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This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the dental hygiene technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies. Section II consists of the curriculum guides for three categories of courses: (1) dental hygiene techology courses--fundamentals of dental hygiene; dental anatomy; head and neck anatomy; radiology; dental hygiene seminars I-IV; clinical dental hygiene I; oral histology and embryology; clinical dental hygiene II; periodontics; materials; general/oral pathology; dental pharmacology; clinical dental hygiene III; community dental health; and dental ethics/law; (2) related vocational-technical course--fundamentals of microcomputer applications; and (3) related academic courses--English composition I and II; oral communications (principles of speech); anatomy and physiology I and II; microbiology; introduction to chemistry; general chemistry I and laboratory I; general psychology I; introduction to sociology I; principles of nutrition; nutrition; personal and community health; first aid and cardiopulmonary resuscitation; college algebra; and introduction to computer concepts. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (YLB)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the dental assisting technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies. Section II consists of the curriculum guides for three categories of courses for dental assisting technology: (1) dental assisting technology courses--orientation, materials, dental science I, chairside assisting I, dental radiology I, practice management, dental science II, clinical experience I, dental radiology II, chairside assisting II, dental health education, clinical experience II, and chairside assisting III; (2)related vocational-technical course--fundamentals of microcomputer applications; and (3) related academic courses--English composition I and II, oral communications (principles of speech), anatomy and physiology I and II, general biology I and II, microbiology, general chemistry I, general chemistry laboratory I, general chemistry II, general chemistry laboratory II, principles of chemistry I and II, general psychology I, nutrition, college algebra, survey of physics I, trigonometry, introduction to computer concepts, and music appreciation. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (YLB)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for dental assistants. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 13 units are as follows: infection control and hazards management; general health; emergency procedures; preventive dental assisting procedures; chairside assistance; dental specialties; dental laboratory procedures; dental office procedures; radiographic procedures; communications; mathematics; professionalism; and employability skills. (KC)

This guide contains 45 program standards for the dental laboratory technology program conducted in technical institutes in Georgia. The dental laboratory technology program, either diploma or associate degree, is designed to ensure that students gain basic competence in the job skills needed for an entry-level employee in dental laboratory technology. The standards are divided into 12 categories: foundations (philosophy, purpose, goals, program objectives, availability, evaluation); admissions (admission requirements, provisional admission requirements, recruitment, evaluation and planning); program structure (curriculum design, program numbering system, program consistency, exit points, credentials, course code, course consistency, course sequence, electives, course transferability); program evaluation and planning (program evaluation; program planning; enrollment, graduation, and placement levels; attrition levels; student performance); instructional program (course content; course objectives; course instruction; occupation-based instruction; evaluation of students; grading system; laboratory management; equipment, supplies, and materials; physical facility); academic skills (academic requirements); employability skills (job acquisition, job retention and advancement); staff (faculty qualifications and responsibilities); advisory committee (function, membership, meetings); special needs (commitment); equity (commitment); and health and safety (commitment). Each standard consists of these components: standard statement, explanatory comment, and evaluative criteria. (KC)

This program guide contains the standard dental laboratory technology curriculum for both diploma programs and associate degree programs in technical institutes in Georgia. The curriculum encompasses the minimum competencies required for entry-level workers in the dental laboratory technology field. The general information section contains the following: purpose and objectives; program description, including admissions, typical job titles, and accreditation and certification; and curriculum model, including standard curriculum sequence and lists of courses. The next three sections contain the courses: general core courses for the diploma program (English, mathematics, psychology) and for the associate degree program (economics, composition and rhetoric, algebra, psychology, and speech); fundamental technical courses (head and neck anatomy, dental technology, physics and chemistry of dental materials, tooth morphology, and principles of occlusion); specific technical courses for both diploma and associate degree (removable partial dentures, crown and bridge, complete dentures, dental ceramics, orthodontics/pedodontics, fixed prosthodontics practicum, removable prosthodontics practicum, principles of lab management, advanced removable partial dentures I-II, advanced crown and bridge I-II, advanced complete dentures I-II, and advanced dental ceramics I-II); and specific courses for associate degree only (practicums for removable partial dentures, crown and bridge, complete dentures, and dental ceramics). Each course consists of the following: a course overview (description, competency areas, prerequisites, credit hours, contact hours); course outline with student objectives and class and lab hours; and resource list. The appendix includes an equipment list. (KC)

The dental radiology student and instructor guides provide instruction in the following units: (1) x-ray physics; (2) x-ray production; (3) radiation health and safety; (4) radiographic anatomy and pathology; (5) darkroom setup and chemistry; (6) bisecting angle technique; (7) paralleling technique; (8) full mouth survey technique--composition and film mounting; (9) special radiographs--extraoral radiographs, child patient, and edentulous patient; and (10) radiography practicum. Each unit in the student guide contains some or all of the following: an overview, a study guide, a lecture outline, and information sheets. The instructor's guide contains the following sections: (1) orientation; (2) course description; (3) course content outline; (4) course tasks and objectives list; (5) media list; and (6) a checklist for bias-free curriculum materials. (NLA)

The guidebook presents a systematic and uniform method for training dental technicians throughout the industry, incorporating basic standards recommended by the Bureau of Apprenticeship and Training. The first section defines terminology and establishes rules and regulations regarding apprentices and apprenticeship programs in 16 areas, including qualifications, program requirements, work experience, and certification. The National Association of Dental Laboratories Apprenticeship and Training Policy is presented. The second section examines nine areas of adapting national standards to local use through program supervision by the National Association of Dental Laboratories. Topics include committee formation, employers and supervisors of apprenticeship and training, apprenticeship ratio, consultants, registration agency, term of apprenticeship, rates of pay, supervision, and modification. The third section outlines job skills and hours necessary for their learning in the following areas: dentures, with 16 units of instruction taking 6,000 hours; crown and bridge, with 13 units of instruction taking 6,000 hours; ceramics, with 10 units of instruction taking 4,000 or 4,665 hours; casting, with eight units of instruction taking 4,000 hours. Copies of apprenticeship agreements between apprentice and employer and apprentice and joint apprenticeship committees are presented, and a listing of regional bureau offices and State and territorial apprenticeship agencies are provided. (LH)

Focusing on health occupations, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include dental assistants, dental hygienists, dental laboratory technicians, health services administrators, nursing occupations (registered nurses, licensed practical nurses, nursing aides, orderlies, and attendants), and therapy and rehabilitation occupations (occupational therapists, occupational therapy assistants/aides, physical therapists, physical therapist assistants/aides, speech pathologists, and audiologists). The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

Statistical data on many aspects of dental and allied dental personnel supply, distribution, characteristics, and education and on certain other aspects of dental services are presented and discussed. The data on dentist supply show the national trend in the supply of active dentists since 1950 and the concurrent changes in dentist-to-population ratios, as well as increases in the number of dentists in each specialty and State and region. The geographic maldistribution of dentists is examined. Data are presented on dental practice characteristics, including type of dental employment, employment of dental auxiliary personnel, number of patient visits, and income. Trends in the number of dental schools, student enrollment, and graduates are discussed and documented. Data are presented on the supply of allied dental personnel, including dental hygienists, dental assistants, and dental laboratory technicians, and on the availability of training programs for these types of personnel. The utilization of dental services by the public is explored in terms of the percent of persons who have visited a dentist within a year, the average number of dental visits, and the types of services received. Trend data are presented on national health expenditures and dental expenditures from 1950 through 1970. Insurance coverage for dental care is discussed. Data are presented on the oral health status of the U.S. population, as indicated by the number of decayed, missing, and filled teeth; the extent of periodontal disease; and the prevalence of edentulous arches. A statistical summary of the 1975 flouridation census is also included. (SC)

This listing of federally produced curriculum and instructional materials for allied health education is one of eight annotated bibliographies that provide information for vocational educators at the secondary, postsecondary, and adult levels. Introductory information given includes a description of how to use the listing and sources and ordering information. The remainder of the guide is comprised of citations of printed and audiovisual materials in the following subject areas: general references; dental programs; medical laboratory, diagnostic, and treatment services; nuclear medical technology; emergency medical technology; nursing programs; mental health/human services programs; community health worker; rehabilitation programs; environmental health; and veterinarian and related services. Also included are sections containing general vocational education materials and career education materials. The basic format for each entry is comprised of three sections: (1) bibliographical information, listing the title, publication number, type of material, personal author, federal sponsor, publisher, publication date, number of pages, and the price; (2) a source code, which gives the federal organization from which the material can be ordered; and (3) an annotation or explanatory notes describing the use and intended users of the material. An order form is appended. (LRA)

This overview of dental radiology contains sections on demographics, equipment, dental radiology quality assurance, efficacy, dental radiology education curricula, professional organizations' guidelines for training and use, and state activities. In section 1 dental personnel, population of dental personnel, employment and earning prospects, dentist-to-population ratio, dental visits, dental radiographs, dental care and x-ray costs, and selected health characteristics are described. In section 2 conventional diagnostic x-ray equipment, performance standards, new technology, ancillary equipment, and an alternative modality are described. The Dental Surpak program, nationwide evaluation of x-ray trends, the Nashville Dental Project, the Dental Exposure Normalization Technique, and the present status of quality assurance in dental radiology are discussed in section 3. Section 4, which covers efficacy, contains information on examination frequency, trends, and costs; radiation exposures, doses, and risks; routine x-rays, referral criteria, and post-treatment radiographs. Dentists, dental auxilliaries, and continuing education are examined in section 5, which deals with dental radiology education curricula. Section 6 outlines professional organizations' guidelines for training and use. It presents comments on curriculum development and the findings and recommendations of professional organizations. State activities are described in section 7. A total of 134 references and 29 bibliographic citations are included. (MN)

Intended to assist the vocational teacher in designing and implementing a cluster program in health occupations, this guide suggests ideas for teaching the specific knowledge and skills that qualify students for entry-level employment in the health occupations field. The knowledge and skills are applicable to 12 occupations: dental assistant; dental hygienist; dental lab technician; emergency medical technician; medical assistant; medical lab assistant; nursing assistant; nurse, general duty; occupational therapy assistant; physical therapy assistant; respiratory therapist; and surgical technician. The guide is also suitable for preparing students to enter advanced training programs. Section 1, Cluster Organization and Implementation, addresses goal-based planning and provides a proposed cluster curriculum, sample curriculum schedule, descriptions of course content, and current Oregon manpower data. In section 2, Instructional Emphasis Areas, are contained course goals and learning activities for six allied support courses: Human Body Structure and Function, Microbes and Disease, Health Team Relations, Patient Relations, and Health Care Skills I and II. Section 3, Assessment, briefly discusses group and individual approaches. The appendix includes lists of equipment and supplies, resources, and career opportunities; information on Health Occupations Students of America; clinical experience checklist; and occupational analysis data. (YLB)

These national standards contain information for establishing and operating effective apprenticeship programs for dental technicians. Included in the volume are the following: definitions; provisions of the standards (equal opportunity in apprenticeship; terms of apprenticeship; apprenticeship agreements; ratios of apprentices to dental technicians; probationary periods; credit for previous experience; hours of work; compensation; examinations; work experience; related instruction; apprentice records, reports, and examinations; selection procedures; accident prevention; adjusting differences; and certificates of completion of apprenticeship); the apprenticeship and training policy of the National Association of Dental Laboratories; and guidelines for adapting national standards to local use (the national apprenticeship and training committee, employers and supervisors of apprenticeship and training, ratios of apprentices, filing with the registration agency, consultants, terms of apprenticeship, rates of pay, supervision, and modification). Concluding the guide are specifications of the training hours for dental technicians in the following areas: dentures, crown and bridge, ceramics, and casting. (MN)

This guide is designed for use in helping junior and senior high school students explore the field of dental technology as a potential career area. Included in the manual are the following materials: definitions, a key to the organization and numbering code and symbols used in the lists of objectives, lists of general and program objectives with recommended instructional levels, a flow chart detailing the organizational pattern of the course of study to prepare students for careers in dental technology, descriptions of pertinent required and elective courses, suggested facilities layouts, guidelines for classroom safety and health, a discussion of strategies for mainstreaming disabled students through the development of individualized educational programs (IEPs), a competency profile for vocational teachers instructing sensory and physically impaired students, a self-assessment evaluation form for teachers, and a sample certificate of completion. (MN)

This document, which is designed for use in developing a tech prep competency profile for the occupation of dental laboratory technician, lists technical competencies and competency builders for 13 units pertinent to the health technologies cluster in general and 8 units to the occupation of dental laboratory technician. The following skill areas are covered in the general units: employability; professionalism; teamwork; computer literacy; documentation; infection control and risk management; medical terminology; anatomy, physiology, and pathology; medical law and ethics; psychology of stress; psychology of human relations; first aid and medical emergencies; and general administrative duties. The 8 units specific to the occupation of dental hygienist list a total of 56 competencies in the following areas: oral anatomy and pathology, dental restoration, partial denture fabrication, orthodontics, dental morphology, dental materials I and II, and dental laboratory procedures. Among the competencies included are the following: identify selected anatomical structures; describe tooth arrangement, jaw relationships, tissue changes in response to physical/chemical injuries in the oral cavity, and developmental abnormalities; and describe/use selected materials, equipment, and procedures involved in making dentures and orthodontic appliances. (MN)

These cluster matrices provide duties and tasks that form the basis of instructional content for secondary, postsecondary, and adult training programs for health occupations. The eight clusters (and the job titles included in each cluster) are as follows: (1) dental assisting (dental assistant); (2) dental laboratory technology (dental laboratory technician); (3) radiology (radiology aide); (4) medical assisting (medical assistant); (5) medical laboratory (medical laboratory aide/phlebotomist); (6) optometric assisting (dispensing optician, optometric assistant); (7) rehabilitation services (physical therapist assistant, physical therapy aide, occupational therapy assistant, occupational therapy aide, activity aide, psychiatric aide); and (8) nursing occupations (home health aide, geriatric aide, nurse assistant, practical nurse, professional nurse--associate degree). Representative duties, for which 1 to 69 tasks are listed, include communicating information; providing a clean, safe environment; providing personal care; providing therapeutic measures; performing diagnostic measures; performing management functions; administering medication; providing psychosocial care; and providing care for patient with special needs. (YLB)

The Air Force dental laboratory technology manual is designed as a basic training text as well as a reference source for dental laboratory technicians, a specialty occupation concerned with the design, fabrication, and repair of dental prostheses. Numerous instructive diagrams and photographs are included throughout the manual. The comprehensive index identifies the location of diagrams, photographs, and tables, as well as the page/paragraph location of chapter sections and subtopics. The 18 chapters cover: Introduction to the Dental Laboratory: The Dental Laboratory; Complete Dentures; Denture Duplication; Denture Repair and Reline; Clasp Removable Partial Dentures; Removable Partial Denture Repair; Inlays; Crowns; Fixed Partial Dentures; Porcelain Fused to Metal Restorations; Special Prosthesis; Mouth Anatomy and Physiology; Tooth Anatomy and Tooth Carving; Dental Materials; Metals and Alloys; Equipment Maintenance, Safety, and Operation; Weights and Measures; and a glossary of terms. (EA)

An analysis of survey responses from a sample of dental laboratory technicians on competency characteristics for their occupation is presented in this document. (Dental laboratory technician is one of seventeen occupation groups included in this research.) The competencies are reported in five categories: (1) those competencies selected by the respondents from a list of 720 health occupations competencies; (2) the percentage rate which respondents reported practicing the competency item; (3) type of competency (indicated as the performance of a physical skill or action, or an understanding or mental comprehension); (4) use frequency (daily, weekly, monthly); and (5) training needed to achieve proficiency in that competency (formal instruction, demonstration, on-the-job). (The final report of the survey is available as CE 018 899. Survey results for the other occupational groups are also available--see CE 018 900-916.) (JH)

Developed through synthesis and review of existing task analysis literature, this guide lists tasks expected to be performed by workers in ten health occupations and presents information for incorporating these tasks into articulated secondary and postsecondary competency based educational programs. Task listings are presented for the following occupations: dental assistant, dental laboratory technician, emergency medical technician, medical assistant, medical laboratory technician, medical secretary, operating room technician, practical nurse, respiratory therapy technician, and x-ray technologist. An introduction and five appendixes discuss using these task lists in program development. Tasks are listed by suggested instructional sequence with various program exit points noted by job title. The appendixes cover the following topics: an overview of competency based education; the relationship of duties, tasks, performance objectives, and criterion referenced measures; understanding duties, tasks, and procedural steps in competency based instruction; completers, leavers, and the concept of multiple career options (discussion of organizing a curriculum which allows students to take only a portion of an instructional sequence and still be a program completer by federal guidelines); and a model for curriculum organization. A bibliography follows. (MN)

This program guide was designed to assist occupational education administrators and health occupations education personnel in planning, developing, and implementing programs to prepare youth and adults for work as dental laboratory technicians. The content is presented in five sections. The first, an introduction, discusses what dental laboratory technology is, its past history and present state, and a career in dental technology. The next section, on planning the dental laboratory program, covers establishing program need, the advisory committee, staffing the program, student qualifications and selection, and survey procedures. The third section focuses on the curriculum and includes general and specific behavioral course objectives, a topical two-year course outline, clinical experience, and instructional resources. Section 4 presents some general facilities guidelines with illustrations, a list of suggested instruments and portable equipment, and a list of suggested initial supplies. The last section discusses follow-up activities, such as student placement (includes a sample employability profile form) postsecondary opportunities, and certification of the dental technician. (EM)