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Advanced education in general dentistry orientation information

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2011 -2012

Director: Douglas M. Barnes, D.D.S., M.S.
Associate Director: Gary J. Kaplowitz, D.D.S., M.A., M.Ed, ABGD
Assistant Director: Ira T. Bloom, D.D.S.

Department of Health Promotion and Policy

Chair: Norman Tinanoff, D.D.S., M.S.

Division of General Dentistry

Division Head: Douglas M. Barnes, D.D.S., M.S.

Baltimore College of Dental Surgery

Dental School

University of Maryland, Baltimore

650 W. Baltimore Street

Baltimore, MD 21201



  1. General Information 1

A. Introduction 1

B. Vision Statement 1

C. History 2

  1. Orientation Information 3

    1. Purpose and Goals – Philosophy 3

    2. Year Two Goals and Objectives 3

E. Responsibilities 4

a. Duties of the Resident 4

b. The Teaching Staff Responsibilities 5

F. Vacations/Leave 5

G. Sick or Late (Notification) 5

H. Tuition 5

I. Advanced General Dentistry Faculty and Staff 6

J. 2011-2012 AEGD Residents 7

K. Academic Due Process 8
II. Clinic Information 11

A. Malpractice 11

B. Communication Policy 11

C. After Hours Emergencies - Responsibilities 11

D. Operating Hours 11

E. Scheduling of Emergency Patients 12

F. College Park Clinic Rotation Objectives 12

G. Cecil County Clinic Rotation Objectives 12

H. Treatment Plans 13

I. Medical Consults 13

J. Medical Updates 14

K. Dental Hygiene 14

L. AEGD Dental Assistants 14

M. Clinic Coordinator 15

N. Communication and Teamwork 15

O. Monthly Production/Budget Reports 15

P. Production Report 15

Q. Dental School Medical Emergency Response Protocol 16

R. Screening Protocol 18

S. Preliminary Patient Dental Care Needs Assessment Form 19

T. Managing and Reporting an Exposure 20

U. Laboratories 22

a. Professional Labs 22

b. Lab Prescriptions 22

c. Dental Lab Cases 22

d. Infection Control 23

e. Time Required 23

f. In-House Adjustments 23

g. Remake Policies 23

V. Restorative Materials Used in the AEGD Clinic 24

W. Air Abrasion and Intra-Oral Camera 26

a. Clinical Camera 26

b. Itero and Cerec 3D Systems 26

X. Documentation and Charts 27

a. ATEN Notes 27

b. Signatures 28

Y. Guidelines for Completing a Medical Consultation Form 29

Z. Outline of Physical Examination (H&PE) 31

AA. Introduction to Treatment Planning 33

a. Technical Criteria: Format for Comprehensive 33

Treatment Plan Work Up

BB. Periodontal Screening & Recording System (PSR) 37

CC. Example of Monthly Productive Report 38

DD. Production Report 39

EE. Treatment Requirements 40
III. Clinical Forms

A. AEGD Case Complete Record Evaluation 42

B. AEGD Record Evaluation 43 C. AEGD Implant Progress Form 44

D. Scan 45

E. Request for Medical/Consultation 46
IV. Curriculum

A. AEGD Course Organization 48

a. Patient Responsibilities 48

b. Course Format/Outline 48

c. Resident’s Duties and Responsibilities 49

d. Specialty Coverage 49

e. Critiques and Evaluation 50

f. Quality Assessment Audit 50

B. Advanced General Dentistry Seminar Format 51

a. Mini Presentation 52

b. Literature Review – Abstract Example 53

c. Planned Seminar Objectives in Each Program Area 54

d. Case Presentation Format 58

e. Curriculum Review/Instructor Feedback Guide 59

f. Example of How Objectives Are To Be Entered in 61

The Curriculum Review Form

V. Program Evaluation

A. Tri-Annual Resident Evaluation by Faculty Mentor 62

B. Overall Clinical Competence 63

  1. General Dentistry Check-Off List for 64

Tri-Annual Resident Evaluation

C. Professional Performance Definitions of Tri-Annual Survey 65

D. Treatment Planning/Case Presentation Evaluation 67

E. College Park Dental Clinic Rotation Evaluation Form 68

F. Cecil County Rotation Evaluation Form 69

G. Resident Survey of Program 70

H. Advanced Education in General Dentistry Faculty Evaluation 79

I. Advanced Education in General Dentistry Dental Hygiene Evaluation 80

J. Outcomes Assessment Survey 81

VI. Competencies and Proficiencies For An AEGD Graduate 83

A. Introduction 84

B. Competency and Proficiency Statements 85

  1. Second Year Competency and Proficiency Statements 90

  1. Definitions 91

VII. Portfolio Evaluation System 94 A. Competency and Proficiency Statement Certification Sheets 100

B. Second Year Competency and Proficiency Statements 105

C. Certificate of Completion of Competency 106

and Proficiency Documentation

D. Summary of Portfolio Evaluation System for 107

Completion of a Postdoctoral General Dentistry Program

E. Acknowledgement Statement 109

The program is accredited by the American Dental Association’s Commission on Dental Accreditation Complaints. Complaints with the Commission can be made by writing or calling the ADA Commission on Dental Accreditation:
The Commission on Dental Accreditation will review complaints that relate to a program’s compliance with the accreditation standards. The Commission is interested in the sustained quality and continued improvement of dental-related education programs but does not intervene on behalf of individuals or act as a court of appeal for individuals in matters of admission, appointment, promotion or dismissal of faculty, staff or students.
A copy of the appropriate accreditation standards and/or the Commission’s policy and procedure for submission of complaints may be obtained by contacting the Commission at 211 East Chicago Avenue, Chicago, IL 60611-2678 or by calling 1-800-621-8099 extension 4653.
The above Complaints Notice is also posted in select locations of the University of Maryland Dental School and on the school’s website.


The Baltimore College of Dental Surgery will build on its tradition as the world’s first Dental School to become a full partner with the University of Maryland, Baltimore and the University of Maryland Medical System in achieving eminence in education, science and practice related to health, with a special emphasis on health of the oral-facial region. Embraced by and subscribing to the University and System visions, BCDS will be a leader for dentistry in:

developing innovative educational offerings in dentistry and related disciplines;

devising and adopting technological advances in dental education and practice;

producing new basic and applied knowledge;

preparing practitioner-scholars as future leaders;

integrating service activities with the needs of the community;

initiating programs that cross school, university, state and national boundaries;

preparing practitioners and educators capable of functioning competently at the fullest breadth and depth of their professional areas of expertise; and

influencing oral health care policies.

In living this vision, BCDS will achieve greater prominence through activities that bring recognition.  Students will find excellent faculty, unexcelled intellectual stimulation and the opportunity to deliver to patients, high quality and caring treatment. The school’s performance will exceed the expectations of its supporters. BCDS will continually contribute to the resolution of health-related problems which plague mankind, and through special concentration in the oral-facial region, improve the quality of life.


The Baltimore College of Dental Surgery, Dental School, University of Maryland has the distinction of being the first dental college in the world. Formal education to prepare students for the practice of dentistry originated in 1840 with its establishment. The chartering of the school by the General Assembly of Maryland on February 1, 1840 represented the culmination of the efforts of Dr. Horace H. Hayden and Dr. Chapin A. Harris, two physicians who recognized the need for systematic formal education as the foundation for a scientific and serviceable dental profession. Together, they played a major role in establishing and promoting formal dental education, and in the development of dentistry as a profession.

Convinced that support for a formal course in dental education would not come from a medical school faculty that had rejected the establishment of a department of dentistry, Dr. Hayden undertook the establishment of an independent dental college. Dr. Harris, an energetic and ambitious young man who had come to Baltimore in 1830 to study under Dr. Hayden, joined his mentor in the effort to found the college.

The Baltimore College of Dental Surgery soon became a model for other schools throughout America. This was due in no small part to BCDS’s emphasis on sound knowledge of general medicine and the development of the skills needed in dentistry.

The present Dental School evolved through a series of consolidations involving the Baltimore College of Dental Surgery, founded in 1840; Maryland Dental College, founded in 1873; the Dental Department of the University of Maryland, founded in 1882; and the Dental Department of the Baltimore Medical College, founded in 1895. The final consolidation took place in 1923, when the Baltimore College of Dental Surgery and the Dental Department of the University of Maryland were combined to create a distinct college of the University under state supervision and control. As part of the University of Maryland, the Dental School was incorporated into the University System of Maryland (USM), formed by Maryland’s General Assembly in 1988. Hayden-Harris Hall, the school building erected in 1970 and renovated in 1990, will be replaced by an entirely new facility, which opened in September 2006. 

The Advanced Education Program in General Dentistry is an educational program designed to provide training beyond the level of pre-doctoral education in oral health care, using applied basic and behavioral sciences. Education in this program is based on the concept that oral health is an integral and interactive part of total health. The program is designed to expand the scope and depth of the graduates’ knowledge and skills to enable them to provide comprehensive oral health care to a wide range of population groups.
The goals of the one-year program should include preparation of the graduate to:

  1. Act as a primary care provider for individuals and groups of patients. This includes: providing emergency and multidisciplinary comprehensive oral health care; providing patient focused care that is coordinated by the general practitioner; directing health promotion and disease prevention activities, and using advanced dental treatment modalities.

  2. Plan and provide multidisciplinary oral health care for a wide variety of patients including patients with special needs.

  3. Manage the delivery of oral health care by applying concepts of patient and practice management and quality improvement that are responsive to a dynamic health care environment.

  4. Function effectively and efficiently in multiple health care environments within interdisciplinary health care teams.

  5. Apply scientific principles to learning and oral health care. This includes using critical thinking, evidence or outcomes-based clinical decision-making and technology-based information retrieval systems.

  6. Utilize the values of professional ethics, lifelong learning, patient centered care, adaptability, and acceptance of cultural diversity in professional practice.

  7. Understand the oral health needs of communities and engage in community service.

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