DEN 2315 Oral Pharmacology Course Overview and Assignments

DEN 2315 Oral Pharmacology: Course Overview and Assignments Anna Matthews, RDH, MS Dental Hygiene Department NYCCT/CUNY

DEN 2315: Course Description O Core Dental Hygiene course providing students with foundations of Pharmacology O Offered in the Fall semester to senior DH students O Will be offered in the Summer 2013 for the first time to accommodate students of DH Evening program O 2 credits

Summer Schedule O 5 weeks beginning 07/9 and ending 08/8/13 O Meeting in class twice a week, Tue/Thursday 6 -8: 30 pm O Using Open. Lab platform O Online participation is required O 4 in-class exams O 4 online assignments

Our Open. Lab Page O Already in action! O Students have been participating in the online discussions of the articles I post for them (NYT Science section) and videos/documentaries (Frontline/PBS) O All students have been working on their Assignment 1 and some have successfully completed it.

Assignment 1 O Clinical Drug Information O Was designed to be completed during Spring 2013 semester to provide clinical experience (in the Summer session there will be no clinical courses) O Gen Ed SLOs: KNOWLEDGE – Breadth of Knowledge; SKILLS – Communication, Inquiry/Analysis; INTEGRATION – Information Literacy O HIEP: Collaborative Assignments/Projects

Assignment 2 O “DRUGS IN THE NEWS” O Students will find a news article or a video segment O O O talking about any drug They will upload the article/video to our Open. Lab page and write a short summary providing information they have or will learn in our course about that drug Students will evaluate whether the news segment provided accurate or misleading information Students will read/watch news segments of at least two of their classmates, read, and comment on their posts. SLO: INTEGRATION – Information Literacy; SKILLS – Communication HIEP: WIC, Collaborative Assignments/Projects

Assignment 3 O Reflective Essay O Students will watch one of the three Frontline/PBS documentaries related to drugs which will be posted for them on Open. Lab O They will write a 500 -600 words reflective essay discussing their impression from the video and its relation to our course O SLO: KNOWLEDGE – Depth of Knowledge, Lifelong Learning; SKILLS – Inquiry/Analysis; Communication O HIEP: Writing Intensive Course

Assignment 4: Purpose O “COMMON MISCONCEPTIONS” O This assignment is designed to let the students experience the importance of the issues we are studying in our Pharmacology course and the application of the knowledge they acquire during our course to the concerns outside of school, and to help in analyzing and solving matters essential to the community. O As dental professionals, it is very important for us to be able to answer our patients’ questions related to the dental procedures, commonly prescribed and over the counter medications and their benefits as well as side effects, evidence-based treatment and preventive strategies, and clearing the common misconceptions our patients might have. We should be able to not only know the right answer (or to find it quickly), but also to communicate it to the patient in a clear and effective way. In addition to benefitting our patients by providing them with the most appropriate solution to their concern, this ability will also raise their trust in our professional skills.

Assignment 4: Description of the Task O Identify one misconception you have heard from your patients or colleagues in a dental setting you’ve worked in (or in our own DH clinic). This has to be related to medications or medical/dental procedures and/or their side effects. Some examples are: O O O MMR Vaccines cause autism Antibiotics cause discoloration of the teeth Fluoride in drinking water/toothpaste/in-office gels is dangerous to humans O Research the topic and find 2 -3 articles/publications from the reliable sources debunking the misconception. Sources can include but are not limited to: O Professional dental and dental hygiene websites O O Governmental websites O O O O www. adha. org www. ada. org www. aapd. org www. cdc. gov www. fda. gov Peer-reviewed professional dental and dental hygiene publications Articles found though www. pubmed. gov Evidence-based dentistry http: //www. nature. com/ebd/index. html Using the evidence you find, write a 500 -600 words essay introducing the misconception, providing the evidence to the contrary, and concluding with the correct research-based information/advice. Your essay should be presented in a professional but easy to understand, clear manner. Imagine that you are talking to your patient who is not familiar with our dental jargon. Post your essay on our Open. Lab webpage under appropriate category. O Read the essays of your classmates and comment on at least two of them, providing your feedback/opinion about the problem/misconception they’ve identified and their approach to providing correct information to their audience. If two people have already commented on the essay, please comment on another one. Provide valuable response, the type of feedback you would have liked to receive for your own essay.

Assignment 4: Assessment Excellent (1 point each, 5 total) Satisfactory (0. 5 points each, 2. 5 total) Poor (0 points) Introduction of the misconception You identified an interesting and important misconception and demonstrated its significance and described it in a clear and concise manner. The description of the identified misconception and/or its significance is not very clear, or too long, or inadequately short. Your description is entirely unclear or you failed to demonstrate why this misconception is essential. Evidence to the contrary Evidence provided to debunk the identified misconception is appropriate and clearly described; at least two governmental, professional, or peer-reviewed scientific sources used and correctly cited. Evidence provided to debunk the identified misconception is appropriate but not clearly described; or less than two governmental, professional, or peerreviewed scientific sources used, or they are incorrectly cited. Evidence doesn’t debunk the misconception, or no sources provided to support the evidence. Structure Your ideas are presented in a logical and coherent manner; the paper follows the format (introduction, body, conclusion) with full sentences, paragraph structure and transitions between paragraphs. Your ideas are mostly presented in The paper lack structure and ideas a logical and coherent manner; the are presented unsystematically. paper follows the format (introduction, body, conclusion) but the transitions don’t allow effortless reading of the paper. Clarity of the language Your sentences are complete and concise; you display a rich vocabulary; if medical/dental terminology is used, you provided ‘translation’ as if talking to your patient Your sentences are mostly complete but either too short or too long; you display a restricted vocabulary; there is no ‘translation’ of the professional jargon and your patient may not be able to understand you completely. The sentences are incomplete, vocabulary is very limited, and your language would be unclear to your patient. Mechanics There are no distracting spelling, punctuation, or grammatical errors. There a few spelling, punctuation and/or grammatical errors There are significant and distracting spelling, punctuation and/or grammatical errors

Assignment 4: Gen Ed SLOs and HIEP O SLO: Upon completion of the assignment, the following Gen Ed learning outcomes will be achieved: O INTEGRATION: Information Literacy: the students will be able to gather, interpret, and apply information discerned from a variety of sources; O SKILLS: Communication: students will communicate in diverse settings and groups using written means; Inquiry/Analysis: students will employ scientific reasoning and logical thinking; O VALUES, ETHICS, RELATIONSHIPS: Professional/Personal development: students will show ability to work in a team, build consensus and respect; Global/Multicultural orientation: students will demonstrate expanded cultural awareness and sensitivity and be able to communicate across cultural boundaries. O HIEP: Writing-Intensive Course; Collaborative Assignments/Projects