Event Title

Evaluation of a special needs curriculum: Using outcomes for ongoing program modification and development

Speaker's Credentials

Jennifer Jones-Chung, Ph.D. (c), Licensed Marriage and Family Therapist, Program Manager, College of Dental Medicine

Maria A. Levi-Minzi M.A., Mental Health Counseling, Ph.D. (c), Marriage and Family Therapy, Project Evaluator, Center for Applied Research on Substance Use and Health Disparities

Romer Ocanto, DDS, MS, MEd, Chair, Department of Pediatric Dentistry, College of Dental Medicine

Location

Atrium

Format

Poster

Start Date

21-1-2017 11:45 AM

End Date

21-1-2017 12:15 PM

Abstract

Introduction Oral health care is the number one unmet health need among children with special health care needs (SHCN), specifically Autism Spectrum Disorder (ASD). Children with ASD are at increased risk for oral diseases; however, socio-behavioral problems make it difficult for dental professionals to provide interventions. Specialized training in the treatment and management of these children is necessary for dentists to deliver needed dental care. Purpose A didactic curriculum and clinical rotation was developed within a special needs dental clinic under the supervision of a specialty care dentist to educate and train dental residents in skills and knowledge to treat children with ASDs. The purpose of this presentation is to illustrate how an evaluation plan is used to monitor program outcomes and effectiveness necessary to determine if curriculum modifications are needed. Innovation This is an ever-evolving program providing needed education to dental residents working with SHCN. Outcomes Program evaluation is based on the following outcomes: resident and parent satisfaction, resident mean pre and posttest scores from didactic trainings, and feedback from didactic training surveys. The residents engage in the learning process through providing feedback from each didactic training session including suggestions for their additional training needs for each topic. During clinical rotations residents have the opportunity to perform procedures and utilize skills obtained within didactic trainings under the supervision the pediatric dentist. Within this context the pediatric dentist are active engaged in the learning process. Outcomes are discussed at annual stakeholder meetings to improve the effectiveness of the curriculum on residents’ knowledge of treating and managing children with ASDs; residents’ opinions and level of satisfaction with the didactic and clinical components of the curriculum; and parental satisfaction with treatment. Discussion This project serves as an interdisciplinary model for the development and use of an evaluation plan to examine outcomes and facilitate ongoing program modification and improvement.

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Jan 21st, 11:45 AM Jan 21st, 12:15 PM

Evaluation of a special needs curriculum: Using outcomes for ongoing program modification and development

Atrium

Introduction Oral health care is the number one unmet health need among children with special health care needs (SHCN), specifically Autism Spectrum Disorder (ASD). Children with ASD are at increased risk for oral diseases; however, socio-behavioral problems make it difficult for dental professionals to provide interventions. Specialized training in the treatment and management of these children is necessary for dentists to deliver needed dental care. Purpose A didactic curriculum and clinical rotation was developed within a special needs dental clinic under the supervision of a specialty care dentist to educate and train dental residents in skills and knowledge to treat children with ASDs. The purpose of this presentation is to illustrate how an evaluation plan is used to monitor program outcomes and effectiveness necessary to determine if curriculum modifications are needed. Innovation This is an ever-evolving program providing needed education to dental residents working with SHCN. Outcomes Program evaluation is based on the following outcomes: resident and parent satisfaction, resident mean pre and posttest scores from didactic trainings, and feedback from didactic training surveys. The residents engage in the learning process through providing feedback from each didactic training session including suggestions for their additional training needs for each topic. During clinical rotations residents have the opportunity to perform procedures and utilize skills obtained within didactic trainings under the supervision the pediatric dentist. Within this context the pediatric dentist are active engaged in the learning process. Outcomes are discussed at annual stakeholder meetings to improve the effectiveness of the curriculum on residents’ knowledge of treating and managing children with ASDs; residents’ opinions and level of satisfaction with the didactic and clinical components of the curriculum; and parental satisfaction with treatment. Discussion This project serves as an interdisciplinary model for the development and use of an evaluation plan to examine outcomes and facilitate ongoing program modification and improvement.