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Dental Hygiene Program and Policies Introduction The Dental Hygiene Program derives its purposes and functions, which encompass teaching, research and service, from the philosophy, policies and strategic plan of the Dental School, the University of Maryland, Baltimore and the University System of Maryland. The Program offers an entry-level 2+2 or 2+3 baccalaureate degree program, a baccalaureate degree completion program, a Master of Science in dental hygiene program, and a variety of continuing education courses. For all of these programs and courses, the faculty are committed to creating an educational environment that facilitates the development of creative, critical thinking, ethical professionals who are capable of realistically assessing their own performance and directing their own professional growth and development during and beyond the educational programs at the University of Maryland. The goals, objectives and competency statements that follow provide direction to the faculty and students so that the program and its graduates will be able to make positive contributions to the delivery of oral health care services to the public.
Mission
Program Goals and Objectives Teaching Goals and Objectives The overall goals of the entry-level baccalaureate degree program are to prepare graduates who are competent to enter the profession of dental hygiene and who can successfully pass their licensure examinations. Students learn to provide quality comprehensive and ethical dental hygiene care to individuals of all means and backgrounds through baccalaureate education. The Program promotes health for the citizens of Maryland through education and treatment, thereby enhancing the academic and clinical excellence of UMB. Other teaching goals are to encourage interdisciplinary collaboration and maintain a quality curriculum that is continually updated to reflect emerging health care trends and future roles in dental hygiene practice. The Competencies for Dental Hygiene Graduates document provides specific direction for the teaching program and is congruent with program goals that follow. Dental Hygiene Program Goals The dental hygiene graduate will: 1. | possess the capabilities to provide ethical, evidence-based, state-of-the-art care in a dynamic health care environment; | 2. | contribute to the growth, development and professionalism of dental hygiene as espoused in the ADHA Code of Ethics through personal professional development and life-long learning; | 3. | promote optimal oral health and its relationship to general health among diverse population groups; | 4. | utilize a pragmatic process of care protocol when offering health care programs or services to individual and diverse population groups while facilitating access to care and services. |
The overall goal of the baccalaureate degree completion program is to provide the opportunity for dental hygienists who hold an associate degree or certificate to develop the knowledge, skill, attitudes and values necessary for positions of responsibility in a variety of health care, educational, research and community settings. The overall goal of the Master of Science program is to prepare dental hygienists to assume positions of responsibility beyond those assumed by the baccalaureate graduate and to provide a foundation for doctoral level study. Program concentrations in education, management and community/institutional health prepare graduates for leadership roles in these settings. Upon completion of the Master of Science Degree Program, the graduates will be competent to: 1. | participate in design, coordination, instruction, and evaluation in dentally related educational programs; | 2. | participate in the planning, design, coordination, implementation and evaluation of a variety of private or public oral health care delivery programs; | 3. | participate in designing, funding, conducting, managing and evaluating research projects; and | 4. | demonstrate enhanced levels of competency and proficiency in patient care related areas. |
Research and Development Goals and Objectives Faculty and graduate students strive to meet the following goals/objectives: 1. | Conduct research that will contribute to the body of knowledge pertinent to dental hygiene
education and practice in clinical and community settings. | 2. | Develop innovative educational programs that provide an excellent and productive learning environment. | 3. | Share research findings with other professionals through written publications and presentations at conferences and workshops. | 4. | Attain continued professional growth and development. | 5. | Encourage interdisciplinary collaboration in research. |
Service Goals and Objectives Faculty1 and/or undergraduate2 and graduate3 students strive to meet the following goals/objectives. 1. | Offer high quality evidence-based educational programs at the bachelors and masters levels that will enhance the awareness, appreciation and utilization of dental hygienists in health care, research, educational and community settings throughout Maryland and nationally. 1 | 2. | Conduct and develop continuing education programs to serve the needs of the dental community, especially dental hygienists, in response to changing concepts in the delivery of oral health care. 1,3 | 3. | Provide quality evidence-based, cutting-edge, patient-centered dental hygiene care in the teaching clinics of the Dental School and at community sites. 2,3 | 4. | Provide quality dental hygiene care to patients treated by dental hygiene faculty in the Faculty Dental Service Plan. 1 | 5. | Provide leadership in professional associations to promote the goals and values of the profession and to address the oral health needs of the public. 1,2,3 | 6. | Participate in community service activities to establish ties with the community and to improve the quality of life for the citizens of Maryland and surrounding communities. 1,2,3 | 7. | Provide information, education and expertise on oral health and the science base related to dental hygiene care to health care professionals and the public. 1,2,3 |
Competencies for Dental Hygiene Graduates INTRODUCTION This document, Competencies for Dental Hygiene Graduates, describes the knowledge, skills and attitudes our graduates must attain for entry into dental hygiene practice in public and private settings. The value of these competencies is related to two areas. First, the competencies define the core content of the curriculum. By stating publicly what graduates must know and be able to do after completing our program, we establish a basis for the content of all courses. The competencies provide guidance for identifying relevant content when making decisions related to our educational program. Second, these competencies are useful for outcomes assessment. The quality of any curriculum must be judged by its results. By setting forth competencies that a student must demonstrate to qualify for graduation and entry into the profession, this document provides a basis for establishing outcome measures to evaluate the degree to which a student has acquired and can demonstrate the competencies needed to care for individuals and promote the health of the public.
Competencies for Dental Hygiene Graduates should be viewed as dynamic standards that are responsive to any clear need for change. The competencies are intended to serve as a framework for the dental hygiene curriculum and require regular review and revision. Competency as an Educational Concept This document has been organized around the concept of "competencies." The term competent is defined as the level of special skill, knowledge and attitudes derived from training and experience. Competencies for dental hygiene graduates can be more specifically described by several basic characteristics. Competencies are a typical part of the practice of dental hygiene; a combination of knowledge, attitude, psychomotor skill, and/or communication skill; and performed at or above an acceptable level of defined standards. ORGANIZATION Domains The general organization of this document is structured from the general to the more specific. Three Domains have been identified: Professionalism, Health Promotion and Disease Prevention, and Patient/Client Care. These domains represent broad categories of professional activity and concern which occur in dental hygiene practice. By design, these categories are not related to specific courses within the Department of Dental Hygiene because course structure does not reflect the scope of a practicing dental hygienist. The concept of Domains is intended to encourage a structure and process in the curriculum that is interdisciplinary, coordinated and applicable to practice. In this document, Domains are numbered I-III. Competencies Within each domain, Competencies are identified. A Competency is the ability to provide a particular, but complex, task or service. For example, ‘the dental hygienist must be able to systematically collect and accurately record baseline data on the general, oral and psychosocial health status of patients/clients using methods consistent with medicolegal principles.” The complexity of this service suggests that multiple and more specific abilities are required to enable the performance of a Competency. In this document, Competencies are numbered 1-10. Supporting Skills The more specific abilities could be considered subdivisions of Competencies and are termed Supporting Skills. An example of a Supporting Skill is: "Obtain, review and update a complete medical, family, psychological, and dental history." The acquisition and demonstration of a Competency require a level of mastery of all Supporting Skills related to that particular service or task. Similarly, Supporting Skills also require acquisition of more specific abilities, termed Foundational Abilities. In this document, Supporting Skills are numbered 1.1-10.4. Foundational Abilities Foundational abilities are obtained through didactic, laboratory and clinical instruction that provide the information and experience needed for satisfactory mastery of Supporting Skills. Foundational ability encompasses knowledge, psychomotor skill and attitudes. Foundational knowledge is the ability to use information and correctly answer specific questions when asked, for example, on an examination. Foundational psychomotor skill is the ability to follow specific rules to produce acceptable results in standardized situations, for example, periodontal probing on a simulator. Foundational attitudes are positive intellectual and behavioral actions, such as addressing a patient's chief complaint prior to proceeding with the planned treatment. The basic medical and dental sciences, behavioral sciences, and clinical sciences all provide instruction at the foundation level. Didactic, small group, seminar, laboratory and clinical instruction provide information and psychomotor experiences that enable students to acquire and demonstrate competence in clinical or other settings. The inclusion of any specific foundational ability in the curriculum should be based on its direct support of one or more of the Supporting Skills and Competencies. In general, course objectives are designed to provide Foundational Abilities. Therefore, Foundational Abilities are not listed in this document. Summary Competencies for Dental Hygiene Graduates define a level of practice for the new graduate, rather than predict the higher level of practice that will be attained by dental hygiene practitioners over their career lifetimes. This document is designed to direct and be responsive to the educational needs of our students. Ultimately, the true measure of the value of these competencies will be the quality of our graduates and the health care they render to the public. These competencies are linked with our program goals. COMPETENCY STATEMENTS I. PROFESSIONALISM The dental hygienist must be able to provide clinical care using contemporary professional knowledge, judgment and skills. The dental hygiene practitioner must be capable of discerning and managing ethical issues in the practice of dental hygiene. They must be prepared to practice in a rapidly changing environment, where therapy and ethical issues are influenced by advances in science and technology, regulatory action, economics, social policy, cultural diversity and health care delivery systems. Additionally, as dental hygiene tries to create a unique identity for the profession and increase its knowledge base, the dental hygienist must be able to understand and apply diverse information to practice in this dynamic environment. 1. Ethics. The new dental hygiene graduate must be able to discern and manage the ethical issues of dental hygiene practice in a rapidly changing environment. Specifically, the dental hygiene graduate must be able to: 1.1 | Apply a professional code of ethics and practice with personal and professional integrity. | 1.2 | Serve all individuals and the community without discrimination. | 1.3 | Respect the cultural differences of the population. | 1.4 | Provide humane and compassionate care to all patients/ clients. | 1.5 | Maintain honesty in relationships with patients/clients, colleagues and other professionals. | 1.6 | Ensure the privacy of the patient/client during dental hygiene treatment and counseling and maintain confidentiality of patient records. | 1.7 | Comply with all state and federal laws governing the practice of dentistry and dental hygiene. | 1.8 | Use current infection control procedures in all aspects of patient/client treatment. | 1.9 | Take action against the incompetent and unethical colleague; assist and direct the impaired colleague. | 1.10 | Teach patients/clients to value the delivery of competent care by dental professionals. |
2. Information Processing. The new dental hygiene graduate must be able to acquire and synthesize information in a critical, scientific, and effective manner. Specifically, the dental hygiene graduate must be able to: 2.1 | Accept responsibility for solving problems and making decisions based on accepted
scientific principles. | 2.2 | Critically analyze published reports of oral health research and apply this information to the
evidence – based practice of dental hygiene. | 2.3 | Evaluate and/or apply published data on the safety and efficacy of oral health products and
treatments | 2.4 | Communicate professional knowledge orally and in writing. | 2.5 | Employ the principles of scientific writing. | 2.6 | Use sound judgment in processing information, professional decision making and application
of new information to patient/client care. | 2.7 | Use computer technology to access and share information. |
3. Professional Socialization. The new dental hygiene graduate must contribute to improving the knowledge, skills, and values of the profession. Specifically, the dental hygiene graduate must be able to: 3.1 | Advance the profession through service activities and affiliation with professional
organizations. | 3.2 | Expand and contribute to the knowledge base of dental hygiene. | 3.3 | Participate in the roles of the profession including clinician, educator, researcher, change
agent, consumer advocate, administrator. | 3.4 | Promote the values of the profession to the public and other organizations both within and outside of the dental profession. | 3.5 | Assume responsibility for self-assessment, for life long learning and professional growth. | 3.6 | Function as a member of dental and other health care teams. | 3.7 | Identify career goals, secure practice or other dental hygiene positions and direct personal career development. | 3.8 | Participate in quality assurance programs for oral health services. |
II. HEALTH PROMOTION AND DISEASE PREVENTION
The dental hygienist serves the community in both private and public health settings. Public health, which is concerned with promoting health and preventing disease through organized community efforts, is an important component of any interdisciplinary approach. In the practice setting, the dental hygienist plays an active role in the promotion of optimal oral health and its relationship to general health. The dental hygienist, therefore, must be competent in the performance and delivery of oral health promotion and disease prevention services in private practice, public health and other alternative settings. 4. The Individual. The new dental hygiene graduate must be able to provide planned educational services using appropriate interpersonal communication skills and educational strategies to promote optimal health. Specifically, the dental hygiene graduate must be able to: 4.1 | Promote preventive health behaviors by personally striving to maintain optimal oral and general health. | 4.2 | Incorporate a wellness philosophy that promotes healthy lifestyles for staff and patients/clients into the practice of dental hygiene and/ or the workplace. | 4.3 | Identify the oral health needs of individuals and assist them in the development of appropriate and individualized self-care regimens. | 4.4 | Encourage patients/clients to assume responsibility for their health and promote adherence to self-care regimens. |
5. The Community. The new dental hygiene graduate must be able to initiate and assume responsibility for health promotion and disease prevention activities for diverse populations. Specifically, the dental hygiene graduate must be able to: 5.1 | Identify services that promote oral health and prevent oral disease and related conditions. | 5.2 | Participate in the assessment, planning, implementation and evaluation phases of community-based oral health programs. | 5.3 | Participate in the public policy process in order to influence consumer groups, businesses and government agencies to support health care issues. | 5.4 | Use screening, referral and education to bring consumers into the health care delivery system. | 5.5 | Provide dental hygiene services in a variety of settings including hospitals, clinics, offices,
hospices, extended care facilities, HMO's, community programs and schools. | 5.6 | Develop a perspective of dental hygiene's relationship to the overall health care system. | 5.7 | Develop a commitment to serving the public through professional and personal
community service activities. |
III. PROCESS OF CARE The dental hygienist is a licensed preventive oral health professional who provides educational and clinical services in the support of optimal oral health. The dental hygiene process of care applies principles from the biomedical, clinical and social sciences to diverse populations of all ages that may include the medically compromised, mentally or physically challenged, and socially or culturally disadvantaged. 6. Assessment. The new dental hygiene graduate must be able to systematically collect, analyze and accurately record baseline data on the general, oral and psychosocial health status of patients/clients using methods consistent with medicolegal principles. Specifically, the dental hygiene graduate must be able to: 6.1 | Obtain, review and update a complete medical, family, psychological, and dental history, including assessment of vital signs. | 6.2 | Recognize the patient/client record as a legal document and maintain its accuracy, consistency and confidentiality. | 6.3 | Recognize medical conditions that require special precautions or consideration prior to or during dental hygiene treatment. | 6.4 | Identify the patient at risk for a medical emergency, take steps to prevent an emergency and be prepared to manage an emergency should it occur during an appointment. | 6.5 | Perform an extraoral and intraoral examination and accurately record the findings. | 6.6 | Perform an examination of the teeth and accurately record the results. | 6.7 | Obtain radiographs of diagnostic quality. | 6.8 | Distinguish normal from abnormal radiographic findings and correlate those findings with clinical exam data. | 6.9 | Evaluate the periodontium, record findings and identify conditions that compromise periodontal health and function. | 6.10 | Identify factors and disorders that affect dietary intake and food selection, and recognize risks and benefits of alternative food patterns. | 6.11 | Provide additional assessment data, including diagnostic tests for caries and periodontal diseases; study models; and vitality testing. |
7. Diagnosis.*The new dental hygiene graduate must be able to use critical decision making skills to reach conclusions about patient/client’s dental hygiene needs based on the assessment data. Specifically, the dental hygiene graduate must be able to: 7.1 | Use assessment findings, etiologic and risk factories, and clinical data to determine a dental hygiene diagnosis. | 7.2 | Identify significant findings that impact on the delivery of dental hygiene services. | 7.3 | Obtain consultations as indicated. |
*Note: As defined in the dental hygiene literature the “dental hygiene diagnosis” identifies patient needs that direct dental hygiene care. This does not preclude the dental diagnosis. 8. Planning. The new dental hygiene graduate must be able to discuss the condition of the oral cavity, identified and potential problems, etiological factors and risk assessment, and design a patient-centered treatment/care plan. Specifically, the dental hygiene graduate must be able to: 8.1 | Analyze patient data to formulate a dental hygiene care/treatment plan which is based on a statement of problems or potential problems related to oral health and disease that may be addressed by dental hygiene services and that is congruent with treatment plans by the dentist and other health professionals | 8.2 | Suggest the need for consult/referral to appropriate health care professionals. | 8.3 | Establish oral health goals with the patient/client, family and/or guardian as an active
participant. | 8.4 | Establish a planned sequence of educational and clinical dental hygiene services using a problem-based and patient-centered approach. | 8.5 | Communicate the plan for dental hygiene services to the dentist or other interdisciplinary health team members to determine its congruence with the overall plan for systemic and/or oral health care. | 8.6 | Obtain informed consent from the patient/client prior to implementing services. |
9. Implementation. The new dental hygiene graduate must be able to provide treatment that includes preventive and therapeutic services designed to achieve and maintain oral health and assist the patient/client in achieving oral health goals. Specifically, the dental hygiene graduate must be able to: 9.1 | Apply basic and advanced principles of dental hygiene instrumentation to remove deposits
without trauma to hard or soft tissue. | 9.2 | Control pain and anxiety during treatment through the use of legally accepted clinical
techniques and appropriate behavioral management strategies. | 9.3 | Select and administer appropriate chemotherapeutic agents within the scope of dental hygiene practice. | 9.4 | Provide pre- and post-treatment instructions when appropriate. | 9.5 | Provide all dental hygiene services that can be performed legally in the state of Maryland. | 9.6 | Discuss dental hygiene services that may be provided legally in other states. | 9.7 | Use measures to minimize occupational hazards in the work place. | 9.8 | Involve the patient/client actively throughout the treatment. |
10. Evaluation. The new dental hygiene graduate must be able to evaluate the effectiveness of planned clinical and educational services and modify them as necessary. Specifically, the dental hygiene graduate must be able to: 10.1 | Determine the clinical outcomes of dental hygiene interventions using indices, instruments and examination techniques. | 10.2 | Determine the patient's/client's satisfaction with the dental hygiene care received and the oral health status achieved. | 10.3 | Develop and maintain a recall/continuing care system appropriate to the practice setting and individual patient/client needs. | 10.4 | Provide referrals for additional patient/client treatment as needed. |
Professional Curriculum (See also Dental School Catalog)
Academic Policies
Communication FACULTY OFFICE HOURS All faculty in the Department of Dental Hygiene will be available to meet with students during their posted office hours. However, for the convenience of both students and faculty, students are encouraged to arrange appointments with faculty when possible. Faculty from other departments will inform students of office hours during class. GUIDELINES FOR CLASS / SADHA OFFICERS AND FACULTY ADVISORS General guidelines: 1. Meetings: Student officers should schedule meetings when advisors are available
to attend; check advisor availability before posting meeting dates.
2. Students are responsible for scheduling meeting rooms.
3. Meetings should be scheduled for the semester when possible.
4. Once the meeting schedule is established, provide dates to the DHYG Dept. office.
5. Minutes of meeting should be kept. Send copies to the Faculty Advisor and DHYG Dept. Chair. Fundraising guidelines: 1. All fundraising activities must be approved by the Advisor and the Dhyg. Dept. Chair. Students must then get approval from Dr. Wilson’s office. Dr. Wilson has the final approval for fundraising projects. Activities guidelines:
1. Students engage in a number of extra-curricular activities such as volunteering at the Ronald McDonald House, the Special Olympics, school, community or church functions. The Advisor and DHYG Program Director must approve all such activities associated with student organizations.
2. Prior to planning any student social activities held within the Dental School, Class and/or SADHA officers must confirm that faculty coverage for the event is available.
ADMINISTRATIVE CHANNELS OF COMMUNICATION Briefly, the normal route for concerns involving clinic matters: Faculty member involved
Student Advisor
Clinic Coordinator (Jr. or Sr.)
Program Director, Dental Hygiene
Department Chair
Director of Clinical Affairs
Dean The normal route for concerns involving academic matters: Faculty member involved
Course Coordinator
Program Director, Dental Hygiene
Department Chair
Associate Dean for Academic Affairs
Dean ADDRESS AND NAME CHANGES Changes in name, address, and telephone number must be submitted by students to: 1. Dental Hygiene Program Administrative Assistant, Room 1202, Dental School.
2. The Office of Academic Affairs, Dean's Office, Dental School, or the Office of Records and Registrations through the Student User Friendly System (SURFS)
Examinations for Licensure
NATIONAL BOARD DENTAL HYGIENE EXAMINATION The National Board Dental Hygiene Examination is given by the Joint Commission on National Dental Examinations of the American Dental Association. This examination is conducted as a service to the dental and dental hygiene professions with an ultimate goal of helping maintain a high standard of dental care for the public. Dental hygiene practice, like that of dentistry and other health professions, is subject to individual state laws. Nearly all states now accept the National Board Dental Hygiene Examination Certificate for the written portion of state licensing examinations. Generally, dental hygiene students take this examination in the spring of their senior year. However, the exam is also offered in December and July. Information and application forms will be distributed at the beginning of the spring semester. NORTHEAST REGIONAL BOARD EXAMINATION (NERB) The NERB examination consists of a clinical/patient experience and a computer based examination at Prometric Learning Centers. The clinical exam is given in May, August and December. MARYLAND STATE BOARD EXAMINATION Graduate dental hygienists must hold a valid license in the state in which they wish to practice. The Maryland State Board of Dental Examiners accepts the National Board Dental Hygiene Examination Certificate and the Northeast Regional Board (NERB) Examination. A separate application must be completed for each state in which the applicant wishes to be licensed. Applications for Maryland will be available to seniors during their last semester of study. Applicants are required to pass a written exam on the State practice act, governing dental/dental hygiene practice in Maryland.
Awards and Scholarships PROGRAM AWARDS The Dental Hygiene Program presents a number of awards to honor graduating dental hygienists. The Dental Hygiene Program Clinical Excellence Award is presented to a graduating senior for outstanding clinical performance, application of knowledge in the provision of services, and delivery of total patient care. The Philips Oral Healthcare Linda E. DeVore Professional Integrity Award is presented to the senior who most exemplifies the dignity, civility, honesty, integrity, intellectual curiosity and responsibility epitomized by Mrs. DeVore throughout her professional career as a dental hygienist, faculty member and Chair of the Department of Dental Hygiene. The Dental Hygiene Degree Completion Program Leadership Award is presented to a graduating degree completion student who demonstrates outstanding leadership, self-direction and potential for significant contributions to the profession. The Maryland Dental Hygienists' Association presents an award to recognize outstanding interest and potential for active participation in the professional organization. The Lisa Mazza Memorial Award is presented to the senior who has demonstrated outstanding interest and participation in the Student American Dental Hygienists' Association and potential involvement in the Greater Baltimore Dental Hygienists’ association. Graduating seniors with GPAs in the top 20% of their class may be elected by the faculty for membership in the Sigma Phi Alpha Honorary Dental Hygienists' Society. Selection is based on service, character, and potential for professional growth. HuFriedy Golden Scaler Award. HuFriedy awards a plaque to a student who has demonstrated outstanding humanitarianism, ethical standards, devotion to profession and clinical excellence. Proctor and Gamble Preventive Award. Proctor and Gamble awards a plaque to a graduating senior for excellence in the provision of preventive dental hygiene care. Pfizer Consumer Healthcare Award of Excellence Table Clinic Award presents a monetary award and /or plaque to the student(s) who win the Dental Hygiene Student Table Clinic Competition. Academy of Dentistry for Persons with Disabilities presents an award to recognize a student with outstanding commitment to the care of patients with special needs. Colgate S.T.A.R. (Student Total Achievement Recognition) Award is a certificate, cash award and a school plaque to a graduating senior who demonstrates dedication, enjoyment of the profession, exhibits compassion in patient care and shows enthusiasm for community service. Achievement in Community Dentistry and Dental Public Health is awarded to a graduating senior to recognize special interest and achievement in Community Dentistry and Dental Public Health. The award is a certificate, a one year membership in the American Association of Public Health Dentistry and a one year subscription to the Journal of Public Health Dentistry. Who's Who
The Dental School Student Affairs Committee selects outstanding graduating senior students to be included in Who's Who Among Students in American Universities and Colleges. University Honors
The University honors outstanding scholastic achievement with the University Gold Medal (Summa Cum Laude) and University High Honors (Magna Cum Laude) and membership in Phi Kappa Phi National Honor Society. Program Scholarships
The Dental Hygiene Program through the Office of Financial Aid awards the Pat Stearns Scholarship to a second semester junior student in need of financial assistance who has demonstrated excellence in academic achievement; willingness to serve his/her class, school and community; dedication to the profession; and an open display of high standards of professional conduct. The scholarship award is available to the student during his/her senior year. Other scholarships are posted by the Program and the Office of Financial Aid. Dean's List
Students who attain a 3.5 GPA for a semester will be recognized for their achievement progress by being placed on the Dean's List.
Constitution and By-Laws of the University of Maryland, Baltimore Student American Dental Hygienists' Association
DENTAL HYGIENE PROGRAM FACULTY AND STAFF Hours: | Monday-Friday,8:30 a.m. to 4:30 p.m. | Phone Number: | 410-706-7773 | Web Site: | www.dental.umaryland.edu |
| Faculty/Staff | Room | Lisa Bress, RDH, MS, Clinical Assistant Professor; Senior Clinic Coordinator (part-time) | 1210 | Debra Dixon, RDH, MS, Assistant Professor; Junior Clinic Coordinator | 1213 | Jacquelyn L. Fried, RDH, MS, Associate Professor; Director, Division of Dental Hygiene | 1207 | | Bianca Harris, RDH, MS, Clinical Instructor (Part-time) | 2202 | | Theresa Holtgrewe, RDH, BS, Clinical Instructor (Part-time) | 2202 | Marion Manski, RDH, MS, Dental School Assistant Professor; Director, Admissions & Recruitment | 1201 | M. Elaine Parker, RDH, PhD, Associate Professor; Graduate Program Director | 1211 | | MaryAnn Schneiderman, RDH, MS, Clinical Assistant Professor (Part-Time) | 1210 | Kathryn Spears, RDH, BS, Clinical Instructor (Part-time) | 2202 | Sheryl Syme, RDH, MS, Associate Professor; Director, Curriculum Innovation & Management; Director, Degree Completion Program | 1203 | Rose Walls, Administrative Assistant | 1202 |
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