480 College of Dental Medicine able to see fine detail, focus at a variety of distances, and discern differences and variations in color, shape, and texture that are necessary to differentiate normal and abnormal soft and hard tissues. A student must also possess the visual acuity to read charts, records, radiographs, diagnostic images, small print, and handwritten notation. Tactile Candidates and students must have sufficient tactile ability for physical assessment. Dental medicine students must be able to deliver appropriate treatment using high technology equipment, such as dental drills and surgical instruments. The student must be able to use tactile senses to diagnose directly by palpation and indirectly by sensations transmitted through instruments. Examples include, but are not limited to, detection of dental hard and soft tissue conditions, use of hand instruments, and performance of palpation for purposes of intra and extra oral exam. Sensory Dental medicine students must be able to acquire information through demonstrations and experiences in basic science and dental science courses. This information includes, but is not limited to, information conveyed through a variety of mechanisms, such as microscopic images of microorganisms and tissues in normal and pathologic states, demonstration and skill exercises of techniques using dental models, etc. A student must be able to acquire information from written documents and to evaluate information presented as images from digital platforms, paper, films, slides, or video. A student must be able to benefit from electronic and other instrumentation that enhances visual, auditory, and somatic sensations needed for examination or treatment. Behavioral and Social Attributes Candidates and students must possess the emotional health required for full use of their intellectual abilities; the exercise of good judgment; the ability to take responsibility for their own actions—with respect to policies, protocols, and process—with students, faculty and staff members, patients, patient surrogates, and administration during the student’s educational program; the prompt completion of all responsibilities attendant to the diagnosis, care, and treatment of patients; and the development of mature, sensitive, and effective relationships with the patients. Candidates and students must be able to physically tolerate taxing workloads, to adapt to changing environments, to display flexibility, and to learn to function in the face of uncertainties inherent in the clinical problems of many patients. Compassion, diversity, integrity, concern for others, interpersonal skills, interest, and motivation are all personal qualities that will be assessed during the admissions and during the students’ education process. Interpersonal Communication Candidates and students must be able to interact and communicate effectively, with respect to policies, protocols, and processes—with faculty and staff members, students, patients, patient surrogates, and administration—during the students’ educational program. They must be able to communicate effectively and sensitively with patients. Communication includes not only speech, but also reading, writing, and nonverbal communication. Candidates and students must also be able to communicate effectively and efficiently in all written forms with all members of the health care team. They must have interpersonal abilities sufficient to interact with individuals, families, and groups from a variety of social, emotional, cultural, and intellectual backgrounds. Students must have sufficient proficiency with English to retrieve information from texts and lectures and communicate concepts on written exams and patient charts; elicit patient backgrounds; describe patient changes in moods, activity, and posture; and coordinate patient care with all members of the health care team. Students must be able to communicate or provide communi- cation in lay language so patients and their families can understand the patient’s conditions, treatment options, and instructions. Students must be able to accurately enter information in the patient’s electronic health record, according to the program’s requirements. Motor Skills Candidates and students must have sufficient motor function to execute movements reasonably required to provide general care and emergency treatment to patients. Examples of emergency treatment reasonably required of predoctoral dental students are cardiopulmonary resuscitation (CPR), the application of pressure to stop bleeding, the opening of obstructed airways, and the ability to calibrate and use various pieces of equipment. Such actions require coordination of both gross and fine muscular movements, equilibrium, and functional use of the senses of touch and vision. Dental medicine students must also possess gross and fine motor abilities sufficient for providing safe, effective dental care; the motor skills to perform palpation, auscultation, and other diagnostic maneuvers; and the ability to perform basic laboratory tests and diagnostic, restorative, and surgical procedures. Such actions require coordination of gross and fine muscular movements, equilibrium, and functional uses of the senses of touch and vision. Students must be able to transfer and position patients and work in a sitting or standing position. They must promote and support the ability of coworkers to perform prompt care. Students must be able to operate controls; safely use sharp instruments, high-speed or low-speed dental hand pieces, and hand instrumentation
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