Calibration, Calibration, Calibration! Is there really such a thing? I feel that this is the most difficult aspect of clinical teaching. I know in our clinic there are some instructors who no matter how great we think we have done removing calculus, they always make you go back over something; when you know other instructors would agree that you did a great job. I found it interesting in one of the articles they thought part time instructors worked too fast. I actually feel that it’s an advantage to the students to have someone with the private practice experience to keep you on your toes and to learn to become time efficient. I understand that in a school environment we need to learn the proper techniques and it takes time, however with experience come quickness, not necessarily sloppiness. No two patients have the same degree of calculus which makes calibration hard to achieve in my eyes.

An aspect of calibration that I never thought about was the faculty assessments at the end of the semester. This can have its benefits as long as there are uniform complaints from the students about calibration. This is the perfect time between semesters, to work on faculty calibration, or to work with a specific faculty member about their technique.

The other article I found interesting how they taught one group to detect calculus by following a specific sequence. This article pointed out how calibrating a group of hygienist is difficult. There wasn’t much difference between the control and the experimental group. I do believe that instructor appear to be more calibrated when they follow the same sequence as what we were taught when learning to explore. Whether this is true or not, I know that I feel better about my technique when I see them using the same sequence and not bouncing around the mouth.

Last year at OSU, I had the luxury of being apart of the feedback part of the accreditation process. The Dental Hygiene Program was making sure that all their i’s were dotted and their t’s were crossed. The hygiene programs course load and clinical practices were being looked into to assure that everything met the accreditation standards.

After reading this weeks articles, I was pleased to find out that I had known the majority of the information provided.

2-6 The dental hygiene program must define and list the competencies needed for
graduation. The dental hygiene program must employ student evaluation methods
that measure all defined program competencies. These competencies and
evaluation methods must be written and communicated to the enrolled students.

2-6: We are given detailed information on each skill and task that needs to be understood through competencies.

2-14 The number of hours of clinical practice scheduled must ensure that students attain clinical competence and develop appropriate judgment. Clinical practice must be distributed throughout the curriculum.

2-14: I knew that as we progressed through the program we would be required to be in clinic more, however I did not know the specific number of hours we were required to complete each week for junior and senior year. This one made me stop and think. I know that Columbus State uses our facility to treat patients, but are they utilizing it enough to meet accreditation standards?

2-16 Graduates must be competent in providing dental hygiene care for the child, adolescent, adult and geriatric patient. Graduates must be competent in assessing the treatment needs of patients with special needs. 

2-16: At OSU we have so many opportunities to treat a variety of patients of all ages and needs. We also have a rotation at the Nisonger Dental Clinic that treats special needs patients. We are so fortunate here at OSU to have all these clinics at out fingertips.

3-6 The faculty to student ratios must be sufficient to ensure the development of competence and ensure the health and safety of the public. The faculty to student ratios for preclinical, clinical and radiographic clinical and laboratory sessions must not exceed one to five. Laboratory sessions in the dental science courses must not exceed one to ten to ensure the development of clinical competence and maximum protection of the patient, faculty and students.

3-6: I was aware of the student to faculty ratio when in clinic, however I never knew that there was a ratio of one to ten when in a laboratory session. There was always more then one faculty member in lab with us, I just never realized even though we were not treating patients we still need a student teacher ratio.

I can see and understand why the accreditation process is strict with their rules and guidelines. Not every hygiene program can make the cut to become accredited. It makes me proud to say that in May I will graduate from an accredited hygiene program after reading the specifics that go on behind the scene, to be able to call them a Nationally Accredited Dental Hygiene Program. These articles were so insightful.

#1. I would immediately bring up her need for antibiotic prophylaxis as soon as the student recommended going on with treatment. This is a big deal that could negatively compromise the patient. Even thought the student is normally on top of her game, this is something that we can not let slip. After bring up the need for pre-med, I would ask her if her patient is aware of the need for a pre-med, since she just had the replacement six months ago? If not, how would you go about discussing the need for a pre-med with your patient? What antibiotic pre-med would and should we recommend for this patient? At the end of the appointment, I would pull the student over to discuss the daily grades that I had inputed for her for the day. Establishing a respectful learning environment is key when it comes to communication. Through direct observation I know that the student is usually on top of her game, however; I would explain to her that slipping on recognizing that her patient needed pre-med would not only be detrimental to the patient but also to her as a hygienist. If the patient became medically compromised due to the dental cleaning and was the direct result of the dental hygienist treating her without a pre-med then she could be held responsible. Hopefully by giving a below standard of care grade for clinic will make her more aware of the protocol needed for other future patients. This will help reinforce and correct any detrimental behaviors.

#2. For Ben I believe that this situation would require an immediate on the spot explorer competency. I would base feedback on my direct observation of his skills. After exploring and have him show me his technique. I would watch and critique his instrumentation skills. After watching and making any adjustments to his technique, I would ask him to go around again and remove any remaining calculus deposits. I would make sure that he felt the deposits that I had felt and give him time for removal. At the end of the clinic session I would explain why I gave him a below standard of care. I would explain nicely that this is what the program is all about, and that by learning the proper techniques now will help him excel in private practice. In this situation i would make sure that I conclude with an action plan. I would let him know that the next patient we would reevaluate his detection and removal skill, not as a competency but as a self reflection of his skills.