ࡱ> _ h4bjbjjj 4,b,b,T bbbbbvvv8t"v]$***.G[ \\\\\\\$:_a\bggg\bb**\gb*b*\g\U;M[*HZW8\\0]!X,cs"cpM[cbM[4ggggggg\\ggg]ggggcggggggggg B (:  This is the UTCoD Syllabus template (2018). Everything in RED is considered a comment for the template and should be deleted. CoDA requires standardized syllabi across courses; the format is at the discretion of the institution. All text in blue should be replaced by the course directors own text. I. COURSE TITLE: PDCH 204: Human Behavior and Dental Practice II. COURSE DESCRIPTION: Note: This should be the same as the current course catalog description This course demonstrates how relationships in the practice of dentistry are affected by such factors as intra- and inter-personal concerns, cultural bias, and the social skills of the dentists, patients and auxiliaries. It aims at raising awareness about a patient centered, culturally sensitive approach to providing dental care in a team. It provides the basic knowledge necessary to understand human behavior and communication, and demonstrates its application to oral health and oral health care. Credit (1) (17-6). III. COURSE DIRECTORS Mark Scarbecz, Ph.D., Professor, Dept. of Bioscience Research, Associate Dean for Institutional Affairs Nakeshi L. Dyer, EdD.,Instructor, Pediatric Dentistry and Community Oral Health IV. DEPARMENT: Department of Pediatric Dentistry and Community Oral Health V. FACULTY MEMBERS RESPONSIBLE FOR DEVELOPING AND TEACHING MATERIAL: 1. Mark Scarbecz, PhD; Professor, Dept. of Bioscience Research, Associate Dean for Institutional Affairs ( HYPERLINK "mailto:mscarbecz@uthsc.edu" mscarbecz@uthsc.edu; 448-1211) 2. Nakeshi L. Dyer, EdD; Instructor, Pediatric Dentistry and Community Oral Health (ndyer2@uthsc.edu; 448-1304) VI. PREREQUISITES: None VII. PURPOSE The purpose of this course is to introduce students to a broad base of information that is meant to be utilized in establishing and maintaining professional relationships with patients. This course is also planned as a didactic prerequisite to a PDCH304:Patient Centered Dentistry (D3,Fall) VIII. LEARNING OBJECTIVES (Note: This should include specific course objectives AND UTCoD competencies) Course objectives: This course provides foundation (didactic knowledge) to the student in developing the following skills: Evaluate and integrate emerging trends in health care as appropriate. Evaluate and integrate best research outcomes with clinical expertise and patient values for evidence-based practice, (including research on communication and patient management) Apply appropriate interpersonal and communication skills. Apply psychosocial and behavioral principles in patient-centered health care. Communicate effectively with individuals from diverse populations. Provide prevention, intervention, and educational strategies. Recognize and appreciate the need to contribute to the improvement of oral health beyond those served in traditional practice settings. Prevent, diagnose and manage pain and anxiety in the dental patient. Recognize human abuse and neglect in the dental office This course provides foundation knowledge for several UTCoD student competencies: 1: Behavioral Sciences: A new dental graduate must be competent in the application of the fundamental principles of behavioral science as tools for promoting, improving and maintaining oral health. 2: Diversity and Communication Skills: A new dental graduate must be competent in managing a diverse patient population and have the interpersonal and communication skills to function successfully in a multicultural work environment 4. Professionalism: A new dental graduate must be competent in identifying and applying legal, ethical and professional principles as they pertain to the practice of dentistry. 8: Pain Management: A new dental graduate must be competent in managing pain and anxiety for their patients This course provides foundation knowledge associated with Commission on Dental Accrediation Behavioral Science Standards for Dental Education Programs, Adopted July 2013: 2-15 Graduates must be competent in the application of the fundamental principles of behavioral sciences as they pertain to patient-centered approaches for promoting, improving and maintaining oral health. 2-16 Graduates must be competent in managing a diverse patient population and have the interpersonal and communications skills to function successfully in a multicultural work environment. IX. COURSE OUTLINE AND LEARNING OBJECTIVES: Note: Specific session/lab objectives do NOT need to be specified; however, a brief description is desirable; at the discretion of the course director. In the case of lab courses, lab sessions should be listed and briefly described. In the case of clinic courses, expected clinical procedures expected should be briefly described TopicClock Hours1. Health psychology - an overview Identify the major factors that led to the increasing significance of health psychology and related fields in the later part of the 20th century. Describe social and cultural trends related to the profession of dentistry and the patient population and the challenges that presents for dental practice1.02 Health psychology: Theory and practice Understand major psychological theories underlying health psychology and behavioral management of the dental patient. Behavioral and social learning theories: Classical conditioning, Operant conditioning, Social learning theory, Cognitive/behavioral theory (& theory of reasoned action), The health belief model 1.03. Verbal communication Identify the factors in the communication model (who, what, how, to whom) and discuss their relevance when providing dental care to a diverse patient population. Describe the problems caused by dental providers in verbal communication and solutions. Describe the problems caused by a patient in verbal communication and solutions. Describe strategies for patient management with verbal communication.1.04. Nonverbal Communication Identify the major elements of nonverbal communication. Describe the ways in which touch and facial expressions can be positive and negative for the communication between dental healthcare providers and patients. Identify appropriate inter-personal and intrapersonal listening skills. Identify the purposes of "reflective listening" and the techniques associated with reflective listening."1.05. Interviewing Skills Identify the reasons why taking a history is relevant for a dental healthcare provider. Describe the stages in an interview and the major parts of a medical history. Identify problems concerning honesty and openness in interviewing. Describe interviewer biases and how they can affect proper history taking. Describe the purpose and process of motivational interviewing1.06,7. Communicating with Diverse Patient (Cultural Competency) Define cultural competency. Define terms relevant to cultural competency: race, ethnicity, stereotyping, prejudice, discrimination. Describe and explain the Kleinman and Learn models of cultural competency.2.08,9. Dental fear / anxiety Identify the etiology dental fear and dental anxiety. Identify ways in which dental fear can be identified and measured. Identify strategies to reduce dental fear. Identify techniques for managing patient anxiety and the theoretical basis behind those techniques, including Cognitive/behavioral interventions, Relaxation techniques, other techniques2.010,11. Motivating patients and prevention strategies Describe the consequences of noncooperation between patients and dental healthcare providers. Describe the health belief model, its pros and cons, and how it applies to the dental field. Describe cognitive and behavioral economics approaches to prevention and their pros and cons. Describe strategies for assisting patients with health behavior change2.012,13,14. Handling problematic patients: Identify causes of anger in dental patients, how a dental healthcare provider can identify it, and how it should be responded to by a dental healthcare provider in order to allow to provide optimal care. Describe ways to manage difficult patients: "shocked" patients, Patients with drug/alcohol problems who "Dr. Shop" (including legal responsibilities of dentist), Delivering "bad news"3.015. Putting it into practice: The dental practice consultants perspective Describe dental office and patient management strategies that apply the communication skills discussed in the class. Describe the issues involved in presenting a treatment plan and overcoming patient resistance. 1.016,17. Putting it into practice: recruitment of patients in the College of Dentistry Understand the rules and regulations (patient responsibilities) associated with becoming and remaining a patient in the College of Dentistry. Understand the students role in recruiting and communicating with prospective College of Dentistry patients. Apply this information using Team Based Learning (TBL)2.018. Simulation session Participate in a simulation of phone calls to prospective patients using standardized patients Participate in a debriefing session on the simulation experience1.0 X. ORGANIZATIONAL AND COURSE FORMAT: A. Academic Year Two (2), Spring B. Credit Hours: 1 C. Time Utilization 1. 17 didactic lecture hours 2. Clinical Simulation: 1 hour per student Total clock hours: 18 XI. ATTENDANCE Attendance is required per College of Dentistry Policy XII. EVALUATION: Brief descriptions are desirable ActivityPossible PointsD2 Integrated Exam Questions (72 questions)85%Team Based Learning Quizzes 5%Phone patient communication simulation: Students will interact with a simulated (standardized patient) CoD patient during a phone call.5%Blackboard Reflection on phone simulation (short essay)5%Total:100 points Grading scale: A: 93-100B+: 90-92B: 84-89C+: 81-83C: 75-80D: 70-74F: 0-70 XIII. INSTRUCTIONAL MATERIALS: Handouts related to patient-communication strategies; selected journal readings XIV CLASSROOM NOTICES Note: #1 is mandatory 1. Students with disabilities: Students with disabilities in the College of Dentistry at UTHSC must register and officially request accommodations through the Disability Coordinator in Student Academic Support Services (SASS). (http://www.uthsc.edu/sass/) Regardless of a students geographic location for experiential education, all requests for accommodations must be submitted with supporting documentation and reviewed for reasonableness by the Disability Consultant. At the beginning of each academic year, students who are approved for accommodations are required to meet with the Disability Coordinator in the SASS. The Disability Coordinator is Laurie Brooks, 448-1452 or lbrook15@uthsc.edu. All conversations regarding requests for accommodations are confidential. 2. Personal recording of course sessions: Students are prohibited from video/sound recording of lectures or laboratories on personal electronic devices for personal use. Students are prohibited from distributing recorded lecture/lab material on social media. Violations of this policy are violations of the UTHSC Honor Code and will be treated accordingly. Note: This is at the discretion of the course director, but an explicit notice should be included. 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