All these competency documents were approved by the ADEA House of Delegates. They are intended to define the core competencies and supporting knowledge and skills necessary for the specified professions and to serve as resources for the schools and programs educating students entering these professions as well as other interested organizations.
ADEA Domains of Competence for the New General DentistS87
ADEA Foundation Knowledge and Skills for the New General DentistS93
2023 ADEA Competencies for Allied Dental ProfessionsS97
ADEA Core Competencies for Graduate Dental Hygiene EducationS101
ADEA Domains of Competence for the New General Dentist
(As approved by the 2026 ADEA House of Delegates)
Preamble
The role of the general dentist extends beyond traditional oral health care, encompassing a comprehensive, evidence‐based approach that contributes to the overall health of society. General dentists collaborate with dental specialists, allied dental professionals and other health care providers to address a wide range of health issues. In fulfilling this role, they must consistently demonstrate professionalism, ethical behavior, effective communication and strong interpersonal skills. A general dentist requires a broad education in biomedical sciences, clinical sciences, and emerging technologies; a commitment to lifelong learning; and advanced critical thinking and problem‐solving abilities to meet both current and future healthcare challenges.
In this framework, “competency” is defined as the integration of knowledge, experience, critical thinking, problem‐solving, professionalism, ethical values and technical skills needed for independent dental practice. Competence is reflected not only in the delivery of high‐quality, patient‐centered care and self‐assessment of treatment outcomes, but also in a dentist's performance across all domains of the profession. Competency‐based dental education relies on clear, well‐defined competencies supported by foundational knowledge in biomedical, behavioral, ethical, clinical sciences and informatics. Dental curricula should be designed to foster these competencies through targeted educational experiences and robust assessment methods.
In December 2023, the ADEA Council of Faculties formed the Domains of Competence (DOC) Workgroup, composed of Council members, to revise the “ADEA Competencies for the New General Dentist” first approved in 2008. The updated document is not intended to set the standard for accreditation. This document is only intended to serve as a resource and guide for pre‐doctoral dental education programs developing curricula for entry‐level general dentists.
The Role of the Dentist
In the evolving landscape of health care, dentists play a key role in integrated clinical practice and as leaders and advocates for community and population health. These roles include the following domains and competencies.
The Role of the Dentist in Integrated Clinical Practice
Knowledge for Practice: Demonstrate a comprehensive understanding of established and emerging knowledge and the application of this knowledge to patient care.
The graduate must be competent to:
Integrate knowledge of established and evolving biomedical, clinical, epidemiological and social‐behavioral sciences and apply this knowledge to clinical decision‐making.
Critically evaluate clinical information using evidence‐based methods to diagnose conditions, develop treatment plans and evaluate clinical outcomes.
Analyze pharmacological and non‐pharmacological therapies, ensuring safe prescription practices, particularly for pain management, following legal and ethical guidelines as they apply to patient care.
Elicit and interpret family history and social determinants of health to assess patient risk factors, guide treatment and improve health outcomes.
Patient Care and Procedural Skills: Demonstrate the delivery of high‐quality and safe person‐centered care.
The graduate must be competent to:
Practice dentistry within their defined scope of practice* and expertise recognizing self‐limits and referral to specialists when necessary.
Perform thorough extra‐oral and intra‐oral clinical examination, including risk assessments, incorporating critical thinking to develop diagnoses and evidence‐based treatment plans that consider patient preferences and values.
Provide person‐centered, empathetic care that addresses emotional, psychological and physical needs of patients, including the ability to recognize and report signs of abuse or neglect.
Identify and manage dental and medical emergencies, including making appropriate intra‐ or interprofessional referrals when necessary.
Counsel and educate patients to maintain oral and overall health incorporating principles of health promotion and disease prevention.
*For a detailed list of the scope of practice, see Appendix.
Dental‐Medical Integration: Demonstrate an approach to care that bridges the gap between oral health and overall health.
The graduate must be competent to:
Conduct thorough risk assessments that integrate oral and systemic health factors to guide treatment planning and care delivery.
Identify oral manifestations of systemic diseases and modify dental treatments to safely treat patients with systemic diseases.
Collaborate with health care professionals across disciplines to ensure coordinated, holistic patient care.
Educate patients about the bidirectional relationship between oral and systemic health to promote understanding and proactive health management.
Informatics, Practice and Technology Management: Demonstrate appropriate use of technology.
The graduate must be competent to:
Evaluate and apply emerging technologies to enhance patient care, clinical decision‐making and treatment outcomes.
Evaluate practice management processes, such as staffing, scheduling, billing and cybersecurity measures for safeguarding patient information.
Use electronic health records and encrypted communication methods to support effective and secure sharing of information and care delivery.
Quality and Safety: Demonstrate the systematic application of evidence‐based processes and practices to ensure optimal care delivery and the protection of both patients and health care providers.
The graduate must be competent to:
Identify and comply with local, state and federal regulations (OSHA, HIPAA, etc.), while applying risk management principles, including informed consent and accurate record‐keeping.
Evaluate and apply basic safety design principles, such as infection control, radiation exposure safety and emergency preparedness, to reduce the risk of harm to patients and providers.
Demonstrate the ability to follow emergency preparedness plans to ensure patient safety and continuity of care.
Identify risks and evaluate measures to prevent errors in a health care delivery setting.
The Role of the Dentist As a Leader
Ethics and Professionalism: Demonstrate adherence to ethical principles and professional standards.
The graduate must be competent to:
Make informed decisions that align with ethical principles and standards, ensuring patient welfare and maintaining public trust.
Demonstrate honesty, integrity, accountability, reliability and self‐regulation in clinical care by upholding patient confidentiality, ensuring informed consent and adhering to ethical business practices.
Deliver high‐quality dental care with professionalism and respect for each patient's unique background, experiences and needs.
Demonstrate continuous learning and self‐reflection to stay updated on ethical guidelines and standards and help promote lifelong learning for the dental team to ensure high‐quality patient care.
Consistently model and support ethical behavior in both clinical practice and leadership roles.
Communication and Interpersonal Skills: Demonstrate effective communication with patients, caregivers and all members of the health care team.
The graduate must be competent to:
Communicate effectively with patients and their families or caregivers, taking into account cultural, social and linguistic factors to promote person‐centered care.
Communicate effectively with other members of the health care team, using oral, written and electronic means.
Conduct effective consultations with patients or caretakers while maintaining a therapeutic relationship.
Maintain accurate documentation and apply principles of patient confidentiality and data privacy in all forms of information exchange.
Personal, Professional and Leadership Development: Cultivate lifelong learning, self‐evaluation and growth as a leader within the dental field.
The graduate must be competent to:
Prioritize self‐awareness, well‐being and compassionate self‐care in personal and professional life.
Reflect on strengths and areas for improvement to foster professional development.
Evaluate and integrate emerging trends in health care to meet the evolving needs of patients and the health care environment.
Guide clinical teams with informed, person‐centered decisions, accountability for outcomes and cohesive team dynamics while effectively balancing leadership and supportive roles.
Identify knowledge gaps and use quality improvement to enhance evidence‐based care.
Intra/Interprofessional Partnerships: Collaborate effectively across various health disciplines and professions.
The graduate must be competent to:
Work with team members to maintain a climate of shared values, ethical conduct and mutual respect.
Use the knowledge of one's own role and team members’ expertise to address individual and population health outcomes.
Communicate in a responsive, responsible, respectful and compassionate manner with team members.
Apply values and principles of the science of teamwork to adapt one's own role in a variety of team settings.
Competencies used with permission from Interprofessional Education Collaborative. (2023). IPEC Core Competencies for Interprofessional Collaborative Practice: Version 3. Washington, DC: Interprofessional Education Collaborative.
The Role of the Dentist as an Advocate for Community and Population Health
Health Promotion and Population Health: Address the health needs of the population.
The graduate must be competent to:
Provide prevention, intervention and educational strategies for patients from varying backgrounds, with attention to cultural, linguistic, social and community‐specific oral health initiatives in traditional and nontraditional practice settings.
Address the oral health needs of resource‐limited communities by participating in targeted outreach programs, supporting preventative care efforts and helping to promote oral health education initiatives.
Describe how social, economic and environmental factors impact oral health outcomes.
Advocacy: The active support and promotion of policies and practices that enhance both oral and general health outcomes for individuals and communities, particularly those facing health disparities.
The graduate must be competent to:
Advocate for the oral and general health of patients and their communities, which may include collaborating with policy leaders and health care systems.
Demonstrate awareness of how social, economic, and systemic factors, both historical and current, impact access to and quality of health care, and use this understanding to advocate for improved health outcomes of patients and communities.
Describe how the practice of dentistry can improve patient and population health outcomes and reduce health disparities through community engagement and advocacy.
Describe the role of dentists as advocates, including their work to advocate for themselves, their profession, their individual patients and the communities that have faced structural and systemic health care challenges.
Access to Care and the Impact on Systemic and Environmental Factors: Refers to the fair and just opportunity for all individuals to achieve their highest level of health, recognizing the need for health care professionals to understand and address the systemic and environmental factors that influence health and access to care.
The graduate must be competent to:
Define the domains of the social determinants of health.
Identify how social determinants of health contribute to variations in health outcomes across populations.
Recognize the effects of social determinants of health in their own community.
Provide person‐centered care that reflects an awareness of individual values, experiences, and community context.
Sustainable Practice: Integrating environmentally conscious practices into clinical care to minimize the environmental impact of health services while maintaining high standards of patient care.
The graduate must be competent to:
Explain the relationship between environmental health, overall health and oral health.
Identify the environmental impacts of dental practice and explore strategies to mitigate them.
Apply critical thinking when selecting dental treatments and materials to support sustainable practices and reduce environmental impact.
Describe the features of sustainable health care and how they can be integrated into dental practice.
Acknowledgment: The ADEA Council of Faculties would like to extend a thank you to Jennifer Luca, D.D.S., M.S., Clinical Adjunct Assistant Professor at The Ohio State University College of Dentistry, for drafting the competencies for Sustainable Practice.
Competency Document References
Indiana University School of Medicine. Practice‐based learning and improvement. Practice‐Based Learning and Improvement | Competencies | Curriculum | MD Program. Accessed September 3, 2024. https://medicine.iu.edu/md/curriculum/competencies/practice‐based‐learning.
Stanford Medicine. ACGME Core Competencies. Stanford Medicine Graduate Medical Education. Accessed September 3, 2024. https://med.stanford.edu/gme/housestaff/current/core_competencies.html.
Ziegelstein RC, Fiebach NH. “The Mirror” and “The Village”: a new method for teaching practice‐based learning and improvement and systems‐based practice. Acad Med 2004;79:83.
Gordon P, Tomasa L, Kerwin J. ACGME Outcomes Project: selling our expertise. Fam Med 2004;36:164‐7.
Lynch DC, Swing SR, Horowitz SD, Holt K, Messer JV. Assessing Practice‐based Learning and Improvement. Teach Learn Med 2004;16:85‐92.
American Dental Education Association. ADEA competencies for the new general dentist. J Dent Educ 2017;81(7):844‐7.
Graduating European Dentist Curriculum. ADEE ‐ Association for Dental Education in Europe. Published April 21, 2020. Accessed September 3, 2024. https://adee.org/graduating‐european‐dentist/graduating‐european‐dentist‐curriculum
Australian Dental Council. ADC Professional Competencies of the Newly Qualified Practitioner. Published May, 2022. Accessed September 3, 2024. https://ADC_Professional_Competencies_of_the_Newly_Qualified_Practitioner.pdf
- ACFD Educational Framework for the Development of Competency in Dental Programs. Association of Canadian Faculties of Dentistry, 2016.
Dental Council of Hong Kong. Competences for the Hong Kong Dentist. Published [2009]. Accessed June 18, 2025. https://www.dchk.org.hk/pdf/competences_for_the_hong_kong_dentists.pdf.
Association of American Veterinary Medical Colleges. CBVE Framework. Competency‐Based Veterinary Education. Updated April 4, 2024. Accessed September 4, 2024. Available from: https://cbve.org/framework.
American Association of Colleges of Nursing. The Essentials: Core Competencies for Professional Nursing Education. Published 2021. Accessed September 3, 2024. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials‐2021.pdf.
Saseen JJ, Whelton PK, Korenstein D, et al. Pharmacotherapy for hypertension in adults with coronary artery disease: a consensus statement. American College of Clinical Pharmacy. Published 2017. Accessed September 3, 2024. https://www.accp.com/docs/positions/guidelines/Saseen_et_al‐2017‐Pharmacotherapy%20FINAL.pdf.
Harvard Medical School competencies: Harvard Medical School. MD Program Objectives. Med Student Handbook. Updated August 1, 2024. Accessed September 3, 2024. https://medstudenthandbook.hms.harvard.edu/md‐program‐objectives.
UCSF School of Medicine competencies: University of California, San Francisco. MD Program Objectives. UCSF School of Medicine. Accessed September 3, 2024. https://meded.ucsf.edu/md‐program/current‐students/curriculum/md‐program‐objectives
Amini H, Wells A, Boynton J, Guo X, Ni A. Oral health advocacy education impacts future engagement at a Midwestern US dental school. Front Oral Health. 2021;2:714199. https://doi.org/10.3389/froh.2021.714199.
- JE Fried, SA Shipman, LL Sessums. “Advocacy: Achieving Physician Competency.” J Gen Intern Med. 2019 Nov; 34(11): 2297–2298.
- Published online 2019 Aug 16. https://doi.org/10.1007/s11606‐019‐05278‐y
West Virginia Center for Excellence in Disabilities: Center for Excellence in Disabilities, West Virginia University. Types of Advocacy. Accessed September 3, 2024. Available from: https://cedwvu.org/resources/types‐of‐advocacy/#:~:text=Advocacy%20involves%20promoting%20the%20interests,%20individual%20advocacy%20and%20systems%20advocacy.
Education for sustainable healthcare: a curriculum for the UK. Medical Schools Council: Medical Schools Council. Education for Sustainable Healthcare: A Curriculum for the UK. [PDF]. Published May 6, 2022. Accessed September 3, 2024. Available from: https://www.medschools.ac.uk/media/2949/education‐for‐sustainable‐healthcare_a‐curriculum‐for‐the‐uk_20220506.pdf.
Dixon J, Field J, Gibson E, Martin N. Curriculum content for Environmental Sustainability in Dentistry. J Dent. 2024 Aug;147:105021. https://doi.org/10.1016/j.jdent.2024.105021. Epub 2024 Apr 26. PMID: 38679135.
- Interprofessional Education Collaborative. (2023). IPEC Core Competencies for Interprofessional Collaborative Practice: Version 3. Washington, DC: Interprofessional Education Collaborative.
OpenAI. ChatGPT [GPT‐4 model]. Published 2024. Accessed September 3, 2024. https://www.openai.com/chatgpt.
Englander R, Cameron T, Ballard AJ, Dodge J, Bull J, Aschenbrener CA. Toward a common taxonomy of competency domains for the health professions and competencies for physicians. Acad Med. 2013;88(8):1088‐1094. https://doi.org/10.1097/ACM.0b013e31829a3b2b
Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, Harris P, Glasgow NJ, Campbell C, Dath D, Harden RM, Iobst W, Long DM, Mungroo R, Richardson DL, Sherbino J, Silver I, Taber S, Talbot M, Harris KA: Competency‐based medical education: theory to practice. Medical Teacher 2010, 32:638‐45.
Englander R, Frank JR, Carraccio C, Sherbino J, Ross S, Snell L: Toward a shared language for competency‐based medical education. Medical Teacher 2017, 39:582‐7.
Hoskin ER, Johnsen DC, Saksena Y, et al. Dental Educators' Perceptions of Educational Learning Domains. J Dent Educ. 2019;83(1):79‐87. https://doi.org/10.21815/JDE.019.010
Fontana M, González‐Cabezas C, de Peralta T, Johnsen DC. Dental Education Required for the Changing Health Care Environment. J Dent Educ. 2017;81(8):eS153‐eS161. https://doi.org/10.21815/JDE.017.022
Johnsen DC, Williams JN, Baughman PG, Roesch DM, Feldman CA. New Dental Accreditation Standard on Critical Thinking: A Call for Learning Models, Outcomes, Assessments. J Dent Educ. 2015;79(10):1137‐1139.
U.S. Department of Health and Human Services. Social Determinants of Health. health.gov. Published 2021. https://health.gov/healthypeople/objectives‐and‐data/social‐determinants‐health.
Appendix Scope of Practice of Dentistry
FIGURE 1.
The role of a dentist.
Prevent, diagnose and manage pain and anxiety in the dental patient.
Prevent, diagnose and manage temporomandibular disorders.
Prevent, diagnose and manage periodontal diseases.
Develop and implement strategies for the clinical assessment and management of caries.
Manage restorative procedures that preserve tooth structure, replace missing or defective tooth structure, maintain function, are esthetic, and promote soft and hard tissue health.
Diagnose and manage developmental or acquired occlusal abnormalities.
Manage the replacement of teeth for the partially or completely edentulous patient.
Diagnose, identify and manage pulpal and periradicular diseases.
Diagnose and manage oral surgical treatment needs.
Prevent, recognize and manage medical and dental emergencies.
Evaluate outcomes of comprehensive dental care.
Diagnose, identify and manage oral mucosal and osseous diseases.
Source:
ADEA Competencies for the New General Dentist: (As approved by the 2008 ADEA House of Delegates). J Dent Educ. 2017;81(7):844‐847.https://onlinelibrary.wiley.com/doi/10.1002/j.0022‐0337.2017.81.7.tb06299.x
Glossary: ADEA Domains of Competence Workgroup
Competence: The ability to effectively apply a combination of knowledge, skills, values and attitudes in a given context. Describing competence requires qualifiers to outline the relevant skills, context and the specific stage of training or development.1
Competency: An observable ability of a health professional, integrating multiple components, such as knowledge, skills, values and attitudes. Since competencies are observable, they can be measured and assessed to ensure their acquisition. Competencies can be assembled like building blocks to facilitate progressive development.1
Competencies reflect external expectations and encompass behavior that is measurable, using absolute standards independent of other learners (criterion‐related assessment).2
Competency‐based Education: An outcomes‐driven approach to designing, implementing, assessing and evaluating health care education programs, guided by a structured framework of competencies.1
Competent: “Possessing the required abilities in all domains in a certain context at a defined stage of medical education or practice.”1
Critical Thinking: “The process of assimilating and analyzing information, encompassing an interest in finding new solutions, a professional curiosity with an ability to admit to any lack of understanding, a willingness to examine beliefs, biases, and assumptions and to search for evidence that supports the acceptance, rejection or suspension of those beliefs, biases, and assumptions, and the ability to distinguish between fact and opinion.”3
Domains of Competence: “Broad, distinguishable areas of competence that in the aggregate constitute a general descriptive framework for a profession.” These include the six domains of competence described by the ACGME (Patient Care, Medical Knowledge, Professionalism, Interpersonal and Communication Skills, Systems‐Based Practice, and Practice‐Based Learning and Improvement) or the seven CanMEDS roles: Medical Expert, Professional, Communicator, Collaborator, Leader, Health Advocate and Scholar.4
Evidence‐based Dentistry: “An approach to oral health care that requires the judicious integration of systematic assessments of clinically relevant scientific evidence relating to the patient's oral and medical condition and history integrated with the dentist's clinical expertise and the patient's treatment needs and preferences.”3
Health Promotion: “Public health actions to protect or improve oral health and promote oral wellbeing through behavioral, educational, and enabling socioeconomic, legal, fiscal, environmental, and social measures; it involves the process of enabling individuals and communities to increase control over the determinants of health and thereby improve their health; includes education of the public to prevent chronic oral disease.”3
Person‐centered Care: “The ability to identify, respect, and care about patients’ differences, values, preferences, and expressed needs; relieve pain and suffering; coordinate continuous care; listen to, clearly inform, communicate with, and educate patients; share decision making and management; and continuously advocate disease prevention, wellness, and promotion of healthy lifestyles, including a focus on population health.”3
Professionalism: The consistent and thoughtful application of communication, knowledge, technical abilities, clinical judgment, emotions, values and self‐reflection in everyday practice to benefit the individuals and communities being served.5
Social Determinants of Health: “The conditions in the environments where people are born, live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality.”6
Glossary References
- Frank JR, Snell LS, Cate OT, et al. Competency‐based medical education: theory to practice. Med Teach. 2010;32(8):638‐645. https://doi.org/10.3109/0142159X.2010.501190.
- Albanese MA, Mejicano G, Mullan P, Kokotailo P, Gruppen L. Defining characteristics of educational competencies. Med Educ. 2008;42(3):248–255. https://doi.org/10.1111/j.1365‐2923.2007.02996.x.
- ADEA Competencies for the New General Dentist: (As approved by the 2008 ADEA House of Delegates). J Dent Educ. 2017;81(7):844‐847.
Englander, Robert MD, MPH; Cameron, Terri MA; Ballard, Adrian J.; Dodge, Jessica; Bull, Janet MA; Aschenbrener, Carol A. MD. Toward a Common Taxonomy of Competency Domains for the Health Professions and Competencies for Physicians. Academic Medicine 88(8):p 1088‐1094, August 2013. https://doi.org/10.1097/ACM.0b013e31829a3b2b
Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002;287(2):226–235. https://doi.org/10.1001/jama.287.2.226.
U.S. Department of Health and Human Services. Office of Disease Prevention and Health Promotion. Healthy People 2023. https://odphp.health.gov/healthypeople/priority‐areas/social‐determinants‐health
ADEA Foundation Knowledge and Skills for the New General Dentist
(As approved by the 2011 ADEA House of Delegates)
In the ADEA Competencies for the New General Dentist, each of the thirty‐nine competencies is introduced with the phrase “Graduates must be competent to.” In this document, the supporting foundation knowledge and skills appear below each competency.
Critical Thinking
-
1.1
Evaluate and integrate emerging trends in health care as appropriate.
Trends in health care
Health care policy
Economic principles of health care delivery
Health care organization and delivery models
Quality assessment and quality assurance
Demographics of the oral health care workforce
Interprofessional health care relationships
Relationship of systemic health to oral health and disease
Impact of political and social climate on health care delivery
Critical evaluation of health care literature
-
1.2
Utilize critical thinking and problem‐solving skills.
Application of scientific method to clinical problem‐solving
Evidence‐based delivery of oral health care
Clinical reasoning skills
Diagnostic skills
Treatment planning
Self‐assessment
Reading comprehension
Verbal and written communication skills
Computer literacy
-
1.3
Evaluate and integrate best research outcomes with clinical expertise and patient values for evidence‐based practice.
Application of scientific method to clinical problem‐solving
Evidence‐based delivery of oral health care
Critical thinking and problem‐solving skills
Cultural competence
Communication skills, verbal and written
Reading comprehension
Ethics
Statistics literacy
Computer literacy
Epidemiological methods
Professionalism
-
2.1
Apply ethical and legal standards in the provision of dental care.
Ethical decision making and conflicting obligations
Legal and regulatory principles and standards
-
2.2
Practice within one's scope of competence, and consult with or refer to professional colleagues when indicated.
Self‐assessment of competence
Standards of care
Communication skills, both orally and in writing, with patients, patients’ families, colleagues, and others with whom other health care providers must exchange information in carrying out their responsibilities
Scope of practice of dental and medical specialties and social support services
Identification of community resources for
referrals
Communication and Interpersonal Skills
-
3.1
Apply appropriate interpersonal and communication skills.
-
Communication theory and skills
Interpersonal (one‐on‐one) communication principles
Verbal and nonverbal communication principles
Conflict resolution
Reflective listening
Collaborative teamwork
Emotional and behavioral development and sensitivity
Physiological and psychological indications of anxiety and fear
Addressing patient concerns/issues/problems
Behavior modification and motivation techniques
Special needs/diversity of patients
Health literacy
Language barriers
Cognitive barriers
-
-
3.2
Apply psychosocial and behavioral principles in patient‐centered health care.
Counseling skills and motivational interviewing principles
Social and behavioral applied sciences
Behavior modification
Fear and anxiety management
Pain management (acute and chronic pain)
Geriatrics
Special patient needs
Cultural competence
-
3.3
Communicate effectively with individuals from diverse populations.
Influence of culture on health and illness behaviors
Culture related to oral health
Complementary and alternative therapies
Communication with patients in a culturally sensitive manner
Communication in overcoming language barriers
Communication with special needs patients
Communication skills to address diversity‐related conflict
Health Promotion
-
4.1
Provide prevention, intervention, and educational strategies.
Patient and family communication
Education of patient and/or family
Risk assessment
Prevention strategies (intervention, motivation, nutrition)
Clinical evaluation
-
4.2
Participate with dental team members and other health care professionals in the management and health promotion for all patients.
Various practice settings (community settings)
Organizational behavior of team
Professional communication
Collaborative and leadership skills
Interprofessional education
-
4.3
Recognize and appreciate the need to contribute to the improvement of oral health beyond those served in traditional practice settings.
Cultural competence
Alternative oral health delivery systems
Barriers to improving oral health
Global health
Population trends
National and international health goals
Practice Management and Informatics
-
5.1
Evaluate and apply contemporary and emerging information including clinical and practice management technology resources.
Data analysis for disease trends
Basic understanding of computer software
Basic computer utilization skills
Evidence‐based literature on practice management
Models of dental practice and types of delivery systems
Application of contemporary electronic information systems
Computer systems for practice management
-
5.2
Evaluate and manage current models of oral health care management and delivery.
Business models of dental practice
Effects of governmental health policy decisions
Workforce models
Auxiliary utilization principles
Application of contemporary clinical information systems
-
5.3
Apply principles of risk management including informed consent and appropriate record keeping in patient care.
Principles of record keeping/documentation
Concepts of professional liability
Risk management protocols
Legal responsibilities in patient care management
Legal responsibilities in personnel management
Management of patient information
Quality assurance
-
5.4
Demonstrate effective business, financial management, and human resource skills.
Effective functioning of the oral health care team
Principles of business management
Employment laws and regulations
Reimbursement systems
Basic communication skills
Leadership and motivation skills
Organizational behavior
-
5.5
Apply quality assurance, assessment, and improvement concepts.
Self‐assessment for quality improvement
Concepts and principles of quality assurance and quality assessment
Awareness of continuous professional development (lifelong learning)
-
5.6
Comply with local, state, and federal regulations including OSHA and HIPAA.
Elements of applicable local, state, and federal regulations
Methods of effective application and pursuance of local, state, and federal regulations
-
5.7
Develop a catastrophe preparedness plan for the dental practice.
Emergency response planning
Emergency evacuation planning
Preparedness measures and emergency response skills
Patient Care
Assessment, Diagnosis, and Treatment Planning
-
6.1
Manage the oral health care of the infant, child, adolescent, and adult, as well as the unique needs of women, geriatric, and special needs patients.
Human development (structure and function)
Pathophysiology of oral and systemic disease
Patient and social/family assessment
Communication
History taking
Exam techniques
Diagnostic tests and evaluation
Diagnosis
Risk assessment
Treatment planning
Implementation
Outcomes assessment
-
6.2
Prevent, identify, and manage trauma, oral diseases, and other disorders.
Epidemiology of trauma, oral diseases, and other disorders
Patient motivation/education for prevention
Prevention principles and therapies
Patient assessment and treatment planning
Risk analysis
Lab findings
Systemic conditions
Diagnostic skills
Pharmacology and patient medications
Clinical evaluation
Applied biomedical sciences related to trauma, oral diseases, and other disorders
-
6.3
Select, obtain, and interpret patient/medical data, including a thorough intra/extraoral examination, and use these findings to accurately assess and manage all patients.
History acquisition and interpretation
Pharmacotherapeutics
Clinical evaluation
Medical and dental referrals
Diagnostic test interpretation
Risk assessment
Assessment and management of patient behaviors
Assessment and management of patient social context
-
6.4
Select, obtain, and interpret diagnostic images for the individual patient.
Diagnostic imaging modalities
Interpret forms of imaging used in dental practice
Differential diagnosis
Imaging safety protocols
Imaging technologies and techniques
-
6.5
Recognize the manifestations of systemic disease and how the disease and its management may affect the delivery of dental care.
Systemic manifestations of oral disease
Systemic medical conditions that affect oral health and treatment
Oral conditions that affect systemic health
-
6.6
Formulate a comprehensive diagnosis, treatment, and/or referral plan for the management of patients.
Clinical evaluation
Diagnostic skills and techniques
Risk assessment and analysis
Patient assessment
Sequencing of treatment
Critical thinking and analysis
Evidence‐based health care
Treatment presentation, communication, and considerations
Treatment alternatives and financial considerations
Self‐assessment of clinical competence and limitations
Referrals
Case management
Establishment and Maintenance of Oral Health
Competency 6.1 serves as an umbrella competency for all competencies (6.7 through 6.21) under Establishment and Maintenance of Oral Health.
-
6.7
Utilize universal infection control guidelines for all clinical procedures.
State/federal regulatory guidelines
Universal infection control protocols
Applied biomedical sciences related to transmission of disease
-
6.8
Prevent, diagnose, and manage pain and anxiety in the dental patient.
Psychological and social manifestations of pain
Pathophysiology of pain
Pharmacotherapeutic management of pain and anxiety
Behavioral management of pain and anxiety
-
6.9
Prevent, diagnose, and manage temporomandibular disorders.
Epidemiology of temporomandibular disorders
Physical, psychological, and social factors
Multidisciplinary approaches
Outcomes assessment
Applied biomedical sciences related to temporomandibular health and disorders
-
6.10
Prevent, diagnose, and manage periodontal diseases.
Epidemiology of periodontal disease
Pharmacologic management
Behavioral modification
Nonsurgical management
Surgical management
Applied biomedical sciences related to the periodontium and periodontal diseases
-
6.11
Develop and implement strategies for the clinical assessment and management of caries.
Caries risk factors and assessment
Pharmacotherapeutic management
Mechanical management
Behavioral modification
Applied biomedical sciences related to dental hard tissues, disease transmission, and caries
-
6.12
Manage restorative procedures that preserve tooth structure, replace missing or defective tooth structure, maintain function, are esthetic, and promote soft and hard tissue health.
Biomechanical concepts
Principles of biomaterial sciences
Behavioral modification
Applied biomedical sciences related to soft and hard tissues
-
6.13
Diagnose and manage developmental or acquired occlusal abnormalities.
Principles of biomaterial sciences
Multidisciplinary approaches
Behavioral modification
Applied biomedical sciences related to health and pathology of dental hard tissues
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6.14
Manage the replacement of teeth for the partially or completely edentulous patient.
Principles of biomaterial sciences
Multidisciplinary approaches
Behavioral modification
Principles of biomechanics
Applied biomedical sciences related to oral tissues
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6.15
Diagnose, identify, and manage pulpal and periradicular diseases.
Epidemiology of pulpal and periradicular disease
Principles of endodontic therapy
Applied biomedical sciences related to the pulpal and periradicular tissues and associated diseases
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6.16
Diagnose and manage oral surgical treatment needs.
Multidisciplinary approaches
Behavioral modification
Principles of biomaterials
Applied biomedical sciences related to oral surgery
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6.17
Prevent, recognize, and manage medical and dental emergencies.
Emergency protocols
Pharmacotherapeutics
Multidisciplinary approaches
Non‐pharmacologic approaches
Applied biomedical sciences related to emergency care
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6.18
Recognize and manage patient abuse and/or neglect.
Signs and symptoms of abuse and/or neglect
Cultural awareness
Behavioral modification
Multidisciplinary approaches
Ethical/legal principles and responsibilities
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6.19
Recognize and manage substance abuse.
Signs and symptoms of substance abuse
Cultural awareness
Behavioral modification
Multidisciplinary approaches
Ethical/legal principles and responsibilities
Applied biomedical sciences related to substance abuse
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6.20
Evaluate outcomes of comprehensive dental care.
Criteria for evaluation
Evaluation methods
Mechanisms for continuous quality improvement
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6.21
Diagnose, identify, and manage oral mucosal and osseous diseases.
Epidemiology of oral soft tissue and osseous diseases
Multidisciplinary approaches
Pharmacotherapeutic management
Nonsurgical management
Surgical management
Applied biomedical sciences related to the health and pathology of oral soft tissue and osseous tissues
Screening and risk assessment for oral, head, and neck cancer.
2023 ADEA Competencies for Allied Dental Professions
(As approved by the 2023 ADEA House of Delegates)
Preamble
Dental health professionals require interrelated health knowledge in order to deliver ethical and equitable person‐centered care. They are members of inter‐ and intraprofessional teams, emphasizing evidence‐based practice, quality assurance and informatics.
The dental workforce is comprised of dental assistants, dental hygienists, dental laboratory technicians, dentists and all advanced and future dental practitioners. All dental health care providers collaborate with one another and related professionals to deliver continuing oral care and support patients by addressing health care issues affecting society. The allied dental professional must have a broad‐based education and experience to demonstrate professional and ethical behavior. This includes employing effective communication and interpersonal skills, using emerging trends and technologies, applying critical thinking skills and addressing health care issues. To enhance personal and professional development, including opportunities for career expansion, dental professionals’ participation in continuing education and lifelong learning is vital.
This document addresses the Core and Discipline‐specific Competencies for the allied dental professions (dental assisting, dental hygiene and dental laboratory technology) that provide characteristics of conduct found among all dental professionals. The Core Competencies include:
Professional Knowledge: 1) Professionalism, 2) Safety, 3) Critical Thinking and 4) Scientific Inquiry and Research
Health Promotion and Disease Prevention: 1) Health Education and Community Connection and 2) Advocacy
Professional Development and Practice: 1) Professional Growth, 2) Business Practices and 3) Leadership
The Core and Discipline‐specific Competencies provide a framework for the development of an entry‐level curriculum as part of the educational process for the new practitioner. This framework embraces the intent of high‐quality and culturally aware care for all persons.
Graphic Representation of Competency Structure
This document was developed by three allied dental health disciplines. As experts in each of the three professions, groups from dental assisting, dental hygiene and dental laboratory technology crafted specific competencies for their individual disciplines. Furthermore, each allied dental profession was represented equally to create Discipline‐specific Competencies related to the specific scopes of practice. These competencies are focused on foundational scientific knowledge, patient care and skills required of each profession.
This document is intended for use by new and existing programs for future innovation, growth and expansion. It supports curricular modifications and serves to educate other professionals about curricular priorities in allied dental education. The content assists in understanding the roles of oral health care professionals. This document is advisory in nature; it is not intended to standardize educational programs and should be used in conjunction with other professional resources. It is also not intended to serve as a validation for program content within allied dental education or for written or clinical licensing examinations.
Allied Dental Core Competencies
Professional Knowledge
- Professionalism
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1.1Apply professional values and ethics in all endeavors.
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1.2Adhere to accreditation standards and federal, state and local laws and regulations.
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1.3Promote quality assurance practices based on accepted standards of care.
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1.4Demonstrate interpersonal skills to effectively communicate and collaborate with professionals and patients across socioeconomic and cultural backgrounds.
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1.1
- Safety
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2.1Comply with local, state and federal regulations concerning infection control protocols for blood‐borne and respiratory pathogens, other infectious diseases and hazardous materials.
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2.2Follow manufacturers’ recommendations related to materials and equipment used in practice.
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2.3Establish and enforce mechanisms to ensure the management of emergencies.
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2.4Use security guidelines and compliance training to create and maintain a safe, eco‐friendly and sustainable practice compatible with emerging trends.
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2.5Ensure a humanistic approach to care.
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2.6Uphold a respectful and emotionally safe environment for patients and practitioners.
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2.1
- Critical Thinking
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3.1Demonstrate critical and analytical reasoning to identify and develop comprehensive oral health care solutions and protocols.
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3.3Apply individual and population risk factors, social determinants of health and scientific research to promote improved health and enhanced quality of life.
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3.1
- Scientific Inquiry and Research
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4.1Support research activities and develop research skills.
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4.3Use evidence‐based decision‐making to evaluate and implement health care strategies aligned with emerging trends to achieve high‐quality, cost‐effective and humanistic care.
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4.3Integrate accepted scientific theories and research into educational, preventive and therapeutic oral health services.
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4.1
Health Promotion and Disease Prevention
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5Health Education and Community Connection
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5.1Endorse health literacy and disease prevention.
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5.2Communicate and provide health education and oral self‐care to diverse populations.
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5.3Facilitate learning platforms for communities of interest by providing health education through collaboration with dental and other professionals.
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5.4Promote the values of the dental profession through service‐based activities.
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5.5Evaluate outcomes for future activities supporting health and wellness of individuals and communities.
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5.1
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6Advocacy
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6.1Promote an ethical and equitable patient care and practice environment by demonstrating inclusion of diverse beliefs and values.
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6.2Uphold civic and social engagement through active involvement in professional affiliations to advance oral health.
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6.1
Professional Development and Practice
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7Professional Growth
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7.1Commit to lifelong learning for professional and career opportunities in a variety of roles and settings.
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7.2Engage in research, education, industry involvement, technological and professional developments and/or advanced degrees.
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7.3Demonstrate self‐awareness through reflective assessment for continued improvement.
-
7.1
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8Business Practices
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8.1Facilitate referrals to and consultations with relevant health care providers and other professionals to promote equitable and optimal patient care.
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8.2Promote economic growth and sustainability by meeting practice goals.
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8.3Create and maintain comprehensive, timely and accurate records.
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8.4Protect privacy, confidentiality and security of the patients and the practice by complying with legislation, practice standards, ethics and organizational policies.
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8.1
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9Leadership
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9.1Develop and use effective strategies to facilitate change.
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9.2Inspire and network with others to nurture collegial affiliations.
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9.3Solicit and provide constructive feedback to promote professional growth of self.
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9.1
Discipline‐specific Competencies—Dental Assisting
The dental assisting competencies are the continuation of the allied dental core competencies and both should be viewed as a single framework for this discipline. Dental assistants are integral members of the dental team requiring dedication, personal responsibility, integrity and a commitment to continuing education. They advocate for patients and collaborate with other professionals in providing safe, ethical and clinical oral health care. In addition to the clinical role, dental assistants possess experience related to administration and laboratory functions.
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DA. 1
Essential Knowledge
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DA. 1.1
Recognize the implications of the interrelationship of the following sciences on the diagnosis, treatment and management of dental diseases:
Microbiology
Human anatomy and physiology
Human cellular biology
Embryological and histological development of the hard and soft tissues of the head and neck
Anatomical and physiological features for the dentition
General and oral pathology
Nutrition
Pharmacokinetics
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DA. 1.2
Relate to patients’ intellectual and psychosocial development and growth throughout their lifespan.
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DA. 1.3
Possess a level of background knowledge and skill necessary to be competent with the current dental materials and technologies used for direct restorative procedures, indirect restorative procedures, fixed and removable prostheses and the recognized specialties.
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DA. 2
Person‐centered Care
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2.1
Assessment
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DA. 2.1.1
Collect, analyze, record and communicate diagnostic data on the general and oral health status of diverse patients and communities.
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DA. 2.1.2
Produce dental images of diagnostic quality using as low as reasonably achievable (ALARA) and/or appropriate safety principles.
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DA. 2.1.3
Identify relevant factors associated with medication dosage and administration for prescription and over‐the‐counter drugs commonly used in dentistry and medicine.
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DA. 2.1.4
Assist in the development of a comprehensive treatment plan or program that is reflective of the general and oral health needs of the individual patient.
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DA. 2.1.1
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2.2
Chairside Skills
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DA. 2.2.1
Select and assemble the appropriate materials and armamentarium for general and specialized patient care.
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DA. 2.2.2
Demonstrate ergonomic and safe instrument transfer techniques.
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DA. 2.2.3
Manage medical and dental emergencies, including current basic life support and first aid.
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DA. 2.2.4
Perform chairside and expanded function procedures as permitted by the state statutes and regulations.
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DA. 2.2.5
Educate patients on caries and periodontal disease prevention.
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DA. 2.2.6
Provide recommendations for nutritional needs as they relate to oral health.
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DA. 2.2.7
Inform patients of pre‐ and post‐operative instructions for preventive, restorative and specialty dental procedures.
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DA. 2.2.8
Demonstrate isolation and evacuation techniques for intraoral procedures.
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DA. 2.2.1
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2.3
Administrative Skills
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DA. 2.3.1
Support administrative roles in the dental practice.
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DA. 2.3.2
Demonstrate proficiency in strategies that support practice management.
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DA. 2.3.3
Possess familiarity with software and hardware used in administrative processes.
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DA. 2.3.1
Discipline‐specific Competencies—Dental Hygiene
The dental hygiene competencies are the continuation of the allied dental core competencies, and both should be viewed as a single framework for this discipline. Dental hygienists are oral health professionals who specialize in the identification, prevention and management of oral diseases. Dental hygienists provide evidence‐based, person‐centered care through assessment, diagnosis, planning, implementation, evaluation and documentation. They practice in collaboration with dental and other professionals in a variety of settings to recognize the oral‐systemic connection for improvement of oral health, general health and well‐being of individuals, communities and populations.
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DH. 1
Essential Knowledge
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DH. 1.1
Apply the knowledge of the following sciences during the dental hygiene process of care:
Microbiology
Human anatomy and physiology
Human cellular biology
Chemistry
Biochemistry
Immunology and pathology
Nutrition
Pharmacokinetics
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DH. 1.2
Apply the knowledge of the following behavioral sciences during the dental hygiene process of care:
Sociology
Psychology
Interpersonal communication
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DH. 1.1
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DH. 2
Person‐centered Care
-
2.1
Assessment
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DH. 2.1.1
Accurately collect and document a comprehensive medical, dental, social health history and diagnostic data.
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DH. 2.1.2
Critically analyze all collected data.
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DH. 2.1.3
Identify predisposing, etiologic, environmental and social risk factors for person‐centered care.
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DH. 2.1.1
-
2.2
Dental Hygiene Diagnosis
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DH. 2.2.1
Analyze comprehensive medical, dental and social health history.
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DH. 2.2.2
Integrate observational and diagnostic data as part of the dental hygiene diagnosis.
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DH. 2.2.3
Use predisposing, etiologic, environmental and social risk factors for person‐centered care.
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DH. 2.2.1
-
2.3
Planning
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DH. 2.3.1
Use the patient's assessment to establish an optimal and realistic, person‐centered dental hygiene care plan through mutual communication.
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DH. 2.3.2
Use all aspects of the dental hygiene diagnosis in combination with the person's values, beliefs and preferences to develop a dental hygiene care plan through shared decision‐making.
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DH. 2.3.1
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2.4
Implementation
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DH. 2.4.1
Obtain informed consent based on the agreed‐upon treatment plan.
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DH. 2.4.2
Execute individualized treatment based on the patient's dental hygiene diagnosis.
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DH. 2.4.3
Integrate educational, preventive and therapeutic services to provide comprehensive person‐centered care.
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DH. 2.4.4
Use specialized skills and evidenced‐based technology to promote dental and periodontal health.
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DH. 2.4.5
Continuously re‐evaluate for modifications to achieve desired outcomes.
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DH. 2.4.1
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2.5
Evaluation and Documentation
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DH. 2.5.1
Evaluate the effectiveness of completed services.
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DH. 2.5.2
Analyze treatment outcomes of the dental hygiene process of care to determine improved health and modifications.
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DH. 2.5.3
Modify dental hygiene care plans as necessary to meet goals of patient and clinician.
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DH. 2.5.4
Identify necessary referrals for success of the treatment outcomes, including intraprofessional and interprofessional health care providers, supporting professions and patient advocates.
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DH. 2.5.5
Accurately document assessment findings and data, dental hygiene diagnosis and care plan, implementation, outcome evaluation and communications between professionals, patient, and all people in the circle of care.
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DH. 2.5.1
Discipline‐specific Competencies—Dental Laboratory Technology
The dental laboratory technology competencies are the continuation of the allied dental core competencies and both should be viewed as a single framework for this discipline. Dental laboratory technicians fabricate custom dental prostheses and appliances and provide services according to the dentist's prescription. They practice in collaboration with health care and other professionals in various settings. Dental laboratory technicians may become nationally certified but have no licensing requirements.
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DLT. 1
Essential Knowledge
-
DLT. 1.1
General Knowledge
Communication
Mathematics
Business principles
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DLT 1.2
Physical Sciences
Anatomy and physiology
Chemistry
Biology
Physics
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DLT 1.3
Dental Sciences
Head, neck and oral anatomy and physiology
Tooth morphology
Occlusion
Dental lab material types, properties and handling
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DLT 1.4
Dental Laboratory Fundamental Knowledge of Materials, Equipment and Techniques in
Complete dentures
Removable partial dentures
Fixed prosthodontics
Orthodontics
Implants
Other dental appliances improving patient's health and well‐being
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DLT. 1.1
-
DLT. 2
Best Practices
-
2.1
Assessment
-
DLT. 2.1.1
Ensure adequate information and the dentist's prescription are supplied for case assessment.
-
DLT. 2.1.2
Evaluate and establish design and fabrication methods customized for each patient.
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DLT. 2.1.1
-
2.2
Planning
-
DLT. 2.2.1
Apply foundational knowledge to all aspects of dental laboratory practices.
-
DLT. 2.2.2
Determine the advantages and disadvantages of materials, equipment and processes necessary to fabricate custom dental prostheses and appliances.
-
DLT. 2.2.1
-
2.3
Fabrication
-
DLT. 2.3.1
Use evidence‐based analysis to apply emerging technologies, innovative materials and manufacturing methods to improve the quality of products and services.
-
DLT. 2.3.2
Design and fabricate custom dental prostheses and appliances.
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DLT. 2.3.3
Perform repairs and alterations.
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DLT. 2.3.1
-
2.4
Evaluation
-
DLT. 2.4.1
Provide quality assurance and maintain quality control.
-
DLT. 2.4.2
Evaluate and reflect on the effectiveness of completed services.
-
DLT. 2.4.3
Implement improvements.
-
DLT. 2.4.1
-
2.5
Business Practices
-
DLT. 2.5.1
Apply management and marketing strategies relative to the dental laboratory practices.
-
DLT. 2.5.2
Document and maintain case information.
-
DLT. 2.5.3
Demonstrate efficient handling, storage and delivery of dental prostheses and appliances.
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DLT. 2.5.1
ADEA Core Competencies for Graduate Dental Hygiene Education
(As approved by the 2021 ADEA House of Delegates)
Preamble
Graduate education in dental hygiene is imperative to develop a cadre of dental hygiene specialists who advance the profession, assume leadership roles in health care and education, elevate the profile of dental hygiene on multidisciplinary teams, and develop scholars who generate and disseminate knowledge. Dental hygiene graduate education should be multifaceted, composed of theory and practical application, and be based on a body of knowledge specific to the discipline of dental hygiene and the roles of the dental hygienist. In addition, a master's degree program in dental hygiene must meet the diverse needs and interests of the profession and its students, as well as prepare graduates to meet the complex oral health needs of a diverse population. To that end, this definition of a master's‐level dental hygienist was created as a foundation for master's level curricula.
A master's‐level dental hygienist is a member of a multidisciplinary health care team who approaches the holistic care of patients from a foundation of evidence‐based knowledge and theory. Advanced education and a higher level of mastery prepares the graduate to assume positions in academia, health care organizations, public health, government, research, corporate and dental insurance arenas. Graduates conduct translational research to improve teaching and practice, the health care industry, and oral health care delivery models. This professional is a transformational leader and advocate who drives change in the health care delivery system. Graduates are prepared for doctoral level education.
The former core competencies of graduate education were developed in 2011 by ADEA and ADHA. The current revisions reflect contemporary practice and current state, national, and global changes in the health care environment. Societal needs, scientific knowledge, and the role of the dental hygienist necessitate a rebranding of the profession, moving dental hygiene into multidisciplinary sectors. This necessitates a shift from the concept of core competencies to a framework of key broad aims and outcomes that integrate with the mission and vision of diverse graduate dental hygiene programs. The table identifies focus areas for advanced education in dental hygiene with specific aims and learning outcomes for graduates in master's‐ and doctoral‐level programs. The inclusion of doctoral‐level learning outcomes demonstrates the desire to establish doctoral education in dental hygiene and can serve as a framework for those programs who wish to develop a doctoral curriculum.
The focus areas and resulting aims depict a high level of specialized knowledge, current technology, clinical competence and professional behaviors necessary for the provision of care to patients and to promote the integration of dental hygienists as valuable contributors within our health care system. The aims recognize the responsibilities dental hygienists have in light of social justice issues, and assert they are well positioned to influence solutions aimed at reducing health disparities and improving health care delivery. The aims also recognize the need to cultivate leaders who participate in the creation and testing of new delivery models and oral health interventions aimed at preventing and managing oral diseases. Therefore, graduate education must socialize students to a research culture so they engage in scholarly pursuits. Finally, the aims recognize the need for graduate dental hygiene education to prepare educators, colleagues, administrators, and role models. This supports the creation of a cadre of competent faculty, and addresses program succession planning. The further development of professionalism is inherent in advanced dental hygiene education. Graduate education in dental hygiene cultivates professional identity, honing leadership skills, and embodying professional characteristics and values that enhance personal and professional growth while enhancing one's analytical and communication skills with evidence to connect theory to practice.
The intent of this document is to serve as a guide and support the educational quality of existing, developing, and future graduate education programs. The document provides a foundation for all graduate‐level dental hygiene programs irrespective of areas of emphasis; for example, administration/management, advanced clinical practice, community health, oral health sciences, teaching/education, and/or research. The aims and learning outcomes for dental hygiene graduate education can be used as a framework and resource for programs to build curricula aligning with their program's mission and vision, while establishing a distinction among dental hygienists with the baccalaureate, master's, and doctoral degrees. Each focus area need not be a specific course within the curriculum. Threaded through multiple aims are themes related to critical thinking, lifelong learning, communication, collaboration, advocacy, evidence‐based decision‐making and ethics.
A dental hygienist with a Master's Degree specializing in Dental Hygiene:
A member of a multidisciplinary health care team who approaches the holistic care of patients from a foundation of evidence‐based knowledge and theory. Advanced education and a higher level of mastery prepares the graduate to assume positions in academia, health care organizations, public health, government, research, and corporate and dental insurance arenas. Graduates independently conduct translational research to improve teaching and evidence‐based practice, the health care industry, and oral health care delivery models. This professional is a transformational leader and advocate who drives change in the health care delivery system. Graduates are prepared for doctoral‐level education.
| Focus Area | Aim | Master's Outcomes | Doctoral Outcomes |
|---|---|---|---|
| Health Care Policy, Advocacy & Delivery | Evaluate health policy. | Identify public policy processes (legislative and regulatory) that influence health priorities and health care education. | Develop policy and regulatory practices that improve the professional practice of dental hygiene. |
| Defend a solution to a problem that supports oral health and the oral‐systemic link. | |||
| Analyze health policy initiatives and fiscal implications. | |||
| Improve the health care delivery system. | Integrate social determinants of health to improve health care access and delivery. | Evaluate the effectiveness of risk reduction and health promotion programs. | |
| Employ program development principles as a leader, advocate, manager, or administrator to improve health care delivery. | |||
| Create workforce planning models to support community‐focused interventions that prevent and control oral diseases and reduce health disparities. | Implement workforce planning models and assess their effectiveness in preventing and controlling oral diseases and reducing health disparities. | ||
| Propose policy changes that promote health in diverse populations. | Assess the effectiveness of policy changes designed to promote health in diverse populations. | ||
| Apply health informatics and current technologies to improve health care delivery and outcomes. | |||
| Participate in advocacy efforts. | Identify advocacy needs of vulnerable populations and communities and within the profession. | ||
| Interprofessional Collaboration & Integrated Care | Integrate dental hygiene into multidisciplinary teams | Establish partnerships to enhance health care and education. | Lead health care teams to deliver person‐centered care. |
| Design health care teams to deliver person‐centered services. | |||
| Promote the medical/dental integration model. | |||
| Access, Diversity & Inclusion | Integrate cultural competency and inclusion in all professional endeavors. | Provide effective, equitable, understandable, and respectful quality care that is responsive to diverse cultural health beliefs, preferred language and health literacy. | Develop policy and procedures to improve person‐centered care in dental hygiene. |
| Recognize one's implicit bias and how it impacts actions, decisions and social justice. | Integrate cultural humility, diversity and inclusion in research, teaching, service, advocacy, policy, administration, and public health. | ||
| Promote diversity and inclusion in research, teaching, service, advocacy, policy, administration, and public health. | |||
| Scholarship & Research | Increase the dental hygiene body of knowledge through original research. | Conduct original research that supports the National Dental Hygiene Research Agenda. | Conduct dissertation research related to a systematic review. |
| Conduct dissertation research that creates or validates a theoretical model. | |||
| Conduct dissertation research that translates into policy or practice. | |||
| Disseminate research findings through professional venues. | Disseminate research findings through publication and presentation. | ||
| Education | Model service, scholarship, and teaching to create a cadre of accomplished dental hygiene educators. | Apply learning theory in course development and instruction. | |
| Use evidence‐based educational methodologies for clinical, didactic, laboratory, and online learning environments. | |||
| Apply principles of curriculum development and program administration. | |||
| Fulfill the roles of the educator in an academic setting. | Advance skills in teaching, service, and scholarship. | ||
| Apply strategies for mentoring and team building with students and colleagues. | Mentor students in program administration, curriculum design, and curriculum review. | ||
| Leadership | Create change through leadership development. | Implement leadership models and applications to enhance innovation and change within health care, education. | Fulfill leadership positions within health care, education, and professional associations. |
| Recognize leadership potential through active participation in professional associations. | |||
| Employ leadership skill sets to create and lead effective, collaborative teams. | Engage in service activities and professional association involvement to advance the profession. |