Member Resources:
2006 Annual Session Adopted Resolutions

Membership 

Resolution 100RC-2006 Development of ASDA Guidebook 

Resolution 101RC-2006 Development of ASDA Lecture Series 

Resolution 102RC-2006 Collaboration with NBDE Preparation Materials Companies 

Resolution 103RC-2006 ASDA’s National Be a Dentist for a Day 

Resolution 104-2006 Member dues increase 

Resolution 105-2006 National Mentoring Initiative 

Education and Licensure 

Resolution 200RC-2006 Policy A-15 "Residency Application Process" 

Resolution 201RC-2006 Dental Resident/Fellow Work and Learning Environment 

Resolution 202-2006 Practice Management Education Initiative 

Resolution 203-2006 Review of ADEA Exit Surveys Report 

Resolution 205-2006 Definition of Curriculum Integrated Format 

Resolution 207RC-2006 Extramural Clinical Rotations in Underserved Areas 

Governance and Professional Issues 

Resolution 300RC-2006 Amendment to Consultant Duties and Responsibilities 

Resolution 301RC-2006 Promoting Diversity and Collaboration in ASDA 

Resolution 302RC-2006 Investigation into how insurance networks affect practicing dentists 


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2011 Adopted Resolutions
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2009 Adopted Resolutions
2008 Adopted Resolutions
2007 Adopted Resolutions
2005 Adopted Resolutions
2004 Adopted Resolutions
2003 Adopted Resolutions
2002 Adopted Resolutions
2001 Adopted Resolutions 


Resolution Number: 100RC-2006

Title: Development of ASDA Guidebook

Background: As students progress through and graduate from dental school, they accumulate knowledge, advice, and tips and tricks that would be beneficial to those students behind them. Students at some schools have made "guidebooks" for specific classes, board exams, etc that future students can use to succeed in or get through these hurdles. Overall though, there is no single resource integrating all knowledge of this sort for all the years of dental school. It was discussed and recommended that ASDA compile this advice, these tips, etc from students nationwide and put this information into a "dental student guidebook" that members can purchase. Likely topics to be covered in the guidebook can be, but are not limited to:

Clinical tips on each discipline (operative, endo, pedo, etc)
Lab tips (wax rims, setting denture teeth, model pouring, mounting cases, etc)
Preclinic lab tips
Studying for Boards
Licensure exams (finding patients, strategies specific to each exam, the day of)
Finding associateships
Applying to grad programs
Interviewing for grad programs

As an added advantage, this guidebook is a new potential revenue stream for the Association.

Therefore be it

RESOLUTION 

Resolved, that the 2006-07 Council on Dental Education develop an ASDA guide to include information on clinical disciplines, boards, associateships, etc., and present a draft to the Board of Trustees at the April 2007 board meeting.

House Action: Resolution adopted by House of Delegates.



Resolution Number: 101RC-2006

Title: Development of ASDA Lecture Series

Background: ASDA national and local leaders go to great efforts to learn about the important issues facing dental students and share the information with their colleagues. Currently there is not an effective way to share this material with other chapters. Improving the communication of this material will allow all chapters to benefit from these resources and solve the problem of "reinventing the wheel" at every school every couple of years. It will also allow chapter leaders with scripts to aid in presenting to members at their school.

Therefore be it

RESOLUTION 

Resolved, that the 2006-07 Council on Dental Education oversee the development and the Council of Communications oversee the distribution of an ASDA lecture series to include PowerPoint presentations with scripts on issues important to dental students completed prior to 2007 Annual Session. And be it further

Resolved, that the topics and the content be reviewed on an annual basis by the Council of Communications.

House Action: The resolution was adopted by the House of Delegates.



Resolution Number: 102RC-2006

Title: Collaboration with NBDE Preparation Materials Companies

Background: Providing released National Dental Board Examinations has been beneficial to both ASDA and exam candidates. With the move to a computerized format of the exams, ASDA must look for other ways to help candidates prepare for the exams.

Therefore be it

RESOLUTION 

Resolved, that the 2006-07 Council on Dental Education explore opportunities to collaborate with companies selling National Dental Board Examination preparation materials. And be it further

Resolved, that the 2006-07 Council on Dental Education attempt to foster collaboration between testing agencies and the authors of preparatory material with regard to focus, format and content sources of the examinations.

House Action: Resolution adopted by the House of Delegates.



Resolution Number: 103RC-2006

Title: ASDA’s National Be a Dentist for a Day

Background: Access to Care continues to be a major issue facing the dental profession and the public. To help increase access it is important to encourage people in underserved areas and populations to become dentists. ASDA currently has a predental membership category and several local chapters host events for the undergrad students. While this is a great avenue to mentor students who have already chosen dentistry as a profession, it does little to encourage students who have not thought about dentistry as a possibility. Mentoring high school students is an effective way to let students know about the profession before college and starting down a career path.

Therefore be it

RESOLUTION 

Resolved, that the 2006-07 Board of Trustees select a day to be "Dental Discovery Day" and direct the Council of Communications to develop materials to help local chapters make presentations at primary and secondary schools, with emphasis on schools in underserved communities, encouraging students to pursue a career in dentistry. And be it further

Resolved, that ASDA disseminate information about programs sponsored by local, state, and national organizations intended to increase awareness of dentistry as a career, and collaborate with such groups in carrying out these presentations.

House Action: Resolution adopted by House of Delegates.



Resolution Number: 104-2006

Title: ASDA Member dues increase

Background: Per HOD 103-2004, ASDA National Dues are considered on an annual basis. A financial status review revealed that ASDA must recommend a dues increases to support the loss of non dues revenue from the loss of certain NBR sales; additional member services including the redesign of the website; and overall increases in the cost of operations.

Therefore, be it

RESOLUTION 

Resolved, that national dues for active predoctoral members be increased to $70, and be it further 
Resolved, that national dues for active predental members be increased to $53, and be it further
Resolved, that national dues for active associate members be increased to $53, and be it further
Resolved, that national dues for active international members be increased to $78, and be it further
Resolved, that these dues increases will take effect beginning with the 2008 budget.

House Action: Resolution adopted by House of Delegates.



Resolution Number: 105-2006

Title: National Mentoring Initiative

Background: The PDA Council on Membership and New Dentist Committee in conjunction with ASDA leaders were discussing the possibility of implementing a student-to-active membership program to help transition 4th year dental students into active membership as the California Dental Association currently does. Because many of the students attending Pennsylvania schools are from out of state, and don’t plan to practice in Pennsylvania, adopting this program would be of no real benefit to the majority of Pennsylvania dental students or the PDA and would be extremely costly.

Council and Committee members wanted instead to find a way to reach out to those students who were interested in eventually practicing in Pennsylvania. This way, PDA, or any state association, could use resources to keep them updated on current activities, legislation, and programs happening in that state, even if they were attending a dental school across the country.

The group discussed the possibility of asking the American Student Dental Association for assistance. Members noted it would be helpful if ASDA could include a "Home State" category, as well as an "I Would Like to Receive Publications From ________ State Association?" category on its application and remittance form for all dental students.

If ASDA could then query the students who answered Pennsylvania, for example, as their home state, and students who answered Pennsylvania, for example, as a state they would like to receive publications from. The query results could then be sent to those states’ dental associations. PDA is confident other states would appreciate this valuable information and use it to engage potential future members.

This data being collected would also serve as the initial step to forming a national mentoring program. Discussions with the PDA have begun to put forth an effort in the ADA to assemble a national database of dentists interested in being a mentor. By compiling this data ASDA would take the leading position in forming a national mentoring program that would benefit both students and dentists.

Therefore be it

RESOLUTION 

Resolved, that the Council on Membership investigate the possibility and financial implications of adding the fields "Home State" and "I Would Like to Receive Publications From ________ State Association?" to the membership database. And be it further

Resolved, that the Council on Membership report to the 2007 HOD on their findings and recommendations to move forward with this initiative.

House Action: Resolution adopted by House of Delegates.



Resolution Number: 200RC-2006

Title: Policy A-15 "Residency Application Process"

Background: The 2005 House of Delegates adopted HOD 103RC-2005 "Postgraduate Application Process Improvements":

Resolved, that the Council on Dental Education and Licensure provide ADEA with student concerns regarding the PASS system prior to the 2006 ASDA Annual Session.
This resolution was assigned to the Council on Education and Licensure, which developed the following resolution, adopted by the Board of Trustees in October:

BOT 19 2005-06
Resolved, that ASDA adopt a policy A15, "Residency Application Process", that reads: ASDA encourages all CODA-approved residency programs to accept a standard, universal and affordable application process that does not request supplemental material already provided by the standard application, and be it further
Resolved, that ASDA write a letter to all residency directors and ADEA informing them of this policy.
Specific suggestions for ADEA and CODA- approved residency programs:

As a result, A-15 was adopted as an interim policy of the association and was distributed to all residency directors and ADEA. At this time, A-15 requires approval of the House of Delegates to remain official ASDA policy.

Therefore be it

RESOLUTION 

Resolved, that ASDA adopt a policy A15, "Residency Application Process", that reads: ASDA encourages all CODA-approved residency programs to accept a standard, universal and affordable application process that does not request supplemental material already provided by the standard application, and be it further

Resolved, that all relevant parties be notified of this policy and the relevant points described in the background.

House Action: Resolution adopted by House of Delegates.



Resolution Number: 201RC-2006

Title: Dental Resident/Fellow Work and Learning Environment

Background: While many professions face difficult and unpleasant working conditions, few perform irreversible procedures on human tissue. Faced with emergencies daily, residents and fellows many times do so fighting the effects of sleep deprivation and chronic fatigue. It is a well known fact that in many programs, particularly oral and maxillofacial surgical residencies and fellowships, doctors are expected to work 80-130 hours per week in order to fulfill the clinical and didactic requirements of the program. It is clear that excessive work week hours have a significant negative impact on the quality of education received, the patient care delivered, and the personal well-being of dental residents and fellows.

Historically, the American Student Dental Association as been in support of H.R. 1228 and S. 952. The American Dental Association has been in support of work week hour reform as follows: "Resolved, that the American Dental Association supports H.R. 1228 and S. 952, as introduced during the 108th Congress." These two bills were not voted on in the 108th Congress. The American Medical Association (AMA) policy, as of June, 2002 on the work and learning environment is as follows:

  • Limit of 80 hours per week, averaged over four weeks, with flexibility to increase hours up to 10% if the institution can show educational/safety rationale;
  • Strengthened limits on moonlighting*;
  • At least one full (24-hour) day out of seven free of patient care duties, averaged over four weeks; - residents must not be on-call more often than every third night, averaged over four weeks;
  • Residents must have a 10-hour minimum rest period between duty periods; and
  • Continuous on-duty time is limited to 24 hours, with additional time of no more than 6 hours allowed for patient transfers and educational activities.

*Moonlighting is outside patient care activities.

Currently, the policy adopted by the AMA is enforced by the Accreditation Council on Graduate Medical Education (ACGME). Programs that choose not to adhere to the AMA policy face loss of accreditation.

Dental programs that train residents and fellows are currently not required to follow any work week hours laws or mandates.

Therefore be it

RESOLUTION 

Resolved that ASDA supports the following policy for all dental residency and fellowship programs which are:

  • Limit of 80 hours per week, averaged over four weeks, with flexibility to increase hours up to 10% if the institution can show educational/safety rationale;
  • At least one full (24-hour) day out of seven free of patient care duties, averaged over four weeks; - residents must not be on-call more often than every third night, averaged over four weeks;
  • Residents must have a 10-hour minimum rest period between duty periods; and
  • Continuous on-duty time is limited to 24 hours, with additional time of no more than 6 hours allowed for patient transfers and educational activities.

and it be further


Resolved, that ASDA encourages that the American Dental Association to adopt a like policy.

House Action: Resolution adopted by House of Delegates.



Resolution Number: 202-2006

Title: Practice Management Education Initiative

Background: It is crucial to provide dental students with education about efficient practice management. The basis of this problem lies in the educational background of the dental student. Few dental students have business degrees. Few have taken business classes. Many do not know basic business principles, which is an alarming concept considering dental students will be small business owners.

At present time, all dental schools are not providing students with an adequate if any business and practice management courses. Practice management curriculums should include 100% participation of all dental schools. Furthermore, basic business elective courses are a necessary prerequisite to the practice management courses. This foundation is necessary for students to gain full comprehension of the material presented in the practice management courses.

In an effort to illustrate a concrete need for these courses, dentists practicing today spend 50% of their efforts dealing with patient care and 50% dealing with office management according to personal interviews. Though the purpose of a dental school is to teach the art and science of dentistry, practice management is elemental to practicing dentistry and should be part of the curriculum.

One study stated that 1 out of 6 practices are embezzled at an average amount of over $100,000. This dollar amount impacts the fee structure of a dental office enormously. This happens, and patients and dentists are paying for it. If these dentists had the ability to recognize the problem, the embezzlement could have been avoided.

In addition, because many recent graduates are unsure of the basics of running a practice, they join a practice as an associate. Not all dentists operate with proper practice management skills. These graduating dental students learn these malpractices. The problem is permutated generation after generation.

By offering business foundation and practice management courses at every school, graduating dentists will be provided with the knowledge to enter practice well equipped to make choices that will effect the rest of their practicing lives.

Therefore be it

RESOLUTION 

Resolved, That ASDA recommend to ADEA and dental schools nationwide the initiation or continuance of effective practice management course(s) in dental schools nationwide and be it further

Resolved, That ASDA recommend to ADEA and dental schools nationwide the initiation of elective business foundation course(s) to precede practice management courses in dental schools nationwide.

House Action: Resolution adopted by House of Delegates.



Resolution Number: 203-2006

Title: Review of ADEA Exit Surveys Report

Background: The CDEL continually discusses ways to improve the dental school experience for all students. When lacking directive from the House, the council must brainstorm on its own what issues are important to students. The ADEA Exit Survey Report could be a valuable resource in this brainstorming.

Therefore be it

RESOLUTION 

Resolved, that the 2006-07 Council on Dental Education and Licensure review the 2005 ADEA Exit Surveys Report and take action as needed.

House Action: Resolution adopted by House of Delegates.



Resolution Number: 205-2006

Title: Definition of Curriculum Integrated Format

Background: The 2005 ADA House of Delegates adopted Resolution 20H amending the Association’s policy on the use of human subjects in examinations for the purpose of initial clinical licensure.

Resolved, that the Association supports the elimination of human subjects/patients in the clinical licensure examination process with the exception of the curriculum integrated format within dental schools, and be it further
Resolved, that the Association encourages all states to adopt methodologies for licensure that are consistent with this policy.

The principle change to the policy was the addition of the language endorsing the concept of the "curriculum integrated format" (CIF). Unfortunately, because no generally accepted definition of the CIF exists the mandate of the second resolved clause to encourage adoption of examinations "consistent with this policy" cannot be effectively implemented.

There are currently examining bodies that have applied the term CIF to describe their examinations. However, while these examinations are temporally related to the curriculum, it is difficult to argue that they are integrated into the dental school curriculum. The typical arrangement of the examination under this format is that any typodont simulations and written examinations are available earlier in the final year of dental school, while the patient-based clinical examination is still offered only once at the end of the academic year. Unfortunately, because the clinical examination is left intact and unmodified, this format fails to address any of the concerns that led the Association to support the elimination of human subjects from the process of examination for the purposes of initial clinical licensure. Among the remaining problem areas for the current authorities applying the CIF definition to their examinations are:

  1. Ethical Treatment of Patients: Examining authorities point out, correctly, that there is nothing inherently unethical about the content of clinical licensing examinations; specifically the provision of necessary dental care to patients who have given informed consent to have the procedures performed. However, the reality is that the requirements of the examination process create an environment where the likelihood of success is frequently increased when a candidate engages in behaviors that are marginally ethical. Because most candidates are faced with practical and financial burdens if they fail, there is an incentive to pass the exam rather than treat the patient. Simply changing the timing of non-clinical portions of the examination does not address the issues of candidates who will continue to delay treatment of "ideal" lesions and periodontal disease until testing day arrives. It is difficult that close to 100 candidates per testing site will, immediately before the examination, be able to identify patients from a geographically limited pool, with lesions meeting the strict criteria set by the examining authorities, and for all of whom the date of the examination is the appropriate time to provide their dental care.
  2. Assessment of Candidates: One of the most common complaints is lack of correlation between candidate competency and passing rate. If a high percentage of candidates who fail the first time are able to pass only a few months later during a make-up, then the exam’s reliability and validity, particularly external validity, come into question. Additionally, candidates may fail due to examination bureaucracy. Incorrect paperwork, long lines into the grading area, and patients failing to show for their appointments have nothing to do with candidate competency or protecting the public, yet they have the potential to, and often do, cause a candidate to fail. The argument that such occurrences are rare is of little comfort to those candidates for whom such administrative failures are a reality.
  3. Redundant Testing: The written portion of licensing examinations is often duplicative of the content of the National Board Examinations.

These issues can be addressed, though, by an examination that is truly integrated into the curriculum of the final year of dental school. We believe that an examination meeting the following criteria would satisfy the demands of all of the communities of interest involved in the licensure process by maintaining the principle of third-party assessment while providing institutions and candidates with a fair examination providing for continuity of care and remediation of failing candidates.

  • The examination must test the application of didactic and basic clinical knowledge in clinical situations.
  • The examination must be designed to test competency standards defined by the State Board of Dental Examiners that have been accepted by the Dental School’s curriculum committee and have been integrated into the pre-doctoral dental curriculum.
  • The examination process must provide a valid and reliable outcome measure of performance of those mutually adopted standards listed above.
  • For any examination consisting of a series of independent clinical tasks, the completion of those tasks to a level of minimum competency must be a requirement for graduation. The examining modalities will be defined by the State Board of Dental Examiners or an authorized outside agency.
  • Any practical clinical patient-based examination designed to measure technical skill must take place under the supervision of examiners approved and calibrated by the State Board of Dental Examiners or an authorized outside agency.
  • The timing requirements of any clinical patient-based examination must not place impractical or artificial restrictions on the timing or sequence of patient care.
  • A defined mechanism must be provided for timely continued care of all patients, including those for whom a failing procedure was provided.
  • There must be a defined mechanism within the Dental School for remediation of students who fail any section.


The combination of a true CIF exam, recognition of a single examination format by all states, and mandatory 2-year programs for graduates of Dental Schools not accredited by the Commission on Dental Accreditation has the potential to create a modern, fair, ethical, reliable, and valid examination for the purpose of initial clinical licensure of dentists in the United States.

Therefore be it

RESOLUTION 

Resolved, that the American Student Dental Association present the following resolution to the American Dental Association’s House of Delegates:

Resolved, that the American Dental Association defines the curriculum integrated format of an examination for initial clinical licensure as one that, at a minimum, is designed to test competency standards defined by the State Board of Dental Examiners that have been accepted by the dental school’s curriculum committee and have been integrated into the predoctoral dental curriculum, and be it further
Resolved, that such an examination should be offered more than once during the final year of the pre-doctoral curriculum and successful performance should be a requirement for graduation.

House Action: Resolution adopted by House of Delegates.



Resolution Number: 207RC-2006

Title: Extramural Clinical Rotations in Underserved Areas

Background: Increasing access to care for underserved communities is part of ADSA’s Strategic Plan. One of the ways many dental schools are addressing this issue is by requiring extramural rotations in underserved communities as part of their curriculum. Therefore be it

RESOLUTION 

Resolved, that ASDA adopt a policy that reads: ASDA encourages all accredited dental schools to adopt extramural clinical rotations in underserved areas as part of their tuition based curriculum and be it further

Resolved, that the Council on Dental Education gather information regarding the degree to which these clinical rotations serve the people in these areas. And be it further

Resolved, that the Council on Dental Education gather information regarding the number of student-hours of dental care provided to underserved communities as part of each dental school’s curriculum-based extramural rotations.

House Action: Resolution adopted by House of Delegates.



Resolution Number: 300RC-2006

Title: Amendment to Consultant Duties and Responsibilities

Background: The current Consultant program within ASDA is structured in a way that makes it difficult for the BOT to respond dynamically to the needs of the Association. The appointment of Consultants to provide input on particular topics is a remnant of the system under which ASDA Consultants were appointed by virtue of their service on an ADA Council. As part of the strategic plan, the BOT envisions a revised program of Members-at-Large (MAL) whose appointments are made to provide additional manpower to Councils and Task Forces and to serve as a vehicle for collaboration between Councils and TFs. Applicants will retain the ability to focus on topics they wish to specialize in by applying to be the MAL on specific ASDA Councils or Task Forces, but their specific duties will be flexible based on the work of their Council or Task Force rather than rigidly limited by an archaic structure.

Therefore be it

RESOLUTION 

Resolved, that Section 9 of the Bylaws is stricken and the remaining sections renumbered.

And be it further,

Resolved, that Part V.10.D of the Bylaws is amended to read:

D. Selection

  1. Members-at-Large will be appointed by the newly elected Board of Trustees following Annual Session.
  2. The Board of Trustees shall appoint not less than five (5) Members-at-Large.


House Action: Resolution adopted by House of Delegates.



Resolution Number: 301RC-2006

Title: Promoting Diversity and Collaboration in ASDA

Background: For years, the population and the leaders in our country have become more diverse, and many professions and associations have continued to adapt to this trend by developing avenues to increase the diversity among their membership and associational leadership. However, dentistry must continue to evolve so that the proportion of diverse dental professionals will more adequately match the diverse population that we serve. For the diversity within dentistry to increase, the initial increase must occur at the dental student level.

Diversity is not only seen through ethnicities but also through the variety of interests and career paths chosen by dentists and dental students. Collaboration among these diverse groups is important in strengthening the power to affect change. Many smaller dental student associations and groups are working toward this goal through their own resources; however, the American Student Dental Association is in a position to foster collaboration between all of these groups under our goal to represent the interests of all dental students.

Current ASDA Policy (E-4) states that "ASDA supports the development and enhancement of opportunities to create open communication regarding diversity among associations within organized dentistry" but little has been done to provide formal avenues for such communication. After reviewing the American Dental Association’s directory of national dental organizations, ASDA leadership has identified the following student organizations as targets for increased collaboration: Student National Dental Association; Hispanic Dental Association, Student Chapter; Society of American Indian Dentists, Student Chapter; ADEA Council of Students; National Student Research Group.

Therefore be it

RESOLUTION 

Resolved, that the Standing Rules of the House of Delegates - Speaking Privileges be amended to read:

Speaking Privileges
The right to speak to issues before the House of Delegates is held by Delegates, officers of the Association and Trustees of the Association. The Chairs and members of Councils, Task Forces, and Reference Committees who are not members of the House of Delegates shall have the right to participate in debate on their respective reports.
In addition to those ASDA members listed above, speaking privileges shall be granted to one (1) National leader from each of the Student National Dental Association, the Hispanic Student Dental Association, the Society of American Indian Dentists, Student Chapter, the American Dental Education Association Council of Students, and the National Student Research Group. These representatives must be student members in good standing of both the organization that they represent and of ASDA at the time of the ASDA House of Delegates. These representatives shall be seated together on the floor of the House of Delegates in a location determined by the Speaker and Secretary of the House

At its discretion, the House of Delegates may grant temporary speaking privileges to other individuals who are called upon as resources.

Speaking privileges do not confer the right to introduce motions or to vote. These privileges are reserved to certified delegates and alternates.

Speakers are encouraged to be organized, factual and concise when granted the floor, and must avoid any use of sexist, discriminatory, or other similarly insensitive language in their remarks. These rules apply at all times, including periods of recess for the purpose of caucusing.

and be it further,


Resolved, that all representatives of outside organizations participating in the ASDA House of Delegates must be paid registrants at the Annual Session at which the House of Delegates meets. And be it further

Resolved, that this list of invited organizations be updated as necessary at the discretion of the House of Delegates.

House Action: Resolution adopted by House of Delegates.



Resolution Number: 302RC-2006

Title: Investigation into how insurance networks affect practicing dentists

Background: Over the past decade, insurance networks covering medical and pharmaceutical insurance have been gaining a monopoly in the fields of medicine and pharmacy. More and more physicians are having their autonomy as doctors reduced by insurance companies who have been continually trying to consume a larger and larger patient base. The problem with this is that they consume the patients, convince doctors to join their insurance network, and once a majority of physicians are in the network, the insurance company begins to dictate prices. Typically, this dictation of prices means that reimbursements for doctors are reduced.

This situation is one of the major reasons that physician’s salaries continue to decline year after year while the cost of delivering health care continues to rise. Many times, physicians even find themselves having to consult with insurance companies (a third party) before delivering the care that they think is best for their patients.

The reason this is important to us in ASDA is that this scenario is beginning to happen in dentistry. However, through organized dentistry, we can prevent this same thing from happening to our profession.

Insurance is an issue that is a sleeping monster that has not received a lot of attention at ASDA national and regional meetings due to overshadowing by other issues (licensure, access to care, etc.). Insurance, and how it affects practicing dentists, is an issue that should be investigated by a task force or other form of committee in ASDA. The main purpose of this committee/task force should be to investigate and disseminate info about this issue so that dental students will be well-informed and understand the concerns to dentistry relating to this issue.

Therefore be it

RESOLUTION 

Resolved, that the Council on Professional Issues research the effect of dental provider plans on the dental profession and the Council on Communications determine ways to disseminate information to the membership, and be it further

Resolved, that this be accomplished by the 2007 Spring Leadership Meeting, and be it further

Resolved, that the council’s findings be reported to the 2007 House of Delegates.

House Action: Resolution adopted by House of Delegates.

 

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