Accreditation requirements for dental public health programs



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ACCREDITATION REQUIREMENTS FOR

DENTAL PUBLIC HEALTH PROGRAMS

Effective November 30, 2003
Updated November 30, 2004
Updated November 30, 2005
Updated November 30, 2006
Updated November 30, 2008
Updated November 30, 2008
Updated November 30, 2011


    Updated November 30, 2013

Dental Public Health is that branch and specialty of dentistry concerned with the diagnosis, prevention and control of dental diseases and the promotion of oral health through organized community efforts. Dental public health serves the community as the patient rather than the individual, through research, health promotion, education and group dental care programs.

TABLE OF CONTENTS


0.0 PROGRAM INFORMATION 6

1.0 INSTITUTIONAL STRUCTURE 6

2.0 EDUCATIONAL PROGRAM 8

2.1.0 Admissions 8

2.2.0 Curriculum Management 11

2.3.0 Curriculum Content 12

2.4.0 Preparation for Practice 17

2.5.0 Evaluation 18

3.0 ADMINISTRATION, FACULTY AND FACULTY DEVELOPMENT 18

3.1.0 Program Administration 18

3.2.0 Faculty and Faculty Development 19

4.0 EDUCATIONAL SUPPORT AND SERVICES 21

4.1.0 Physical Facilities 21

4.2.0 Learning Resources 23

4.3.0 Didactic and Clinical Support 24

4.4.0 Resident Issues 24

5.0 CLINIC ADMINISTRATION 26

5.1.0 Clinic Operations 26

5.2.0 Health and Safety Provisions 27

5.3.0 Patient Care and Quality Assurance 28

6.0 RESEARCH AND SCHOLARLY ACTIVITIES 30

7.0 PROGRAM RELATIONSHIPS 30

7.1.0 Relationships with Other Educational Programs 30

7.2.0 Relationships with Health Care Facilities and Other Health Care Agencies 31

7.3.0 Relationships with Regulatory Authorities and Dental Organizations 32

APPENDIX A Dental Specialty Assessment and Training Program 33

A1 Institutional Structure 33

A2 Admission to the Dental Specialty Assessment and Training Program 33

A3 Curriculum 34

A4 Candidate Evaluation 34

A5 Resources 34


ACCREDITATION REQUIREMENTS



DENTAL PUBLIC HEALTH PROGRAMS
The Commission on Dental Accreditation of Canada
The Commission on Dental Accreditation of Canada (CDAC) is a partnership with membership from the public and organizations representing oral health care professionals, educators who prepare them and regulators responsible for their competence and continuing safe practice. CDAC, in consultation with its partners, develops and approves requirements for educational programs preparing dentists, dental specialists, dental interns/residents, dental hygienists and dental assistants. CDAC also develops and approves requirements or standards for institutional dental services. CDAC reviews educational programs and dental services by means of structured, on-site visits following receipt of submissions presenting detailed information in the required format. Programs and services meeting or exceeding the requirements are granted accredited status.
Vision
Quality educational programs and health facilities through accreditation.
Mission
The CDAC evaluates oral health educational programs and health facilities to determine eligibility for and grant accreditation.
Basic Process
The starting point within accreditation is CDAC’s development, approval and ongoing revision of accreditation requirements. Educational programs and dental services are invited to apply for review against current requirements. Programs applying submit detailed documentation outlining evidence addressing the accreditation requirements. A survey visit is then arranged, and an accreditation survey team conducts interviews with faculty members, residents and other stakeholders to secure additional information. This process clarifies issues arising from the submission and generally verifies that the documentation reflects the program or service. The survey team then submits a report to CDAC. CDAC then determines the eligibility of the program or service for accreditation.
Responsibilities of Accredited Programs or Services
Programs or services invite CDAC to conduct a review to assess eligibility for accreditation. Once initially accredited, CDAC notifies programs or services when reassessment is required in order to maintain accredited status.
Programs or services must submit reports to CDAC as requested following an accreditation survey. Programs or services must also, on their own initiative, inform CDAC, in writing, of any significant changes, completed or pending, in supporting facilities, resources, faculty member complement, curriculum or structure.
CDAC requires the cooperation of programs in studies related to the improvement of the accreditation process. Educational programs are expected to cooperate in completing CDAC’s Annual Program Review.
Clarification of Terms
Particular attention should be paid to the wording of each requirement. For example, a requirement may take the form of either a “must” or a “should” statement. There is a significant difference between the two. “Must” statements reflect the importance of a particular requirement. CDAC defines the terms as follows:
Must; Shall; CDAC expects;

These words or phrases indicate requirements that are essential or mandatory.


Should:

This word implies that compliance with the requirement is highly desirable.


May or Could:

These words imply freedom or liberty to follow a suggested alternative to the requirement.


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.
Exposure: The level of skill attained by observation of/or participation in a particular activity.

Curriculum Approach

Competency Based Education (CBE), Evidence Based Education (EBE) and Outcomes Based Education (OBE) are terms applied to educational programs, which build curriculum, resident learning experiences, and evaluation methods from documents that describe the knowledge, skills and values that a resident must possess to graduate. These documents include descriptions of the competencies required of an entry-level dental specialist.


Programs preparing health practitioners must also include consideration of the cognitive (foundation knowledge), the affective (values associated with professional responsibility) and psychomotor (preclinical and clinical). These abilities may be expressed through competencies or learning outcomes.

The accreditation process reviews how individual competencies are taught and evaluated and how the program ensures that each and every graduate has achieved every competency. This principle is the foundation of the accreditation process



Respect For Educational Innovation And Autonomy

CDAC strives to ensure that its accreditation requirements and processes do not constrain innovation or program autonomy. The expertise of educators in the development and implementation of educational programs, curriculum and learning experiences is fully acknowledged. For this reason, CDAC places its emphasis upon assessment of the program’s ability to meet its stated objectives and outcomes.


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