In a public health career, new dentists will be asked to address the challenge of caring for large pools of needy patients with limited budgets. This means owning, co-owning, being an associate of or an employee of a small business producing yearly revenues ranging from $300,000 to well over $1 million. Most graduates are unprepared to address the management, economic and social responsibilities they have suddenly acquired.ĭental students move into private practice directly after graduation. The focus on biosciences and clinical training obscures a serious deficiency in the educational outcome of training dentists and other health professionals. The uneven learning environments influence student motivation in allocating personal time and effort among several courses offered simultaneously.
#Coda 2 students license
When working toward a license to practice in a health profession, clinical expertise has priority over other competencies. Mentoring professionals in the health sciences is made particularly challenging by the differences in scientific inquiry when exploring natural versus social phenomena and by the dissimilar value systems for defining success in science, in society and in business.
#Coda 2 students professional
The educational experience is designed to apply to the careers of dental practice owners, associates and employees public health professionals military personnel and academic appointees.Īssignments that comply with this standard include, but are not limited to, the following PR levels and sections: Level 1, personal strategic planning Level 2, office design based on a previously drafted mission, vision and budget for a chosen dental practice facility and Level 3, treatment planning and scheduling as well as staff selection.Ģ-11 Self-assessment: Graduates must demonstrate the ability to self-assess, including the development of professional competencies and the demonstration of professional values and capacities associated with self-directed, lifelong learning. Students are evaluated on solving dental practice operation and management cases with fact-based strategies that optimize the quality and cost efficiency of clinical care. The Practice Ready curriculum develops critical thinking by using the conceptual framework of strategic planning and its applications. Instructors may contribute additional information to the online curriculum or just monitor and guide students’ compliance with Practice Ready.Ĭommission on Dental Accreditation (CODA) standards: Practice Ready prepares students to achieve competency in the following CODA standards: 2-10, 2-11, 2-17, 2-18, 2-19, and 4-7/g.Ģ-10 Critical thinking: Graduates must be competent in the use of critical thinking and problem-solving, including their use in the comprehensive care of patients, scientific inquiry and research methodology. The program interacts with students in a self-directed learning journey that builds lifelong self-learning habits and appropriate levels of competencies. The Dental Practice Readiness Curriculum (DPRC), abbreviated as Practice Ready (PR), provides a turnkey platform for developing many of the non-clinical skills needed by new dentists. This level of competency is needed when dental graduates begin the independent and unsupervised practice of dentistry and become responsible for completing their professional growth. It consists of performance skills supported by knowledge, critical thinking, problem-solving ability, some experience, professional values and integrity. It is the level dental schools strive to have students achieve by the time they graduate. In the continuum of professional growth from student to successful practicing dentist, the level intended by the term competency falls somewhere in the middle.