Transcript Hey, Licensure Representative!

HEY, LICENSURE
REPRESENTATIVE!
(Yes, I’m talking to you!)
2007…

Board of Trustees passed resolution BOT 21 2007 –
2008:
Resolved, that ASDA supports formation of a Licensure
Representative position at the local chapter level, with the
responsibilities of the position to include educating their
chapter about Licensure issues and acting as an advocate
for and educating members, state boards, state
governments and local dental societies about ASDA’s
Licensure policies. And be it further,
 Resolved, that the Representative communicate with the
Council Chair on Licensure about issues in his/her community.

2008…

Council on Licensure drafted official Licensure
Representative position description:

“The Licensure Representative serves as a source for
licensure information. The Licensure Representative will be
current on ASDA, local, and statewide licensure policies and
relay this information to the local members. The Licensure
Representative will also communicate these local issues to
the Council Chair of Licensure and direct members to ASDA
resources regarding licensure requirements. The second
delegate, alternate delegate, or other interested member
of each ASDA chapter could serve as its Licensure
Representative.
2008…

Specific responsibilities include:
 Educating
his/her chapter about ASDA’s Licensure
policies
 Educating his/her chapter about local and statewide
licensure policies
 Communicates with the Council Chair on Licensure about
issues in his/her community
 Informs all members as to where they may find ASDA
resources on licensure requirements
What did I get myself into?


Happy you asked!
We’re going to hit all the points:
ASDA’s Licensure policies
 What to learn/know about your local and state licensure
policies



What to communicate back to the Council Chair on Licensure


(i.e. “Learning the Local Licensure Lingo”)
(i.e. “Critical Communication”)
Where you can find useful resources to do your job!

(i.e. “Relevant Resources”)
ASDA’S
LICENSURE
POLICIES
(PAY ATTENTION!!!!!!!!!!!!!!!!)
L-1: Initial Licensure Pathways

“Until a fair and ethical, reliable and reproducible, valid,
and clinically relevant national common-content evaluation
of minimal competence for initial licensure has been
developed, and until all dental licensing jurisdictions of
the United States and its territories accept such an
examination, the American Student Dental Association
supports the universal acceptance of all regional and
state clinical licensing examinations.”
L-1 (continued)

“Regardless of the examining authority or the jurisdiction in which the exam is
administered, the American Student Dental Association believes that any clinical
licensing examination intended to measure technical skill via a sequence of
independent clinical tasks should:”
 be a non-patient based examination emphasizing the recognition, diagnosis,
and treatment planning of disease, in conjunction with the treatment of
simulated disease by use of a typodont.
 be administered in the final year of dental school.
 provide opportunities for remediation, at the candidates’ dental school,
prior to graduation.
 guarantee anonymity of candidates and examiners.
 be administered by examiners who have been calibrated to provide
standardized and consistent scoring.
 not include a written examination that duplicates the content of the National
Dental Board Examination Parts 1 or 2.
 be offered to candidates at the lowest reasonable cost possible.
L-1 (continued)

While the American Student Dental Association supports continual
improvement of existing examinations and collaborative
development of a new examination, the association believes the
following alternatives are preferable to the current licensure
process:
 Initial licensure without an independent clinical licensing
examination: Graduates of dental schools accredited by the
Commission on Dental Accreditation should be eligible for initial
licensure without taking any additional clinical examination.
 A portfolio-type clinical examination based on cases compiled
during the final year of dental school: Such an examination
should require a standardized catalog of required clinical
procedures and the portfolio should be evaluated by an
examiner independent of the dental school.
L-1 (continued)



A non-traditional patient based clinical licensure examination:
Although the American Student Dental Association does not
support the use of live patients in traditional clinical licensing
examinations, the association recognizes the potential for creation
of an ethical, patient based examination.
An Objective Structured Clinical Examination designed to
evaluate a candidate’s diagnostic and treatment planning skills.
Completion of a one year post graduate residency program:
Completion of a postgraduate residency program that has been
accredited by the Commission on Dental Accreditation and has a
minimum duration of one year should be sufficient to substitute for
the clinical licensure examination requirement in any jurisdiction.
However, the American Student Dental Association opposes a
mandatory postgraduate residency in any licensing jurisdiction.
L-2: Licensure for Graduates of
Foreign Dental Schools

“ASDA is opposed to licensure by any mechanism of
graduates from schools not accredited by the ADA
Commission on Dental Accreditation. Graduation
from a dental program accredited by the ADA
Commission on Dental Accreditation, regardless of
its geographic location, should be required for
eligibility for initial licensure in any jurisdiction in the
United States, given that all other jurisdictional
requirements are also fulfilled.”
L-3: Definition of
Curriculum Integrated Format



“An initial clinical licensure process that requires candidates to successfully
complete an independent clinical assessment prior to graduation from a
dental education program accredited by the ADA Commission on Dental
Accreditation.
If such a process includes patient care as part of the assessment, it should
be performed by candidates on patients of record whenever possible,
within an appropriately sequenced treatment plan. In order to be
integrated into the curriculum, the competencies assessed must be mutually
accepted between the dental education program and the examining
agency.
All portions of this assessment must be available three or more times during
dental school. This ensures that patient care is accomplished within an
appropriate treatment plan and allows candidates to remediate and
retake any portions of the assessment, which were not successfully
completed. There must also be a defined mechanism within the dental
education program curricula for remediation of students who fail any
section of the assessment.”
L-4: Policy on Dental Examinations
(i.e. the newest member of the family)

“Resolved, that in regards to National Board
Dental Examinations (NBDE), the American Student
Dental Association supports a secure examination
process, and be it further, Resolved, that in regards
to an examination for advanced post graduate
education in dentistry, the American Student Dental
Association supports a single exam that is secure
and valid for quantitative scoring.”
Learning the Local Licensure Lingo

What kinds of information you should be picking up:
 Where
your state stands on universal exam acceptance
 Which exams are accepted
 Maybe why they choose not to accept certain exams
 So
we know what to fight for!
Critical Communication

Tell the Council Chair…
 When
you attend a state dental association or dental
society meeting
 So
we can show our members how we are functioning to
serve them!
 Any
changes in licensure policy in your state
 So
we can keep our members updated and post information
to our website
 Acceptance
of alternative exams
 Any communication you have after meetings (letterwriting, lobbying, etc)
Relevant Resources

For info related to licensure exams…
 Exam

websites (NERB, WREB, etc)
For info related to state licensure policies…
 State
dental association/dental society websites
 State dental association/dental society meetings

For info related to ASDA’s licensure policies…
 asdanet.org!....
duh.
 Its more fun than textsfromlastnight.com anyway.
IN AN IDEAL LR WORLD….
(An example of how YOU should approach LR!)
To review…
What should the LR try to do?

The LR should update the chapter on events
pertaining to licensure
 Ex.
Minnesota is the first dental board to accept the
Canadian exam which is patient-free.


The LR should represent ASDA to the State Dental
Association when possible.
The LR should represent ASDA’s policies to the State
Dental Board when possible.
Jonah Goes to Plainville




HCOL is the Connecticut State Dental Association licensure
committee.
To protect student interest, Jonah reviews CT’s policy on
licensure and the policy of ASDA.
He contacts the CSDA and expresses interest in representing
the student voice on their committee.
He respectfully entertains discussion on possible changes and
speaks intelligently to the policy ASDA supports.
Representation at the State Dental Board



The hearing of the State Dental Board are often
open to the community
Contacting the State Board about ASDA’s licensure
policy can be done over the phone and our
representation will vary based on the above policy
within each state.
If necessary, letter-writing campaigns can be
organized by the LR for the chapter directed at the
board.
How do I know what to say?



ASDA would like you to voice the policies as they pertain to
licensure and trusts you to represent your fellow members.
When asked about PGY-1, it is appropriate to say ASDA
supports the idea of a one year residency equating to a
licensure exam, but does not support this as a mandatory
requirement for licensure.
When asked about the current examination process it is
important to know what testing agency and what test is
administered by that agency.
Common Questions of Students
What specific procedures should an ideal
exam contain?
 What are ASDA’s current problems with the
exam?
 What alternatives to the traditional patient
based exam are feasible?
