Programs handbooks

Dental Hygiene: Academic overview

Learning outcomes

Dental Hygiene AAS degree outcomes

Curriculum

The Dental Hygiene program is a two year cohort-based program, with a summer break between the first and second years. A total of 94 credit hours of Dental Hygiene program coursework and 12 credit hours of general education coursework is required. Courses in the curriculum must be completed in the designated sequence to progress in the program. The course sequence can be found on the PCC Catalog Dental Hygiene AAS degree page. Prerequisites are listed on the PCC Catalog Dental Hygiene overview page.

Technical standards

Dental Hygiene students must be able to meet the technical standards listed on the Dental Hygiene Program expectations page.

Grading

Academic performance

See the College policies section?for the Portland Community College academic standards and refer to PCC’s Grading Guidelines. In the Dental Hygiene program, students are required to maintain a minimum performance level of no lower than a “C” grade in each of the required courses to continue in the program and to earn an AAS degree in Dental Hygiene from PCC.

Grading scale
  • A: 92 – 100%
  • B: 83 – 91%
  • C: 75 – 82%
  • F: < 75%

Grades of “F,” “X,” and “AUD” are not applicable toward degree or certificate programs. The letter grade for a course may be based on a composite score of projects, practical exams, quizzes, and tests, as detailed in the individual course syllabus. Grades will be determined according to the evaluation methods appropriate for the course content. Instructors may also consider factors such as attendance, conduct, participation, and other aspects when adjusting a grade, which can impact the final letter grade in the course. For specific grading criteria and policies, please refer to the individual course syllabi.

Remediation

Performance below 75% indicates insufficient knowledge to progress to subsequent material and courses. Faculty will communicate with students if their progress falls below the required “C” grade, and they will have the opportunity to address these deficiencies. A counseling session may be arranged with the student, the faculty department chair (FDC), and/or Dental Hygiene instructors.

Successful completion of courses with a grade of 75% or above is necessary for progression to the next term. Completion of all fall term courses is required to advance to winter term courses. Similarly, successful completion of all winter term courses is required to proceed to spring term classes.

Clinical grading

In the dental hygiene clinic, students are assigned a pod instructor for each session. As the licensed provider, the pod instructor is responsible for the patients within their assigned pod and will guide students through the process of care. Each patient that a student treats will have an associated Patient Care Feedback (PCF) form, completed by the instructor overseeing the care for that patient. The form includes specific grading criteria that students are expected to meet at varying levels, depending on their progress in the program and the requirement they are working on. Failure to successfully complete a critical item on the PCF form will result in a non-passing grade for that patient care experience. For the patient care experience to count as a competency, the grading criteria noted on the grading form must be met; otherwise, the patient care experience will be graded as a formative experience. Refer to the Graduation requirements section for specific information on formative and summative learning experiences.

Students are also expected to complete various skill evaluations to assess different dental hygiene clinical skills throughout the program. These evaluations may take place in laboratory or clinical courses. Each skill evaluation includes a grading rubric that students should review before attempting the evaluation to understand the expectations for successful completion.

Exams

Didactic examinations

In preparation for the National Board Dental Hygiene Exam (NBDHE), students will be tested in all courses. This includes quizzes, comprehensive final exams, and, depending on the course, a midterm exam. For the purposes of this section, the term “exam” refers to any quiz, midterm, or final exam.

Exams will be administered as scheduled, and the designated times will be strictly enforced. If a student misses an exam, they will receive a zero. If a student is unable to take an exam due to illness or another emergency, they must notify the course instructor prior to the exam and request an extenuating circumstance from the faculty department chair.

During an exam, students are not allowed to wear earplugs or earbuds, in accordance with NBDHE guidelines, unless they have an accommodation from Accessible Ed & Disability Resources. Radios, cell phones, headphones, earbuds, and smartwatches are not allowed during exam time. These items must be turned off and stored in a backpack during the exam.

Exams may be administered on a computer or on paper. If the exam is administered on a computer, it will take place in a designated room, and personal devices will not be permitted. Students are only allowed to have the exam program and testing window open on their device during the exam. Having multiple programs or windows open during an exam is not permitted and is considered an infringement of the college’s Academic Integrity policy and may prompt a disciplinary review process. See Due process for violations.

Students with a documented disability need to communicate with Accessible Ed and Disability Resources. Accommodations for testing will then be shared with the course instructor(s). Students are responsible for initiating testing accommodation requests. It is important to begin this process after registering for classes and, if possible, before the term begins.

After exams are scored and reviewed by faculty, grades will be posted on Desire2Learn. To maintain exam integrity, exams will not be returned to students. Instructors may provide answers after the exam, or students may request to meet with faculty to review their individual results. If a student scores less than 75% on an exam, they are encouraged to schedule a meeting with their course instructor to review the results and discuss strategies for success before the next exam.

Clinical or laboratory examinations

Students develop proficiency in dental hygiene clinical skills and the application of theoretical concepts throughout the program in clinical or laboratory environments. In these courses, students will take practical exams to ensure patient safety, demonstrate competency, and prepare for continued learning. These courses are scheduled in sequence, and demonstrating sufficient skill is necessary to progress to future courses. Additionally, successful completion of skill evaluations and practical examinations enables the Dental Hygiene program to comply with accreditation standards, demonstrating that graduates can provide comprehensive dental hygiene care and meet licensure guidelines set by the Oregon Board of Dentistry.

Skill evaluations

Skill evaluations assess a student’s ability to perform specific skills essential for clinical dental hygiene procedures. Students are required to complete skill evaluations throughout the program. Skill evaluations will typically be performed on clinic patients (not student partners), unless otherwise indicated. Each skill evaluation will have a separate criteria sheet and must be completed by the designated time in the course. Students are evaluated on a “Pass” or “No Pass” basis according to the criteria provided on the skill evaluation form.

If a student does not pass a skill evaluation after the second attempt, they must meet with the primary course instructor to discuss a learning intervention in the deficient area. After receiving the intervention, the student may re-attempt the skill evaluation. These skill evaluations are intended to evaluate student’s proficiency in specific dental hygiene tasks and provide faculty feedback on skill development.

Practical exams

Students will participate in practical examinations in clinical and laboratory courses, which may include, but are not limited to, demonstration of radiology skills, instrumentation skills, use of dental materials, or placement of restorations. Some practical examinations will serve as an entrance exam to demonstrate skill readiness for patient care at the start of the term, while others may serve as a midterm or final exam, depending on the course.

Students who fall below the minimum passing grade (75%) on entrance practical exams will be permitted to provide patient care unless the student is deemed “unsafe” by clinical faculty. In such cases, the student will receive at least one learning intervention during clinic time, with additional interventions provided if necessary.

A student may be deemed “unsafe” by clinical faculty if they are unable to select the correct instrument, identify the correct working end, secure a stable fulcrum for effective instrumentation, or demonstrate proper adaptation, resulting in trauma or excessive discomfort to the patient. Students deemed “unsafe” will receive a learning intervention and will be retested for safety before resuming patient care. In this case, open chair time deductions will not be applied, but the student will still be required to meet all clinical requirements to pass the course.

Practical examinations that serve as final exams for a course require a minimum passing score of 75% or other specified criteria for a “Pass” to successfully complete the clinical or laboratory course.

Patient case competencies

Patient case competencies are formal summative evaluations designed to demonstrate a student’s competency in providing the entire dental hygiene process of care through patient completion. Before attempting any patient case competency, the student must first complete the related patient case as a formative experience. The patient case competency is a non-guided experience, and if the student does not meet the performance criteria or requires any faculty assistance, the competency will revert to a formative patient experience.

Students are required to complete ten patient case competencies, covering all age categories and periodontal classifications, by the end of DH 206, as defined by CODA (2023). For specific details, refer to the Graduation requirements.

Competencies for graduation

The Commission on Dental Accreditation (CODA) Accreditation Standards for Dental Hygiene Education Programs has established graduate competencies that must be included in a CODA-accredited dental hygiene program. The graduate competencies for the Dental Hygiene program at PCC include but go beyond the CODA graduate competencies and are as follows:

  • Be competent in providing the Dental Hygiene Process of Care to a diverse population, including child, adolescent, adult, geriatric, medically compromised, and special needs patients with all classifications of periodontal disease.
  • Be competent in interprofessional and interpersonal communication skills to effectively interact with diverse population groups and other members of the healthcare team.
  • Be competent in assessing, analyzing data, planning, implementing, and evaluating community-based oral health programs, including health promotion and disease prevention activities.
  • Be competent in applying legal and regulatory concepts to the provision and/or support of oral healthcare services.
  • Be competent in the application of the principles of ethical reasoning, ethical decision-making, and professional responsibility as they pertain to academic environment, research, patient care, and patient management.
  • Be competent in the utilization of current scientific literature and research by evaluating the research as a basis for life-long learning, evidence-based practice, and as a foundation for adapting to changes in healthcare.
  • Be competent in the management of comprehensive patient care utilizing critical thinking and problem-solving skills, and in applying self-assessment skills in preparation for life-long learning.
  • Be competent in representing and supporting the profession through community service and affiliations with professional organizations.
  • Be competent in providing appropriate support measures for medical emergencies that may be encountered in dental hygiene practice.
Graduation requirements

The Dental Hygiene program uses a variety of evaluation methods throughout the curriculum to measure student performance in relation to the competencies and the student learning outcomes listed above. The results of these evaluation methods are used to measure student progress during the program and to determine if students are competent to graduate from the program.

  • General:
    • To earn an Associate of Applied Science degree in Dental Hygiene from PCC, students must complete the required dental hygiene courses in the order outlined in the dental hygiene curriculum. All courses must be completed with a 75% or above in order to progress to the next term and to graduation. Additionally, students must fulfill any financial obligations to the college in order to receive their Associate of Applied Science degree in Dental Hygiene.
  • Professional portfolio:
    • Students will develop a professional portfolio as they progress through the Dental Hygiene program. The purpose of the professional portfolio is to provide a showcase for the student’s accomplishments throughout the program and to document achievement of the program competencies. Guidelines for preparing the professional portfolio will be distributed. A professional portfolio that meets stated criteria is a requirement for graduation.
  • Attendance:
  • Clinical competencies:
    • In accordance with CODA standards for dental hygiene programs, graduates must be competent in providing comprehensive dental hygiene care for all patient populations, including children, adolescents, adults, geriatric patients, and those with special needs. They must also be skilled in treating all classifications of periodontal diseases, including patients with moderate to severe periodontal conditions.
    • To demonstrate competency, students will treat a variety of patients in the dental hygiene clinic for formative learning experiences. Once ready, students will attempt to demonstrate competency through a summative learning experience.
    • In the context of dental hygiene clinical education, both formative and summative learning experiences play crucial roles in developing students’ skills and knowledge:
      • Formative learning: Formative learning involves ongoing assessments and feedback throughout the educational process. In dental hygiene clinical education, this includes regular evaluations during clinical sessions and instructor feedback on techniques and patient interactions. The goal is to provide continuous guidance and support, helping students identify areas for improvement, refine their skills, and build confidence in their clinical abilities.
      • Summative learning: Summative learning, in contrast, occurs at the end of a learning period and is designed to evaluate a student’s overall competence in the subject. In dental hygiene clinical education, this involves practical examinations, skill evaluations and comprehensive clinical evaluations (Patient Case Competencies). Summative assessments measure the extent to which students have achieved the learning objectives and are ready to progress to the next level or enter professional practice.
      • Together, formative and summative learning ensure that dental hygiene students are thoroughly prepared, both during their education and at its conclusion, to provide high-quality patient care. Students must complete a formative learning experience before attempting a summative experience. Those who do not fulfill all summative graduation requirements (detailed below) by the end of the program will not be eligible for graduation. Students unable to complete all summative graduation requirements by the completion of the program will not be able to graduate.
  • Summative graduation requirements:
    • Patient classifications: Students must successfully complete patient case competencies for all patient populations including:
      • Child
      • Adolescent
      • Adult
      • Older adult
      • Special needs
    • Periodontal classifications: Students must successfully complete patient case competencies for all types of periodontal classifications including:
      • ?Gingivitis
      • Periodontitis Stage I
      • Periodontitis Stage II
      • Periodontitis Stage III/IV
      • Periodontal Maintenance
    • Practical examinations: Throughout the clinical curriculum students will have practical examinations to assess skill progression. Failure to successfully complete a practical examination may impact the student’s ability to participate in clinical care until the deficiencies are rectified. In some cases, it may result in nonprogression in the program.
    • Skill evaluations: Students will complete a variety of skill evaluations throughout the clinical curriculum during the first and second years of the curriculum that must be completed during designated terms. Failure to complete these skill evaluations will result in grade deductions.
    • Radiography: Students will have radiographic survey requirements each term of the clinical curriculum to develop their skills and prepare them for entry into the profession. Failure to complete required radiographic surveys will result in grade deductions.
    • Local anesthesia: During the second year of the clinical curriculum, students will be required to complete competent intraoral injections on clinical patients:
      • Injection Type Quantity
        PSA (Posterior Superior Alveolar) 10
        MSA (Middle Superior Alveolar) 5
        ASA (Anterior Superior Alveolar) 5
        GP (Greater Palatine) 5
        NP (Nasopalatine) 5
        IA (Inferior Alveolar) 10
        Buccal 10
        Mental/Incisive 5

Advising and counseling

Students are encouraged to proactively request conferences with their instructors if they are struggling in their courses. This open communication can offer valuable support and guidance to help them improve. Likewise, instructors are expected to reach out to students if they observe signs of academic difficulty, ensuring that no student falls behind without notice. Specifically, if a student scores below 75% on any quiz, exam, or assignment, the instructor will issue a Course Progress Notification (CPN). If repeated scores fall below passing, the instructor will then recommend a conference to address the issues and collaboratively develop a plan for success.

For issues related to graduation requirements beyond the Dental Hygiene program, students are encouraged to contact their academic advisor. Refer to the PCC Advising webpage for more information.

Learning support

Unsatisfactory performance process

Students who are not making satisfactory academic progress and who have not violated conduct guidelines can access resources to maximize their opportunity to benefit from their learning experience in the Dental Hygiene program. If student performance has been unsatisfactory and has not resulted in an immediate failing grade, the following steps will be implemented:

  • The instructor provides the student with verbal and written feedback that performance has been unsatisfactory.
  • The faculty and the student will discuss areas of concern.
  • There may be a written plan that is made by the instructor and the student that contains identified strategies to improve performance. If the improvement needed is related to a more skill-based issue, a learning intervention (see the section below) may be offered. The student returns to the clinical, laboratory, or classroom setting and has the opportunity to demonstrate satisfactory performance.
  • If the student performance remains unsatisfactory after returning to the setting, the student may receive a failing grade for the course.
  • When a student has scored below 75% on any quiz, exam, or assignment (unless it is an exam that is required to pass the course), the student is encouraged to make an appointment with the course faculty to discuss study skills and identify possible strategies for success prior to the next exam.
Learning intervention

The faculty aim to create conditions that provide students with opportunities to succeed in the clinical area. A learning intervention, typically skill-based, is designed to help students experiencing difficulties by addressing these issues in a campus-based simulated clinical lab setting. This additional instruction allows students to improve their clinical performance outside of the actual clinical setting. However, it should be noted that not all clinical issues can be effectively addressed in a simulated clinical environment.

If the instructor determines that an individual learning need is best addressed through a simulated clinical situation, they will initiate a learning intervention. The clinical faculty, course lead, and student will collaborate to create a learning intervention plan. The student will be removed from the evaluated clinical setting for this non-graded learning experience and will return to the same clinical setting afterward. If the clinical behaviors identified before the learning intervention are not performed satisfactorily upon return, the student will receive a failing grade for the related skill evaluation. Each student is allowed a maximum of one learning intervention per academic year while in the Dental Hygiene program.

First and second-year partners

All first and second-year students are paired with a partner, with second-year students serving as mentors for first-year students. Second-year students will also be asked to serve as patients for first-year clinic activities. Throughout the program, clinic activities and assignments may be given to student partners.

Withdrawal and re-entry

Program withdrawal process

Students should confer with the faculty or the faculty department chair before contacting Enrollment Services to withdraw from the program (see Enrollment Services’ process). If students are having difficulties and considering dropping from the program, faculty or the program dean may have solutions to help students remain in the program. It is also important to know why a student decides to withdraw, for program planning purposes.

Class changes (add/drop)

Students should discuss their plans with the assigned faculty or program advisor before initiating add/drop procedures. Failure to do so may result in inadequate hours or types of courses necessary for degree or certificate requirements. For information on registering for classes, dropping a class, and other related details, consult PCC’s Registration Policies.

Re-entry and readmission procedures

Readmission is evaluated on a case-by-case basis and depends on factors such as program capacity and student admission criteria. Once dismissed for academic reasons, any student seeking readmission to the program may need to take some skill-based competency exams for re-entry (depending on the situation). Students who have failed out of the program more than once are not eligible for reapplication.

Candidates who voluntarily withdrew from the program and wish to re-enter should contact the program dean as soon as possible, ideally before the final program application cycle. Specific requirements for reapplication, retesting, and other details will be provided at that time.

Academic resources

The following are commonly used links that are helpful for the academic journey.

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Standards and procedures