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A 4-WEEK SUMMER PROGRAM OF TEACHER TRAINING FOR DENTAL ASSISTANTS WAS HELD FOR 20 PARTICIPANTS WHO PLANNED TO TEACH IN NEW DENTAL ASSISTING PROGRAMS. THE PROGRAM WAS PLANNED TO DEVOTE HALF THE SUBJECT AREA TO AN ORIENTATION AND A PREPARATION IN SELECTED AREAS OF PROFESSIONAL EDUCATION DEEMED ESSENTIAL TO SUCCESSFUL TEACHING. THE REMAINING SUBJECT AREA RELATED TO THE ROLE OF THE DENTAL ASSISTANT TEACHER IN DIRECTING A SCHOOL OF DENTAL ASSISTANTS, DEVELOPING ITS CURRICULUM, AND COORDINATING THE TOTAL PROGRAM. EVALUATION MEASURES WERE USED AT THE BEGINNING AND END OF THE TRAINING PROGRAM. (GD)

A DENTAL ASSISTANT TEACHER TRAINING PROGRAM OF APPROXIMATELY 4 WEEKS IN LENGTH WAS HELD FOR GRADUATES OF ACCREDITED DENTAL ASSISTING PROGRAMS HAVING 5 OR MORE YEARS OF DENTAL ASSISTANT TEACHING EXPERIENCE. THE 72 PARTICIPANTS WERE PRE- AND POST-TESTED IN KNOWLEDGE AND SKILLS OF DENTAL ASSISTING. THE PRESENTATION INCLUDED LECTURES, DEMONSTRATIONS, TV DEMONSTRATIONS, CLINIC AND LABORATORY OBSERVATION, STUDENT CLINICAL ACHIEVEMENT EVALUATION, PRACTICE TEACHING PARTICIPATION, AND DISCUSSION SESSIONS. THE RESULTS OF THE PROGRAM EVALUATION INDICATED THAT THE PARTICIPANTS GAINED CONSIDERABLE INSIGHT AND INFORMATION. (RS)

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample and a personnel evaluation form are also included. (AG)

The Indian Health Service program has enabled large numbers of American Indians to play a significant role in the design and delivery of health services to their communities. The Indian Health Service provides training programs in various health-related areas. These programs have provided many Indians their first opportunity for employment, while for others the programs have been the first step towards a life-long health career. This document is intended as a reference to a variety of opportunities for new careers which exist within one of the many agencies serving Indian communities. It lists 14 training programs in such areas as community health, dental health, nursing, environmental health, supervisory food service training, technician (laboratory, radiologic, and medical records), and social work associate. Given with each program listing are some general information, the program objectives, a brief description of the curriculum, the prerequisites for entrance, the recruitment procedures, and the persons to contact for further information about the program. The addresses for the Indian Health Service Area Offices are also given. (NQ)

The Allied Health Professions Projects (AHPP) of the Division of Vocational Education, University of California, Los Angeles, are currently conducting research and development in the allied health occupations in order to design instructional materials of a unique and innovative nature for use in preparing workers for a veriety of allied health occupations. The purpose of this report is to summarize the Project activities relating to the dental auxiliaries and to explore and analyze inter-relationships existing among the three auxiliary occupations (dental assisting, dental hygiene, and dental laboratory technology). Also the report proposes suggestions for the preparation of instructional materials for the dental auxiliaries based upon task analysis which will allow for an integration of instructional materials. Major sections of this report are: (1) Survey Methods, (2) Dental Assisting Survey Data, (3) Dental Laboratory Technicians Survey Data, and (4) Dental Hygiene Data. (Author/JS)

More than 100 individuals attended a 2-day conference on developing dental auxiliary utilization (DAU) programs. Presentations included in this report are: (1) "How the Dean Implements the DAU Program," by James English, (2) "Some Objectives of a DAU Program" by Charles Barr, (3) "Role of the Supervisor in a Dental Auxiliary Program" by Delores Riczo, (4) "The Development of a Manual of Procedures" by Sherry Byrne, (5) "Structural Learning and Training" by J.C. Galbreath, (6) "Expanded Functions for the Dental Assistants" by Paul Hammond, (7) "Iowa's Approach to the Challenge of Auxiliary Utilization" by Dale Redig, (8) "Introduction of the Sophomore Dental Student to Four-Handed Dentistry" by Alice Eder, (9) "Faculty Participation in the DAU Program" by James Collard, and (10)"DAU and the Total Oral Health Concept" by Ronald Occhionero. Also included are guidelines for evaluating DAU training grants. (JS)

The 49 studies contained in this volume, which were originally published and distributed as individual State Dentist Manpower Reports, are the first reports to be drawn from survey data gathered through a national data compilation system designed to collect essential information on the dental manpower supply from all licensed dentists at the time of their annual or biennial registration with state licensing boards. This initial nationwide survey of dentists began with the 1965 registration period and covered a period of approximately 3 years. Information is provided on the location, age, and current professional activity of dentists in each state (except Alabama and California), their professional background, and selected practice characteristics, including the area of specialization and utilization of auxiliary personnel. (Author)

These instructional objectives have been selected from materials submitted to the Curriculum Laboratory of the Graduate School of Education at UCLA. Arranged by major course goals, these objectives are offered simply as samples that may be used where they correspond to the skills, abilities, and attitudes instructors want their students to acquire. These objectives may also serve as models for assisting instructors to translate other instructional units into specific measurable terms. (MB)

The syllabus, part of the New York Health Occupations Education Program, is a statement of the minimum course content acceptable for State credit, requiring two and one-half hours each day of 160 teaching days in each of two academic years. The Introduction to the syllabus contains recommendations regarding selection of teachers and students, suggests ancillary studies, and explains that the syllabus is not intended to be used as course of study. Rather, the contents of the syllabus are to be incorporated in a course of study developed by the teacher to emphasize local needs and conditions. Topics considered in the syllabus are: general orientation, the dental assistant, dental terminology, oral anatomy, diet and nutrition, preventive dentistry, dental instruments and equipment, dental materials and methodology, laboratory procedures, chairside assisting, pharmacology, radiology, oral pathology, microbiology and sterilization, office management, office first-aid, and preparation for employment. A three-column format is used. The first column presents minimal acceptable content; the second states instructional objectives in terms of desired student performance; the third contains teaching suggestions. A course of study based on the syllabus should contain performance objectives defining what the student can do, under what conditions, and at what level of proficiency. (AG)

The glossary is one of twenty in various subject areas of vocational education designed to assist the student in vocabulary mastery for particular vocational education courses. They are part of the Vocational Reading Power Project, Title III, E.S.E.A. This glossary is for a course in dental office assisting. It is divided into two parts: one provides the student with two definitions for each term listed; the second part lists the same words with space for the student's definition. It is intended that upon completion of the course, mutually agreeable definitions for each term will be arrived at by the instructor and the students. These definitions will be made available to future students taking the course. (AG)

The purpose of the study was to develop a methodology of collecting data pertaining to the dental tasks taught and the responsibility levels to which they are taught in the curricula of educational institutions preparing dental assistants, hygienists, and laboratory technicians. The sample group consisted of Faculty and Preceptor respondents from dental auxiliary programs in sixteen accredited institutions of higher education in a midwestern State. They were asked to respond to a Dental Task Inventory of 625 dental task assignments to identify the level of responsibility to which they taught the task and the cumulative time spent teaching each task. The responses were keypunched and respondents' reliability determined by analyzing paired statement response. Faculty respondents had a high level of response stability but had difficulty deciding whether or not they taught a task. The Preceptors showed less response stability, knew whether or not they taught a task, but were unsure at which level they taught the task. No reliable responses were obtained to the question of time spent teaching each task. Task data coupled with biographical data and program profiles resulted in descriptions of the various programs. Approximately 100 pages of supportive material are appended to the document. (AG)

With the goal of more efficient utilization of existing health manpowers in New Hampshire, data were gathered on inactive medical personnel, and the feasibility of various methods of refresher training was explored. Because of New Hampshire's intrinsic characteristics of climate and scattered population and the scarcity of qualified instructors, plans have been made to broadcast on educational television a fifteen part series, "Return to Nursing," developed at Russell Sage College. This will be followed by a concentrated period of clinical experience for nurses. Funding is being sought. The need for reactivating auxiliary dental personnel was assessed by surveying dentists, dental hygienists, and dental assistants. It is felt that refresher training will best be accomplished on-the-job or through the school for Dental Hygienists to be opened soon. Programs for reactivation of medical technologists and occupational therapists were found to be unnecessary. Many potential health workers cite inadequate salaries, inappropriate benefits, and frustrating working conditions as reasons for finding other employment. The appendixes contain copies of form letters and questionnaires used in this study. (MS)

Innovative solutions in training or retraining of health workers to meet the nationwide primary care deficiency are summarized. Programs described concern nurse clinicians, practitioners, and midwives; physicians' assistants; medical assistants, laboratory technicians, and secretaries; dental assistants, hygienists, and laboratory technicians; community health aides; and mental health workers. New patterns of health care delivery such as group practice and health centers are assessed for their impact on health workers, the public, and health occupations education. Obstacles to further participation of non-physician workers in primary care are lack of money for training programs, conservatism or opposition by professional organizations and educational institutions, licensure laws, and the lack of a general structure of health care delivery. Appendixes tabulate active and planned programs for registered nurses and physicians' assistants and community health aide programs. A ten-page supplement identifies existing programs and licensing in Ohio and makes recommendations. A 170-item bibliography is included. (MS)

The Allied Medical Development Project was conceived to determine the role of the St. Louis-St. Louis County Junior College District in the education of personnel for allied medical careers in the St. Louis area. The underlying assumption was that the development of needed programs on a sound basis in the St. Louis area would result in general concepts valuable to community colleges in other urban areas seeking to develop courses of study in the health field. During the investigative year, information was collected from representatives of health service facilities through interviews, questionnaires, and reviews of pertinent literature. During the second year, the data were analyzed, programs selected, and curriculums developed. During the third year, the major emphasis was upon implementation of the six selected programs, and a survey was carried out to determine what allied medical personnel were utilized by private practitioners of medicine, dentistry, and optometry. Other sections of the document deal with core curriculum, liaison with local and national organizations, student evaluation of programs, clinic affiliation, and specialized on-campus facilities. Appended are: (1) curriculums already developed and implemented, (2) tentative curriculums for future implementation, and (3) general academic requirements. (JK)

The concentration of dental health services in urban areas creates a problem for the rural population of America. The problem is analyzed in this document by looking at the population distribution today and the ratio of dental services per population, the location of dental education resources, and the concern of society for the quality of living. Five objectives regarding dental health needs are discussed. Resources are identified which can help meet the objectives. It is concluded that the need for dental health is a national problem that can be solved if all facets of public health services work cooperatively toward a quality life for all. (DB)

This 13th in a series of guides for planning facilities for educational programs is intended for use in the preparation of educational specifications for facilities for dental assistant programs. Designed for use by those responsible for planning facilities, the guide can also be used for instructional purposes in universities, colleges, seminars, and institutes. Pivotal questions about the educational program to be offered are posed, and the answers to these bear directly on the numbers and kinds of instructional areas needed to meet the program requirements. Much of the material is presented in checklist form which allows for consideration of alternatives in facility planning. Part I is a discussion of major purpose, underlying assumptions, and guiding principles. Part II gives information on dental hygiene training objectives and the kinds of programs which will be organized to implement them. Part III describes the actual spaces desired to house the program. Part IV is an annotated bibliography of reference sources which offer a more detailed treatment of the various phases of facility planning. "A Guide to Systematic Planning for Vocational and Technical Schools" (ED 026 537) is a related document. (JK)

Intended to provide assistance for developing new programs and improving existing ones, the guide was constructed by dental assisting instructors and other professional participants in a 196 5 workshop conference. Elements of the model program were derived from a statistical analysis of California junior colleg e programs in dental assisting and include courses in the major area of dental assisting, related fields, and general education. Behavioral objectives and content outlines are presented for seven subject matter fields: (1) introduction to dental assisting, (2) bio-dental sciences, (3) dental materials, (4) practice administration, (5) radiography, (6) operatory procedures, and (7) laboratory procedures. Objectives and content outlines are also included for supervised clinical experience. The sequence of instruction is considered an individual school perogative. Recommendations include: (1) the program setting of a collegiate institution and the conferring of an associate degree, (2) approximately equal amounts of general education related courses and of specialized courses, (3) clinical experience in dental schools, clinics o r hospitals, and private offices, and (4) appointment of an advisory committee of dentists and dental assistants. (JK)

Dental assistant programs at Intermountain School-Public Health Service (PHS) Indian Health Center, Brigham City, Utah; PHS Health Center-Haskell Institute, Lawrence, Kansas; and PHS Alaska Native Hospital, Mt. Edgecumbe, Alaska accept a total of 34 trainees from all areas of the Division of Indian Health annually. The 10-month curriculum operates on a daily schedule of 2 hours of didactic study and 5 hours of practical application. The curriculum outline presented represents the base-line of training conducted at the three centers. Major subject areas are: (1) orientation, (2) office procedures, (3) pre-clinical sciences, (4) dental materials, (5) clinical sciences, (6) clinical application, (7) laboratory and technical application, (8) on-the-job training in the private office, (9) dental health education, and (10) the Division of Indian Health dental program. Demonstrations, applications, readings, and visual aids are suggested for each area. (JK)

As part of a dental auxiliaries project, a Dental Auxiliary National Technical Advisory Committee was established, and its major undertaking was to assist in the development of a functional inventory for each of the three dental auxiliary occupations (dental assisting, dental hygiene, and dental laboratory technology). The analysis consisted of subdividing the task list into five categories and developing a survey instrument to answer questions about each task function. Currently, 900 survey instruments have been distributed nationally, and the results will be summarized in a later report. The instructional format which allows for individualized instruction, consists of 18 units intended to encompass skills and concepts required for performance in each dental auxiliary functional area. Core and sub-core curriculum possibilities are being selected. Additional background material is available as ED 037 570 (RIE July 1970), and other allied health professionals projects are VT 011 425-VT 011 431 in this issue. (SB)

Following specialized training in which naval dental assistants were taught to insert restorations in cavities prepared by dental officers, clinical tests were applied to determine how much more a dental officer can accomplish when he delegates certain procedures to specially trained assistants, to evaluate the quality of the restorations, and to determine the mental and physical effects on the personnel when operating under these conditions for prolonged periods. In the clinical tests the following systems were employed: (1) one officer and two assistants operating at one chair and utilizing conventional treatment procedures, (2) one dental officer and three assistants at two chairs, (3) one dental officer and four assistants at three chairs, (4) one dental officer and five assistants at four chairs. In the latter three systems, the assistants placed restorations in cavities. Two dental officers operating in the most satisfactory three-chair system increased their productivity by more than 100 percent; a third increased in productivity by 80 percent. Short term evaluations found restorations placed by the dental teams comparable to those placed by the conventional methods, and no adverse mental or physical effects when the three-chair system was utilized for 20 weeks. A related document is VT 005 732. (JK)

This report of one phase of a study concerned with seeking means of extending the success of dental officers through delegation of certain treatment procedures to auxiliary personnel focuses upon determining the amount of training dental assistants (termed dental technicians by the Navy) require in order to perform the treatment procedure involved. Twelve dental assistants who had had no special training beyond the Navy's 16-week Dental Technician Training Course and whose dental assisting experience ranged from less than 3 months to 23 months were trained in a 7-week course to perform several specific treatment procedures. Evaluators examined 21 restorations which had been inserted by trainees and 41 which had been done by conventional methods. Only one restoration inserted by a trainee was considered unsatisfactory and all restorations inserted by conventional methods were scored satisfactory. It was concluded that the assistants' special training had been sufficient to justify proceeding to the next phase of the study which involved clinical tests of the restorations, which are reported in a related document (VT 007 733). (JK)

This manual is for administrator and teacher use in planning a program and individual courses for adults in dental assisting in vocational, technical, and adult programs. The manual was developed by a supervisor, a teacher-coordinator, teachers, and dentists at the local level and tested in the local school. The objectives are to prepare individuals to function as chairside assistants and office managers. Curriculum components are English, Dental Office Management, Dental Assisting Typewriting, Professional Orientation, Perspective in Personal Development, Dental Laboratory Procedures, Dental Theory, First Aid, Pharmacology, and Dental Assisting Theory and Practice. Course outlines include time allotment, general descriptive statement, objectives, and general content. Two semesters including 1,016 class and laboratory hours are required. Teachers should be competent practitioners and represent the areas of home economics and business education as well as dental education. Student requirements include high school graduation or equivalency, one unit of science, one unit of typing, and a twelfth grade reading level. Field experiences are described and policies in connection with (1) admission, (2) scholarship, probation and dismissals, (3) withdrawals, readmissions, and transfers, (4) graduation, (5) health program, (6) counseling program, and (7) scholarship and loans are explained. Appendixes include evaluation forms and laboratory procedure outlines. (JK)

GUIDELINES FOR ORGANIZING AND OPERATING A DENTAL RESEARCH CLINIC WERE DEVELOPED BY THE DIVISION OF VOCATIONAL, TECHNICAL, AND ADULT EDUCATION, THE FLORIDA DENTAL SOCIETY'S SPECIAL COMMITTEE ON EDUCATION OF THE DENTAL ASSISTANT, AND OTHER DENTISTS WORKING CLOSELY WITH DENTAL ASSISTANT PROGRAMS. THE PURPOSES OF THE DENTAL RESEARCH CLINICS ARE TO PROVIDE EDUCATIONAL EXPERIENCES FOR STUDENT AUXILIARY PERSONNEL, CONTINUING EDUCATION AND RESEARCH OPPORTUNITIES FOR DENTISTS, AND DENTAL CARE TO INDIGENT PERSONS. INFORMATION IS PRESENTED FOR (1) ORGANIZATIONAL DETAILS SUCH AS DEFINITION OF A CLINIC, MEMBERSHIP, CONSTITUTION AND BY-LAWS, SPECIALTIES WITHIN A CLINIC, AND THE EXECUTIVE COMMITTEE, (2) RESPONSIBILITIES OF THE CLINIC FOR THE EDUCATIONAL PROGRAM FOR DENTAL ASSISTANTS, FOR ACTIVITIES RELATING TO PATIENT SERVICES, AND FOR CONTINUING EDUCATION OPPORTUNITIES FOR PARTICIPATING DENTISTS, AND (3) MEMORANDA OF UNDERSTANDING AND AGREEMENT. (JK)

ALTHOUGH THE DENTAL PROFESSION NOW SEEKS SUPPORT FOR AUXILIARY TRAINING PROGRAMS FROM EDUCATIONAL INSTITUTES OTHER THAN DENTAL SCHOOLS, IT IS CONCERNED THAT TRAINING IN NONDENTAL SCHOOL SETTINGS SUCH AS JUNIOR COLLEGES, TECHNICAL INSTITUTES, UNIVERSITY EXTENSION PROGRAMS, AND POST-HIGH SCHOOL VOCATIONAL PROGRAMS PREVENTS TRAINEE EXPOSURE TO MEDICAL AND DENTAL PERSONNEL IN A TOTALLY PROFESSIONAL ENVIRONMENT, MAY PREVENT ADEQUATE CLINICAL TRAINING, AND MAY LEAD TO ENCROACHMENT BY COLLEGE EDUCATORS ON THE PROFESSION'S RIGHT TO DETERMINE THE AUXILIARY'S DUTIES. COUNCIL POLICY WILL CONTINUE TO ENCOURAGE DEVELOPING NEW AUXILIARY TRAINING PROGRAMS IN DENTAL SCHOOL SETTINGS BUT RECOMMENDS COOPERATION BETWEEN DENTAL SCHOOL AND JUNIOR COLLEGE PROGRAMS. COUNCIL POLICY ON AUXILIARY TRAINING PROGRAMS IN NONDENTAL SCHOOL SETTINGS COVERS SCHOOL ACCREDITATION, ADVISORY COMMITTEES, EDUCATION AND EXPANSION OF DUTIES AND FUNCTIONS OF ASSISTANTS AND HYGIENISTS, AND COUNCIL RELATIONSHIPS WITH ACCREDITING AGENCIES. GUIDELINES TO AID MEMBERS OF THE PROFESSION AND EDUCATORS OUTSIDE THE PROFESSION IN DEVELOPING NEW PROGRAMS AND FACILITIES FOR DENTAL HYGIENISTS, ASSISTANTS, AND LABORATORY TECHNICIANS PERTAIN TO (1) PROFESSIONAL DUTIES OF THE AUXILIARIES, (2) FACULTY, (3) CURRICULUM, WITH EMPHASIS UPON ARRANGEMENTS FOR CLINICAL PRACTICE, AND (4) CERTIFICATION. A DESCRIPTION OF THE COUNCIL'S ACCREDITATION PROGRAM AND A LIST OF RELATED PUBLICATIONS AVAILABLE THROUGH THE COUNCIL ARE INCLUDED. COPIES OF THIS DOCUMENT ARE AVAILABLE FROM COUNCIL ON DENTAL EDUCATION, AMERICAN DENTAL ASSOCIATION, 211 EAST CHICAGO AVENUE, CHICAGO, ILLINOIS 60611. (JK)

A survey of 22 dental assisting programs showed an average of 1,124 hours of instruction in dental assisting for 15 four-semester, 955 for three three-semester, and 1,042 for four two-semester programs. The average instructional hours for the four-semester programs were 48 in introduction to dental assisting, 179 in the life sciences, 221 in the physical sciences, 181 in chairside procedures, 146 in dental laboratory procedures, 125 in practice administration, and 224 in supervised practical experience. Hours in general education averaged 479. There were trends toward (1) an increasing emphasis on ethics, professional organization, grooming, terminology, radiography, orthodontic and emergency chairside procedures, laboratory procedures for orthodontic appliances, insurance procedures, dental office and dental school experience, English, typing, speech, and psychology, and (2) a slight decrease in emphasis in time devoted to denture construction. The model associate degree program proposed, based upon survey data, includes (1) 32 semester units and a total of 1,011 hours in dental assisting courses, (2) 14 to 20 semester units in related business, communication, natural science, and applied psychology courses, and (3) 10 to 19 semester units in general education. (JK)

Five dentists, 17 dental assistants, and three dental hygienists participated in the dental assistant teacher training institute held at Marquette University, Milwaukee, Wisconsin, June 25 to July 21, 1967. Curriculum objectives were based upon analysis of the job of the dental assisting instructor; the following units were chosen to meet the objectives: (1) orientation, (2) teaching and learning, (3) evaluation and testing, and (4) organization and management. On the first day of the institute, participants compiled a questionnaire regarding their needs and objectives. Some indicated they would have administrative responsibilities, others primarily teaching responsibilities, and others a combination of both. The objectives stated were in keeping with the objectives previously developed for the institute. Teaching methods included practice teaching of institute members, lecture, discussion, and small group activity. Written evaluations at the end of the third and fourth weeks and four months after the institute indicated general satisfaction with the outcomes. Both administrators and classroom teachers indicated utilization of learnings in the post institute evaluation. An appendix includes forms, content outlines and instructional materials, and evaluation questionnaires. (JK)

IN ORDER TO PROVIDE DATA FOR CONSTRUCTING A MODEL DENTAL ASSISTANT TRAINING PROGRAM, 22 OF THE 26 PROGRAMS IN CALIFORNIA JUNIOR COLLEGES WERE REPORTED. TRENDS NOTED INCLUDE AN INCREASE TO A FOUR-SEMESTER PROGRAM, WITH INCREASING EMPHASIS IN THE FIRST SEMESTER ON ETHICS, PROFESSIONAL ORGANIZATION, GROOMING, AND TERMINOLOGY. THE AVERAGE TIME ALLOTMENT WAS 1,086 HOURS PER STUDENT, INCLUDING 179 HOURS IN BIOLOGICAL SCIENCE, 221 IN PHYSICAL SCIENCES (INCLUDING ROENTGENOLOGY), 181 IN CHAIRSIDE PROCEDURES, 224 IN SUPERVISED FIELD EXPERIENCE, AND 271 IN DENTAL LABORATORY AND OFFICE PRACTICE. A WIDE VARIATION IN GENERAL EDUCATION PRACTICES WAS NOTED WITH AN AVERAGE OF 479 HOURS PER STUDENT IN ENGLISH, SPEECH, HUMANITIES, TYPING, SOCIAL SCIENCES, AND OTHER COURSES. IT IS RECOMMENDED (1) THAT THE THIRD SEMESTER BE IN A DENTAL SCHOOL, CLINIC, OR HOSPITAL, (2) THAT THE FOURTH BE IN PRIVATE OFFICES, (3) THAT THERE BE AN ORIENTATION OF STUDENTS AND DENTISTS PRIOR TO CLINICAL EXPERIENCE, AND (4) THAT THERE BE ONE SUPERVISOR FOR EACH SIX STUDENTS. A MODEL PROGRAM OUTLINE IS PRESENTED. (WO)

TO HELP EVALUATE THE DENTAL ASSISTING PROGRAM, QUESTIONNAIRES WERE SENT TO 37 OF THE PROGRAM'S GRADUATES (1963-66) AND TO THE 93 DENTISTS IN THE SERVICE AREA. THIRTY-TWO GRADUATES AND 58 DENTISTS REPLIED. THE DENTAL ASSISTANTS PERCEIVED THE ORDER OF IMPORTANCE OF THEIR DUTIES AS CHAIRSIDE ASSISTANCE, X-RAY SKILLS, RECEPTIONIST DUTIES, BOOKKEEPING AND BILLING, LABORATORY WORK, DENTAL HEALTH EDUCATION, AND EMERGENCY TREATMENT, EVEN THOUGH THIS ORDER DID NOT CORRESPOND COMPLETELY WITH THE ORDER OF EMPHASIS IN THE CLASSROOM. THE DENTISTS RANKED THE DUTIES AS CHAIRSIDE ASSISTANCE, RECEPTIONIST DUTIES, BOOKKEEPING AND BILLING, FILLING OUT INSURANCE FORMS, X-RAY TECHNIQUES, OFFICE OCRRESPONDENCE AND FILING, LABORATORY WORK, DENTAL HEALTH EDUCATION, AND EMERGENCY TREATMENT. SOME INDICATED FURTHER THAT THEY PREFERRED A MORE MATURE OR STABLE PERSON THAN THE YOUNG GRADUATE COULD POSSIBLY BE. ALTHOUGH A RE-ORDERING OF CLASSROOM EMPHASIS ON CERTAIN SUBJECTS APPEARS NECESSARY, BOTH GRADUATES AND DENTISTS SEEM GENERALLY PLEASED WITH THE PROGRAM. SALARY SCALES, EMPLOYMENT POSSIBILITIES, AND INCIDENTAL DATA UNCOVERED BY THE SURVEY ARE ALSO DISCUSSED. (HH)

THIS REPORT OF THE COLLEGE'S EDUCATIONAL DEVELOPMENT PLAN COMMITTEE COVERS IN DETAIL PRESENT CURRICULUMS AND FACILITIES FOR COURSES IN BUSINESS EDUCATION, DENTAL ASSISTING, HOTEL AND RESTAURANT SERVICE, LANGUAGE ARTS, AND PRACTICAL NURSING, AS WELL AS THE PROPOSED DEVELOPMENT OF PROGRAMS FOR GENERAL EDUCATION, TRANSFER, OCCUPATIONAL AND CONTINUING EDUCATION, AND A SPECIAL COURSE FOR MEETING THE NEEDS OF SPECIAL STUDENTS. THE REPORT DESCRIBES THE PRESENT STATUS OF THE COLLEGE (INSTRUCTIONAL AND SUPPORTIVE STAFF, LIBRARY SERVICE, STUDENT SERVICES, ADMINISTRATIVE STAFF, AND PHYSICAL FACILITIES), LISTS ITS IMMEDIATE NEEDS, AND MAKES MAJOR RECOMMENDATIONS FOR LONG-RANGE EXPANSION OF PROGRAMS AND STAFF. (HH)

FOR EACH OF 18 HEALTH RELATED OCCUPATIONS, THE REPORT IDENTIFIES MAJOR NEEDS, OUTLINES THE RELEVANT EDUCATIONAL PROGRAM, AND RECOMMENDS ACTION. COMMENTS GO BEYOND EDUCATIONAL PROGRAMS ALONE, FOR IN SOME FIELDS THE PROBLEM FOR VIRGINIA IS NOT HOW TO EDUCATE MORE STUDENTS BUT HOW TO RETAIN MORE GRADUATES IN THE STATE. THE STUDY COMMITTEE RECOMMENDS THAT THE COMMUNITY COLLEGES HAVE AN ACTIVE ROLE IN PREPROFESSIONAL EDUCATION FOR THE HEALTH OCCUPATIONS REQUIRING A BACHELOR'S OR HIGHER DEGREE AND IN PREPARATION OF DENTAL ASSISTANTS, DIETARY AIDES, AND PHYSICAL THERAPY AIDES. TO ASSIST IN RELIEVING THE CRITICAL SHORTAGE OF REGISTERED NURSES, AS COMMUNITY COLLEGES ARE ORGANIZED, THEY SHOULD INCLUDE ASSOCIATE IN ARTS DEGREE NURSING PROGRAMS. (WO)

To ascertain differences in the area of non-intellectual characteristics among senior students and successful practitioners in four paramedical groups, data collected by administering the Edwards Personal Preference Schedule (EPPS) were statistically analyzed. This test, measuring the relative strength of 15 personality needs, was given to 396 subjects representing the groups of Registered Nurse, Licensed Vocational Nurse, Medical Assistant, and Dental Assistant. Conclusions indicate that there are significant differences in personality needs among the four paramedical vocations. The Registered Nurse group appeared to need an occupational environment allowing room for achievement and leadership. The Licensed Vocational Nurse group and the Medical Assistant group, showing a high need for order, would benefit from a well ordered work environment under the direction of others. The Dental Assistant group would appear to need a semi-social occupational environment providing interaction with others on an affective level. Developmental studies of needs of health occupations students are recommended to contribute to better vocational counseling and implement more relevant health education curriculums. (Author/AG)

The report is one of a series which supplements overall report "Exploratory Study to Analyze New Skill Content in Selected Occupations in Michigan and the Mechanism for its Translation into Vocational Education Curricula." It presents detailed task analyses in results of employer skill requirements for chef/cook, dental assistant, and licensed practical nurse. The purpose of the study is to develop information for curriculum development which can be used to reduce discrepancies between skills employers desire and those students acquire in vocational education. (Author)

The U. S. Army Dental Corps has implemented a formal program based on the concept that dental care can be more efficiently and effectively provided with treatment teams composed of one dental officer, two dental therapy assistants, one basic assistant, and the shared support of other auxiliary personnel. Such a team will use three dental treatment rooms. The major impetus leading to the adoption of this concept has been the development, during the past decade, of the expanded duty dental assistant. Dental therapy assistant is the Army's nomenclature for the expanded duty dental assistant--a new type of auxiliary trained to perform certain dental tasks traditionally performed only by a dentist. The attitude of Army dentists toward the utilization of the dental therapy assistant (DTA) was studied in a survey, using questionnaires. (Author)

The U.S. Army Dental Corps has implemented a formal program based on the concept that dental care can be more efficiently and effectively provided with treatment teams composed of one dental officer, two dental therapy assistants (DTAs), one basic assistant, and the shared support of other auxiliary personnel. Such a team will use three dental treatment rooms (DTRs). The productivity of each of 15 test teams employing one dentist, one or two DTAs, one basic assistant, and two or three DTRs was compared with their productivity while working in the conventional manner--one dentist, one basic assistant and one DTR over a period of one year. (Author)

The U.S. Army Dental Corps has implemented a new concept of dental care delivery, formally identified as the Improved Dental Care Delivery System. The concept is based on the conservation of professional manpower resources through the use of dental treatment teams employing expanded duty dental assistants. Dental Therapy Assistant (DTA) is the Army's nomenclature for the expanded duty dental assistant--a basic assistant/oral hygienist trained to perform certain dental tasks formerly performed only by a dentist. Highly significant increases in the productivity of teams employing DTAs have been documented and reported by the Division. The major objective of the present study was to determine the quality of the procedures performed by the DTAs--specifically, the critical functions of placing and finishing restorations in cavities prepared by dentists. To meet this objective, restorations placed and finished by DTAs were compared for quality with similar restorations placed and finished by Army dentists. The report presents the findings for that comparison. (Author)

Information in tabular form on dental hygiene, dental assisting, and dentist laboratory technology programs includes: (1) basic information about the programs, (2) preadmission training of students, and (3) admission data on students. For dental hygiene programs, information on undergraduate enrollment as of October 15, 1968 and distribution of undergraduate students 1968-69 for the United States and Canada are also included. The introduction presents additional statistics for 1962 and 1968 and points up some important statistics: (1) 85 schools offered dental hygiene programs in the United States in 1968 (a 21 percent increase) to 5,187 students (a 20 percent increase), and most commonly awarded the associate degree, (2) There were 134 dental assisting programs in 1968 (a 33 percent increase) and a student enrollment of 4,475 (a 17 percent increase), (3) Programs varied in length from 27 weeks to 80 weeks with 55 percent of the programs approximating one academic year, and (4) The number of schools offering dental laboratory technology programs increased from 15 to 19 between 1967 and 1968 and enrollment increased 10 percent for a total of 803. [Not available in hard copy due to marginal legibility of original document.] (JK)

Information in tabular form on dental hygiene, dental assisting, and dental laboratory technology programs includes: (1) basic information about the programs, (2) undergraduate enrollment as of October 1967, (3) preadmission training of students, (4) the number and distribution of graduates over the past several years, and (5) admission data on students. For dental hygiene programs, information on undergraduate enrollment for 1960-67 and on distribution of students 1967-68 for the United States and Canada are also included. [Not available in hard copy due to marginal legibility of original document]. (JK)

Population and income growth, and a consistent trend toward better health care for all challenges the dental profession to enlarge its productivity by more than one-third. There is substantial evidence that a major resource for increasing the availability of dental health service lies in increased and better utilization of the services of auxiliaries who now support the 98,500 professionally active dentists in the country as follows: (1) There are approximately 116,000 full-time and 28,000 part-time auxiliaries, (2) Within the full-time work force, there are 81,400 chairside dental assistants, 9,700 dental hygienists, 4,300 dental laboratory technicians employed by dentists, and 27,000 dental laboratory technicians employed by commercial laboratories. Initial experimentation indicates that dental educators are competent to train auxiliaries to perform duties beyond those currently accepted as falling within their scope. The revision of state dental practice acts to encourage better utilization of auxiliaries is recommended. Included among appendixes is a state-by-state breakdown of permissible operations by dental hygienists. (JK)

This study evaluated the effectiveness of the Manpower Development and Training Program (MDTP) as conducted by the Vocational and Adult Education Department of the Lincoln, Nebraska Public Schools during its first three years of operation. The sample consisted of 389 MDTP students in the clerical, practical nursing, and dental assistant programs, and 123 employers of MDTP graduates. Findings included the following: (1) Manpower graduates become satisfactory employees; (2) the Lincoln, Nebraska programs have a higher percentage of employed graduates in training-related fields, and a larger percentage of satisfied employers, than reported in national studies; (3) graduates were satisfied with the courses offered and consider their training valuable in preparing for future employment; (4) respondents felt that program length was satisfactory and that the number of absences allowed was fair; (5) Lincoln Manpower students spend over seven hours a week in study outside the classroom; (6) employers named dependability as the outstanding trait of Lincoln Manpower graduates. (author/ly)