Orthodontics

364 Pages·2013·6.72 MB·English

Orthodontics

Self Study
Appendix A – N

Accreditation
Site Visit: November 12-14, 2013

University of Illinois at Chicago  College of Dentistry  Celebrating our Centennial of Excellence

Orthodontics - Accreditation Self Study
November, 2013

Table of Contents

Title Page i

Table of Contents iii

Table of Appendices iv

General Information Sheet v

Previous Site Visit Recommendations vii

Compliance with Commission Policies viii

Program Effectiveness 1

Standard 1 – Institutional Commitment/Program Effectiveness/Affiliations 3

Standard 2 – Program Director and Teaching Staff 7

Standard 3 – Facilities and Resources 13

Standard 4 – Curriculum and Program Duration 21

Standard 5 – Advanced Education Students/Residents 27

Standard 6 – Research 31

Summary of Self-Study Report 33

A Brilliant Future
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University of Illinois at Chicago  College of Dentistry  Celebrating our Centennial of Excellence

Orthodontics - Accreditation Self Study
November, 2013

Table of Appendices

Appendix A-1: UIC College of Dentistry Vision and Mission Statements
Appendix A-2: Program Goals and Objectives
Appendix B: Exhibit 1a – Outcomes Measures and Methods of Assessment
Appendix C: Organization Charts
Appendix D: Board Examination Student Success Rates
Appendix F Exhibit 3.3 – BioSketches of the Program Director and Full Time Faculty
Appendix G: Monthly Attending Staff Schedules
Appendix H: Faculty Evaluation
Appendix I: Course Outlines and Objectives
Appendix J: Description of the Endodontics Program
Appendix K: Student/Resident Evaluation Form
Appendix L: Due Process Policy
Appendix M: Written Material Given to Entering Students
Appendix N: Exhibits
 Exhibit 1 - Affiliations
 Exhibit 2 – Program Director’s Time Commitment
 Exhibits 3.1 and 3.2 – Faculty
 Exhibit 4 – Information Regarding Facilities
 Exhibit 5 – Information Regarding Support Staff
 Exhibit 6 – Student/Resident Total Program Time
 Exhibit 7 – Student/Resident Schedules
 Exhibit 8 – Biomedical Sciences Instruction
 Exhibit 11 – Clinical Sciences

A Proud Past
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University of Illinois at Chicago  College of Dentistry  Celebrating our Centennial of Excellence

Orthodontics - Accreditation Self Study
November, 2013

General Information

a. What is the length of the program? 32 months.

b. How many full-time students/residents are currently enrolled in the program per year?
9

c. How many part-time students/residents are currently enrolled in the program per year?
0

d. What is the program’s CODA-authorized base number enrollment?
27

e. The program offers a X certificate degree or both

f. What other programs does the organization sponsor? Indicate whether each program is
accredited. Indicate which programs are accredited by the Commission on Dental
Accreditation.
Endodontics Accredited – CODA
Oral and Maxillofacial Surgery Accredited – CODA
Pediatric Dentistry Accredited – CODA
Periodontics Accredited – CODA
Prosthodontics Accredited – CODA
Dental Education Accredited – CODA

g. If the program is affiliated with other institutions, provide the full names and addresses
of the institutions, the purposes of the affiliation and the amount of time each
student/resident is assigned to the affiliated institutions.

During the calendar year spanning the end of the first year and beginning of the second year, each
postgraduate orthodontic student observes 3 half days at the Cleft/Craniofacial Clinic, Outpatient
Center of the Ann & Robert H. Lurie Children’s Hospital of Chicago, 467 West Deming Place, Chicago
IL 60614, under the supervision of Drs. Emily Williams. Dr. Williams is appointed as Clinical Assistant
Professor of Orthodontics at UIC and is boarded both in orthodontics and pediatric dentistry. The
UIC orthodontic postgraduate students participate in the Lurie rotation to gain additional exposure to
management of complex disorders resulting from congenital malformations, trauma, and tumors.

In the calendar year spanning the end of the second year and the beginning of the third year, each
postgraduate orthodontic student observes 3 half days at John H. Stroger Jr. Hospital of Cook
County, 1969 W. Ogden Ave., Chicago IL 60612, under the supervision of Therese Galang, Assistant
Professor in UIC’s Department of Orthodontics. The UIC orthodontic postgrads participate in the
Stroger rotation to see a large number of severe dentofacial deformities and observe their
management by Stroger clinicans.

The official agreements between UIC and these hospitals will be available on site.

A Brilliant Future
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University of Illinois at Chicago  College of Dentistry  Celebrating our Centennial of Excellence

Orthodontics - Accreditation Self Study
November, 2013

h. What is the percentage of the students’/residents’ total program time devoted to each
segment of the program?

biomedical sciences 20 %

clinical Sciences 60 %
teaching 5 %
research 15 %
other (specify) 0 %

Total 100
%

For the clinical phases of the program, indicate the number of faculty members specifically
assigned to the advanced education program in each of the following categories and their
educational qualifications:
Total # Board # Educationally # Other**
Number Certified Qualified*
Full-time
6 6 0
Half-time
2 1 1
Less than half-
16 8 8
time
* Individual is eligible but has not applied to the relevant Board for certification.
**Individual is neither a Diplomate nor Candidate for board certification by the relevant certifying Board.

Verify the cumulative full-time equivalent (F.T.E.) for all faculty specifically Cumulative FTE
assigned to this advanced education program.
For example: a program with the following staffing pattern – one full-time
(1.00) + one half-time (0.50) + one two days per week (0.40) + one half-day per
9.1
week (0.10) – would have an F.T.E. of 2.00.

A Proud Past
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University of Illinois at Chicago  College of Dentistry  Celebrating our Centennial of Excellence

Orthodontics - Accreditation Self Study
November, 2013

Previous Site Visit Recommendations

Using the program’s previous site visit report, please demonstrate that the recommendations
included in the report have been remedied.

The suggested format for demonstrating compliance is to state the recommendation and then
provide a narrative response and/or reference documentation within the remainder of this self-
study document.

* Please note if the last site visit was conducted prior to the implementation of the revised
Accreditation Standards for Advanced Specialty Education Programs (January 1, 2000), some
recommendations may no longer apply. Should further guidance be required, please contact
Commission on Dental Accreditation staff.

There were no recommendations in the 2006 site visit report.

A Brilliant Future
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University of Illinois at Chicago  College of Dentistry  Celebrating our Centennial of Excellence

Orthodontics - Accreditation Self Study
November, 2013

Compliance with Commission Policies

Identify all changes which have occurred within the program since the program’s previous site
visit, in accordance with the Commission’s policy on Reporting Program Changes in Accredited
Programs.

Not applicable.

Provide documentation and/or indicate what evidence will be available during the site visit to
demonstrate compliance with the Commission’s policy on “Third Party Comments.”

Third party comments were solicited from students and patients via e-mail messages and posted
notices. College administrators posts notice and inform third parties.

Provide documentation and/or indicate what evidence will be available during the site visit to
demonstrate compliance with the Commission’s policy on “Complaints.”

The program is in compliance with the Commission’s “Complaints” policy.

Entering orthodontic postgraduate students are informed on the first day during the first class session
that they may report complaints to CODA. Their signatures on the behavioral expectations form
demonstrates that they have been informed (available on site). The second and third year students
are reminded of that document as they begin the new academic year.

A file of complaints is maintained in the program director’s office.

Provide documentation and/or indicate what evidence will be available during the site visit to
demonstrate compliance with the Commission’s policy on “Distance Education.”

Not applicable.

A Proud Past
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University of Illinois at Chicago  College of Dentistry  Celebrating our Centennial of Excellence

Orthodontics - Accreditation Self Study
November, 2013

Program Effectiveness

Program Performance with Respect to Student Achievement:
Provide a detailed analysis explaining how the program uses student achievement measures, such as
national assessment scores, results of licensure or certification examinations and/or employment rates
to assess the program’s overall performance. In your analysis, provide examples of program changes
made based on student achievement data collected and analyzed.

It’s very hard to prepare young people for the future when the world is changing so quickly and the
future is so uncertain. The faculty of the Department of Orthodontics insist that our postgraduate
students understand, in depth, the fundamentals of science and clinical dentistry so that they can
adapt to new knowledge and technology easily after graduation. Applicants with an attitude of “Don’t
bother me with why -- just tell me how to do it” don’t make it onto our Match list. At UIC we
emphasize problem solving and timely completion of assigned tasks rather than memorization of facts.

The admissions process for the orthodontic specialty is becoming more complicated because the
National Board of Dental Examiners recently moved to releases only pass/fail scores and many dental
schools have pass/fail curricula. Most letters of recommendation are not informative and don’t truly
evaluate the academic qualifications and accomplishments of applicants. Consequently, orthodontic
specialty program directors are faced with selecting candidates for interviews without having enough
quantitative measures of academic success. A strong track record of academic achievement,
extracurricular activities with demonstration of leadership, documented insight and problem solving, and
ethical behavior is the package that the best predictor of future success. GRE scores are not enough,
but are being used widely at the present time, including at UIC, for screening of applications now that
National Board scores are not available.

At UIC we are participating in an IRB-approved multicenter study of possible predictors of success in
orthodontic programs. Three successive classes of new UIC orthodontic postgrads are taking three
examinations (dental knowledge, psychological traits, and spatial testing) to provide data that will be
compared with a test of orthodontic knowledge and performance on a standardized oral final clinical
exam. Such examinations may prove to be helpful in orthodontic admissions and in assessing
outcomes.
There’s an interesting article by Nasca et al. in the New England Journal of Medicine (NEJM 366:1051-
1056, 2012) about evaluating levels of performance in the medical accreditation system. In Table 1,
five levels of performance are described for four milestones, namely professionalism, interpersonal and
communication skills, practice-based learning and improvement, and systems-based practice. We’re
grappling with how to evaluate those milestones as the students pass through our program.

An outside consultant (Dr. Sunil Kapila, chair and program director, Department of Orthodontics,
University of Michigan) evaluated UIC’s orthodontic specialty program in 2010. He made suggestions
that mirrored our conclusions about modifying our courses to match the changes we made during the
complete renovation of UIC’s Department of Orthodontics.

It’s important to note that all of our students take the written Phase II examination of the American
Board of Orthodontics (ABO) even though it’s not a requirement of the program. Board certification is
an aspiration and is not a qualification needed for licensure. The Board has changed the reporting of
scores so that the program directors now receive data for the different parts of the examination.

A Brilliant Future
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University of Illinois at Chicago  College of Dentistry  Celebrating our Centennial of Excellence

Orthodontics - Accreditation Self Study
November, 2013

That’s helpful in modifying courses and clinical exercises. Seven of the nine graduates in the class of
2012 have already become diplomates of the ABO by passing the clinical Phase III examination.

What’s different about UIC at this accreditation time point? We have a new modern clinic, digital
records/casts/radiographs, courses on Blackboard, and a full complement of clinical faculty. There
were some years during the construction projects and facing the tough economy that the faculty had
to work very hard to keep the quality of the program at a high level and those times were difficult
for our students. Even during those year, it’s clear that we delivered a good product by all outcomes
measures. Feedback from the senior doctors who hired them is uniformly positive. With the good
facility and our students’ confidence in the ability of patients to afford orthodontic treatment, we can
feel the magic in our clinic. This is the place they want to be!

A Proud Past
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