Saudi Board Orthodontics and Maxillofacial Orthopedics 2019
Saudi Board Orthodontics and Maxillofacial Orthopedics
2019
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 1
CONTRIBUTORS
Prepared and updated by Curriculum Scientific Group
Dr. Basma Al Maghlouth Dr. Shorouq Agou Dr. Amal Linjawi Dr. Esraa Sahab
Supervision by
DR. AMIN ZUBAIR DR. SAMI ALSHAMARRY
Reviewed and Approved by
DR. SAMI AL HAIDER
COPYRIGHTS AND AMENDMENTS All rights reserved. © 2018 Saudi Commission for Health Specialties. This material may not be reproduced, displayed, modified, or distributed without prior written permission of the copyright holder. No other use is permitted without prior written permission of the Saudi Commission for Health Specialties. Any amendment to this document shall be approved by the Specialty Scientific Council and the Executive Council of the commission and shall be considered effective from the date of updating the electronic version of this curriculum published on the commission website unless different implementation date has been mentioned. For permission, contact the Saudi Commission for Health Specialties, Riyadh, Kingdom of Saudi Arabia. Correspondence: P.O. Box: 94656 Postal Code: 11614 Consolidated Communication Center: 920019393 International Contact Call: 00-966-114179900 Fax: 4800800 Extension: 1322 Website: www.scfhs.org.sa
2 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
ACKNOWLEDGMENTS First and foremost, we sincerely thank Allah, the Almighty, for giving us the inspiration and knowledge to complete this curriculum. The Curriculum Scientific Committee of the Saudi Board of Orthodontics and Maxillofacial Orthopedics gratefully acknowledges the contributions of Prof. Ali Habib Hassan for his invaluable suggestions and recommendations, all of which were carefully considered. The committee would also like to thank the groups that contributed their suggestions and support during the various stages of the development of this curriculum, namely, the curriculum committee, the examination committee, and the scientific committee. Finally, we extend our gratitude to the Royal College of Physicians and Surgeons of Canada for allowing us to use and adopt the CanMEDS 2015 competency-based education framework.
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 3
TABLE OF CONTENTS Copyrights and Amendments 2
Acknowledgements 3
Table of Contents 5
PART I 7
Introduction 7 A. Foreword 7 B. Definition 7 C. History 7 D. Vision 8 E. Mission 8 F. Rationale and Educational Objectives of the Program 8 G. General Training Requirements 8 H. Program Framework 8 I. Minimum Training Requirements 9 J. Differences between the Proposed and Existing Curriculum 9
PART II 10
OUTCOMES AND COMPETENCIES 10
PART III 29
TEACHING and ACTIVITIES 29 A. General Principles 29 B. Core Educational Program 30
1. Universal Topics 30 2. Basic Science Courses 30
Advanced Oral and Maxillofacial Radiology 32 Integrated Basic Science Course I 42 Integrated Basic Science Course II 50
3. Research Methodology and Scientific Writing Integrated Course 54 4. Educational Methods and Professional Development Courses 59
Educational Methods 59 Behavioral Sciences 61 Practice Management 64
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 5
TABLE OF CONTENTS
5. Core Specialty Courses 67
a. Preclinical Specialty Courses 67 Orthodontic Techniques Integrated Course 67 Cephalometrics 72 Orthodontic Diagnosis and Treatment Planning 76
b. Specialty Courses 82 Orthodontic Biomaterials 82 Craniofacial Growth and Development 84 Biomechanics in Orthodontics 88 Orthognathic Surgery 93 Cephalometric Superimposition 98 Advanced Orthodontic Seminars 106
6. Specialty Clinical Training 31
PART IV 108
ASSESSMENT OF TRAINEES AND SUPPORT 108 A. Purpose of Assessment 108 B. Tools and Methods of Assessment 109 A. Residents’ and Trainers’ Responsibilities in the Assessment Process 117 B. Trainee Support 117
PART V 120
IMPLEMENTATION PLAN: What needs to be done? 120
PART VI 121
APPENDICES 121 I. Clinical Training Guidelines 121 II. Recommended Courses Reference List 123 III. Advanced Orthodontic Seminar Topics Guidelines 133
TABLE OF CONTENTS
6 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
PART I
INTRODUCTION
A. Foreword Orthodontics and maxillofacial orthopedics is a specialty of dentistry that is concerned with the diagnosis, prevention, and treatment of malpositioned teeth and jaws. This division of dentistry is vital for the comprehensive oral health care in dental service centers including educational and research institutions. Therefore, it is essential to provide a program that is oriented to introducing qualified clinicians to treat patients in need. The Saudi Commission for Health Specialties (SCFHS) has adopted the CanMEDS 2015 framework to set up the core curricula of all training programs, including the Saudi Board of Orthodontics and Maxillofacial Orthopedics (SBO-MO). CanMEDS 2015 is an educational framework that describes the abilities that clinicians require to effectively meet the health care needs of the people they serve. It is a competency-based and outcome-driven framework with a variety of assessment tools. The SBO-MO program was developed by a curriculum development committee with vast expertise in dental education and clinical practice. All the relevant standards, requirements, and competencies have been summarized and tabulated. The curriculum is intended for use by the SBO-MO program stakeholders, including educators, program directors, teachers, trainees, and researchers as guides in the process of learning, training, educational strategy, assessment, and certification. The success of the program is ensured through the provision of adequate resources, financial support, collaboration with excellent training centers, and efficient faculty development programs. The support of the SCFHS, program-supervising committees, and the contributing faculty is crucial for the program to attain its goals.
B. Definition Orthodontics and Maxillofacial Orthopedics is a discipline of dentistry that is concerned with the growth and development of orofacial structures and the management of the irregularities of the teeth, malocclusions, and associated facial problems. The objective of orthodontics is to diagnose, prevent, and/or manage the irregularities in dental and orofacial structures by comprehensive orthodontic and/or surgical approaches.
C. History The SBO-MO program is a 4-year clinical training program in the field of orthodontics that has been approved by the Saudi Commission for Health Specialties (SCHS). On completion of the program, a professional clinical degree called the Saudi Board of Orthodontics and Maxillofacial Orthopedics is attained. SBO-MO was first established in 2001 as a 5-year residency program under the name of Saudi Board in Orthodontics. The program’s first and second scientific committees were chaired by Prof. Sulaiman AlEmran. The third and current committees are chaired by the current Chairman, Prof. Ali Habiballah Hassan.
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 7
To update its program, the Scientific Committee of the SBO-MO organized a comprehensive review workshop (RW-SBO) on May 2013. Stakeholders from different government and private sectors in the Kingdom of Saudi Arabia were invited to the RW- SBO. Accordingly, the previous document (third edition) was established, based on the recommendations of the RW-SBO and the approval of the Scientific Committee of the SBO and then by the Scientific Dental Council. Major changes were implemented in the new program such as reducing the program to 4 years instead of 5 years and updating the scientific courses and methods of assessments. The program is uniquely organized such that the residents benefit from the rich academic and institutional resources of medical and dental colleges at the different universities in the Kingdom of Saudi Arabia, while receiving all their clinical and research training at the leading hospitals and medical centers in the country.
D. Vision To be recognized nationally and internationally as an expert in providing clinical training and education in the field of orthodontics.
E. Mission To help graduate competent clinicians with a high level of clinical training in the field of orthodontics and maxillofacial orthopedics and to participate and contribute to the improvement of oral health in Saudi Arabia.
F. Rationale and Educational Objectives of the Program It is an urgent necessity to establish a national scientific training program in the field of orthodontics with high international standards, to meet the increasing number of dental graduates who are interested in pursuing their postgraduate training in the field of orthodontics. In addition, ensuring the graduation of competent orthodontists is also important to meet the high demand and need for orthodontic treatment in the Kingdom, in both the government and private health sectors.
G. General Training Requirements Applicants should fulfill the SCFHS General Bylaws of Training in Postgraduate Programs
H. Program Framework
a. Structure of the Training Program The program has been updated to a competency-based curriculum, in which didactic orthodontic knowledge is integrated with the clinical training for the entire duration of the program and is made to meet all the standards of the Saudi Commission of Health Specialties and the CanMEDS. In addition, the learning outcomes and methods of assessment were updated to be competency-based. It is a 4-year comprehensive program, in which the trainees undergo intensive clinical orthodontic training that results on the attainment of a degree from the Saudi Board of Orthodontics and Maxillofacial Orthopedics. The program aims to provide residents with the appropriate knowledge, attitude, and skills required to practice as an
INTRODUCTION
8 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
independent orthodontist, to develop the sense of professionalism, ethics, interest, and enquiry among residents, and to encourage residents to maintain competency throughout their career by the continuous pursuit of continuing professional development. The SBO-MO program is hosted by many governmental institutions (training centers), all of which have an overall administrative control and have certain responsibilities for conducting the program. A government or a private dental center can be accepted as a training center after being evaluated and accredited by the SCFHS as either a full training center or a partial training center.
b. Program Supervision The residency program is supervised by various layers of authority, which are mentioned as follows: The Scientific Board Committee The Regional Supervisory Committee Program Director at the Training Center
I. Minimum Training Requirements The residents enrolled in the SBO-MO should complete 4 years of training including all the allocated requirements for eligibility to take the SBO-MO examination, which are mentioned below: Clinical requirements (comprehensive cases): Refer to Appendix I for guidelines on clinical
requirements Research project Community service Participation in teaching activities Submission of the universal topics for obtaining a completion certificate
J. Differences between the Proposed and Existing Curriculum The current Saudi Specialty Certificate Program in Orthodontics (SBO-MO) is a 4-year clinical training program in the field of orthodontics, which has been approved by the Saudi Commission for Health Specialties (SCFHS), and leads to the attainment of a professional clinical degree called the Saudi Board in Orthodontics and Maxillofacial Orthopedics degree. However, this proposed curriculum is being revised according to the CanMEDS framework, a powerful educational framework that describes the abilities that clinicians require to effectively meet the health care needs of the people they serve. The proposed curriculum is designed primarily based on the CanMEDS framework and the national standards of accreditation. It is designed to be competency-based and outcome-driven with a variety of assessment tools, which is a change from the old program, which was a conventional course-based orthodontic curriculum. Courses and assessments in the new curriculum were designed by first mapping the competencies to their respective outcomes and then aligning the standards to both, in order to create didactic and clinical teaching methods that will ensure improved learning for the residents.
INTRODUCTION
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 9
PART II
OUTCOMES and COMPETENCIES Competency Statement Assessment of competency / Study Level R1 R2 R3 R4 Dental Expert: Residents who practice orthodontics within their predefined scope and expertise. Dental Knowledge: Residents who demonstrate a knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, as well as having the ability to apply this knowledge to patient care. 1.1. Integrate and apply the
knowledge of clinical, biomedical, ethical, socio-behavioral, epidemiological, and other supportive sciences that are relevant to their discipline.
Written Exam
Written Exam
1.2. Use the knowledge and concepts gained in anatomy, histology, embryology, genetics, oral biology, oral pathology, physiology and pathophysiology of oral tissues, and oral radiology to provide patient care.
Written Exam
1.3. Integrate and apply the knowledge and concepts understood during the study of Occlusion and TMJ to diagnose patients with orthodontic problems, prioritize their needs, and plan and manage their treatment and referral needs.
Written Exam
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1.4. Develop diagnosis and
treatment plans based on an understanding of the normal physiology and the features and etiology of deviations from normal in terms of growth and development and in occlusion, prioritize their needs, and plan and manage their treatment and referral needs.
Formative: Book review Summative:Written Exam SOE CBD
SOE CBD
SOE CBD
SOE CBD
1.5. Use the knowledge gained in orthodontic materials for the fabrication and placement of fixed and removable orthodontic appliances.
Formative: Book review Summative:Written Exam
Written Exam
1.6. Integrate and apply the knowledge and concepts gained in biomechanics to the management of orthodontic and dentofacial problems.
Formative: Book review
Written Exam
1.7. Demonstrate an investigatory and analytical thought process in clinical situations.
Formative: Book review Summative:Written Exam SOE
Written Exam SOE
Written Exam SOE
Written Exam SOE
1.8. Integrate and apply the knowledge gained in the subject of Research Methodology and Biostatistics while conducting research.
Research Project
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ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 11
1.8.1 Demonstrate
an understanding of the knowledge gained in the subject of Research Methodology and Biostatistics.
Research Project
1.8.2 Study and critically appraise the literature and other information pertaining to the field of orthodontics.
Research Project
Formative: Literature review Summative: Written Exam
Formative: Literature review Summative: Written Exam
Formative: Literature review Summative: Written Exam
Patient Care: Residents must be able to provide patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health. 2.1 Data Gathering and Data Analysis: Residents must be able to perform a thorough
clinical and investigatory assessment. 2.1.1 Gather
essential and accurate information about patients by thorough history taking, physical examination (extra-oral, intra-oral, and functional), selection of appropriate laboratory and radiographic records, and by making proper consultations.
ITER Mini-CEX
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2.1.2 Obtain and
create quality records of patients using contemporary photographic and radiographic techniques including 3D and 2D cephalometric radiography and diagnostic conventional and digital models.
Clinical Portfolio
Clinical Portfolio
Clinical Portfolio
Clinical Portfolio
2.1.3 Perform detailed analyses and correlations of clinical orthodontic conditions using the gathered data.
Clinical Portfolio
Clinical Portfolio CBD
Clinical Portfolio CBD
Clinical Portfolio CBD
2.2 Diagnosis, prioritizing problems, and categorizing them according to the chief complaints of the patients and/or severity level: Residents must be able to develop patient-centered diagnosis and prioritize their problem lists. 2.2.1 Prioritize
issues and problems in a detailed problem list and establish a patient-oriented diagnosis.
Mini-CEX Clinical Portfolio SOE
CBD SOE
CBD SOE
Clinical Portfolio CBD SOE
OUTCOMES AND COMPETENCIES
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 13
2.2.2 Make
decisions about the different possible diagnostic and therapeutic interventions based on patient information, preferences, up-to-date scientific evidence, and their own clinical judgment.
Mini-CEX Clinical Portfolio SOE
ITER CBD SOE
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2.3 Treatment objectives and treatment plan: Residents must be able to establish a thorough and patient-centered treatment plan. 2.3.1 Formulate
patient-centered treatment objectives and treatment plans by integrating and applying knowledge about occlusion, various types of malocclusions, and the common dentofacial dysfunctions.
Clinical Portfolio SOE
Mini-CEX CBD
Mini-CEX CBD
CBD
OUTCOMES AND COMPETENCIES
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2.3.2 Develop and
document treatment plans using the sound principles of appliance design, growth and development, and biomechanics.
Mini-CEX CBD SOE
Mini-CEX CBD SOE
Clinical Portfolio CBD SOE
2.3.3 Coordinate and document detailed interdisciplinary treatment plans that may include care from other dental health care providers (restorative dentistry, periodontics, prosthodontics, and orthognathic surgery) to provide holistic patient care, which comprises disease prevention, controlling the disease progression, treating symptoms, achieving cure, and improving function and esthetics.
ITER SOE
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OUTCOMES AND COMPETENCIES
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 15
2.3.4 Formulate a
patient-centered management plan (with some alternatives) in collaboration with patients and their families, explain the risks and benefits of the procedure, and the rationale behind choosing that plan. Obtain and document informed consent.
Mini-CEX Mini-CEX
2.4 Treatment Management: Residents must be able to perform and apply evidence-based patient-centered treatment procedures and therapies 2.4.1 Determine the
most appropriate evidence-based effective procedures or therapies in providing patient-centered treatments, taking into account contemporary orthodontic and dentofacial orthopedic treatment modalities.
CBD
CBD
Clinical Portfolio CBD
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2.4.2 Determine the
time and sequence of the treatment and prioritize the procedures, taking into account clinical urgency, problems that can be minimized by appropriate timely intervention, and available resources.
Clinical Portfolio (Early treatment)
ITER CBD
ITER CBD
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2.4.3 Perform procedures in a skillful and safe manner and adapt to unanticipated findings or changing clinical circumstances.
ITER DOPs
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2.4.4 Treat and manage growing and adult patients with different orthodontic and maxillofacial orthopedic problems, taking into consideration the clinical circumstances, constraints, and resources.
Clinical Portfolio CBD SOE
CBD SOE
Clinical Portfolio CBD SOE
OUTCOMES AND COMPETENCIES
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 17
2.4.5 Treat and
manage adult patients with different orthodontic problems that require restorative and periodontal management along with coordinated care.
Clinical Portfolio CBD SOE
CBD SOE
Clinical Portfolio CBD SOE
2.4.6 Treat and manage patients in need for orthognathic surgery and coordinate their care with other healthcare providers, including oral and maxillofacial surgeons.
CBD SOE
ITER CBD SOE
Clinical Portfolio CBD SOE
2.4.7 Have exposure to the management of patients with cleft lip and palate problems and coordinate their care with other healthcare providers, including oral and maxillofacial surgeons.
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2.4.8 Have exposure
to patients with functional and tempromandi-bular disorders and coordinate their care with other healthcare providers, including prosthodontists and oral and maxillofacial surgeons.
Written
2.4.9 Provide all phases of orthodontic treatment, including initiation, completion, and retention for patients with various types of orthodontic and dentofacial problems.
CBD
Clinical Portfolio (more in 6 cases) CBD
2.4.10 Coordinate patient care within the healthcare system relevant to their clinical specialty of orthodontics.
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2.4.11 Practice orthodontics under full compliance with the accepted standards of ethical behavior.
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OUTCOMES AND COMPETENCIES
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2.5 Retention and follow-up
2.5.1 Implement a patient-centered care plan that supports ongoing care, provides a follow-up on investigations, records the response to treatment, and includes further consultation.
CBD Clinical Portfolio (6 cases) DOPs Mini-CEX CBD
2.5.2 Develop and maintain a system of long-term treatment records as a foundation for understanding long-term changes and planning the treatment and retention procedures.
Communicator: Residents must demonstrate satisfactory interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and other health professionals. 1. Establish professional therapeutic relationships with patients and their families. 1.1 Communicate using a
patient-centered approach that encourages patient trust and autonomy and is characterized by empathy, respect, and compassion, and also manage disagreements and emotionally charged conversations.
ITER ITER ITER ITER
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20 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
1.2 Optimize the physical
environment for patient comfort, dignity, privacy, engagement, and safety.
ITER ITER ITER ITER
1.3 Manage and motivate patients to comply with orthodontic treatment procedures.
ITER ITER ITER ITER
1.4 Recognize and consider the cultural background of the patients and its effect on their decisions.
ITER ITER ITER ITER
1.5 Recognize and respond to a patient’s non-verbal behaviors to enhance communication.
ITER ITER ITER ITER
1.6 Adapt to the unique needs and preferences of each patient and to his or her clinical condition and circumstances.
ITER ITER ITER ITER
2. Residents must elicit and synthesize accurate and relevant information, incorporating the perspectives of patients and their families.
2.1 Use patient-centered interviewing skills to effectively gather relevant biomedical and psychosocial information.
ITER Mini-CEX
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2.2 Seek and synthesize relevant information from other sources, including the patient’s family, with the patient’s consent.
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3. Residents must share health care information and plans with patients, their families, and other health care providers.
3.1 Share information and explanations that are clear, accurate, and timely.
ITER Mini-CEX
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ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 21
3.2 Disclose harmful
incidents to patients and their families accurately and appropriately, and stress the need for safety.
ITER Mini-CEX
ITER Mini-CEX
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3.3 Communicate effectively with patients, families, and the public (as appropriate) across a broad range of socioeconomic and cultural backgrounds.
ITER Mini-CEX
ITER Mini-CEX
ITER Mini-CEX
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3.4 Communicate professionally with other healthcare professionals to provide better holistic patient care.
ITER Mini-CEX
ITER Mini-CEX
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4. Residents must document and share comprehensive and legibly written or electronic information in a timely manner about the medical encounter to optimize clinical decision-making, patient safety, confidentiality, and privacy.
4.1 Document accurately all clinical encounters in a timely and accessible manner.
DOPs Mini-CEX ITER
DOPs Mini-CEX ITER
DOPs Mini-CEX ITER
DOPs Mini-CEX ITER
4.2 Communicate information using written or electronic medical records.
DOPs Mini-CEX ITER
DOPs Mini-CEX ITER
DOPs Mini-CEX ITER
DOPs Mini-CEX ITER
4.3 Share information with patients and other professionals in a manner that respects patient privacy and confidentiality.
DOPs Mini-CEX ITER
DOPs Mini-CEX ITER
DOPs Mini-CEX ITER
DOPs Mini-CEX ITER
OUTCOMES AND COMPETENCIES
22 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
Collaborator: Residents must demonstrate effective teamwork with other health care professionals to provide safe, high-quality, and patient-centered care. 1. Systems-based Practice: Residents must demonstrate an awareness of and
responsiveness to the larger context and system of health care, as well as the ability to effectively call on other resources in the system to provide optimal health care.
1.1 Establish and maintain positive relationships with physicians and other colleagues in various health care professions to support relationship-centered collaborative care.
ITER ITER ITER ITER
1.2 Seek appropriate consultation by recognizing the l limits of their own expertise.
ITER ITER ITER ITER
1.3 Work in inter-professional teams to enhance patient safety and improve the quality of patient care, and participate in identifying system errors and implementing potential systems solutions.
ITER ITER ITER ITER
2. Inter-professional healthcare: Residents must effectively and appropriately with dental and medical inter-professional healthcare team members in various health care professions.
2.1 Apply the highest standards of professionalism in the work environment.
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2.2 Engage in respectful and shared decision-making processes with fellow physicians and other colleagues in various health care professions.
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OUTCOMES AND COMPETENCIES
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 23
2.3 Collaborate,
communicate, understand and function competently, efficiently, and effectively in the healthcare environment as a member of a multi‐disciplinary healthcare team and understand the setting of their organizational system. 2.3.1 Collaborate in
the interdisciplinary treatment of medically compromised patients, syndromes, and craniofacial anomalies, including orthognathic surgery care.
ITER ITER ITER ITER
2.4 Share their experience and transfer knowledge to other colleagues and students.
ITER ITER ITER ITER
2.5 Work effectively in various health care delivery settings and systems relevant to their clinical specialty.
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3. Residents must be able to hand over the care of a patient to another health care professional to facilitate the continuity of safe patient care.
3.1 Determine when care should be transferred to another physician or health care professional.
ITER ITER ITER ITER
3.2 Show respect toward other collaborators.
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24 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
3.3 Recognize self-
differences and limitations that may contribute to inter-professional conflicts.
ITER ITER ITER ITER
3.4 Demonstrate safe hand-over of care, using both verbal and written communication while transitioning a patient to a different health care professional, setting, or stage of care.
ITER ITER ITER ITER
Health Advocate: Residents must demonstrate the contribution of their expertise and influence as they work with communities or patient populations to improve health. They must demonstrate themselves working with those they serve to understand their needs, speak on behalf of others when required, and support the mobilization of resources to affect change. 1. Engage in community
service and act as an ambassador for dentistry and orthodontics by planning and conducting awareness programs on diseases and conditions of interest to the community.
Community Project
Community Project
Community Project
Community Project
2. Respond to individual
patients’ diagnostic and management needs within and beyond the clinical environment.
ITER ITER ITER ITER
3. Respond to the needs
of communities or populations by advocating with them for system-level change in a socially accountable and acceptable manner.
Community Project
Community Project
Community Project
Community Project
OUTCOMES AND COMPETENCIES
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 25
Scholar: As a scholar, the residents are expected to have a scientific attitude and an inquisitive mind that stimulates professional curiosity. Lifelong Learner: Engage in the continuous enhancement of their professional practice through lifelong learning. 1.1 Continuously improve
patient care based on constant self-evaluation and life-long learning with more emphasis on their own population of patients and the larger population from which their patients are drawn.
DOPs Mini-CEX
DOPs Mini-CEX Research Activity
DOPs Mini-CEX Research Activity
DOPs Mini-CEX Research Activity
1. Teacher: Teach
students, residents, the public, and others.
Academic (Educational Requirement)
Academic (Educational Requirement)
2. Evidence-Based
Informed Decision Making: Integrate the best available evidence into practice by critically and comprehensively reviewing and evaluating new literature and other information resources that are relevant to the orthodontic field.
CBD Clinical Portfolio
CBD CBD CBD Clinical Portfolio
3. Research: Contribute to
the creation and dissemination of knowledge and practices applicable to health by posing questions amenable to scholarly inquiry and selecting appropriate methods to address them.
Research Activity
Research Activity
Research Activity
Research Activity
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26 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
Leader: Residents must demonstrate engagement with others to contribute to a vision of a high-quality health care system and take responsibility for the delivery of excellent patient care through their activities as clinicians, administrators, scholars, or teachers. 1. Contribute in activities
that enhance the effectiveness of their health care organizations and systems by applying quality management principles to improve patient care delivery and demonstrate an expertise in clinical and laboratory safety initiatives with the efficient use of information technology.
ITER ITER ITER
Professional: Residents must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population. 1. Apply best practices
and adhere to high ethical standards when responding to patients’ needs (Responsibility to patients).
ITER / DOPs / Mini-CEX
ITER / DOPs / Mini-CEX
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2. Recognize and respond
to societal expectations in health care (Responsibility to the society).
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3. Demonstrate
responsibility and commitment to the profession by adhering to standards and regulations.
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ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 27
4. Demonstrate a
commitment to maintaining physician health and well-being and to fostering optimal patient care.
ITER / DOPs / Mini-CEX
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28 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
PART III
TEACHING and ACTIVITIES
A. General Principles Teaching and learning are based on strategies that encourage self-directed learning, development of a high level of intellectual ability, and integration of knowledge and skills. Multiple and effective instructional methods are offered to help residents achieve their learning objectives in most areas. Every week, at least 4 hours of formal teaching time should be reserved. Formal teaching time is planned in advance with an assigned tutor, time slots, and a venue. Formal teaching time excludes clinical training. The core educational program includes the following formal teaching and learning activities: Universal topics Basic science courses Core specialty courses Preclinical specialty courses Specialty courses
Research and evidence-based topics Educational methods and professional development topics. Trainee-selected topics Simulation courses The core educational program is supplemented by other practice-based and work-based methods of learning, such as: 1. Clinical training 2. Comprehensive case presentations 3. Treatment plan sessions/case-based learning 4. Literature review 5. Self-directed learning 6. Community services 7. Elective topics (special interest topics) 8. Supplementary courses and workshops Every 12 weeks, at least one hour should be assigned to activities such as meeting with mentors (refer to mentor guidelines), a review of the portfolio, or a mini-clinical evaluation exercise.
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 29
B. Core Educational Program (CEP)
1. Universal Topics
Introduction Universal topics are high value, interdisciplinary topics of utmost importance to a resident trainee. The reason for delivering the topics centrally is to ensure that every trainee receives high quality teaching and develops essential core knowledge. These topics are common to all specialties. Topics included here meet one or more of the following criteria: Impactful: topics that are common or life-threatening Interdisciplinary: topics that are difficult to teach by a single discipline Orphan: topics that are poorly represented in the undergraduate curriculum Practical: topics that trainees will encounter in a hospital setup
Development and Delivery These topics will be developed and delivered centrally by the Commission through an e-learning platform. It is didactic in nature and focuses on the practical aspects of care. These topics will be more content-heavy as compared to the workshops and other face-to-face interactive sessions planned. The suggested duration to teach each topic is 1.30 hours. The topics are delivered in a modular fashion. The titles of these universal topics are listed and described in the following modules.
Module Topic Subtopic Year 1 Introduction ● Hospital-acquired infections R1
● Occupational hazards of HCW R2 ● Ethical issues: treatment refusal; patient
autonomy R3 2 Ethics and Healthcare
● Patient advocacy R4
2. Basic Science Courses The aim of the Basic Science Courses (BSC) is to provide the residents with an adequate scientific background in the basic sciences, which is relevant to their specialty in Orthodontics and Maxillofacial Orthopedics. The courses consist of intensive didactic lectures or seminars that are designed at the level of the resident studies. The Basic Science Courses are: Advanced Oral and Maxillofacial Radiology Integrated Basic Science Course I: Anatomy, Embryology, and Oral Pathology Integrated Basic Science Course II: Oral Biology, Genetics, and Molecular Biology
3. Research Methodology and Scientific Writing Integrated Course Covers: Research Methods and Scientific Writing, Biostatistics, and Critical Appraisal of Scientific Literature.
TEACHING and ACTIVITIES
30 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
4. Educational methods and professional development Courses Covers: Educational Methods, Behavioral Sciences, and Practice Management.
5. Core Specialty Courses The orthodontic specialty courses consist of comprehensive preclinical courses, crash courses, review of books and literature, and case presentations. A detailed description has been provided below but will be updated regularly.
6. Specialty Clinical Training Orthodontic clinical training is based on a multi-center approach and spreads over the 4-year duration of the program. It is designed to train the residents on practicing the highest level of clinical orthodontic diagnostic procedures and comprehensive orthodontic treatment. Residents are required to treat a specified number of patients under the guidance and supervision of clinical instructors. Refer to Appendix I for guidelines on clinical training and requirements.
TEACHING and ACTIVITIES
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 31
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
32
TEACHING an
d ACTIVITIES
BA
SIC
SC
IEN
CE
CO
UR
SES
ADVA
NC
ED O
RAL
AN
D M
AXIL
LOFA
CIA
L R
ADIO
LOG
Y Le
vel:
R1
Dur
atio
n: 4
day
s
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/ L
EAR
NIN
G
MET
HO
DS
REF
EREN
CES
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
able
to:
Rad
iatio
n B
iolo
gy a
nd P
rote
ctio
n Th
is c
ours
e is
in
tend
ed to
pr
ovid
e kn
owle
dge
rega
rdin
g
radi
atio
n ph
ysic
s,
radi
atio
n bi
olog
y,
haza
rds
and
prot
ectio
n of
ra
diat
ion
with
a
spec
ial
emph
asis
on
the
ALAR
A co
ncep
t. It
also
pr
ovid
es
know
ledg
e on
ad
vanc
ed
imag
ing
prin
cipl
es,
tech
niqu
es,
and
norm
al
anat
omic
al
• D
iscu
ss th
e di
rect
and
in
dire
ct e
ffect
s of
ioni
zing
ra
diat
ion.
•
Sum
mar
ize
the
shor
t- an
d lo
ng-te
rm
effe
cts
of
radi
atio
n, th
e la
tent
per
iod,
an
d th
e cu
mul
ativ
e ef
fect
. •
Def
ine
radi
osen
sitiv
ity
and
disc
uss
the
rela
tive
sens
itivi
ty o
f di
ffere
nt ty
pes
of c
ells
, tis
sues
, or
Em
phas
ize
the
need
for
patie
nts
staf
f to
pro
tect
th
emse
lves
fro
m io
nizi
ng
radi
atio
n.
• Le
ctur
es/in
tera
ctiv
e di
scus
sion
s •
Tuto
rials
on
norm
al
anat
omic
land
mar
ks w
ith
inte
ract
ive
mod
ules
•
Indi
vidu
al c
ases
ass
igne
d to
eac
h st
uden
t with
di
ffere
nt d
iagn
oses
•
Gro
up d
iscu
ssio
ns o
n as
sign
ed c
ases
See
Appe
ndix
II fo
r th
e co
urse
refe
renc
e lis
t
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
33
TEACHING an
d ACTIVITIES
radi
ogra
phic
la
ndm
arks
us
ing
diffe
rent
di
agno
stic
ora
l an
d m
axillo
faci
al
radi
olog
y te
chni
ques
. Th
e TM
J an
atom
y an
d th
e di
ffere
nt
radi
ogra
phic
te
chni
ques
us
ed to
ex
amin
e th
e TM
J ar
e al
so
cove
red
in th
is
cour
se.
orga
ns.
• Ex
plai
n th
e st
ocha
stic
and
no
n-st
ocha
stic
ef
fect
s.
• D
efin
e an
d de
scrib
e th
e ex
posu
re,
abso
rbed
do
se,
equi
vale
nt
dose
, and
ef
fect
ive
dose
. •
Def
ine
the
ALAR
A pr
inci
ple
and
its re
leva
nce
to ra
diat
ion
prot
ectio
n.
• O
utlin
e th
e pr
inci
ples
of
sele
ctio
n cr
iteria
and
di
scus
s ho
w
they
impa
ct
patie
nt
expo
sure
. •
Iden
tify
and
desc
ribe
the
met
hods
of
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
34
TEACHING an
d ACTIVITIES
redu
cing
ra
diat
ion
expo
sure
to
dent
al
patie
nts.
•
Dis
cuss
ra
diat
ion
safe
ty a
nd th
e pr
otec
tion
mea
sure
s th
at
min
imiz
e oc
cupa
tiona
l ex
posu
re.
• D
efin
e th
e m
axim
um
perm
issi
ble
dose
(MPD
) fo
r oc
cupa
tiona
lly
expo
sed
pers
ons.
Pa
nora
mic
Rad
iogr
aphy
• U
nder
stan
d th
e ba
sic
prin
cipl
es o
f ac
quis
ition
. •
Iden
tify
acqu
isiti
on
erro
rs a
nd
lear
n ho
w to
• Id
entif
y th
e no
rmal
fe
atur
es a
nd
cate
goriz
e ab
norm
al
findi
ngs,
pa
rticu
larly
th
ose
rela
ted
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
35
TEACHING an
d ACTIVITIES
corre
ct th
em.
• Li
st th
e in
dica
tions
an
d lim
itatio
ns
of a
par
ticul
ar
radi
ogra
ph.
• Id
entif
y no
rmal
an
atom
ical
fe
atur
es
(land
mar
ks).
• Be
com
e fa
milia
r with
th
e an
atom
ic
stru
ctur
es th
at
get r
ecor
ded
on p
anor
amic
ra
diog
raph
s.
• Ju
stify
the
need
to re
fer
to a
dvan
ced
imag
ing
mod
aliti
es.
to b
one
patte
rn,
para
nasa
l si
nuse
s, a
nd
the
tem
poro
man
dibu
lar j
oint
. •
Iden
tify
and
prop
ose
corre
ctiv
e ac
tion
for
com
mon
pa
nora
mic
im
agin
g er
rors
. •
Dem
onst
rate
th
e ab
ility
to
reco
gniz
e an
d co
rrect
co
mm
on
radi
ogra
phic
er
rors
. Sk
ull V
iew
s •
Iden
tify
diffe
rent
im
agin
g m
odal
ities
. •
Rec
ogni
ze
norm
al
• R
ecog
nize
co
nven
tiona
l im
agin
g te
chni
ques
, m
odal
ities
, an
d di
ffere
nt
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
36
TEACHING an
d ACTIVITIES
radi
ogra
phic
an
atom
y.
• Id
entif
y th
e ab
norm
al
radi
ogra
phic
ap
pear
ance
of
the
mos
t co
mm
on
path
olog
ic
cond
ition
s in
th
e m
axillo
faci
al
regi
on.
• Id
entif
y th
e di
ffere
nt ty
pes
of e
xtra
-ora
l m
axillo
faci
al
imag
es th
at
are
at th
e di
spos
al o
f or
thod
ontis
ts.
• Ex
plai
n th
e ac
quis
ition
te
chni
que
for
each
imag
e.
• Li
st th
e in
dica
tions
an
d lim
itatio
ns
of e
ach
imag
e ty
pe.
setti
ngs.
•
Rea
d an
d in
terp
ret
radi
ogra
phic
im
ages
for
orth
odon
tic
case
s re
ques
ting
skul
l vie
ws.
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
37
TEACHING an
d ACTIVITIES
• Id
entif
y th
e no
rmal
an
atom
ic
feat
ures
(la
ndm
arks
) on
eac
h im
age.
D
igita
l Rad
iogr
aph
• Ex
plai
n th
e ba
sic
phys
ics
behi
nd th
e ac
quis
ition
of
digi
tal
radi
ogra
phs
in
diffe
rent
sy
stem
s.
• Li
st th
e ba
sic
com
pone
nts
of
a di
gita
l im
agin
g sy
stem
. •
Out
line
the
adva
ntag
es
and
disa
dvan
tage
s of
dig
ital
imag
ing
as
com
pare
d to
fil
m-b
ased
im
agin
g.
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
38
TEACHING an
d ACTIVITIES
• Ex
plai
n th
e di
ffere
nce
betw
een
anal
og a
nd
digi
tal d
ata.
•
Diff
eren
tiate
be
twee
n di
rect
an
d in
dire
ct
digi
tal
imag
ing.
•
Com
pare
and
co
ntra
st d
igita
l im
agin
g re
cept
ors.
•
Des
crib
e th
e pr
oced
ure
used
to
acqu
ire a
nd
stor
e a
digi
tal
imag
e.
• D
iscu
ss th
e di
gita
l ap
plic
atio
ns
for e
xtra
oral
di
gita
l im
agin
g.
• D
escr
ibe
the
enha
ncem
ent
feat
ures
av
aila
ble
with
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
39
TEACHING an
d ACTIVITIES
digi
tal i
mag
ing
syst
ems.
•
List
com
mon
er
rors
that
oc
cur i
n di
gita
l im
agin
g.
• D
iscu
ss th
e im
porta
nce
of
Dig
ital I
mag
ing
and
Com
mun
icat
ions
in M
edic
ine
Stan
dard
(D
ICO
M) i
n di
gita
l im
agin
g.
TMJ
• D
emon
stra
te
and
disc
uss
the
anat
omic
fe
atur
es a
nd
mai
n pa
thol
ogic
co
nditi
ons
affe
ctin
g th
e TM
J, a
nd
revi
ew th
e ro
le
of im
agin
g in
im
prov
ing
the
prel
imin
ary
• En
hanc
e th
e re
side
nts’
ab
ility
to
reco
gniz
e th
e im
agin
g ch
arac
teris
tics
of T
MJ
dise
ase.
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
40
TEACHING an
d ACTIVITIES
diag
nosi
s to
re
ach
a fin
al
appr
opria
te
diag
nosi
s.
CB
CT
• Ex
plai
n th
e ba
sic
prin
cipl
es o
f C
BCT
acqu
isiti
on.
• Ex
plai
n th
e ap
plic
atio
n of
C
BCT
in
orth
odon
tics,
an
d de
scrib
e th
e fa
ctor
s af
fect
ing
imag
e qu
ality
an
d pa
tient
do
se.
• Li
st th
e in
dica
tions
, ad
vant
ages
an
d lim
itatio
ns
of C
BCT.
•
Expl
ain
the
diffe
rent
imag
e vi
sual
izat
ion
optio
ns a
nd
• H
andl
e C
BCT
case
s an
d m
ake
a re
form
ate
of
the
imag
es in
di
ffere
nt
plan
es.
• R
eque
st th
e re
quire
d ra
diog
raph
ic
view
s ac
cord
ing
to
the
orth
odon
tic
prob
lem
s.
• In
terp
ret
diffe
rent
ra
diog
raph
ic
view
s of
pa
tient
s w
ith
orth
odon
tic
prob
lem
s.
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
41
TEACHING an
d ACTIVITIES
thei
r use
s.
• Ex
plai
n th
e re
ason
s fo
r va
rianc
e in
ra
diat
ion
dose
s,
com
pare
them
to
oth
er
mod
aliti
es,
and
expl
ain
thei
r re
latio
nshi
p to
th
e pa
tient
•
List
the
met
hods
of
dose
redu
ctio
n fo
r pat
ient
s.
ASSE
SSMEN
T W
ritte
n C
linic
al P
ortfo
lio
CBD
IT
ER
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
42
TEACHING an
d ACTIVITIES
BA
SIC
SC
IEN
CE
CO
UR
SES
INTE
GR
ATED
BAS
IC S
CIE
NC
E C
OU
RSE
I An
atom
y / E
mbr
yolo
gy /
Ora
l Pat
holo
gy
Leve
l: R
1
D
urat
ion:
4 d
ays
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S
REF
EREN
CES
By
the
end
of th
is c
ours
e, re
side
nts
shou
ld b
e ab
le to
: Em
bryo
logy
Th
is c
ours
e fo
cuse
s on
un
ders
tand
ing
and
corre
latin
g no
rmal
and
ab
norm
al
embr
yolo
gica
l de
velo
pmen
t an
d as
sess
ing
the
func
tiona
l an
atom
y of
the
head
and
or
ofac
ial
regi
ons
as w
ell
as th
e or
al
path
olog
ical
le
sion
s, a
nd
rela
ting
this
kn
owle
dge
to
the
clin
ical
pr
actic
e of
de
ntis
try a
nd
orth
odon
tics.
• R
ecog
nize
the
embr
yolo
gica
l de
velo
pmen
t of
the
fetu
s w
ith
spec
ial
cons
ider
atio
n to
th
e or
ofac
ial
regi
on.
• Kn
ow th
e fa
ctor
s th
at le
ad to
cr
anio
faci
al
anom
alie
s an
d co
rrela
te th
e ab
norm
aliti
es th
at
can
occu
r dur
ing
deve
lopm
ent w
ith
thei
r clin
ical
im
pact
. •
Rec
ogni
ze th
e to
pogr
aphi
c
Inte
grat
e th
e kn
owle
dge
of
embr
yolo
gica
l de
velo
pmen
t and
re
late
d an
omal
ies
to th
e an
atom
ical
no
rmal
and
pa
thol
ogic
al
etio
logy
and
fe
atur
es.
• R
ecog
nize
the
effe
ct o
f ab
norm
al
embr
yolo
gica
l de
velo
pmen
t to
the
occu
rrenc
e of
de
velo
pmen
tal o
r ac
quire
d pa
thol
ogy.
•
Com
bine
the
appr
opria
te
supp
ortin
g know
ledge
and
prof
essi
onal
at
titud
es re
liabl
y an
d co
mpe
tent
ly
in d
iagn
osis
and
th
e fin
al
treat
men
t pla
n.
• C
orre
late
• Le
ctur
e •
Activ
e di
scus
sion
th
roug
h C
BLs
of
case
s.
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t.
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
43
TEACHING an
d ACTIVITIES
anat
omy
of th
e sk
ull r
egio
ns.
• C
orre
late
the
basi
c an
atom
ical
kn
owle
dge
of th
e he
ad a
nd n
eck
and
orof
acia
l re
gion
to th
e cl
inic
ally
rela
ted
cond
ition
s.
acqu
ired
know
ledg
e to
ev
iden
ce-b
ased
cl
inic
al fi
ndin
gs.
Ana
tom
y •
Rec
ogni
ze th
e to
pogr
aphi
c an
atom
y of
the
skul
l reg
ions
, the
no
rmal
ana
tom
y of
the
skul
l and
its
form
ing
bone
s,
cavi
ties,
fora
min
a,
and
stru
ctur
es
pass
ing
thro
ugh
each
. •
Iden
tify
the
scal
p,
its d
iffer
ent l
ayer
s,
bloo
d su
pply
, and
su
rgic
al re
latio
ns.
• D
escr
ibe
the
mus
cles
of f
acia
l ex
pres
sion
, alo
ng
with
thei
r orig
in,
• C
orre
late
the
basi
c an
atom
ical
kn
owle
dge
of
the
head
and
ne
ck a
nd th
e or
ofac
ial r
egio
n to
the
clin
ical
ly
rela
ted
cond
ition
s.
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
44
TEACHING an
d ACTIVITIES
inse
rtion
, ner
ve
supp
ly, a
ctio
ns,
lym
phat
ic
drai
nage
, and
im
porta
nt
rela
tions
and
the
effe
cts
of n
erve
in
jury
on
the
mus
cles
of f
acia
l ex
pres
sion
. •
Know
the
boun
darie
s an
d co
nten
ts o
f the
bo
ny o
rbit
and
the
lacr
imal
ap
para
tus.
•
Rec
ogni
ze th
e pa
rts o
f the
ora
l ca
vity
, ton
gue,
an
d pa
late
, the
ir m
uscl
es, a
nd th
e ne
rve
and
bloo
d su
pply
. •
Rec
ogni
ze th
e an
atom
ical
fe
atur
es a
nd
stru
ctur
es o
f sa
livar
y gl
ands
. •
Dem
onst
rate
the
boun
darie
s an
d
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
45
TEACHING an
d ACTIVITIES
cont
ents
of t
he
tem
pora
l and
in
frate
mpo
ral
regi
on.
• D
escr
ibe
the
anat
omy
of th
e te
mpo
rom
andi
bul
ar jo
int.
• D
escr
ibe
the
anat
omy
of a
nd
rela
tions
of t
he
phar
ynx,
its
bloo
d an
d ne
rve
supp
ly,
and
the
proc
esse
s of
mas
ticat
ion
and
swal
low
ing.
•
Iden
tify
the
boun
darie
s an
d co
nten
ts o
f the
po
ster
ior a
nd
ante
rior t
riang
les
of th
e ne
ck, t
he
cour
se, r
elat
ion,
br
anch
es, a
nd
dist
ribut
ion
of th
e ar
terie
s of
the
neck
(sub
clav
ian,
co
mm
on c
arot
id,
and
exte
rnal
and
in
tern
al c
arot
id
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
46
TEACHING an
d ACTIVITIES
arte
ries)
. •
Rec
ogni
ze th
e co
ncha
e,
mea
tuse
s, a
nd
open
ings
of t
he
late
ral w
all o
f the
no
se a
nd th
e pa
rana
sal
sinu
ses.
•
Des
crib
e th
e an
atom
ical
fe
atur
es o
f the
la
rynx
, mus
cles
, an
d th
e ne
rve
and
bloo
d su
pply
. •
Def
ine
the
stru
ctur
al a
nd
func
tiona
l uni
t of
the
nerv
ous
syst
em.
• Id
entif
y th
e st
ruct
ure,
cl
assi
ficat
ion,
or
gani
zatio
n, a
nd
func
tion
of th
e va
rious
co
mpo
nent
s of
th
e ce
ntra
l ne
rvou
s sy
stem
. •
Rec
ogni
ze th
e
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
47
TEACHING an
d ACTIVITIES
stru
ctur
e an
d fu
nctio
n of
the
cran
ial n
erve
s.
Ora
l Pat
holo
gy
• C
ompr
ehen
d ba
sic
cellu
lar a
nd
tissu
e-re
late
d im
mun
olog
ical
co
ncep
ts.
• R
ecog
nize
the
path
olog
ical
as
pect
s of
the
deve
lopm
enta
l ab
norm
aliti
es o
f te
eth.
•
Expl
ain
the
sequ
elae
of
infla
mm
atio
n.
• R
ecog
nize
the
clas
sific
atio
n,
etio
logy
, pa
thog
enes
is, a
nd
hist
opat
holo
gy o
f cy
sts
of th
e m
outh
an
d ja
ws.
•
Rec
ogni
ze th
e et
iolo
gy,
path
ogen
esis
, and
hi
stop
atho
logy
of
com
mon
sal
ivar
y
• C
orre
late
the
path
olog
ical
as
pect
of t
he
TMJ,
sal
ivar
y gl
ands
, ora
l cy
sts
and
tum
ors,
sal
ivar
y gl
ands
, m
alig
nanc
ies,
an
d or
al
infe
ctio
ns a
nd
infla
mm
atio
ns
with
thei
r an
atom
y,
hist
opat
holo
-gi
cal f
eatu
res,
an
d cl
inic
al
aspe
cts.
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
48
TEACHING an
d ACTIVITIES
glan
d di
sord
ers.
•
Rec
ogni
ze th
e pa
thol
ogy
of
oste
odys
troph
ies,
su
ch a
s cl
eido
-cr
ania
l dys
plas
ia,
oste
ogen
esis
im
perfe
cta,
os
teop
etro
sis,
fib
ro-c
emen
to-
osse
ous
lesi
ons,
an
d gi
ant c
ell
lesi
ons,
incl
udin
g ch
erub
ism
. •
Und
erst
and
the
hist
opat
holo
gy o
f ul
cera
tive
cond
ition
s,
incl
udin
g ve
sicu
lo-
bullo
us d
isor
ders
. •
Rec
ogni
ze th
e pa
thol
ogic
al
aspe
cts
of T
MJ
diso
rder
s.
• R
ecog
nize
the
path
olog
y of
ora
l ca
ncer
and
pre
-ca
ncer
. •
Rec
ogni
ze th
e pa
thol
ogy
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
49
TEACHING an
d ACTIVITIES
odon
toge
nic
tum
ors.
AS
SESS
MEN
T •
Writ
ten
exam
inat
ion
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
50
TEACHING an
d ACTIVITIES
BA
SIC
SC
IEN
CE
CO
UR
SES
INTE
GR
ATED
BAS
IC S
CIE
NC
E C
OU
RSE
II
Ora
l Bio
logy
/ G
enet
ics/
Mol
ecul
ar B
iolo
gy
Leve
l: R
1
D
urat
ion:
4 d
ays
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S R
EFER
ENC
ES
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
able
to:
Ora
l Bio
logy
(His
tolo
gy &
Phy
siol
ogy)
Th
is c
ours
e is
in
tend
ed to
pr
ovid
e in
form
atio
n re
gard
ing:
•
The
mic
roan
atom
y of
th
e de
ntal
har
d tis
sues
, gin
giva
, pe
riodo
ntiu
m,
and
saliv
ary
glan
ds.
• O
ral a
nd d
enta
l st
ruct
ures
, fu
nctio
ns, a
nd
thei
r re
latio
nshi
ps,
incl
udin
g th
e pa
thop
hysi
olog
y of
the
stom
atog
nath
ic
syst
em
• O
ral a
nd d
enta
l
• U
nder
stan
d th
e ce
ll st
ruct
ure,
func
tion,
an
d its
spe
cial
izat
ion.
•
Des
crib
e th
e in
terre
latio
nshi
ps
betw
een
mac
rosc
opic
an
d m
icro
scop
ic
stru
ctur
es a
nd th
e fu
nctio
ns o
f the
he
alth
y an
d un
heal
thy
oral
tiss
ues.
•
Des
crib
e th
e bi
olog
ical
cha
nges
in
the
PDL
and
bone
du
ring
orth
odon
tic
treat
men
t. •
Dis
cuss
the
hist
olog
ical
stru
ctur
e of
the
cem
entu
m, t
he
biol
ogy
of ro
ot
reso
rptio
n, a
nd th
e
Appl
y th
e kn
owle
dge
of
oral
bio
logy
an
d ge
netic
s to
or
thod
ontic
tre
atm
ent
plan
ning
and
its
clin
ical
im
plic
atio
ns.
Rec
ogni
ze
the
impo
rtanc
e of
or
al b
iolo
gy
for n
orm
al
and
abno
rmal
de
ntal
har
d an
d so
ft tis
sues
.
• Le
ctur
es
• Se
min
ars,
i.e.
, in
tera
ctiv
e fo
rm o
f le
ctur
es.
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t.
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
51
TEACHING an
d ACTIVITIES
man
ifest
atio
n an
d re
spon
se to
sy
stem
ic a
nd
envi
ronm
enta
l in
fluen
ces.
•
Gen
etic
s, it
s re
latio
n to
or
thod
ontic
pr
oble
ms,
and
th
e ap
plic
atio
ns
of g
enet
ic
ther
apy
in
orth
odon
tic
treat
men
t.
clin
ical
impl
icat
ions
, pr
even
tion,
and
m
anag
emen
t of r
oot
reso
rptio
n du
ring
orth
odon
tic tr
eatm
ent.
• U
nder
stan
d th
e m
icro
anat
omy
and
ultra
stru
ctur
e of
the
heal
thy
and
unhe
alth
y gi
ngiv
a an
d ho
w it
is
affe
cted
dur
ing
orth
odon
tic tr
eatm
ent.
• D
escr
ibe
the
anat
omy
and
ultra
stru
ctur
e of
sa
livar
y gl
ands
and
th
e co
mpo
sitio
n an
d ph
ysio
logy
of s
aliv
ary
secr
etio
ns, a
nd
unde
rsta
nd th
e ap
plie
d as
pect
s of
the
saliv
a in
rela
tion
to
orth
odon
tic tr
eatm
ent.
• D
escr
ibe
the
age
chan
ges
that
occ
ur in
th
e or
al a
nd d
enta
l tis
sues
on
the
mac
rosc
opic
, m
icro
scop
ic, a
nd
func
tiona
l lev
els.
•
Dis
cuss
the
syst
emic
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
52
TEACHING an
d ACTIVITIES
fact
ors
know
n to
af
fect
bon
e tis
sue
that
in
fluen
ce th
e ve
loci
ty
of o
rthod
ontic
toot
h m
ovem
ent.
• U
nder
stan
d th
e ef
fect
of
diff
eren
t hor
mon
al
chan
ges
and
thei
r ef
fect
on
orth
odon
tic
toot
h m
ovem
ent a
nd
treat
men
t pla
nnin
g.
• D
iffer
entia
te th
e in
fluen
ce o
f diff
eren
t dr
ugs
on b
one
and
oral
tiss
ue th
at c
an
have
impa
ct o
n or
thod
ontic
toot
h m
ovem
ent.
Gen
etic
s •
Def
ine
gene
tics
and
its re
latio
n to
the
dent
al ti
ssue
s an
d to
va
rious
orth
odon
tic
prob
lem
s.
• U
nder
stan
d th
e re
cent
pr
inci
ples
in g
enet
ics
and
mol
ecul
ar b
iolo
gy
in re
latio
n to
or
thod
ontic
s.
• D
escr
ibe
the
gene
tic
• Le
ctur
es
• Se
min
ars
i.e.,
inte
ract
ive
form
of
lect
ures
.
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
53
TEACHING an
d ACTIVITIES
ther
apy
appl
icat
ions
fo
r orth
odon
tic
treat
men
t pur
pose
s.
• D
iscu
ss th
e ge
ne
ther
apy
to e
nhan
ce
cond
ylar
gro
wth
. •
Expl
ain
the
use
of
reco
mbi
nant
ade
no-
asso
ciat
ed v
irus
for
skel
etal
gen
e th
erap
y.
ASSE
SSMEN
T •
Writ
ten
exam
inat
ion
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
54
TEACHING an
d ACTIVITIES
RES
EAR
CH
MET
HO
DO
DO
LGY
& S
CIE
NTI
FIC
WR
ITIN
G IN
TEG
RA
TED
CO
UR
SE
RES
EAR
CH
MET
HO
DO
DO
LGY
& S
CIE
NTI
FIC
WR
ITIN
G IN
TEG
RAT
ED C
OU
RSE
R
esea
rch
Met
hods
& S
cien
tific
Writ
ing
/ Bio
stat
istic
s / C
ritic
al A
ppra
isal
of S
cien
tific
Lite
ratu
re
Leve
l: R
1
Dur
atio
n: 5
day
s
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S R
EFER
ENC
ES
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
able
to:
Res
earc
h M
etho
ds
• Id
entif
y ke
y ch
arac
teris
tics
and
impo
rtant
con
cept
s of
epi
dem
iolo
gica
l, ex
perim
enta
l, co
hort,
cas
e-co
ntro
l, an
d cr
oss-
sect
iona
l stu
dies
as
wel
l as
syst
emat
ic re
view
. •
Iden
tify
a le
vel o
f ev
iden
ce fo
r the
re
sear
ch.
• D
istin
guis
h be
twee
n di
ffere
nt
Res
earc
h M
etho
ds
• D
escr
iptiv
e an
d An
alyt
ical
•
Obs
erva
tiona
l and
Ex
perim
enta
l
Le
ctur
es
See
Appe
ndix
II
for t
he
cour
se
refe
renc
e lis
t.
Scie
ntifi
c W
ritin
g
• Th
is c
ours
e is
in
tend
ed to
: •
Prov
ide
an
oppo
rtuni
ty to
es
tabl
ish
or
adva
nce
the
unde
rsta
ndin
g of
diff
eren
t re
sear
ch
met
hods
. •
Enha
nce
the
capa
bilit
y of
w
ritin
g go
od
scie
ntifi
c pa
pers
by
clar
ifyin
g th
e w
ritin
g pr
oces
s an
d te
ach
the
fund
amen
tals
of
effe
ctiv
e sc
ient
ific
writ
ing
of
pape
rs.
• R
ecog
nize
di
ffere
nt w
ays
of
scie
ntifi
c co
mm
unic
atio
n.
• U
nder
stan
d th
e IM
RAD
stru
ctur
e of
sci
entif
ic w
ritin
g.
• R
ead,
und
erst
and,
an
d be
abl
e to
w
rite
prop
erly
in
the
Engl
ish
lang
uage
. •
Use
“Men
dele
y”
Softw
are
for
• Le
ctur
es
• D
iscu
ssio
n •
In-c
lass
exe
rcis
es
• H
ands
-on
exer
cise
s
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
55
TEACHING an
d ACTIVITIES
• U
se q
uotin
g an
d pa
raph
rasi
ng
corre
ctly
avo
idin
g pl
agia
rism
. •
Rec
ogni
ze th
e re
sear
ch e
thic
s.
elec
troni
c ci
tatio
n •
Ope
n an
acc
ount
w
ith P
ubM
ed
Bio
stat
istic
s
• Te
ach
the
ethi
cal a
spec
ts
of re
sear
ch o
n an
imal
s an
d hu
man
s.
• Te
ach
the
prin
cipl
es a
nd
met
hods
on
the
stud
y of
th
e di
strib
utio
n an
d de
term
inan
ts
of d
isea
ses
in
hum
an
popu
latio
ns.
• Te
ach
the
basi
c pr
inci
ples
of
bios
tatis
tics
and
intro
duce
th
e ap
plie
d co
mpu
ted
bios
tatis
tics
as
rela
ted
to
rese
arch
in
orth
odon
tics.
•
Dev
elop
the
abilit
y to
cr
itica
lly
anal
yze
a
• D
escr
ibe
the
role
s bi
osta
tistic
s se
rves
in
the
disc
iplin
e of
or
thod
ontic
hea
lth.
• D
escr
ibe
basi
c co
ncep
ts o
f pr
obab
ility,
ra
ndom
var
iatio
n an
d co
mm
only
us
ed s
tatis
tical
pr
obab
ility
dist
ribut
ions
. •
Des
crib
e pr
efer
red
met
hodo
logi
cal
alte
rnat
ives
to
com
mon
ly u
sed
stat
istic
al m
etho
ds
whe
n th
e as
sum
ptio
ns a
re
not m
et.
• D
istin
guis
h am
ong
the
diffe
rent
m
easu
rem
ent
• Ap
ply
desc
riptiv
e te
chni
ques
co
mm
only
use
d to
su
mm
ariz
e or
thod
ontic
dat
a.
• Ap
ply
com
mon
st
atis
tical
met
hods
fo
r inf
eren
ce.
• Ap
ply
desc
riptiv
e an
d in
fere
ntia
l m
etho
dolo
gies
ac
cord
ing
to th
e ty
pe o
f stu
dy
desi
gn fo
r an
swer
ing
a pa
rticu
lar r
esea
rch
ques
tion.
•
Appl
y ba
sic
info
rmat
ics
tech
niqu
es w
ith
vita
l sta
tistic
s an
d or
thod
ontic
re
cord
s in
the
• Ap
ply
the
acqu
ired
know
ledg
e to
in
tellig
ently
re
ad jo
urna
l ar
ticle
s th
at
use
bios
tatis
tical
m
etho
ds,
inte
ract
ef
fect
ivel
y w
ith
prof
essi
onal
bi
osta
tistic
ian
s in
co
llabo
rativ
e en
deav
ors,
an
d un
ders
tand
th
e te
rmin
olog
y of
on
e of
the
core
• Le
ctur
es
• D
iscu
ssio
n •
In-c
lass
exe
rcis
es
• H
ands
-on
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
56
TEACHING an
d ACTIVITIES
scal
es a
nd th
e im
plic
atio
ns fo
r se
lect
ion
of
stat
istic
al m
etho
ds
to b
e us
ed b
ased
on
thes
e di
stin
ctio
ns.
desc
riptio
n of
or
thod
ontic
re
sear
ch a
nd
eval
uatio
n.
• In
terp
ret r
esul
ts o
f st
atis
tical
an
alys
es fo
und
in
orth
odon
tic
stud
ies.
disc
iplin
es o
f pu
blic
hea
lth.
Crit
ical
App
rais
al o
f Sci
entif
ic L
itera
ture
scie
ntifi
c st
udy,
ev
alua
te th
e m
etho
dolo
gy
and
the
valid
ity
of th
e st
udy
resu
lts,
anal
yze
the
purp
ose,
qu
estio
ns, o
r hy
poth
eses
th
at a
re a
lo
gica
l ex
tens
ion
of
the
ratio
nale
, ev
alua
te
whe
ther
the
disc
ussi
on
subs
tant
iate
s th
e ob
ject
ives
of
the
stud
y,
and
asse
ss
whe
ther
the
resu
lts c
an b
e ap
plie
d in
cl
inic
al
deci
sion
-m
akin
g or
pr
actic
e.
• U
nder
stan
d th
e m
eani
ng o
f ev
iden
ce-b
ased
m
edic
ine
and
the
impo
rtanc
e of
cr
itica
l app
rais
al
skills
•
Iden
tify
diffe
rent
st
udy
desi
gns
• Ev
alua
te th
e m
etho
ds u
sed
in
any
stud
y to
id
entif
y its
st
reng
ths
and
wea
knes
ses
• U
nder
stan
d ho
w to
ch
oose
a s
tatis
tical
te
st to
ana
lyze
da
ta a
nd b
e ab
le
to in
terp
ret t
he
• D
esig
n pr
agm
atic
ap
proa
ches
to
sear
ch th
e lit
erat
ure
for
pape
rs
appr
opria
te to
th
eir n
eed.
•
Crit
ical
ly e
valu
ate
the
key
conc
epts
un
derp
inni
ng
diffe
rent
qu
antit
ativ
e an
d qu
alita
tive
stud
y de
sign
s.
• Id
entif
y an
d cr
itiqu
e di
ffere
nt
form
s of
bia
s in
here
nt in
stu
dy
desi
gns.
•
Crit
ical
ly a
ppra
ise
• D
ecid
e w
heth
er to
ch
ange
cl
inic
al
prac
tice
base
d on
the
resu
lts o
f a
stud
y
• At
tend
trai
nee
sem
inar
s w
ithin
the
spec
ialty
•
Inde
pend
ent s
tudy
•
Atte
ndan
ce a
t su
itabl
e co
urse
s
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
57
TEACHING an
d ACTIVITIES
resu
lts o
f any
st
udy
diffe
rent
type
s of
re
sear
ch
evid
ence
. •
Crit
ique
the
pres
enta
tion
of
data
with
in
rese
arch
pap
ers.
•
Crit
ical
ly a
pply
the
resu
lts o
f pap
ers
to th
eir o
wn
heal
thca
re o
r re
sear
ch s
ettin
g.
• C
ompa
re a
nd
cont
rast
how
dat
a ar
e pr
esen
ted
in
othe
r for
ums,
suc
h as
in th
e m
edia
an
d on
the
Inte
rnet
. •
Crit
ical
ly e
xam
ine
and
appl
y ap
proa
ches
to
disc
ussi
ng
heal
thca
re
rese
arch
evi
denc
e w
ith p
atie
nts
and
publ
ic.
• Ap
ply
corre
ct
stat
istic
al te
st a
nd
inte
rpre
t the
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
58
TEACHING an
d ACTIVITIES
resu
lts o
f any
st
udy.
AS
SESS
MEN
T •
Proj
ect b
ased
as
sess
men
ts
• W
ritin
g a
rese
arch
pr
opos
al
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
59
TEACHING an
d ACTIVITIES
EDU
CA
TIO
NA
L M
ETH
OD
S A
ND
PR
OFE
SSIO
NA
L D
EVEL
OPM
ENT
CO
UR
SES
EDU
CAT
ION
AL M
ETH
OD
S Le
vel:
R3
D
urat
ion:
2 d
ays
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S R
EFER
ENC
ES
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
able
to;
This
cou
rse
is
inte
nded
to
expo
se th
e re
side
nts
to th
e m
etho
ds o
f te
achi
ng a
nd
lear
ning
, in
stru
ctio
nal
obje
ctiv
es,
inst
ruct
iona
l m
edia
, usi
ng
effe
ctiv
e te
achi
ng a
ids,
an
d as
sess
men
t m
etho
ds fo
r im
prov
ing
thei
r kn
owle
dge,
sk
ills, a
nd
attit
ude.
• D
efin
e te
achi
ng
• Li
st th
e es
sent
ial
teac
hing
ski
lls
• O
utlin
e th
e cr
iteria
of a
goo
d te
ache
r •
Expl
ain
the
step
s of
te
achi
ng
proc
ess
•
Out
line
the
requ
irem
ents
for
deliv
erin
g an
ef
fect
ive
inst
ruct
iona
l se
ssio
n.
• Li
st th
e ad
vant
ages
and
lim
itatio
ns o
f the
di
ffere
nt
teac
hing
m
etho
ds.
• D
emon
stra
te th
e ab
ility
to fu
lfill
the
requ
irem
ent
of e
ffect
ive
lect
urer
. •
Und
erst
and
the
impo
rtanc
e of
co
nstru
ctiv
e al
igni
ng
inst
ruct
iona
l and
as
sess
men
t m
etho
ds
• U
nder
stan
d th
e cr
iteria
of a
qu
alifi
ed s
chol
ar,
i.e.,
life-
long
le
arne
r, ev
iden
ce-b
ased
an
d in
quiry
m
inde
d pr
ofes
sion
, in
form
ed d
ecis
ion
mak
er, a
nd
effe
ctiv
e te
ache
r (s
peak
er a
nd
clin
ical
in
stru
ctor
). •
Enga
ge in
the
cont
inuo
us
enha
ncem
ent o
f th
eir p
rofe
ssio
nal
prac
tice
thro
ugh
ongo
ing
lear
ning
•
Und
erst
and
the
• Le
ctur
e •
Inte
ract
ive
disc
ussi
on
• R
ole
play
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
60
TEACHING an
d ACTIVITIES
• U
nder
stan
d th
e re
spon
sibi
litie
s an
d cr
iteria
of a
cl
inic
al te
ache
r an
d se
rvic
e le
ad.
• D
efin
e cl
inic
al
com
pete
nce
in
the
cont
ext o
f de
ntal
edu
catio
n •
Rec
ogni
ze th
e di
ffere
nt
asse
ssm
ent
elem
ents
and
m
etho
ds u
sed
in
dent
al
educ
atio
n.
resp
onsi
bilit
ies
of
the
prof
essi
on in
te
achi
ng
stud
ents
, re
side
nts,
and
ot
her h
ealth
car
e pr
ofes
sion
als.
•
Und
erst
and
the
resp
onsi
bilit
ies
of
a cl
inic
al
inst
ruct
or in
pr
ovid
ing
guid
ed
clin
ical
teac
hing
.
ASSE
SSMEN
T •
Proj
ect b
ased
as
sess
men
ts
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
61
TEACHING an
d ACTIVITIES
EDU
CA
TIO
NA
L M
ETH
OD
S A
ND
PR
OFE
SSIO
NA
L D
EVEL
OPM
ENT
CO
UR
SES
BEH
AVIO
RAL
SC
IEN
CES
Le
vel:
R3
D
urat
ion:
1 d
ay
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S R
EFER
ENC
ES
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
able
to:
This
cou
rse
is
inte
nded
to:
• Pr
ovid
e in
form
atio
n ab
out a
nd
expe
rienc
e th
e m
ain
aspe
cts
of d
enta
l et
hics
, chi
ld
psyc
holo
gy,
and
geria
tric
dent
istry
. •
Intro
duce
the
varie
ty o
f pr
inci
ples
that
in
fluen
ce
hum
an
beha
vior
. •
Giv
e a
basi
c un
ders
tand
ing
of th
ose
prin
cipl
es s
o th
at re
side
nts
will
have
a
• D
escr
ibe
an
indi
vidu
al’s
nor
mal
ps
ycho
logi
cal
deve
lopm
ent f
rom
ch
ildho
od to
ad
ulth
ood
•
Des
crib
e no
rmal
an
d ab
norm
al
psyc
holo
gica
l de
velo
pmen
t in
clud
ing
the
diso
rder
s of
the
pers
onal
ity
• U
nder
stan
d th
e ps
ycho
logi
cal
proc
esse
s in
volv
ed in
an
indi
vidu
al’s
ad
apta
tion
to
deat
h an
d dy
ing
• U
nder
stan
d ba
sic
know
ledg
e on
Q
ualit
y of
Life
in
• Ap
ply
know
ledg
e of
ps
ycho
logi
cal
deve
lopm
ent
to th
e as
sess
men
t an
d or
thod
ontic
tre
atm
ent o
f pa
tient
s •
Appl
y ad
vanc
ed
know
ledg
e on
or
al h
abits
and
di
sord
ers
and
thei
r m
anag
emen
t fro
m
psyc
holo
gica
l pe
rspe
ctiv
e.
• Sh
ow a
n ab
ility
to re
act
to th
e si
gns
of
• R
ecog
nize
the
impo
rtanc
e an
d ap
ply
the
know
ledg
e of
ps
ycho
logy
to
unde
rsta
nd
norm
al a
nd
abno
rmal
pat
ient
pr
ofile
s
• R
ecog
nize
whe
n an
d ho
w to
mak
e ps
ycho
logi
cal
refe
rrals
. •
Dem
onst
rate
ef
fect
ive
inte
rper
sona
l sk
ills fo
r effe
ctiv
e co
mm
unic
atio
n w
ith p
atie
nts
that
re
quire
beh
avio
ral
and
psyc
holo
gica
l m
anag
emen
t, in
clud
ing
thos
e
• Le
ctur
es
• G
roup
dis
cuss
ion
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
62
TEACHING an
d ACTIVITIES
bette
r un
ders
tand
ing
of h
uman
be
havi
or.
• Te
ach
the
diffe
rent
ap
proa
ches
to
unde
rsta
ndin
g hu
man
be
havi
or.
oral
hea
lth
• Th
e ro
le o
f ora
l an
d cr
anio
faci
al
appe
aran
ce in
in
terp
erso
nal
attra
ctio
n, s
elf-
imag
e, a
nd w
ell-
bein
g.
• G
ain
adva
nced
kn
owle
dge
on o
ral
habi
ts a
nd
diso
rder
s an
d th
eir m
anag
emen
t fro
m a
ps
ycho
logi
cal
pers
pect
ive
(e.g
. et
holo
gy a
nd
deve
lopm
ent o
f th
umb
suck
ing,
br
uxis
m, s
elf-
mut
ilatio
n be
havi
ors,
and
te
mpo
rom
andi
-bu
lar d
isor
ders
). •
Gai
n ad
vanc
ed
know
ledg
e on
pa
in a
nd a
nxie
ty
(env
ironm
enta
l an
d em
otio
nal
dete
rmin
ants
) and
risky
and
de
stru
ctiv
e be
havi
ors.
•
Appl
y ba
sic
pain
and
fear
m
anag
emen
t st
rate
gies
. •
Show
an
abilit
y to
co
nduc
t a
mot
ivat
iona
l in
terv
iew
. •
Show
an
abilit
y to
dea
l w
ith s
tress
at
the
acad
emic
le
vel a
nd in
th
eir f
utur
e ca
reer
.
with
cle
ft lip
and
pa
late
and
thos
e un
derg
oing
or
thog
nath
ic
surg
ery.
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
63
TEACHING an
d ACTIVITIES
stra
tegi
es to
m
anag
e th
em.
• U
nder
stan
d th
at
posi
tive
psyc
holo
gy,
heal
th p
rom
otio
n,
and
salu
toge
nesi
s ar
e pr
esen
t on
an
indi
vidu
al a
nd
com
mun
ity le
vel.
• G
ain
know
ledg
e on
com
plia
nce
with
hea
lth c
are
reco
mm
enda
tions
&
mot
ivat
iona
l in
terv
entio
ns.
• U
nder
stan
d th
e pr
oces
ses
of
agin
g of
the
popu
latio
n an
d th
e sp
ecifi
city
of
geria
tric
dent
istry
. •
Iden
tify
the
basi
cs
of fa
mily
vio
lenc
e an
d ab
use.
•
Des
crib
e th
e m
ain
aspe
cts
of d
enta
l et
hics
. AS
SESS
MEN
T •
Writ
ten
Exam
inat
ion
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
64
TEACHING an
d ACTIVITIES
EDU
CA
TIO
NA
L M
ETH
OD
S A
ND
PR
OFE
SSIO
NA
L D
EVEL
OPM
ENT
CO
UR
SES
PRAC
TIC
E M
ANAG
EMEN
T Le
vel:
R4
D
urat
ion:
1 d
ay
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S R
EFER
ENC
ES
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
able
to:
This
cou
rse
is
inte
nded
to
prov
ide
info
rmat
ion
rela
ted
to:
• Pe
rson
nel
man
agem
ent
• Fi
nanc
ial
man
agem
ent
• R
espo
nsib
ilitie
s an
d pr
ofes
sion
alis
m
of a
spe
cial
ist
prac
titio
ner
(With
rele
vanc
e to
de
ntal
/spe
cial
ist
prac
tice:
) •
Out
line
empl
oym
ent l
aw
(incl
udin
g eq
ualit
y an
d di
vers
ity)
• O
utlin
e th
e m
etho
ds o
f m
anag
emen
t of
staf
f •
Expl
ain
staf
f de
velo
pmen
t pr
oced
ures
•
Out
line
staf
f di
scip
linar
y pr
oced
ures
•
Expl
ain
finan
cial
re
cord
kee
ping
•
Des
crib
e th
e in
dem
nity
rela
ted
to th
e pr
actic
e
• Ap
ply
the
know
ledg
e of
cl
inic
al
man
agem
ent
with
in a
sp
ecia
list
envi
ronm
ent
• D
emon
stra
te th
e in
terp
erso
nal
skills
requ
ired
to
supp
ort a
team
fo
r the
del
iver
y of
car
e
• R
ecog
nize
the
lega
l fra
mew
ork
with
in w
hich
st
aff a
re
empl
oyed
•
Rec
ogni
ze th
e im
porta
nce
of
good
reco
rd
keep
ing
• R
ecog
nize
the
impo
rtanc
e of
st
aff
enga
gem
ent
and
supp
ort
• Pa
rtici
patio
n in
au
ditin
g pr
oced
ures
•
Atte
ndin
g tra
inee
se
min
ars
• In
depe
nden
t stu
dy
• At
tend
ing
smal
l gr
oup
disc
ussi
ons
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
65
TEACHING an
d ACTIVITIES
envi
ronm
ent
• St
ate
the
requ
irem
ents
for
patie
nt re
cord
ke
epin
g •
Des
crib
e st
rate
gic
man
agem
ent
• D
efin
e th
e pa
rts
of h
uman
re
sour
ce
man
agem
ent
(HR
M)
• Ex
plai
n qu
ality
m
anag
emen
t and
its
val
ue a
dditi
on
to a
n or
gani
zatio
n's
goal
s.
• As
sess
the
need
fo
r ris
k m
anag
emen
t in
a su
cces
sful
pr
actic
e •
Anal
yze
the
impo
rtanc
e of
the
role
of u
sing
in
form
atio
n te
chno
logy
(IT)
in
a su
cces
sful
pr
actic
e.
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
66
TEACHING an
d ACTIVITIES
• Id
entif
y th
e ru
les
and
regu
latio
ns o
f op
enin
g a
priv
ate
clin
ic in
Sau
di
Arab
ia
ASSE
SSM
ENT
• Pr
ojec
t-bas
ed
asse
ssm
ents
W
orkp
lace
-ba
sed
asse
ssm
ents
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
67
TEACHING an
d ACTIVITIES
PREC
LIN
ICA
L SP
ECIA
LTY
CO
UR
SES
OR
THO
DO
NTI
C T
ECH
NIQ
UES
INTE
GR
ATED
CO
UR
SE
WIR
E B
END
ING
/ TY
POD
ON
T I /
LAB
OR
ATO
RY
FAB
RIC
ATED
APP
LIAN
CES
Le
vel:
R1
D
urat
ion:
11
days
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S AS
SESS
MEN
T
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
com
pete
nt a
t: W
ire B
endi
ng (4
day
s)
This
cou
rse
is
inte
nded
to
prov
ide
know
ledg
e ab
out t
he
fund
amen
tal
conc
epts
and
ba
sic
skills
re
quire
d to
fa
bric
ate,
m
odify
, des
ign,
an
d ad
just
or
thod
ontic
w
ires.
• Id
entif
ying
the
type
s &
uses
of
orth
odon
tic
mat
eria
ls, i
nclu
ding
: ➢ P
liers
➢ W
ires
➢ Bra
cket
s (ty
pes
& pr
escr
iptio
ns)
➢ Int
erm
axilla
ry
elas
tics
➢ Pow
er c
hain
s ➢ L
igat
ures
, O
-ring
s, c
oils
, and
m
isce
llane
ous
➢ Anc
hora
ge
appl
ianc
es,
incl
udin
g TA
Ds.
•
Und
erst
andi
ng th
e pr
inci
ples
of w
ire
bend
ing
•
Iden
tifyi
ng th
e
• Pr
oper
ly
hand
ling
and
post
urin
g th
e or
thod
ontic
pl
iers
and
m
ater
ials
. •
Iden
tifyi
ng a
nd
perfo
rmin
g di
ffere
nt ty
pes
of
wire
ben
ding
s fo
r diff
eren
t cl
inic
al p
urpo
ses
such
as;
➢ 1
st o
rder
, 2nd
or
der,
and
3rd
orde
r ben
ds
➢ Clo
sing
the
loop
s on
roun
d an
d re
ctan
gula
r w
ires.
•
Lect
ures
•
Han
ds-o
n tra
inin
g Se
e Ap
pend
ix II
fo
r cou
rses
re
fere
nce
list
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
68
TEACHING an
d ACTIVITIES
posi
tion
and
desi
gn
of w
ire b
ends
that
ar
e ne
eded
to
com
pens
ate
for
defic
ienc
ies
in
brac
ket p
ositi
onin
g.
➢ U
p rig
htin
g th
e sp
rings
➢
Fabr
icat
ing
utilit
y ar
ches
•
Perfo
rmin
g di
ffere
nt a
rch
form
s w
ith a
st
raig
ht w
ire a
nd
crea
ting
coor
dina
ted
arch
fo
rms.
Ty
podo
nt (5
day
s)
This
cou
rse
is
inte
nded
to
prov
ide
know
ledg
e of
th
e ba
sic
mec
hani
cs o
f fix
ed
orth
odon
tic
treat
men
t re
quire
d fo
r pa
tient
s w
ith a
va
riety
of
orth
odon
tic
need
s in
a
sim
ulat
ed
setti
ng.
• D
efin
ing
the
prin
cipl
es a
nd u
se o
f th
e pr
e-ad
just
ed
fixed
app
lianc
es,
incl
udin
g br
acke
t pr
escr
iptio
ns.
• Ex
plai
ning
the
conc
ept o
f bra
cket
po
sitio
ning
to
patie
nts
• Ex
plai
ning
the
prin
cipl
es o
f an
chor
age
and
thei
r ap
plic
atio
n •
Expl
aini
ng th
e ba
sic
biom
echa
nics
of a
ll ty
pes
of o
rthod
ontic
to
oth
mov
emen
t
• Pe
rform
ing
prop
er b
rack
et
bond
ing
on a
ty
podo
nt
• Ap
plyi
ng th
e ba
sic
prin
cipl
es
of fo
rce
cont
rol
to o
rthod
ontic
tre
atm
ent
plan
ning
. •
Com
plet
ing
the
treat
men
t of a
no
n-ex
tract
ion
case
on
the
typo
dont
. •
Com
plet
ing
the
treat
men
t of a
n ex
tract
ion
case
•
Lect
ures
•
Han
ds-o
n tra
inin
g Se
e Ap
pend
ix II
fo
r cou
rses
re
fere
nce
list
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
69
TEACHING an
d ACTIVITIES
• Id
entif
ying
and
ch
oosi
ng th
e ap
prop
riate
ap
plia
nces
for t
he
treat
men
t of
diffe
rent
m
aloc
clus
ions
. •
Iden
tifyi
ng th
e di
ffere
nt b
ondi
ng
met
hods
in
orth
odon
tics
• Id
entif
ying
the
diffe
renc
e be
twee
n ex
tract
ion
and
non-
extra
ctio
n m
echa
nics
. •
Und
erst
andi
ng th
e di
ffere
nt c
once
pts
of
anch
orag
e an
d th
e ca
uses
of u
nwan
ted
side
effe
cts
from
or
thod
ontic
forc
es.
on th
e ty
podo
nt
by p
erfo
rmin
g al
l st
ages
of
treat
men
t, in
clud
ing:
➢
Leve
ling
and
alig
nmen
t ➢
Can
ine
retra
ctio
n us
ing
diffe
rent
m
etho
ds,
such
as
pow
er c
hain
s an
d co
il sp
rings
➢
Ante
rior t
eeth
re
tract
ion
usin
g a
T-
loop
arc
h w
ire
➢ To
rque
and
ca
se
com
plet
ion.
•
Com
plet
ing
a ca
se w
ith a
m
issi
ng lo
wer
fir
st m
olar
usi
ng
an u
p rig
htin
g sp
ring
for
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
70
TEACHING an
d ACTIVITIES
clos
ing
and
open
ing
the
spac
es.
Ort
hodo
ntic
App
lianc
es (2
day
s)
This
cou
rse
is
inte
nded
to
intro
duce
the
fund
amen
tal
conc
epts
of
orth
odon
tic
appl
ianc
es a
nd
prov
ide
the
basi
c sk
ills
requ
ired
to
inse
rt an
d ad
just
or
thod
ontic
ap
plia
nces
.
• Id
entif
ying
or
thod
ontic
wire
s us
ed fo
r lab
orat
ory
appl
ianc
es
• Id
entif
ying
diff
eren
t or
thod
ontic
ap
plia
nces
; fix
ed,
rem
ovab
le, a
nd
extra
-ora
l ap
plia
nces
•
Iden
tifyi
ng a
nd
desc
ribin
g th
e di
ffere
nt k
inds
of
orth
odon
tic
appl
ianc
es,
incl
udin
g;
➢ Sp
ace
mai
ntai
ners
➢
Expa
nder
s ➢
Fixe
d an
d re
mov
able
fu
nctio
nal
appl
ianc
es a
nd
head
gear
for t
he
treat
men
t of
Cla
ss II
& II
I
• Bu
ildin
g th
e ne
cess
ary
skills
to
ben
d or
thod
ontic
w
ires
for t
he
fabr
icat
ion
of
diffe
rent
la
bora
tory
ap
plia
nces
•
Fabr
icat
ing
orth
odon
tic
appl
ianc
es s
uch
as ra
pid
and
slow
exp
ande
rs,
quad
hel
ix, T
PA,
lingu
al a
rche
s,
Haw
ley
reta
iner
s, a
nd
Essi
x re
tain
er.
• C
omm
unic
atin
g ap
prop
riate
ly
with
den
tal
labs
, den
tal
assi
stan
ts a
nd
othe
r mem
bers
of
the
dent
al
team
rega
rdin
g th
e fa
bric
atio
n an
d re
pair
of
diffe
rent
or
thod
ontic
ap
plia
nces
.
• Le
ctur
e •
Dem
onst
ratio
n •
Han
ds o
n tra
inin
g
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
71
TEACHING an
d ACTIVITIES
skel
etal
pro
blem
s
➢ D
ista
lizin
g ap
plia
nces
➢
Anch
orag
e ap
plia
nces
, in
clud
ing
TAD
s ➢
Ret
entio
n ap
plia
nces
•
Und
erst
andi
ng th
e di
ffere
nt m
etho
ds o
f ap
plia
nce
fabr
icat
ion
(Pre
fabr
icat
ed
appl
ianc
es &
la
bora
tory
-fabr
icat
ed
appl
ianc
es).
ASSE
SSM
ENT
• Pr
ojec
t-bas
ed
asse
ssm
ent
• Pr
ojec
t-bas
ed
asse
ssm
ent
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
72
TEACHING an
d ACTIVITIES
PREC
LIN
ICA
L SP
ECIA
LTY
CO
UR
SES
CEP
HAL
OM
ETR
ICS
Leve
l: R
1
Dur
atio
n: 5
day
s
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S R
EFER
ENC
ES
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
able
to:
This
cou
rse
is
inte
nded
to g
ive
info
rmat
ion
abou
t and
pr
ovid
e ex
perie
nce
in:
• Ba
sic
ceph
alom
etric
an
alys
is
• Su
perim
posi
tion
tech
niqu
es
for l
ater
al
skul
l ra
diog
raph
s •
Gro
wth
an
alys
is
base
d on
se
rial l
ater
al
skul
l ra
diog
raph
s •
Use
of
ceph
alom
etric
te
mpl
ates
•
Eval
uatio
n of
• D
efin
e ce
phal
omet
ric
radi
ogra
ph a
nd
ceph
alos
tat.
•
Rev
iew
the
hist
ory
of c
onve
ntio
nal
and
digi
tal
ceph
alog
raph
y.
• Li
st th
e us
es o
f ce
phal
omet
ric
radi
ogra
phs
in
orth
odon
tics.
•
Iden
tify
the
diffe
rent
type
s of
ce
phal
omet
ric
imag
ing
syst
ems.
•
List
and
des
crib
e th
e no
rmal
an
atom
ical
la
ndm
arks
of
cran
iofa
cial
st
ruct
ures
see
n on
ce
phal
omet
ric
• D
emon
stra
te th
e ab
ility
to m
anua
lly
and
digi
tally
trac
e an
d an
alyz
e ce
phal
omet
ric
radi
ogra
phs.
•
Cor
rect
ly id
entif
y an
d tra
ce
orth
odon
tic
land
mar
ks o
n a
ceph
alog
ram
. •
Trac
e or
thod
ontic
lin
es a
nd p
lane
s re
lativ
e to
spe
cific
la
ndm
arks
. •
Iden
tify,
des
crib
e,
and
disc
uss
the
rela
tions
hips
of t
he
lines
and
pla
nes
rela
tive
to th
e m
aloc
clus
ions
of
patie
nts.
•
Dem
onst
rate
the
•
Lect
ures
•
Cla
ss p
rese
ntat
ions
•
Rea
ding
ass
ignm
ent
• H
ands
-on
train
ing
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
73
TEACHING an
d ACTIVITIES
treat
men
t ch
ange
s •
Estim
atio
n of
gr
owth
sta
tus
radi
ogra
phs.
•
List
and
des
crib
e th
e di
ffere
nt
land
mar
ks, l
ines
, an
d an
gles
use
d by
the
diffe
rent
ty
pes
of
ceph
alom
etric
an
alys
es.
• R
evie
w th
e di
fficu
lties
in
loca
ting
certa
in
land
mar
ks (l
ist a
nd
desc
ribe
the
limita
tions
of e
ach
land
mar
k).
• D
iagn
ose
the
diffe
rent
sag
ittal
or
thod
ontic
-rela
ted
prob
lem
s us
ing
ceph
alom
etric
ra
diog
raph
•
Rev
iew
the
diffe
rent
met
hods
of
cep
halo
met
ric
traci
ngs.
•
Iden
tify
the
ratio
nale
beh
ind
usin
g di
gita
l vs.
ha
nd-tr
aced
abilit
y to
reco
rd a
nd
inte
rpre
t the
co
mpo
nent
s of
di
ffere
nt a
naly
ses.
•
Eval
uate
the
need
to
use
diffe
rent
an
alys
es
(indi
catio
ns a
nd
cont
rain
dica
tions
) •
Dia
gnos
e a
mal
occl
usio
n us
ing
the
appr
opria
te
anal
ysis
. •
Crit
iciz
e th
e di
ffere
nt
anal
yses
(lis
t and
de
scrib
e th
e lim
itatio
ns)
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
74
TEACHING an
d ACTIVITIES
ceph
alom
etric
ra
diog
raph
s (in
dica
tions
and
co
ntra
indi
catio
ns).
• U
nder
stan
d th
e hi
stor
ical
ba
ckgr
ound
of
anal
ysis
de
velo
pmen
t.
• Id
entif
y th
e di
ffere
nt
ceph
alom
etric
an
alys
es, s
uch
as:
➢ St
eine
/Rei
dal
Anal
ysis
➢
Ric
ketts
and
So
ft Ti
ssue
An
alys
is
➢ Tw
eed
and
Dow
n An
alys
es
➢ M
cNam
ara
and
Wits
ana
lysi
s •
Rev
iew
the
hist
oric
al
back
grou
nd o
f ea
ch a
naly
sis
deve
lopm
ent.
• Li
st a
nd d
escr
ibe
the
diffe
rent
co
mpo
nent
s of
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
75
TEACHING an
d ACTIVITIES
each
ana
lysi
s.
• D
emon
stra
te th
e ab
ility
to re
cord
an
d in
terp
ret t
he
diffe
rent
co
mpo
nent
s of
ea
ch a
naly
sis.
•
Iden
tify
the
appl
icat
ion
and
limita
tions
of t
he
diffe
rent
ce
phal
omet
ric
anal
yses
. AS
SESS
MEN
T •
Writ
ten
exam
inat
ion
• Pr
ojec
t-bas
ed
asse
ssm
ent
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
76
TEACHING an
d ACTIVITIES
PREC
LIN
ICA
L SP
ECIA
LTY
CO
UR
SES
OR
THO
DO
NTI
C D
IAG
NO
SIS
& T
REA
TMEN
T PL
ANN
ING
Le
vel:
R1
D
urat
ion:
15
days
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S R
EFER
ENC
ES
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
able
to:
• In
trod
uctio
n to
Ort
hodo
ntic
s •
Und
erst
and
the
scop
e an
d fie
ld o
f or
thod
ontic
s.
• D
efin
e no
rmal
oc
clus
ion
and
mal
occl
usio
n •
Expl
ain
the
etio
logy
of
mal
occl
usio
n
• C
linic
al In
form
atio
n G
athe
ring
This
cou
rse
is
inte
nded
to
prov
ide
know
ledg
e th
at
wou
ld e
nabl
e th
e re
side
nts
to
dete
rmin
e, s
elec
t, ob
tain
, ana
lyze
, an
d in
terp
ret t
he
reco
rds
need
ed
to g
ener
ate
an
appr
opria
te
diag
nosi
s an
d tre
atm
ent p
lan
for
patie
nts
with
di
ffere
nt
mal
occl
usio
ns
•
Rev
iew
the
med
ical
and
de
ntal
his
tory
of
the
patie
nt.
• C
ondu
ct th
e ne
cess
ary
clin
ical
ex
amin
atio
n re
late
d to
or
thod
ontic
s.
• R
eque
st th
e re
quire
d
• Le
ctur
es
• C
lass
pre
sent
atio
ns
• R
eadi
ng a
ssig
nmen
t •
Proj
ects
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
77
TEACHING an
d ACTIVITIES
radi
ogra
phs
need
ed to
di
agno
se th
e ca
se.
• R
eque
st th
e re
quire
d co
nsul
tatio
ns a
nd
labo
rato
ry
fabr
icat
ions
ne
eded
to
diag
nose
the
case
. •
Asse
ss th
e gr
owth
sta
tus
of
the
patie
nts.
•
Take
the
requ
ired
impr
essi
ons,
oc
clus
al re
cord
s,
and
phot
ogra
phs.
•
Rec
ord
Anal
ysis
•
Expl
ain
the
diffe
rent
mod
el
anal
yses
requ
ired
to d
iagn
ose
an
orth
odon
tic
prob
lem
. •
Expl
ain
the
diffe
rent
sof
t tis
sue
anal
yses
re
quire
d to
• An
alyz
e th
e ne
cess
ary
orth
odon
tic
diag
nost
ic to
ols
incl
udin
g ph
otog
raph
s,
radi
ogra
phs,
and
or
thod
ontic
m
odel
s.
• C
ondu
ct th
e
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
78
TEACHING an
d ACTIVITIES
diag
nose
an
orth
odon
tic
prob
lem
.
nece
ssar
y m
odel
an
alys
is,
ceph
alom
etric
an
alys
is, a
nd
inte
rpre
tatio
n of
m
odel
s.
• C
ondu
ct th
e ne
cess
ary
soft
tissu
e an
alys
is
• Pr
iorit
ized
Pro
blem
Lis
ts &
Dia
gnos
is
• D
iagn
ose
mal
occl
usio
ns in
th
ree
dim
ensi
ons:
▪
Pre-
adol
esce
nt
skel
etal
pr
oble
ms
(ear
ly
treat
men
t) ✓
Ante
rior-
post
erio
r ✓
Verti
cal
✓ Tr
ansv
erse
▪
Pre-
adol
esce
nt
non-
skel
etal
pr
oble
ms
(ear
ly
treat
men
t) ✓
Spac
e
• Fo
rmul
ate
an
appr
opria
te
diag
nosi
s,
incl
udin
g a
prio
ritiz
ed
prob
lem
list
• In
tera
ct w
ith
mem
bers
of
the
dent
al
team
dea
ling
with
chi
ldre
n an
d ad
oles
cent
s un
derg
oing
ea
rly tr
eatm
ent
• R
ecog
nize
the
role
of t
he
orth
odon
tist
and
the
pedo
dont
ist i
n ea
rly
treat
men
t.
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
79
TEACHING an
d ACTIVITIES
prob
lem
s ✓
Impa
ctio
ns
✓ C
onge
nita
lly
mis
sing
te
eth
▪ Ad
ult s
kele
tal
prob
lem
s ✓
Ante
rior-
post
erio
r ✓
Verti
cal
✓ Tr
ansv
erse
•
Adul
t non
-sk
elet
al p
robl
ems
✓ Sp
ace
prob
lem
s ✓
Impa
ctio
ns
✓ C
onge
nita
lly
mis
sing
te
eth
• Ad
ult
mul
tidis
cipl
inar
y pr
oble
ms
• D
eter
min
e th
e im
porta
nce
of a
pr
iorit
ized
pr
oble
m li
st in
re
latio
n to
pat
ient
m
anag
emen
t.
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
80
TEACHING an
d ACTIVITIES
• Tr
eatm
ent P
lann
ing
•
Iden
tify
the
man
agem
ent
step
s of
Cla
ss I,
II,
and
III
mal
occl
usio
ns in
di
ffere
nt a
ge
grou
ps.
• D
efin
e th
e co
ncep
t of e
arly
&
adju
nctiv
e or
thod
ontic
tre
atm
ent i
n re
latio
n to
co
mpr
ehen
sive
or
thod
ontic
tre
atm
ent.
• Id
entif
y th
e pr
oble
ms
that
ne
ed e
arly
&
adju
nctiv
e or
thod
ontic
in
terv
entio
ns.
• D
efin
e an
d de
scrib
e th
e tre
atm
ent
plan
ning
for
diffe
rent
type
s of
m
aloc
clus
ions
•
Iden
tify
the
• Fo
rmul
ate
an
appr
opria
te a
nd
deta
iled
treat
men
t pla
n w
ith c
lear
tre
atm
ent
obje
ctiv
es,
alte
rnat
ive
treat
men
t pla
ns,
and
rete
ntio
n pl
ans
• D
eter
min
e th
e be
st tr
eatm
ent
time
for e
ach
type
of
mal
occl
usio
n •
Prod
uce
and
eval
uate
di
agno
stic
set
ups
for i
ndic
ated
ca
ses
• Ap
ply
the
rete
ntio
n st
rate
gy
need
ed a
fter
early
trea
tmen
t. •
Sele
ct th
e ap
prop
riate
ap
plia
nces
to b
e us
ed fo
r diff
eren
t
Appl
y ev
iden
ce-
base
d pr
actic
e w
hen
treat
ing
diffe
rent
type
s of
m
aloc
clus
ion.
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
81
TEACHING an
d ACTIVITIES
limita
tions
and
co
ntro
vers
ies
in
orth
odon
tic
treat
men
t, al
ong
with
its
risk
fact
ors
and
prog
nosi
s
mal
occl
usio
ns
ASSE
SSMEN
T •
Writ
ten
exam
inat
ion
• St
ruct
ured
ora
l ex
amin
atio
n (c
linic
al
reas
onin
g ex
am)
• Pr
ojec
t su
bmis
sion
•
Cas
e-ba
sed
asse
ssm
ent
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
82
TEACHING an
d ACTIVITIES
SP
ECIA
LTY
CO
UR
SES
OR
THO
DO
NTI
C B
IOM
ATER
IALS
Le
vel:
R2
D
urat
ion:
2 d
ays
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S R
EFER
ENC
ES
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
able
to:
This
cou
rse
is
inte
nded
to
prov
ide
the
basi
c kn
owle
dge
that
he
lp re
side
nts
sele
ct a
nd
man
ipul
ate
vario
us d
enta
l an
d or
thod
ontic
m
ater
ials
.
• D
efin
e th
e pr
oper
ties
of th
e m
ater
ials
use
d in
or
thod
ontic
s,
incl
udin
g:
• W
ires
(the
desi
rabl
e w
ire
allo
y pr
oper
ties)
•
Enam
el E
tchi
ng
• Bo
ndin
g ag
ents
, ad
hesi
ves,
and
ce
men
ts (G
lass
io
nom
er),
alon
g w
ith b
ondi
ng
mat
eria
ls to
co
nven
tiona
l &
non-
conv
entio
nal
surfa
ces
in
orth
odon
tics
•
Brac
kets
, in
clud
ing
met
al,
cera
mic
, and
• Ap
ply
the
conc
epts
of
bond
ing
to
conv
entio
nal
and
non-
conv
entio
nal
surfa
ces
in
orth
odon
tics.
•
Sele
ct a
nd
man
ipul
ate
the
vario
us d
enta
l an
d or
thod
ontic
m
ater
ials
• C
ritic
ally
eva
luat
e th
e ev
iden
ce
behi
nd th
e se
lect
ion
of
diffe
rent
den
tal
and
orth
odon
tic
mat
eria
ls.
• Ex
plai
n to
pa
tient
s/ p
aren
ts
the
adva
ntag
es,
disa
dvan
tage
s,
and
use/
limita
tions
of
diffe
rent
m
ater
ials
• Le
ctur
es
• C
lass
pre
sent
atio
ns
• R
eadi
ng a
ssig
nmen
t
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
83
TEACHING an
d ACTIVITIES
poly
mer
ic
brac
kets
•
Inte
rmax
illary
el
astic
s, P
ower
ch
ains
, Lig
atur
es,
O-ri
ngs,
coi
ls &
m
isce
llane
ous
• TA
Ds
• Ac
rylic
/Cle
ar
alig
ners
•
Impr
essi
on
mat
eria
ls
• D
iscu
ss b
asic
m
ater
ial s
cien
ce,
incl
udin
g in
ter-
atom
ic b
ondi
ng,
crys
tal l
attic
es a
nd
stru
ctur
es, a
nd
stru
ctur
al d
efec
ts.
• Ex
plai
n th
e bi
ocom
patib
ility
of
mat
eria
ls in
the
oral
cav
ity.
ASSE
SSMEN
T •
Writ
ten
exam
inat
ion
• St
ruct
ured
ora
l ex
amin
atio
n (c
linic
al re
ason
ing
exam
)
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
84
TEACHING an
d ACTIVITIES
SP
ECIA
LTY
CO
UR
SES
CR
ANIO
FAC
IAL
GR
OW
TH A
ND
DEV
ELO
PMEN
T Le
vel:
R2
D
urat
ion:
3 d
ays
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S R
EFER
ENC
ES
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
able
to:
This
cou
rse
is
inte
nded
to
prov
ide
know
ledg
e re
gard
ing
diffe
rent
de
velo
pmen
tal
perio
ds,
stan
dard
s of
gr
owth
and
de
velo
pmen
t, m
etho
ds o
f st
udy
of
cran
iofa
cial
gr
owth
, ske
leta
l m
orph
ogen
esis
, gro
wth
pr
inci
ples
, gr
owth
of t
he
cran
iofa
cial
co
mpl
ex,
deve
lopm
ent o
f cl
eft l
ip a
nd
• D
eter
min
e th
e ba
sic
tissu
es in
volv
ed in
cr
anio
faci
al g
row
th,
parti
cula
rly b
one,
ca
rtila
ge, a
nd
mus
cles
•
Det
erm
ine
the
diffe
rent
loca
tions
of
carti
lage
in th
e he
ad.
• Id
entif
y th
e en
doch
ondr
al a
nd
intra
mem
bran
ous
mod
es o
f bon
e fo
rmat
ion,
incl
udin
g th
e fa
cial
bon
es
invo
lved
in th
e fo
rmat
ion
of e
ach
bone
•
Iden
tify
the
basi
c cr
anio
faci
al g
row
th
conc
epts
incl
udin
g ar
ea re
loca
tion,
bon
e
• D
istin
guis
h be
twee
n no
rmal
an
d ab
norm
al
grow
th o
f di
ffere
nt
cran
iofa
cial
co
mpo
nent
s an
d th
eir
rela
tions
hips
, in
clud
ing
gene
tic
com
pone
nts.
•
Tran
slat
e th
e cr
anio
faci
al
deve
lopm
ent
conc
epts
to
corre
late
with
th
e le
vel o
f the
de
ntiti
on a
nd
occl
usio
n.
• D
eter
min
e th
e ba
sic
grow
th
• Ex
pres
s a
criti
cal
pers
pect
ive
by
eval
uatin
g th
e ev
iden
ce
behi
nd th
e ex
istin
g th
eorie
s on
fa
cial
gro
wth
. •
Sele
ct a
nd
mod
ify th
e tre
atm
ent p
lan
acco
rdin
g to
th
e pa
tient
s’
need
s
• Le
ctur
es
• C
ritiq
uing
arti
cles
•
Cla
ss p
rese
ntat
ions
•
Rea
ding
ass
ignm
ent
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
85
TEACHING an
d ACTIVITIES
pala
te, a
nd
deve
lopm
ent o
f th
e de
ntiti
on.
disp
lace
men
t, pr
oces
ses
of
appo
sitio
nal g
row
th
and
depo
sitio
nal
reso
rptio
n, is
sues
of
mod
elin
g,
rem
odel
ing,
and
the
V pr
inci
ple.
•
Det
erm
ine
the
grow
th
and
deve
lopm
ent o
f th
e m
ain
cran
iofa
cial
co
mpo
nent
s: th
e cr
ania
l bas
e, m
axilla
an
d m
andi
ble,
and
th
eir
inte
rrela
tions
hips
at
diffe
rent
sta
ges
of
grow
th.
• D
eter
min
e th
e si
tes
and
mec
hani
sms
of
grow
th o
f the
cra
nial
ba
se, t
he in
fluen
ce o
f th
is g
row
th o
n th
e po
sitio
n of
the
grow
ing
max
illa a
nd
man
dibl
e, a
nd th
e fa
ctor
s th
at le
ad to
th
e an
omal
ies
of
cran
ial g
row
th.
• D
eter
min
e th
e
even
ts th
at m
ay
repr
esen
t op
portu
nitie
s fo
r gro
wth
m
odifi
catio
n th
roug
h de
ntof
acia
l or
thop
edic
s.
• Id
entif
y an
y de
viat
ions
from
no
rmal
de
velo
pmen
t th
at re
pres
ent
or m
ay le
ad to
fa
cial
de
form
ities
, in
clud
ing
gene
tic
com
pone
nts.
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
86
TEACHING an
d ACTIVITIES
patte
rns
and
mec
hani
sms
of
max
illary
gro
wth
in a
ll 3
plan
es o
f spa
ce
and
unde
rsta
nd th
e in
fluen
ce o
f sut
ural
gr
owth
on
max
illary
de
velo
pmen
t. •
Iden
tify
the
patte
rns
and
mec
hani
sms
of
man
dibu
lar g
row
th in
al
l 3 p
lane
s of
spa
ce
and
the
role
of
cond
ylar
gro
wth
in
man
dibu
lar
deve
lopm
ent.
• D
eter
min
e th
e di
ffere
nces
in fa
cial
fo
rm a
nd p
atte
rns.
•
Expl
ain
the
vario
us
theo
ries
of g
row
th,
incl
udin
g M
oss’
s fu
nctio
nal m
atrix
and
th
e re
late
d co
ntro
l pr
oces
ses
of fa
cial
gr
owth
.
(Not
e: th
e re
latio
nshi
p be
twee
n so
mat
ic a
nd
faci
al g
row
th is
co
vere
d in
ano
ther
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
87
TEACHING an
d ACTIVITIES
cour
se).
• Id
entif
y th
e m
ajor
cr
anio
faci
al
defo
rmiti
es.
• Ex
plai
n th
e po
stna
tal
grow
th a
nd
deve
lopm
ent o
f the
fa
cial
sof
t tis
sue
com
pone
nts
from
bi
rth to
adu
lthoo
d.
• U
nder
stan
d w
hy a
nd
how
the
know
ledg
e of
fa
cial
and
som
atic
gr
owth
and
de
velo
pmen
t is
criti
cal t
o ea
rly
treat
men
t of
mal
occl
usio
n th
roug
h pr
even
tion,
in
terc
eptio
n, o
r ear
ly
corre
ctio
n of
in
terfe
renc
es w
ith
norm
al d
evel
opm
ent
that
lead
to
mal
occl
usio
n.
ASSE
SSMEN
T •
Writ
ten
exam
inat
ion
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
88
TEACHING an
d ACTIVITIES
SP
ECIA
LTY
CO
UR
SES
BIO
MEC
HAN
ICS
IN O
RTH
OD
ON
TIC
S Le
vel:
R2
D
urat
ion:
3 d
ays
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S R
EFER
ENC
ES
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
able
to:
This
cou
rse
is
inte
nded
to
prov
ide
a de
ep
know
ledg
e of
th
e pr
inci
ples
of
biom
echa
nics
in
rela
tion
to
orth
odon
tics
• D
escr
ibe
the
fund
amen
tal
conc
epts
in
mec
hani
cs a
nd
thei
r app
licat
ion
in
clin
ical
or
thod
ontic
s.
• D
efin
e ad
ditiv
e an
d su
btra
ctiv
e fo
rces
•
Lear
n ho
w to
app
ly
the
vario
us
biom
echa
nica
l pr
inci
ples
to
orth
odon
tic
appl
ianc
es
• Ex
plai
n ho
w to
cr
eate
des
ired
and
pred
icta
ble
toot
h m
ovem
ent
• Ex
plai
n ho
w
effic
ient
bi
omec
hani
cs m
ay
• Se
lect
the
appr
opria
te
mat
eria
ls
requ
ired
for
use
in v
ario
us
clin
ical
si
tuat
ions
. •
Appl
y ap
prop
riate
m
echa
nics
to
achi
eve
spec
ific
toot
h m
ovem
ents
•
Appl
y th
e bi
omec
hani
cal
prin
cipl
es o
f m
ini-s
crew
s to
sk
elet
al
anch
orag
e or
ab
solu
te
anch
orag
e •
Man
age
• Se
lect
and
m
odify
the
biom
echa
nics
of
the
treat
men
t pl
an a
ccor
ding
to
the
patie
nts’
ne
eds
• C
hoos
e th
e be
st
evid
ence
-bas
ed
biom
echa
nica
l th
erap
y fo
r di
ffere
nt
orth
odon
tic
treat
men
ts
• Le
ctur
es
• C
lass
pre
sent
atio
ns
• R
eadi
ng a
ssig
nmen
t
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
89
TEACHING an
d ACTIVITIES
be u
sed
to a
chie
ve
effe
ctiv
e re
sults
in a
va
riety
of
orth
odon
tic p
atie
nts
• D
iffer
entia
te
betw
een
frict
ion
and
frict
ionl
ess
mec
hani
cs, a
nd th
e pr
oper
ties
of
orth
odon
tic w
ires.
•
Expl
ain
the
clin
ical
ap
plic
atio
ns a
nd
sele
ctio
n cr
iteria
of
diffe
rent
wire
allo
ys.
• D
eter
min
e th
e im
porta
nce
of
norm
al a
rch
wire
se
quen
ces
and
thei
r jus
tific
atio
n an
d th
e ap
prop
riate
pa
ce o
f tre
atm
ent
prog
ress
ion
•
Expl
ain
the
pres
crip
tions
of a
fix
ed o
rthod
ontic
ap
plia
nce
• Ex
plai
n th
e di
ffere
nt
stag
es o
f a fi
xed
orth
odon
tic
appl
ianc
e,
com
plic
atio
ns
usin
g m
ini-
scre
ws
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
90
TEACHING an
d ACTIVITIES
incl
udin
g:
o L
evel
ing
and
alig
ning
o
Can
ine
retra
ctio
n an
d sp
ace
clos
ure
o F
inis
hing
and
de
tailin
g o
Ret
entio
n an
d st
abilit
y •
Expl
ain
the
diffe
rent
co
ncep
ts o
f an
chor
age,
in
clud
ing
abso
lute
an
chor
age
• Ex
plai
n th
e bi
omec
hani
cs o
f the
co
mm
on a
pplia
nces
us
ed in
or
thod
ontic
s,
incl
udin
g ex
traor
al
appl
ianc
es.
• Ex
plai
n th
e bi
omec
hani
cal
prin
cipl
es e
ntai
led
in th
e tre
atm
ent o
f di
ffere
nt
mal
occl
usio
ns
incl
udin
g: C
lass
I,
II, II
I, tra
nsve
rse,
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
91
TEACHING an
d ACTIVITIES
verti
cal,
asym
met
ric, a
nd
inte
rcep
tive
prob
lem
s •
List
the
fact
ors
affe
ctin
g th
e st
abilit
y of
te
mpo
rary
an
chor
age
devi
ces
(TAD
s), t
heir
diffe
rent
des
igns
, an
d th
e bi
omec
hani
cal
prin
cipl
es o
f usi
ng
TAD
s •
Expl
ain
the
indi
catio
ns,
adva
ntag
es, a
nd
disa
dvan
tage
s of
us
ing
clea
r alig
ner
ther
apy
as a
n al
tern
ativ
e to
co
nven
tiona
l or
thod
ontic
ap
plia
nces
. •
Expl
ain
the
conc
epts
&
appl
icat
ions
of
acce
lera
ted
toot
h m
ovem
ent.
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
92
TEACHING an
d ACTIVITIES
ASSE
SSMEN
T •
Writ
ten
exam
inat
ion
•
Stru
ctur
ed o
ral
exam
inat
ion
(clin
ical
reas
onin
g ex
am)
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
93
TEACHING an
d ACTIVITIES
SP
ECIA
LTY
CO
UR
SES
OR
THO
GN
ATH
IC S
UR
GER
Y Le
vel:
R2
D
urat
ion:
2 d
ays
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S R
EFER
ENC
ES
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
able
to:
Intr
oduc
tion
to O
rtho
gnat
hic
Surg
ery
Th
is c
ours
e is
in
tend
ed to
ex
plai
n th
e pr
oble
ms
that
ne
ed tr
eatm
ent
in th
e fo
rm o
f or
thog
nath
ic
surg
ery,
the
diag
nost
ic s
et
up, t
he s
teps
an
d pr
otoc
ols
need
ed to
m
anag
e su
ch
prob
lem
s, a
nd
the
psyc
holo
gica
l m
anag
emen
t of
patie
nts
with
su
ch p
robl
ems.
• U
nder
stan
d th
e hi
stor
ical
bac
kgro
und,
ne
cess
ity, a
nd
stab
ility
of
orth
ogna
thic
sur
gery
. •
Det
erm
ine
the
gene
ral c
once
pts
and
appl
icat
ions
of
orth
ogna
thic
sur
gery
, in
clud
ing:
o
Cor
rect
ive
o A
djun
ctiv
e o
Sur
gery
Firs
t o
Dis
tract
ion
oste
ogen
esis
•
Det
erm
ine
the
gene
ral o
rthog
nath
ic
prot
ocol
•
Def
ine
the
fact
ors
affe
ctin
g th
e di
agno
sis
of s
urgi
cal
• Le
ctur
es
• C
lass
pre
sent
atio
ns
• R
eadi
ng a
ssig
nmen
ts
• La
bora
tory
pro
ject
s
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
94
TEACHING an
d ACTIVITIES
prob
lem
s;
o S
ever
ity o
f fac
ial
dish
arm
ony
(Est
hetic
s)
o A
ge
o S
oft t
issu
e ef
fect
s &
limita
tions
D
ata
Gat
herin
g, D
iagn
osis
& T
reat
men
t Pla
nnin
g •
Iden
tify
the
prob
lem
s th
at re
quire
or
thog
nath
ic s
urge
ry,
such
as:
A.
Fac
ial s
kele
tal
defo
rmiti
es
asso
ciat
ed w
ith
mas
ticat
ory
mal
occl
usio
n af
ter
unde
rgoi
ng c
orre
ctiv
e or
thod
ontic
s,
incl
udin
g:
o C
left
Pala
te
o M
idfa
ce h
ypop
lasi
a o
Man
dibu
lar
prog
nath
ism
o
Hem
ifaci
al
mic
roso
mia
o
Tra
umat
ic e
vent
s B
. Fac
ial s
kele
tal
disc
repa
ncie
s as
soci
ated
with
• D
eter
min
e,
obta
in, a
nd
anal
yze
the
reco
rds
need
ed fo
r or
thog
nath
ic
surg
ery
• D
iagn
ose
faci
al
dish
arm
ony
usin
g th
e pr
oper
di
agno
stic
to
ols
and
reco
rds.
• C
omm
unic
ate
effe
ctiv
ely
with
the
patie
nt a
nd
expl
ain
the
diag
nosi
s,
best
tre
atm
ent
mod
aliti
es,
surg
ical
pr
oced
ures
, an
d co
mpl
icat
ions
of
eac
h te
chni
que
to
the
patie
nt.
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
95
TEACHING an
d ACTIVITIES
docu
men
ted
slee
p ap
nea,
airw
ay
defe
cts,
and
sof
t tis
sue
disc
repa
ncie
s (s
uch
as c
hin
esth
etic
s), s
peec
h ab
norm
aliti
es, a
nd
swal
low
ing
prob
lem
s.
C. S
ever
e sk
elet
al
mal
-rela
tions
hips
, su
ch a
s:
o B
imax
illary
pr
otru
sion
o
Ant
erop
oste
rior
(Cla
ss II
, III)
sk
elet
al d
efor
miti
es
o T
rans
vers
e sk
elet
al
defo
rmiti
es
o V
ertic
al fa
cial
de
form
ities
o
Asy
mm
etrie
s o
Chi
n es
thet
ics
• D
escr
ibe
the
step
s an
d re
cord
s re
quire
d fo
r the
pro
per
diag
nosi
s of
sev
ere
skel
etal
pro
blem
s •
Gai
n kn
owle
dge
abou
t the
upd
ates
in
orth
ogna
thic
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
96
TEACHING an
d ACTIVITIES
treat
men
t pla
nnin
g (3
D &
Cep
halo
met
ric
anal
ysis
). Tr
eatm
ent M
anag
emen
t •
Des
crib
e th
e di
ffere
nt
type
s of
orth
ogna
thic
su
rger
ies,
incl
udin
g:
o S
ingl
e ja
w
(Max
illary
/Man
dibu
lar
) sur
gerie
s o
Dou
ble
Jaw
su
rger
ies
• D
efin
e th
e st
eps
and
visi
ts n
eede
d to
co
nsul
t with
the
orth
odon
tist a
nd
OM
FS, a
long
with
the
orth
odon
tic a
nd
surg
ical
co
nsid
erat
ions
, in
clud
ing
surg
ical
pr
edic
tion
and
virtu
al
mod
el s
urge
ry
prep
arat
ion.
•
Det
erm
ine
the
risks
, lim
itatio
ns, a
nd
com
plic
atio
ns o
f di
ffere
nt o
rthog
nath
ic
surg
erie
s.
• D
eter
min
e th
e pr
e- &
• Se
lect
the
prop
er ty
pe o
f su
rger
y ne
eded
for t
he
patie
nt
(max
illary
m
andi
bula
r, et
c.)
• Pe
rform
a
deta
iled
wor
k up
and
pr
epar
atio
n of
th
e or
thog
nath
ic
case
s.
• Pe
rform
pr
oper
pre
- &
post
-sur
gica
l or
thod
ontic
tre
atm
ent.
• In
tera
ct w
ith
the
oral
and
m
axillo
faci
al
surg
ery
(OM
FS)
team
. •
Rec
ogni
ze
the
role
of t
he
orth
odon
tist
in th
e or
thog
nath
ic
(OG
) tea
m
• R
ecog
nize
th
e ro
le o
f the
O
MFS
in th
e O
G te
am
• Pr
ovid
e th
e re
quis
ite
psyc
holo
gica
l ad
vice
and
su
ppor
t for
th
e or
thog
nath
ic
surg
ery
case
s.
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
97
TEACHING an
d ACTIVITIES
post
-sur
gica
l or
thod
ontic
m
anag
emen
t of
orth
ogna
thic
sur
gica
l ca
ses.
•
Det
erm
ine
the
role
of
orth
ogna
thic
sur
gery
in
the
man
agem
ent o
f cl
eft p
alat
e.
ASSE
SSMEN
T •
Writ
ten
exam
inat
ion
• St
ruct
ured
ora
l ex
amin
atio
n (c
linic
al
reas
onin
g ex
am)
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
98
TEACHING an
d ACTIVITIES
SP
ECIA
LTY
CO
UR
SES
CEP
HAL
OM
ETR
IC S
UPE
RIM
POSI
TIO
N
Leve
l: R
2
Dur
atio
n: 2
day
s
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S R
EFER
ENC
ES
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
able
to:
This
cou
rse
is
inte
nded
to c
over
th
e fo
llow
ing
topi
cs:
• Le
arni
ng th
e hi
stor
y of
ce
phal
omet
ric
supe
rimpo
sitio
n
• U
nder
stan
ding
th
e cl
inic
al a
nd
scie
ntifi
c va
lue
of
supe
rimpo
sitio
ns
• R
elat
ions
hip
of
the
anat
omy
to 2
ce
phal
omet
ries
• Th
e ra
tiona
le
behi
nd
ceph
alom
etric
su
perim
posi
tions
fro
m a
n ev
iden
ce b
ased
-pe
rspe
ctiv
e
• U
nder
stan
d th
e hi
stor
ical
eve
nts
rela
ted
to
ceph
alom
etric
su
perim
posi
tion.
•
Iden
tify
the
bene
fits
of u
tiliz
ing
ceph
alom
etric
su
perim
posi
tions
. •
Def
ine
& id
entif
y th
e ce
phal
omet
ric
land
mar
ks.
• Id
entif
y th
e cr
ania
l ba
se g
row
th
chan
ges
as re
late
d to
cep
halo
met
ric
X-ra
ys.
• Id
entif
y th
e m
axilla
ry a
nd
man
dibu
lar g
row
th
chan
ges
as re
late
d to
cep
halo
met
ric
• Lo
cate
and
trac
e th
e di
ffere
nt
anat
omic
la
ndm
arks
of
ceph
alom
etric
ra
diog
raph
s •
Diff
eren
tiate
be
twee
n gr
owth
pa
ttern
cha
nges
as
iden
tifie
d on
ce
phal
omet
ric
X-ra
ys.
• D
iffer
entia
te
betw
een
the
effe
cts
of
ceph
alom
etric
tre
atm
ent u
sing
va
rious
or
thod
ontic
te
chni
ques
. •
Inte
rpre
t reg
iona
l an
d ov
eral
l
•
Lect
ures
•
Cla
ss p
rese
ntat
ions
•
Rea
ding
ass
ignm
ent
• La
bora
tory
pro
ject
s
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
99
TEACHING an
d ACTIVITIES
• U
nder
stan
ding
co
ncep
ts o
f gr
owth
, bi
omec
hani
cs
and
treat
men
t ch
ange
, and
ho
w th
ey re
late
to
ce
phal
omet
rics
• G
ettin
g ex
pose
d to
var
ious
ce
phal
omet
ric
supe
rimpo
sitio
n te
chni
ques
, and
id
entif
ying
the
limita
tions
of
each
tech
niqu
e •
Bein
g ab
le to
pr
oduc
e m
anua
l an
d di
gita
l ce
phal
omet
ric
supe
rimpo
sitio
ns
• Be
ing
able
to
anal
yze
and
inte
rpre
t su
perim
posi
tions
•
Get
ting
expo
sed
to 3
-D
supe
rimpo
sitio
ns
• U
nder
stan
ding
X-ra
ys.
• Id
entif
y th
e de
ntal
an
d oc
clus
al
chan
ges
as re
late
d to
cep
halo
met
ric
X-ra
ys.
• D
eter
min
e th
e ba
sic
effe
cts
of
biom
echa
nics
as
iden
tifie
d on
ce
phal
omet
ric
X-ra
ys.
• D
escr
ibe
the
vario
us c
rani
al b
ase
supe
rimpo
sitio
n te
chni
ques
, suc
h as
: o
Tita
nium
met
allic
im
plan
ts
o S
truct
ural
met
hod
by B
jork
o
S-N
line
re
gist
ered
at S
ella
by
Ste
iner
o
N-B
a lin
e re
gist
ered
at C
C
by R
icke
tts
o P
aral
lel N
-Bo
plan
es re
gist
ered
at
R b
y Br
oadb
ent
ceph
alom
etric
ch
ange
s.
• D
iffer
entia
te
betw
een
skel
etal
, de
ntal
, and
sof
t tis
sue
chan
ges
as
seen
on
ceph
alom
etric
su
perim
posi
tions
. •
Perfo
rm a
ll th
e st
eps
in
cons
truct
ing
man
ual
supe
rimpo
sitio
ns.
• Pe
rform
all
the
step
s in
co
nstru
ctin
g di
gita
l su
perim
posi
tions
. •
Perfo
rm
supe
rimpo
sitio
ns
for o
rthog
nath
ic
surg
ery
case
s.
• Pe
rform
vox
el-
base
d 3D
su
perim
posi
tions
.
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
100
TEACHING an
d ACTIVITIES
the
indi
catio
ns
and
pros
and
co
ns o
f 3-D
su
perim
posi
tions
•
Inte
rpre
ting
3-D
su
perim
posi
tions
o T
-W li
ne
regi
ster
ed a
t the
tu
berc
ulum
sel
lae
• D
escr
ibe
the
vario
us m
axilla
ry
and
man
dibu
lar
supe
rimpo
sitio
n te
chni
ques
, suc
h as
: o
Tita
nium
met
allic
im
plan
ts
o S
truct
ural
met
hod
by B
jork
o
Bes
t-fit
met
hod
• Id
entif
y th
e in
dica
tions
of u
sing
va
rious
ce
phal
omet
ric
supe
rimpo
sitio
n te
chni
ques
. •
Iden
tify
the
limita
tions
of
vario
us
ceph
alom
etric
su
perim
posi
tion
tech
niqu
es.
• D
eter
min
e th
e in
dica
tions
for u
sing
3-
D
supe
rimpo
sitio
ns.
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
101
TEACHING an
d ACTIVITIES
• Id
entif
y th
e co
mm
on
mis
take
s in
ce
phal
omet
ric
supe
rimpo
sitio
ns.
• D
eter
min
e th
e sp
ecia
l con
ditio
ns
as re
late
d to
two-
dim
ensi
onal
ce
phal
omet
ric
supe
rimpo
sitio
ns.
• D
escr
ibe
the
adva
ntag
es a
nd
disa
dvan
tage
s of
us
ing
3-D
su
perim
posi
tion.
•
Def
ine
the
vario
us
tech
niqu
es fo
r usi
ng
3-D
su
perim
posi
tion.
•
Iden
tify
the
diffe
rent
pr
edic
tion
met
hods
AS
SESS
MEN
T •
Writ
ten
exam
inat
ion
• Pr
ojec
t su
bmis
sion
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
102
TEACHING an
d ACTIVITIES
SP
ECIA
LTY
CO
UR
SES
OC
CLU
SIO
N A
ND
CR
ANIO
MAN
DIB
ULA
R D
YSFU
NC
TIO
N
Leve
l: R
3
Dur
atio
n: 2
day
s
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S R
EFER
ENC
ES
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
able
to:
Ana
tom
y of
the
stom
atog
nath
ic s
yste
m
• D
efin
e th
e bo
unda
ries
of th
e st
omat
ogna
thic
sy
stem
. •
List
the
stru
ctur
es
of th
e st
omat
ogna
thic
sy
stem
. •
Rec
ogni
ze th
e fu
nctio
ns o
f the
st
omat
ogna
thic
sy
stem
.
• Le
ctur
es
• C
lass
pre
sent
atio
ns
• R
eadi
ng a
ssig
nmen
t
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
Tem
poro
man
dibu
lar j
oint
dys
func
tion
This
cou
rse
is
inte
nded
to c
over
to
pics
rela
ted
to
stom
atog
nath
ic
phys
iolo
gy a
nd
cran
iom
andi
bula
r dy
sfun
ctio
n. It
al
so p
rovi
des
a co
mpr
ehen
sive
un
ders
tand
ing
of
the
diffe
rent
co
ncep
ts o
f oc
clus
ion
and
the
role
of t
he
orth
odon
tists
in
the
man
agem
ent
of o
cclu
sal
prob
lem
s an
d te
mpo
rom
andi
-bu
lar j
oint
di
sord
ers
(TM
D).
• Id
entif
y th
e no
rmal
TM
J fu
nctio
n,
anat
omy,
and
ph
ysio
logy
. •
Iden
tify
the
diso
rder
s of
the
TMJ.
• As
sess
the
posi
tion
of th
e TM
J in
or
thod
ontic
pa
tient
s.
• R
ecor
d,
inte
rpre
t, an
d an
alyz
e th
e
• R
ecog
nize
the
impo
rtanc
e of
di
agno
sing
and
id
entif
ying
pa
tient
s w
ith
TMD
•
Advi
se p
atie
nts
who
are
at r
isk
• Le
ctur
es
• C
lass
pre
sent
atio
ns
• R
eadi
ng a
ssig
nmen
t
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
103
TEACHING an
d ACTIVITIES
• Id
entif
y si
gns
and
sym
ptom
s of
TM
J dy
sfun
ctio
n.
• D
escr
ibe
the
etio
logy
and
m
anag
emen
t of
TMJ
dysf
unct
ion.
•
Expl
ain
the
refe
rral p
atte
rns
for T
MJ
dysf
unct
ion.
•
Eval
uate
the
impa
ct o
f ps
ycho
soci
al
issu
es o
n a
patie
nt w
ith
pers
iste
nt T
MJ
dysf
unct
ion.
clin
ical
find
ings
an
d pe
rform
im
age
anal
ysis
of
TM
D in
or
thod
ontic
pa
tient
s •
Dia
gnos
e an
d m
onito
r the
pr
esen
ce o
f TM
D a
nd it
s pr
ogre
ss, i
f pr
esen
t •
Con
stru
ct
appr
opria
te
occl
usal
ap
plia
nces
for
the
diag
nosi
s an
d tre
atm
ent o
f TM
J dy
sfun
ctio
n.
• C
omm
unic
ate
and
wor
k w
ith
colle
ague
s on
th
e m
ultid
isci
plin
ary
man
agem
ent o
f TM
J dy
sfun
ctio
n.
• M
onito
r and
ev
alua
te th
e
or h
ave
iden
tifie
d w
ith
TMD
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
104
TEACHING an
d ACTIVITIES
effe
ctiv
enes
s of
tre
atm
ent
regi
mes
. Fu
ndam
enta
ls o
f Occ
lusi
ons
• D
escr
ibe
the
6 ke
ys o
f occ
lusi
on.
• D
efin
e ce
ntric
re
latio
n an
d ce
ntric
occ
lusi
on.
• R
ecog
nize
the
cate
gorie
s of
oc
clus
ion:
can
ine
guid
ance
, bi
late
ral
bala
ncin
g,
unila
tera
l ba
lanc
ing,
and
m
utua
lly
prot
ecte
d ar
ticul
atio
n.
• D
efin
e oc
clus
al
plan
e, c
urve
of
Spee
, and
cur
ve
of W
ilson
. •
Dis
cuss
the
caus
es a
nd
man
agem
ent o
f br
uxis
m a
nd
clen
chin
g.
• Ex
plai
n th
e ty
pes
• M
ount
cas
ts o
n an
arti
cula
tor
and
occl
usal
an
alys
is
•
Lect
ures
•
Cla
ss p
rese
ntat
ions
•
Rea
ding
ass
ignm
ent
See
Appe
ndix
II
for c
ours
es
refe
renc
e lis
t
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
105
TEACHING an
d ACTIVITIES
of o
cclu
sal
inte
rfere
nce.
•
Iden
tify
the
uses
of
arti
cula
tors
in
orth
odon
tic
prac
tice.
•
Def
ine
occl
usal
tra
uma.
•
Cla
ssify
occ
lusa
l tra
uma.
•
Dia
gnos
e oc
clus
al tr
aum
a.
• D
iffer
entia
te
betw
een
a ni
ght
guar
d an
d a
ther
apeu
tic s
plin
t. AS
SESS
MEN
T •
Writ
ten
Exam
inat
ion
4 ORTHO
DONTICS AND
MAXILLOFAC
IAL ORTHOPE
DICS
106
TEACHING an
d ACTIVITIES
SPEC
IALT
Y C
OU
RSE
S
ADVA
NC
ED O
RTH
OD
ON
TIC
SEM
INAR
S Le
vel:
R1
– R
4
Dur
atio
n: 1
hou
r eve
ry w
eek
OB
JEC
TIVE
K
NO
WLE
DG
E SK
ILLS
AT
TITU
DE
TEAC
HIN
G/
LEAR
NIN
G M
ETH
OD
S R
EFER
ENC
ES
By th
e en
d of
this
cou
rse,
resi
dent
s sh
ould
be
able
to:
Lite
ratu
re R
evie
w
This
cou
rse
is
inte
nded
to
prov
ide
the
resi
dent
s w
ith
an e
xper
ienc
e of
an
evid
ence
-ba
sed
prac
tice
and
educ
ate
them
rega
rdin
g th
e cu
rrent
lit
erat
ure
in th
e or
thod
ontic
fie
ld. I
t als
o pr
ovid
es th
e re
side
nts
with
th
e op
portu
nity
to
pre
sent
, as
sess
, and
cr
itiqu
e th
eir
clin
ical
cas
es
and
thei
r tre
atm
ent p
lans
an
d pe
rform
a
• U
nder
stan
d th
e lit
erat
ure
behi
nd th
e ba
sic
conc
epts
of
orth
odon
tics,
in
clud
ing:
o
Man
agem
ent o
f or
thod
ontic
pr
oble
ms
in a
dults
an
d or
thod
ontic
s o
Man
agem
ent o
f in
terd
isci
plin
ary/
adj
unct
ive
orth
odon
tic
prob
lem
s.
o P
harm
acol
ogic
al
mod
ulat
ion
durin
g or
thod
ontic
toot
h m
ovem
ent
o U
pdat
es in
or
thod
ontic
s
• Ac
quire
kno
wle
dge
• C
aref
ully
cho
ose,
re
ad, a
nd c
ritiq
ue
the
evid
ence
. •
Asse
ss a
nd
pres
ent s
elec
ted
artic
les
from
the
mos
t rec
ent
orth
odon
tic
liter
atur
e.
• Ke
ep u
p to
dat
e w
ith th
e lit
erat
ure.
•
Rec
ogni
ze
clas
sica
l and
cu
rrent
pub
lishe
d ar
ticle
s an
d ca
se
repo
rts im
pact
ing
the
prac
tice
of
orth
odon
tics.
•
Iden
tify
area
s of
co
ntro
vers
y in
ar
eas
of th
e
• Be
up
to d
ate
in e
vide
nce-
base
d or
thod
ontic
s.
• C
hoos
e th
e be
st e
vide
nce
in a
ny
prac
tice-
rela
ted
deci
sion
s •
Appl
y ev
iden
ce-
base
d pr
actic
e w
hen
treat
ing
diffe
rent
ty
pes
of
mal
occl
usio
n.
• C
hang
e pr
actic
e de
cisi
ons
• C
lass
pre
sent
atio
ns
See
Appe
ndix
III
for t
opic
gu
idel
ines
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
107
TEACHING an
d ACTIVITIES
abou
t the
diff
eren
t ty
pes
of s
tudi
es a
nd
met
hodo
logi
es.
orth
odon
tic
disc
iplin
es.
base
d on
ev
iden
ce-
base
d re
sults
C
ase
Pres
enta
tion
man
agem
ent
met
hod
base
d on
evi
denc
e.
• In
-dep
th k
now
ledg
e ab
out t
he
diag
nosi
s,
treat
men
t pla
nnin
g,
and
treat
men
t m
anag
emen
t of
orth
odon
tic c
ases
.
• Pr
esen
t clin
ical
ca
ses
with
cle
ar
and
wel
l-ana
lyze
d re
cord
s an
d da
ta.
• Fo
rmul
ate
a co
rrect
dia
gnos
is
base
d on
the
hist
ory,
clin
ical
ex
amin
atio
n,
inve
stig
atio
ns, a
nd
cons
ulta
tion.
•
Crit
ique
trea
tmen
t pl
ans
and
treat
men
t m
anag
emen
t. •
Cho
ose
treat
men
ts b
ased
on
evi
denc
e.
• Ex
pose
the
othe
r re
side
nts
to
dent
al c
ases
w
ith d
iffer
ent
prob
lem
s an
d tre
atm
ent
stra
tegi
es.
• C
lass
pre
sent
atio
ns
• C
linic
al c
ases
•
Crit
ique
ass
ignm
ents
ASSE
SSMEN
T •
Con
tinuo
us
asse
ssm
ent
• W
ritte
n Ex
amin
atio
n St
ruct
ured
Ora
l Ex
am
• C
ontin
uous
cas
e-ba
sed
asse
ssm
ent
PART IV
ASSESSMENT OF TRAINEES AND SUPPORT
A. Purpose of Assessment Assessment is a crucial part of developing competent practitioners. The concept of competence recognizes that the student will have to pass a number of defined stages. These stages have been named Novice, Beginner, Competent, Proficient, and Expert by Dreyfus and Dreyfus (1980). The following table summarizes the definition of each stage.
Novice The novice is the most primitive of learners, heavily dependent on faculty, and are rule followers.
Beginner Beginners are slightly more accurate and faster than novices; they still depend heavily on faculty and this makes them inconsistent rule followers.
Competent
Competence is the third stage of professional growth and is marked by independence. They are able to make choices, understand application, respond appropriately to a reasonable range of variation, and recognize limitations.
Proficient Proficiency includes a further reorganization of what is known and what can be accomplished, and an active experimentation with matching one’s interests and skill set to alternative environments.
Expert
The final reintegration is called mastery or expertise. It is reached after years of dental practice, where the dentist uses the technical aspects of the profession and integrates his/her efforts around patient care.
The assessment plan of the SBO program is formulated in accordance with the Saudi Commission’s training and examination rules and regulations, which have been described in detail in the SBO-MO Assessment rules and regulations page (www.scfhs.org.sa). It involves multiple examinations (starting with the admission exam) to help determine the readiness of the trainee to join the program. After this, the trainee must pass the end-of-year examination to get promoted from one year to the next (the Part I examination promotes a junior to the senior residency level, followed by the Part II examination, which is a written and final clinical assessment) before the Saudi Board certificate is awarded. Postgraduate examinations aim to assess trainees at different levels of the training program and ensure that trainees are competent to be awarded the Saudi Board certificate at the end of their training period. To summarize, the purposes of the SBO-MO assessment are as follows: 1. Enable instructors to make robust (defensible and transparent) high-stakes
(promotion/remediation) decisions regarding the candidates’ competency. 2. Provide trainees with feedback on their learning and longitudinal competency development. 3. Include a variety of types of assessment to allow for a valid, reliable, and objective
assessment for a range of different learning outcomes. 4. Offer learning opportunities.
108 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
ASSESSMENT OF TRAINEES AND SUPPORT
5. Promote reflective and self-directed learning activities. 6. Certify the deserving trainees. 7. Evaluate the training program (Program Evaluation System will be implemented).
1. Formative Assessment
1.1 General Principles Trainees, as adult learners, should strive for feedback throughout their journey of competency from “novice” to “mastery” levels. Formative assessment (also referred to as continuous assessment) is a component of assessment that is distributed throughout the academic year and aims primarily to provide trainees with effective feedback. Input from the overall formative assessment tools will be utilized at the end of the year to make the decision of promoting each individual trainee from the current-to-subsequent training level. Formative assessment will be defined based on the scientific (council/committee) recommendations (usually updated and announced for each individual program at the start of the academic year). According to the executive policy on continuous assessment (available online: www.scfhs.org), the formative assessment will have the following features: a. Multisource: minimum four tools b. Comprehensive: covering all learning domains (knowledge, skills, and attitude) c. Relevant: focusing on workplace-based observations d. Competency-milestone oriented: reflecting the trainee’s expected competencies that match
the trainee’s developmental level
2. Summative Assessment
2.1 General Principles Summative assessment is a component of assessment that primarily aims to make informed decisions on the trainees’ competency. In comparison to the formative assessment, summative assessment does not aim to provide constructive feedback. For further details on this section, please refer to the general bylaws and executive policy of assessment (available online: www.scfhs.org). In order to be eligible to take the final exams, a trainee should be granted a “Certificate of Training-Completion”. Trainees should play an active role in seeking feedback during their training. On the other hand, trainers are expected to provide timely and formative assessment to the trainees. SCFHS will provide an e-portfolio system to enhance communication and analysis of data arising from the formative assessment.
B. Tools and Methods of Assessment The Saudi Board of Orthodontics and Maxillofacial Orthopedics (SBO-MO) certification has incorporated an assessment system that captures all or most of the aspects of required competencies, according to the model proposed by Miller. For knowledge concepts and application of knowledge (‘Knows’ and ‘Know Hows’ of Miller’s conceptual pyramid for clinical competence), written exams with multiple formats including context-based multiple-choice questions (MCQ’s) and structured oral examinations (SOE) are implemented. For the ‘Shows’ and ‘Does’ portion, performance-based assessments, such as Mini-CEX, DOPS, and the
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 109
ASSESSMENT OF TRAINEES AND SUPPORT
assessment of the required submitted cases (ARSC) are used. ITER and FITER are used to assess the roles of multiple competencies related to the specialty of orthodontics. Residents are required to submit a collection of evidence of clinical and professional works in their portfolio at the end of the program. Self-reflection, assessment of clinical reasoning, judgment, and decision-making skills are essential components of the assessment plan. Assessment tools and their relevant competencies are mentioned below in Table X and Y. Trainees and trainers are advised to check the most updated assessment tools approved by the Scientific Council of the specialty, as they could be subject to change in the future. The detailed information about assessment methods has been provided in the assessment methods document uploaded on the website of www.scfhs.org.sa.
110 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
ORTHODONTI
CS AND MAXIL
LOFACIAL OR
THOPEDICS
3
111
ASSESSMENT
OF TRAINEES
AND SUPPORT
Tabl
e X:
Ass
essm
ent o
f des
ired
com
pete
ncie
s*
Dom
ains
K
now
ledg
e Sk
ills
Attit
ude
As
sess
men
t Ty
pes
End
of
the
Year
Te
sts
Acad
emic
s C
ase-
base
d D
iscu
ssio
n (C
BD
)
Clin
ical
Po
rtfo
lio
ITER
/ FI
TER
Asse
ssm
ent
Tool
s WE
SOE
Book Review
Literature Review
Educational Requirements (knowledge or
skill?)
Evidence-based clinical
case presentation
& critique
DOPs
Mini-CEX
Research activity
Assessment of required submitted
cases; (ARSC)
Quarterly Evaluation
Quality Improvement
projects
Community Project
1.D
enta
l Exp
ert
a. D
enta
l Kn
owle
dge
1.D
enta
l Exp
ert
b. P
atie
nt C
are
2. C
omm
unic
ator
3. C
olla
bora
tor
4.
Hea
lth
Advo
cate
5. S
chol
ar
6.
Lea
der
Desired Competence According to CanMeds
7. P
rofe
ssio
nal
Res
iden
cy L
evel
R
2 &
R3
R1
- R
4 R
1 R
2 &
R3
R3
& R
4 R
1 - R
4 R
1 -
R4
R1
-R
4R
1 &
R4
R1,
R2,
R4
R1-
R
4 R
1- R
4R
1 -
R4
*Tra
inee
s an
d tra
iner
s ar
e ad
vise
d to
che
ck th
e m
ost u
pdat
ed a
sses
smen
t too
ls a
ppro
ved
by th
e Sc
ient
ific
Cou
ncil
of th
e sp
ecia
lty,
as th
ey c
ould
be
subj
ect t
o ch
ange
in th
e fu
ture
.
ASSESSMENT OF TRAINEES AND SUPPORT
Table Y: Description of the SBO-MO updated assessment toolbox. For further details regarding the frequency of implementation, please check the statement in this regard from the Scientific Council of the specialty. Assessment Title Details
1. Clinical Performance Reports:Clinical Logbook
The Clinical Logbook includes the assessment of the clinical skills.
a. Direct Observation of Procedural Skills (DOPS)
DOPS is a method used to assess the trainee’s technical, operative and professional skills in a range of basic diagnostic and interventional procedures, or parts of procedures during routine orthodontic practice, to facilitate developmental feedback. Self-assessment is also implemented. Different orthodontic procedures can be assessed, such as banding, bonding, wire bending, loop formation, lingual arch placement, delivery and activation of TPA, lip bumper, finger spring, headgear, reverse headgear, insertion of mini-screws, handling of functional appliances, clear aligners, occlusal splints, night guard, TMD appliances, and retainers.
For more details about DOPS, please refer to the competency-based assessment document of the SBO-MO.
b. The Clinical Evaluation Exercise (Mini-CEX)
Mini-CEX assesses clinical skills, attitudes, and behaviors in a secondary care setting. The mini-CEX provides a 15-minute snapshot of how the trainee may interact with patients in a secondary care setting. Each mini-CEX should represent a different clinical problem and should provide samples from a wide range of problem groups. The following skills will be assessed using Mini-CEX: orthodontic assessment & diagnosis encounter, treatment management & progress encounter, case finishing encounter, and case retention encounter.
For more details about mini-CEX, please refer to the competency-based assessment document of the SBO-MO.
c. Assessment of required submitted cases; ARSC
Clinical Cases Requirement Submission:
First level of residency:
• Residents are expected to submit 10 documented new cases, started by the resident and signed by an instructor at a specific date determined by the assessment committee.
● Residents must follow the R1 Template.
112 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
ASSESSMENT OF TRAINEES AND SUPPORT
• Items will be evaluated based on the following factors:
Compliance with template and guidelines Appropriateness of findings and diagnosis Quality of the records
Second level of residency:
Residents are expected to submit 40 new cases (minimum 35 new cases started by the residents and may include up to 5 transferred cases) in the provided templates (template 1, 2, and 3), signed by an instructor at a specific date determined by the assessment committee • Residents must follow the provided templates. • Items will be evaluated based on the following factors: Compliance with the standard templates and guidelines Quality of the records Variety and distribution of the cases
Final level of residency:
▪ The final level residents are required to submit the completed records and documentation of 30 cases treated and finished by the resident according to the guideline of case review committee, out of which 6 finished cases treated by the resident during the program from start to finish should be submitted for the final SOE.
▪ These 6 finished cases should be advanced cases categorized by IOTN as at least grade 4 in each specific category. The resident should not submit more than one case from each category. These categories are: 1. Growth modification followed by comprehensive
orthodontic treatment 2. Class I malocclusion 3. Class II malocclusion 4. Class III malocclusion 5. Malocclusion with transverse discrepancy 6. Malocclusion with vertical discrepancy 7. Dentofacial deformity case treated with combined
orthodontic and orthognathic surgery 8. Cleft lip and palate (single treatment phase or more)
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 113
ASSESSMENT OF TRAINEES AND SUPPORT
Criteria of Finished Cases:
• The 30 finished cases may include up to 5 transferred cases) and should be submitted in the provided templates (template 1, 2 and 3), signed by the instructors and program directors of each center.
• Master holder residents are expected to submit an evidence of started 25 cases during the SBO-MO program and 15 finished cases (may include up to 5 transferred cases) in the provided templates (template 1, 2 and 3), signed by their instructors and program directors.
• The submitted cases must be treated by the resident during the SBO-MO program. Transferred cases are defined as those cases started by other SBO-MO residents and officially transferred to the current resident.
Items will be evaluated by the Case Review Committee of the program based on the following factors: ● Compliance with templates and guidelines ● Quality of the records ● Variety and distribution of the cases ● Quality of the treatment
2. Continuous Appraisal Reports; ITERs/FITER
ITERs: In-training evaluation report
It aims to highlight the strengths, identify the weaknesses, and aid in developing a plan of action for improvement. The trainers (at least two supervisors) should give feedback to the residents at the end of each quarter. This assessment is conducted throughout the academic year (every 3 months) and at the end of each academic year.
FITERs: Final in-training evaluation report
a. Evidence-based Clinical Case Presentation and Critique
The resident is expected to present comprehensive treatments of patients at different stages of treatment, supported with evidence, discussion on the diagnoses, treatment plan and treatment mechanics, case progress, finishing, and prognosis implemented. The resident is also expected to review at least 5 cases that were completed by previous graduates of the program, with the objective of assessing treatment outcomes using validated indices such as the ABO grading system or the Peer Assessment Rating. Reflection on the provided treatment and its outcomes are to be completed as well
114 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
ASSESSMENT OF TRAINEES AND SUPPORT
b. Research
Activity Assessment
The resident will be evaluated for a research proposal that he/she will formulate and submit to the supervisor. A poster or oral presentation at a distinguished orthodontic conference, approved workshops, or a publication in a peer-reviewed journal is required before graduation.
c. Educational requirements
Residents are expected to participate in teaching activities. Senior residents, on the other hand, are expected to mentor their junior colleagues. Residents are expected to complete the “teaching log” form for any educational encounter they participated in.
d. Quality improvement project
The resident is expected to participate in a quality improvement developmental activity related to the home hospital environment. Senior residents are expected to apply the knowledge gained from their practice management course, to identify an “issue” or a “problem” in their clinical environment, select a model to follow, design a solution, implement it, and evaluate the outcome of their intervention.
e. Community Project
Resident is expected to participate in community service or submit a community project. For further details regarding this implementation, please check the statement on this regard from Scientific Council of the specialty.
3. Promotion Exam End of year exams
a. Written Exam Knowledge is assessed using context-based MCQs, Extended Matching Items, and Written Assignments. Examination details such as the dates of the exam and the blueprint have been published in the commission website, www.scfhs.org.sa.
b. Structured Oral Examination (SOE)
The number of exam items, eligibility, and the passing score are in accordance with the commission's training and examination rules and regulations and the blueprint of the program. Examination details, such as the dates of the exam and the blueprint have been published in the commission website, www.scfhs.org.sa. SOE will include an assessment of the candidate’s clinical reasoning, judgment, and decision-making skills and assessment blueprints will be structured accordingly.
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Certification
Each resident is required to pass Part I and Part II of the examination in order to be eligible for certification. Those examinations include written and Objective Structured Clinical Examination (OSCE) assessment types. The examination regulations and details, such as the requirements and the dates of the examination have been published on the commission website, www.scfhs.org.sa.
Upon successful completion of all requirements of the program and after passing the Part II Examination, the candidate will receive a Certificate of Completion of the Saudi Board Program in Orthodontics, issued by the Saudi Commission for Health Specialties.
116 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
ASSESSMENT OF TRAINEES AND SUPPORT
A. Residents’ and Trainers’ Responsibilities in the Assessment Process Assessment is a joint responsibility of the trainers and the residents. They play an equally important role in the assessment process. Residents are expected to: Be familiar with the rotation objectives prior to the start of the program. Attend their clinical duties and academic activities regularly. Ensure that the evaluations are completed and that he/she has received feedback in a
timely fashion. Accept constructive feedback as part of the training process. Have open channels of communication with the Rotation Supervisor and other trainers. Trainers are expected to: Be familiar with the objectives of supervising. Orient the resident at the beginning of the program regarding the objectives of rotation and
the responsibilities during the rotation. Supervise and teach the residents daily, based on the graded responsibility that is entrusted
according to the level of training. Provide continuous feedback to the resident during the rotation for corrective measures to
be taken in a timely manner. Trainers and other supervisors should appraise the resident midblock and at the end of each quarter using the In-Training Evaluation Report form. Sufficient time should be allocated to discuss the evaluation with the resident and provide feedback and advice.
B. Trainee Support
Guidelines for the Mentor: The mentor is an assigned faculty supervisor responsible for the professional development of residents under his/her responsibility. Mentoring is the process by which a mentor provides support to the resident. A mentee is the resident who is under the supervision of the mentor. The need for a mentor: Post-graduate residency training is a formal academic program for residents to develop their full potential as future specialists. This is potentially the last substantial training program before they become independent specialists. However, unlike the undergraduate program, which has a well-defined structure, residency training is inherently less organized. Residents are expected to perform in a clinical setting and deliver patient care. They are rotated through multiple sites and sub-specialties. The design of the residency program, while necessary for good clinical exposure, does not provide the opportunity for developing a long-term professional relationship with a faculty member. Residents may feel lost without proper guidance. Moreover, without a long-term longitudinal relationship, it is extremely difficult to identify a struggling resident. Residents also struggle to develop a professional identity with the home program, especially when they are rotating in other disciplines for long durations.
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ASSESSMENT OF TRAINEES AND SUPPORT
Finally, the new curriculum creates a more substantial, work-based, continuous assessment of clinical skills and professional attributes. Residents are expected to maintain a logbook, complete mini-CEX and DOPS, and meticulously chart their clinical experience. This requires a robust and structured monitoring system with clear accountability and defined responsibility for the trainees and the trainers. Nature of the Relationship: Mentorship is a formal yet friendly relationship. This is a partnership between the mentor and resident (i.e. the mentee). Residents are expected to take the mentoring opportunity seriously and help the mentor to achieve his/her outcomes. The mentor should receive a copy of any adversarial report about the resident under his/her mentorship, which may have been made by other faculty members.
Goals: Guiding residents towards personal and professional development through continuous
monitoring of progress Early identification of struggling residents and high achievers Early detection of residents who are at risk of emotional and psychological disturbance Provide career guidance
Roles of the Mentor The primary role of the mentor is to nurture a long-term professional relationship with the assigned residents. The mentor is expected to provide an ‘academic home’ for the residents, so that that they can feel comfortable in sharing their experiences, expressing their concerns, and clarifying issues in a non-threatening environment. The mentor is expected to keep sensitive information about the residents in his/her confidence.
* SCFHS Guidelines for Mentoring The mentor is also expected to make appropriate and early referral to the Program Director or Head of the Department if s/he determines a problem that may require expertise or resources that are beyond his/her capacity. Regulations are provided on the SCFHS website regarding the guidelines for mentoring (www.scfhs.org.sa). Examples of such referrals might include: Serious academic problems Progressive deterioration of academic performance Potential mental or psychological issues Personal problems that may be interfering with academic duties Professional misconduct However, the following are NOT the expected roles of a mentor: Providing extra tutorials, lectures, or clinical sessions Providing counseling for serious mental and psychological problems Being involved in the residents’ personal matters Providing financial or other material support
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Roles of the Resident Submit his/her resume to the mentor at the start of the relationship Provide the mentor with a medium (1-3 years) and long-term (3-7 years) goal Take primary responsibility in maintaining the relationship Schedule a monthly meeting with mentor in a timely manner and not request for ad hoc
meetings except in case of an emergency Recognize self-learning as an essential element of residency training Report any major events to the mentor in a timely manner
Who can be a mentor? Any faculty member, consultant grade and above, within the residency program can be a mentor. There is no special training required.
Number of Residents per Mentor As a guideline, each mentor should not be training more than 4-6 residents at any given time. As much as possible, the residents should belong to all years of training. This will create an opportunity for the senior residents to work as guides for the junior residents.
Frequency and Duration of Engagement The recommended minimum frequency is once every 4 weeks. Each meeting might take 30 minutes to 1 hour. It is also expected that once assigned, the mentor should continue with the same resident preferably for the entire duration of the training program, or at least for 2 years.
Tasks during the Meeting The following are suggested tasks to be completed during the meeting: Discuss the overall clinical experience of the residents with particular attention to any
concerns raised Review the residents’ logbook or portfolio to determine whether they are on target to meet
their training goals Revisit earlier concerns or unresolved issues, if any Explore any non-academic factors that may be seriously interfering with the training Document excerpts of the interaction in the logbook
Mandatory Reporting to the Program Director or Head of the Department Consecutive absence from three scheduled meetings without any valid reasons Unprofessional behavior Consistent underperformance in spite of counseling Serious psychological, emotional, or health problems that may potentially cause unsafe
patient care Any other serious concerns deemed relevant by the mentor
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 119
PART V
IMPLEMENTATION PLAN: What needs to be done? Obtain expertly written matter and inputs from key decision makers Obtain administrative approval Finalize and stage the implementation plan Align training and assessment strategies and correlate forms with their desired competency Begin staff training and calibration Reinforce a competency-based approach to assessment Review related rules and regulations Introduce resident’s portfolio to document teaching, learning, and assessment activities for
each CanMEDS role Review the SOE and the blueprints for written exams according to the proposed
competencies
120 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
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APPENDICES
Appendix I. CLINICAL TRAINING GUIDELINES The following are the guidelines for the Saudi Board of Orthodontic and Maxillofacial Orthopedics residents' clinical cases. Clinical Cases Requirement Submission: First level of residency: Residents are expected to submit 10 documented cases signed by their instructors at
a specific date determined by the Evaluation Committee. Residents must follow the R1 Template. Items will be evaluated based on the following parameters: Compliance with template and guidelines Appropriateness of findings and diagnosis Quality of the records
Second level of residency: Residents are expected to submit 40 cases (may include up to 5 transferred cases)
in t h e provided template (template 1, 2, and 3) signed by their instructors at a specific date determined by t h e Evaluation Committee.
Residents who do not submit 40 started cases will be reported to the Local Supervisory Committee.
Residents must use the provided templates. Items will be evaluated based on the following parameters: Compliance with the standard templates and guidelines Quality of the records Variety and distribution of the cases
The final level of residency: The requirements of the residency to be eligible to sit for Part II examination include: submission of the record of 30 finished clinical cases, and 6 advanced complete case records. Oral examination will be conducted to complete the clinical training evaluation. Criteria of Finished Cases: Residents are expected to submit at specific date determined by Evaluation Committee,
30 finished cases (may include up to 5 transferred cases) in provided template (template 1, 2 and 3) signed by their instructors and program directors of each center.
Master holder residents are expected to submit at specific date determined by evaluation committee evidence of started 25 cases in the SBO program and 15 finished cases (may include up to 5 transferred cases) in provided template (template 1, 2 and 3) signed by their instructors and program directors.
The submitted cases must have started treatment during the program (start to finish by the resident during SBO program); transferred cases might be started by other SBO residents who started the treatment during SBO program.
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Items will be evaluated based on the following: Compliance with templates and guidelines. Quality of the records. Variety and Distribution of the cases. Quality of the treatment.
Final Oral Exam for Final Level Residents: The final level residents are required to submit the complete records and documentation of
6 finished cases treated by the resident during his/her training period from start to finish. These finished cases should be advanced cases categorized by IOTN to be at least grade 4 from the following categories. 1. Growth modification followed by comprehensive orthodontic treatment 2. Class I malocclusion 3. Class II malocclusion 4. Class III malocclusion 5. Malocclusion with transverse discrepancy 6. Malocclusion with vertical discrepancy 7. Dentofacial deformity treated with combined orthodontic and orthognathic surgery
treatment 8. Cleft lip and palate (single treatment phase or more) with evidence of treatment
objectives achieved The Resident must submit 6 cases with no more than one case from each category. Eligible residents will be examined on the various aspects of orthodontic diagnosis and treatment planning. Each resident will be challenged by an oral exam on selected cases out of his/her submitted 6 final cases.
122 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
APPENDICES
Appendix II. RECOMMENDED COURSES REFERENCE LIST The references are subject to updates and will be present on the SCFHS website.
ADVANCED ORAL AND MAXILLOFACIAL RADIOLOGY Sc W, Pharoah MJ. 2009. Oral radiology: principles and interpretation. St Louis, Mo: Mosby Elsevier, Chapter 9-13.
INTEGRATED BASIC SCIENCE COURSE I
Embryology Barry Mitchell and Ram Sharma. Embryology: An Illustrated Colour Text, 2nded. Edinburgh:
Churchill Livingstone, 2009. (ISBN: 0702032255) Keith L. Moore, T. V. N. Persaud, and Mark G. Torchia. The Developing Human: Clinically-
Oriented Embryology, 9th ed. Philadelphia: Saunders, 2011. ISBN: 1437720021) http://digitalcommons.uconn.edu/cgi/viewcontent.cgi?article=1067&context
=srhonors_theses
Anatomy Clinical Anatomy by Regions, Richard S. Snell, 9th edition, 2011, Lippincott Williams &
Wilkins. Clinical Neuroanatomy, Richard’s Snell, 7th edition, 2009, Lippincott Williams & Wilkins. Cunningham's Manual of Practical Anatomy: Volume III: Head, Neck and Brain (Oxford
Medical Publications) - G. J. Romanes, 15 editions, 1986. Gray's Anatomy: The Anatomical Basis of Clinical Practice, Expert Consult -Online and
Print, 40e - Susan Standring. Churchill Livingstone, 2008. Last's Anatomy: Regional and Applied - Chummy S. Sinnatamby. Churchill Livingstone,
2011.
Oral Pathology Oral and Maxillofacial Pathology, 3rd Edition, Saunders/Elsevier, St. Louis, MO 2009. Oral Pathology: Clinical Pathological Correlations, 6th Edition,Saunders/Elsevier, St. Louis,
MO 2012. Color Atlas of Common Oral Diseases, 3rd Edition, Lippincott, Williams & Wilkins, Baltimore,
MD, 2003.
INTEGRATED BASIC SCIENCE COURSE II
Oral Biology 1. Biological changes in PDL and bone during orthodontic treatment:
Contemporary Orthodontics, William R. Profitt, 5th Edition Orban’s Oral Histology and Embryology 13th Edition Ten Cate’s Oral Histology 8th Edition
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 123
APPENDICES
2. Histology of the Cementum and root resorption in Orthodontics
Contemporary Orthodontics, William R. Profitt, 5th edition Current principles and techniques : Graber Vanarsdal : 3rd edition
3. Microanatomy and ultrastructure of the Gingiva and how it is affected during
orthodontic treatment Carranza’s Clinical Periodontology, 10th edition. Jan Lindhe, Clinical Periodontology and Implantology, 4th edition. Orban’s Oral Histology, 12th edition
4. Anatomy and ultrastructure of salivary glands / physiology of salivary secretions.
William G. Shafer., Maynard K. Hine, Barnet M. Levy. A Text Book of Oral Pathology. 4th edition.
Stuart C. White, Michael J. Paroah. “Oral Radiology Principles and Interpretation”. 5th Edition.
Lee SJ, Kho HS, Lee SW, Yang WS. Experimental salivary pellicles on the surface of orthodontic materials. Am J Orthod Dentofacial Orthop. 2011;119(1):59-66.
Agaoglu G, Arun T, Izgi B, Yarat A. Nickel and chromium levels in the saliva and serum of patients with fixed orthodontic appliances. Angle Orthod . 2014;71(5):375-9.
5. Age changes that occurs in the oral and dental tissues.
Ten Cate’s Oral Histology, 8th edition Orban’s Oral Histology and Embryology, 13th edition Oral Anatomy, Histology and Embryology, 3rd edition Van Der Velden. Effect of Age on Periodontium. J Clin Periodont 1984; 11:281-294. Carranza’s Clinical Periodontology 10th edition
6. Effects of drugs and systemic factors on orthodontic treatment
Gameiro GH, Pereira-Neto JS, Magnani MB, Nouer DF. The influence of drugs and systemic factors on orthodontic tooth movement. J Clin Orthod. 2007 Feb;41(2):73-8.
Kamatchi Diravidamani, Sathesh Kumar Sivalingam,and Vivek Agarwal. Drugs influencing orthodontic tooth movement: An overall review. J Pharm Bioallied Sci. 2012; 4(Suppl 2): S299–S303.
Nezar Watted, Peter Proff, Borbély Péter, Abu-Hussein Muhamad. Influence of drugs on orthodontic tooth movement. J Res Med Dent Sci 2014; 2 (4): 1-8.
Articles Related to Biology of Tooth Movement & Tissue Reaction Krishnan V, Davidovitch Z. Cellular, molecular, and tissue-level reactions to orthodontic
force. Am J Orthod Dentofacial Orthop 129:469 e1-32, 2006 Krishnan V, Davidovitch Z. On a path to unfolding the biological mechanisms of orthodontic
tooth movement. J Dent Res 88:597-608, 2009. Meikle MC. The tissue, cellular, and molecular regulation of orthodontic tooth movement:
100 years after Carl Sandstedt. Eur J Orthod 28:221–240, 2006 Iino S, Sakoda S, Ito G, Nishimori T, Ikeda T, Miyawaki S. Acceleration of orthodontic tooth
movement by alveolar corticotomy in the dog. Am J Orthod Dentofacial Orthop 131:448 e1-8, 2007.
Ren Y1, Maltha JC, Kuijpers-Jagtman AM. Optimum force magnitude for orthodontic tooth movement: a systematic literature review Angle Orthod. 2003 Feb;73(1):86-92..
124 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
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Kim SJ, Kang YG, Park JH, Kim EC, Park YG. Effects of low-intensity laser therapy on
periodontal tissue remodeling during relapse and retention of orthodontically moved teeth. Lasers Med Sci. 2013 Jan;28(1):325-33. doi: 10.1007/s10103-012-1146-8. Epub 2012 Jul 20
Proff P, Römer P. The molecular mechanism behind bone remodelling: a review. Clin Oral Investig 13:355-362, 2009
Von Böhl M, Kuijpers-Jagtman AM. Hyalinization during orthodontic tooth movement: a systematic review on tissue reactions. Eur J Orthod 31:30-36, 2009
Genetics 1. Part 1: William R. Profitt. Contemporary Orthodontics, the latest edition Robert Moyers. Hand book of orthodontics Lee W. Graber, Robert L. Vanarsdall, Katherine W. L.Vig, Greg J. Huang. Current Principles
and Techniques 6th edition, page 31-50. 2. Part 2: William R. Profitt. Contemporary Orthodontics, the latest edition Robert Moyers. Hand book of orthodontics Juan Daia, Bakr M. Rabie. Gene Therapy to Enhance Condylar Growth Using rAAV-VEGF.
Angle Orthodontist 2008; 78(1): 89-93. Vagish Kumar L S. Gene Therapy: Principles and Applications in Dentistry. Research and
Reviews: Journal of Dental Sciences 2014; 2(1): 5-12. N. Zhao, Y. Liu, H. Kanzaki, W. Liang, J. Ni J. Lin. Effects of local osteoprotegerin gene
transfection on orthodontic root resorption during retention: an in vivo micro-CT analysis. Orthodontic and Craniofacial research 2012; 15:10-20.
H. Kanzaki1, M. Chiba. Takahashi, N. Haruyama, M. Nishimura, and H. Mitani. Local OPG gene transfer to periodontal tissue inhibits orthodontic tooth movement. J Dent Res 83(12):920-925, 2004.
Nida Siddique , Hira Raza , Sehrish Ahmed , Zohaib Khurshid and Muhammad Sohail Zafar. Gene Therapy: A Paradigm Shift in Dentistry. Genes 2016, 7, 98; 1-12.
ABM Rabie, J Dai and R Xu. Recombinant AAV-mediated VEGF gene therapy induces mandibular condylar growth. Gene Therapy (2007) 14, 972–980.
3. Part 3: H. Egusa et al. Stem cells in dentistry--part I: stem cell sources. Journal of Prosthodontic
Research, 2012; 56: 151–165 & 229–248.
RESEARCH METHODODOLGY & SCIENTIFIC WRITING INTEGRATED COURSE Articles Related to Evidence-Based Orthodontic Practice Delière M, Yan-Vergnes W, Hamel O, Marchal-Sixou C, Vergnes JN. Cochrane systematic
reviews in orthodontics. Int Orthod 8:278-292, 2010 Lempesi E1, Koletsi D2, Fleming PS3, Pandis N4. The reporting quality of randomized
controlled trials in orthodontics J Evid Based Dent Pract. 2014 Jun;14(2):46-52. doi: 10.1016/j.jebdp.2013.12.001. Epub 2014 Apr 18.
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EDUCATIONAL METHODS Tyler, I., Rowlands, M. and Spasoff, R., 2009. An environmental scan of best practices in
public health undergraduate medical education: strengths, weaknesses and applicability of teaching methods. J Assoc Faculties Med Can, 5, pp.2-14.
Wood, D.F., 2003. ABC of learning and teaching in medicine: Problem based learning. BMJ: British Medical Journal, 326(7384), p.328.
Lake, F.R. and Ryan, G., 2004. Teaching on the run tips 3: planning a teaching episode. Medical journal of Australia, 180(12), p.643.
Lake, F.R. and Ryan, G., 2004. Teaching on the run tips 4: teaching with patients. Medical Journal of Australia, 181(3), pp.158-159.
Lake, F.R. and Hamdorf, J.M., 2004. Teaching on the run tips 5: teaching a skill. Medical journal of Australia, 181(6), p.327.
George, J.H. and Doto, F.X., 2001. A simple five-step method for teaching clinical skills. FAMILY MEDICINE-KANSAS CITY-, 33(8), pp.577-578.
Spencer, J., 2003. ABC of learning and teaching in medicine: Learning and teaching in the clinical environment. BMJ: British Medical Journal, 326(7389), p.591.
BEHAVIORAL SCIENCES Humphris, G. and Ling, M.S., 2000. Behavioural Sciences for Dentistry. Elsevier Health
Sciences. Mostofsky, D.I. and Fortune, F., 2013. Behavioral dentistry. John Wiley & Sons. Baer, D. M. Advances and gaps in a behavioral methodology of pediatric medicine. In:
Krasgenor, N.A., Arasteh, J.D. and Cataldo, M.F. Child Health Behavior, John Wiley & Sons, Inc., pp. 54-69, 1986.
Houlihan, D., Jesse, V., Levine, H., and Sombke, C. A survey of rewards for use with teenage children. Child and Family Behavior Therapy, 13, 1-12, 1991.
Blum, N.J., Williams, G.E., Friman, P.C, and Christophersen, E.R. Disciplining young children: The role of verbal instruction and reasoning. Pediatrics, 96, 336-341, 1995.
Friman, P.C. and Leibowitz, J.M. An effective and acceptable treatment alternative for chronic thumb- and finger-sucking. Journal of Pediatric Psychology, 15, 57-65, 1990.
Van Houten, R. and Rolider, A. The use of response prevention to eliminate nocturnal thumbsucking. Journal of Applied Behavior Analysis, 17, 509-520, 1984.
Cameron, C.A. Informed consent in orthodontics. Seminars in Orthodontics, 3, 77-93, 1997. Velan E, Kiyak HA, Mouradian WE, Slayton RL, Psoter K. A study of informed consent and
health literacy in a university pediatric dental residency setting. Manuscript in preparation. Jerrold, L. Understanding the Basics of the Dentist-patient Relationship, the Standard of
Care, and Informed Consent in Orthodontic Clinical Setting. Seminars in Orthodontics, 8, 177-197, 2002.
Mortensen, M.G., Kiyak, H.A., & Omnell, L. Patient and parent understanding of informed consent in orthodontics. AJODO, 124(5), 541- 550, 2003.
Ackerman, J.L. and Proffit, W.R. Communication in orthodontic treatment planning: Bioethical and informed consent issues. Angle Orthodontist, 65, 253-262, 1995.
Katz, J. Duty and Caring in the Age of Informed Consent and Medical Science: Unlocking Peabody's Secret. Humane Medicine, 8, 187-197, 1992.
Jensen, Melsen. Factors of importance for the functional outcome in orthognathic surgery patients: A prospective study of 118 patients. J Oral & Maxillofac Surg. In press 2010
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Motegi, E. Hatch, J.P., Rugh, J.D. & Yamaguchi, H. Health-related quality of life and
psychosocial function 5 years after orthognathic surgery. AJODO, 124, 138-143, 2003. Ackerman, M. B., McRae, M.S., Longley, W.H. Microsensor Technology to help monitor removable appliance wear. American Journal of Orthodontics
and Dentofacial Orthopedics, 135, 549-551, 2009. Sahm, G., Bartsch, A., & Witt, E. Reliability of patient reports on compliance. European
Journal of Orthodontics, 12, 438-446, 1990. Machen, D. E. The uncooperative patient: Terminating orthodontic care. American Journal
of Orthodontics and Dentofacial Orthopedics, 97(6), 528-529, 1990. Ramsay, D.S., Soma, M., and Sarason, I.G. Enhancing patient adherence: The role of
technology and its application to orthodontics. In: J.A. McNamara, Jr. and C.A. Trotman (Eds.), Creating the Compliant Patient. Volume 33, Craniofacial Growth Series, Center for Human Growth and Development, University of Michigan, Ann Arbor, 1997.
Sheller, B: Orthodontic management of patients with seizure disorders. Semin Orthodontics 10:247-251, 2004 Becker, A. and Shapira, J. Orthodontics for the handicapped child. European Journal of Orthodontics, 18, 262-266, 1985.
Becker, A.;Shapira, J.; Chausa, S. Orthodontic Treatment for disabled Children – A Survey of patient and Appliance Management. Journal of Orthodontics, 28, 39-44, 2001.
Williams, B. J. Modified orthodontic treatment goals in a patient with multiple complicating factors. Special Care in Dentistry, 12, 251-254, 1992.
van Venrooy, J. R. and Proffit, W. R. Orthodontic care for medically compromised patients: Possibilities and limitations. Journal of the American Dental Association, 111, 262-266, 1985.
Muir, J.D. and Calvert, E.J. Vomiting during the taking of dental impressions. Two case reports of the use of psychological techniques. British Dental Journal, 165, 139-141, 1988.
Bassi, G.S., Humphris, G.M., and Longman, L.P. The etiology & mangement of gagging; A review of the literature. J. Prosthet. Dent., 91, 459-467, 2004.
Ross, D. M. & Ross, S. A. Childhood pain: The school-aged child's viewpoint. Pain, 20, 179-191, 1984
PRACTICE MANAGEMENT Robbins, S.P. and Coulter, M., 2007. Principles of management. Fourth Edition, Tehran: Office of Cultural Studies.
ORTHODONTIC TECHNIQUES INTEGRATED COURSE
Wire Bending Manual Proffit WR, Fields Jr HW, Sarver DM. Contemporary orthodontics, latest edition. Elsevier
Health Sciences; 2006 Dec 8. Singh, G., 2015. Textbook of Orthodontics. JP Medical Ltd. Sheykholeslam, Z. and Brandt, S., 1977. Some factors affecting the bonding of orthodontic
attachments to tooth surface. Journal of clinical orthodontics: JCO, 11(11), pp.734-743. Brandt, S., Servoss, J.M. and Wolfson, J., 1975. Practical methods of bonding direct and
indirect. Journal of clinical orthodontics: JCO, 9(10), p.610.
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Typodont Manual Proffit WR, Fields Jr HW, Sarver DM. Contemporary orthodontics, latest Edition. Elsevier
Health Sciences; 2006 Dec 8. Bishara, S.E., 2001. Textbook of orthodontics. WB Saunders. Graber, Thomas M., and Brainerd F. Swain. Current orthodontic concepts and techniques.
WB Saunders Company, 1975.
Laboratory Fabricated Appliances Manual Proffit WR, Fields Jr HW, Sarver DM. Contemporary orthodontics, latest Edition. Elsevier
Health Sciences; 2006 Dec 8. Graber, Thomas M., and Brainerd F. Swain. Current orthodontic concepts and techniques.
WB Saunders Company, 1975. McNamara, J.A., Brudon, W.L. and Kokich, V.G., 2001. Orthodontics and dentofacial
orthopedics. Needham Press.
CEPHALOMETRIC ANALYSIS Jacobson, A., Jacobson, R.L. and Rushton, V.E., 2007. Radiographic Cephalometry: From
Basics to 3-D Imaging, (Book/CD-ROM set) (Vol. 2006). Articles Related to Cephalometric Analysis & Superimposition Nielsen lL. Maxillary superimposition: A comparison of three methods for cephalometric
evaluation of growth and treatment change. Am J Orthod Dentofacial Orthop 95:422-431, 1989.
Steiner CC. Cephalometrics In Clinical Practice. Angle Orthod 29:8-29, 1959 Jacobson A. The "Wits" appraisal of jaw disharmony. 1975. Am J Orthod Dentofacial Orthop
124:470-479, 2003. McNamara JA Jr, Ellis E 3rd. Cephalometric analysis of untreated adults with ideal facial
and occlusal relationships. Int J Adult Orthod Orthognath Surg 3:221-231, 1988. Z. Mirzen Arat, Meliha Rübendüz and Ayça Arman Akgül. The Displacement of Craniofacial
Reference Landmarks During Puberty: A Comparison of Three Superimposition Methods The Angle Orthodontist Aug 2003, Vol. 73, No. 4 (August 2003) pp. 374-380 Pittayapat P, Limchaichana-Bolstad N, Willems G, Jacobs R. Three-dimensional
cephalometric analysis in orthodontics: a systematic review. Orthod Craniofac Res 2014;17(2):69-91. Epub 2013 Dec 22.
ORTHODONTIC DIAGNOSIS & TREATMENT PLANNING Proffit WR, Fields Jr HW, Sarver DM. Contemporary orthodontics, latest Edition. Elsevier
Health Sciences. Graber, Thomas M., and Brainerd F. Swain. Current orthodontic concepts and techniques.
WB Saunders Company, 1975.
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Articles Related to Etiology of Malocclusion Xue F, Wong RW, Rabie AB. Genes, genetics, and Class III malocclusion. Orthod Craniofac
Res 13:69-74, 2010 Cassidy SE1, Jackson SR2, Turpin DL3, Ramsay DS4, Spiekerman C5, Huang GJ6. Classification and treatment of Class II subdivision malocclusions. Am J Orthod Dentofacial
Orthop. 2014 Apr;145(4):443-51. doi: 10.1016/j.ajodo.2013.12.017. Ib Leth Nielsen. Vertical malocclusions: etiology, development, diagnosis and some aspects
of treatment. The Angle Orthodontist Dec 1991, Vol. 61, No. 4 (December 1991) pp. 247-260
Richard A. Smith. The Etiology of Angle Class II Division I Malocclusion, The Angle Orthodontist Jan 1939, Vol. 9, No. 1 (January 1939) pp. 15-19
David Normando, Marco A. O. Almeida and Cátia C. A. Quintão. Dental crowding,.The Angle Orthodontist Jan 2013, Vol. 83, No. 1 (January 2013) pp. 10
Oesterle LJ, Shellhart WC. Maxillary midline diastemas: a look at the causes. J Am Dent Assoc 130(1):85-94, 1999.
Articles Related to Diagnostic Procedures & Case Analysis Andrews LF. The six keys to normal occlusion. Am J Orthod Dentofacial Orthop 62(3):296-
309, 1972. Endo T, Uchikura K, Ishida K, Shundo I, Sakaeda K, Shimooka S. Thresholds for clinically
significant tooth-size discrepancy. Angle Orthod 79:740-746, 2009 Artun J, Behbehani F, Thalib L. Prediction of maxillary third molar impaction in adolescent
orthodontic patients. Angle Orthod 75:904-911, 2005. Arat ZM, Akcam MO, Esenlik E, Arat FE. Inconsistencies in the differential diagnosis of open
bite. Angle Orthod 78:415-420, 2008. Pereira LJ, Pereira-Cenci T, Cury AA, Pereira SM, Pereira AC, Ambosano GM, Gavião MB.
Risk indicators of temporomandibular disorder incidences in early adolescence. Pediatr Dent 32:324-328, 2010
Naidu D, Freer TJ. Validity, reliability, and reproducibility of the iOC intraoral scanner: a comparison of tooth widths and Bolton ratios. Am J Orthod Dentofacial Orthop 2013;144(2):304-10. doi: 10.1016/ j.ajodo.2013.04.011.
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Işiksal E, Hazar S, Akyalçin S. Smile esthetics: perception and comparison of treated and untreated smiles. Am J Orthod Dentofacial Orthop 129(1):8-16, 2006.
Gul-e-Erum , Fida M. Changes in smile parameters as perceived by orthodontists, dentists, artists, and laypeople. World J Orthod 9(2):132-140, 2008.
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132 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS
APPENDICES
Appendix III. ADVANCED ORTHODONTIC SEMINAR TOPICS The Advanced Orthodontic Seminar topics are classified into two groups and reviewed on a cyclic basis to assure that they include current and relevant topics and articles. Only one group is reviewed each year and the written examination for promotion to R2-R4 at the end of that particular year will include the topics covered in that specific group. The two groups and their related topics are shown in the following table.
Orthodontic Topics Topics Sub-categories Categories
Group Name
1. Extraction versus non-extraction therapy
2. Mandibular incisor extraction
Management of intra-arch problems (Space management)
3. Bimaxillary protrusion 4. Adult Class II & Class III
malocclusion
Management of anterior-posterior problems
5. Vertical problems including open bite, deep bite, and long face and short face problems
Management of vertical problems
6. Transverse problems including dental & facial asymmetries
Management of transverse problems
7. Anchorage from dental and bone anchorage devices Anchorage
8. Elastomeric materials 9. Finishing
Finishing
Category A Management of adult orthodontic problems
10. Dental anomalies & congenitally missing teeth
11. Ectopic maxillary canines 12. Early interceptive treatment,
including eruption guidance, early arch length and width correction, space maintenance, and ectopic eruption of the maxillary first molar
Management of dental problems
13. Dento-facial orthopedics/early treatment of anterior-posterior problems
14. Early management of vertical problems
15. Early management of transverse problems
Management of skeletal problems
16. Management of oral habits Management of functional problems
Category B Management of orthodontic problems in the developing dentition
Gro
up I
(Man
agem
ent o
f Ort
hodo
ntic
Pro
blem
s)
ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS 133
APPENDICES
1. Retention & stability
a. Fixed bonded retainers b. Removable retainers c. Late mandibular crowding and third molars
2. Adult orthodontics and interdisciplinary treatment 3. Accelerated orthodontic tooth movement 4. Risks associated with orthodontic treatment 5. Occlusion and temporomandibular joint dysfunction 6. Cleft lip/palate and craniofacial anomalies 7. Distraction osteogenesis 8. Orthognathic surgery 9. Orthodontic management of medically compromised patients 10. Upper airway obstruction/Sleep apnea 11. Prescriptions in orthodontics 12. Technology in the orthodontic office/3D Imaging
Gro
up II
In
terd
isci
plin
ary
trea
tmen
ts &
upd
ates
in
orth
odon
tics
134 ORTHODONTICS AND MAXILLOFACIAL ORTHOPEDICS