Academic regulations for Professional Bachelor’s degree in Dental Hygiene (dental hygienist) Pursuant to the Ministry of Education Executive Order no. 731 2011 regarding Professional Bachelor’s degrees in Dental Hygiene (dental hygienists) the following academic regulations have been set forth for the Professional Bachelor’s degree in Dental Hygiene (dental hygienist) If these academic regulations are in conflict with the general rules for education on any points, the general rules for education take precedence After obtaining a statement from the National Board of Health, the April 2012 academic regulations were approved by the Ministry of Science, Innovation and Higher Education, the Agency for Higher Education and Educational Support on 25 April 2012 pursuant to section 4.2 of Executive Order no. 731 2011, and the Agency's letter of 25 April 2012.

Jørgen Bassé Administrator Office for Higher Education Agency for Higher Education and Educational Support The purpose of these academic regulations is to: - Create a framework for the structure and content of the dental hygienist degree programme in monodisciplinary and interdisciplinary contexts - Ensure uniform quality in the student learning outcomes of the dental hygienist degree programme in Denmark - Ensure the dental hygienist degree programme develops in accordance with healthcare and educational requirements and expectations Create a framework for knowledge sharing across institutions and disciplines Contents

Page

1.

Purpose of the dental hygienist degree programme

3

2.

Profile of the dental hygienist degree programme

3

2.1

The dental hygienist's activities and duties

3

2.2

The knowledge foundation and methods of the study of dental hygiene

3

2.3

Core areas of the dental hygienist degree programme

4

Learning outcome goals for the professional bachelor’s degree in dental hygiene

5

3.1

The field of dental hygiene and odontology subjects

6

3.2

Humanities and social science subjects

6

3.3

Health and science subjects

7

Structure of the dental hygienist degree programme

7

4.1

ECTS points

8

4.2

Overview of ECTS allocations to modules and subjects

9

4.3

Overview of subjects and their placement

12

3.

4.

1

Modules – goals and description

12

5.1

Module 1

12

5.2

Module 2

13

5.3

Module 3

14

5.4

Module 4

15

5.5

Module 5

16

5.6

Module 6

17

5.7

Module 7

18

5.8

Module 8

19

5.9

Module 9

20

5.10

Module 10

21

5.11

Module 11

22

5.12

Module 12

23

Form of the instruction and method of working

24

6.1

Theoretical instruction

24

6.2

Clinical instruction

24

6.3

Academic supervision

25

6.4

Information technology (IT)

25

6.5

Student guidance

26

Cooperation between the educational institution and external clinical training locations

27

7.1

Criteria for approval of external clinical training locations

27

7.2

Basis for approval of external clinical training locations

28

8.

Study plans

28

9.

International educational opportunities

29

10.

Examinations and methods of assessment

29

10.1

Overview of assessments in the degree programme

29

10.2

Guidelines for assessments

30

10.3

Special examination conditions

30

11.

Compulsory attendance and module order

31

12.

Credit

31

13.

Exemptions

31

14.

Local addendum to the academic regulations

31

5.

6.

7.

2

15.

Entry into force and transitional provisions

32

1. Purpose of the dental hygienist degree programme The purpose of the professional bachelor’s degree in dental hygiene is to equip graduates to independently plan, carry out and evaluate health promoting, preventative and therapeutic duties within the area of dental hygiene, so they can function independently as a dental hygienist in private practice or in public dental care, and be part of a professional and interdisciplinary team. The degree programme entitles graduates to call themselves professional bachelors of dental hygiene. Graduates may be given authorisation pursuant to the Act on the authorisation of health personnel and health professions, cf. Executive Order no. 1350 of 17 December 2008. 2. Profile of the dental hygienist degree programme The dental hygienist degree programme is profession-based and development-based. The former means that the degree programme is professionally oriented and focuses on the developments and changes taking place within the dental hygiene profession and dental care and healthcare in general. The latter means there is a focus on experimental, development and research work which can enlighten and help promote development of the field, in combination with experience from the profession and from the field of dental care and health care in general. The values, theories and methods of the profession play an important role in the way the dental hygienist degree programme is organised. Close cooperation is therefore sought between the dental hygienist degree programme and dental hygienists, with the aim of achieving cohesion between theory and practice. Dental hygienist proficiencies are integrated in the dental hygienist degree programme so that knowledge, skills and competencies can be transferred to and used in the roles dental hygienists will fulfil in their professional healthcare activities. The degree programme is development based and builds on practice as well as experimental, development and research work which reflects current trends in the profession, including changes in population patterns of health and illness and the function and priorities of the field of health care. The development focus also means that the degree programme is based on new knowledge from fields of research relevant to the core areas which are central to the purpose and vocational aims of the degree programme. 2.1 The dental hygienist's activities and duties Graduates of the professional bachelor’s degree in dental hygiene will be trained within their own sphere of activities and interdisciplinary cooperation to independently perform examination, risk assessment, treatment planning, treatment and prevention of tooth disease, and to promote health at the individual and group level. Dental hygienists focus on promoting health, health pedagogics, communication and prevention, and early intervention in response to caries, erosions, periodontal complaints, teeth trauma and infections in the mucous membranes of the mouth. These activities are carried out in the clinic in relation to individual patients and in cooperation with the other dental care personnel, as well as in relation to groups of children, youths and the aged at institutions, hospitals and nursing homes, in interdisciplinary cooperation with teachers, educators, nursing staff and community nurses. 2.2 The knowledge foundation and methods of the study of dental hygiene

3

The competency requirements for patient and citizen oriented dental hygiene activities include practice, development and research based knowledge of dental hygiene and knowledge and understanding of concepts, theories, systemised considerations, methods and models for explanation, understanding, reflection, justification and treatment. 2.3 Core areas of the dental hygienist degree programme The degree programme has 180 ECTS points – 105 ECTS points for compulsory course elements, 55 ECTS points for placement, 15 ECTS points for the bachelor's project and 5 ECTS points for an elective component. The degree programme's compulsory elements are organised within seven core areas, set forth in the Executive Order on the professional bachelor’s degree in dental hygiene. The seven core areas which make up the degree programme are: 1) 2) 3) 4)

Health promotion and prevention. Health and disease concepts in relation to the field of dental hygiene. Health psychology, health pedagogics and health informatics. Examination, diagnosis and treatment of teeth, mouth and jaws in relation to the dental hygienist's area of activities 5) Social dental hygiene. 6) The ethics, method and practice of the dental hygiene profession. 7) Interdisciplinary activities and coordination. In relation to these seven core areas, following completion of their studies students should, in line with the learning goals below, be able to: -

Plan, carry out and evaluate health promoting, preventative and therapeutic duties within the dental hygienist's area of activities assess, reflect on, substantiate and develop their professional activities in relation to individuals and groups cooperate professionally with the patient, key people around the patient, other dental care personnel and other professional groups, irrespective of ethnic, cultural, religious and linguistic background develop the field of dental hygiene, innovate and apply existing knowledge in new contexts, and keep abreast of, apply and participate in development work in the area of healthcare continue to participate in clinical qualifying further education after having completed the degree programme

The seven core areas are fulfilled throughout the entire degree programme, but have different weightings in the individual modules. Table 1 shows where the individual core areas are particularly in focus. Table 1 Allocation of the 105 ECTS points for the core areas to the modules

ECTS points

Health promotion and prevention

15

Health and disease concepts in relation to the field of dental hygiene

10

Health psychology, health pedagogics and health

15

4

1 2 3 4 5 6 7 8 9 10 12 x x x x x x x

x x x x x x

x x x

x

informatics Examination, diagnosis and treatment of teeth, mouth and jaws in relation to the dental hygienist's area of activities

25

x x x

Societal dental hygiene.

10

x

The ethics, method and practice of the dental hygiene profession

20

Interdisciplinary activities and coordination

10

x x x

x x x

x

x x

x

x

x

x x x

x x

x

x

x x

x

The degree programme's academic foundation is dental hygiene subjects in combination with odontology subjects and other health science subjects, science subjects, social science subjects and humanities subjects. 3. Learning outcome goals for the professional bachelor’s degree in dental hygiene The learning goals have been determined so as to ensure that students who have completed the professional bachelor's degree in dental hygiene have the knowledge, skills and competencies which together provide the theoretical and practical foundation for professional practice. The goals ensure that requirements expected of students within all fields of the profession are clearly articulated – including the professional level of the degree programme and the synthesis between theory and practice. The goals therefore incorporate independent reflection on dental hygiene theory and methods, understanding scientific method and participation in development work. Knowledge Graduates have knowledge of 1) key competency areas within the dental hygiene profession's theory and practice, and can reflect on these, 2) diagnosis, prevention and treatment of teeth, mouth and jaws in relation to the dental hygienist's area of activities, 3) results from research and development work within the field of dental hygiene, 4) scientific theory and method, including literature and information searches, documentation and quality development, 5) legal provisions and ethics for professional practice as a dental hygienist, and 6) understanding of and insight into oral health and patterns of disease and the needs of different population groups for dental care, 7) health promotion and prevention, and 8) health pedagogics, communication and professional consultation related to teaching and guidance in relation to the dental hygienist's area of activities.

Skills Graduates can 1) record an odontological and medically relevant anamnesis, including identifying patient cooperation, 2) examine teeth, mouth and jaws and perform diagnosis with an emphasis on caries and periodontal complaints, and choose supplementary relevant examination methods, 3) in connection with examination, identify abnormal or unhealthy conditions which require referral to a dentist for closer evaluation and treatment, 4) perform risk assessment and plan, carry out and evaluate the necessary preventative and remedial dental care, corresponding to the dental hygienist's area of activities,

5

5) plan, coordinate and carry out preventative and health promoting initiatives within public and private dental care, 6) plan, carry out and evaluate the effect of intervention at the population level in relation to the dental hygienist's area of activities, 7) identify goals for dental hygiene intervention in consultation with the individual and in accordance with their background, situation and development opportunities, and their desires and expectations, 8) organise, perform and evaluate teaching, guidance and advice in relation to dental health for individuals and groups, 9) analyse, interpret, substantiate and document the chosen dental hygiene solutions and treatments, 10) communicate dental hygiene issues, observations, assessments and intervention suggestions to users, colleagues and key people in interdisciplinary cooperation, 11) apply research and development-based results and knowledge from the profession.

Competencies Graduates can 1) handle professional issues in relation to dental hygiene and develop solutions through interdisciplinary cooperation in relation to specific target groups, 2) reflexively and independently combine professional skills with knowledge and understanding within the various areas of dental hygiene practice, 3) delimit and define their own professional skills, 4) independently seek, critically evaluate and apply new knowledge in work-related contexts and participate in development work, implementation and evaluation within the field of dental hygiene, 5) participate in cooperation with users, colleagues and key people, and identify and handle the ethical dilemmas which arise during practice, 6) coordinate and manage specific dental hygiene practices and services to users with a focus on promoting health and prevention, 7) identify their own learning needs and extend their knowledge, skills and competencies. 3.1 The field of dental hygiene and odontology subjects (120 ECTS points) These subjects cover theoretical and clinical instruction. There is a focus on dental hygiene activities, understanding scientific theory and ethical issues within the field. The purpose of odontology subjects within the study of dental hygiene is to: - develop the student's theoretical, methodological and practical skills in the areas of odontology and dental hygiene, in order to equip them to plan, carry out and evaluate health promoting, preventative and treatment tasks within the dental hygienist's area of activities, - develop the student's knowledge of the development, ethics and scientific theory approach of the field of dental hygiene, - develop the student's professional identity and communication skills as a foundation for interaction with patients, key people, dental care personnel and other professional groups within the healthcare system, - develop the student's ability to analyse empirical data using theory, and to reflect and critically evaluate and act within the field of dental hygiene. The key subjects within this element cover both theory and clinical practice and include Tooth morphology, Oral physiology/bite function, Cariology, Oral pathology and medicine, Orthodontics, Periodontology, Radiology, Pedodontics, Gerodontics, and the scientific approach and method. 3.2 Humanities and social science subjects (30 ECTS points)

6

These subjects are intended to develop the student's theoretical and practical knowledge of human values, culture and philosophies of life as a foundation for professional dental hygiene practice and ethical opinions and argumentation. The purpose of the subjects is to: - develop the student's theoretical and practical knowledge of the influence of psychological factors on human behaviour and reactions, and equip them to evaluate the significance of the interaction between patient and dental hygienist, - give the student theoretical knowledge of and methodological skills in communication and pedagogics as a foundation for cooperation and communication with patients, colleagues and partners, - develop the student's theoretical and practical knowledge of the impact of social factors on the function and organisation of the health sector and health and disease conditions, - develop the student's theoretical and practical knowledge of human social and cultural factors and their influence on people's ability to act and opportunities in connection with health and disease, - develop the student's understanding of people's different values, perceptions and reactions in connection with health, disease and dental hygiene, as a foundation for performing core services of the profession, based on the individual patient's situation and conditions, - give students insight into the structure of social agencies and the health care system, with an emphasis on the function and development of the dental care system, and develop the student's ability to reflect and act professionally in a social, cultural and organisational context, - communicate knowledge about the legal and regulatory foundation of relevance to the areas of activity of dental hygienists. The key subjects in this element cover both theory and practice, and include Psychology, Pedagogics/Health pedagogics, Social odontology and Sociology. 3.3 Health science and science subjects (30 ECTS points) These subjects are intended to equip students to assess state of health, symptoms of disease, prognosis, treatment and treatment results. The purpose of the subjects is to: - develop the student's theoretical and practical knowledge of the human body's chemical, biological and anatomical structure, and human biochemical, physiological and pathological processes, functions and development, - give students an understanding of the structure and function of the human body as a basis for dental hygiene practice, - develop the student's theoretical and practical knowledge in relation to health science theories, concepts, principles and methods, which are necessary in order to perform health promoting, health maintaining, preventative and treating dental hygiene, - give students a foundation for identifying and analysing various scientific theory positions, methods and results, to equip them to critically interact with and apply relevant research and development work. The key subjects in this element cover both theory and practice, and include Anatomy, Physiology, General medicine, Pharmacology, Microbiology and Diet and nutrition. 4. Structure of the dental hygienist degree programme The degree programme consists of 12 modules over six semesters (see table 2).

7

Each semester is divided into two modules. Each module corresponds to a workload of 15 ECTS points. In each module, the students' learning outcomes are assessed in relation to the module's central learning goals and knowledge, skill and competency elements. Table 1 shows where the core areas of the dental hygienist degree programme are fulfilled in the various modules. The activity perspective and central themes from the study and practice of dental hygiene are summarised in the module names, and determine the module content. The 12 modules of the degree programme reflect the significance and application of activities in professional practice and other key elements in the practice of dental hygiene. 4.1 ECTS points The subject areas of the degree programme are subdivided as follows: Compulsory course elements Health science and science subjects – 30 ECTS points have been allocated to: Anatomy and physiology, nutrition and health Microbiology and sterilisation ECTS General medicine and pharmacology Humanities and social science subjects – 30 ECTS points have been allocated to: Psychology Social odontology, public health and sociology Pedagogics and health pedagogics, ethics, communication and health informatics Dental hygiene and odontology subjects – 45 ECTS points have been allocated to: Tooth morphology and Oral physiology/bite function Tooth disease, Periodontology and Prosthetics Oral radiology Oral pathology and medicine, local analgesia and Oral surgery ECTS Pedodontics, Orthodontics, Citizens with special needs Scientific approach and method 5 ECTS

15 ECTS 5 10 ECTS

10 ECTS 10 ECTS 10 ECTS

5 ECTS 15 ECTS 5 ECTS 5 10 ECTS

Professional bachelor project ECTS

15

Practical training Internal/external practical training ECTS Elective course element

8

55

5 ECTS

4.2 Overview of ECTS allocations to modules and subjects Table 2 shows the ECTS subject allocations and the type of examination for each module. Table 2 Semester 1

Semester 2

Module 1

Module 2

Module 3

Module 4

Dental hygiene – field, profession and studies

Dental hygiene – health and disease

Basic clinical activities

Basic health pedagogics activities

Health science and science subjects

Health science and science subjects

Health science and science subjects

Health science and science subjects

(6 ECTS)

(6 ECTS)

(4 ECTS)

(4 ECTS)

Humanities and social science subjects

Humanities and social science subjects

Humanities and social science subjects

Humanities and social science subjects

(4 ECTS)

(4 ECTS)

(3 ECTS)

(6 ECTS)

Dental hygiene and odontology subjects

Dental hygiene and odontology subjects

Dental hygiene and odontology subjects

Dental hygiene and odontology subjects

(5 ECTS)

(5 ECTS)

(8 ECTS)

(5 ECTS)

Total ECTS points

Total ECTS points

Total ECTS points

Total ECTS points

15

15

15

15

Module conclusion:

Module conclusion:

Module conclusion:

Module conclusion:

Internal examination (P/F)

Internal examination (P/F)

Internal examination (P/F)

External examination (7 grades)

9

Semester 3

Semester 4

Module 5

Module 6

Module 7

Module 8

Dental hygiene – extended clinical activities

Dental hygiene – society, health promotion and prevention

Dental hygiene – profession and methods

Dental hygiene – relationships and interactions

Health science and science subjects

Health science and science subjects

Health science and science subjects

Health science and science subjects

(4 ECTS)

(2 ECTS)

(2 ECTS)

(2 ECTS)

Humanities and social science subjects

Humanities and social science subjects

(5 ECTS)

(4 ECTS)

Dental hygiene and odontology subjects

Dental hygiene and odontology subjects

Dental hygiene and odontology subjects

Dental hygiene and odontology subjects

(11 ECTS)

(8 ECTS)

(13 ECTS)

(9 ECTS)

Total ECTS points

Total ECTS points

Total ECTS points

Total ECTS points

15

15

15

15

Module conclusion:

Module conclusion:

Module conclusion:

Module conclusion:

Internal examination (P/F)

External examination (7 grades)

Internal examination (P/F)

External examination (7 grades)

10

Semester 5

Semester 6

Module 9

Module 10

Module 11

Module 12

Dental hygiene – citizens with special needs

Dental hygiene – quality assurance, clinical reasoning and treatment

Dental hygiene – Profession, knowledge foundation and method

Dental hygiene – independent professional practice

Humanities and social science subjects

Humanities and social science subjects

Humanities and social science subjects

(1 ECTS)

(2 ECTS)

(1 ECTS)

Dental hygiene and odontology subjects

Dental hygiene and odontology subjects

Dental hygiene and odontology subjects

Dental hygiene and odontology subjects

(14 ECTS)

(13 ECTS)

(15 ECTS)

(14 ECTS)

Total ECTS points

Total ECTS points

Total ECTS points

Total ECTS points

15

15

15

15

Module conclusion:

Module conclusion:

Module conclusion:

Module conclusion:

Internal examination (P/F)

External examination (7 grades)

External written and oral examination (7 grades)

External examination (7 grades)

Further details about the module examinations and conditions for examination eligibility are provided in the local addendum to the academic regulations.

11

4.3 Overview of subjects and their placement Appendix 1 contains the general distribution of subjects and ECTS allocation for the modules. Depending on local factors at the educational institution, minor variations may arise in the placement of subjects within the modules. 5. Modules – goals and description 5.1 Module 1 Dental hygiene – field, profession and studies Goal and description: This module aims to provide an introduction to the study of dental hygiene, the field and the profession. This includes an introduction to issues, phenomena and contexts dental hygienists work with and within. Students also gain foundational knowledge of patients/target groups during the module.

Learning goals: After completing this module students will be able to: 

find and select practice, development and research based knowledge within the field of dental hygiene



demonstrate foundational understanding of the phenomena, issues and contexts involved in the healthcare field within which dental hygienists work



show foundational awareness of selected areas of human anatomy and physiology, with a particular focus on conditions significant to professional practice



show foundational knowledge and understanding of the clinical field of dental hygiene, including awareness of basic working environment and ergonomic considerations and issues



perform simple clinical procedures in preclinical contexts



show basic knowledge of microorganisms and their significance for the development of tooth disease



organise their own learning and utilise various study methods, including participation in committed cooperation with others

Key subject areas: Anatomy and physiology, nutrition and health

4 ECTS

Microbiology and sterilisation

2

ECTS Psychology

2 ECTS

Social odontology/Public health and sociology

2 ECTS

12

Scientific approach and method

1 ECTS

Internal/external practical training

4

ECTS

Assessment: Module 1 concludes with an internal examination. The student's learning outcomes are given a pass/fail assessment. To be eligible to take the module examination, students must have participated in at least 80% of the planned study activities and have completed the clinical exercises and submitted the written assignments associated with the module.

5.2 Module 2 Dental hygiene – health and disease Goal and description: This module focuses on knowledge of health and disease concepts and clinical methods within the field of dental hygiene. This includes foundational knowledge, methods and practical skills required for simple patient processes at the clinic.

Learning goals: After completing this module students will be able to: 

describe and identify normal clinical observations within the field, including tooth morphology observations



describe and identify the most frequently occurring pathological conditions within the field



prepare a basic dental hygiene plan for patients with a low incidence of disease



explain health and disease concepts and apply and reflect on them



explain various communication methods and use these during simple patient processes



explain the significance of oral health for the individual



explain selected components of human anatomy and physiology of significance to the profession



explain the correlation between the most frequently occurring oral diseases and their most common causes



explain microorganisms and their significance for oral health/disease

Key subject areas: Anatomy and physiology, nutrition and health

4 ECTS

Microbiology and sterilisation

2

ECTS Psychology

13

2 ECTS

Social odontology/Public health and sociology

1 ECTS

Pedagogics and health pedagogics, ethics, communication and Health informatics

1 ECTS

Tooth morphology and oral physiology

1 ECTS

Internal/external practical training

4

ECTS

Assessment: Module 2 concludes with an internal examination where the student's learning outcomes are given a pass/fail assessment. To be eligible to take the module examination, students must have participated in at least 80% of the planned study activities and have completed the clinical exercises and submitted the written assignments associated with the module.

5.3 Module 3 Dental hygiene – basic clinical activities Goal and description: This module focuses on clinical patient situations at the school's clinic.

Learning goals: After completing this module students will be able to: 

record an anamnesis, perform clinical examination and diagnosis and prepare a conclusion, prognosis and action plan in relation to basic dental hygiene, including anatomical, physiological and tooth morphological aspects



perform simple dental hygiene treatments in relation to a specific patient, taking into account ergonomic guidelines.



plan and carry out simple instruction situations in relation to individual patients.



justify the choice of individual dental hygiene initiatives based on practice, development and research-based knowledge within cariology and periodontology.



apply basic hygiene principles and observe applicable guidelines.



have a basic knowledge of nutrition and its significance for oral health/disease.



reflect on pedagogical, health pedagogical and psychological issues in relation to specific patients



reflect on their own role in relation to cooperation with the patient and clinic personnel.

Key subject areas: Anatomy and physiology, nutrition and health

14

3 ECTS

Microbiology and sterilisation

1

ECTS Psychology

1 ECTS

Pedagogics and health pedagogics, ethics, communication and Health informatics

2 ECTS

Tooth morphology and oral physiology

1 ECTS

Tooth disease, periodontology and prosthetics

1 ECTS

Internal/external practical training

6

ECTS

Assessment: Module 3 concludes with an internal examination where the student's learning outcomes are given a pass/fail assessment. To be eligible to take the module examination, students must have participated in at least 80% of the planned study activities and have completed the clinical exercises/patient processes and submitted the written assignments associated with the module.

5.4 Module 4 Dental hygiene – basic health pedagogics activities Goal and description: The module focuses on the contribution of the dental hygiene profession to promoting the oral health of selected groups of citizens or patients. Consideration is given to individuals or groups of people with different philosophies and conditions of life and perceptions of oral problems.

Learning goals: After completing this module students will be able to: 

demonstrate basic knowledge of nutrition and health, including the significance of nutrition for public health and for selected problems which occur in the target groups of odontology



identify and analyse risk factors in relation to oral health among selected groups of citizens, and propose and carry out preventative and health promoting initiatives



demonstrate basic knowledge of pedagogics, health pedagogics and health psychology and apply this in relation to a specific target group/patients with particular external challenges



participate in health pedagogics work in relation to citizens with a need for preventative initiatives or individual health solutions in relation to oral health and dental treatment.

Key subjects:

15

Anatomy and physiology, nutrition and health

3 ECTS

General medicine and pharmacology

1 ECTS

Psychology

2 ECTS

Social odontology/Public health and sociology

2 ECTS

Pedagogics and health pedagogics, ethics, communication and Health informatics

2 ECTS

Scientific approach and method

1 ECTS

Internal/external practical training

4

ECTS

Assessment: Module 4 concludes with an external examination assessed using the Danish 7-point marking scale. To be eligible to take the module examination, students must have participated in at least 80% of the planned study activities and have completed the clinical exercises/patient processes and submitted the written assignments associated with the module.

5.5 Module 5 Dental hygiene – extended clinical activities Goal and description: This module focuses on examination, diagnosis, monitoring and treatment of patients with more complicated treatment needs, and patients with somatic complaints.

Learning goals: After completing this module students will be able to: 

describe and identify oral physiological complaints



describe and identify oral mucous membrane complaints



explain the interaction between certain somatic conditions and oral health



describe medical risk patients and apply this knowledge in clinical practice



examine, diagnose and plan treatment for patients with more complicated treatment needs and somatic conditions, and make qualified decisions about referral to a dentist.



reflect on their own skills and professional area within the odontology team and apply this insight in specific cooperation within the team.

Key subjects: Anatomy and physiology, nutrition and health

1 ECTS

General medicine and pharmacology

3 ECTS

16

Tooth morphology and oral physiology

3 ECTS

Tooth disease, periodontology and prosthetics

2 ECTS

Oral radiology

1 ECTS

Oral pathology and medicine, local analgesia and oral surgery

1

ECTS Internal/external practical training

4

ECTS

Assessment: Module 5 concludes with an internal examination where the student's learning outcomes are given a pass/fail assessment. To be eligible to take the module examination, students must have participated in at least 80% of the planned study activities and have completed the clinical exercises/patient processes and submitted the written assignments associated with the module.

5.6 Module 6 Dental hygiene – society, health promotion and prevention Goal and description: This module focuses on social development in Denmark, the socially determined distribution of tasks between various levels of administration in relation to dental hygiene and health promoting initiatives and strategies, and intervention strategies and initiatives in relation to individuals and groups.

Learning goals: After completing this module students will be able to: 

describe and understand important aspects relating to dental hygiene in relation to social development, development in the state of public health and dental health, the function and influence strategies of the healthcare system, and health pedagogical alternatives for action



seek, communicate and apply practice, development and research based knowledge of health promoting and preventative dental hygiene tasks



describe classic social science conceptions of knowledge and professions



explain how communication and information technology can be used in relation to the work of professional health carers with documentation and quality assurance



describe legal and ethical aspects in the healthcare system and explain what boundaries these set for the practice of their own profession and interdisciplinary cooperation among health professionals



apply their foundational knowledge of the epidemiological method

Key subjects:

17

General medicine and pharmacology

2 ECTS

Psychology

1 ECTS

Social odontology, public health and sociology

2 ECTS

Pedagogics, health pedagogics, ethics, communication and Health informatics

2 ECTS

Tooth disease, periodontology and prosthetics

2 ECTS

Oral pathology and medicine, local analgesia and oral surgery

1

ECTS Internal/external practical training

5

ECTS

Assessment: Module 6 concludes with an external examination where the student's learning outcomes are assessed according to the Danish 7-point marking scale. To be eligible to take the module examination, students must have participated in at least 80% of the planned study activities and have completed the clinical exercises/patient processes and submitted the written assignments associated with the module.

5.7 Module 7 Dental hygiene – profession and methods Goal and description: This module focuses on developments within the field of patient and citizen-related dental hygiene

Learning goals: After completing this module students will be able to: 

critically evaluate practice, development and research-based knowledge of relevance to the dental hygiene profession and other odontological activities, including pharmacological and general medicine issues



select, describe and perform a literature study for a clinical dental hygiene issue of their own choice, founded in practice



discuss development and research work of relevance to the dental hygiene profession and other activities within the area of odontology



reflect on opportunities and barriers to implementing development and research results within the dental hygiene profession and other odontology activities

Key subjects: General medicine and pharmacology

18

2 ECTS

Tooth disease, periodontology and prosthetics

4 ECTS

Oral radiology

2 ECTS

Oral pathology and medicine, local analgesia and oral surgery

3

ECTS Pedodontics, orthodontics and citizens with special needs Scientific approach and method Internal/external practical training

1 ECTS 1 ECTS 2

ECTS

Assessment: Module 7 concludes with an internal examination where the student's learning outcomes are given a pass/fail assessment. To be eligible to take the module examination, students must have participated in at least 80% of the planned study activities and have completed the clinical exercises/patient processes and submitted the written assignments associated with the module.

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5.8 Module 8 Dental hygiene – relationships and interactions Goal and description: This module focuses on the field of dental hygiene and the particular pedagogical issues in relation to promoting health, prevention and the treatment of children and adolescents. The module also focuses on psychological and communicative aspects of the interaction between child, parent and dental hygienist.

Learning goals: After completing this module students will be able to: 

find and apply practice, development and research-based knowledge of human relationships and interactions, including psychological, pedagogical and communicative aspects, as a foundation for dental hygiene assessment and intervention options



explain selected theories about children's psychological development and reactions



explain communicative and pedagogical aspects of the interaction between child, parent and dental hygienist.



describe classical humanities and social science theories of knowledge and give examples of the contribution to dental hygiene theory and practice from these areas



organise, implement and evaluate a minor health pedagogics project for a target group consisting of children/adolescents, and describe and reflect on the project, drawing on relevant theory and scientific knowledge

Key subjects: General medicine and pharmacology

2 ECTS

Psychology

1 ECTS

Social odontology, public health and sociology

1 ECTS

Pedagogics, health pedagogics, ethics, communication and Health informatics

2 ECTS

Tooth disease, periodontology and prosthetics Oral radiology Pedodontics, orthodontics and citizens with special needs Internal/external practical training ECTS

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2 ECTS 2 ECTS 1 ECTS 4

Assessment: Module 8 concludes with an external examination where the student's learning outcomes are assessed according to the Danish 7-point marking scale. To be eligible to take the module examination, students must have participated in at least 80% of the planned study activities and have completed the clinical exercises/patient processes and submitted the written assignments associated with the module.

5.9 Module 9 Dental hygiene – citizens with special needs Goal and description: This module focuses on the professional practice of dental hygiene in relation to citizens with special needs, including the special ethical and communicative challenges associated with promoting health, prevention and treatment of these groups.

Learning goals: After completing this module students will be able to: 

justify the choice of dental hygiene interventions in relation to citizens with special needs based on practice, development and research-based knowledge



reflect on ethical and legal issues in relation to patients/citizens with special needs, such as those who are mentally ill or developmentally disabled



describe the characteristics of selected mental illnesses, including the pharmacological aspects of significance to oral health and the treatment of oral diseases



explain the physiological and psychological aspects associated with ageing



explain the legal foundation and content of the dental hygiene schemes for citizens with special needs – dental care for the disabled or aged/immobile, hospital dental care



identify and reflect on dilemmas and power relationships and act responsibly and in accordance with applicable legislation and ethical guidelines



establish, maintain and conclude professional relationships, dialogue and interaction with citizens, relatives, others within the social network and partners



apply communication skills and perform health pedagogical activities for citizens with special needs, their relatives and others

Key subjects: Psychology

1 ECTS

Tooth disease, periodontology and prosthetics

2 ECTS

Pedodontics, orthodontics and citizens with special needs

4 ECTS

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Internal/external practical training

8

ECTS

Assessment: Module 9 concludes with an internal examination where the student's learning outcomes are given a pass/fail assessment. To be eligible to take the module examination, students must have participated in at least 80% of the planned study activities and have completed the clinical exercises/patient processes and submitted the written assignments associated with the module.

5.10 Module 10 Dental hygiene – quality assurance, clinical reasoning and treatment Goal and description: This module focuses on how the dental hygienist can ensure the quality of their own professional practice through an analysing and meta-reflective approach to components in the clinical reasoning and the theoretical basis of dental hygiene. This is founded in patient situations and cases. The module also focuses on the role of the dental hygienist in the odontology team and cooperation with other professional groups within the team.

Learning goals: After completing this module students will be able to: 

analyse and reflect on their own practice and clinical decision making and incorporate this into the development and improvement/quality assurance of professional practice



explain the contextual framework of the dental hygienist, perceiving the position of the dental hygienist and field of dental hygiene within the healthcare system



justify clinical decisions, risk assessment and treatment based on dental hygiene theory and practice, particularly in relation to Cariology and Periodontology



identify and analyse dental health problems in municipal dental care in cooperation with members of the odontological team and plan and describe health promoting initiatives/a health plan in response to these



document and highlight the profession and skills of the dental hygienist within the odontological team

Key subjects: Social odontology, public health and sociology

2 ECTS

Tooth disease, periodontology and prosthetics

2 ECTS

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Pedodontics, orthodontics and citizens with special needs Scientific approach and method

3 ECTS 2 ECTS

Internal/external practical training

6

ECTS

Assessment: Module 10 concludes with an external examination where the student's learning outcomes are assessed according to the Danish 7-point marking scale. To be eligible to take the module examination, students must have participated in at least 80% of the planned study activities and have completed the clinical exercises/patient processes and submitted the written assignments associated with the module.

5.11 Module 11 The dental hygiene profession – knowledge foundation and method Goal and description: This module focuses on the student's ability to reflect on the knowledge foundation of the dental hygiene profession and to investigate, evaluate and communicate dental hygiene and health knowledge. It is in this module that the bachelor's project is prepared, whereby students acquire special insight into a key dental hygiene topic/area/problem in relation to the profession.

Learning goals: After completing this module students will be able to: 

critically investigate, evaluate and communicate practice, development and research-based knowledge related to the dental hygiene profession and activities



demonstrate foundational academic working methods, including describing systematised considerations, methods and models for explaining, understanding and reflecting on patient and citizen related dental hygiene – by generating empirical data in relation to the issue where appropriate



demonstrate the ability to select, delimit and systematically work through a dental hygiene issue within the dental hygienist's area of activities through the application of relevant scientific method and drawing on relevant theory – including development opportunity perspectives



reflect on the relevance of the issue to society



reflect on the knowledge foundation and methods related to the dental hygiene profession, including laws and regulations



reflect on different value perceptions and conflicts of interest within the dental hygiene profession and other health-related activities



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read and understand international scientific literature and investigation and research results



present an issue and proposed solution and conclusions in a clear, valid and interesting manner, orally and in writing.

Key subject: Bachelor project

(15 ECTS)

Assessment: Module 11 concludes with an external assessment which is a bachelor project, consisting of a written project and a subsequent individual oral examination. The students learning outcomes are assessed using the Danish 7-point marking scale and the written project and oral examination will have equal weighting in this assessment. Both the written project and oral examination must be passed. Further details, including requirements in relation to the scope of the bachelor project, are presented in the institution's local addendum to these academic regulations.

5.12 Module 12 Dental hygiene – independent professional practice Goal and description: This module focuses on clinical dental hygiene in relation to patients/citizens with complex treatment needs. The module also focuses on individual patients and their networks, in relation to planning, organising, coordinating, carrying out and documenting coherent courses of treatment within the profession.

Learning goals: After completing this module students will be able to: 

independently identify dental care needs, perform risk assessment, set goals, and carry out, evaluate, reassess and document treatment processes for citizens with all types of treatment needs



involve the citizen and relatives, where appropriate, in the dental hygiene treatment process



justify evaluations and interventions in relation to key dental hygiene issues, based on practice, development and research-based knowledge



communicate orally and in writing using clear professional language



proficiently perform dental hygiene treatments in complex clinical patient situations



incorporate medical risk assessment in treatment planning for individual citizens/patients.



cooperate in relation to and coordinate health promoting and preventative initiatives within the odontological team – for individual patients/citizens and groups of patients/citizens

In addition, the student must be able to: 

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act with moral responsibility in relation to individual patients/citizens

Key subjects: Pedagogics, health pedagogics, ethics, communication and Health informatics

1 ECTS

Pedodontics, orthodontics and citizens with special needs Elective course element

1 ECTS 5 ECTS

Internal/external practical training

8

ECTS Assessment: Module 12 concludes with an external examination where the student's learning outcomes are assessed using the Danish 7-point marking scale. To be eligible to take the module examination, students must have participated in at least 80% of the planned study activities and have completed the clinical exercises/patient processes and submitted the written assignments associated with the module.

6. Form of the instruction and method of working Throughout the degree programme, the right learning conditions are provided to ensure students can develop the professional skills required to function independently as a dental hygienist, and to pursue qualifying further education. Learning processes are organised with the aim of ensuring students acquire and develop independence, cooperation skills, and the ability to reflect and innovate within the field. This takes place in interaction with lecturers, clinical supervisors and other students, and requires active participation from each student. An exploratory attitude to the field of dental hygiene and surrounding society characterises the entire course and contributes to promoting reflection by students on their knowledge, skills, attitudes and relationships. The teaching is arranged with a focus on professional and pedagogical progression, and gives students the opportunity to combine their theoretical knowledge with clinical experience. The teaching and working methods reflect the subject content being worked with, thereby supporting the development of knowledge, skills and competencies. Variation, differentiated working methods and the use of relevant media help ensure that students experience perspective and cohesion between the different subject areas of the degree programme and the theoretical and clinical instruction. Methods and forms of instruction are used which seek to promote innovative competencies. Diverse forms of instruction and methods of working allow differences in individual students' learning profiles to be accommodated.

6.1 Theoretical instruction The learning activities within the theoretical instruction element are organised such that the form of instruction supports the subject content being worked with and the competencies students have to develop. Forms of instruction and working methods cover a broad range of activities which can vary between:

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lectures, student presentations, theoretical exercises and assignments, dialogue and discussion based teaching, case based teaching, instruction in skill laboratories, patient/citizen contact, schools etc., and project-based teaching with variations in the presentation and communication of the results and product of the work, supervision in connection with individual and joint assignments and project work, various ways of using virtual learning options, reading groups and study groups.

6.2 Clinical instruction Clinical instruction is organised in the clinical departments of the Schools for Dental Assistants, Hygienists and Clinical Technicians and in public and private dental clinics. Where relevant, selected elements of clinical instruction may also be arranged in a skill laboratory or simulation laboratory. The teaching is organised in close cooperation between the educational institution and future employees, with the aim of improving cohesion between student learning in theory and practice. In the clinical instruction, students participate in authentic dental hygiene situations and patient processes in interaction with other dental hygienists and health professionals. The clinical instruction and formative evaluation in the internal practical training is provided by the degree programme's clinical supervisors/lecturers. During external placement, the local training coordinator follows goal descriptions for the practical training and works in close cooperation with the educational institution and its lecturers. Students work through planned and targeted instruction and supervision processes based on example patient processes and dental hygiene situations which are relevant in relation to the focus areas and competency and assessment requirements of the modules.

6.3 Academic supervision The purpose of academic supervision is to make allowance for the various academic profiles and needs of students, so that the degree programme can be organised using varying forms of instruction which accommodate students' learning styles and motivation, and promote successful completion of the degree programme. Academic supervision can support individual students and differentiated student groups, for example, through structured interviews in relation to modules, subjects, methods, clinical and theoretical instruction, individual study plans, contact teacher roles, etc.

6.4 Information technology (ICT) Throughout the degree programme work is done using ICT as a tool for learning and as an object of learning. As a tool in the teaching, the integration of ICT helps build up study related competencies which can expand each student's opportunities for actively participating, communicating, sharing knowledge and cooperating in

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educational contexts. ICT is integrated in the teaching and learning processes on an equal footing with other media which generally support and extend various forms of interaction. In relation to the student's current and future conditions for professional development, ICT tools are used to support the student in acquiring information competency. Using ICT, students develop the ability to find information and critically select, evaluate, organise and apply information from various relevant sources. ICT is also an object of teaching in the sense that ICT is implemented in clinical practice with the aim of optimising administrative and health profession processes, including documentation and cooperation across professions, sectors and bodies. ICT helps improve consistency and coordination between people and bodies involved in coherent courses of treatment for patients. The opportunity to use various ICT tools in student work and teaching helps students develop confidence with various ICT functionalities. Forms of teaching and study which support the acquisition of relevant ICT competencies help qualify the acquisition of relevant profession oriented competencies, including insight into how ICT can qualify administrative and health profession processes and an understanding of what a critically reflective use of ICT requires. The use of ICT in the degree programme for planning, implementation and evaluation of the teaching is intended to contribute to innovation, variation, flexibility and versatility in the forms of teaching and study.

6.5 Student guidance Student guidance aims to support students throughout the degree programme, from the choice of course through to successful completion of the studies, and requires active participation from the student counsellor, academic advisor and student. The aim of student guidance is to help students achieve transparency in their studies and give them better opportunities for making considered choices in relation to their own learning and well-being. Student guidance also focuses on helping students in connection with: – commencing studies and the first modules of the degree programme, – cohesion between clinical and theoretical instruction and learning in various contexts, – study and work habits, time planning, organisation and the optimal use of time.

The purpose of student guidance is to: 

Provide useful information and advice so the student can independently make considered choices regarding professional and study related factors.



Inform and guide in relation to admission, commencing studies, completing the studies, and career planning.

The guidance is organised by the educational institution as individual and collective guidance which is mutually supportive and supplementary.

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Guidance initiatives are targeted towards study techniques, study tools, study and work habits and study environments, with the aim of increasing the student's awareness of learning, study requirements and implementation. This includes helping the students to learn to study in both theoretical and clinical learning spaces, i.e. to plan their own time, select learning methods, develop their learning style and establish study groups. Student counsellors and students make active and systematic use of experience and evaluation/selfevaluation with the aim of improving opportunities for learning and quality improvements in both theoretical and clinical teaching. Career planning is targeted towards organising learning and educational courses, information and guidance about job seeking, continuing (and further) education opportunities, changing courses and international student exchanges.

7. Cooperation between the educational institution and external clinical training locations The educational institution and the external clinical training locations cooperate with regard to the framework and conditions for the student's learning and cohesion between the theoretical and clinical instruction, in accordance with the knowledge, skills and competencies the student has to acquire. Agreements have been established covering: – the goals and organisation of the external clinical placement – cooperation between the student, training location and training coordinator. – the framework and conditions for external clinical training – procedures for evaluating and ensuring the quality of the external clinical training.

The co-operation has been formalised at three levels: – Between the leadership of the educational institution and the leadership of the external clinical training locations, for the purpose of discussing, evaluating and refining the cooperation and the established agreements. – Between the degree programme lecturers and the training coordinator at the external training location, with the aim of ensuring the latest knowledge and key trends in the vocation, profession and research are incorporated into teaching and development projects. – Between the student, the degree programme training coordinator and the training coordinator at the external training location, in relation to each student's clinical training and evaluation.

The agreements are presented in each educational institution's addendum to the academic regulations.

7.1. Criteria for approval of external clinical training locations

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An external clinical training location is an area within public or private dental care with clearly defined leadership which has been approved by the educational institution as a training location for dental hygiene students. The external clinical training location is responsible for ensuring the framework and conditions fulfil the requirements of an approved external clinical training location. The external clinical training location is responsible for ensuring the student's clinical placement is evaluated for the purpose of quality improvement. In order for an external clinical training location to be approved, a foundation must be drafted for approval for the training location in question to offer clinical practice within specific modules. Approval is conditional on a training coordinator being available who is a dental hygienist or dentist. The training coordinator is responsible for the ongoing daily clinical practical training and supervision of the student at an approved placement. The external clinical placement location must allocate resources to clinical practical training and supervision.

7.2 Basis for approval of external clinical training locations The foundation for approval of external clinical placement locations includes a description of the organisational and leadership situation and factors relating to dental hygiene practice.

Organisational and leadership situation The clinical placement location's dental hygiene educational and organisational foundation, framework and conditions, including a description of the dental hygiene qualifications and competencies of the training coordinator.

Factors relating to dental hygiene practice The dental hygiene practice and interdisciplinary situation, including patient situations and processes and dental hygiene tasks and methods which provide the professional foundation for students to develop the competencies described in the relevant module(s).

Training factors The organisation of the placement, including conditions for the student's participation in clinical practice. The role of the training coordinator, including the use of resources and forms of cooperation between the training coordinator and student. Approval of an external clinical training location is valid for three years. If changes occur during the approved period which have significant consequences for the intake of new students or their instruction, the clinical training location must inform the educational institution as soon as possible.

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8. Study plans The clinical instruction and assessment within a module is organised on the basis of the module description and a general study plan. Based on the general study plan, the educational institution may organise an individual study plan in cooperation with the student. An individual study plan includes agreements about student attendance, times for clinical practical training and supervision, and the content and forms of the practical training, including submission of assignments etc. and feedback on these, as well as times for evaluation and assessment. The educational institution prepares students for the clinical practical training periods, and experience from the clinical practical training periods is subsequently incorporated into the theoretical instruction.

9. International educational opportunities The aim of international education opportunities within the dental hygienist degree programme is to train students to act professionally within the field of dental hygiene in a globalised world. The degree programme therefore strives to ensure students gain inter-cultural and international competencies which involve knowledge of and respect for other cultures and the ability to reflect on their own cultural values and to understand how these can influence dental hygiene practice. Knowledge is also required about other cultures' perceptions of health and disease, and about the health problems in Denmark which particularly relate to people with other ethnic backgrounds. Internationalisation takes place in the daily teaching, across healthcare courses at the national level, or at a foreign educational institution approved by the educational institution. Students have the opportunity to complete part of the degree programme in a foreign country. If the necessary conditions are met, the educational institution may pre-approve credit. The educational institutions have entered into exchange agreements for students in clinical or theoretical modules with the Netherlands and Sweden. Individual educational institutions have also entered into student exchange agreements with foreign educational institutions. These agreements, application procedures, approval and options for financial support are described in each educational institution's addendum to these academic regulations.

10. Examinations and methods of assessment Each student's learning outcomes are assessed in connection with each module. The assessment may be an external examination or an internal examination. External examinations are assessed by examiners and external examiners. The latter are appointed by the Ministry of Science, Innovation and Higher Education.

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Internal examinations are assessed by at least one examiner from the educational institution. Some modules include other assessment in the form of assignments or projects to be submitted or participation in set study activities etc. Other assessment may be included as part of an examination, or be a condition for eligibility to take an examination. In the internal clinical practical training, it is also a condition that the student has demonstrated the study activity described in the study plan.

10.1 Overview of assessments in the degree programme The degree programme consists of 12 modules. The student's learning outcomes are assessed in connection with each module. Each module concludes with an external or internal examination (see the overview in Table 2, p. 9-11).

The examination is further specified under each module. In some modules the module examination involves a combination of a clinical examination and theory. This is specified in each institution's local addendum to the academic regulations. Modules concluded by external examinations: 4, 6, 8, 10, 11 and 12. Modules concluded by internal examinations: 1, 2, 3, 5, 7 and 9. Modules including set study activities: 1-10 and 12. Participation in these activities is a prerequisite for the student being able to take the module examination. The examinations in modules 4, 6, 8, 10, 11 and 12 are assessed using the Danish 7-point marking scale. The remaining modules (1, 2, 3, 5, 7 and 9) are assessed as passed or failed.

The examinations for the first year of study (modules 1-4) must be passed before the end of the second year of study in order for the student to continue the degree programme.

10.2 Guidelines for assessments A student may register for the same examination three times. Passed examinations cannot be taken again. On registering for a module, the student is automatically registered for the examination concluding the module in question. If a student fails to withdraw from an examination in proper time, the examination will be registered as a failed attempt. The deadline for withdrawal is set by the educational institution The same regulations apply for make-up exams.

When assessing the bachelor project, emphasis should be given to the candidate's written formulation and spelling in addition to the academic content if the examination performance is written in Danish. Poor

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formulation and spelling will lead to the award of a lower grade, but not below the pass mark. The institution may waive this requirement for candidates who are able to document a relevant disability or handicap.

Examination regulations specific to an individual institution are presented in the local addendum to the academic regulations.

10.3 Special examination conditions Students who apply for and who fulfil the relevant conditions must be offered special examination conditions in accordance with the applicable regulations.

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11. Compulsory attendance and module order Students must participate in the set theoretical instruction and supervision processes targeting the module's theme and core subjects with the aim of developing their knowledge, skills and competencies. Students are required to attend an average of 25 hours per week of instruction. The lecturer attests to whether the student has fulfilled the compulsory attendance requirement. Attestation by the lecturer is a prerequisite for students to take the examination in a given module. The degree programme follows a built-in natural academic progression. The modules must therefore be taken in chronological order. Modules 1-4 must be passed before module 5 may be commenced, and modules 5-8 must be passed before module 9 may be commenced.

12. Credit and exemptions Students may be granted exemption from part of the programme on the basis of qualifications achieved elsewhere. Exemptions are granted on the basis of documented academic work or employment which have resulted in competencies and knowledge equivalent to those gained in the part of the course from which the student seeks exemption. Exemptions are granted on the basis of the educational institution’s evaluation of the student’s theoretical and practical qualifications. Evaluations are carried out on the basis of documented course participation and/or employment. The student must document previous course work in the form of transcripts, diplomas, etc. In relation to employment, documentation will normally take the form of a statement of employment, reference etc., or documentation of competencies through examination. Exemption can take the form of a shorter study programme or exemption from specific forms of course work. The student's educational institution is authorised to determine the precise form of the exemption.

13. Exemptions The educational institution may waive certain regulations in these academic regulations or the institution's local addendum to the academic regulations in unusual situations.

14. Local addendum to the academic regulations The local addendum contains the following: 

A more detailed description of all modules, including: o Examinations o Organisation o Requirements for assignments and projects o Form of instruction and methods of working

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o Guidelines for any differentiated instruction o The rules for compulsory participation in module elements 

The practical management of compulsory attendance



Rules for carrying out practical training, including the requirements and expectations of the parties involved



Any requirements regarding proficiency in foreign languages and description of the level of proficiency required



Transitional provisions

15. Entry into force and transitional provisions These academic regulations enter into force on 1 September 2011.

Each educational institution specifies transitional provisions in the local addendum to the academic regulations for students enrolled in the dental hygienist degree programme prior to 1 September 2011 who wish to complete the degree programme under the regulations for the professional bachelor’s degree in dental hygiene (dental hygienist).

Students who enrolled in the dental hygienist degree programme prior to 1 September 2011 may complete their course in accordance with Executive Order no. 773 of 22 August 1996.

Teaching in accordance with Executive Order no. 773 of 22 August 1996 will be phased out as follows: The third semester will be taught for the last time in autumn 2011, the fourth semester for the last time in spring 2012, and the fifth semester for the last time in autumn 2012. The opportunity to receive instruction based on this executive order will then cease. Students may hereafter participate in the instruction for the professional bachelor programme, but may take examinations and receive course certificates corresponding to executive order number 773 of 22 August 1996 up until 31 August 2014, if there are students enrolled in this course.

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