Community Dentistry I

College of Dental Medicine
INSTITUTIONAL VISION
A leading higher education and training institution providing world class professionals in health and
social sciences, business management and information technology
INSTITUTIONAL MISSION
Develop globally competitive professional who are intellectually equipped, technologically trained, morally and
spiritually molded and socially responsible individuals
of Dental Medicine
MMC CAST GRADUATE ATTRIBUTES
PROGRAM EDUCATIONAL OBJECTIVES A B C D E
Intellectually Technologically Morally and Service and Globally
The Doctor of Dental Medicine Program shall produce equipped trained Spiritually Research competitive
graduates who are: molded oriented professionals
1. Competent in fulfilling their professional roles as an oral
✓ ✓ ✓ ✓ ✓
health provider to patients in need.
2. Effective in collaborating, communicating and coordinating
with other allied health care team and professionals as well
✓ ✓ ✓ ✓ ✓
as service recipients such as patients, students, families,
communities and the society being serviced.
3. Leaders in the management of programs and projects under
✓ ✓ ✓ ✓ ✓
the scope of dental practice within institutions and facilities.
4. Able to actively engage in continued education, public and
✓ ✓ ✓ ✓ ✓
private health services in the practice of dental medicine.
Course Title Date Effective Date Revised Prepared by: Approved by:
Rosemarie M. Balayan, MSc.
Biostatistics with Epidemiology 04.25.2021 Head, Gen. Education Department Dean Darwin Diampo J Lim DMD, PhD
Program Outcomes and their Relation to Program Educational Objectives:
DENTAL MEDICINE PROGRAM OUTCOMES PROGRAM EDUCATIONAL OBJECTIVES

The graduate of Doctor of Dental Medicine Program must be able to: I II III IV
PO1. Provide quality oral health care
✓ ✓
PO2. Communicate effectively

✓ ✓ ✓
PO3. Plan and deliver community and extension dental services

✓ ✓ ✓ ✓
PO4. Engage in research activities

✓ ✓
PO5. Apply business principles, entrepreneurship, practices, and processes

✓ ✓ ✓ ✓
PO6. Practice life-long learning and continue to be a life-long learner

✓ ✓ ✓ ✓
PO7. Practice ethical/legal/moral principles and social accountability

✓ ✓
PO8. Demonstrate nationalism, internationalism, and dedication to service

✓ ✓ ✓
PO9. Utilize systems-based approach to healthcare

✓ ✓ ✓ ✓
PO10. Collaborate with inter-professional teams

✓ ✓ ✓ ✓
Year level outcomes:
Upon the completion of 3rd year, students are expected to:

1. Integrate emerging dental trends for dental care as appropriate
2. Apply critical thinking and problem-solving skills in preventive strategies and treatment planning for hypothetical patient cases
3. Apply ethical and dental standards in given hypothetical cases
4. Demonstrate competent leadership skills, interpersonal and cooperative skills in group activities
5. Evaluate contemporary and emerging information including clinical and practice management technology resources
6. Demonstrate and observe standard universal infection control procedures
7. Plan strategies for the clinical assessment and management/maintenance of the following dental issues in hypothetical patient cases:
● Caries
● Periodontal diseases
● Temporomandibular joint disorders
● Pain and anxiety
● Tooth loss/replacement
● Esthetics
● Developmental or acquired occlusal abnormalities
● Pulpal and periradicular diseases
● Orthodontic dental problems
● surgical treatment needs
● medical/dental emergencies
● oral, mucosal and osseous diseases
● patient abuse/neglect issues
● substance abuse issues
INSTRUCTIONAL DESIGN
I. Course Code : ComDent1
II. Course Title : Community Dentistry
III. Pre-requisite/s : None
IV. Entry level competency required: 1. Describe two ways in which epidemiology may be considered a liberal arts discipline.
2. Enumerate the importance of Biostatistics.
3. Explain the uses, characteristics, advantages and disadvantages of measures of variations.
V. Credit units/hours : 3 units of lecture (3 hours of lecture per week)
VI. Placement : 3rd year/1st Semester
VII. Course Description : The course has been designed to meet the introductory statistical needs of students in the Dentistry. The use of surveys in
evaluation for dental health programs will be highlighted. It deals with research and management focused on guiding the design, analysis, interpretation
and presentation of health science data.
VIII. Course Outcomes and their Relationship to Program Outcomes:
COURSE OUTCOMES Doctor of Dental Medicine Program Outcomes
Upon successful completion of the course, the students are able to: 1 2 3 4 5 6 7 8 9 10
1. Demonstrate how useful statistics can be in finding solutions to I
the common problems in actual situations. I (3.a, I
(1.d) 3.b, 3.d) (4.a)
2. Apply the appropriate knowledge in collecting data as a source of

I I I I
information in one’s professional practice.
(1.d) (3.a) (4.a) (9.a)
3. Interpret properly the results of all statistical tests. I

I I I
(1.d)
(3.b) (4.a) (10.a)
4. Explain how the study of statistics is important for research,
I I I I I I
health survey and evaluating medical report. (1.d) (2.a) (3.d) (4.a) (9.a) (10.a)
5. Introduce concepts related to disease transmission using the I

epidemiologic approach to communicable diseases as a model. (3.a,
I I I I I
3.b, 3.c,
(1.d) (2.a) (4.a) (9.a) (10.a)
3.d)
Legend:
I – Introduced
P – Performed
D – Demonstrated
X. Session Plan:
Week Learning Outcomes Topics Teaching-Learning Resources Needed Assessment

Activities
1. Describe the two ways in which Orientation Interactive Discussion • Powerpoint Formative Assessment:
epidemiology may be presentation/slides Concept mapping and
considered a liberal arts History, Philosophy and Uses • Learning materials provision of feedback
discipline. of Epidemiology to be uploaded in
2. Explain the uses of • Introduction
the learning
epidemiology. • Definition of
Epidemiology
management Summative
• Application of system Assessment:
1 Descriptive and Analytic • For face-to-face Multiple Choice
• Methods to an classes: LCD and Questions
Observational Science screen
• History of Epidemiology • Kahoot /
and Development of Mentimeter / Poll
Epidemiologic Principles feature of Zoom
• Brief Overview of
Current Uses of
Epidemiology
• Ethics and Philosophy of
Epidemiology
1. Define important terms related The Dynamics of Disease Interactive Discussion • Powerpoint Formative Assessment:
to the occurrence of disease in Transmission presentation/slides Oral Examination using
a population. Small Group • Learning materials a rubric scale
2. Calculate an attack rate and Discussion to be uploaded in
illustrate how may be used to
the learning 360-degree evaluation
measure person to person
transmission of a disease.
management using a rubric
2 3. Describe the steps in an system
outbreak investigation and • Kahoot /
introduce how cross-tabulation Mentimeter / Poll Summative
may be used to identify the feature of Zoom Assessment:
source MCQ
Case Analysis
• For face-to-face
classes: LCD and
screen
1. Elaborate the importance of Nature of Statistics Interactive Discussion • Powerpoint Formative Assessment:
Biostatistics. • Definition of Biostatistics presentation/slides Oral Examination using
2. Differentiate descriptive and its importance • Learning materials a rubric scale
statistics and inferential • Definition of statistical to be uploaded in
statistics. terms
3 the learning Summative
3. Categorize the types of data • Division of Statistics
according to used. • Types of data
management Assessment:
4. Classify data according to the • Classification of Variables system MCQ
levels of measurement. • Levels of Measurement • For face-to-face Case Analysis
classes: LCD and
screen
• Kahoot /
Mentimeter / Poll
feature of Zoom
1. Explain the methods of collecting Steps in Conducting Interactive Discussion • Powerpoint Formative Assessment:
and presenting data. Statistical Inquiry presentation/slides 360-degree evaluation
2. Develop appropriate methods of • Learning materials using a rubric to be
data presentation. • Methods of data Small Group to be uploaded in used during SGD
3. Classify sampling techniques as collection
Discussion (SGD) the learning
probability or non – probability. • Presentation of data
4 4. Categorize sampling techniques. • Sampling Techniques
management Worksheets
5. Organize data into a frequency • Frequency Distribution system
distribution. • Kahoot / Summative
6. Discuss and illustrate various Mentimeter / Poll Assessment:
method of graphing, with an feature of Zoom MCQ
emphasis on those that apply • Learning videos Case Analysis
specifically to frequency • For face-to-face
distribution. classes: LCD and
screen
1. Describe the important role of Disease Surveillance and Interactive Discussion • Powerpoint Formative Assessment:
epidemiology in disease Measures of Morbidity presentation/slides 360-degree evaluation
surveillance. • Learning materials using a rubric to be
2. Compare different measures of Small Group to be uploaded in used during SGD
morbidity, including incidence
Discussion the learning
rates, cumulative incidence,
5 attack rates, prevalence, and management Worksheets
person-time at risk. system
3. Illustrate why incidence data are • Kahoot / Summative
necessary for measuring risk. Mentimeter / Poll Assessment:
4. Discuss the interrelationship feature of Zoom MCQ
between incidence and • Learning videos Case Analysis
prevalence. • For face-to-face
5. Describe limitations in defining classes: LCD and
the numerators and screen
denominators of incidence and
prevalence measurements.
6 Preliminary Examination
1. Explain the uses, characteristics, Measures of Variations Interactive Discussion • Powerpoint Formative Assessment:
advantages and disadvantages • Range, Mean Deviation presentation/slides 360-degree evaluation
of measures of variations. • Variance and Standard • Learning materials using a rubric to be
2. Compute the different measures Deviation Small Group to be uploaded in used during SGD
of variations both for grouped • Coefficient of Variation
7 Discussions the learning
and ungrouped data.
3. Predict the effects of changing management Worksheets
the units on measures of system
variation. • Kahoot / Summative
Mentimeter / Poll Assessment:
feature of Zoom MCQ
• Learning videos as Case Analysis
supplementary
learning material
classes: LCD and
screen
1. Compare the different measures Mortality and Other Interactive Discussion • Powerpoint Formative Assessment:
of mortality, including mortality Measures of Disease presentation/slides 360-degree evaluation
rates, case-fatality, Impact • Learning materials using a rubric to be
8 proportionate mortality, and Small Group to be uploaded in used during SGD
years of potential life lost.
Discussion the learning
2. Explain how mortality can
approximate the risk of disease. management Worksheets
3. Discuss issues that arise in system
comparing mortality across two • Kahoot / Summative
or more populations. Mentimeter / Poll Assessment:
4. Interpret direct and indirect age- feature of Zoom MCQ
adjusted mortality rates. • Learning videos as Case Analysis
5. Explain other measures of supplementary
disease impact. learning material
classes: LCD and
screen
9 1. Explain how place, person and Descriptive Epidemiology: Interactive Discussion • Powerpoint Formative Assessment:
time variables relate to the Patterns of Disease – presentation/slides Concept Mapping and
distribution of health outcomes. Person, Place and Time • Learning materials use a standardized
• Introduction to be uploaded in rating scale to provide
• Uses of Descriptive
the learning feedback
Epidemiologic Studies
• Types of Descriptive
management
Epidemiologic Studies system
• Person Variables • Kahoot / Summative
• Place Variables Mentimeter / Poll Assessment:
• Time Variables feature of Zoom MCQ
• Learning videos as
supplementary
learning material
classes: LCD and
screen
10 1. Differentiate noncausal and ● Association and Causality Interactive Discussion • Powerpoint Formative Assessment:
causal associations. • Introduction presentation/slides Oral Examination using
2. Describe two methods for • Types of Associations • Learning materials a rubric scale
displaying data graphically. Found among Variables to be uploaded in
3. Explain the three criteria of • Scatter Plots
the learning Summative
causality. • Dose-Response,
4. Cite an example of how chance Multimodal and Epidemic
affects epidemiologic Curses system MCQ
associations. • Contingency Tables • Kahoot /
• Epidemiologic Research Mentimeter / Poll
Strategies feature of Zoom
• Causality in • Learning videos as
Epidemiologic Studies supplementary
learning material
classes: LCD and
screen
11 1. Describe terminologies Test of Hypothesis Interactive Discussion • Powerpoint Formative Assessment:

associated in hypothesis testing. • Types of Hypotheses presentation/slides Practice worksheets
2. Explain the importance of • Steps in Testing Case Discussion • Learning materials
hypotheses as a basis for Hypothesis to be uploaded in Summative
statistical procedures.
the learning Assessment:
3. Formulate null and alternative
hypothesis. management MCQ
4. Explain the steps used in testing system
hypothesis.
5. Apply the formulas on testing • Kahoot /
hypothesis in different fields. Mentimeter / Poll
feature of Zoom
supplementary
learning material
classes: LCD and
screen
12 1. Explain the three ways in which Analytic Epidemiology: Interactive Discission • Powerpoint Formative Assessment:
study designs differ from one Types of Study Designs presentation/slides Practice Worksheets
another. • Introduction • Learning materials
2. Describe case control, ecologic • Ecologic Studies to be uploaded in Oral Examinations
and cohort studies. • Case-Control Studies
the learning using a rubric
3. Calculate an odds ratio, relative • Cohort Studies
risk, and attributable risk. • Experimental Studies
management
4. Discuss the appropriate uses of • Challenges to the system Summative
randomized controlled trials and Validity of Study Designs • Kahoot / Assessment:
quasi-experimental designs. Mentimeter / Poll MCQ
feature of Zoom Cases Analysis
supplementary
learning material
classes: LCD and
screen
13 1. Compare the relative risk and Estimating Risk Interactive Discussion • Powerpoint Formative Assessment:
odds ratio as measures of presentation/slides Practice Worksheets
association between an Small Group • Learning materials
exposure and a disease. Discussion to be uploaded in Oral Examinations
2. Interpret the relative risk in a
cohort study.
3. Interpret an odds ratio in a management
matched-pairs case-control system Summative
• Kahoot / Assessment:
Mentimeter / Poll MCQ
supplementary
learning material
classes: LCD and
screen
14 1. means for large samples by Parametric and Non- Interactive Discussion • Powerpoint Formative Assessment:
means of z – test. Parametric Tests presentation/slides Practice Worksheets
2. Test means for small samples by • Z – test and T – Test Small Group • Learning materials
means of t – test. • Spearman Rank Discussion to be uploaded in
3. Distinguish the difference Correlation
the learning Summative
between independent and • Pearson r
dependent variables. • Chi – Square
4. Explain the difference between • F – Test Analysis of system MCQ
independent and dependent Variance (ANOVA) • Kahoot / Cases Analysis
variables. Mentimeter / Poll
5. Calculate the coefficient of feature of Zoom
correlation using Pearson • Learning videos as
Product Moment Correlation supplementary
Coefficient and Spearman Rank learning material
Correlation. • For face-to-face
6. Interpret the coefficient of
classes: LCD and
correlation using Pearson
Product Moment Correlation screen
Coefficient and Spearman Rank
Correlation.
7. Explain why the Chi – square test
is appropriate tool for working
with frequency or qualitative
data.
8. Test a hypothesis on the
difference between an observed
and expected set of frequencies.
9. Analyze the principles embodied
in the analysis of variance.
10. Apply ANOVA in different
application
15 1. Define the term health policy. Epidemiology and the Policy Interactive Discussion • Powerpoint Formative Assessment:
2. Discuss risk assessment. Arena presentation/slides Practice Worksheets
3. Give examples of policies that • Introduction • Learning materials
are applicable to epidemiology. • What is a Heath Policy? to be uploaded in Oral Examinations
4. Discuss the relationship between • Decision Analysis Based
policy and screening for disease. on Perceptions of Risks
and Benefits
management
• Policy Implementation system Summative
• Health Policy and • Kahoot / Assessment:
Screening for Disease Mentimeter / Poll MCQ
supplementary
learning material
classes: LCD and
screen
16 1. Describe modes of transmission Infectious Diseases and Interactive Discussion • Powerpoint Formative Assessment:
of communicable diseases. Outbreak Investigation presentation/slides Practice Worksheets
2. Describe the epidemiology of • Introduction Role Playing • Learning materials
two infectious diseases. • The Epidemiologic to be uploaded in Oral Examinations
Triangle: Agent, Host,
and Environment
• Infectious Disease
management
Agents system 360-degree evaluation
• Host Characteristics • Kahoot / using a rubric to be
• Environment and Mentimeter / Poll used in assessing the
Infectious Diseases feature of Zoom
• Means of Transmission of • Learning videos as performance during
Infectious Disease supplementary role playing
Agents learning material Summative
• Examples of Significant • For face-to-face Assessment:
Infectious Diseases
classes: LCD and MCQ
• Methods of Outbreak
Investigation
screen Cases Analysis
17 1. Distinguish measures of process Using Epidemiology to Interactive Discussion • Powerpoint Formative Assessment:
from measures of outcome, and Evaluate Health Services presentation/slides Case Discussion in a
to discuss some possible Role Playing • Learning materials small group format
measures of outcome in health ● The Epidemiologic Approach to to be uploaded in (utilizing a rubric as a
services. ● Evaluating Screening Programs
the learning tool for assessment)
2. Define efficacy, effectiveness,
and efficiency in the context of management
health services. system
3. Compare and contrast • Kahoot / 360-degree evaluation
epidemiologic studies of disease Mentimeter / Poll using a rubric to be
etiology with epidemiologic feature of Zoom used in assessing the
studies evaluating health • Learning videos as performance during
services. supplementary role playing
4. Discuss outcomes research in learning material
the context of ecologic data, and • For face-to-face Reflection/Journal (an
to prevent some potential biases
classes: LCD and affective assessment
of epidemiologic studies that
evaluate health services using screen using a rating scale)
group level data.
5. Describe some possible study Summative
designs that can be used to Assessment:
evaluate health services using MCQ
individual level data, including
randomized and nonrandomized
designs.
6. Describe the major sources of
bias that must be taken into
account in assessing study
findings that compare screened
and unscreened populations,
including referral bias, length
biased sampling, lead-time bias,
five-year survival, and over
diagnosis bias.
7. Discuss different study designs
for evaluating screening
programs, including
nonrandomized and randomized
studies and the challenges of
interpreting the results of these
studies.
8. Discuss problems in assessing
the sensitivity and specificity of
commercially developed
screening tests.
18 MIDTERM EXAMINATION
XI. References:
1. Bush, Heather M., et al. BioStatistics and Epidemology, Cengage, 2020

2. Gordos, Leon. EPIDEMIOLOGY 5th Edition. Elsevier, 2016
3. Smoller, Sylvia Wassertheil. BioStatistics and Epidemology,Springer, 2015
4. Parreno, E. Basic Statistics: A WorkText: Quezon City: C & E Publishing Inc., 2014
XII. Grading System:
Passing grade is 75% using Base __ (depending on the year level)
General average = (PG +MG + FG) / 3 =
Courses with Lecture & Laboratory Components

Purely Lecture Courses Lecture Laboratory
Class Standing: Class Standing: Class Standing:
Quizzes = 30% Quizzes = 30% Practical Exam = 30%
Graded Activities = 25 % Graded Activities = 25 % Graded Activities = 25 %
Attitude = 5% Attitude = 5% Attitude = 5%
Major Exam = 40 % Major Exam = 40 % Major Exam = 40 %
TOTAL = 100% + Base __ =

Course Period Grade TOTAL = 100% (0.60) TOTAL = 100% (0.40)
60% LEC + 40% Lab = 100% + Base __ = Course Period Grade
XIII. Classroom Management
Lecture notes & Supplementary materials: Please be aware that the lecture notes (which will be made available in advance in Google Classroom) provide the minimum information
required for you to pass the course. It is expected that you will supplement these notes with readings from the course text book and other supplementary material referred/ provided by the
Instructor.
Conduct of Classes. In the events that classes are suspended, students are required to read in advance all course materials scheduled for that week which will be made posted and made
available in Google Classroom
Communication. You will be given access to the personal email of the instructor and the Google classroom corresponding to the course so that all appropriate course work, announcements
and concerns can appropriately be transmitted throughout the semester.
Attendance: One percent will be deducted for each class missed. You will be counted absent / late for a class or lab (however you may still attend the class) based on the rules stipulated
by the college for student absences and tardiness. If you are absent for exceeding the maximum allowable number of absences (i.e. ≥25% of the classes and labs) you will be awarded
dropped from the course for unauthorized absences. Recommendations will be made by the College for authorized absences accordingly as individual cases may apply.
Quizzes: There will be 3 long examinations, a Preliminary Examination, a Mid-term examination, and a Final written conducted for the purpose of Continuous Assessment, once the units
specified are completed. If you miss a quiz/ exam without a valid excuse you will not be allowed to repeat the quiz. If you miss a quiz/ lab exam with a valid excuse, an exam will be given
accordingly using a specified date and time.
Assignments: For facilitating self-directed learning, students are required to read the topics for assignments in detail prior to the discussion conducted by the instructor in the class room.
Written Assignments which are required to be submitted should not be a copy and paste from texts, internet or other sources. Please read your source, understand and then write your own
statements in the paper. Appropriate referencing should be followed. Handwritten assignments will not be accepted. Reading assignments material/ source will be provided by the instructor
if required. The topics and dates for submission will be announced later.
Final Examination: Details of the preliminary, midterm and final examination will be announced in weeks 6,12 and 18 of the course; it will typically be of 2 hours’ duration. The examination
will consist of Multiple-Choice Questions, True or False questions, Identification, matching type, short-answer type questions. The exam will be scheduled by the College and will take place
during the examination period in weeks 6, 12 and 18 as scheduled by the college unless postponed due to some unforeseen calamities, events or circumstances.
Academic Misconduct: In a small number of cases there are students who are tempted to gain an unfair advantage in their assessments. This behaviour is considered unacceptable (for
further details see student handbook). These types of academic misconduct, which the College of Physical Therapy acknowledges and wishes to prevent are written in the student handbook.
The College will conduct an impartial investigation and the appropriate sanctions will be given based on the recommendations and results of the investigation.

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College of Dental Medicine

DENTAL MEDICINE PROGRAM OUTCOMES PROGRAM EDUCATIONAL OBJECTIVES

PO2. Communicate effectively

PO3. Plan and deliver community and extension dental services

PO4. Engage in research activities

PO5. Apply business principles, entrepreneurship, practices, and processes

PO6. Practice life-long learning and continue to be a life-long learner

PO7. Practice ethical/legal/moral principles and social accountability

PO8. Demonstrate nationalism, internationalism, and dedication to service

PO9. Utilize systems-based approach to healthcare

PO10. Collaborate with inter-professional teams

Upon the completion of 3rd year, students are expected to:

I. Course Code : ComDent1

II. Course Title : Community Dentistry

III. Pre-requisite/s : None

V. Credit units/hours : 3 units of lecture (3 hours of lecture per week)

VI. Placement : 3rd year/1st Semester

VIII. Course Outcomes and their Relationship to Program Outcomes:

COURSE OUTCOMES Doctor of Dental Medicine Program Outcomes

2. Apply the appropriate knowledge in collecting data as a source of

3. Interpret properly the results of all statistical tests. I

5. Introduce concepts related to disease transmission using the I

Week Learning Outcomes Topics Teaching-Learning Resources Needed Assessment

11 1. Describe terminologies Test of Hypothesis Interactive Discussion • Powerpoint Formative Assessment:

1. Bush, Heather M., et al. BioStatistics and Epidemology, Cengage, 2020

Passing grade is 75% using Base __ (depending on the year level)

General average = (PG +MG + FG) / 3 =

Courses with Lecture & Laboratory Components

TOTAL = 100% + Base __ =

60% LEC + 40% Lab = 100% + Base __ = Course Period Grade

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