Jackson College



4191000-33083500Principles in Dental Hygiene IIIDHY 201Fall 2019Number of Credits: 2Days Class Meets: WednesdayMeeting Times: 10:00-11:50amLocation: Central Campus, DHY 104GInstructor: Carrie Wilson RDH, MAOffice: DHY 104KContact Phone: 269-753-4265Contact Email: wilsoncarrieb@jccmi.eduOffice Hours: by appointmentOnline: N/ACourse DescriptionContinued development of a theoretical framework of dental hygiene treatment with advancement of dental hygiene proficiency in all areas of dental hygiene treatment. Presentation and discussion of case histories from patients and preventive measures employed against disease with emphasis on special needs patients.Prerequisite(s)Prerequisites: DHY 120, 121, 122,Co-requisites: DHY 202, 203, 204Course GoalsIdentify, describe and develop dental hygiene care plans for patients with special needs.Apply the theory of advanced instrumentation techniques in a clinical setting.Demonstrate continued competence in the handling of medical emergencies in a dental setting.Demonstrate continued competence in evaluating the clinical risks of patients with infectious diseases.ASSOCIATED PROGRAM COMPETENCIES WITH EVALUATION METHODS:2.3 The dental hygiene graduate must contribute to the enrichment of the dental hygiene profession. (Participation in SADHA)3.1: Provide quality, safe and comfortable dental hygiene care for the child, adolescent, adult, geriatric and medically compromised client. (Exam, Case Studies)3.2: Provide quality, safe and comfortable dental hygiene care for clients with special needs and those from diverse cultural backgrounds. (Exam, Case Studies)5.1: Use critical decision making skills to analyze and interpret the assessment data to formulate an accurate dental hygiene diagnosis. (Case presentation)8.1: Compare actual outcomes to expected outcomes, reevaluating goals, diagnoses and services when expected outcomes are not achieved. (Case presentation)Course ObjectivesUpon completion of the reading material and lecture and laboratory experiences, the student will be able to:Week 1: ReviewExplain and discuss management, concerns, and risks for following patient categories:Patients needing antibiotic premedication.Patients that have cardiac issues.Patients with bleeding disorders.Patients with TB (active TB vs. history of TB).Patients who are pregnant.Patients with hepatitis (active hepatitis vs. history of hepatitis).Explain and discuss management, concerns and risks for the following dental/clinical emergencies:Broken instrument tip.Aspiration of foreign objects.Local anesthetic reactions.Diabetic emergencies.Seizure emergencies.Respiratory emergencies.Cardiac related emergencies.Anaphylactic emergencies.Week 2: Neild-Gehrig: Advanced Techniques for Root InstrumentationDiscuss anatomical features that complicate the instrumentation of root surfaces in the presence of attachment loss.Demonstrate the use of an explorer on extracted or acrylic teeth including exploration of root concavities and the furcation areas of multirooted teeth.Select calculus removal instruments that are appropriate for root instrumentation in the presence of attachment loss.Demonstrate the correct sequence for instrumentation of a multirooted tooth with area-specific curets, including the root trunk and individual roots of the tooth.Select the correct working-end of an area-specific curet for use with horizontal strokes in mesial and distal root concavities (toe-down or toe-up position).Demonstrate each of the following advanced intraoral fulcrums on a periodontal typodont in an appropriate sextant of the dentition for the fulcrum: finger-on-finger intraoral, cross arch, and opposite arch, and instrumentation strokes with a finger assist technique.Demonstrate each of the following extraoral fulcrums on a periodontal typodont in an appropriate sextant of the dentition for the fulcrum: extraoral “palm-out” technique, extra-oral “chin-cup” technique, and instrumentation strokes with a finger assist technique.Demonstrate horizontal strokes in a proximal root concavity on an acrylic tooth or periodontal typodont and explain the rationale for using horizontal strokes in concavities.Demonstrate horizontal strokes in the facial concavity located between the CEJ and furcation area of multirooted teeth and explain the rationale for using horizontal strokes in this area.Demonstrate horizontal strokes at the distofacial and distolingual line angles on acrylic teeth or periodontal typodont and explain the rational for using horizontal strokes at line angles.Demonstrate instrumentation of the furcation area on a mandibular first molar on an acrylic tooth or periodontal typodont.Demonstrate instrumentation of the furcations on a maxillary first molar from the facial aspect. Instrument only those furcations that are best accessed from the facial aspect.Demonstrate instrumentation of the furcations on a maxillary first molar from the lingual aspect. Instrument only those furcations that are best accessed from the lingual aspect.DarbyChapter 42: Persons with DisabilitiesName key legislative policies that benefit disabled personsIdentify barriers for clients with special healthcare needsDiscuss the value of personal self-worth, including how stereotypes and attitudes affect the acceptance of persons with disabilitiesExplain the classifications of disabilities, including:Distinguish among developmental, acquired, and age-associated disabilitiesIdentify portrayal issues associated with persons with special healthcare needsDescribe assistive devices for activities of daily livingDescribe oral self-care devicesDiscuss client positioning and stabilizationExplain how to stabilize a client during wheelchair transfers and professional careDiscuss the opportunities for the dental hygienist in health promotion and advocacy for clients with disabilitiesChapter 47: Persons with Neurologic Sensory DeficitsProvide general descriptions of dental hygiene care for persons with neurologic and sensory deficitsDiscuss dysfunctions of the motor system, including characteristics, treatment and prognosis, oral clinical findings, special considerations, and oral self-care instructionsDiscuss peripheral neuropathies, including characteristics, treatment and prognosis, oral clinical findings, special considerations, and oral self-care instructionsDiscuss spinal cord dysfunction, including characteristics, treatment and prognosis, oral clinical findings, special considerations, and oral self-care instructionsDiscuss seizures, including characteristics, treatment and prognosis, oral clinical findings, special considerations, and oral self-care instructionsDiscuss disorders of higher cortical function, including characteristics, treatment and prognosis, oral clinical findings, special considerations, and oral self-care instructionsDiscuss cerebrovascular disease, including characteristics, treatment and prognosis, oral clinical findings, special considerations, and oral self-care instructionsDiscuss sensory disorders, including characteristics, treatment and prognosis, oral clinical findings, special considerations, communication techniques, and oral self-care instructionsChapter 48: Persons with Autoimmune DiseasesExplain immune dysfunctionDiscuss pathophysiology of autoimmune diseasesDescribe pharmacologic considerations for autoimmune diseasesDiscuss how autoimmune diseases affect the dental hygiene process of care, including:Recognize the systemic and oral manifestations of common autoimmune diseases covered in this chapterIdentify human needs related to each of the autoimmune diseases listed in this chapter and describe their implications for dental hygiene careDevelop a dental hygiene care plan appropriate for persons with autoimmune diseaseChapter 49: Renal Disease and Organ TransplantationDefine solid organ transplant and the United Network for Organ SharingDiscuss solid organ transplant candidates, including:Determine oral health needs of solid organ transplant candidates, including realistic expectations for persons living with end-stage organ diseaseManage xerostomia as a special consideration in persons living on dialysisDevelop a dental hygiene care plan for the solid organ transplant candidateInteract with members of the pretransplant and post-transplant healthcare teamsDiscuss dental care after solid organ transplantation, including:Determine oral health needs of solid organ transplant recipientsIdentify the actions indicated immediately after transplantDevelop a dental hygiene care plan for the solid organ transplant recipientChapter 51: Cognitively and Developmentally Challenged PersonsDiscuss intellectual and developmental disabilities (IDDs), including:Identify causes of IDDsDescribe general characteristics of IDDsDiscuss Down syndrome, including:Explain the cause of Down syndromeDescribe general characteristics of Down syndromeDescribe medical conditions that may accompany Down syndrome and their effect on dental hygiene careDiscuss autism spectrum disorders (ASDs), including:Identify the different types of ASDsDescribe general characteristics of ASDsOutline instructional strategies to overcome communication barriers with a client who has an autism spectrum disorderPlan educational interventions for a client with intellectual disabilities, Down syndrome, or autism spectrum disordersChapter 52: Alcohol and Substance Abuse ProblemsDescribe alcohol and substance abuseDescribe physiologic, genetic, and environmental causes of substance abuse, including:Identify the action of psychoactive drugs on neurotransmittersDefine the addiction curve and fetal alcohol syndromeList the risk factors for substance abuseCompare medical treatment options for substance abuseDiscuss implications for the dental hygiene process of care caused by substance abuse, including:Describe the short-term, long-term, and systemic substance abuse effectsIdentify oral signs and symptoms associated with substance abuseDiscuss the dental hygiene process of care related to clients with substance abuse problems and those in recoveryExplain why professionals are at risk for chemical dependenceChapter 53: Eating DisordersDefine eating disorders and the dental hygienist’s role in recognizing themDescribe eating disorders, specifically anorexia nervosa, bulimia nervosa, and binge-eating disorder, based on diagnostic criteria and epidemiologyDiscuss the psychosocial, physiologic, and oral health effects of anorexia nervosa and bulimiaChapter 57: Orofacial Clefts and Fractured JawDiscuss orofacial clefts, including:Discuss their incidence, prevalence, and etiologyDifferentiate between the types of lip and palatal cleftsEducate caregivers about complications and hygiene care associated with orofacial cleftsDiscuss jaw fractures, including:Discuss the incidence, prevalence, etiology, and types of fracturesRecognize signs and symptoms of a fractured jawPlan dental hygiene care for a client undergoing maxillomandibular fixationEducate clients about the prevention of jaw fracturesChapter 60: Abuse and NeglectDefine the following terms: maltreatment, abuse, neglect, and P.A.N.D.A.Discuss child maltreatment, including how to distinguish the physical findings that may be mistaken for abuse including injuries occurring from accidents, genetic and acquired conditions, infections, and cultural practicesDiscuss family violence, including bullying and domestic violenceDiscuss the abuse and neglect of the elderly and other vulnerable adultsExplain human trafficking and list indicators of possible victimsDiscuss the disclosure and reporting of abuse, including:Explain the oral health professionals’ ethical and legal responsibilities regarding reporting abuse and neglect, implement appropriate screening questions, and eliminate reporting barriersIdentify appropriate local and national agencies to report abuse and neglectChapter 61: Palliative Oral Care Define palliative care, including:Discuss the purpose of palliative care and its goals based on the World Health OrganizationExplain the importance of palliative oral care at end of lifeDiscuss palliative oral care, including:Explain standard oral hygiene careAssess signs and symptoms of oral complications commonly found among palliative care patients and intervene appropriately to maximize comfort using oral careDescribe the role of the dental hygienist as part of the palliative care teamExplain the steps of the dental hygiene process of careTextbookJackson College Program ManualDental Hygiene Theory and Practice, (2015) 4th ed., Darby, Michele Leonardi, Walsh, Margaret M., St Louis, Missouri: Elsevier. ISBN: 978-1-4557-4548-7Fundamentals of Periodontal Instrumentation & Advanced Root Instrumentation 8th Ed. (2016) Gehrig, J. Philadelphia: Wolters Kluwer. ISBN: 978-1-4963-2020-9Text Book Zero! This text is available in a digital format. Please see the links posted on our class Jet Net site. This text is available to rent or purchase in digital format through the JC Bookstore.ExtrasN/AGrading ProcedureCOURSE LEARNING EXPERIENCES:Unit Exams (3 @ 50 points each) 150Comprehensive Final Exam100Special Needs Activities (2 @ 15 points each) 30Case Study50Classroom Engagement15Attendance15 Total 360 pointsGrading ScaleGPAGrade Range4.094-100%3.589-93%3.084-88%2.578-83%*2.072-77%1.566-71%1.060-65%0.555-59%0.00-54%FailureStudents must successfully demonstrate skills learned in this course and receive a grade of 75% (2.0) or higher to progress in the Dental Hygiene Program.Course RequirementsUnit Exams & Comprehensive Final: (Exams @ 75 points; total of 225 points. Final @ 100 points)This course will include 3 unit exams and a comprehensive final exam that includes material from the entire semester. Examinations may include case studies, multiple-choice items, true-false, matching, short answer and/or essay items. Students will be informed of the general content and nature of test items prior to each examination. Any scheduled exam missed because of an absence must be completed within one week or it will automatically become a zero. It is the student’s responsibility to make arrangements for a make-up exam. Make-up exams may include questions in an alternate format such as short answer or essay questions. It is the discretion of the instructor whether specific questions will be excluded due to ambiguity. Case Study (50 points)See end of syllabus for rubric and requirements for this assignment.Special Needs Activities (30 points) This course will include two special needs activities to be completed by each student. These activities are graded by pass/fail. If the student participates fully in the activity on the given day, all points for that activity shall be awarded. However, if the student decides for forgo participation in any portion of the given activities, Zero points will be awarded for that activity. All students shall share in the responsibility of completing the activity equally. Classroom Engagement (15 points)Students are expected to actively participate in the learning experience each time the class meets. Class participation may include any or all of the following behaviors: Asking questions pertaining to the topics of the day, answering questions presented by the instructor or a fellow classmate, offering evidence-based insight into a particular topic, sharing a personal experience related to a particular topic and contributing well-intentioned thoughts to group discussions. Students are also expected to be engaged in the topic that is currently being discussed. Three percent (3%) of your total course grade for each class is derived from classroom engagement. Absences and lapses in classroom engagement will be reflected in a point deduction from the Classroom Engagement grade portion of the course. Any discrepancies or questions about your Classroom Engagement should be addressed with your instructor as soon as possible. Attendance/Professionalism Policy (15 points)You are preparing for a career where punctuality, professionalism and dependability are expected. Therefore, your attendance and participation in all courses are required and necessary for preparing you for future employment. Four percent (4%) of your total course grade for each class is derived from attendance and professionalism. Attendance will be taken at the beginning of each class. If a student is not present, seated, and ready to begin, 2 points will be deducted. Any discrepancies or questions about your attendance grade should be addressed with your instructor as soon as possible. Infractions related to the professionalism rules and regulations will result in a 2-point deduction. Professionalism deductions include but are not limited to the rules and regulations listed under course policies. All professionalism guidelines are listed in the Jackson College Dental Hygiene Program Manual. Course ManagementIt is the student’s responsibility to officially withdraw from any class that she/he ceases to attend – see the College Calendar for official withdrawal and refund dates. Failure to withdraw will result in the recording of a “0” grade for that course. Academic Honesty PolicyAcademic Honesty is defined as ethical behavior that includes student production of their own work and not representing others' work as their own, by cheating or by helping others to do so. Plagiarism is defined as the failure to give credit for the use of material from outside sources. Plagiarism includes but is not limited to: Submitting other's work as your ownUsing data, illustrations, pictures, quotations, or paraphrases from other sources without adequate documentationReusing significant, identical or nearly identical portions of one’s own prior work without acknowledging that one is doing so or without citing this original work (self-plagiarism) Cheating is defined as obtaining answers/material from an outside source without authorization. Cheating includes, but is not limited to: Plagiarizing in any formUsing notes/books/electronic material without authorizationCopyingSubmitting others' work as your own or submitting your work for othersAltering graded workFalsifying dataExhibiting other behaviors generally considered unethicalAllowing your work to be submitted by othersMakeup PolicyWays that students can manage their enrollment in a course for special circumstances. Includes withdrawal, and audit and incomplete grading procedures.HelpMandatory Tutoring:Students enrolled in the Dental Hygiene Program at Jackson College must attain a 75%or higher to proceed each semester and graduate from the program.If the student’s grade falls below a 75% in any aspect of the course, or if the instructor feels that the student would benefit from additional tutoring, the student will be required to coordinate and attend mandatory tutoring with one of the course instructors. Mandatory tutoring sessions are designed to provide appropriate remediation in courses where the student is earning less than a 75%.Mandatory tutoring will continue until the student’s cumulative course grade is above 75%, or at the discretion of the lead instructor. Failure to attend the mandatory tutoring sessions will result in a 2 point deduction from the attendance/professionalism portion of a student’s grade. Students must bring and use classroom study materials related to the course(s) in which they are being tutored.Services for Students with Disabilities:Reasonable accommodations are provided to qualified students based on current documentation. Students requiring special accommodations in the Dental Hygiene Program must follow JC protocol in filing proper paperwork with the Center for Student Success. Once the paperwork is approved by the Disability Support Services Officer, accommodations will be communicated to your instructor. It is important to contact a Center for Student Success professional prior to the start of the semester in order to receive accommodations in a timely manner. While we will make every effort to coordinate accommodations in a timely manner, failure to self-identify prior to the start of the semester may delay notification to instructors and timeliness of acquiring accommodations. Accommodations do not automatically carry over to the next semester. to course requirements or schedule:The instructor reserves the right to modify course content and/or the evaluation procedures as deemed necessary.Student Grievance Procedure, Due Process, and AppealsA student who has a problem with the course or the course instructor should make every attempt to resolve the problem with the course instructor first. If the issue remains unresolved, the student should then discuss their concerns with the Dental Hygiene Program Director. If the response is not adequate to the student, the student should then follow the outlined JC policy for student grievances which can be found at the college website: CalendarCourse Schedule for DHY 201 Principles in Dental Hygiene IIIClass MeetingDatesDental Hygiene IIITopicsReading AssignmentOther assignmentsSept. 4Introduction to course, Syllabus and Clinic RequirementsReview of Management of Medical Concerns and RisksJC Program Manual – risk management section and emergency protocolSept. 11Advanced Instrumentation techniquesPractice on Manny - EvaluationSharpen Instruments - EvaluationNield-Gehrig Module 21Need Explorer/Gracey CuretsSept. 18Persons with DisabilitiesPersons with Neurologic Sensory DeficitsDarby Ch 42 & 47Sept. 25Exam #1Clinic BusinessOct. 2Activities Persons with Disabilities Ch 42 Oct. 9Persons with Autoimmune DiseasesRenal Disease and Organ TransplantCh 48Ch 49Oct. 16Developmentally and Cognitively ChallengedAlcohol and Substance Abuse ProblemsCh 51Ch 52Oct. 23Exam #2Clinic BusinessOct. 30Activities Developmentally and Cognitively Challenged Ch 51Nov. 6Eating DisordersOrofacial Clefts and Fractured JawCh 53Ch 57Nov. 13Abuse and NeglectPalliative Oral CareCh 60Ch 61Nov. 20Exam #3Clinic BusinessNov. 27No Class Dec. 4Case Study Presentations Dec. 11Case Study PresentationsFinal JetNetImportant Dates: Fall 2019DateEventSept. 3, 2019Day and evening classes beginSept. 3 – Dec. 19, 2019Semester DatesSept. 17, 2019In-Service Day. No classesOct. 4, 2019Pathway Showcases Day. No classesNov. 27 – Dec. 1, 2019Thanksgiving Break. No classesDec. 19, 2019End of Fall SemesterDec. 21, 2019Grades DueStudent ResponsibilitiesRules and regulations:Turn off your cell phone when you come to class. You will be asked to leave class for the remainder of the day if you answer a cell phone or reply to a text message during class.If a cell phone goes off during class it will be confiscated by the instructor for the remainder of the class.Laptops, tablets and notebooks may ONLY be used for learning purposes during class. Do not e-mail, surf or do work from other classes in this class.Be in class, seated, and ready to participate at the beginning of class time. A tardy is defined as missing over 5 minutes of a class period once the instructor has begun the class.It is the student’s responsibility to notify instructor of an absence.Talking between students during class is prohibited. The instructor reserves the right to assign seating for the benefit of the learning experience for the entire class.Plan to spend the entire period in class unless you have cleared an exception with the instructor beforehand.Expect to attend to bathroom and other needs before class. Students must request permission from the instructor for emergency needs.Expect to contribute your share of work toward any teamwork projects and put forth measurable effort to make the teamwork experience a positive one. Teamwork will be evaluated as a part of project grading.Should a “pop” quiz be administered during class time, all backpacks, phones, etc. shall be brought to the front of the classroom.The student will be responsible for attaining a 75% or higher on exams, case studies, literature review and PowerPoint? presentations.The student will be responsible for reading the assigned chapters and other resources BEFORE class each week.The student is expected to demonstrate respectable behavior towards peers and faculty.Student email and JetNet:It is the student’s responsibility to utilize and check his/her JC email account and JetNet on a DAILY basis.Late Work and Missed Deadlines:Absence for any reason, including illness or late registration, in no way relieves the student of the responsibility for completing all work in the course. All assignments and projects are due on the dates and times given in the course schedule and syllabus. They are subject to change at the discretion of the course instructor. Each missed due date for class assignments will result in a 5-point deduction, per day, for every day the project is late. Missing a deadline could substantially lower your grade.**If you foresee difficulty in meeting a deadline for an assignment please meet with your instructor immediately to determine a plan of action to complete your assignment. Assignment completions may be handled on a case by case basis at the discretion of the lead faculty. **Incomplete Grade PolicyIn order to receive a grade in a Dental Hygiene course, all course learning experiences must be completed by the student. An Incomplete grade may be given by the Lead Faculty when the student has not completed all requirements for the course grade. The Lead Faculty will determine if there is proper cause for giving an “I” rather than a grade. An I/Incomplete grade will be accompanied with a Performance Notice prepared by the Lead Faculty. This form stipulates the reason for the “I” grade and describes the following for changing the “I” to a grade:The activities/requirements the student must completeThe date the requirements must be completedThe final grade that will be granted if the requirements are completed as stated.If the requirements are not fulfilled by the student as stipulated, the student will receive a 0.0/fail grade.Please refer to Jackson College “Incomplete Grade Policy” for more information: PolicyIn compliance with Federal Title IV funding requirements, as well as college initiatives, reporting of student participation in classes will occur at three designated times each semester. Instructors will assign one of three non-transcripted letter symbols to each student during each reporting period (see below). Students identified as no longer participating will be dropped or administratively withdrawn from the class, and students identified as needing academic assistance will be contacted.Participation/Progress SymbolsH – The student is not doing acceptable work and needs Help to be successful. Q – The student has not participated and the instructor believes they have unofficially withdrawn (Quit). These students will be dropped/withdrawn from the class. V – The instructor Verifies that the student is participating and doing acceptable work.Case StudyCASE STUDY GRADING CRITERIAThe purpose of this presentation is to develop a case study based on a patient you have treated in clinic this semester. (DHY 202) The case presentation will encompass all the 6 components of the Dental Hygiene Process of Care and must include health promotion and disease prevention strategies. Chapter 22 of Darby text will assist you.A patient must meet the following criteria:Patient must be over 18 years of age.Class Ill or IV hard deposit and Periodontal Class Type II or above.Re-evaluation appointment required so you can obtain "before and after" photos.****Loss of 4 points if "after" photos not taken.Assessments: Patient Medical HistoryCurrent medications (their implication to the case) Social historyDental historyClinic Data:Extra- and intraoral examination Hard deposit and plaque indexGingival and periodontal examination, periodontal chart, Hard tissue chart, Patient assessment Data and any other pertinent information Radiographs:Required and appropriate to the case; based on patient needClinical Photos: Patient photos to be included and any additional photos should include anything relevant to the case.All Components of the patient's Treatment PlanALL DATA FROM SHOULD BE INSERTED IN POWERPOINT OR PRESENTATION FORMAT. PLEASE KEEP HIPPA IN MIND WHEN PUTTING TOGETHER YOUR CASE STUDY.Using these instructions, you will prepare your case study in powerpoint format. Each powerpoint slide should have written comments using the " note pages" format. A printed copy is to be provided for the course instructor. Students will present their case studies during the last two class sessions of the semester. Attendance is mandatory at all class sessions for presentations (course instructor reserves the right to deduct additional points off for not attending all sessions). Please use the rubric provided for specific Guidelines to follow for constructing your case study.Grading Rubric for Case Study presentation – DHY 201CATEGORY53101. How you clinically treated the patient and why.Met all expectationsMinimal expectationN/ANo explanation given2. Lesson that you learned from the case,for example, what would you differently next time.Lesson clearly stated with explanations of what was learned for future treatmentsLessons listed, but not explainedN/ANo lessons given3. A summary of your goals and how they incorporated the patient's goals.Operator and patient goals clearly stated, explained and compared/contrastedMinimal goals given with no operator/patient comparisonsN/ANo goals listed4. What preventive counseling or intervention strategies that you utilized and why.Listed all techniques employed for preventive counseling, why they were used, how they were used, and how patient responded to interventionsListed all techniques, but may have omitted the why and how the technique was used or the patient’s response to the interventionN/APreventive counseling not mentioned5. A summary of your outcomes of treatmentOutcomes clearly stated, explained and discussed with explanation of recare intervalOutcomes listed without explanation, no recare interval givenN/ANo outcomes listed6. Complexity of case (for example: amount of medical, dental, social and pharmacological issues).Met or exceeded all expectationsPatient had issues in 3 of 4 categoriesPatient had issues in 2 of 4 categoriesPatient had issues in one or less category7. Photos/use of intraoral cameras; before and after photos provided.Before and after photos were provided. Student used additional photos of other conditions or areas of interest in the patient’s intra/extraoral examBefore and after pictures of deposit removal onlyEither before or after photos were missingNo photos provided8. Radiographs providedPatient radiographs provided based on patient needDid not follow ADA Guidelines for Prescribing Dental RadiographsN/ANo radiographs provided without instructor permission9. All assessment data providedAll assessment data providedOne aspect of assessment data was missingMore than one aspect of assessment data was missingNo assessment data provided10. Written copy provided for instructorDirections were followed as providedN/AN/AStudent used different formatDHY 201– Principles in Dental Hygiene III: Syllabus Agreement Statement Fall 2019By signing this form, I am indicating that I have read the entire syllabus for DHY 201– Principles in Dental Hygiene III course for the Fall 2019 semester. I am aware of the course requirements, professional expectations, policies and procedures, the course schedule and the assignment deadlines. I have asked any questions I have regarding the information contained in the syllabus and my questions have been answered. I understand that I will be expected to follow the policies and procedures outlined in the syllabus and uphold my personal and professional integrity as a dental hygiene student.Signed: Date: Print Name: ................
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