Saudi Board Orthodontics and Maxillofacial Orthopedics · 2021. 3. 16. · Genetics • Define...

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.


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


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


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.


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


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


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


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

OUTCOMES AND COMPETENCIES


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



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

ITER Mini-CEX

ITER Mini-CEX

ITER Mini-CEX



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



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



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

ITER CBD SOE

ITER Clinical Portfolio CBD SOE

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



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


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

ITER CBD SOE

ITER CBD SOE



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




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

ITER CBD

2.4.3 Perform procedures in a skillful and safe manner and adapt to unanticipated findings or changing clinical circumstances.

ITER DOPs

ITER DOPs

ITER DOPs

ITER DOPs

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.


CBD SOE




2.4.5 Treat and

manage adult patients with different orthodontic problems that require restorative and periodontal management along with coordinated care.


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


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.

ITER / FITER



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.

ITER ITER ITER

2.4.11 Practice orthodontics under full compliance with the accepted standards of ethical behavior.

ITER Mini-CEX

ITER ITER ITER



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



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

ITER Mini-CEX

ITER Mini-CEX

ITER Mini-CEX

2.2 Seek and synthesize relevant information from other sources, including the patient’s family, with the patient’s consent.

ITER Mini-CEX

ITER Mini-CEX

ITER Mini-CEX

ITER Mini-CEX

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

ITER Mini-CEX

ITER Mini-CEX

ITER Mini-CEX



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

ITER Mini-CEX

ITER Mini-CEX

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

ITER Mini-CEX

3.4 Communicate professionally with other healthcare professionals to provide better holistic patient care.

ITER Mini-CEX

ITER Mini-CEX

ITER Mini-CEX

ITER Mini-CEX

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



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.

ITER Mini-CEX

ITER Mini-CEX

ITER Mini-CEX

ITER Mini-CEX

2.2 Engage in respectful and shared decision-making processes with fellow physicians and other colleagues in various health care professions.

ITER ITER ITER ITER



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.

ITER ITER ITER ITER

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.

ITER ITER ITER ITER



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



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



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



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




2. Recognize and respond

to societal expectations in health care (Responsibility to the society).

ITER ITER ITER ITER

3. Demonstrate

responsibility and commitment to the profession by adhering to standards and regulations.







4. Demonstrate a

commitment to maintaining physician health and well-being and to fostering optimal patient care.







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.


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.



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.



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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

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ysis

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or

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onito

r the

pr

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ce o

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nd it

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ogre

ss, i

f pr

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t •

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stru

ct

appr

opria

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usal

ap

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for

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atm

ent o

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sfun

ctio

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• C

omm

unic

ate

and

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k w

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colle

ague

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ultid

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plin

ary

man

agem

ent o

f TM

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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

•

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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

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r tre

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ent p

lans

an

d pe

rform

a

• U

nder

stan

d th

e lit

erat

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behi

nd th

e ba

sic

conc

epts

of

orth

odon

tics,

in

clud

ing:

o

Man

agem

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thod

ontic

pr

oble

ms

in a

dults

an

d or

thod

ontic

s o

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ent o

f in

terd

isci

plin

ary/

adj

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ive

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tic

prob

lem

s.

o P

harm

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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

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aref

ully

cho

ose,

re

ad, a

nd c

ritiq

ue

the

evid

ence

. •

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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

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sica

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lishe

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ticle

s an

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se

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rts im

pact

ing

the

prac

tice

of

orth

odon

tics.

•

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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 •

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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

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lass

pre

sent

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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

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gnos

is

base

d on

the

hist

ory,

clin

ical

ex

amin

atio

n,

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stig

atio

ns, a

nd

cons

ulta

tion.

•

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ique

trea

tmen

t pl

ans

and

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men

t m

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t. •

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ose

treat

men

ts b

ased

on

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denc

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pose

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al c

ases

w

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ent

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ent

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lass

pre

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linic

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ases

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ignm

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SSMEN

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Con

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us

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am

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ontin

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cas

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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.



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



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.


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

.


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.



• 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)



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



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.



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.



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.



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



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


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


PART VI

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.


APPENDICES

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.


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


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..


APPENDICES

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.


APPENDICES

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.


APPENDICES

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.


APPENDICES

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.

Normando D1, da Silva PL, Mendes ÁM. A clinical photogrammetric method to measure dental arch dimensions and mesio-distal tooth size. Eur J Orthod. 2011 Dec;33(6):721-6. doi: 10.1093/ejo/cjq149. Epub 2011 Jan 31

Articles related to Facial and Dental Esthetics/ Smile Analysis / Soft Tissue Analysis Naini FB, Gill DS. Facial aesthetics: 2. Clinical assessment. Dent Update 35(3):159-162,

164-166, 169-170, 2008. Naini FB, Moss JP, Gill DS. The enigma of facial beauty: esthetics, proportions, deformity,

and controversy. Am J Orthod Dentofacial Orthop 130(3):277-282, 2006. Peck S, Peck L. Selected aspects of the art and science of facial esthetics. Semin Orthod

1(2):105-126, 1995. McNamara L, McNamara JA Jr, Ackerman MB, Baccetti T. Hard- and soft-tissue

contributions to the esthetics of the posed smile in growing patients seeking orthodontic treatment. Am J Orthod Dentofacial Orthop 133(4):491-499, 2008.

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.


APPENDICES

Yang IH, Nahm DS, Baek SH. Which hard and soft tissue factors relate with the amount of

buccal corridor space during smiling? Angle Orthod 78(1):5-11, 2008.

ORTHODONTIC BIOMATERIALS Proffit WR, Fields Jr HW, Sarver DM. Contemporary orthodontics, 5th Edition. Elsevier

Health Sciences. Bishara, S.E., 2001. Textbook of orthodontics. WB Saunders. Articles Related to Orthodontic Materials Eliades T. Orthodontic materials research and applications: part 1. Current status and

projected future developments in bonding and adhesives. Am J Orthod Dentofacial Orthop 130:445-451, 2006.

Eliades T. Orthodontic materials research and applications: part 2. Current status and projected future developments in materials and biocompatibility. Am J Orthod Dentofacial Orthop 131:253-262, 2007.

Cacciafesta V1, Sfondrini MF, De Angelis M, Scribante A, Klersy C. Effect of water and saliva contamination on shear bond strength of brackets bonded with conventional, hydrophilic, and self-etching primers. Am J Orthod Dentofacial Orthop. 2003 Jun;123(6):633-40.

Gungor AY1, Ozcan E, Alkis H, Turkkahraman H Effects of different bleaching methods on shear bond strengths of orthodontic brackets Angle Orthod. 2013 Jul;83(4):686-90. doi: 10.2319/071812-586.1. Epub 2012 Dec 4..

Naidu E1, Stawarczyk B, Tawakoli PN, Attin R, Attin T, Wiegand A. Shear bond strength of orthodontic resins after caries infiltrant preconditioning Angle Orthod. 2013 Mar;83(2):306-12. doi: 10.2319/052112-409.1. Epub 2012 Aug 22.

Hajrassie MK, Khier SE: In vivo and in –vitro comparison of bond strengths of orthodontic brackets bonded to enamel and debonded at various times. Am J Orthod Dentofacial orthop;2007 Mar;131(3)384-90.

CRANIOFACIAL GROWTH AND DEVELOPMENT Proffit WR, Fields Jr HW, Sarver DM. Contemporary orthodontics, 5th Edition. Elsevier

Health Sciences. Enlow, D.H. and Hans, M.G., 2008. Essentials of facial growth. Needham Press. Graber, Thomas M., and Brainerd F. Swain. Current orthodontic concepts and techniques.

WB Saunders Company, 1975. Articles Related to Craniofacial Growth & Development Thilander B. Basic mechanisms in craniofacial growth. Acta Odontol Scand 53:144-151,

1995 Ranly DM. Craniofacial growth. Dent Clin North Am 44:457-470, 2000 Pecora NG, Baccetti T, McNamara JA Jr. The aging craniofacial complex: a longitudinal

cephalometric study from late adolescence to late adulthood. Am J Orthod Dentofacial Orthop 134:496-505, 2008

Dager MM, McNamara JA, Baccetti T, Franchi L. Aging in the craniofacial complex. Angle Orthod 78:440-444, 2008.

Bjork, A. Prediction of Mandibular Rotation. Am. J. Orthod. 55: 585 599,1969.


APPENDICES

Mossey PA. The heritability of malocclusion: part 2. The influence of genetics in

malocclusion. Br J Orthod 26(3):195-203, 1999. Derya Germec Cakan, Feyza Ulkur, and Tulin (Uğur) Taner. The genetic basis of facial

skeletal characteristics and its relation with orthodontics Eur J Dent. 2012 July; 6(3): 340–345.

Sara M. Wolfe, Eustaquio Araujo, Rolf G. Behrents and Peter H. Buschang. Craniofacial growth of Class III subjects six to sixteen years of age. The Angle Orthodontist Mar 2011, Vol. 81, No. 2 (March 2011) pp. 211-216

Tiziano Baccetti, Lorenzo Franchi, James A. McNamara Longitudinal growth changes in subjects with deepbite American Journal of Orthodontics and Dentofacial Orthopedics, Vol. 140, Issue 2, p202–209 Published in issue: August, 2011 Arat ZM, Türkkahraman H, English JD, Gallerano RL, Boley JC. Longitudinal growth

changes of the cranial base from puberty to adulthood. Angle Orthod 80: 725-732, 2010. Harari D, Redlich M, Miri S, Hamud T, Gross M. The effect of mouth breathing versus nasal

breathing on dentofacial and craniofacial development in orthodontic patients. Laryngoscope 120:2089-2093, 2010

Houston WJ. Mandibular growth rotations--their mechanisms and importance. Eur J Orthod 10:369-373, 1988.

Björk, Arne, and Vibeke Skieller. "Normal and abnormal growth of the mandible. A synthesis of longitudinal cephalometric implant studies over a period of 25 years." The European Journal of Orthodontics 5.1 (1983): 1-46.

BIOMECHANICS IN ORTHODONTICS Proffit WR, Fields Jr HW, Sarver DM. Contemporary orthodontics, 5th Edition. Elsevier

Health Sciences. Nanda RS, Tosun YS. Biomechanics in Orthodontics: Principles and Practice. Poling R. A method of finishing the occlusion Am J Orthod Dentofacial Orthop 1999 May;

115 (5): 476-487. Thickett E, Taylor NG, Hodge T. Choosing a pre-adjusted orthodontic appliance prescription

for anterior teeth. J Orthod. 2007 June; 34(2): 95-100. McLaughlin RP, Bennett JC. Finishing with the adjusted orthodontic appliance. Semin

Orthod 2003;9 (3):165-183.

OCCLUSION AND CRANIOMANDIBULAR DYSFUNCTION Andrews LF. The six keys to normal occlusion. Am J Orthod 1972;62: 296-309.

ORTHOGNATHIC SURGERY Profitt WR, White RP, Sarver DM. Contemporary Treatment of Dentofacial Deformities.

CEPHALOMETRIC SUPERIMPOSITION Duterloo HS, Planche P-G. Handbook of Cephalometric Superimposition. Jacobson, A., Jacobson, R.L. and Rushton, V.E., 2007. Radiographic Cephalometry: From

Basics to 3-D Imaging, (Book/CD-ROM set) (Vol. 2006).


APPENDICES

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.

Doppel DM, Damon WM, Joondeph DR, Little RM. An investigation of maxillary superimposition techniques using metallic implants. Am J Orthod Dentofacial Orthop. 1994 Feb;105(2):161-8.

Efstratiadis S, Baumrind S, Shofer F, Jacobsson-Hunt U, Laster L, Ghafari J. Evaluation of Class II treatment by cephalometric regional superpositions versus conventional measurements. Am J Orthod Dentofacial Orthop. 2005 Nov;128(5):607-18

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.


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

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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

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