Time Available 3.28 1.15 34 Opportunity to Moonlight (i.e. Practice Dentistry Outside of Program) 3.44 1.62 35 Climate 3.53 1.34 36
• Based upon a Likert rating scale where 1= Extremely Important, 2=Very
Important. 3=Important, 4=Minimally Important, 5=Not Important
Table 2
Comparison of Influence of Variables between Gender, Age, Marital Status, and Year in Program (p-values)
Variable Gender Age
Marital Status Yr in Program
Climate 0.36 0.52 0.42 0.52 Cost of Living 0.57 0.95 0.73 0.39 Geographical Location 0.74 0.78 0.97 0.64 Philosophy of Training 0.39 0.21 0.81 0.73 Diversity of Training Experience 0.86 0.40 0.25 0.04 Proximity to Other Specialties 0.62 0.13 0.50 0.58 Prestige of Program 0.68 0.41 0.67 0.20 Prestige of Faculty 0.30 0.66 0.63 0.59 Number of Residents 0.54 0.98 0.66 0.30 Number of Board-Certified Faculty 0.35 0.59 0.19 0.03 Extent of Staff Supervision 0.10 0.62 0.49 0.87 High Level of Management Responsibility 0.08 0.67 0.04 0.79 Availability of Electives 0.26 0.09 0.55 0.11 Amount of Clinical Training Hours 0.72 0.36 0.95 0.07 High Volume of Patients 0.36 0.88 0.85 0.87 Clinic/Lab Facilities 0.18 0.39 0.07 0.07 Amount of Lab Work 0.10 0.74 0.36 0.42 Opportunity for Research 0.13 0.68 0.26 0.48 Opportunity for Implant Placement 0.30 0.56 0.30 0.04 Opportunity Post-Residency Training 0.44 0.07 0.20 0.30 Opportunity to Teach 0.51 0.05 0.02 0.05 Support for Meetings 0.23 0.32 0.16 0.33 Impression at Interview 0.98 0.13 0.23 0.09 Intuitive Feeling of Program 0.26 0.26 0.48 0.04 Impression Program Director 0.65 0.86 0.86 0.38 Impression of Resident Satisfaction 0.18 0.05 0.36 0.06 Resident Influence 0.11 0.16 0.12 0.43 Advice of Mentors 0.85 0.84 0.38 0.30 Benefits 0.94 0.71 0.10 0.54 Salary 0.27 0.67 0.21 0.23 Free time 0.56 0.07 0.87 0.07 Vacation 0.54 0.20 0.38 0.83 Social Activities 0.34 0.03 0.06 0.08 Proximity to Family 0.23 0.09 0.01 0.10 Influence of Spouse 0.33 0.64 0.00 0.73 Moonlighting Opportunities 0.82 0.14 0.76 0.74
* Statistically-significant values indicated in bold
Academic Alliance Membership American College of Prosthodontists
Qualifications for Membership: Individuals who hold a DDS, DMD or PhD, and who currently hold an academic teaching position within an ADA accredited prosthodontic program, or undergraduate teaching position in the discipline of prosthodontics may apply as an Academic Alliance Member. Individuals must be instructors spending a minimum of 50% of their time teaching as defined by the institution. Individuals with special circumstances, outside of the qualifications outlined for membership, may request a special action of the Board of Directors. A letter of endorsement from an Active College Member must be provided along with a letter of verification of your teaching position from the Department Chair or Dean. Individuals that have completed an accredited Advanced Education Program in Prosthodontics are not eligible for membership in the Academic Alliance, but are eligible to become ACP Active members. Privileges: The American College of Prosthodontists (ACP) is committed to providing both tangible and intangible benefits that will enhance member’s personal and professional lives.
o Annual subscription to The Journal of Prosthodontics o Annual subscription to The Messenger o Personalized Membership Certificate suitable for framing and display o Annual copy of the ACP Membership Directory o Access to the “Member’s Only” section of the ACP Web site. o Member discounts on all ACP Products o Discounted registration rates for the Annual Session o Discounted registration for all Continuing Education Programs o Discounted postings on the ACP Employment Site o National Representation is provided through regular ACP
communication and interaction with the ADA o Marketing and Public Relations is provided by the College o Discounted insurance rates are provided by Treloar & Heisel o Access to Great Interest Rates & Member Rewards through Bank One o Discounted Office Products through ACP/Staples Business Account o Discounts on all products through Best Buy/ACP Business Account o Additional Affinity Programs coming soon
Dues: Application Fee: $125 (non-refundable one time only) Annual Dues: $450 Application: For an Academic Alliance Member Application please email Carla Baker at [email protected] and request an Academic Alliance Application.
ACP Academic Alliance Membership Application Please type or print clearly. An incomplete application will delay activation of membership. ____________________________________________________________________________________ First Name Middle Initial Last Name _________________________ Date of Birth Gender (check one): Male Female Primary Office Information: Preferred Mailing/Billing Address (Choose only one) Company/Institution
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_________________ City State Postal Code + four Country _____________________________________ ___________________________________________ Phone Fax ______________________________________ __________________________________________ E-mail (Required for communication purposes.) Web site Secondary Office Information: Preferred Mailing/Billing Address (Choose only one) ___________________________________________________________________________________ Company Name ___________________________________________________________________________________ Address Line 1 ___________________________________________________________________________________ Address Line 2 ___________________________________________________________________________________ Address Line 3 ___________________________ __________ ________________ _________________________ City State Postal Code + four Country _________________________________________ ______________________________________ Phone Fax ___________________________________________________________________________________ E-mail
Home Information: Preferred Mailing/Billing Address (Choose only one) _ Address Line 3 Address Line 2 ___________ __________________ ________________ City State Postal Code + four Country ____________________________________________ ____________________________________ Phone Fax __________________________________________________________________________________ E-mail Spouse Information: Print Spouse’s Name in the Membership Directory First Name Middle Initial Last Name Education: Degrees Earned (check all that apply):
DDS DMD Ph. D M. Ed MS MA MSD MPH BA BS Additional Degrees not listed above: _____________________________________________________ ______________________________________ __________ ________________ ______________ Dental School Attended State Country Graduation Date ______________________________________ __________ ________________ _____________ Additional Training Program State Country Graduation Date Professional Information: Are you currently an ADA Member? Yes No What other professional organizations are you a member of? ___________________________________ Faculty Appointment: Undergraduate Faculty Position: Position Title: __________________________________ % Time Teaching Undergrad. School’s Name _____________________________________________________ State _____________ Post-Graduate Faculty Position: Post-Graduate Position: ____________________________ % Time Teaching Post-Graduate: ________ ACP Membership Directory Listing:
Print my Name Only in the Membership Directory (excludes ALL contact information) Choose any combination from the following options:
Print Primary Office Address (includes complete Primary Office contact information) Print Secondary Office Address (includes complete Secondary Office contact information) Print Home Address (includes complete Home contact information)
Communications: Please review the communication options carefully. If you have additional
questions, or concerns please contact Membership Services for clarification.
The ACP occasionally makes available its members' addresses (excluding telephone and email) to vendors who provide products and services to the association community. If you do not wish to be included in these lists, please check this box.
No ACP e-mail promotions. (By checking this, you limit promotional emails for ACP products and services; however, you will continue to receive general communications from the ACP such as the ACP Journal of Prosthodontics.)
No ACP mail communications or promotions. (By checking this box, you will not receive substantive membership benefits like the Journal of Prosthodontists or the Messenger or the Annual Session Registration Brochures.)
Applicant’s Verification I hereby certify that the information on this application is correct. Your signature will also confirm your communication preferences listed above. Applicant’s Signature: Date: Qualifications for Membership Academic Alliance Membership in this College shall be limited to those individuals who have NOT completed an advanced dental education program in prosthodontics accredited by the Commission on Dental Accreditation of the American Dental Association. These individuals whose credentials include a DDS, DMD or Ph. D. and who currently hold an academic teaching appointment within an ADA accredited prosthodontic program or an undergraduate teaching position in the discipline of Prosthodontics may apply. Applicant must be instructors spending a minimum of 50% of their time teaching as defined by the institution. (Applicants with special circumstances outside of the qualifications outlined for membership may request a special action of the Board of Directors.)
For consideration the following must accompany your application: 1) Application/Reinstatement fee: $125 non-refundable 2) Dues: If joining before July 1: $450*. If joining after July 1: $225 3) A letter of endorsement from an Active College Member must be provided. 4) A letter of verification of the applicant’s teaching position from the Department Chair or Dean. Method of Payment American Express ____ VISA _____ MasterCard ____ Check Enclosed ____ Card Holder’s Name (Please Print) _____________________________________________________________________ Signature of Card Holder
Card Number Expiration Date
Mail or fax your payment, completed application and required documentation to:
American College of Prosthodontists 211 E. Chicago Avenue, Suite 1000
Chicago, IL 60611 Phone: (800) 378-1260
Fax: (312) 573-1257 www.prosthodontics.org
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
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21 Very Practical Reasons to Join the ACP!
1. Membership Services, Outreach, and Communications As a member, you will
have access to the highly qualified staff in our central office that put members first and strive to meet member expectations and respond to member needs. Members can contact the ACP for service through e-mail and or utilize the online services available through our Web site at their convenience--day or night. The ACP’s quarterly newsletter, The Messenger, and broadcast e-mails keep members up-to-date with timely material communication on emerging news topics.
2. Journal of Prosthodontics (JP) Subscription The JP is the official scholarly
journal of the ACP and is provided to members free of charge. The JP serves both researchers and practicing clinicians by providing a forum for the presentation and discussion of evidence-based prosthodontic research, techniques, and procedures. The number of manuscript submissions has increased by 300% in the last two years. The journal has also increased its publication frequency to six issues per year. It is evident that the JP has established itself as a major voice in implant, esthetic, and reconstructive dentistry both domestically and internationally.
3. Discounted Annual Meeting Registration Fees The College provides top notch
education where members get the most up-to-date information and insights in the specialty of prosthodontics. Each year, the ACP’s Annual Session, THE premier educational and networking event for Prosthodontists, general dentists, dental technicians and others interested in the field provides attendees with invaluable information and access to new products.
4. Member and Referral Directories Through our membership directory, events, and
communications, the ACP provides a means of making and maintaining important professional connections. Printed and online Members Only directories make it easy for members to locate colleagues or Alliance Members. The printed ACP Membership Directory offers individual member data, governance, and committee structures and College Bylaws and Policies right at your fingertips.
5. Continuing Education Opportunities As a trusted source of continuing education
and an approved provider of ADA CERP, AGD PACE and NBC, the ACP Center for Prosthodontic Education provides state-of-the-art courses in the specialty of prosthodontics. Multiple course offerings each year provide members with the most timely, topical information in areas such as implant treatment planning and placement, complete dentures, esthetics, comprehensive update and more. Members receive discounts on course registration fees for added value.
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
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6. Corporate Partner Discount Programs The ACP has negotiated special
relationships with partners that give ACP members advantages and discounts, such as:
• Staples Business Advantage provides deeply discounted office products to all ACP members. Staples provides our members with the privilege of using online ordering, delivery tracking, customer support representatives, and even customized personal products.
• College Loan Corporation provides our members with access to trained
loan consultants 24 hours a day. Tips and Tricks for how to handle your Student Loans is available along with debt-management plans.
• Best Buy Business Account is available to save members hundreds of
dollars on a range of products simply by proving you are an ACP Member.
• Bank of America provides members with VISA, MasterCard, and
American Express cards with generous reward benefits, 24 hour concierge service, and no annual fees.
• DSL Advertising provides personal assistance to create and print Yellow
Page Advertisements both in printed Yellow Pages and on the Internet.
• Treloar and Heisel provide ACP members with discounted rates on all their personal and corporate insurance and retirement needs.
7. Access to Awards, Scholarships and Grants The ACP supports the development
of young investigators through the ACP Sharry Research Awards and the ACP Research Awards. Students pursuing prosthodontics as a specialty are eligible for financial support through the ACP Education Foundation. Membership in the only ADA-recognized organization representing prosthodontics increases the ability of the ACP and its Foundation to enhance the entire prosthodontic specialty.
8. Strategic Focus in Governance ACP members have a significant voice in the
direction of the College. A fresh approach in leadership has taken the ACP Board of Directors beyond committee work and gives them the tools to plan for the future and to get meaningful input from ACP members on strategic directions to pursue.
9. ACP Education Foundation (ACPEF) The ACPEF has distributed more than
two (2) million dollars in grants and awards since 2004. The ACPEF has funded post-graduate prosthodontic student scholarships; young investigator prosthodontic-related research; public relations; educational symposia gatherings; start up costs for a brand new post-graduate prosthodontic program; a dental technician training program; and many more programs and projects that give prosthodontic excellence momentum.
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
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10. Diagnostic and Treatment Classification Systems The ACP Classification
Systems are an essential resource throughout the dental profession. ACP members created formal systems for classifying patients guiding general dentists to know when they can appropriately treat a patient and when it is best for the patient to be referred to a prosthodontist. The Prosthodontic Diagnostic Index (PDI) has been distributed through the dental schools to develop an understanding between general dentists and prosthodontists about the scope of care each can offer.
11. Discounted ACP Products and Publications From CDs and study guides to
marketing materials and patient education brochures, members qualify for discounted prices on a variety of resources for the practice. Members have inside access to product premieres, special sales and more. The ACP has also developed a complete guide to private practice management. This CD contains templates and instructions regarding all aspects of private practice management. ACP members only receive a deep discount on purchasing this must-have resource.
12. Unified Representation and Advocacy Voice The ACP advances the interests of
the specialty within organized dentistry and disseminates important information about prosthodontics to professionals and the public. The ACP is the only organization recognized by the American Dental Association to represent the specialty of prosthodontics. We advocate for the specialty by working closely with other dental specialty groups on collaborative projects and initiatives that impact the specialty of prosthodontics.
13. Proactive Professional Relations Through programs like the ACP Classification
Systems and the Referral Brochure, ACP works to improve relations between prosthodontists and the dental community at large. Strong professional relations with general dentists can mean earlier referral and less corrective work.
14. Prosthodontic Education and Workforce Growth Recognizing the need for
continuing to increase the numbers of prosthodontists in the workforce in response to the aging population and emerging prosthodontic patient needs, the ACP is committed to increasing the presence of prosthodontists in under-graduate and post-graduate dental programs, and identifying students with the special skills necessary for successfully pursuing the prosthodontic specialty.
15. Public Awareness and Education The ACP’s public awareness campaign is an
ongoing, multi-pronged public awareness campaign designed to educate the public about the specialty of prosthodontics and when to seek the specialized care of a prosthodontist. ACP members have exclusive access to customized advertising and discounts on brochures to attract potential patients and spread the word about the prosthodontic specialty.
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
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16. Robust Interactive Online Resources and Presence The ACP Web site’s search
engine optimization provides in-depth information for patients searching the Internet for crowns, dentures, implants or other key words related to prosthodontic procedures.
17. ACP FORUM The Forum is a unique entity of the College which consists of a
group of participating organizations who share the same interest in the field of prosthodontics. Through a collective effort, the ACP Forum has the ability to make a difference and to enhance the growth and development of the specialty. The Forum is also a venue for sharing information, concerns and educational findings among experts in prosthodontics
18. Leadership and Volunteer Opportunities There are many leadership and
volunteer opportunities for member involvement in the College. ACP members have the opportunity to discuss current issues and to assist in the identification of best practices that lay the foundation for developing solutions for advancing the specialty. ACP committees and task forces provide a venue for members to voice their opinions and to assist the ACP with their efforts to not only support but to further the field of prosthodontics.
19. ACP Alliances The ACP created the Dental Technician Alliance for certified dental
laboratory technicians as a mechanism to foster a team-building between technicians and their prosthodontic partners. The skills of a technician are invaluable to a prosthodontist, and the Alliance provides the network and means to develop these relationships. In addition, the new Academic Alliance is designed to support those individuals who teach prosthodontics in prosthodontic post-graduate programs. The ACP is committed to furthering the field of prosthodontics.
20. American Board of Prosthodontics The ACP is the sponsoring organization of
the American Board of Prosthodontics (ABP) and provides a direct referral source to our organization for information on board certification. The ACP makes available to our members, the additional valuable resources necessary to prepare for the board exams.
21. Job and Career Opportunities Members can advertise a new position, associate
opening or practice for sale, or browse available listings in this ultimate ACP career guide. Future job board functionality will feature resume posting and instant connection between job seekers and employers.
ACP Membership Application Please type or print clearly. An incomplete application will delay activation of membership. I am applying as a (check one): Member Fellow ____________________________________________________________________________________ First Name Middle Initial Last Name _______________________ Date of Birth Gender (check one): Male Female Primary Office Information: Preferred Mailing/Billing Address (Choose only one) Company/Institution
Title Address Line 1
Address Line 2
Address Line 3
_________________ City State Postal Code + four Country _______________________________________ ___________________________________________ Phone Fax _______________________________________ __________________________________________ E-mail (Required for communication purposes.) Web site Secondary Office Information: Preferred Mailing/Billing Address (Choose only one) ___________________________________________________________________________________ Company Name ___________________________________________________________________________________ Address Line 1 ___________________________________________________________________________________ Address Line 2 ___________________________________________________________________________________ Address Line 3 ___________________________ __________ _________________ _________________________ City State Postal Code + four Country _________________________________________ ________________________________________ Phone Fax ___________________________________________________________________________________ E-mail
Home Information: Preferred Mailing/Billing Address (Choose only one) _________________________________________________________________________________ Address Line 1 _________________________________________________________________________________ Address Line 2 Address Line 3 ____________ __________________ ________________ City State Postal Code + four Country ____________________ ____________________________________ Phone Fax __________________________________________________________________________________ E-mail Spouse Information: Print Spouse’s Name in the Membership Directory First Name Middle Initial Last Name Education: Degrees Earned (check all that apply):
DDS DMD DVM Ph.D. MS MA MSD MPH BA BS Additional Degrees not listed above: _____________________________________________________ ________________________________________ __________ _________________ _____________ Dental School Attended State Country Graduation Date ________________________________________ _________ _________________ _____________ Prosthodontic Training Program State Country Graduation Date My Specialty Training Program was in (check one):
Prosthodontics Maxillofacial Prosthetics Combined Maxillofacial & Prosthodontics _______________________________ ______________ _____________________ ______________ Other Training Program State Country Graduation Date Are you Board Certified by the American Board of Prosthodontists? Yes No Board Certification Date: Primary Activity: Private Practice Military Education Veterans Administration Secondary Activity: Education Administration Consultant Hospital Dentist Research Procedures: (check all procedures that you perform in your office)
Bridges Caps/Crowns Cleft Palate/Obturator Congenital/Developmental Mouth Defects Dental Implants Dentures Esthetic/Cosmetic Dentistry Removable/Partial Dentures Sleep Apnea Teeth Grinding/Night Guards Teeth Whitening TMJ Veneers
Professional Information: Are you currently an ADA Member? Yes No What other professional organizations are you a member of? ___________________________________ Faculty Appointment (if applicable): Undergraduate Faculty Position Position: _____________________________________ % Time Teaching Undergrad.
I am the Prosthodontic Department Chair Institution _____________________________________________________ State _____________ Post-Graduate Faculty Position Title: ___________________________________ % Time Teaching Post-Graduate: __________
I am the Prosthodontic Program Director
I am the Maxillofacial Program Director Institution ________________________________________________ State __________________ Communications: Please review the communication options carefully. If you have additional questions, or concerns please contact Membership Services for clarification.
The ACP occasionally makes available its members' addresses (excluding telephone and e-mail) to vendors who provide products and services to the association community. If you do not wish to be included in these lists, please check this box.
No ACP e-mail promotions. (By checking this, you limit promotional e-mails for ACP products and services; however, you will continue to receive general communications from the ACP such as the ACP Journal of Prosthodontics.)
No ACP mail communications or promotions. (By checking this box, you will not receive substantive membership benefits like the Journal of Prosthodontics or the Messenger or the Annual Session registration brochure.) ACP Membership Directory Listing:
Print my Name Only in the Membership Directory (excludes ALL contact information) Choose any combination from the following options:
Print Primary Office Address (includes complete Primary Office contact information) Print Secondary Office Address (includes complete Secondary Office contact information) Print Home Address (includes complete Home contact information)
Find a Prosthodontist: All member's office contact information is included in the ACP patient referral Web site "Find a Prosthodontist" for consumers, patients and professionals.
I do not wish to be included in the ACP "Find a Prosthodontist" patient referral Web site.
Applicant’s Verification I hereby certify that the information on this application is correct. Your signature will also confirm your communication preferences listed above. Applicant’s Signature: Date: Qualifications for Membership Active Membership in this College shall be limited to those individuals who have completed an advanced dental education program in prosthodontics accredited by the Commission on Dental Accreditation of the American Dental Association.
Fellowship in this College shall be limited to those individuals who meet the qualifications for Active Membership, who are also Diplomates of the American Board of Prosthodontics holding a current annual certificate.
Students enrolled in accredited advanced dental education programs in prosthodontics should not complete this form. Contact the American College of Prosthodontists’ Central Office for a Student Membership Application. For consideration the following must accompany your application: 1) Application/Reinstatement fee: $125 non-refundable 2) Dues: If joining before July 1: $602.00*. If joining after July 1: $301.00 3) International Members should contact the ACP’s Central Office for pricing, membership
qualifications, member benefits and privileges. 4) Copy of your certificate indicating that you have successfully completed an advanced dental
education program in prosthodontics. The program must have been accredited by the ADA’s Commission on Dental Accreditation at the time you completed your program.
5) If you are applying for status as a Fellow, you must include a copy of your current annual certificate of Board certification.
Method of Payment American Express _____ VISA _____ MasterCard ____ Check Enclosed ____ ______________________________________________________________________ Card Holder’s Name (Please Print) _____________________________________________________________________ Signature of Card Holder
______________________________________________________________________ Card Number Expiration Date
Mail or fax your payment and application to:
American College of Prosthodontists 211 E. Chicago Avenue, Suite 1000
Chicago, IL 60611 Phone: (800) 378-1260
Fax: (312) 573-1257 www.prosthodontics.org
THE AMERICAN COLLEGE OF PROSTHODONTISTS Implant, Esthetic and Reconstructive Dentistry
Headquarters Office: 211 East Chicago Avenue Suite 1000 Chicago, Illinois 60611-2688
.................................................................................................................................................................
May 3, 2007 Dear Post-Graduate Prosthodontic Residents: We are very pleased to announce that the ACP Education Foundation (ACPEF) has voted to support sponsoring the post-graduate prosthodontic students 2007 ACP membership dues and also your registration fees to the 2007 Annual Session in Scottsdale, Arizona. The ACPEF student support program is designed to provide the most benefit for all prosthodontic residents. Covering the membership costs provides all residents with a subscription to the Journal of Prosthodontics, the ACP Messenger, discounted continuing education opportunities, and access to the exclusive Prosthodontic Diagnostic Index among many other benefits of membership in the only organization recognized by the ADA to represent the specialty. ACP membership also gives all residents entrée to the community and possession of the information necessary to maximize your training and education. In addition to paying your registration fees for the 2007 Annual Session, the ACPEF will also provide a limited number of travel stipends. More information about the Annual Session financial support will be provided to you in the spring of 2007. Please assist the College in locating all prosthodontic residents that are not currently ACP members by spreading the word to your fellow residents. Student membership applications may be found online at www.prosthodontics.org or by contacting Carla Baker at [email protected]. She will be happy to assist each new student member through the application process. We are proud to support your prosthodontic education and wish you much success. Sincerely,
Director of the Education Foundation American College of Prosthodontics Education Foundation
312.573.1260 Fax: 312.573.1257 www.prosthodontics.org
Student Application Please type or print clearly. (An incomplete application will be returned and delay activation of membership.) First Name Middle Initial Last Name
Date of Birth ______________________ Gender (check one): Male Female
Office Information: Preferred Mailing/Billing Address
Company/Institution
Address Line 1
Address Line 2
_____________________________________________________________________________________________________
Address Line 3
City State Postal Code + four County Country
_______________________________________________________ ____________________________________________ Phone Fax _____________________________________________________________________________________________________ E-mail (Required for communication purposes.)
Home Information: Preferred Mailing/Billing Address Address Line 1
Address Line 2
City State Postal Code + four County Country
Phone Fax E-mail Spouse Information: First Name Middle Initial Last Name
Print Spouse’s Name in the Membership Directory (If you want like your spouse’ name printed in the ACP Membership Directory, please check the box.)
My Spouse is an ACP Member yes no
ACP Communication Preferences:
The ACP occasionally makes available its members' addresses (excluding telephone and e-mail) to vendors who provide products and services to the association. If you do not wish to be included in these lists, please check this box.
No ACP e-mail promotions. (By checking this box, you limit promotional e-mails for ACP products and services; however, you will continue to receive general communications from the ACP such as the Journal of Prosthodontics, Messenger, etc.)
No ACP mail communications or promotions. (By checking this box, you will not receive substantive membership benefits like the Journal of Prosthodontics or the Messenger or the Annual Session registration brochure.)
ACP Member Directory Preferences:
Publish name only in the directory (No contact information will be included.)
Or choose any combination or all of the following options; please check all contact data you wish to have included in the
ACP Membership Directory. Publish Office 1 Publish Home Education: Degrees Earned (check all that apply):
DDS DMD MSD PhD MS MA BS BA ______________________ Additional Dental School Attended City State Country Year of Graduation Prosthodontic Training Program City State Country Expected Year of Graduation
Specialty Training Program is (check one): Prosthodontics Maxillofacial Prosthetics Combined Maxillofacial & Prosthodontics Other Training Program City State Country Yr. of Graduation ABP Board Certified? Yes No Board Certification Date: Professional Information: ADA Member? Yes No Are you a member of any of the following organizations: (Please check all that apply.) Forum Organizations
AAED AAFP AAMP AES AP APS AO
GNYAP IAG NADL NGS PCSP SEAP AAID Dental Specialty Groups: (Please check all that apply.)
AAE AAO AAOMP AAOMR AAOMS AAP AAPD AAPHD
Program Director Verification (to be completed and signed by the Graduate Program Director as verification of information)
Institution Attending
Institution’s City & State
Program Attending Expected Completion Date Print Program Director’s Name Program Director’s Signature Date
Applicant’s Verification
I hereby certify that the information on this application is correct.
Applicant’s Signature: ____________________________________________ Date: ______________ Qualifications for Student Membership Students shall be enrolled in an advanced training program in prosthodontics, accredited by the Commission on Dental Accreditation of the American Dental Association or be College members who return to school as full-time students in an accredited institution of higher learning and who elect to apply for this category of membership. An individual may retain Student Member status until termination of his/her formal training in prosthodontics or until their Student Membership status has reached six years. Student Members pay a discounted annual session and continuing education course registration fees, and enjoy all member benefits, however, they may not hold voting membership on committees, nor may they hold elective or appointive office.
Student Membership Dues is $75 annually if joining before July 1st. After July 1st Student Dues is $38 Method of Payment American Express _________ VISA _______ MasterCard _______ _________________________________________________________________________ Card Holder’s Name (Please Print) _________________________________________________________________________ Signature of Card Holder _________________________________________________________________________ Card Number Expiration Date
Mail or fax your payment, completed application and required documentation to: American College of Prosthodontists 211 E. Chicago Avenue, Suite 1000
Chicago, IL 60611 Phone: (800) 378-1260
Fax: (312) 573-1257 www.prosthodontics.org
Tuesday, October 307:00 a.m.– 5:00 p.m. ACP Board of Directors
2:00– 5:00 p.m. AAMP Magnetic Retention Workshop3:30–7:00 p.m. Tour & Reception/
A.T. Still University, Arizona School of Dentistry & Oral Health
4:00 – 7:00 p.m. Registration Open
Wednesday, October 316:30 a.m.– 6:00 p.m. Registration Open7:00 a.m.– 4:00 p.m. Board Preparation Course
7:00– 7:30 a.m. House of Delegates Sections Breakfast
7:30 – 7:45 a.m. House of Delegates Opening Session
7:45– 9:00 a.m. House of Delegates Sections Meeting
8:00 –10:00 a.m. Journal of Prosthodontics Editorial Board
9:00 a.m.– 5:00 p.m. Educators' Mentoring & Predoctoral Educators' Workshop
9:30–11:00 a.m. Prosthodontic Diagnostic Index (PDI) Calibration Seminar
10:00 a.m.–12:00p.m. House of Delegates Reference Committee Meetings
12:00 – 3:00 p.m. Prosthodontic Forum1:00 – 3:00 p.m. House of Delegates Closing Session1:00 – 5:00 p.m. Implant Surgical Training Workshops
AstraTech, BioHorizons, Biomet 3i,Nobel Biocare, Straumann
2:00 – 5:00 p.m. Writers’ Workshop5:30 – 7:30 p.m. Welcome Reception
Thursday, November 16:30 a.m.–4:30 p.m. Council for the American Board
of Prosthodontics7:00 a.m.–5:00 p.m. Registration Open7:30 a.m.–8:30 a.m. Continental Breakfast with Exhibitors7:30 a.m.–5:30 p.m. Exhibits Open8:15 a.m.–4:20 p.m. General Session
10:15 a.m.– 10:45 a.m. Coffee Break with Exhibitors11:30 a.m. – 2:00 p.m. ACP Education Foundation
Board Meeting12:15 p.m.– 2:30 p.m. Table Clinics 4:30 p.m.– 5:30 p.m. Exhibitor/Attendee Reception
Friday, November 27:00 a.m.– 4:00 p.m. Registration Open
7:30 – 8:30 a.m. Continental Breakfast with Exhibitors7:30 a.m.– 4:30 p.m. Exhibits Open8:15 a.m.– 4:20 p.m. General Session9:00 a.m.– 2:00 p.m. Council for the American Board
of Prosthodontics10:30 –11:00 a.m. Coffee Break with Exhibitors
12:15–2:00 p.m. Annual Luncheon12:15–2:00 p.m. Lunch with Exhibitors2:30–4:30 p.m. Journal of Prosthodontics Editorial Board4:30–5:30 p.m. Student and New Prosthodontist Reception
7:00–10:00 p.m. President’s Dinner
Saturday, November 37:00 a.m.– 1:00 p.m. Registration Open
7:00– 8:00 a.m. Air Force BreakfastArmy Breakfast Navy BreakfastVA BreakfastAlliance Technician Breakfast
8:00 a.m.–12:00 p.m. Council for the American Board of Prosthodontics
8:00– 9:00 a.m. Technology Forum Continental Breakfast9:00 a.m.–12:00 p.m. Technology Forum: 3M ESPE, Ivoclar
Vivadent, Nobel Biocare1:00–3:00 p.m. ACP Board of Directors1:00–3:00 p.m. Today's Advanced Prosthodontic Practice1:00–3:00 p.m. New Horizons in Dental Technology1:00–4:00 p.m. AAMP Maxillofacial Prosthetic Seminar
Sunday, November 4–Wednesday, November 77:00 a.m.–6:00 p.m. ABP Board Exams
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