Faculty Teaching Guide for Health Information Management



Faculty Teaching Guide for Introduction to Dental Assisting

Module - Introduction to Dentistry

Faculty Teaching Guide for Introduction to Dental Assisting

Module - Introduction to Dentistry

Module Overview

Basic dental assisting skills are presented in this module. The field of dentistry and how communication takes place is discussed. Fundamental dental terminology and oral charting skills are presented as well as the process of performing oral examinations by taking and recording vital signs.

The Big Picture

Resources

This module utilizes the following learner resources:

Textbooks:

Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN 1-4018-3480-9.

Safety Standards and Infection Control for Dental Assistants, by Ellen Dietz. Delmar Learning, 2002. ISBN 0-7668-2659-7.

Dental Terminology, by Charline M. Dofka, Delmar Learning, 2000. ISBN 0-8273-9068-8.

Workbook: Workbook to Accompany Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead, prepared by Karen L. Waide, Delmar Learning, 2004. ISBN 1-4018-3483-3.

Instructor’s Manuals:

Instructor’s Manual to Accompany Delmar’s Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN 1-4018-3482-5.

Instructor’s Manual to Accompany Dental Terminology, by Charline M. Dofka, Delmar Learning, 2000. ISBN 0-8273-9069-6.

Audiotape to Accompany Dental Terminology: Delmar Learning.

Delmar’s Dental Assisting Video Series: Delmar Learning. ISBN 0-7668-1031-3.

Electronic CD-ROM: Delmar’s Dental Assisting Interactive Skills and Procedures CD-ROM, Betty Finkbeiner, Donna Phinney, Judy Halstead. ISBN 1-4018-3485-X.

Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide and the PowerPoint Presentation for Introduction to Dental Assisting.

Additional Resources

Electronic Classroom Manager to Accompany Delamr’s Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN: 1-4018-3484-1.

Section 1: Introduction to the Dental Profession

Section Overview

This section introduces the learner to the field of dentistry, its many specialties, team members, and professional organizations. Appropriate communications, to meet the needs of the patient, are discussed along with basic psychology and communication skills.

Outline of Section

Part A: The Dental Team

Part B: Communication

Learning Objectives and Competencies

These learning activities directly address the Learning Objectives and

Competencies as stated.

Knowledge

1. Define the Key Terms.

2. Define what DDS and DMD stand for.

3. Identify the nine dental specialties of Dentistry.

4. Identify the three steps involved in communication.

Comprehension

5. List the education requirements required for, and the professional organizations that represent each dental

profession.

1. Describe the skills performed by dental hygienists, dental assistants, and dental laboratory technicians.

2. Demonstrate the skills used in listening.

Application

5. Recognize verbal and non-verbal communication.

Learning Activities

These learning activities directly address the Learning Objectives and Competencies as stated.

[Insert Homework Assignment icon] Key Term Glossary (Part A, Objectives 1 and 2)

[Insert In-Class Activity icon] Guest Speaker (Part A, Objective 6)

[Insert Homework Assignment icon] Textbook and Workbook Assignment (Parts A-B, All Objectives)

[Insert Homework Assignment icon] Post-Test (Part A, Objectives 1-5)

[Insert Homework Assignment icon] Critical Thinking Questions (Parts A-B, All Objectives)

Part A: The Dental Team

Overview

It is important for learners to realize they will be part of a dental team and to appreciate the education requirements for the various positions held by the dental team members. The importance of belonging to professional associations as dental assistants is emphasized.

Initial Questions and Activities

1. What interested you in dentistry enough for you to choose this career path?

Encourage each learner to share with the class why they have decided to become a dental assistant. This is a good ice-breaker for the group and each individual personality will stand out. It is also a good way to begin to know your learners.

1. Explain how this career has impacted your life in a positive way.

The learners will get to know you as their instructor. Be sure to explain that you will be training them for success in the healthcare environment and not just to get through this course. Let them know you will be incorporating both the education for and practice of the skills needed.

|Key Concepts |References and Activities |Slides |

|Introduction to Module | |Slides 1-2 |

|Introduction to Section 1 | |Slides 3-4 |

|Key Terms |Chapter ___, pp. ___ (Phinney & Halstead) |Slide 5 |

| |[Insert Home Ass icon] Key Term Glossary | |

|The Dental Team |Chapter ____, pp. ____ (Phinney & Halstead) |Slides 6-10 |

| |Chapter ____, pp. ____ (Dietz) | |

| |[Insert In-Class Activty icon] Guest Speaker | |

| |[Insert Home Ass icon] Textbook and Workbook Assignment | |

| |[Insert Home Ass icon] Post-Test | |

| |[Insert Home Ass icon] Critical Thinking Questions | |

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Act [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities

❑ Guest Speaker (Part A, Objective 6). Goal: To have learners become more familiar with the field of dentistry and the role and responsibilities of the dental assistant. Invite a dental assistant and dentist to the class to speak about their jobs, their training, and their experiences in the dental field. Encourage learners to ask questions. The presentation should motivate learners and excite learners about the field that they have chosen to specialize in.

[Insert In-Class Dis Ques icon] In-Class Discussion

1. Why is it important for a dental assistant to have credentials?

Have learners refer to Chapter _____, pp ____ (Dietz). The various pathways for certification are listed. Credientials are important because many states have regulations for dental assistants. Every dental assistant works under a state specific Dental Practice Act which controls his or her duties. These duties vary dramatically from state to state. By passing a certification exam, dental assistants are recognized by their employers, peers, dental community, and the public as demonstrating job competency. Maintaining a credential not only shows personal and professional growth and commitment, but enhances a dental team’s reputation for quality care.

[Insert Home Ass icon] Homework Assignments

Key Term Glossary. Learners will define key terms listed in the PowerPoint presentation. They are to enter this glossary on disk, in a dedicated notebook or in a designated part of a notebook. They are expected to augment information from text or lecture with other resources including any available in the school or public libraries or on the Internet and will be graded at the end of the module on completeness and presentation.

Textbook and Workbook Assignment. Learners are to read the assigned Chapters from both textbooks and complete the workbook Chapter ___ questions. Learners should be prepared to review these in class.

Post-Test. Learners are to complete the post-test in Chapter ___ (Dietz). Answers to the questions are in Appendix A of the text. Encourage learners to only refer to Appendix A after they have answered all the questions.

Critical Thinking Questions. Have learners complete the Critical Thinking Questions 1 through 7 in Chapter ____ (Phinney & Halstead).

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Slide 1 |[Insert IDA 1-1] |Power Point Presentation for Introduction to Dental Assisting |

| |IDA – Stands for Introduction to Dental Assisting.|Module - Introduction to Dentistry |

| |The 1st number “1” indicates the Module called |Introduce the course and this module. |

| |Intro. to Dentistry. The second number indicates |Start by asking learners what they expect from this course and this module. |

| |the slide number. | |

|Slide 2 |[Insert IDA 1-2] |Module: Introduction to Dentistry |

| | |Introduce the sections and each part. |

|Slide 3 |[Insert IDA 1-3] |Section 1: Introduction to Dentistry |

| | |Discuss each objective in detail. Learners need to know what they will be |

| | |learning and why. Try to relate it back to their careers as dental assistants.|

|Slide 4 |[Insert IDA 1-4] |Section 1: Introduction to Dentistry |

| | |Continue to discuss each objective in detail. |

|Slide 5 |[Insert IDA 1-5] |Key Terms |

| | |Review each key term and discuss. |

| | |Homework Assignment: Stop here and review the Key Term Glossary homework |

| | |assignment. |

|Slide 6 |[Insert IDA 1-6] |Part A: The Dental Team |

| | |Introduce the various members of the dental team. |

| | |Explain the importance of why all dental personnel must work together as a |

| | |team. |

| | |Note to Instructor: Correct error in textbook in Chapter ____ (Phinney & |

| | |Halstead) on p. ___. DMD stands for Doctor of Medical Dentistry rather than |

| | |Doctor of Dental Medicine. |

|Slide 7 |[Insert IDA 1-7] |The Dental Specialties |

| | |Explain each dental specialty. |

| | |Discuss the function of the dental assistant in each of these specialty areas.|

|Slide 8 |[Insert IDA 1-8] |Registered Dental Hygienist (RDH) |

| | |Describe training and duties of an RDH. |

|Slide 9 |[Insert IDA 1-9] |Dental Laboratory Technician |

| | |Explain what the dental lab tech does. |

|Slide 10 |[Insert IDA 1-10] |Dental Assistant |

| | |Briefly describe the duties of a dental assistant. |

| | |In-Class Activity: Stop here for the Guest Speaker activity. |

| | |Homework: Stop here to assign and discuss the homework assignments. |

Part B: Communication

Overview

Communication is the most important part of what we do, in our personal lives, as well as our professional lives. Learners need to understand that they can develop excellent communication skills. This part presents what communication is, how listening skills can be improved, and the differences between verbal and non-verbal communication.

Initial Questions and Activities

1. Listening Exercise. Have the learners pair up. They will take turns telling a story or sharing their favorite recipe. The listener needs to repeat back the story or recipe to the speaker. Note taking is okay for this exercise. Then the speaker and listener change roles, and continue with a story or recipe being repeated back to the speaker to allow for clarification.

This listening exercise is practice in actually looking at and paying attention to exactly what another person is saying. If a learner is without a partner, the instructor will need to be that person’s listener, then story-teller. Remind the learners that we tend to not listen because we are too busy formulating our response, before the speaker has even finished what they want to say.

|Key Concepts |References and Activities |Slides |

|Communication |Chapter ___, pp. ____ (Phinney & Halstead) |Slides 11-12 |

| |[Insert In-Class Activity icon] Review Questions | |

|Review of Parts A and B |[Insert Homework Ass icon] Post-Test |Slide 13 |

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities

❑ Review Questions (Part B, All Objectives). Goal: To access learners’ comprehension of the material.

Review the Chapter ___ workbook assignment questions and the Critical Thinking Questions that learners completed as homework. Assess the learners understanding and review material as needed.

[Insert In-Class Dis Ques icon] In-Class Discussion

1. What traits do you consider desirable in a teamwork environment?

Use the brainstorming technique to elicit positive characteristics of people learners would like to work with. Write down the list on the board as learners call out traits. They may need a couple of minutes to think about it, and possibly some coaching, before ideas begin flowing. Some characteristics could be: dependable, competent, helpful, efficient, responsible, capable, effective, energetic, professional, honest, supportive, cooperative, etc.

[Insert Home Ass icon] Homework Assignments

Post-Test. Have learners read Chapter ____ (Dietz) and complete the Skills Mastery Assessment Post-Test questions.

Ideas for learners struggling with this material …

❑ Get Organized. The more organized you are, the better you will learn the information. Organize your notes, tests, activities, study area, time for studying and completing homework, and so forth. Try to assess where you stand now and then develop an action plan to improve in any weak areas.

Ideas for learners who are ahead and want to learn more …

❑ Dental Board Exam Research. Have learners go to the website and research the latest Dental Assisting National Board examination information. They should be prepared to present their findings to the class.

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Slide 11 |[Insert IDA 1-11] |Part B: Communication |

| | |Review Part A. Make sure that any remaining questions are answered. |

| | |In-Class Activity: Stop here for the Review Questions activity. |

| | |Introduce Part B. |

| | |Address the importance of communication in the dental office between patient and |

| | |office staff. |

| | |Discuss the areas that can influence communication with the dental patient. |

| | |Review Maslow’s Hierarchy. |

|Slide 12 |[Insert IDA 1-12] |Communication |

| | |Examine the disadvantages of not really listening to someone. Explain how most |

| | |often people begin formulating their response before they hear the entire |

| | |question. |

| | |Discuss different forms of non-verbal communication. |

|Slide 13 |[Insert IDA 1-13] |Assessment Questions |

| | |Short Activity: Stop and have learners answer the questions on the slide. Review |

| | |material as needed to enhance understanding. |

| | |Homework Assignment: Stop here to assign and discuss the homework. |

Section 2: Dental Records and Charting the Oral Cavity

Section Overview

Accurate clinical records are mandatory in every dental practice. Learners need to begin to understand and use essential dental terminology and become familiar with the associated abbreviations. This section introduces basic dental nomenclature and provides instruction on how to correctly chart the oral cavity.

Outline of Section

Part A: Dental Nomenclature

Part B: Dental Charts and Abbreviations

Learning Objectives and Competencies

These learning activities directly address the Learning Objectives and Competencies as stated

Knowledge

9. Define the Key Terms.

10. Identify the maxillary and mandibular arches.

11. List the hard and soft tissues of the teeth.

12. Name all the teeth.

13. State the tooth surfaces

14. List common abbreviations used to identify simple, compound, and complex cavities.

Comprehension

15. Describe systems used for charting permanent and primary teeth.

16. Explain color indicators and identify charting symbols.

Application

17. Recognize the quadrants, posterior, and anterior sextants of the oral cavity.

18. Apply dental charting terminology and symbols on a diagram.

Analysis

19. Distinguish all six cavity classifications.

Learning Activities

These learning activities directly address the Learning Objectives and Competencies as stated.

[Insert Homework Assignment icon] Key Term Glossary (Part A, Objectives 1 and 2)

[Insert In-Class Activity icon] Skill Building for Success: Student Activities 1 and 2 (Part A, Objectives 12 and 17)

[Insert Homework Assignment icon] Textbook and Workbook Assignment (Parts A-B, Objectives 9-10, 13-16, and 19)

[Insert Homework Assignment icon] Post-Test (Part A, All Objectives)

[Insert In-Class Activity icon] Review Questions (Part B, Objectives 12-19)

[Insert In-Class Activity icon] Seeing is Believing (Part B, Objectives 13-17)

[Insert In-Class Activity icon] Skill Building for Success (Part B, Objective 18)

[Insert In-Class Activity icon] Oral Charting (Part B, Objective 18)

[Insert Homework Assignment icon] CD-ROM Oral Charting (Part B, Objective 18)

Part A: Dental Nomenclature

Overview

Learners must be thoroughly familiar with the composition of the hard and soft structures of a tooth, the surrounding tissues, as well as the names of the teeth. This part presents the dental arches, composition of the tooth, how each tooth is identified in the permanent and primary dentition, and how teeth are named.

Initial Question and Activities

1. What are the three parts of communication?

Ask learners to remember what they studied in the previous section regarding communication. Ask them if they noticed any difference in the way they respond during communication with others. Have they practiced effective communication in their personal lives since studying this topic, if so how?

|Key Concepts |References and Activities |Slides |

|Introduction to Section 2 | |Slides 14-15 |

|Key Terms |Chapter ___, p. ___ (Dietz) |Slides 16-17 |

| |[Insert Homeword Ass icon] Key Term Glossary | |

|Quadrants and Sextants |Chapter ____, p. ____ (Dietz) |Slides 18-19 |

|Tooth Composition and Identification |Chapter ____, pp. ____ (Dietz) |Slides 20-27 |

| |[Insert Group Activity icon] Skill Building for Success: Student | |

| |Activities 1 and 2 | |

| |[Insert Home Ass icon] Textbook and Workbook Assignment | |

| |[Insert Home Ass icon] Post-Test | |

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[In-Class Act icon] In-Class Activities

❑ Skill Building for Success: Student Activities 1 and 2 (Part A, Objectives 10-13 and 17). Goal: To bring the theory of the topic to actual hands-on practice. Have learners complete the activities in Chapter ___ on p. ____ (Dietz).

[Insert In-Class Dis Ques icon] In-Class Discussion

1. After having completed Student Activities 1 and 2, what differences did you observe between each others’ individual’s dentition?

Discuss how some mouths still retain primary dentition, how some third molars may not have erupted into the oral cavity, while others have had their wisdom teeth or even bicuspids extracted. Learners will have asked many questions during the live patient activity. Their interest in dentistry will be enhanced. Let them know they have much to look forward to and that as they go through the Dental Assisting Program all their questions will be answered.

[Insert Home Ass icon] Homework Assignments

Key Term Glossary. Learners will define key terms listed in the PowerPoint presentation. They are to enter this glossary on disk, in a dedicated notebook or in a designated part of a notebook. They are expected to augment information from text or lecture with other resources including any available in the school or public libraries or on the Internet and will be graded at the end of the module on completeness and presentation.

Textbook and Workbook Assignment. Have learners read the assigned chapters from both textbooks and complete the questions in Chapter ____ of the workbook.

Post-Test. Have learners answer the Skills Mastery Assessment: Post-Test for Chapters _______ (Dietz). Answers to the questions are in appendix A of the text. Inform learners that a quiz may be given in class to assess their comprehension of the material.

Ideas for learners struggling with this material …

← Concept Tune-Up: Ask learners who are struggling with a particular concept to outline it in a five-minute

paper. If the concepts in the outline are shaky, direct the learner toward a tutor to help before the module

proceeds much farther.

Ideas for learners who are ahead and want to learn more …

← Research and Write Summary: Ask learners to research a health-care-related dental topic on the web and to

Write a one-page summary of the most up-to-date information they can find. Learners should be prepared to

present the information to the class.

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Slide 14 |[Insert IDA 1-14] |Section 2: Dental Records and Charting the Oral Cavity |

| | |Discuss each objective in detail. Learners need to know what they will be |

| | |learning and why. Try to relate it back to their careers as dental assistants.|

|Slide 15 |[Insert IDA 1-15] |Section 2: Dental Records and Charting the Oral Cavity |

| | |Continue to discuss each objective in detail. |

|Slide 16 |[Insert IDA 1-16] |Key Terms |

| | |Review each key term and discuss the importance of knowing this basic dental |

| | |vocabulary. |

|Slide 17 |[Insert IDA 1-17] |Key Terms (cont.) |

| | |Continue to review each key term and discuss. |

| | |Homework Assignment: Stop here and review the Key Terms Glossary homework |

| | |assignment. Make sure learners understand the importance of learning each term|

| | |and acquiring new vocabulary. |

|Slide |[Insert IDA 1-18] |Part A: Dental Nomenclature |

|18 | |Describe how the mouth is divided into the mandibular and maxillary arches, |

| | |then how the midline divides the mouth again into four quadrants. |

| | |Explain that each quadrant contains the same teeth and that looking at a |

| | |dental chart is using the patient’s right or left, rather than the operator’s |

| | |right or left. |

|Slide 19 |[Insert IDA 1-19] |Dental Nomenclature |

| | |Ensure the learners understand that the mouth can also be divided into |

| | |sextants, separating the anterior (front) teeth from the posterior (back) |

| | |teeth. Explain that this is done often. For example, root planing and scaling,|

| | |performed by Dental Hygienists is coded by insurance companies by sextant |

| | |rather than by quadrant. |

|Slide 20 |[Insert IDA 1-20] |Structures of the Teeth |

| | |Explain each tooth structure and how only one-third of the tooth is visible in|

| | |the mouth. |

| | |Discuss each named part of the periodontium. |

|Slide 21 |[Insert IDA 1-21] |Tooth Composition |

| | |Emphasize the importance of knowing each part of a tooth and how basic this |

| | |information is to dental assisting. |

| | |Go over each term and how essential it is to understand this basic |

| | |nomenclature. |

|Slide 22 |[Insert IDA 1-22] |Tooth Structures |

| | |Go through each term again and repeat its definition. Explain that through |

| | |repetition these will become an everyday part of their dental assisting |

| | |language. |

|Slide 23 |[Insert IDA 1-23] |Permanent Teeth |

| | |Explain how the permanent teeth are numbered beginning in the upper right |

| | |quadrant with tooth number 1 through 8, then 9 through 16 on the upper left. |

| | |Then drop down to tooth number 17 on the lower left through 24, and ends with |

| | |teeth 25 through 32 on the lower right. |

| | |In-Class Activity: Stop here for the Skill Building for Success: Student |

| | |Activities 1 and 2 activity. |

|Slide 24 |[Insert IDA 1-24] |Primary Teeth |

| | |Explain how the primary teeth are lettered beginning in the upper right |

| | |quadrant with tooth letter A through E, then F through J on the upper left. |

| | |Then down to the lower left with K through O and P through T on the lower |

| | |right. |

|Slide 25 |[Insert IDA 1-25] |Tooth Identification |

| | |Pronounce the name of each tooth so it is clear to the learners. |

|Slide 26 |[Insert IDA 1-26] |Primary Dentition |

| | |Explain to the learners that the primary dentition is also referred to as the |

| | |deciduous dentition, or baby teeth, and that they are replaced by permanent |

| | |teeth. |

| | |Inform learners that they will learn the eruption schedule later in the course|

| | |then pronounce the name of each of the five teeth in the deciduous maxillary |

| | |right quadrant. |

|Slide 27 |[Insert IDA 1-27] |Permanent Dentition |

| | |Name each tooth in the upper arch beginning with the maxillary right third |

| | |molar and ending with the maxillary left third molar. |

| | |Ensure that learners understand that each quadrant contains the same eight |

| | |teeth. |

| | |Homework: Stop here to assign and discuss the homework assignments. |

Part B: Dental Charts and Abbreviations

Overview

One of the jobs of a dental assistant is to record the existing conditions in the patient’s oral cavity; existing restorations, as well as treatment needed. This section provides knowledge of the tooth surfaces and their related abbreviations. It is essential that the learners apply oral charting skills onto various charting diagrams. They will also learn to distinguish cavity classifications.

Initial Questions and Activities

1. What is the dental nomenclature for the upper jaw? The lower jaw?

Learners need repetition to encourage knowledge of basic dental terminology is retained.

2. What are the names of the teeth?

Ask learners to repeat the names of the teeth out loud as a group.

|Key Concepts |References and Activities |Slides |

|Tooth Surfaces |Chapter ____, p. ____ (Phinney & Halstead) |Slides 28-29 |

| |[Insert In-Class Activity icon] Review Questions | |

| |[Insert In(Class Activity icon] Seeing is | |

| |Believing | |

|Universal Numbering Systems |Chapter ____, pp. ____ (Phinney & Halstead) |Slide 30 |

|Cavity Classifications |Chapter ____, pp. ____ (Phinney & Halstead) |Slide 31 |

|Basic ChartingTerms |Chapter ____, pp. ____ (Phinney & Halstead) |Slide 32 |

|Charting Color and Indication Symbols |Chapter ____, pp. ____ (Phinney & Halstead) |Slide 33 |

|Assessment Questions |[Insert In-Class Activity icon] Skill Building for Success |Slide 34 |

| |[Insert In-Class Activity icon] Oral Charting | |

| |[Insert Homework Ass icon] CD-ROM Oral Charting | |

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities

❑ Review Questions (Part B, Objectives 12-19). Goal: To have learners comprehend and think critically about the material they have read and to be prepared for hands-on activities. Review each of the homework assignments from the workbook and textbook questions that were completed by the learners. Assess the learners understanding and review material as needed.

❑ Seeing is Believing (Part B, Objectives 13-17). Goal: to help learners relate the teeth and their surfaces to the tooth chart. Obtain as many typodont models as possible so learners can have a hands-on experience assimilating dentition, and each tooth, as the instructor describes the tooth surfaces again, relating the typodont to the visual dental chart.

❑ Skill Building for Success (Part B, Objectives 13-19). Goal: To put into practice information learned in this section. Following the directions provided in the Skill Building Activity, #1 in Chapter ____, on p. ____ (Dietz), have learners complete the activity. As outlined, learners should take turns playing the role of the operator, chairside assistant, and patient.

❑ Oral Charting (Part B, Objectives 13-19). Goal: For learners to become proficient with oral charting. Instructor will call-out four oral charting exercises using the most popular dental chart utilized in your area, or the charts provided with this manual. Learners will chart each symbol with red and blue pencils. The first exercise may need to be done tooth-by-tooth by the instructor, as an example, on an overhead transparency, with red and blue transparency pens. The second oral charting exercise should be called out slowly for learners to think about and draw each symbol. The instructor should walk around the room and look at each individual learner's charting. The third and fourth exercises should go more quickly. Some learners will be ahead of others, but teach to all learners.

[Insert In-Class Dis Ques icon] In-Class Discussion

1. What is the difference between proximal and interproximal?

The proximal means “next to,” or where the teeth touch, and interproximal designates the space between proximal areas, or the space, at the gingiva created by the round shape of the teeth. Make sure learners understand that these that these terms are often used interchangeably.

1. What is the difference between a mesio-occluso (MO) restoration and an

occlusal (O) restoration in the mesial pit of a molar (OM)?

Insure that learners understand that the MO is between the teeth, or proximal, and the OM is in the occlusal pit only.

[Insert Home Ass icon] Homework Assignments

CD-ROM Oral Charting. Learners can practice Oral Charting Procedures utilizing the three case studies found on the Interactive Skills and Procedures CD-ROM. Prior to learners doing this activity as homework. The instructor should review how to access the information on the CD-ROM. Learners should feel comfortable with this process before attempting to complete the homework activity. Inform learners that often the CD-ROM activities will require multiple attempts before mastering the assigned task. Continued practice for accuracy is important.

Ideas for learners struggling with this material …

❑ Practice Charting. Learners should practice the four oral charting exercises at home as much as possible until proficient.

Ideas for learners who are ahead and want to learn more …

❑ Perform Advanced Activities. Learners who grasp this material quickly will benefit from taking turns calling out, and charting each others’ mouths. Performing as the operator and identifying tooth numbers, surfaces, restorations, and missing teeth, is much more difficult than being the person drawing symbols on a chart.

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Slide 28 |[Insert IDA 1-28] |Part B: Dental Charts and Abbreviations |

| | |Review Part A. Make sure that any remaining questions are answered. |

| | |In-Class Activity: Stop here for the Review Questions activity. |

| | |Introduce Part B: Pronounce each tooth surface and its definition. |

|Slide 29 |[Insert IDA 1-29] |Tooth Surfaces |

| | |Continue pronouncing each tooth surface and its definition. |

| | |To clarify the differences between the facial, labial, and buccal surfaces, be |

| | |sure to emphasize that the labial surface relates only to the lips on anterior |

| | |teeth and the buccal only to the cheek on posterior teeth, but the facial surface|

| | |includes both. |

| | |Point out the Table in the textbook where single letter abbreviations are used to|

| | |identify each tooth surface. This Table can also be found at the end of this |

| | |faculty guide. |

| | |Explain that either F or La are used for the anterior teeth, and that L |

| | |identifies the Lingual surface. |

| | |Discuss how dentistry combines the letters to identify combinations of tooth |

| | |surfaces involved and how these combinations are pronounced. |

| | |Ensure that each abbreviation for compound and complex cavities are clearly |

| | |articulated to the learners. |

| | |In-Class Activity: Stop here for the Seeing is Believing activity. |

|Slide 30 |[Insert IDA 1-30] |Dental Numbering Systems |

| | |Discuss the dental numbering systems. |

| | |Refer learners to the Figures in the textbook (Phinney/Halstead) for |

| | |illustrations regarding the Universal/National System, the Federation Dentaire |

| | |International System, and the Palmer System for Numbering. |

|Slide 31 |[Insert IDA 1-31] |Cavity Classifications |

| | |Discuss each cavity classification, defining any terms learners do not completely|

| | |understand. |

| | |To aid in understanding of the various classes refer learners to the Figures in |

| | |Chapter ____the textbook. (Phinney & Halstead). |

|Slide 32 |[Insert IDA 1-32] |Basic Charting Terms |

| | |State each term and its definition. |

| | |Explain to learners that they will learn how to chart these dental conditions and|

| | |restorations now, and that in future courses they will understand more detail |

| | |about each dental treatment. |

| | |Inform learners that for now it is essential that the definition and symbol for |

| | |each term is learned. |

|Slide 33 |[Insert IDA 1-33] |Charting Color Indications & Symbols |

| | |Refer learners to the Tables and Figures in both of the textbooks. |

| | |Be sure to explain how the illustrations of the teeth in the figure, and on most |

| | |dental charts, show the three-dimensional tooth drawn out flat in a |

| | |one-dimensional drawing. |

| | |Explain that there are a large variety of dental charts available and that some |

| | |are anatomic and some are geometric. There are also dental charts with a |

| | |combination of both. Some charts depict only a portion of the tooth roots and |

| | |some show all of the tooth roots. |

| | |Emphasize the importance for dental assistants to remain flexible and learn to |

| | |use the particular chart the dentist they work for prefers. |

|Slide 34 |[Insert IDA 1-34] |Assessment Questions |

| | |Ask the group to answer these questions to assess their comprehension of the |

| | |material recently presented. |

| | |In-Class Activity: Stop here for the Skill Building for Success activity and the |

| | |Oral Charting activity. |

| | |Homework: Stop here to assign and discuss the homework assignments. Instructor |

| | |needs to make sure and review the use of the CD-ROM with the learners to assure |

| | |understanding prior to their attempt of the homework. |

Section 3: Preparation for Patient Care

Section Overview

This section presents how a comprehensive dental examination is completed for a patient. The importance of obtaining a thorough medical and dental history is explained and learners will gain knowledge in how to assist in performing clinical evaluation including obtaining and interpreting patient vital signs.

Outline of Section

Part A: Patient History and Examination

Part B: Vital Signs

Learning Objectives and Competencies

These learning activities directly address the Learning Objectives and Competencies as stated.

Knowledge

19. Define the Key Terms.

20. Recognize the importance of a patient medical and dental history.

Application

21. Review a medical history and identify any areas of concern.

22. Recognize the steps in an oral evaluation including, the lips, tongue, lymph nodes, and oral cavity.

23. Perform and record vital signs on the patient including temperature, pulse, respiration, and blood pressure

24. Read vital signs and alert the dentist if the signs are not within normal limits.

Learning Activities

These learning activities directly address the Learning Objectives and Competencies as stated.

[Insert In-Class Activity icon] Review Questions (Parts A-B, Objective 20-24)

[Insert Homework Assignment icon] Key Term Glossary (Part A, Objective 19)

[Insert Homework Assignment icon] Textbook and Workbook Assignment (Part A, Objectives 20-21)

[Insert In-Class Activity icon] Vital Signs (Part B, Objectives 23-24)

[Insert Homework Assignment icon] CD-ROM Vital Signs Practice (Part B, Objectives 23-24)

Part A: Patient History and Examination

Overview

Before a patient can be seated in the dental treatment room a medical and dental history form must be completed or updated. The dentist must be alerted to any prescribed drugs the patient is taking, current medical conditions, recent hospitalizations or surgeries, and any known allergies. The health history form should also contain the name and telephone number of the patient’s family physician as well as a responsible party to contact in case of an emergency. This form allows for an opportunity to note the patient’s feelings and attitudes about his or her teeth, to list current dental problems and oral health goals. The importance of accuracy and confidentiality of this information is emphasized.

Initial Questions and Activities

1. How many of you have had a thorough oral examination by a dentist?

Learners need to appreciate that a soft tissue exam of the mouth is just as important as examining the

teeth. Inform them that many biological, physical, and chemical agents exhibit signs in the soft

tissues of the oral cavity; that problems elsewhere in the body are often seen in the mouth as an

abnormal condition.

|Key Concepts |References and Activities |Slides |

|Introduction to Section |[Insert In-Class Activity icon] Review Questions |Slides 35-36 |

|Key Terms |Chapter ____, p. ____ (Phinney & Halstead) |Slide 37 |

| |[Insert Homework Assignment icon] Key Term Glossary | |

|Patient History and Exam |Chapter ____, pp. ____ (Phinney & Halstead) |Slides 38-47 |

| |[Insert Home Ass icon] Textbook and Workbook Assignment | |

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[In-Class Act icon] In-Class Activities

❑ Review Questions (Part A, Objectives 20-24). Goal: To have learners comprehend and think critically about the material they have read and to be prepared for hands-on activities. Review each of the homework assignments from the workbook and textbook questions that were completed by the learners. Assess the learners understanding and review material as needed.

[Insert In-Class Dis Ques icon] In-Class Discussion

1. What could happen if the patient’s health history is not updated?

The Dental Assistant has the responsibity to ensure the patient’s medical history is reviewed at each visit. A medical emergency could arise if the dentist is not informed of current medications being prescribed for the patient, or if the dentist is not alerted to allergies to anesthethics, latex, or medications. The health history becomes part of the patient’s dental (and legal record).

[Insert Home Ass icon] Homework Assignments

Key Term Glossary. Learners will define key terms listed in the PowerPoint presentation. They are to enter this glossary on disk, in a dedicated notebook or in a designated part of a notebook. They are expected to augment information from text or lecture with other resources including any available in the school or public libraries or on the Internet and will be graded at the end of the module on completeness and presentation.

Textbook and Workbook Assignment. Have learners read the assigned chapters from the (Phinney & Halstead) textbook and the (Dietz) textbook and complete the Posttest. Learners need to also complete the workbook assignments for Chapter ____ (Phinney & Halstead).

Ideas for learners struggling with this material …

❑ Attending to the lecture. Tell those having problems that while reading the textbook, try paraphrasing each chunk of information in their own words. Then go back and review each section.

Ideas for learners who are ahead and want to learn more …

❑ Disorder presentations. To help learners know more about oral manifestations of disease, in groups of three or four, have learners choose a disorder of the tongue, gingiva, or oral mucosa, and present it to the class.

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Slide 35 |[Insert IDA 1-35] |Section 3: Preparation for Patient Care |

| | |In-Class Activity: Stop here for the Review Questions activity. |

| | |Discuss each objective for this section in detail. Learners need to know what |

| | |they will be learning and why. Try to relate it back to their careers as |

| | |dental assistants. |

|Slide 36 |[Insert IDA 1-36] |Section 3: Preparation for Patient Care |

| | |Continue to discuss each objective in detail. |

|Slide 37 |[Insert IDA 1-37] |Key Terms |

| | |Review each key term and discuss. |

| | |Homework Assignment: Stop here to remind learners about the Key Term Glossary |

| | |homework assignment. |

|Slide 38 |[Insert IDA 1-38] |Part A: Patient History and Examination |

| | |Discuss the need for the dentist to be alerted to any prescribed drugs the |

| | |patient is taking, current medical conditions, recent hospitalizations or |

| | |surgeries, and any known allergies. |

| | |Emphasize the importance of accuracy and confidentiality of this information. |

| | |Question: If you see a co-worker discussing a patient’s history and physical |

| | |information with someone who should not be privy to the information, what |

| | |should you do? |

|Slide 39 |[Insert IDA 1-39] |Clinical Observation |

| | |Explain the responsibilities of the dental assistant to observe the patient’s |

| | |gait, speech, or any behavioral problems while escorting them to the treatment|

| | |room. |

|Slide 40 |[Insert IDA 1-40] |Clinical Evaluation |

| | |Note to Instructor: During the discussion of how each of these clinical |

| | |evaluations is performed, ask for a volunteer from the class to come forward |

| | |and be the patient. Position the learner on a stool in front of the class and |

| | |demonstrate each of the exams as you talk about them. Make sure to be prepared|

| | |with the necessary equipment such as a mirror and gauze sponge. |

| | |Address how to visually examine the smile line, vermilion border, and |

| | |commissures of the lip. |

|Slide 41 |[Insert IDA 1-41] |Clinical Evaluation |

| | |Discuss how the external tissues of the mandible and floor of the mouth are |

| | |visually examined. |

|Slide 42 |[Insert IDA 1-42] |Clinical Evaluation |

| | |Explain what is involved in examining the cervical lymph nodes. |

|Slide 43 |[Insert IDA 1-43] |Clinical Evaluation |

| | |Discuss examining the TMJ as the patient opens and closes their mouth. |

|Slide 44 |[Insert IDA 1-44] |Clinical Evaluation |

| | |Address what is accomplished during an intraoral examination of the floor of |

| | |the mouth. |

|Slide 45 |[Insert IDA 1-45] |Clinical Evaluation |

| | |Explain the process of examining the oral mucosa and maxillary frenum. |

|Slide 46 |[Insert IDA 1-46] |Clinical Evaluation |

| | |Discuss how to examine the palate and posterior of the tongue using a mouth |

| | |mirror. |

|Slide 47 |[Insert IDA 1-47] |Clinical Evaluation |

| | |Examining the tongue using a gauze sponge on the tip of the tongue. |

| | |Question: What apprehensions do you feel when you think about performing a |

| | |clinical evaluation? |

| | |Homework: Stop here to assign and discuss the homework. |

Part B: Vital Signs

Overview

Vital signs are basic signs of life. They are a necessary part of any health evaluation. Vital signs include recording the patient’s temperature, pulse, respiration, and blood pressure. Training and practice of these skills are offered in this part.

Initial Questions and Activities

1. What is the average temperature for an adult?

The average temperature for an adult is 98.6 degrees Fahrenheit.

2. What is the term for high blood pressure?

The term for high blood pressure is hypertension.

|Key Concepts |References and Activities |Slides |

|Vital Signs |Chapter ____, pp. ____ (Phinney & Halsetead) |Slides 48-54 |

| |[Insert In-Class Activity icon] Review Questions | |

|Summary of Module |[Insert In-Class Activity icon] Vital Signs |Slides 55-56 |

| |[Insert Homework Ass icon] CD-ROM Vital Signs | |

| |Practice. | |

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities

❑ Review Questions (Parts A-B, Objectives 19-24). Goal: To have learners comprehend and think critically about the material they have read and to be prepared for hands-on activities. Review the homework assignment from the workbook questions that were completed by the learners. Assess the learners understanding and review material as needed.

❑ Vital Signs (Part B, Objectives 23-24). Goal: Learners should become proficient at performing vitals signs. Using the appropriate equipment provided, learners should practice taking vital signs on each other, ensuring that proper infection control measures are used. Instructor should walk around and check off successful attempts when they occur. Learners struggling should be paired with those who are more advanced.

[Insert In-Class Dis Ques icon] In-Class Discussion

1. How did the anatomy of your various vital signs patients differ, and what challenges did you have performing vital signs?

Learners will share their problems with positioning, hearing, and locating pulse and blood pressure sounds as well as reading the thermometer.

[Insert Home Ass icon] Homework Assignments

CD-ROM Vital Signs Practice. Learners should practice taking and recording vital signs doing the three case studies using the Interactive Skills and Practice CD-ROM. Learners need to click the play button, listen to the blood pressure recording for the systolic and diastolic sounds and then record what is heard. Learners need to check their answers and repeat each exercise until proficient.

Ideas for learners struggling with this material …

❑ Review Class Information. Review information right before you go to sleep at night. Sometimes it will keep working in your brain.

Ideas for learners who are ahead and want to learn more …

❑ Research Dental Vocabulary. Research more vocabulary used in this module and in the Dental field. Write a sentence using each complex term.

Presentation Tool

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Slide 48 |[Insert IDA 1-48] |Part B: Vital Signs |

| | |Review Part A. Make sure that any remaining questions are answered. |

| | |In-Class Activity: Stop here for the Review Questions activity. |

| | |Introduce Part B: Normal temperature and respiration ranges |

|Slide 49 |[Insert IDA 1-49] |Vital Signs |

| | |Note to Instructor: Remember, don’t just lecture, but demonstrate. As discussing |

| | |each part of how to perform vitals, have a volunteer from the class be the |

| | |patient. Perform each step in front of the class for learners to be able to not |

| | |only hear what to do but also see. |

| | |Address normal respiration and blood pressure ranges. |

|Slide 50 |[Insert IDA 1-50] |Vital Signs |

| | |Discuss the use of digital thermometers. |

| | |Refer learners to the procedure outlined in the textbook. (Phinney & Halstead). |

|Slide 51 |[Insert IDA 1-51] |Vital Signs |

| | |The pulse must palpated with the finger and not with the thumb, which has its own|

| | |pulse. |

|Slide 52 |[Insert IDA 1-52] |Vital Signs |

| | |Ensure learners understand that keeping the fingers on the radial pulse, while |

| | |counting the rise and fall of the chest, allows the patient to breathe normally, |

| | |due to believing the pulse is still being recorded. |

| | |Short Activity: Stop here and have learners turn to someone sitting next to them |

| | |and practice for a few minutes using the technique just discussed. |

|Slide 53 |[Insert IDA 1-53] |Vital Signs |

| | |Explain that the blood pressure is palpated at the brachial artery, located |

| | |inside the elbow in the anticubital space, the small groove on the inner arm just|

| | |above the elbow. The patient’s arm is needs to be stretched out and supported. |

|Slide 54 |[Insert IDA 1-54] |Vital Signs |

| | |Refer to the procedure outlined in the textbook. (Phinney & Halstead). |

| | |Due to the anatomy of the ear canal, the earpieces of the stethoscope must be |

| | |placed forward into the ears. Let the learners know that Korotkoff sounds are the|

| | |series of sounds produced as a result of blood rushing back into the brachial |

| | |artery that has been collapsed by the pressure of the sphygmomanometer. As the |

| | |pressure in the cuff is slowly released, the stethoscope picks up a clear, sharp |

| | |tapping sound that grows louder and then softens to a murmur as the flow of blood|

| | |causes the artery to expand to its former shape. |

|Slide 55 |[Insert IDA 1-55] |Assessment Questions |

| | |Ask the group to answer these questions to assess their comprehension of the |

| | |material recently presented. |

| | |Review any areas that still seem to be unclear. |

|Slide 56 |[Insert IDA 1-56] |Summary of Module |

| | |Remind learners of dental health care provider education requirements and skills,|

| | |and how to effectively communicate with patients as well as other team members. |

| | |Review basic dental nomenclature, knowledge necessary for the dental assistant to|

| | |perform oral charting for the dentist, and how to complete a patient history, |

| | |examination, and vital signs. |

| | |In-Class Activity: Stop here for the Vital Signs activity. |

| | |Homework: Stop here to assign and discuss the homework. |

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Part A: The Dental Team

Part B: Communication

Part A: Dental Nomenclature

Part B: Dental Charts and Abbreviations

Section 1:

Introduction to the Dental Profession

Section 2:

Dental Records and Charting the Oral Cavity

Course:

Introduction to Dental Assisting

Module

Introduction to Dentistry

▪

Teaching Tip

Use physical proximity to get the shy learners to participate in discussions. Stand nearby them in class and address them directly using eye contact, encouragement, and lots of positive body language. Speaking in public is one of learners’ greatest fears. A class of peers makes the fear even more real.

Teaching Tip

Point out the real world things that can go wrong when learners do not acquire these skills and understand the information thoroughly. By emphasizing the negatives of not learning, learners are often encouraged to pay more attention.

The Adult Learner….

may need to be reminded to place a priority on getting to class on time and staying for the entire session. As soon as you notice a learner slipping into bad habits, ask the person to reflect on how school fits into his or her life plan. Encourage the learner to work out conflicts in priorities and, once this has been done, to re-commit to school.

The Adult Learner…

usually has a great desire for applicable knowledge. However, this bias can be limiting. Challenge learners to actively apply what you are teaching them, particularly if you are presenting theoretical material. Place the expectation on them to provide you with examples of real-world application.

Teaching Tip

Point out to learners that information in the textbook tends to be organized in a hierarchy: from general to specific and from conceptual to practical. Understanding the overall pattern of the text’s method of presentation may be helpful when looking for information or preparing for tests and quizzes.

Teaching Tip

Set high expectations for learners. Remember that you are training them for career success. What professional skills are needed in this field? Try to incorporate both training and practice of the skills. Provide learners with as much feedback and encouragement as you can in these areas.

Teaching Tip

Pay attention to each learner individually. Determine how to assist them in improving their discussion. Do they need to allow others to participate more or answer more appropriately to questions? Think of each learner as an individual discusser rather than assessing the class as a whole. You will notice they will become more confident when they are able to answer even the simplest questions.

Teaching Tip

Work hard to create a safe environment in which learners can participate without fear of humiliation, rejection, embarrassment, or criticism. The classroom culture begins first with the instructor.

Part A: Patient History and Examination

Part B: Vital Signs

Section 3:

Preparation for Patient Care

The Adult Learner….

with children probably has child-care issues. Help learners prevent or resolve child-school conflicts. Invite the appropriate administrative staffer to address them about how and why they should develop a three-deep child-care backup system. Encourage learners to consider organizing child-care support groups among their peers.

The Adult Learner….

may need help going from the outside world of work, family, and friends to the classroom. Just as an overture to symphony signals a transition from the workaday world to the world of music, develop overtures to start each class. For example, learners could shift into class mode by spending 5 minutes discussing an issue of general interest.

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