NIHS Program Requirements for Specialty Education

in Pediatric Dentistry (Emirati Board in Pediatric

Dentistry)

The Emirati Board in Pediatric Dentistry is expected to define its specific program aims
consistent with the overall mission of its Sponsoring Institution, the needs of the
community it serves and that its graduates will serve, and the distinctive capabilities of
dentists it intends to graduate. The Program must demonstrate substantial compliance
with the Common and specialty-specific Program Requirements.
Where applicable, text in italics describes the underlying philosophy of the requirements
in that section. These philosophic statements are not program requirements and are
therefore not citable.

Issue Date: 21/10/2022

Draft Version 1

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 Table of Contents

Introduction ..................................................................................................................2
Int. A. Preamble ............................................................................................................................... 2
Int. B. Definition of Specialty ...................................................................................................... 2
Int. C Length of educational program ..................................................................................... 2
I. Oversight ....................................................................................................................3
I.A. Sponsoring Institution ........................................................................................................... 3
I.B. Participating Sites .................................................................................................................... 3
I.C. Recruitment ............................................................................................................................... 4
I.D. Resources ................................................................................................................................... 4
I.E. Other Learners and Other Care Providers ....................................................................... 8
II. Personnel ...................................................................................................................8
II.A. Program Director .................................................................................................................... 8
II.B. Faculty.......................................................................................................................................13
II.C. Program Coordinator ..........................................................................................................16
II.D. Other Program Personnel .................................................................................................16
III. Resident Appointments ........................................................................................17
III.A. Eligibility Requirements ....................................................................................................17
III.B. Number of residents ..........................................................................................................17
III.C. Resident Transfers ...............................................................................................................18
IV. Educational Program ............................................................................................18
IV.A. Curriculum Components ..................................................................................................18
IV.B. Defined Core Competencies ...........................................................................................19
IV.C. Curriculum Organization and Resident Experiences ..............................................23
IV.D. Scholarship ...........................................................................................................................42
V. Evaluation................................................................................................................44
V.A. Resident Evaluation .............................................................................................................44
V.B. Faculty Evaluation ................................................................................................................48
V.C. Program Evaluation and Improvement ........................................................................48
VI. The Learning and Working Environment ...........................................................51
VI.A. Patient Safety, Quality Improvement, Supervision, and Accountability..........51
VI.B. Professionalism ....................................................................................................................56
VI.C. Well-Being .............................................................................................................................58
VI.D. Fatigue Mitigation ..............................................................................................................59
VI.E. Clinical Responsibilities, Teamwork, and Transitions of Care ..............................60
VI.F. Clinical Experience and Education.................................................................................61
Acknowledgement ......................................................................................................63

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Introduction

Int. A. Preamble

Graduate dental education is an important step of professional development between

dental school and independent clinical practice. It is in this vital phase of the
continuum of dental education that residents learn to provide best patient care under
the supervision of faculty members who not only instruct, but also serve as role models
of excellence, compassion, professionalism, and scholarship.
Graduate dental education transforms dental graduates into dental scholars who care
for the patient, family, and a diverse community; create and integrate new knowledge
into practice; and educate future generations of dentists to serve the public.

Graduate dental education has the core tenet of grading authority and responsibility
for patient care. The care of patients is undertaken with appropriate faculty supervision
and conditional independence, allowing residents to attain the knowledge, skills,
attitudes, and empathy required for independent practice. Graduate dental education
develops dentists who focus on excellence in delivery of safe, equitable, affordable,
quality care and the oral health of the populations they serve.

Graduate dental education occurs in clinical and academic settings that establish the
foundation for practice-based and lifelong learning. The professional development of
the dentist, begins in dental school, continues through faculty modeling of the
effacement of self-interest in a humanistic environment that emphasizes joy in
curiosity, problem-solving, academic rigor, and discovery. This transformation is often
physically, emotionally, and intellectually demanding and occurs in a variety of clinical
learning environments committed to graduate dental education and the well-being of
patients, other residents and fellows, faculty members and all members of the health
care team.
Int. B. Definition of Specialty

An advanced dental education program in pediatric dentistry must prepare a graduate

who is competent in providing both primary and comprehensive preventive and
therapeutic oral health care for infants and children through adolescence, including
individuals with special health care needs. The program educates future pediatric
dentists to be competent in communicating and collaborating with other members of
healthcare and social disciplines, to facilitate the provision of health care.

Int. C Length of educational program

The duration of an advanced dental education program in pediatric dentistry must be

a minimum of 36 months of full-time formal training. (Core)

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I. Oversight

I.A. Sponsoring Institution

The Sponsoring Institution is the entity that assumes the ultimate financial and
academic responsibility for a program of graduate dental education, consistent
with the NIHS Institutional Requirements.
When the Sponsoring Institution is not a rotation site for the program, the most
utilized site of clinical activity for the program is the primary clinical site.

The financial resources must be sufficient to support the program’s stated goals
and objectives. (Core)

Background and Intent: The institution should have the financial resources required to
develop and sustain the program on a continuing basis. The program should have the
ability to employ an adequate number of full-time faculty, purchase and maintain
equipment, procure supplies, reference material and teaching aids as reflected in annual
budget appropriations. Financial allocations should ensure that the program will be in
a competitive position to recruit and retain qualified faculty. Annual appropriations
should provide for innovations and changes necessary to reflect current concepts of
education in the advanced dental education discipline.

The Sponsoring Institution must be the primary clinical training site defined as
the most utilized rotation site of clinical activity for the program. (Core)

I.A.1. The program must be sponsored by one NIHS-accredited

Sponsoring Institution. (Core)

I.B. Participating Sites

A participating site is an entity that provides educational experiences or

educational assignments/rotations for residents.
I.B.1. The program, with approval of its Sponsoring Institution, must
designate a primary clinical site. (Core)

I.B.2. There must be a program letter of agreement (PLA) between the

program and each participating site that governs the relationship
between the program and the participating site providing a required
assignment. (Core)

I.B.2.a) The PLA must:

I.B.2.a)(1) be renewed at least every 5 years; (Core)

I.B.2.a)(2) be approved by the designated institutional

official (DIO); (Core)

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 I.B.2.a)(3) specify the duration and content of the
educational experience; (Core)

I.B.2.a)(4) state the policies and procedures that will govern

resident education during the assignment; (Core)
I.B.2.a)(5) identify the faculty members who will assume
educational and supervisory responsibility for residents;
(Core)

I.B.2.a)(6) specify the responsibilities for teaching,

supervision, and formal evaluation of residents. (Core)

I.B.3. The program must monitor the clinical learning and working
environment at all participating sites. (Core)
I.B.3.a) At each participating site there must be one faculty
member, designated by the program director as the site director,
who is accountable for resident education at that site, in
collaboration with the program director. (Core)

Background and Intent: While all residency programs must be sponsored by a single
NIHS-accredited Sponsoring Institution, many programs will utilize other clinical settings
to provide required or elective training experiences. At times it is appropriate to utilize
clinical sites that are not owned by or affiliated with the Sponsoring Institution. Some of
these sites may be remote for geographic, transportation, or communication issues.
When utilizing such sites, the program must ensure the quality of the educational
experience.

I.B.4. The program director must submit any additions or deletions of

participating sites routinely providing an educational experience,
required for all residents, of one-month full time equivalent (FTE) or
more through NIHS Accreditation System. (Core)

I.B.5. Resident assignments away from the Sponsoring Institution should

not prevent residents’ regular participation in required didactics. (Core)
I.C. Recruitment

The program, in partnership with its Sponsoring Institution, must engage in

practices that focus on mission-driven, ongoing, systematic recruitment and
retention of a diverse and inclusive workforce of residents, fellows (if present),
faculty members, senior administrative staff members, and other relevant
members of its academic community. (Core)

I.D. Resources

I.D.1. The program, in partnership with its Sponsoring Institution, must

ensure the availability of adequate resources for resident education. (Core)

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 I.D.1.a) Equipment and supplies for use in managing medical and
dental emergencies must be readily accessible and functional.
(Core)

Background and Intent: The facilities and resources (e.g.: support/administrative staff,
allied personnel and/or technical staff) should permit the attainment of program goals
and objectives. To ensure health and safety for patients, residents, faculty and staff, the
physical facilities and equipment should effectively accommodate the clinic and/or
laboratory schedule.

I.D.1.b) The program must document its compliance with the

institution’s policy and applicable regulations including but not
limited to radiation hygiene and protection, ionizing radiation,
hazardous materials, and bloodborne and infectious diseases.
Policies must be provided to all residents, faculty and appropriate
support staff and continuously monitored for compliance.
Additionally, policies on bloodborne and infectious diseases must
be made available to applicants for admission and patients. (Core)

Background and Intent: The program may document compliance by including the
applicable program policies. The program demonstrates how the policies are provided to
the residents, faculty and appropriate support staff and who is responsible for monitoring
compliance. Applicable policy states how it is made available to applicants for admission
and patients should a request to review the policy be made.

I.D.1.c) Residents, faculty and appropriate support staff must be

encouraged to be immunized against and/or tested for infectious
diseases, such as mumps, measles, rubella, hepatitis B, prior to
contact with patients and/or infectious objects or materials, in an
effort to minimize the risk to patients and dental personnel. (Core)

Background and Intent: The program should have written policy that encourages (e.g.,
delineates the advantages of) immunization for residents, faculty, and appropriate
support staff.

I.D.1.d) All residents, faculty and support staff involved in the

direct provision of patient care must be continuously
recognized/certified in basic life support procedures, including
cardiopulmonary resuscitation. (Core)

Background and Intent: Continuously recognized/certified in basic life support

procedures means the appropriate individuals are currently recognized/certified.

I.D.1.d)(1) Residents and faculty engaged in the provision

of sedation in which sedative agents other than nitrous
oxide (but may include nitrous oxide in combination with

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 other agents) are used must have training in and
maintenance of age-specific advanced life support (e.g.,
PALS, ACLS, PEARS), in accordance with current
recommendations and local regulations if applicable. (Core)

Background and Intent: Guidelines require that providers of sedation have these
credentials.

I.D.1.d)(2) Private practitioners who provide training must

follow a similar criterion required for the training faculty.
(Core)

Background and Intent: Private institutions can be used for training and should meet
the same facility standards as institutional facilities.

I.D.1.e) The program must have access to clinical facilities that

include:
I.D.1.e)(1) Space designated specifically for the advanced
dental education program in pediatric dentistry. (Core)

I.D.1.e)(2) Flexibility to allow for changes in equipment

location and for additions or deletions to improve
operating efficiency, and promote efficient use of dental
instrumentation and allied personnel. (Core)

I.D.1.e)(3) Diagnostic imaging and laboratory facilities in

close proximity to the patient treatment area. (Core)
I.D.1.e)(4) Accessibility for patients with special health care
needs. (Core)
I.D.1.e)(5) Recovery area facilities. (Core)

Background and Intent: A recovery area is defined as a designated space equipped

properly for patients recovering from sedation. This space must provide for
observation/monitoring by appropriately trained personnel. This could be the operatory
where the child was sedated.

I.D.1.e)(6) Reception and patient education areas. (Core)

Background and Intent: Patient education may also occur in treatment areas.

I.D.1.e)(7) A suite equipped for carrying out comprehensive

oral health care procedures under general anesthesia
and/or sedation. (Core)

Background and Intent: The treatment facility could be an appropriately equipped

ambulatory suite in a nonhospital setting.

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 I.D.1.e)(8) Inpatient facilities to permit management of
general and oral health problems for individuals with
special health care needs. (Core)

Background and Intent: Residents have the opportunity to manage oral health
problems of inpatients with serious medical problems. Individuals with special health
care needs include those with medical, physical, psychological or social circumstances
that require modification of dental treatment. These individuals include (but are not
limited to) people with developmental disabilities, complex medical problems and
significant physical limitations.

I.D.1.e)(9) A sufficient number of operatories to

accommodate the number of residents enrolled. (Core)

I.D.2. The program, in partnership with its Sponsoring Institution, must

ensure healthy and safe learning and working environments that
promote resident well-being and provide for (Core):
I.D.2.a) access to food while on duty; (Core)
I.D.2.b) clean and private facilities for lactation that have
refrigeration capabilities, with proximity appropriate for safe
patient care; (Core)

Background and Intent: Sites must provide private and clean locations where residents
may lactate and store the milk within a refrigerator. These locations should be in close
proximity to clinical responsibilities. It would be helpful to have additional support within
these locations that may assist the resident with the continued care of patients, such as
a computer and a phone. While space is important, the time required for lactation is also
critical for the well-being of the resident and the resident's family.

I.D.2.c) security and safety measures appropriate to the

participating site; (Core)

I.D.2.d) accommodations for residents with disabilities consistent

with the Sponsoring Institution’s policy. (Core)
I.D.3. Residents must have ready access to specialty-specific and other
appropriate reference material in print or electronic format. This must
include access to biomedical textbooks, dental journals, online resources,
and other sources pertinent to the area of pediatric dentistry practice
and research, electronic medical and dental literature databases with full
text capabilities. (Core)

I.D.4. The program’s educational and clinical resources must be adequate

to support the number of residents appointed to the program. (Core)
I.D.4.a) Patient Availability:

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 I.D.4.a)(1) An adequate and diverse pool of patients
requiring a sufficient scope, volume and variety of oral
health care needs and a delivery system to provide ample
opportunity for training must be available, including
healthy individuals as well as individuals with special health
care needs. (Core)

I.D.4.a)(2) These health care needs must include, but are

not limited to, medical, physical, psychological, or social
situations that make consideration of a wide range of
assessment and care options necessary. (Core)

Background and Intent: Documentation of the scope, volume and variety of patients
and procedures completed by the residents, including those with complex impairment
who require substantial functional support and modifications to dental treatment, shall
be recorded and are to be available for on-site review.

I.E. Other Learners and Other Care Providers

The presence of other learners and other care providers, including, but not
limited to, students, interns, residents from other programs, fellows, and
advanced practice providers, must enrich the appointed residents’ education.
(Core)

I.E.1. The program must report circumstances when the presence of

other learners has interfered with the residents’ education to the DIO
and to the graduate medical education committee (GMEC). (Core)

Background and Intent: The clinical learning environment has become increasingly
complex and often includes care providers, students, and post-graduate residents and
fellows from multiple disciplines. The presence of these practitioners and their learners
enrich the learning environment. Programs have a responsibility to monitor the learning
environment to ensure that residents’ education is not compromised by the presence of
other providers and learners.

II. Personnel

II.A. Program Director

II.A.1. There must be one faculty member appointed as program director

with authority and accountability for the overall program, including
compliance with all applicable program requirements. (Core)

II.A.1.a) The Sponsoring Institution’s GMEC must approve a

change in program director. (Core)

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 II.A.1.b) Final approval of the program director resides with the
Central Accreditation Committee. (Core)

Background and Intent: While the NIHS recognizes the value of input from numerous
individuals in the management of a residency, a single individual must be designated as
program director and made responsible for the program. This individual will have
dedicated time for the leadership of the residency, and it is this individual’s responsibility
to communicate with the residents, faculty members, DIO, GMEC, and the NIHS. The
program director’s nomination is reviewed and approved by the GMEC. Final approval
of program directors resides with the Central Accreditation Committee.

II.A.1.c) The program must demonstrate retention of the program

director for a length of time adequate to maintain continuity of
leadership and program stability. (Core)

Background and Intent: The success of residency programs is generally enhanced by

continuity in the program director position. The professional activities required of a
program director are unique and complex and take time to master. All programs are
encouraged to undertake succession planning to facilitate program stability when there
is necessary turnover in the program director position.

II.A.2. At a minimum, the program director must be provided with the

salary support required to devote 50 percent FTE of non-clinical time to
the administration of the program. (Core)

Background and Intent: Fifty percent FTE is defined as two-and-a-half (2.5) day per
week. “Administrative time” is defined as non-clinical time spent meeting the
responsibilities of the program director.

II.A.3. Qualifications of the program director

II.A.3.a) must include specialty expertise and at least three years

of documented educational and/or administrative experience, or
qualifications acceptable to the Central Accreditation Committee;
(Core)

Background and Intent: Leading a program requires knowledge and skills that are
established during residency and subsequently further developed. The time from
completion of residency until assuming the role of program director allows the individual
to cultivate leadership abilities while becoming professionally established. The three-year
period is intended for the individual's professional maturation.

The broad allowance for educational and/or administrative experience recognizes that
strong leaders arise through diverse pathways. These areas of expertise are important
when identifying and appointing a program director. The choice of a program director
should be informed by the mission of the program and the needs of the community.

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In certain circumstances, the program and Sponsoring Institution may propose, and the
Central Accreditation Committee may accept a candidate for program director who
fulfills these goals but does not meet the three-year minimum.

Successful administration of a Pediatric Dentistry residency program requires

administrative time. At least half of the required 0.5 FTE should include blocked time to
complete administrative requirements of the residency. Time spent in clinics supervising
residents, while important, should not be counted in the required 0.5 FTE of
administrative time.

II.A.3.b) must be licensed as consultant and have at least three

years post residency documented experience in Pediatric
Dentistry, or with a specialty qualification that are acceptable to
the Central Accreditation Committee; (Core)

II.A.3.c) must include current dental licensure and appropriate

dental staff appointment; (Core)
II.A.3.d) must include ongoing clinical activity; (Core)

Background and Intent: A program director is a role model for faculty members and
residents. The program director must participate in clinical activity consistent with the
specialty. This activity will allow the program director to role model the Core
Competencies for the faculty members and residents.

II.A.4. Program Director Responsibilities

The program director must have responsibility, authority, and
accountability for administration and operations; teaching and scholarly
activity; resident recruitment and selection, evaluation, and promotion of
residents, and disciplinary action; supervision of residents; and resident
education in the context of patient care. (Core)

II.A.4.a) The program director must:

II.A.4.a)(1) be a role model of professionalism; (Core)

Background and Intent: The program director, as the leader of the program, must serve
as a role model to residents in addition to fulfilling the technical aspects of the role. As
residents are expected to demonstrate compassion, integrity, and respect for others, they
must be able to look to the program director as an exemplar. It is of utmost importance,
therefore, that the program director model outstanding professionalism, high quality
patient care, educational excellence, and a scholarly approach to work. The program
director creates an environment where respectful discussion is welcome, with the goal of
continued improvement of the educational experience.

II.A.4.a)(2) design and conduct the program in a fashion

consistent with the needs of the community, the mission(s)

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 of the Sponsoring Institution, and the mission(s) of the
program; (Core)

Background and Intent: The mission of institutions participating in graduate dental

education is to improve the oral health of the public. Each community has health needs
that vary based upon location and demographics. Programs must understand the social
determinants of oral health of the populations they serve and incorporate them in the
design and implementation of the program curriculum, with the ultimate goal of
addressing these needs and health disparities.

II.A.4.a)(3) administer and maintain a learning environment

conducive to educating the residents. in each of the Core
Competency domains; (Core)

Background and Intent: The program director may establish a leadership team to assist
in the accomplishment of program goals. Residency programs can be highly complex. In
a complex organization, the leader typically has the ability to delegate authority to
others yet remains accountable. The leadership team may include dental and non-
dental personnel with varying levels of education, training, and experience.

II.A.4.a)(4) develop and oversee a process to evaluate

candidates prior to approval as program faculty members
for participation in the residency program education and
at least annually thereafter; (Core)
II.A.4.a)(5) have the authority to approve and/or remove
program faculty members for participation in the residency
program education at all sites; (Core)
II.A.4.a)(6) have the authority to remove residents from
supervising interactions and/or learning environments that
do not meet the standards of the program; (Core)

Background and Intent: The program director has the responsibility to ensure that all
who educate residents effectively role model the Core Competencies. Working with a
resident is a privilege that is earned through effective teaching and professional role
modeling. This privilege may be removed by the program director when the standards
of the clinical learning environment are not met.

There may be faculty in a department who are not part of the educational program, and
the program director controls who is teaching the residents.

II.A.4.a)(7) submit accurate and complete information

required and requested by the DIO, GMEC, and NIHS; (Core)

II.A.4.a)(8) provide applicants who are offered an interview

with information related to the applicant’s eligibility for the
relevant specialty board examination(s); (Core)

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 II.A.4.a)(9) provide a learning and working environment in
which residents have the opportunity to raise concerns and
provide feedback in a confidential manner as appropriate,
without fear of intimidation or retaliation; (Core)

II.A.4.a)(10) ensure the program’s compliance with the

Sponsoring Institution’s policies and procedures related to
grievances and due process; (Core)
II.A.4.a)(11) ensure the program’s compliance with the
Sponsoring Institution’s policies and procedures for due
process when action is taken to suspend or dismiss, not to
promote, or not to renew the appointment of a resident;
(Core)

Background and Intent: A program does not operate independently of its Sponsoring
Institution. It is expected that the program director will be aware of the Sponsoring
Institution’s policies and procedures and will ensure they are followed by the program’s
leadership, faculty members, support personnel, and residents.

II.A.4.a)(12) ensure the program’s compliance with the

Sponsoring Institution’s policies and procedures on
employment and non-discrimination; (Core)
II.A.4.a)(13) document verification of program completion
for all graduating residents; within 30 days; (Core)

II.A.4.a)(14) provide verification of an individual resident’s

completion upon the residents’ request, within 30 days;
(Core)

Background and Intent: Primary verification of graduate dental education is important

to credentialing of dentists for further training and practice. Such verification must be
accurate and timely. Sponsoring Institution and program policies for record retention are
important to facilitate timely documentation of residents who have previously completed
the program. Residents who leave the program prior to completion also require timely
documentation of their summative evaluation.

II.A.4.a)(15) obtain review and approval of the Sponsoring

Institution’s DIO before submitting information, as
required in the Institutional Requirements and outlined in
the NIHS guidelines to the Common Program
Requirements. (Core)
II.A.5. Associate Program Director (APD)
II.A.5.a) For programs with an approved resident complement of
more than 15, the sponsoring institution must appoint an

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 Associate Program director to support the PD by actively
participating in administrative and educational activities. (Core)

II.A.5.b) Sponsoring institution to provide APD with 0.3 FTE (or 12

hours per week) of protected time for education and program
administration, The APD must not work more than 0.7 FTE in a
clinical capacity. (Core)
II.A.5.b)(1) This must be demonstrated through clinical
schedules over the entire period since the last
accreditation visit or since program inception, whichever is
shorter. (Detail)

II.A.5.c) APD should assume the role for a duration suitable for
ensuring program continuity and stability. (Core)

II.B. Faculty

Faculty members are a foundational element of graduate dental education –

faculty members teach residents how to care for patients. Faculty members
provide an important bridge allowing residents to grow and become practice-
ready, ensuring that patients receive the highest quality of care. They are role
models for future generations of dentists by demonstrating compassion,
commitment to excellence in teaching and patient care, professionalism, and a
dedication to lifelong learning. Faculty members experience the pride and joy
of fostering the growth and development of future colleagues. The care they
provide is enhanced by the opportunity to teach. By employing a scholarly
approach to patient care and engaging in scholarly activities, faculty members,
through the graduate dental education system, improve the oral and overall
health of the individual and the population.

Faculty members ensure that patients receive the level of care expected from a
specialist in the field. They recognize and respond to the needs of the patients,
residents, community, and institution. Faculty members provide appropriate
levels of supervision to promote patient safety. Faculty members create an
effective learning environment by acting in a professional manner and
attending to the well-being of the residents and themselves.

Background and Intent: “Faculty” refers to the entire teaching force responsible for
educating residents. The term “faculty,” including “core faculty,” does not imply or require
an academic appointment or salary support.

II.B.1. At each participating site, there must be enough faculty members

with competence to instruct and supervise all residents at that location.
(Core)

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 II.B.1.a) The ratio of all faculty to residents must be a minimum of
1:1. (Core)

II.B.2. Faculty members must:

II.B.2.a) be role models of professionalism; (Core)

II.B.2.b) demonstrate commitment to the delivery of safe, quality,

cost-effective, patient-centered care; (Core)

Background and Intent: Patients have the right to expect quality, cost-effective care
with patient safety at its core. The foundation for meeting this expectation is formed
during residency and fellowship. Faculty members model these goals and continually
strive for improvement in care and cost, embracing a commitment to the patient and
the community they serve.

II.B.2.c) demonstrate a strong interest in the education of

residents; (Core)
II.B.2.d) devote sufficient time to the educational program to fulfill
their supervisory and teaching responsibilities including timely
continuous feedback and assessment; (Core)

II.B.2.e) administer and maintain an educational environment

conducive to educating residents; (Core)
II.B.2.f) regularly participate in organized clinical discussions,
journal clubs, and conferences; (Core)

II.B.2.g) pursue faculty development designed to enhance their

skills at least annually: (Core)

Background and Intent: Faculty development is intended to describe structured

programming developed for the purpose of enhancing transference of knowledge, skill,
and behavior from the educator to the learner. Faculty development may occur in a
variety of configurations (lecture, workshop, etc.) using internal and/or external
resources. Programming is typically needs-based (individual or group) and may be
specific to the institution or the program. Faculty development programming is to be
reported for the residency program faculty in the aggregate.

II.B.2.g)(1) as educators; (Core)

II.B.2.g)(2) in quality improvement and patient safety; (Core)

II.B.2.g)(3) in fostering their own and their residents’ well-

being; (Core)

II.B.2.g)(4) in patient care based on their practice-based

learning and improvement efforts. (Core)

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Background and Intent: Practice-based learning serves as the foundation for the
practice of medicine. Through a systematic analysis of one’s practice and review of the
literature, one is able to make adjustments that improve patient outcomes and care.
Thoughtful consideration to practice-based analysis improves quality of care, as well as
patient safety. This allows faculty members to serve as role models for residents in
practice-based learning.

II.B.3. Faculty Qualifications

II.B.3.a) Faculty members must have appropriate qualifications in
their field and hold appropriate institutional appointments. (Core)

II.B.3.b) Dentist faculty members must:

II.B.3.b)(1) have current license in Pediatric Dentistry or

other specialty as required, or possess qualifications
judged acceptable to the Central Accreditation Committee.
(Core)

II.B.3.c) Any non-dentist faculty members who participate in

residency program education must be approved by the program
director. (Core)

Background and Intent: The provision of optimal and safe patient care requires a team
approach. The education of residents by non-dentist educators enables the resident to
better manage patient care and provides valuable advancement of the residents’
knowledge. Furthermore, other individuals contribute to the education of the resident in
the basic science of the specialty or in research methodology. If the program director
determines that the contribution of a non-dentist individual is significant to the
education of the residents, the program director may designate the individual as a
program faculty member or a program core faculty member.

II.B.4. Core Faculty

Core faculty members must have a significant role in the education and
supervision of residents and must devote a significant portion of their
entire effort to resident education and/or administration, and must, as a
component of their activities, teach, evaluate, and provide formative
feedback to residents. (Core)

Background and Intent: Core faculty members are critical to the success of resident
education. They support the program leadership in developing, implementing, and
assessing curriculum and in assessing residents’ progress toward achievement of
competence in the specialty. Core faculty members should be selected for their broad
knowledge of and involvement in the program, permitting them to effectively evaluate
the program, including completion of the annual NIHS Faculty annual survey.

15
 II.B.4.a) Core faculty members must be designated by the
program director. (Core)

II.B.4.b) Core faculty members must complete the annual NIHS

Faculty Survey. (Core)
II.B.4.c) Core faculty member-to-resident ratio specific to Pediatric
Dentistry program is 1:6. (Core)

II.C. Program Coordinator

II.C.1. There must be a program coordinator. (Core)

II.C.2. At a minimum, the program coordinator must be provided with

adequate time for the administration of the program. (Core)

Background and Intent: Each program requires a lead administrative person,

frequently referred to as a program coordinator, administrator, or as titled by the
institution. This person will frequently manage the day-to-day operations of the program
and serve as an important liaison with learners, faculty, and other staff members, and
the NIHS. Individuals serving in this role are recognized as program coordinators.

The program coordinator is a member of the leadership team and is critical to the success
of the program. As such, the program coordinator must possess skills in leadership and
personnel management. Program coordinators are expected to develop unique
knowledge of the NIHS and Program Requirements, policies, and procedures. Program
coordinators assist the program director in accreditation efforts, educational
programming, and support of residents.
Programs, in partnership with their Sponsoring Institutions, should encourage the
professional development of their program coordinators and avail them of opportunities
for both professional and personal growth. Programs with fewer residents may not
require a full-time coordinator; one coordinator may support more than one program.

II.D. Other Program Personnel

The program, in partnership with its Sponsoring Institution, must jointly ensure
the availability of necessary personnel for the effective administration of the
program. (Core)
II.D.1. Adequate allied dental personnel assigned to the program to
ensure clinical, and laboratory technical support are suitably trained and
credentialed. (Core)

Background and Intent: Multiple personnel may be required to effectively administer

a program. These may include staff members with clerical skills, project managers,
education experts, and staff members to maintain electronic communication for the

16
program. These personnel may support more than one program in more than one
discipline.

Allied dental personnel are expected to be available for operating room cases,
conscious/deep sedation patients, surgical procedures, and behavior management
situations. There are instances when a resident assisting another resident may be
beneficial as long as the experience does not negatively impact the residents’ education.
Clinic scheduling and off service rotations will be considered in assessing adequacy of
allied dental personnel.

III. Resident Appointments

III.A. Eligibility Requirements

III.A.1. An applicant must meet the following qualifications to be eligible

for appointment to a NIHS-accredited program: (Core)
III.A.1.a) Refer to NIHS criteria included in the Training Bylaw. (Core)

III.A.2. All prerequisite post-graduate clinical education required for

initial entry or transfer into NIHS-accredited residency programs must
be completed in a NIHS-accredited residency programs, or in residency
programs approved by the NIHS. (Core)

III.A.2.a) Residency programs must receive verification of each

resident’s level of competency in the required clinical field using
evaluations from the prior training program upon matriculation.
(Core)

III.A.2.b) Prior to appointment in the program, residents must

fulfill the NIHS eligibility criteria. (Core)
III.A.3. A dentist who has completed a residency program that was not
accredited by NIHS, may enter a NIHS-accredited residency program in
the same specialty at the PGY-1 level and, at the discretion of the
program director of the NIHS-accredited program and with approval by
the GMEC, may be advanced to the PGY-2 level based on evaluations at
the NIHS-accredited program. (Core)

III.B. Number of residents

III.B.1. The program director must not appoint more residents than
approved by the Central Accreditation Committee. (Core)
III.B.2. All changes in resident complement must be approved by the
NIHS Central Accreditation Committee. (Core)
III.B.3. The number of residents appointed to the program must not
exceed the program’s educational and clinical resources. (Core)

17
 III.C. Resident Transfers

The program must obtain verification of previous educational experiences and

a summative competency-based performance evaluation prior to acceptance of
a transferring resident. (Core)

IV. Educational Program

The NIHS accreditation system is designed to encourage excellence and innovation in

graduate medical and dental education regardless of the organizational affiliation, size,
or location of the program.

The educational program must support the development of knowledgeable, skillful

dentists who provide compassionate care.

IV.A. Curriculum Components

The Educational Curriculum must contain the following educational

components: (Core)
IV.A.1. A set of program aims consistent with the Sponsoring Institution’s
mission, the needs of the community it serves, and the desired distinctive
capabilities of its graduates. (Core)

IV.A.2. Competency-based goals and objectives for each educational

experience designed to promote progress on a trajectory to
autonomous practice. (Core)

IV.A.3. These goals and objectives must be distributed and available to

residents and faculty members. (Core)
IV.A.4. Delineation of resident responsibilities for patient care,
progressive responsibility for patient management, and graded
supervision. (Core)

IV.A.4.a) These responsibilities are described for each PGY level

and specified projected progress as determined by the Clinical
Competency Committee (CCC).

IV.A.5. A broad range of structured didactic activities; (Core)

IV.A.4.a) A Residents must be provided with protected time to
participate in structured core didactic activities. (Core)

Didactic activities include, but are not limited to: (Core)

• Formal instruction (a module/lecture materials or course

syllabi) in evidence-based practice

18
 • Didactic program course syllabi, course content outlines, or
lecture materials that integrate aspects of evidence-based
practice
• Literature review seminar(s)
• Multidisciplinary grand rounds to illustrate evidence-based
practice
• Projects/portfolios that include critical reviews of the literature
using evidence-based practice principles (or “searching
publication databases and appraisal of the evidence”)
• Assignments that include publication database searches and
literature appraisal for best evidence to answer patient-
focused clinical questions.

IV.A.6. Advancement of residents’ knowledge of ethical principles

essential to dental professionalism; (Core)
IV.A.7. Advancement in the residents’ knowledge of the basic principles
of scientific inquiry, including how to design, conduct, and evaluate
clinical research, explanation of it to patients, and applied to patient care.
(Core)

IV.B. Defined Core Competencies

IV.B.1. The program must integrate the following Core Competencies

into the curriculum: (Core)

IV.B.1.a) Professionalism

Residents must demonstrate a commitment to professionalism

and an adherence to ethical principles. (Core)
IV.B.1.a)(1) Residents must demonstrate competence in:

IV.B.1.a)(1)(a) compassion, integrity, and respect for

others; (Core)

IV.B.1.a)(1)(b) responsiveness to patient needs that

supersedes self-interest; (Core)
IV.B.1.a)(1)(c) respect for patient privacy and
autonomy; (Core)

IV.B.1.a)(1)(d) accountability to patients, society, and

the profession; (Core)

IV.B.1.a)(1)(e) respect and responsiveness to diverse

patient populations, including but not limited to
diversity in gender, age, culture, race, religion,

19
 disabilities, national origin, socioeconomic status,
and sexual orientation; (Core)

IV.B.1.a)(1)(f) ability to recognize and develop a plan

for one’s own professional wellbeing; (Core)
IV.B.1.a)(1)(g) appropriately disclosing and
addressing conflict or duality of interest (Core)

IV.B.1.b) Patient Care and Procedural Skills

Residents must be able to provide patient care that is appropriate,

and effective for the treatment or oral health problems and the
promotion of oral health. (Core)
IV.B.1.b)(1) Records related to the educational program,
must be documenting in the resident clinical logs after
completion of specified procedures and/or patient
complexity, including: (Core)

• nitrous oxide analgesia patient encounters as

primary operator
• patient encounters in which sedative agents
other than nitrous oxide (but may include
nitrous oxide in combination with other agents)
are used
• operating room cases
• clinical procedures (e.g., emergency, trauma,
restorative, preventative, orthodontic, multi-
disciplinary, etc.)
• patient diversity/complexity (e.g., well-patient,
medically complex, special needs, hospital
based, etc.)

Background and Intent: These records are to be available for on-site review: overall
program objectives, objectives of resident rotations, specific resident schedules by
semester or year, completed resident evaluation forms for current residents and recent
alumni, self-assessment process, curricula vitae of faculty responsible for instruction. The
resident’s Logbook provides programs with data required for program improvement and
gives residents and official record of clinical procedures required by regulatory boards
and hospitals.

IV.B.1.c) Medical Knowledge

Residents must demonstrate knowledge of established and
evolving biomedical, clinical, epidemiological and social
behavioral sciences, as well as the application of this knowledge
to patient care. (Core)

20
IV.B.1.d) Practice-based Learning and Improvement

Residents must demonstrate the ability to investigate and

evaluate their care of patients, applying scientific evidence, and to
continuously improve patient care based on constant self-
evaluation and lifelong learning. (Core)
IV.B.1.d)(1) Residents must demonstrate competence in:

IV.B.1.d)(1)(a) identifying strengths, deficiencies,

and limits in one’s knowledge and expertise; (Core)

IV.B.1.d)(1)(b) setting learning and improvement

goals; (Core)
IV.B.1.d)(1)(c) identifying and performing
(Core)
appropriate learning activities;

IV.B.1.d)(1)(d) systematically analyzing practice

using quality improvement methods and
implementing changes with the goal of practice
improvement; (Core)

IV.B.1.d)(1)(e) incorporating feedback and formative

evaluation into daily practice; (Core)
IV.B.1.d)(1)(f) locating, appraising, and assimilating
evidence from scientific studies related to their
patients’ health problems; (Core)

IV.B.1.d)(1)(g) using information technology to

optimize learning. (Core)

IV.B.1.e) Interpersonal and Communication Skills

Residents must demonstrate interpersonal and communication

skills that result in the effective exchange of information and
collaboration with patients, their families, and health
professionals. (Core)
IV.B.1.e)(1) Residents must demonstrate competence in:

IV.B.1.e)(1)(a) communicating effectively with

patients, families, and the public, as appropriate,
across a broad range of socioeconomic and cultural
backgrounds; (Core)

IV.B.1.e)(1)(b) communicating effectively with

dentists, physicians, other health professionals and
health- and oral health-related agencies; (Core)

21
 IV.B.1.e)(1)(c) working effectively as a member or
leader of a health care team or other professional
group; (Core)

IV.B.1.e)(1)(d) educating patients, families, students,

residents, and other health professionals; (Core)
IV.B.1.e)(1)(e) acting in a consultative role to other
dentists, physicians and oral health professionals;
(Core)

IV.B.1.e)(1)(f) maintaining comprehensive, timely,

and legible medical and dental records, if
applicable. (Core)

IV.B.1.f) Systems-based Practice

Residents must demonstrate an awareness of and responsiveness
to the larger context and system of health care, including the
social determinants of oral health, as well as the ability to call
effectively on other resources to provide optimal oral health care.
(Core)

IV.B.1.f)(1) Residents must demonstrate competence in:

IV.B.1.f)(1)(a) working effectively in various oral

health care delivery settings and systems relevant to
their clinical specialty; (Core)
IV.B.1.f)(1)(b) coordinating patient oral health care
across the health care continuum and beyond as
relevant to their clinical specialty; (Core)
IV.B.1.f)(1)(c) advocating for quality patient care and
optimal patient care systems; (Core)

IV.B.1.f)(1)(d) working in interprofessional teams to

enhance patient safety and improve patient care
quality;(Core)

IV.B.1.f)(1)(e) participating in identifying system

errors and implementing potential systems
solutions; (Core)
IV.B.1.f)(1)(f) incorporating considerations of value,
cost awareness, delivery and payment, and risk
benefit analysis in patient and/or population-based
care as appropriate; (Core)

22
 IV.B.1.f)(1)(g) understanding oral health care
finances and its impact on individual patients’
health decisions. (Core)

IV.C. Curriculum Organization and Resident Experiences

IV.C.1. The curriculum must be structured to optimize resident

educational experiences, the length of these experiences, and
supervisory continuity. (Core)
IV.C.1.a) Assignment of rotations must be structured with
sufficient length to provide a quality educational experience,
defined by continuity of patient oral health care, ongoing
supervision, relationships with faculty members, and high-quality
assessment and feedback. (Core)

IV.C.1.b) Clinical experiences should be structured to facilitate

learning in a manner that allows residents to function as part of
an effective interprofessional team. (Core)

IV.C.2. The program must provide instruction and experience in pain

management as applicable in Pediatric Dentistry, including recognition
of the signs of addiction. (Core)
IV.C.3. The program must provide the opportunity to extend the
resident’s diagnostic ability, basic and advanced clinical knowledge and
skills, and critical judgment beyond that provided in undergraduate
education. The program must also provide experience in closely related
areas to ensure that residents become competent in comprehensive
care. (Core)
IV.C.4. Biomedical sciences

Biomedical sciences must be included to support the clinical, didactic

and research portions of the curriculum.

IV.C.4.a) The biomedical sciences may be integrated into existing

curriculum designed especially for the pediatric dentistry
program. (Core)

Background and Intent: Instruction in biomedical sciences need not occur only in
formal courses. Such instruction may be acquired through clinical activities, off-service
rotations and other educational activities.

IV.C.4.b) Instruction must be provided at the understanding level

in the following biomedical sciences with an emphasis on the
infant, child and adolescent, including individuals with special
health care needs:

23
 IV.C.4.b)(1) Biostatistics, health informatics and clinical
epidemiology: including probability theory, descriptive
statistics, hypothesis testing, inferential statistics, meta-
analysis, systematic review, principles of clinical
epidemiology and research design; (Core)

IV.C.4.b)(2) Pharmacology: including pharmacokinetics,

pharmacogenetics, potential drug interactions and adverse
side effects with emphasis on oral manifestations, pain and
anxiety control, drug dependency and substance use
disorders; (Core)
IV.C.4.b)(3) Microbiology: including immunology, oral
microbiome, infectious disease with emphasis on head and
neck manifestations, including dental caries and
periodontal disease; (Core)

IV.C.4.b)(4) Embryology: including principles of

embryology with a focus on the developing head and neck,
and craniofacial anomalies; (Core)

IV.C.4.b)(5) Genetics: including human chromosomal

anomalies/syndromes, Mendelian, polygenic and
epigenetic patterns of inheritance, expressivity, basis for
genetic disease, pedigree construction, physical
examination and laboratory evaluation methods, genetic
factors in craniofacial disease and formation and
management of genetic diseases; (Core)

IV.C.4(b)(6) Anatomy: including a review of general as well

as head and neck anatomy; (Core)
IV.C.4.b)(7) Pathophysiology: including a review of major
organ diseases with emphasis on head and neck
manifestations and the modification of the delivery of oral
health care. There will be an understanding of the
epidemiology, etiopathogenesis, clinical presentation,
diagnostic imaging and laboratory studies, differential
diagnosis, treatment and prognosis for these diseases. (Core)

IV.C.5. Clinical sciences

IV.C.5.a) Behavior guidance

IV.C.5.a)(1) Didactic instruction at the in-depth level
include:

24
 IV.C.5.a)(1)(a) Physical, psychological and social
development. This includes the basic principles and
theories of child development and the age-
appropriate behavior responses in the dental
setting; (Core)

IV.C.5.a)(1)(b) Child behavior guidance in the dental

setting and the objectives of various guidance
methods; (Core)
IV.C.5.a)(1)(c) Principles of communication, listening
techniques, and communication with parents and
caregivers; (Core)

IV.C.5.a)(1)(d) Principles of informed consent

relative to behavior guidance and treatment
options; (Core)
IV.C.5.a)(1)(e) Principles and objectives of sedation
and general anesthesia as behavior guidance
techniques, including indications and
contraindications for their use in accordance with
the reference manual; (Core)
IV.C.5.a)(1)(f) Recognition, treatment and
management of adverse events related to sedation
and general anesthesia, including airway problems.
(Core)

Background and Intent: The term “treatment” refers to direct care provided by the
residents for that condition or clinical problem. The term “management” refers to
provision of appropriate care and /or referral for a condition consistent with
contemporary practice and in the best interest of the patient.

IV.C.5.a)(2) Clinical Experiences in behavior guidance must

enable residents to achieve competency in patient
management using behavior guidance:

IV.C.5.a)(2)(a) Experiences must include infants,

children and adolescents including individuals with
special health care needs, using: (Core)
• Non-pharmacological techniques,
• Sedation and
• Inhalation analgesia.
IV.C.5.a)(2)(b) Residents must perform adequate
patient encounters to achieve competency:

25
 IV.C.5.a)(2)(b)(i) a minimum of 20 nitrous
oxide analgesia patient encounters as
primary operator; (Core)

IV.C.5.a)(2)(b)(ii) a minimum of 50 patient

encounters in which sedative agents other
than nitrous oxide (but may include nitrous
oxide in combination with other agents) are
used. The agents may be administered by
any route. (Core)
IV.C.5.a)(2)(b)(ii)(1) Of the 50
patient encounters, each resident
must act as sole primary operator
in a minimum of 25 sedation cases.
(Core)

IV.C.5.a)(2)(b)(ii)(2) Of the
remaining sedation cases (those
not performed as the sole primary
operator), each resident must gain
clinical experience, which can be in
a variety of activities or settings,
including individual or functional
group monitoring and human
simulation. (Core)

IV.C.5.a)(2)(b)(ii)(3) All sedation

cases must be completed in
accordance with the
recommendations of the AAPD
reference manual and local
regulations. (Core)
IV.C.5.b) Growth and development
IV.C.5.b)(1) Didactic instruction in craniofacial growth and
development must be at the in-depth level with content to
enable the resident to understand and manage the
diagnosis and appropriate treatment modalities for
malocclusion problems affecting orofacial form, function,
and esthetics in infants, children, adolescents, and
individuals with special health care needs. This includes,
but is not limited to, an understanding of:
IV.C.5.b)(1)(a) Theories of normative dentofacial
growth mechanisms; (Core)

26
 IV.C.5.b)(1)(b) Principles of diagnosis and treatment
planning to identify normal and abnormal
dentofacial growth and development; (Core)

IV.C.5.b)(1)(c) Differential classification of skeletal

and dental malocclusion in children and
adolescents; (Core)
IV.C.5.b)(1)(d) The indications, contraindications,
and fundamental treatment modalities in guidance
of eruption and space supervision procedures
during the developing dentition that can be utilized
to obtain an optimally functional, esthetic, and
stable occlusion; (Core)

IV.C.5.b)(1)(e) Basic biomechanical principles and

the biology of tooth movement. Growth
modification and dental compensation for skeletal
problems including limitations; (Core)

IV.C.5.b)(1)(f) Appropriate consultation with and/or

timely referral to other specialists when indicated to
achieve optimal outcomes in the developing
occlusion. (Core)
IV.C.5.b)(2) Clinical experiences must enable residents to
achieve competency in:

IV.C.5.b)(2)(a) Diagnosis and management of dental,

skeletal, and functional abnormalities in the
primary, mixed, and young permanent dentition
stages of the developing occlusion; and (Core)

IV.C.5.b)(2)(b) Treatment of those conditions that

can be corrected or significantly improved by
evidence-based early interventions which might
require guidance of eruption, space supervision,
and interceptive orthodontic treatments. These
transitional malocclusion conditions include, the
recognition, diagnosis, appropriate referral and/or
focused management of: (Core)

IV.C.5.b)(2)(b)(i) Space maintenance and arch

perimeter control associated with the early
loss of primary and young permanent teeth;
(Core)

27
 IV.C.5.b)(2)(b)(ii) Transverse arch dimensional
problems involving simple posterior
(Core)
crossbites;

IV.C.5.b)(2)(b)(iii) Anterior crossbite

discrepancies associated with localized
dentoalveolar crossbite displacement and
functional anterior shifts (e.g. pseudo-Class
III); (Core)
IV.C.5.b)(2)(b)(iv) Anterior spacing with or
without dental protrusion; (Core)

IV.C.5.b)(2)(b)(v) Deleterious oral habits; (Core)

IV.C.5.b)(2)(b)(vi) Preservation of leeway

space for the resolution of moderate levels
of crowding; (Core)
IV.C.5.b)(2)(b)(vii) Ectopic eruption, ankylosis
and tooth impaction problems; (Core)

IV.C.5.b)(2)(b)(viii) The effects of

supernumerary (e.g. mesiodens) and/or
missing teeth. (Core)

IV.C.5.c) Oral facial injury and emergency care

IV.C.5.c)(1) Didactic instruction in oral facial injury and
emergency care in infants, children, adolescents, and
individuals with special health care needs must be at the
in-depth level and include:
IV.C.5.c)(1)(a) Evaluation, diagnosis and
management/treatment of dentoalveolar trauma to
the primary, mixed and permanent dentitions, such
as repositioning, replantation, treatment of
fractured teeth, and stabilization of intruded,
extruded, luxated, and avulsed teeth; (Core)

IV.C.5.c)(1)(b) Evaluation, diagnosis, and

management/treatment of the pulpal, periodontal
and associated soft and hard tissues following
traumatic injury; (Core)

IV.C.5.c)(1)(c) Evaluation of injuries including

fractures of the maxilla and mandible and referral
for treatment by the appropriate specialist; (Core)

28
 IV.C.5.c)(1)(d) Assessment, evaluation, management
and reporting of child abuse and neglect and non-
accidental trauma. (Core)

IV.C.5.c)(2) Clinical experiences in oral facial injury and

emergency care must enable residents to achieve
competency in:
IV.C.5.c)(2)(a) Evaluation, diagnosis and
management of traumatic injuries of the oral and
perioral structures including the soft tissues, and the
primary and permanent dentition; (Core)

IV.C.5.c)(2)(b) Emergency services including

assessment and management/treatment of dental
pain and infections; (Core)

IV.C.5.c)(2)(c) Interprofessional and collaborative

care management for patients with complex
orofacial/dentoalveolar injuries. (Core)
IV.C.5.d) Oral diagnosis, oral pathology, oral radiology and oral
medicine

IV.C.5.d)(1) Didactic instruction in oral diagnosis, oral

pathology, oral radiology and oral medicine with emphasis
on the most frequently encountered and important
anomalies, diseases and lesions that affect the infant, child,
adolescent and individuals with special health care needs
must be at the in-depth level and include:

IV.C.5.d)(1)(a) Epidemiology, etiology, clinical and

radiographic findings, differential diagnosis,
management/treatment, and prognosis of entities
affecting the oral and maxillofacial region, including
gingival and periodontal diseases; (Core)

IV.C.5.d)(1)(b) Head and neck manifestations of

systemic diseases, behavioral disorders and genetic
conditions; (Core)
IV.C.5.d)(1)(c) Referral requirements to appropriate
professionals; (Core)

IV.C.5.d)(1)(d) Radiation theory, hygiene and safety;

(Core)

29
 IV.C.5.d)(1)(e) Radiographic imaging selection and
technique for oral diagnosis including modifications
for individuals with special health care needs; (Core)

IV.C.5.d)(1)(f) Radiographic interpretation of normal

anatomy, anomalies and oral and maxillofacial
lesions/diseases. (Core)
IV.C.5.d)(2) Didactic instruction must be at the
understanding level in:

IV.C.5.d)(2)(a) Ordering and performing

uncomplicated oral biopsies, adjunctive tests
including salivary gland function, microbial cultures
and common, baseline laboratory studies; (Core)

IV.C.5.d)(2)(b) Ordering advanced head and neck

imaging, including CBCT and MRI and recognizing
deviations from normal. (Core)
IV.C.5.d)(3) Clinical experiences in oral diagnosis, oral
pathology, oral radiology and oral medicine must enable
residents to achieve competency in:

IV.C.5.d)(3)(a) Detecting and providing differential

diagnoses of common and important oral and
maxillofacial lesions, including gingival and
periodontal diseases; (Core)

IV.C.5.d)(3)(b) Obtaining and interpreting oral and

maxillofacial images; (Core)

IV.C.5.d)(3)(c) Using radiation hygiene and

recommended radiographic images; (Core)
IV.C.5.d)(3)(d) Managing/Treating common oral and
maxillofacial lesions and diseases, including gingival
and periodontal diseases. (Core)

IV.C.6. Comprehensive oral health care

IV.C.6.a) Prevention and health promotion

IV.C.6.a)(1) Didactic Instruction in following domains must
be at the in-depth level and include:

IV.C.6.a)(1)(a) Characteristics and role of the dental

home; (Core)

30
 IV.C.6.a)(1)(b) Perinatal oral health and infant oral
health; (Core)

IV.C.6.a)(1)(c) Assessment of the risk of dental caries

manifestations, periodontal disease, dental trauma
and malocclusion; (Core)
IV.C.6.a)(1)(d) Anticipatory guidance; (Core)

IV.C.6.a)(1)(e) Patient/parent/caregiver education

on home care; (Core)

IV.C.6.a)(1)(f) Communication strategies to help

patients/parents/caregivers guide behavior change,
such as teach back and motivational interviewing;
(Core)

IV.C.6.a)(1)(g) Prevention of dental disease

strategies including; (Core)

• Fluorides and non-fluoride caries preventive

and remineralizing agents;
• Diet, nutrition and sugars, and their role in
oral health and disease;
• Pit and fissure sealants;

IV.C.6.a)(1)(h) Trauma prevention; (Core)

IV.C.6.a)(1)(i) The scientific basis for the etiology,
detection, diagnosis, prevention, management and
restorative treatment of dental caries
(Core)
manifestations;
IV.C.6.a)(1)(j) The provision of a risk-based,
patient/family-centered comprehensive treatment
plan that includes a prevention and health
promotion plan. (Core)

IV.C.6.a)(2) Didactic Instruction in following domains must

be at the understanding level and include:

IV.C.6.a)(2)(a) Social determinants of health; (Core)

IV.C.6.a)(2)(b) Relationship between oral health and
systemic conditions. (Core)

IV.C.6.a)(3) Clinical experiences must enable residents to

achieve competency in the provision of:

31
 IV.C.6.a)(3)(a) Risk-based, patient/family-centered
prevention and health promotion plans for patients
and families in the context of a dental home; (Core)

IV.C.6.a)(3)(b) Infant oral health; (Core)

IV.C.6.a)(3)(c) Anticipatory guidance; (Core)

IV.C.6.a)(3)(d) Dental caries risk assessment and

related risk of caries lesion progression; (Core)

IV.C.6.a)(3)(e) Risk-based dental caries management

protocols including risk reduction methods and
early management of dental caries lesions; (Core)
IV.C.6.a)(3)(f) Patient/Parent/Caregiver education
on oral hygiene practices, diet and nutrition; (Core)

IV.C.6.a)(3)(g) Effective communication strategies to

help guide behavior change; (Core)

IV.C.5.a)(3)(h) Prevention of dental disease

strategies including the use risk-based dental caries
management protocol; (Core)
IV.C.6.a)(3)(i) Use of fluoride and non-fluoride
dental caries lesion preventive and remineralizing
agents. (Core)

IV.C.6.b) Diagnosis of caries, non-restorative management and

restorative treatment

IV.C.6.b)(1) Didactic instruction must be at the in-depth

level and include:

IV.C.6.b)(1)(a) Caries lesion detection and diagnosis

techniques; (Core)
IV.C.6.b)(1)(b) Caries lesion management strategies.
(Core)

Background and Intent: Dental caries management strategies may include active
surveillance to assess disease and lesion progression; minimally invasive restorative
treatment and determination of when to restore; deep caries lesion excavation and
partial decay excavation; pit and fissure sealant indications, technique and materials;
resin infiltration; restorative and prosthetic therapy indications, techniques and dental
materials, including conventional restorations, interim therapeutic restorations,
alternative restorative techniques and esthetic restorations; and remineralization and
dental caries lesion arresting strategies.

32
 IV.C.6.b)(2) Clinical experiences must enable residents to
achieve competency in:

IV.C.6.b)(2)(a) Caries lesion detection and diagnosis.

(Core)

IV.C.6.b)(2)(b) Caries management strategies that

include:

IV.C.6.b)(2)(b)(1) Active surveillance to assess

disease progression; (Core)

IV.C.6.b)(2)(b)(2) Minimally invasive

restorative treatment and determination of
when to restore; (Core)
IV.C.6.b)(2)(b)(3) Deep decay excavation and
partial decay excavation; (Core)
IV.C.6.b)(2)(b)(4) Pit and fissure sealant
indications, technique and materials; (Core)

IV.C.6.b)(2)(b)(5) Restorative and prosthetic

therapy indications, techniques and dental
materials, including conventional
restorations, interim therapeutic
restorations, alternative restorative
techniques and esthetic restorations; (Core)
IV.C.6.b)(2)(b)(6) Remineralization and dental
caries lesion arresting strategies. (Core)
IV.C.6.c) Pulp therapy

IV.C.6.c)(1) Didactic instruction must be at the in-depth

level and include:

IV.C.6.c)(1)(a) Pulp histology and pathology of

primary and young permanent teeth, including
indications and rationale for various types of
indirect and direct pulp therapy; (Core)
IV.C.6.c)(1)(b) Management of pulpal and peri
radicular tissues in the primary and developing
permanent dentition. (Core)

Background and Intent: Pulp therapy management strategies may include vital pulp
therapy for primary teeth, including indirect pulp treatment, direct pulp cap, pulpotomy;
non-vital pulp treatment for primary teeth including pulpectomy; vital pulp therapy for
young permanent teeth including apexogenesis, indirect pulp treatment, direct pulp cap,

33
partial pulpotomy for carious exposures, partial pulpotomy for traumatic exposures; and
non-vital pulp therapy for young permanent teeth including apexification, pulpal
regeneration and decoronation.

IV.C.6.c)(2) Clinical experiences must enable residents to

achieve competency in:

IV.C.6.c)(2)(a) Diagnosis of pulpal disease in primary

and permanent teeth; (Core)

IV.C.6.c)(2)(b) Vital and non-vital pulp therapy in

primary teeth; (Core)
IV.C.6.c)(2)(c) Vital pulp therapy in immature
permanent teeth; (Core)

IV.C.6.c)(2)(d) Management of non-vital pulp

therapy in immature permanent teeth; Core)

IV.C.6.c)(2)(e) Treatment/Management of pulpal

disease in mature permanent teeth, including
emergency care, stabilization and referral to
specialists. (Core)
IV.C.6.d) Management of a contemporary dental practice

IV.C.6.d)(1) Didactic instruction must be at the

understanding level and include:

IV.C.6.d)(1)(a) The design, implementation and

management of a contemporary practice of
pediatric dentistry, emphasizing business skills for
proper and efficient practice; (Core)
IV.C.6.d)(1)(b) Jurisprudence and risk management
specific to the practice of Pediatric Dentistry; (Core)

IV.C.6.d)(1)(c) Use of technology in didactic, clinical

and research endeavors, as well as in practice
management and telehealth systems; (Core)

IV.C.6.d)(1)(d) Principles of biomedical ethical

reasoning, ethical decision making and
professionalism as they pertain to the academic
environment, research, patient care and practice
management; (Core)

34
Background and Intent: Graduates should draw on a range of resources such as
professional codes, regulatory law, and ethical theories to guide judgment and action for
issues that are complex, novel, ethically arguable, divisive, or of public concern.

IV.C.6.d)(1)(e) Working cooperatively with

consultants and clinicians in other dental specialties
and health fields, including interprofessional
education activities. (Core)

Background and Intent: The resident learns to prevent, recognize and manage
common medical emergencies for infants and children through adolescence and when
to refer to other health care professionals.

IV.C.6.d)(2) Didactic instruction must be at the in-depth

level for the following:

IV.C.6.d)(2)(a) The development and monitoring of

systems for prevention and management of adverse
events and medical emergencies in the dental
setting; (Core)

Background and Intent: Graduates should experience the elements of process

improvement and the manner in which to involve the entire team.

IV.C.6.d)(2)(b) Exposure to the principles of quality

management systems and the role of continuous
process improvement in achieving overall quality in
the dental practice setting; (Core)

IV.C.6.d)(2)(c) Exposure to the principles of ethics

and professionalism in dental practice is an integral
component of all aspects of this process
improvement experience; (Core)

IV.C.6.d)(2)(d) Employing principles of quality

improvement, infection control, and safety,
including an understanding of the mechanisms to
ensure a safe practice environment. (Core)
IV.C.6.d)(2)(d) Didactic instructions may be
delivered through: (Detail)

• Participation in courses or seminars

involving biomedical ethics and/or
informed consent issues.
• Institutional review boards.
• Literature reviews.
• Discussion of case scenarios.

35
 • Emergency drills.
• Quality improvement projects.
• Interprofessional education and practice
experiences.
• Standardized simulations.
• Standardized case studies.
• Standardized clinical scenarios.

IV.C.6.d)(3) Clinical experiences must enable residents to

be involved in a structured system of continuous quality
improvement for patient care. (Core)

Background and Intent: Programs are expected to involve residents in quality

improvement activities to understand the process and contribute to patient care
improvement.

IV.C.6.e) Individuals with special health care needs

IV.C.6.e)(1) Didactic instruction must be at the in-depth
level and include:
IV.C.6.e)(1)(a) Formulation of treatment plans for
individuals with special health care needs. (Core)

Background and Intent: The resident learns how and when to modify dental care
options as required by a patient’s medical condition.

IV.C.6.e)(1)(b) Medical conditions and the

alternatives in the delivery of dental care that those
conditions might require. (Core)

IV.C.6.e)(1)(c) Management of the oral health of

individuals with special health care needs, i.e.:
IV.C.6.e)(1)(a)(i) Medically compromised;
(Core)

IV.C.6.e)(1)(a)(ii) Physically compromised or

disabled; and diagnosed to have
developmental disabilities, psychiatric
disorders or psychological disorders. (Core)

IV.C.6.e)(1)(a)(iii) Transition to adult practices

(Core)

Background and Intent: Individuals with special health care needs include those with
medical, physical, psychological or social circumstances that require modification in
normal dental routines to provide dental treatment.

36
 IV.C.6.e)(2) Clinical experiences must enable residents to
achieve competency in:

IV.C.6.e)(2)(a) Examination, treatment and

management of infants, children, adolescents and
individuals with special health care needs; and (Core)
IV.C.6.e)(2)(b) Participation in interprofessional
experiences and collaborative care, including
craniofacial teams. (Core)

Background and Intent: Pediatric dentists often remain providers of oral health care
for individuals with special health care needs into adulthood and should be able to render
basic dental services to adults with special health care needs. These individuals include
(but are not limited to) individuals with developmental disabilities, craniofacial
anomalies, complex medical problems and significant physical limitations. Management
should be understood to include consideration of social, educational, vocational, and
other aspects of special health care needs.

IV.C.6.f) Hospital dentistry

IV.C.6.f)(1) Didactic instruction must be at the
understanding level and include:

IV.C.6.f)(1)(a) Hospital experiences intended to

expose residents to hospital function which may
include attendance at conferences, seminars, clinic
participation, and, if applicable, clinical inpatient
rounds; (Core)

IV.C.6.f)(1)(b) Hospital policies and procedures,

including organization of the medical/dental staff
and medical staff/dental staff member
(Core)
responsibilities;

IV.C.6.f)(1)(c) The scope of practice of other

healthcare professionals in relationship to the
overall health and wellbeing of infants, children,
adolescents and individuals with special health care
needs. (Core)
IV.C.6.f)(2) Clinical experiences must enable residents to
acquire knowledge and skills to function as health care
providers within the hospital setting.

IV.C.6.f)(2)(a) Dental treatment in the Operating

Room Setting:

37
 IV.C.6.f)(2)(a)(i) Each resident must
participate in the treatment of pediatric
patients under general anesthesia in the
operating room. (Core)

IV.C.6.f)(2)(a)(ii) Each resident must

participate in a minimum of twenty (20)
operating room cases; and these are
documented in the Resident Clinical Log.
(Core)

IV.C.6.f)(2)(a)(iii) In ten (10) of the operating

room cases above, each resident provides
the pre-operative workup and assessment,
conducting medical risk assessment,
admitting procedures, informed consent,
and intra-operative management including
completion of the dental procedures, post-
operative care, discharge and follow up and
completion of the medical records. (Core)

Background and Intent: Each resident participates in and directly provides dental
treatment to pediatric patients under general anesthesia in the operating room.
Experiences may occur in an out-patient ambulatory care facility.

IV.C.6.f)(2)(b) Inpatient Care:

IV.C.6.f)(2)(b)(i) Each resident must

collaborate in the evaluation and medical
management of pediatric patients admitted
to the hospital; (Core)
IV.C.6.f)(2)(b)(ii) Each resident must
collaborate in admitting procedures,
completion of consultations, obtaining and
evaluating patient/family history, orofacial
examination and diagnosis, ordering
radiological and laboratory tests, writing
patient management orders, pediatric
patient monitoring, discharging and chart
completion. (Core)

IV.C.6.f)(2)(c) Anesthesiology Rotation:

IV.C.6.f)(2)(c)(i) Residents must complete a

rotation under the supervision of an

38
 anesthesiologist in a facility approved to
provide general anesthesia; (Core)

IV.C.6.f)(2)(c)(ii) This rotation must be at least

four (4) weeks in length, which does not have
to be consecutive, and is the principal activity
of the resident during this scheduled time;
(Core)

IV.C.6.f)(2)(c)(iii) The anesthesiology rotation

must provide the resident with knowledge
and experience in the management of
infants, children and adolescents undergoing
general anesthesia; (Core)

IV.C.6.f)(2)(c)(iv) The rotation must provide

and document experiences in: pre-operative
evaluation, risk assessment, assessing the
effects of pharmacologic agents,
venipuncture techniques, airway assessment
and management, general anesthetic
induction and intubation, administration of
anesthetic agents, patient monitoring,
prevention and management of anesthetic
emergencies and adverse events, post
anesthesia recovery management, and
postoperative appraisal and follow up. (Core)

IV.C.6.f)(2)(d) Additional Hospital Experiences:

IV.C.6.f)(2)(d)(i) Each resident must

participate in continually accessible call
through the hospital emergency department
and provide treatment in collaboration with
other disciplines. (Core)
IV.C.6.f)(2)(d)(ii) Each resident must
participate on
interdisciplinary/multidisciplinary teams,
including participation on a Craniofacial
Team. (Core)

IV.C.6.f)(2)(d)(iii) Each resident must

participate in interprofessional education to
other health care professionals within the
hospital setting. (Core)

39
IV.C.6.g) Pediatric medicine

IV.C.6.g)(1) Didactic Instruction: Didactic instruction must

be at the understanding level and include:
IV.C.6.g)(1)(a) Fundamentals of pediatric medicine,
including those related to healthy pediatric patients
and those with special health care needs such as:

IV.C.6.g)(1)(a)(i) Well child care and

anticipatory guidance; (Core)

IV.C.6.g)(1)(a)(ii) Developmental milestones;

(Core)

IV.C.6.g)(1)(a)(iii) Acute and chronic

(Core)
disease/disorders.

IV.C.6.g)(1)(b) Normal speech and language

development and the recognition of speech and
language delays/disorders. (Core)

IV.C.6.g)(1)(c) The anatomy and physiology of

articulation and normal articulation development;
causes of defective articulation with emphasis on
oral anomalies, craniofacial anomalies, dental or
occlusal abnormalities, velopharyngeal insufficiency
(VPI), history of cleft lip/palate and normal
velopharyngeal function and the effect of VPI on
resonance. (Core)

IV.C.6.g)(2) Clinical experiences must expose residents to

pediatric medicine:
IV.C.6.g)(2)(a) Residents must participate in a
pediatric medicine rotation of at least two (2) weeks
in length, which does not have to be consecutive
and is the principal activity during this scheduled
period. (Core)

IV.C.6.g)(2)(b) The rotation must include exposure

to obtaining and evaluating medical histories,
parental interviews, system-oriented physical
examinations, clinical assessments of patients,
selection of laboratory tests and evaluation of data,
evaluation of physical, motor and sensory
development, genetic implications of childhood
diseases, the use of drug therapy in the

40
 management of diseases, and parental
management through discussions and explanation.
(Core)

Background and Intent: This rotation may occur in a variety of settings i.e., Emergency
Department, subspecialty clinics, multi-disciplinary team clinics, and general pediatrics.
When appropriate, and to a limited extent, pediatric medicine clinical experiences may
be supplemented by clinical simulation.

IV.C.6.g)(2)(c) Examples of evidence to demonstrate

compliance may include: (Detail)

• Observe management of acute asthma

attack.
• Identify child abuse/neglect and referral to
social services.
• Observe management of seizure.
• Observe management of acute abdominal
pain.
• Observe management of shock.
• Listen to heart and lung sounds.
• Observe rapid sequence intubation for
pediatric emergency airway management.
• Recognize possible causes and treatment for
unconsciousness.
• Understand triage procedures for medical
emergencies.
• Observe a cranial-nerve exam.
• Discuss the selection of laboratory tests.

IV.C.6.h) Advocacy and Education

IV.C.6.h)(1) Didactic Instruction: Didactic instruction must

be at the understanding level and include:
IV.C.6.h)(1)(a) The fundamental domains of child
advocacy including knowledge about the disparities
in the delivery of dental care, issues pertaining to
access to dental care and possible solutions; (Core)

IV.C.6.h)(1)(b) The social determinants of health and

the impact on general and oral health; (Core)

IV.C.6.h)(1)(c) Services available through healthcare

and oral healthcare programs for at-risk
populations in the UAE.; (Core)

41
 IV.C.6.h)(1)(d) Principles of learning and teaching to
diverse audiences. (Core)

Background and Intent: Pediatric dentists serve as the primary advocates for the oral
health of children. The intent of the competency standards is to ensure that the resident
is adequately trained to assume this role. Such training includes enhancing knowledge
about oral health disparities and available services within the state and federal programs
directed at meeting those needs. It also includes knowledge about their role as advisors
to policy makers and organized dentistry.

IV.C.6.h)(2) Experiences must provide exposure of the

resident to:

IV.C.6.h)(2)(a) Communicating, teaching, and

collaborating with groups and individuals on
children’s oral health issues; (Core)

IV.C.6.h)(2)(b) Advocating and advising public

health policy legislation and regulations to protect
and promote the oral health of children; (Core)
IV.C.6.h)(2)(c) Participating at the local, state and/or
national level in organized dentistry and child
advocacy groups/organizations to represent the
oral health needs of children, particularly the
underserved. (Core)

IV.C.6.h)(3) Residents must engage in teaching activities

which may include peers, predoctoral students,
community based programs and activities, and other
health professionals, including interprofessional education
programs. (Core)

IV.D. Scholarship

Dentistry is both an art and a science. The dentist is a humanistic scientist who
cares for patients. This requires the ability to think critically, evaluate the
literature, appropriately assimilate new knowledge and practice lifelong
learning. The program and faculty must create an environment that fosters the
acquisition of such skills through resident participation in scholarly activities.
Scholarly activities must include discovery, integration, application and
teaching.

IV.D.1. Program Responsibilities

IV.D.1.a) The program must demonstrate evidence of scholarly
activities consistent with its mission(s) and aims. (Core)

42
 IV.D.1.b) The program, in partnership with its Sponsoring
Institution, must allocate adequate resources to facilitate resident
and faculty involvement in scholarly activities. (Core)

IV.D.1.c) The program must advance residents’ knowledge and

practice of the scholarly approach to evidence-based patient care.
(Core)

Background and Intent: Elements of a scholarly approach to patient care include:

• Asking meaningful questions to stimulate residents to utilize learning resources to

create a differential diagnosis, a diagnostic algorithm, and treatment plan
• Challenging the evidence that the residents use to reach their dental decisions so that
they understand the benefits and limits of the dental literature
• When appropriate, dissemination of scholarly learning in a peer-reviewed manner
(publication or presentation)
• Improving resident learning by encouraging them to teach using a scholarly
approach

IV.D.2. Faculty Scholarly Activity

IV.D.2.a) Among their scholarly activity, programs must
demonstrate accomplishments in at least three of the following
domains: (Core)

• Research in basic science, education, translational science,

patient care, or population health
• Peer-reviewed journal publications, case-presentation
publications
• Quality improvement and/or patient safety initiatives
• Systematic reviews, meta-analyses, review articles, chapters in
dental textbooks, or case reports
• Creation of curricula, evaluation tools, didactic educational
activities, or electronic educational materials
• Contribution to professional committees, educational
organizations, or editorial boards
• Innovations in education
IV.D.2.b) The program must demonstrate scholarly activity by the
following methods: (Core)

IV.D.2.b)(1) faculty participation in posters, workshops,

quality improvement presentations, podium presentations,
reviewed print/electronic resources, articles or
publications, book chapters, textbooks, webinars, service
on professional committees, or serving as a journal
reviewer, journal editorial board member, or editor; (Core)

43
 IV.D.2.b)(2) peer-reviewed publication incl. case-discussion
and letters to the editor. (Core)

IV.D.3. Resident Scholarly Activity

IV.D.3.a) While in the program, residents must engage in at least
one of the following scholarly activities: participation in grand
rounds, posters, workshops, quality improvement presentations,
podium presentations, grant leadership, non-peer-reviewed
print/electronic resources, articles or publications, book chapters,
textbooks, webinars, service on professional committees, or
serving as a journal reviewer, journal editorial board member, or
editor. (Core)

IV.D.3.b) Residents must participate in scholarly project. (Core)

IV.D.3.b)(1) Residents must complete a scholarly project

relevant to the specialty which was conducted under
supervision of a faculty member. (Core)
IV.D.3.b)(2) The project, shall be prepared in a form which
can be used for publication or presentation and submitted
for publication in a specialty specific journal or presented
in a national or international specialty conference. (Core)

IV.D.3.b)(3) The proof of project submission for

publication, or presentation in a medical conference, will
be part of the resident’s portfolio and will be documented
in the final summative evaluation prior to Board
Certification, in accordance with NIHS guidelines. (Core)

V. Evaluation

V.A. Resident Evaluation

V.A.1. Feedback and Evaluation

Formative and summative evaluation have distinct definitions.

Formative evaluation is monitoring resident learning and providing

ongoing feedback that can be used by residents to improve their
learning.

More specifically, formative evaluations help:

• residents identify their strengths and weaknesses and target areas
that need work
• program directors and faculty members recognize where
residents are struggling and address problems immediately.

44
Summative evaluation is evaluating a resident’s learning by comparing
the residents against the goals and objectives of the rotation and
program, respectively and is utilized to make decisions about promotion
to the next level of training, or program completion.

End-of-rotation and end-of-year evaluations have both summative and

formative components. Information from a summative evaluation can be
used formatively when residents or faculty members use it to guide their
efforts and activities in subsequent rotations and to successfully
complete the residency program.
V.A.1.a) Faculty members must directly observe, evaluate, and
frequently provide feedback on resident performance during each
rotation or similar educational assignment. (Core)

This feedback will allow for the development of the learner. More
frequent feedback is strongly encouraged for residents who have
deficiencies that may result in a poor final rotation evaluation.

V.A.1.b) Evaluation must be documented at the completion of the

assignment. (Core)
V.A.1.b)(1) For block rotations of greater than three months
in duration, evaluation must be documented at least every
three months. (Core)

V.A.1.b)(2) For block rotations of any duration, a written

evaluation must be provided at the end of the rotation.
(Core)

V.A.1.c) The program must provide an objective performance

evaluation based on the Competencies, and must: (Core)

V.A.1.c)(1) use multiple evaluators (e.g., faculty members,

peers, patients, self, and other professional staff members)
(Core)

V.A.1.c)(2) provide that information to the Clinical

Competency Committee for its synthesis of progressive
resident performance and improvement toward
unsupervised practice. (Core)

V.A.1.d) The program director or their designee, with input from

the Clinical Competency Committee, must:

V.A.1.d)(1) Meet with and review with each resident their

documented semi-annual evaluation of performance (Core)

45
 V.A.1.d)(1)(a) Review of resident Case-Logs must be
a part of the semi-annual review. (Detail)

V.A.1.d)(2) assist residents in developing individualized

learning plans to capitalize on their strengths and identify
areas for growth; (Core)
V.A.1.d)(3) develop plans for residents failing to progress,
following both the NIHS Emirati Board and institutional
policies and procedures. (Core)

Residents who are experiencing difficulties with achieving

progress may require intervention to address specific
deficiencies. Such intervention, documented in an
individual remediation plan developed by the program
director or a faculty mentor and the resident, will take a
variety of forms based on the specific learning needs of the
resident. However, the NIHS recognizes that there are
situations which require more significant intervention that
may alter the time course of resident progression. To
ensure due process, it is essential that the program director
follow NIHS and institutional policies and procedures.

V.A.1.e) At least annually, there must be a summative evaluation

of each resident that includes their readiness to progress to the
next year of the program, if applicable. (Core)

V.A.1.f) The evaluations of a resident’s performance must be

accessible for review by the resident. (Core)
V.A.1.g) Assessment should specifically monitor the resident’s
knowledge by use of a formal In-Training Examination or other
cognitive exams. Tests results should not be the sole criterion of
resident knowledge and should not be used as the sole criterion
for promotion to a subsequent PG level. (Detail)

V.A.1.h) Resident Promotion

Residents’ promotion from PGY-1 to PGY-2 and PGY-3 will be

decided by the program director after taking in consideration all
evaluation tools and portfolios. Each promotion must be
discussed in the dedicated Clinical Competency Committee (CCC)
meeting(s). (Core)
V.A.2. Final Evaluation

V.A.2.a) The program director must provide a final evaluation for

each resident upon completion of the program. (Core)

46
 V.A.2.a)(1) The Pediatric dentistry specific Milestones, and
when applicable the specialty-specific Case Logs, must be
used as tools to document performance and verify that the
resident has demonstrated sufficient competence to be
able to engage in autonomous practice upon completion
of the program, and once he/she obtain the license to
practice in Pediatric dentistry speciality. (Core)

V.A.2.a)(2) The final evaluation must:

V.A.2.a)(2)(a) become part of the resident’s
permanent record maintained by the institution,
and must be accessible for review by the resident in
accordance with institutional policy; (Core)

V.A.2.a)(2)(b) verify that the resident has

demonstrated the knowledge, skills, and behaviours
necessary to enter autonomous practice; (Core)

V.A.2.a)(2)(c) consider recommendations from the

Clinical Competency Committee (Core)
V.A.2.a)(2)(d) be shared with the resident upon
completion of the program. (Core)

V.A.3. A Clinical Competency Committee must be appointed by the

program director. (Core)

V.A.3.a) The Clinical Competency Committee must include at least

three members of the program faculty, at least one of whom is a
core faculty member. (Core)

V.A.3.a)(1) Additional members must be faculty members

from the same program or other programs, or other health
professionals who have extensive contact and experience
with the program’s residents. (Core)
V.A.3.a)(2) The Program Director has final responsibility for
resident evaluation and promotion decisions. (Core)

V.A.3.b) The Clinical Competency Committee must:

V.A.3.b)(1) Review all residents evaluation at least semi-

annually; (Core)
V.A.3.b)(2) determine each resident’s progress on
achievement of the specialty-specific objectives; (Core)

47
 V.A.3.b)(3) meet prior to the residents’ semi-annual
evaluations and advise the program director regarding
each resident’s progress. (Core)

V.B. Faculty Evaluation

V.B.1. The program must have a process to evaluate each faculty

member’s performance as it relates to the educational program at least
annually. (Core)
V.B.1.a) This evaluation must include a review of the faculty
member’s clinical teaching abilities, engagement with the
educational program, participation in faculty development related
to their skills as an educator, clinical performance, review of
patient outcomes, professionalism, research, and scholarly
activities. (Core)

V.B.1.b) This evaluation must include written, anonymous, and

confidential evaluations by the residents. (Core)

V.B.2. Faculty members must receive feedback on their evaluations at

least annually. (Core)
V.B.3. Results of the faculty educational evaluations should be
incorporated into program-wide faculty development plans. (Core)

V.B.4. The program has the responsibility to evaluate and improve the
program faculty members’ teaching, scholarship, professionalism, and
quality care. Therefore, the annual review of the program’s faculty
members is mandatory and can be used as input into the Annual
Program Evaluation. (Core)

V.C. Program Evaluation and Improvement

V.C.1. The program director must appoint the Program Evaluation

Committee to conduct and document the Annual Program Evaluation as
part of the program’s continuous improvement process. (Core)

The performance of residents and faculty members reflects the program

quality and will use metrics to reflect the program's goals.
The Program Evaluation Committee must present the Annual Program
Evaluation Report in a written form to be discussed with all program
faculty and residents as a part of continuous improvement plans.

V.C.1.a) The Program Evaluation Committee must be composed

of at least two program faculty members, at least one of whom is
a core faculty member, and at least one resident. (Core)

48
V.C.1.b) Program Evaluation Committee responsibilities must
include:

V.C.1.b)(1) acting as an advisor to the program director,

through program oversight; (Core)
V.C.1.b)(2) review of the program’s requirements, both
NIHS Emirati Board required and program self-determined
goals, and the progress toward meeting them; (Core)

V.C.1.b)(3) guiding ongoing program improvement,

including developing new goals based upon outcomes;
(Core)

V.C.1.b)(4) review of the current operating environment to

identify strengths, challenges, opportunities, and threats
related to the program’s mission and aims. (Core)
V.C.1.c) The Program Evaluation Committee should consider the
following elements in its assessment of the program:

V.C.1.c)(1) program curriculum; (Core)

V.C.1.c)(2) outcomes from prior Annual Program

Evaluation(s); (Core)
V.C.1.c)(3) NIHS letters of notification including citations,
areas for improvement, and comments; (Core)

V.C.1.c)(4) the quality and safety of patient care; (Core)

V.C.1.c)(5) Aggregate residents and the faculty:

V.C.1.c)(5)(a) well-being; (Core)

V.C.1.c)(5)(b) recruitment and retention following
institutional policies; (Core)

V.C.1.c)(5)(c) workforce diversity following

institutional policies; (Core)

V.C.1.c)(5)(d) engagement in quality improvement

and patient safety; (Core)
V.C.1.c)(5)(e) scholarly activity; (Core)

V.C.1.c)(5)(f) Resident and Faculty Surveys; (Core)

V.C.1.c)(5)(g) written evaluations of the program

(see above). (Core)
V.C.1.c)(6) Aggregate resident:

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 V.C.1.c)(6)(a) in-training examination results ; (Core)

V.C.1.c)(6)(b) board pass and certification rates (Core)

V.C.1.c)(6)(c) graduates’ performance. (Core)

V.C.1.c)(7) Aggregate faculty:

V.C.1.c)(7)(a) faculty evaluation; (Core)

V.C.1.c)(7)(b) professional development. (Core)

V.C.1.d) The Program Evaluation Committee must evaluate the

program’s mission and aims, strengths, areas for improvement,
and threats. (Core)

V.C.1.e) The Annual Program Evaluation review, including the

action plan, must:
V.C.1.e)(1) be distributed to and discussed with the
members of the teaching faculty and the residents; (Core)

V.C.1.e)(2) be submitted to the DIO. (Core)

V.C.2. The program will be accredited and re-accredited by the NIHS in

accordance with NIHS Accreditation Bylaws.
V.C.2.a) The program must complete a Self-Study before its
reaccreditation Site Visit. (Core)

V.C.2.b) The Self-Study is an objective, comprehensive evaluation

of the residency program with the aim to improve it. (Detail)

V.C.3. The goal of NIHS-accredited education is to train physicians who

seek and achieve a board certification. One measure of the effectiveness
of the educational program is the ultimate pass rate. (Outcome)

V.C.3.a) Under the guidance of the Program Director all eligible

program graduates should take the certifying examination
conducted by the NIHS Emirati Board to obtain the Board
Certification. (Outcome)
V.C.3.b) Graduates are eligible to sit for the Board Certification
examination for up to three years from the date of completion of
residency training. (Outcome)

V.C.4. During the residency, the Residents are strongly encouraged to sit
for an organized Annual In-Training Examination. (Detail)

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VI. The Learning and Working Environment

Residency education must occur in the context of a learning and working environment
that emphasizes the following principles:
• Excellence in the safety and quality of care rendered to patients by residents
today
• Excellence in the safety and quality of care rendered to patients by today’s
residents in their future practice
• Excellence in professionalism through faculty modeling of:
o the effacement of self-interest in a humanistic environment that
supports the professional development of dentists
o the joy of curiosity, problem-solving, intellectual rigor, and discovery
• Commitment to the well-being of the students, residents, faculty members, and
all members of the health care team

VI.A. Patient Safety, Quality Improvement, Supervision, and

Accountability

VI.A.1. Patient Safety and Quality Improvement

All dentists share responsibility for promoting patient safety and

enhancing quality of patient care. Graduate dental education must
prepare residents to provide the highest level of clinical care with
continuous focus on the safety, individual needs, and humanity of their
patients. It is the right of each patient to be cared for by residents who
are appropriately supervised; possess the requisite knowledge, skills, and
abilities; understand the limits of their knowledge and experience; and
seek assistance as required to provide optimal patient care.
Residents must demonstrate the ability to analyze the care they provide,
understand their roles within health care teams, and play an active role
in system improvement processes. Graduating residents will apply these
skills to critique their future unsupervised practice and effect quality
improvement measures.

It is necessary for residents and faculty members to consistently work in

a well-coordinated manner with other health care professionals to
achieve organizational patient safety goals.

VI.A.1.a) Patient Safety

VI.A.1.a)(1) Culture of Safety

A culture of safety requires continuous identification of

vulnerabilities and a willingness to transparently deal with
them. An effective organization has formal mechanisms to

51
 assess the knowledge, skills, and attitudes of its personnel
toward safety in order to identify areas for improvement.

VI.A.1.a)(1)(a) The program, its faculty, residents,

and fellows must actively participate in patient
safety systems and contribute to a culture of safety.
(Core)

VI.A.1.a)(1)(b) The program must have a structure

that promotes safe, inter-professional, team-based
care. (Core)

VI.A.1.a)(2) Education on Patient Safety

Programs must provide formal educational activities that

promote patient safety-related goals, tools, and
techniques. (Core)

Background and Intent: Optimal patient safety occurs in the setting of a coordinated
inter-professional learning and working environment.

VI.A.1.a)(3) Patient Safety Events

Reporting, investigation, and follow-up of adverse events,

near misses, and unsafe conditions are pivotal mechanisms
for improving patient safety and are essential for the
success of any patient safety program. Feedback and
experiential learning are essential to developing true
competence in the ability to identify causes and institute
sustainable systems-based changes to ameliorate patient
safety vulnerabilities.

VI.A.1.a)(3)(a) Residents, fellows, faculty members,

and other clinical staff members must:
▪ know their responsibilities in reporting
patient safety events at the clinical site; (Core)
▪ know how to report patient safety events,
including near misses, at the clinical site; (Core)
▪ be provided with summary information of
their institution’s patient safety reports. (Core)

VI.A.1.a)(3)(b) Residents must participate as team

members in real and/or simulated inter-
professional clinical patient safety activities, such as
root cause analyses or other activities that include
analysis, as well as formulation and implementation
of actions. (Core)

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 VI.A.1.a)(4) Resident Education and Experience in
Disclosure of Adverse Events

Patient-centered care requires patients, and when

appropriate families, to be apprised of clinical situations
that affect them, including adverse events. This is an
important skill for faculty dentists to model, and for
residents to develop and apply.
VI.A.1.a)(4)(a) All residents must receive training in
how to disclose adverse events to patients and
families. (Core)

VI.A.1.a)(4)(b) Residents should have the

opportunity to participate in the disclosure of
patient safety events, real or simulated. (Detail)

VI.A.1.b) Quality Improvement

VI.A.1.b)(1) Education in Quality Improvement

A cohesive model of health care includes quality-related

goals, tools, and techniques that are necessary for health
care professionals to achieve quality improvement goals.

Residents must receive training and experience in quality

improvement processes, including an understanding of
health care disparities. (Core)
VI.A.1.b)(2) Quality Metrics

Access to data is essential to prioritizing activities for care

improvement and evaluating success of improvement
efforts.

Residents and faculty members must receive data on

quality metrics and benchmarks related to their patient
populations. (Core)

VI.A.1.b)(3) Engagement in Quality Improvement Activities

Experiential learning is essential to developing the ability
to identify and institute sustainable systems-based
changes to improve patient care.

Residents must have the opportunity to participate in

inter-professional quality improvement activities. (Core)

53
VI.A.2. Supervision and Accountability

VI.A.2.a) Although the attending dentist is ultimately responsible

for the care of the patient, every dentist shares in the
responsibility and accountability for their efforts in the provision
of care. Effective programs, in partnership with their Sponsoring
Institutions, define, widely communicate, and monitor a
structured chain of responsibility and accountability as it relates
to the supervision of all patient care.
Supervision in the setting of graduate dental education provides
safe and effective care to patients; ensures each resident’s
development of the skills, knowledge, and attitudes required to
enter the unsupervised practice of medicine; and establishes a
foundation for continued professional growth.

VI.A.2.a)(1) Each patient must have an identifiable and

appropriately-credentialed and privileged attending
dentist who is responsible and accountable for the
patient’s care. (Core)

VI.A.2.a)(1)(a) This information must be available to

residents, faculty members, other members of the
health care team, and patients. (Core)
VI.A.2.a)(1)(b) Residents and faculty members must
inform each patient of their respective roles in that
patient’s care when providing direct patient care.
(Core)

VI.A.2.b) Supervision may be exercised through a variety of

methods. For many aspects of patient care, the supervising dentist
may be a more advanced resident or fellow. Other portions of care
provided by the resident can be adequately supervised by the
appropriate availability of the supervising faculty member, fellow,
or senior resident, either on site or by means of
telecommunication technology. Some activities require the
physical presence of the supervising faculty member. In some
circumstances, supervision may include post-hoc review of
resident-delivered care with feedback.

VI.A.2.b)(1) The program must demonstrate that the

appropriate level of supervision in place for all residents is
based on each resident’s level of training and ability, as
well as patient complexity and acuity. Supervision may be
exercised through a variety of methods, as appropriate to
the situation. (Core)

54
 VI.A.2.b)(2) The program must define when physical
presence of a supervising dentist is required. (Core)

VI.A.2.c) Levels of Supervision

To promote appropriate resident supervision while providing for
graded authority and responsibility, the program must use the
following classification of supervision: (Core)

VI.A.2.c)(1) Direct Supervision: the supervising dentist is

physically present with the resident during the key portions
of the patient interaction. (Core)

PGY-1 residents must initially be supervised directly. (Core)

VI.A.2.c)(1)(a) The program must have clear
guidelines that delineate which competencies must
be demonstrated to determine when a resident can
progress to indirect supervision. (Core)

VI.A.2.c)(1)(b) The program director must ensure

that clear expectations exist and are communicated
to the residents, and that these expectations outline
specific situations in which a resident would still
require direct supervision. (Core)

VI.A.2.c)(2) Indirect Supervision: the supervising dentist is

not providing physical or concurrent visual or audio
supervision but is immediately available to the resident for
guidance and is available to provide appropriate direct
supervision. (Core)

VI.A.2.c)(2)(a) Clinical faculty must be immediately

available to provide direct supervision to residents
for all clinical sessions. (Core)

Background and Intent: Clinical faculty are physically in the treatment area for clinical
sessions with scheduled patients and, immediately available within one minute, for all
sedation patients. Indirect supervision should only be used after careful consideration of
the competence of the resident and also based on the delineation of privileges and
procedure types. Clinical faculty are held accountable for responsibilities and attendance.
Certain funding sources require specific faculty to resident ratios which should be
observed.

VI.A.2.c)(3) Oversight: the supervising dentist is available to

provide review of procedures/encounters with feedback
provided after care is delivered. (Core)

55
 VI.A.2.d) The privilege of progressive authority and responsibility,
conditional independence, and a supervisory role in patient care
delegated to each resident must be assigned by the program
director and faculty members. (Core)

VI.A.2.d)(1) The program director must evaluate each

resident’s abilities based on specific criteria, guided by
specific evaluations. (Core)
VI.A.2.d)(2) Faculty members functioning as supervising
dentists must delegate portions of care to residents based
on the needs of the patient and the skills of each resident.
(Core)

VI.A.2.d)(3) Senior residents or fellows should serve in a

supervisory role to junior residents in recognition of their
progress toward independence, based on the needs of
each patient and the skills of the individual resident or
fellow. (Detail)

VI.A.2.e) Programs must set guidelines for circumstances and

events in which residents must communicate with the supervising
faculty member(s). (Core)
VI.A.2.e)(1) Each resident must know the limits of their
scope of authority, and the circumstances under which the
resident is permitted to act with conditional independence.
(Outcome)

VI.A.2.f) Faculty supervision assignments must be of sufficient

duration to assess the knowledge and skills of each resident and
to delegate to the resident the appropriate level of patient care
authority and responsibility. (Core)

VI.B. Professionalism

VI.B.1. Programs, in partnership with their Sponsoring Institutions, must

educate residents and faculty members concerning the professional
responsibilities of dentists, including their obligation to be appropriately
rested and fit to provide the care required by their patients. (Core)

VI.B.2. The learning objectives of the program must:

VI.B.2.a) be accomplished through an appropriate blend of
supervised patient care responsibilities, clinical teaching, and
didactic educational events; (Core)

56
 VI.B.2.b) be accomplished without excessive reliance on residents
to fulfill non-dentist obligations; (Core)

VI.B.2.c) ensure manageable patient care responsibilities. (Core)

VI.B.3. The program director, in partnership with the Sponsoring
Institution, must provide a culture of professionalism that supports
patient safety and personal responsibility. (Core)

VI.B.4. Residents and faculty members must demonstrate an

understanding of their personal role in the:

VI.B.4.a) provision of patient- and family-centered care; (Outcome)

VI.B.4.b) safety and welfare of patients entrusted to their care,
including the ability to report unsafe conditions and adverse
events; (Outcome)

Background and Intent: This requirement emphasizes that responsibility for reporting
unsafe conditions and adverse events is shared by all members of the team and is not
solely the responsibility of the resident.

VI.B.4.c) assurance of their fitness for work, including: (Outcome)

VI.B.4.c)(1) management of their time before, during, and
after clinical assignments; (Outcome)

VI.B.4.c)(2) recognition of impairment, including from

illness, fatigue, and substance use, in themselves, their
peers, and other members of the health care team. (Outcome)

VI.B.4.d) commitment to lifelong learning; (Outcome)

VI.B.4.e) monitoring of their patient care performance

improvement indicators; (Outcome)
VI.B.4.f) accurate reporting of clinical and educational work hours,
patient outcomes, and clinical experience data. (Outcome)

VI.B.5. All residents and faculty members must demonstrate

responsiveness to patient needs that supersedes self-interest. This
includes the recognition that under certain circumstances, the best
interests of the patient may be served by transitioning that patient’s care
to another qualified and rested provider. (Outcome)

VI.B.6. Programs, in partnership with their Sponsoring Institutions, must

provide a professional, equitable, respectful, and civil environment that
is free from discrimination, sexual and other forms of harassment,
mistreatment, abuse, or coercion of students, residents, faculty, and staff.
(Core)

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 VI.B.7. Programs, in partnership with their Sponsoring Institutions,
should have a process for education of residents and faculty regarding
unprofessional behavior and a confidential process for reporting,
investigating, and addressing such concerns. (Core)

VI.C. Well-Being

Psychological, emotional, and physical well-being are critical in the

development of the competent, caring, and resilient dentist and require
proactive attention to life inside and outside of dentistry. Well-being requires
that dentists retain the joy in dentistry while managing their own real-life
stresses. Self-care and responsibility to support other members of the health
care team are important components of professionalism; they are also skills that
must be modeled, learned, and nurtured in the context of other aspects of
residency training.
Residents and faculty members are at risk for burnout and depression.
Programs, in partnership with their Sponsoring Institutions, have the same
responsibility to address well-being as other aspects of resident competence.
Dentists and all members of the oral health care team share responsibility for
the well-being of each other. For example, a culture which encourages covering
for colleagues after an illness without the expectation of reciprocity reflects the
ideal of professionalism. A positive culture, in a clinical learning environment,
models constructive behaviors and prepares residents with the skills and
attitudes needed to thrive throughout their careers.

VI.C.1. The responsibility of the program, in partnership with the

Sponsoring Institution, to address well-being must include:

VI.C.1.a) efforts to enhance the meaning that each resident finds

in the experience of being a dentist, including protecting time
with patients, minimizing non-dentist obligations, providing
administrative support, promoting progressive autonomy and
flexibility, and enhancing professional relationships; (Core)
VI.C.1.b) attention to scheduling, work intensity, and work
compression that impacts resident well-being; (Core)
VI.C.1.c) evaluating workplace safety data and addressing the
safety of residents and faculty members; (Core)

VI.C.1.d) policies and programs that encourage optimal resident

and faculty member well-being; (Core)

VI.C.1.e) attention to resident and faculty member burnout,

depression, and substance use disorders. The program, in
partnership with its Sponsoring Institution, must educate faculty

58
 members and residents in identification of the symptoms of
burnout, depression, and substance use disorders, including
means to assist those who experience these conditions. Residents
and faculty members must also be educated to recognize those
symptoms in themselves and how to seek appropriate care. The
program, in partnership with its Sponsoring Institution, must: (Core)

VI.C.1.e)(1) encourage residents and faculty members to

alert the program director or other designated personnel
or programs when they are concerned that another
resident, fellow, or faculty member may be displaying signs
of burnout, depression, a substance use disorder, suicidal
ideation, or potential for violence; (Core)
VI.C.1.e)(2) provide access to appropriate tools for self-
screening; Core)

VI.C.1.e)(3) provide access to confidential, affordable

mental health assessment, counseling, and treatment,
including access to urgent and emergent care 24 hours a
day, seven days a week. (Core)

VI.C.2. There are circumstances in which residents may be unable to

attend work, including but not limited to fatigue, illness, family
emergencies, and parental leave. Each program must allow an
appropriate length of absence for residents unable to perform their
patient care responsibilities. (Core)

VI.C.2.a) The program must have policies and procedures in place

to ensure coverage of patient care. (Core)
VI.C.2.b) These policies must be implemented without fear of
negative consequences for the resident who is or was unable to
provide the clinical work. (Core)

Background and Intent: Residents may need to extend their length of training
depending on length of absence and specialty board eligibility requirements. Teammates
should assist colleagues in need and equitably reintegrate them upon return.

VI.D. Fatigue Mitigation

VI.D.1. Programs must:

VI.D.1.a) educate all faculty members and residents to recognize
the signs of fatigue and sleep deprivation; (Core)

VI.D.1.b) educate all faculty members and residents in alertness

management and fatigue mitigation processes; (Core)

59
 VI.D.1.c) encourage residents to use fatigue mitigation processes
to manage the potential negative effects of fatigue on patient
care and learning. (Detail)

VI.D.2. Each program must ensure continuity of patient care, consistent

with the program’s policies and procedures, if a resident may be unable
to perform their patient care responsibilities due to excessive fatigue.
(Core)

VI.E. Clinical Responsibilities, Teamwork, and Transitions of Care

VI.E.1. Clinical Responsibilities

The clinical responsibilities for each resident must be based on PGY level,
patient safety, resident ability, severity and complexity of patient
illness/condition, and available support services. (Core)

VI.E.2. Teamwork
Residents must care for patients in an environment that maximizes
communication. This must include the opportunity to work as a member
of effective interprofessional teams that are appropriate to the delivery
of care in the specialty and larger health system. (Core)

VI.E.3. Transitions of Care

VI.E.3.a) Programs must design clinical assignments to optimize

transitions in patient care, including their safety, frequency, and
structure. (Core)
VI.E.3.b) Programs, in partnership with their Sponsoring
Institutions, must ensure and monitor effective, structured hand-
over processes to facilitate both continuity of care and patient
safety. (Core)
VI.E.3.c) Programs must ensure that residents are competent in
communicating with team members in the hand-over process.
(Outcome)

VI.E.3.d) Programs and clinical sites must maintain and

communicate schedules of attending faculty and residents
currently responsible for care. (Core)

VI.E.3.e) Each program must ensure continuity of patient care,

consistent with the program’s policies and procedures, if a
resident may be unable to perform their patient care
responsibilities due to excessive fatigue or illness, or family
emergency. (Core)

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VI.F. Clinical Experience and Education

Programs, in partnership with their Sponsoring Institutions, must design an

effective program structure that is configured to provide residents with
educational and clinical experience opportunities, as well as reasonable
opportunities for rest and personal activities.

VI.F.1. Maximum Hours of Clinical and Educational Work per Week

Clinical and educational work hours must be limited to no more than 80
hours per week, averaged over a four-week period, inclusive of all in-
house clinical and educational activities and clinical work done from
home. (Core)

VI.F.2. Mandatory Time Free of Clinical Work and Education

VI.F.2.a) The program must design an effective program structure

that is configured to provide residents with educational
opportunities, as well as reasonable opportunities for rest and
personal well-being. (Core)
VI.F.2.b) Residents should have eight hours off between
scheduled clinical work and education periods. (Detail)

VI.F.2.b)(1) There may be circumstances when residents

choose to stay to care for their patients or return to the
hospital with fewer than eight hours free of clinical
experience and education. This must occur within the
context of the 80-hour and the one-day-off-in-seven
requirements. (Detail)

VI.F.2.c) Residents must be scheduled for a minimum of one day

in seven free of clinical work and required education. (Core)

VI.F.3. Maximum Clinical Work and Education Period Length

VI.F.3.a) Clinical and educational work periods for residents must
not exceed 24 hours of continuous scheduled clinical
assignments. (Core)

VI.F.3.a)(1) Up to four hours of additional time may be used

for activities related to patient safety, such as providing
effective transitions of care, and/or resident education.
(Core)

VI.F.3.a)(1)(a) Additional patient care responsibilities

must not be assigned to a resident during this time.
(Core)

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 VI.F.4. Moonlight

Residents are not permitted to moonlight. (Core)

*Core Requirements: Statements that define structure, resource, or process elements

essential to every graduate dental educational program.
†Detail Requirements: Statements that describe a specific structure, resource, or
process, for achieving compliance with a Core Requirement. Programs and sponsoring
institutions in substantial compliance with the Outcome Requirements may utilize
alternative or innovative approaches to meet Core Requirements.
‡Outcome Requirements: Statements that specify expected measurable or observable
attributes (knowledge, abilities, skills, or attitudes) of residents or fellows at key stages
of their graduate dental education.

62
 Acknowledgement

A special gratitude to the Pediatric Dentistry Scientific Committee for their contribution
in preparing NIHS Pediatric Dentistry Residency Program Requirements.

Chairman:

Dr. Manal Al-Halabi

Members:

Dr. Anas AlSalami

Dr. Mohammad Mansoor Ahmed

Dr. Nada Al Hameeri

Dr. Noura Mohamed Juma

Dr. Safeya Algharebi

Dr. Shaikha AlRaeesi

Dr. Sumaya Mubarak

Dr. Wafa AlAyyan

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64