Infection Control - Cengage



Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology

Module - Nutrition and Anatomy and Physiology

Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy

and Physiology

Module - Nutrition and Anatomy and Physiology

Review of Previous Module

Review topics from the previous module to confirm understanding prior to presenting new material.

Module Overview

Preventing disease is much better than treating problems once they have begun. Oral health and nutrition are as interrelated as nutrition is to how all parts of the body function. Digestion begins in the mouth, where food is physically broken down by chewing and chemical digestion initiated by saliva. Cells throughout the body need nutrition in order to operate. These cells form tissues and organs which are synchronized collectively as a human being. As healthcare providers, it is important for dental assistants to understand how each of the body systems interact with each other, and specifically to know the structures and functions of the oral cavity, head and neck, as well as ways to avoid oral disease.

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.

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 Manual: 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.

Audiotape to Accompany Dental Terminology: Delmar Learning.

Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide and the PowerPoint Presentation for Nutrition, Anatomy and Physiology.Oral Health, Nutrition, and Anatomy and Physiology.

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: Oral Health and Nutrition

Section Overview

Dental health is directly related to diet, digestion, well-being, and proper oral hygiene. Optimum health of the mouth and body are examined in this section along with preventive measures to develop and preserve sound oral tissues.

Outline of Section

Part A: Preventative Dentistry

Part B: Nutrition

Learning Objectives and Competencies

These learning activities directly address the Learning Objectives and

Competencies as stated.

Knowledge

1. Define the Key Terms.

Comprehension

2. Describe how plaque forms and its effect on oral tissue.

3. Explain fluoridation and forms of fluoride.

4. Identify the functions of vitamins, minerals, and water.

5. Discuss the importance of proper nutrition and its benefits.

Application

6. Demonstrate various tooth brushing techniques.

7. Demonstrate proper flossing technique.

8. Demonstrate oral hygiene instruction.

Learning Activities

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

[Insert In-Class Activity icon] Skills Competency Assessment (Part A, Objectives 6-8)

[Insert Homework Assignment icon] Key Term Glossary (Part A, Objectives 1-5)

[Insert Homework Assignment icon] Textbook and Workbook Assignment (Part A, All Objectives)

[Insert Homework Assignment icon] Food Label Poster Preparation (Part A, Objectives 4-5)[Insert In-Class Activity icon] Homework Review (Part B, Objectives 4-5)

[Insert In-Class Activity icon] Food Label Poster (Part B, Objectives 4-5)

[Insert Homework Assignment icon] Diet Diary (Part B, Objective 4-5s)[Insert Homework Assignment icon] Food Label Research (Part B, Objectives

Part A: Preventive Dentistry

Overview

Plaque is the principle cause of dental caries and periodontal disease. Healthy dentition is therefore dependent on a plaque-free mouth. The most important role of a dental assistant is as patient educator which is vital to ensure sound preventive practices for optimum oral health.

Initial Questions and Activities

1. As dental assistants, how can we motivate our patients towards optimum oral health?

In order to influence others we must first set the example. Our attitude and personal oral hygiene will be apparent as we explain various plaque removal techniques to others. Explaining cause and effect, as well as encouragement, in a supportive manner should evoke a positive response from our patients and make us a valuable member of the healthcare team.

1. Who of you floss every day?

Learners will be timid in their responses. Describe to learners that brushing doesn’t clean between the teeth. Explain that using dental floss properly removes plaque and bacterial colonies from the gingival sulcus, in the interproximal areas, that toothbrushing alone will not eliminate, and that these soft deposits harden into calculus if not removed daily.

|Key Concepts |References and Activities |Slides |

|Introduction to the Module | |Slides 1-2 |

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

|Key Terms | |Slides 5-6 |

|Preventive Dentistry |Chapter ____, pp. ____ (Phinney & Halstead) |Slides 7-13 |

| |[Insert In-Class Activity icon] Skills Competency Assessment | |

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

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

| |[Insert Home Ass icon] Food Label Poster Preparation | |

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

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

❑ Skills Competency Assessment (Part A, Objectives 6-8). Goal: To have learners use a disclosing agent to locate plaque, provide a patient plaque score, and present patient education in brushing and flossing techniques. Using each other as patients, have learners demonstrate how to provide a patient plaque score and how to teach good brushing and flossing techniques to their patients. After the activity, have the learners discuss what they saw in their patient’s mouths. What areas were most commonly missed during oral care? What did they learn about oral hygiene?

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

1. Why is it important for dental personnel to wash their hands before and after patient treatment?

Washing hands is the first basic step in infection control. The dental professional should wash his/her hands after seating the patient. Explain the importance of patients seeing this task being completed. After removing gloves the dental assistant needs to wash his/her hands again. The inside of the glove is a perfect environment for bacteria and other microorganisms to thrive.

[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 Chapter ____ (Phinney & Halstead). Learners are to also complete the workbook Chapter ____ questions and the Case Study, Review Questions and Critical Thinking Questions in Chapter ____ (Phinney & Halstead). Learners should be prepared to review these in class.

Food Label Poster Preparation: In preparation for the in-class poster activity in Part B, learners are to bring in a poster board and labels from the six different sections of The Food Guide Pyramid pictured in Chapter ____ (Phinney & Halstead).

Presentation Tools

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

|Slide 1 |[Insert IIDANA 1-1] |Power Point Presentation for Oral Health, Nutrition, and Anatomy and |

| |NA- Stands for Oral Health, Nutrition, and Anatomy|Physiology |

| |and Physiology. The 1st number indicates the |Module: Nutrition and Anatomy and Physiology |

| |module called Nutrition and Anatomy and |Prior to introducing this module. Ask learners if any questions remain from |

| |Physiology. The 2nd number indicates the slide |the previous module. If questions remain review the material as needed. |

| |number. |Introduce the module. |

|Slide 2 |[Insert IIDANA 1-2] |Module: Nutrition and Anatomy and Physiology |

| | |Introduce the sections and each part. |

|Slide 3 |[Insert IIDANA 1-3] |Section 1: Oral Health and Nutrition |

| | |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 IIDANA 1-4] |Section 1: Oral Health and Nutrition (cont.) |

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

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

| | |Review each key term and discuss. |

|Slide 6 |[Insert IIDANA 1-6] |Key Terms (cont.) |

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

|Slide 7 |[Insert IIDANA 1-7] |Part A: Preventive Dentistry |

| | |Describe characteristics of dental plaque and its detrimental consequences. |

| | |Stress how bacteria in plaque use simple sugars as their food and then release|

| | |acids on oral structures. |

| | |Inform learners that a phase-contrast microscope allows bacteria to be viewed |

| | |alive. When dental plaque is viewed in this manner, organisms such as |

| | |protozoa, rods, and yeasts can be found, along with white blood cells whose |

| | |job is to fight off the invading bacteria. |

| | |Direct learners to the Figure in Chapter ___ (Phinney & Halstead) that |

| | |demonstrates demineralization of enamel. |

|Slide 8 |[Insert IIDANA 1-8] |Plaque Control |

| | |Explain the destructive results of plaque on teeth and gingival tissues and |

| | |how it can be prevented with diligent oral care. |

| | |Address the toxic effects of plaque on gum tissue and alveolar bone. |

|Slide 9 |[Insert IIDANA 1-9] |Oral Hygiene |

| | |Explain to the learners that since dental plaque is invisible disclosing |

| | |agents can be used to locate it for removal. Given that plaque is the source |

| | |of dental disease, making plaque obvious can show patients, where they have |

| | |missed in their oral care routine. Explain what a plaque score card is and |

| | |discuss the importance of providing a plaque score to each patient. |

| | |Discuss how patients undergoing cancer therapies, those with heart disease, or|

| | |stroke victims will require extra help with accomplishing their oral hygiene. |

| | |Address the use of floss holders and mechanical toothbrushes to assist these |

| | |individuals. |

|Slide 10 |[Insert IIDANA 1-10] |Toothbrushing Techniques |

| | |Refer learners to the procedures in Chapter ___ (Phinney & Halstead) that |

| | |demonstrate various recommended toothbrushing techniques. |

| | |Point out to learners that whichever method the dentist prefers is the one |

| | |they will instruct their patients to use and that the goal is to disrupt the |

| | |bacterial matrix. |

|Slide 11 |[Insert IIDANA 1-11] |Dental Flossing |

| | |Direct learners to the procedure in Chapter __ (Phinney & Halstead) for |

| | |flossing technique. Ensure learners understand that the floss must be wrapped|

| | |onto each tooth in a “C”-shape, and brought up and down against the tooth |

| | |surface, in order to clean the gingival sulcus. |

|Slide 12 |[Insert IIDANA 1-12] |Prosthetic Devices |

| | |Address the variety of aids available for removing plaque from dental |

| | |appliances. Explain how dental assistants are responsible for patient |

| | |education and need to be able to show their patients how to use these aids. |

|Slide 13 |[Insert IIDANA 1-13] |Fluoride |

| | |Explain how fluoride strengthens tooth enamel thereby providing resistance to |

| | |decay. Address how when applying topical fluoride during patient treatment |

| | |patients must not swallow it due to the possible poisonous affects of |

| | |ingesting excessive amounts of fluoride. |

| | |Discuss how mottled enamel and fluorosis occurs and the aesthetic treatment |

| | |these patients will seek for the discoloration it causes. |

| | |In-Class Activity: Stop here for the Skills Competency Assessment activity. |

| | |vities. |

| | |Homework Assignment: Stop here to assign and discuss the workbook and end of |

| | |chapter homework homework. |

Part B: Nutrition

Overview

Dental assistants need to ensure patients understand the negative effects poor nutrition has on the oral hard and soft tissues as well as on overall general health. The oral cavity reflects dietary habits, and counseling in the dental office may include more than comments of limiting sugar use. If our resistance is down, due to poor health, then damage to our teeth, gum tissues, and supporting structures can occur.

Initial Questions and Activities

1. Why is it important for dental personnel to get exercise, plenty of rest, and maintain a balanced diet?

In order to help others DAs must first take care of themselves. It is difficult to inform patients of how to maintain a healthy mouth and body if the DA isn’t also doing so. The beneficial effects of a healthy lifestyle enable us to live a longer, more enjoyable and productive life.

|Key Concepts |References and Activities |Slides |

|Nutrition |Chapter ____, pp. ____ (Phinney & Halstead)[Insert In-Class |Slides 14-15 |

| |Activity icon] Homework Review | |

| |[Insert In-Class Activity icon] Food Label Poster | |

| |[Insert Homework Ass icon] Diet Diary[Insert Homework Ass icon] | |

| |Food Label Research | |

|Assessment Questions | |Slide 16 |

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

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

❑ Homework Review (Part B, All Objectives). Goal: To access learners’ comprehension of the material. Review the Chapter ___ workbook assignment questions and the Case Study, Review and Critical Thinking Questions that learners completed as homework. Assess the learners understanding and review material as needed.

❑ Food Label Poster (Part B, Objectives 4-5). Goal: For learners to develop a better appreciation for nutrition details presented on food labels. Instructor should provide scissors, glue sticks, and markers. Learners should place their labels creatively on their posters, in the shape of The Agriculture Department’s pyramid, so their labels reflect foods that should be eaten more often on the bottom and those eaten less frequently on top. Once the posters have been created have each learner share their poster creations with the class. Throughout this project instructor should encourage creativity regarding material layout and presentation.

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

1. Where does fluoride come from?

Fluoride is a natural trace mineral derived from fluorine and is naturally found in water.

[Insert Home Ass icon] Homework Assignments

Diet Diary. Learners should keep a list of the foods they eat in one week, including beverages and water, and write down the nutrition content of the types of foods eaten in their diet. They should be prepared to discuss their diet diary in class.Food Label Research. Divide the class into six different groups. This homework assignment is in preparation for the material that will be presented in Section 1, Part B. Give each group a section of the U.S. Department of Agriculture’s Food Guide Pyramid. Have learners study a food label from their section and each group should prepare a discussion on the nutritional content of their product as well as how their food provides nutrients from the six classifications.

Ideas for learners struggling with this material …

❑ Reading Prior to Lecture. Encourage learners to read the assignment prior to class (rather than after the lecture). Inform them that by doing so their reading will provide background information on the topic, as well as give them the chance to have information clarified in the lecture as needed.

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

❑ Fluoride Research. Have learners research the pros and cons of fluoride in our drinking water and the differences that various states and counties have for the amounts of fluoride required and allowed. Learners 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 14 |[Insert IIDANA 1-14] |Part B: Nutrition |

| | |Review Part A. |

| | |Review the homework from Part A and discuss material as needed. |

| | |In-Class Activity: Stop here for the Homework Review activity. Make sure that any|

| | |remaining questions are answered. |

| | |Introduce Part B. |

| | |Go through each of the six categories of nutrients. Ensure learners know that |

| | |protein is broken down into amino acids and that the essential amino acids, |

| | |needed for tissue growth and repair, cannot be synthesized by the body, but must |

| | |be supplied through diet. |

|Slide 15 |[Insert IIDANA 1-15] |Nutrition (cont.) |

| | |Discuss the fact that each cell in the body needs fuel and that a balanced diet |

| | |provides nutrients in order for the body to have energy to function properly. |

| | |Describe to learners baby bottle mouth, or nursing bottle mouth syndrome, and how|

| | |some children have extensive decay in their mouths from sweetened liquids sitting|

| | |on their teeth for prolonged periods of time. |

|Slide 16 |[Insert IIDANA 1-16] |Assessment Questions |

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

| | |Review material as needed to enhance understanding. |

| | |In-Class Activity: Stop here for the Food Label Poster activity.In-Class |

| | |Activity: Go over Diet Diary homework assignment through discussion. |

| | |: |

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

Section 2: Anatomy and Physiology

Section Overview

By knowing general anatomy and physiology of the body, the dental assistant will understand how different parts of the body function, how they relate to each other, and to dentistry. Dental assistants must also recognize terminology used to describe the location and function of body structures in order to aid the dentist in patient care.

Outline of Section

Part A: Body Systems I

Part B: Body Systems II

Learning Objectives and Competencies

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

Knowledge

9. Define the Key Terms.

10. List the ten body systems.

Comprehension

11. Discuss the function of the digestive system.

12. Explain the function of each body system.

13. Explain dental concerns related to the digestive, respiratory, and reproductive systems.

Learning Activities

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

[Insert In-Class Activity icon] Body System Planning (Part A, Objective 10-13)

[Insert In-Class Activity icon] Body Cavity, Quadrants, and Regions (Part A, Objective 10)

[Insert Homework Assignment icon] Key Term Glossary (Part A, Objective 9)[Insert In-Class Activity icon] Body Cavity, Quadrants, and Regions Activity (Parts A-B, Objective 10)[Insert In-Class Activity icon] Group Body Systems Activity (Parts A-B, Objective 10-13)

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

[Insert In-Class Activity icon] Body System Presentations (Part B, Objectives 10-13) [Insert In-Class Activity icon] Homework Review (Part B, All Objectives)

Part A: Body Systems I

Overview

It is important for healthcare providers to understand that the body systems are a network of integrated actions designed and coordinated to work together. This part discusses the skeletal, muscular, nervous, endocrine and reproductive systems.

Initial Question and Activities

1. How will learning terminology, and word parts, help us understand certain

anatomical landmarks?

Common prefixes and suffixes should be familiar to learners and help them in interpreting language describing structures and functions of the body.

|Key Concepts |References and Activities |Slides |

|Introduction to Section 2 | |Slide 17 |

|Key Terms |Chapter ____, p. ____ (Phinney & Halstead)[Insert Homeword Ass |Slides 18-19 |

| |icon] Key Term Glossary | |

|Introduce Part A: Body Systems I |Chapter ____, pp. ____, (Phinney & Halstead) |Slides 20-2921 |

| |[Insert In-Class Activity icon] Body System Planning | |

| |[Insert In-Class Activity icon] Body Cavity, Quadrants, and | |

| |Regions | |

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

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

| |In-Class Activity icon] Body Cavity, Quadrants, and Regions | |

| |Activity[Insert In-Class Activity icon] Group Body Systems | |

| |Activity | |

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

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

❑ Body System Planning (Part A, Objective 10-13). Goal: To enhance learners’ understanding of all ten body systems. Separate learners into groups of 3 to 4 and have each group prepare a presentation on a selected body system given to the group by the instructor. These presentations will be given in Part B as a review.

❑ Body Cavity, Quadrants, and Regions (Part A, Objective 10). Goal: To learn the body cavities and regions. In pairs, students learners are to point out on one another each of the different body cavities and regions, and state the main organs found in the cavity or region. Paired teams should alternate back and forth until all are named correctly.Homework Review (Part A-B, All Objectives). Goal: To access learners’ comprehension of the material. Review the Chapter ___ workbook assignment questions and the Case Study, Review and 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 is the difference between the prefixes hyper and hypo?

The prefix hyper- means above, excessive, or more than. The prefix hypo- means low, deficient, or

less than.

2. Using the word parts peri, os, and um – what is the meaning of the term periosteum?

The prefix peri- means around, the word part os or oste means bone, and the suffix –um means pertaining to. So the term periosteum means pertaining to around the bone. The periosteum is the outer covering of the bone.

[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 Chapter ____ (Phinney & Halstead). Have learners also complete the questions in Chapter ____ of the workbook and the Case Study, Review Questions and Critical Thinking Questions in Chapter ____ (Phinney & Halstead).

Ideas for learners struggling with this material …

❑ Attending to Lecture: Encourage learners to speak up if they cannot hear you or read the writing on the board. Ask them to have you clarify any information they are having difficulties with.

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

❑ Web Research: Have learners go to and learn how to help patients stop smoking.

Presentation Tools

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

|Slide 17 |[Insert IIDANA 1-17] |Section 2: Anatomy and Physiology |

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

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

|Slide 18 |[Insert IIDANA 1-18] |Key Terms |

| | |Review each key term and discuss the importance of knowing the definition of |

| | |each. |

|Slide 19 |[Insert IIDANA 1 -19] |Key Terms (cont.) |

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

| | |Short Activity: Stop here and review the Key Terms Glossary homework |

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

| | |and acquiring new vocabulary. |

| | |Group Body Systems Activity Assignment: Assign teams for this project, ensure |

| | |they understand the activity and your expectations for their presentations at |

| | |the end of this section.In-Class Activity: Stop here for the Body System |

| | |Planning activity. |

|Slide |[Insert IIDANA 1 -20] |Part A: Body Systems I |

|20 | |Introduce learners to the first five body systems. Tell learners it is |

| | |important for healthcare workers to know how the body is structured and how |

| | |each structure functions. These functions are crucial to our patient’s health |

| | |as well as our own. |

| | |Have the learners refer to the body systems and functions on p. ____ (Phinney |

| | |& Halstead). |

|Slide 21 |[Insert IIDANA 12-21] |Body Systems I (cont.) |

| | |Structurally similar cells make up tissues designed to perform specific |

| | |functions. Tissues are building blocks of organs. Organs are organized into |

| | |organ systems. Have the learners refer to the body systems and functions on |

| | |p.____ (Phinney & Halstead). |

|Slide 22 |[Insert IIDANA 12-22] |Location In The Body |

| | |Refer learners to p.____ (Phinney & Halstead). |

| | |Describe how specific terms are used to describe the location of areas in the |

| | |body. Explain to learners that it is imperative for dental assistants to know |

| | |where the patient’s problem is when the dentist is describing the condition in|

| | |technical terms. |

| | |In-Class Activity: Stop here for the Body Cavity, Quadrants, and Regions |

| | |aActivity. |

|Slide 23 |[Insert IIDANA 12-23] |The Cell |

| | |Explain that the cell is the most fundamental component for body functions. |

| | |Cells are specialized to perform specific actions and must obtain energy and |

| | |nutrients from their environment. Their unique design provides for particular |

| | |operations within the body, and are organized to form tissues of similar |

| | |structure. |

|Slide 24 |[Insert IIDANA 12-24] |The Skeletal System |

| | |Inform learners that the skeletal system provides support for the body, |

| | |attachment for muscles, and protection for internal organs. The skeletal |

| | |system also manufactures blood cells, and stores calcium and phosphorus, which|

| | |are released into the body as needed. |

| | |Refer learners to the divisions of the skeletal system as illustrated in the |

| | |Figure in Chapter _____, p. ____ (Phinney & Halstead).Describe to learners how|

| | |the temporomandibular joint hinges the mandible to the temporal bone of the |

| | |skull, and explain that many dentists treat TMJ dysfunction problems. |

| | |Refer learners also to the skeletal joints on p.____ (Phinney and Halstead). |

|Slide 25 |[Insert IIDANA 12-25] |The Skeletal System (cont.) |

| | |Describe to learners how the temporomandibular joint hinges the mandible to |

| | |the temporal bone of the skull, and explain that many dentists treat TMJ |

| | |dysfunction problems. Explain that these dysfunctions can be caused by missing|

| | |teeth, poor occulsion, bruxism, and trauma. |

| | |Refer learners also to the skeletal joints on p.____ (Phinney & Halstead). |

| | |Inform learners that the periosteum, the outside covering of the bone is |

| | |responsible for the life of the bone. Tell them it is rich in capillaries and |

| | |osteoblasts, which are the bone forming cells. Explain that the periosteum |

| | |tissue provides for muscle attachment, is necessary for bone growth and |

| | |repair, provides nutrition, and assists with waste removal. |

| | |Have the learners refer to anatomic features of bone on p.____ (Phinney & |

| | |Halstead). |

|Slide 26 |[Insert IIDANA 12-26] |The Muscular System |

| | |Inform learners that the muscular system moves the skeleton, controls movement|

| | |of substances through hollow organs (the digestive tract and large blood |

| | |vessels), and provides heart contractions. |

|Slide 27 |[Insert IIDANA 12-27] |The Nervous System |

| | |Tell learners the nervous system includes the brain, spinal cord, and nerves. |

| | |Discuss how the nerve cells transmit information from one part of the body to |

| | |another by means of electrical signals traveling through one neuron to |

| | |another. |

|Slide 28 |[Insert IIDANA 12-28] |The Nervous System (cont.) |

| | |Explain that the CNS receives and processes information and initiates action, |

| | |and the PNS transmits signals between the CNS and the body. Inform learners |

| | |that the brain receives, processes, initiates action, and stores information, |

| | |while the spinal cord conducts signals from the brain. Explain that motor |

| | |neurons carry messages controlling muscles and glands, while the sensory |

| | |nerves carry signals to the CNS from sensory organs. Discuss the somatic |

| | |nervous system controlling voluntary movements by activating skeletal muscles,|

| | |while the autonomic nervous system influences organs, glands, and smooth |

| | |muscles; the involuntary responses. |

|Slide 29 |[Insert IIDANA 12-29] |The Endocrine and Reproductive Systems |

| | |Discuss how the endocrine system contains many glands which release hormones: |

| | |chemical messages that initiate changes in the cells that receive them. Ensure|

| | |learners understand that these sensitive glands must be protected by exposure |

| | |to radiation during dental x-rays. The dental assistant must use a lead apron,|

| | |with a thyroid collar, in order to protect the patient’s vital organs. |

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

Part B: Body Systems II

Overview

This part will examine the circulatory, digestive, respiratory, lymphatic and immune systems. The circulatory and respiratory systems provide oxygen for cells to function. The digestive system provides nutrients for all cells, and the Lymphatic and immune systems work together with the circulatory system to defend the body against disease. The healthcare provider will appreciate the importance of how each body system operates in harmony with others and that all are necessary to support life.

Initial Questions and Activities

1. What is the importance of ergonomics for dental personnel during patient treatment?

Ergonomics is the study and analysis of humans at work. Sitting properly during patient treatment saves time and prevents muscle strain in the lower back and neck.

2. Why should the dental assistant place a lead apron over the patient’s neck as well as over the rest of the body?

The collar on the lead apron protects the patient’s thyroid gland from getting too much radiation. The reproductive system should also be protected during exposure to x-rays.

|Key Concepts |References and Activities |Slides |

|Part B: Body Systems II |Chapter ____, p. ____ (Phinney & Halstead)[Insert In-Class |Slides 30-35 |

| |Activity icon] Homework Review | |

|Assessment Questions |[Insert In-Class Activity icon] Body Systems G[Insert Group |Slide 369 |

| |Activity icon] Body System Presentations | |

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

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

[Insert In-Class Act icon] In-Class ActivitiesHomework Review (Part B, All Objectives). Goal: To access learners’ comprehension of the material. Review the Chapter ___ workbook assignment questions and the Case Study, Review and Critical Thinking Questions that learners completed as homework. Assess the learners understanding and review material as needed.

❑ Group Body System Presentations s Activity (Parts B-B, Objective 10-13). Goal: To enhance learners’ understanding of all ten body systems. Separate students into groups of 3 to 4 and have each group prepare a presentation on each body system to be presented to the class.Have groups present their information regarding the body system they were given to prepare in the in-class activity found in Part A. This activity will be done at the end of the section as a review of the material that has been discussed.

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

1. Where are blood cells manufactured?

The bone marrow produces both red and white blood cells.

2. Why is cancellous bone also called spongy bone?

Cancellous bone is porous in order to permit circulation of nerve and blood vessels. Bone marrow is also found in the cavities of cancellous bone.

[Insert Home Ass icon] Homework Assignments

Textbook and Workbook Assignment. Learners are to read Chapter ____(Phinney & Halstead). Learners are to complete the workbook Chapter ____ questions. Learners should be prepared to review these in class. Have learners also complete the Case Study, Review Questions and Critical Thinking Questions in Chapter ____ (Phinney & Halstead).

Ideas for learners struggling with this material …

❑ Pick Up On Instructor Clues: Assist learners in recognizing what is important during the lecture. Clues given by the instructor to signal importance might include repetition, writing it on the board and/or putting it into the slide presentation. Encourage learners to assess the instructor’s style and determine how the instructor points out the important information.

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

❑ Body System Research: Have learners research information on a body system that they may want to know more about. They should be prepared to present their information to the class.

Presentation Tools

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

|Slide 30 |[Insert IIDANA 12-30] |Part B: Body Systems II |

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

| | |Activity: Stop here for the Homework Review activity. |

| | |Review the homework from Part A. |

| | |Introduce Part B. |

|Slide 31 |[Insert IIDANA 12-31] |The Circulatory System |

| | | |

| | |Explain to learners that the heart pumps blood though a system of vessels and |

| | |this circulation of fluid allows for the exchange of oxygen and carbon dioxide, |

| | |transportation of nutrients, hormones, and waste products. |

| | |Inform learners that the circulatory system also regulates body temperature and |

| | |protects the body from bacteria and viruses by conveying antibodies and white |

| | |blood cells. |

| | |Refer learners to the Figure in Chapter ____, pg. ___ (Phinney & Halstead) to |

| | |illustrate the structures of the heart. |

|Slide 323 |[Insert IIDANA 12-323] |The Digestive System |

| | |Explain to learners that this system supplies the body with nutrients that |

| | |provide energy and materials for growth and maintenance. |

|Slide 335 |[Insert IIDANA 12-335] |The Digestive System (cont.) |

| | |Discuss how digestion begins in the oral cavity with teeth and tongue each |

| | |performing a role. |

| | |Discuss how the consistency of saliva changes depending on a person’s chemical |

| | |makeup, diet, or medications. Ask learners to think about how their saliva |

| | |increases in response to the smell, feel, taste, and even the thought of food. |

| | |Refer learners to the Figure in Chapter ____, pg. ____(Phinney & Halstead) to |

| | |illustrate the structures of the digestive system. |

|Slide 346 |[Insert IIDANA 12-346] |The Respiratory System |

| | |Explain how this system provides an area for gas exchange between the blood and |

| | |the environment by allowing oxygen acquisition and elimination of carbon dioxide.|

| | |Discuss how the dental assistant needs to be alert to ensure the patient doesn’t |

| | |inhale dental materials into their lungs: injuring the respiratory system, or to |

| | |swallow dental materials: affecting the digestive system. |

|Slide 358 |[Insert IIDANA 12-358] |The Lymphatic and Immune Systems |

| | |Describe the lymphatic system as a network of capillaries and larger vessels that|

| | |empty into the circulatory system. Explain that the lymphatic and immune systems |

| | |work together to defend the body against foreign invaders such as bacteria and |

| | |viruses by means of white blood cells. |

|Slide 369 |[Insert IIDANA 12-369] |Assessment Questions |

| | |Short Activity: Ask the group to answer these questions to assess their |

| | |comprehension of the material. |

| | |In-Class Activity: Stop here for the Body System Presentations activity. |

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

| | |Activity: Have learner groups present their findings from the Group Body Systems |

| | |Activity. |

Section 3: Head and Neck Anatomy

Section Overview

Dental Assistants must have thorough knowledge of the structures of the head and oral cavity. This knowledge is necessary to identify facial landmarks during radiograph exposure, placement of the high volume evacuator in the mouth, and to recognize any existing abnormalities. This section explores the major intra oral and extra oral features of the oral cavity, head and neck that are of importance to dentistry.

Outline of Section

Part A: Face and Oral Cavity

Part B: Head and Neck

Learning Objectives and Competencies

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

Knowledge

14. Identify bones of the cranium, maxilla, and mandible.

15. Name the major nerves of the maxilla and mandible.

Comprehension

16. Describe the major landmarks of the face and oral cavity.

17. Describe the muscles of mastication and facial expression.

Learning Activities

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

[Insert In-Class Activity icon] Food Taste Test (Part A, Objective 16)

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

[Insert In-Class Activity icon] Skull Labeling (Part B, Objective 14)[Insert In-Class Activity icon] Homework Review (Parts A-B, All Objectives)[Insert In-Class Activity icon] Jigsaw Puzzle Activity (Parts A-B, All Objectives)

Part A: The Face and Oral Cavity

Overview

The mechanical and chemical breakdown of food begins in the mouth – mechanically by the teeth, then salivary glands pour out saliva in response to the feel and taste. Dental assistants need to understand the many parts of the oral cavity and how they collectively function. The DA needs to be aware of delicate tissues as he/she evacuate the oral cavity, perform radiographs, and take impressions for patients.

Initial Questions and Activities

1. What are the functions of the different teeth?

The incisors cut food, the cuspids tear pieces, and the bicuspids and molars grind it.

|Key Concepts |References and Activities |Slides |

|Introduction to Section |[Insert In-Class Activity icon] Homework Review |Slide 3740 |

|Key Tterms |Chapter ____, pp. ____ (Phinney & Halstead) |Slides 38-3941-42 |

|Part A: The Face and Oral Cavity |Chapter ____, pp. ____ (Phinney & Halstead) |Slides 40-4443 |

| |[Insert In-Class Activity icon] Food Taste Test | |

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

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

[Insert In-Class Act icon] In-Class ActivitiesJigsaw Puzzle (Part A, All Objectives for the Module). Goal: To access learners understanding of the material covered in this module. A jigsaw puzzle takes small independent pieces and connects them together to form a recognizable big picture. One member from each group takes responsibility for solving one part of a complex picture. Members from each team with corresponding parts from their own groups will discuss their particular part of the image. Assign teams and have each team responsible for understanding and discussing each of the important facial and oral cavity landmarks, facial muscles, bones of the head, and facial nerves. At the end of this section groups should present their information to the class.

❑ Food Taste Test. (Part A, Objective 16) Goal: For learners to develop an understanding off flavor and tongue taste buds, because they are one of the five senses that humans depend on for safety and survival. Taste is an important sense, as it prevents consumption of inappropriate food sources. Instructor should provide the following materials: lemon juice (sour), tonic water (bitter), salt water (salty), apple juice (fructose), 7-Up (sucrose), paper or plastic cups, q-tips, and water. Have each learner make a list, on paper, of the four sections of the tongue across the top of the paper: tip, side tip, side-back, middle-back, and list each of the five tastes down the left side of the paper. Learners should form partners and aid each other in order to taste different areas of the tongue with each solution, and mark their findings to get an idea of what regions of the tongue taste which flavors. Dip a different Q-tip each time and touch each tongue section. Rate the taste sensation for either: no taste, little taste, or strong taste. Make sure learners remember to rinse with water between each sample and repeat for each taste, making notes of each procedure. Explain to your learners that their taste buds are located on the papillae, and that each papilla contains between 1 and 15 taste buds, and receptor cells that are attached to nerves. Different receptor cells are sensitive to different tastes. Time should be given for the class to discuss their findings. Note: Be sure to ask if any learners have food allergies that would prevent them from participating in this activity.

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

1. What do the terms anterior and posterior refer to?

Anterior designates the front of something, while posterior refers to the back.

2. What does the word part pro mean?

Pro means in front of or before.

[Insert Home Ass icon] Homework Assignments

Textbook and Workbook Assignment. Learners are to read Chapter ____(Phinney & Halstead). Learners are to complete the workbook Chapter ____ questions. Learners should be prepared to review these in class, Have learners also complete the Case Study, Review Questions and Critical Thinking Questions in Chapter ____ (Phinney & Halstead).

Ideas for learners struggling with this material …

❑ Pre-read the Chapter. Have learners try making an outline of the text and then reading to fill in the outline. This will force them to think ahead about what they are reading

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

❑ Web Research. Those interested in knowing more about the oral cavity and the head should go to and present to the class their findings on temporomandibular joint dysfunction, the symptoms, treatments available, and how patients can avoid TMJ surgery.

Presentation Tools

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

|Slide 3740 |[Insert IIDANA 13-3740] |Section 3: Head and Neck Anatomy |

| | |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 3841 |[Insert IIDANA 13-3841] |Key Terms |

| | |Review each key term and discuss the importance of knowing the definition of |

| | |each. |

|Slide 3942 |[Insert IIDANA 13-3942] |Key Terms (cont.) |

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

| | |Homework Assignment: Short Activity: Stop here and review the Key Terms |

| | |Glossary homework assignment. Make sure learners understand the importance of |

| | |learning each term and acquiring new vocabulary.Homework: Stop here to assign|

| | |and discuss the homework assignment.Group Jigsaw Puzzle Activity Assignment: |

| | |Assign groups for this project, ensure they understand the activity, and your |

| | |expectations for their presentations at the end of this section. |

|Slide 403 |[Insert IIDANA 13-403] |Part A: The Face and Oral Cavity |

| | |Go through each landmark on the slide. Learners can refer to the landmarks of |

| | |the face on p.____ (Phinney & Halstead). Have learners point these parts out |

| | |on their own faces, using a mirror, or on their neighbors face. Remind |

| | |learners of the importance of recognizing these landmarks, so they can realize|

| | |when there is an abnormality for their patients. |

|Slide 414 |[Insert IIDANA 13-414] |Landmarks of the Oral Cavity |

| | |Continue to go through each oral cavity landmark. Discuss how many of these |

| | |parts will be important to remember in later modules, when they take alginate |

| | |impressions of each other’s mouths. The frenums, tuberosity’s and retromolar |

| | |areas must be achieved for quality patient maxillary and mandibular models. |

|Slide 425 |[Insert IIDANA 13-425] |The Tongue – Ddorsal Sside |

| | |Inform learners that the tongue acts as an organ of taste and speech. It also|

| | |assists in mastication by rolling and kneading food against the teeth and hard|

| | |palate, and in deglutition by pushing food backward into the oro-pharynx. |

| | |Explain that the circumvallate papillae discern bitter, the fungiform papillae|

| | |taste sweet, sour, and salty flavors, while the foliate papillae detect sour. |

| | |Tell learners that the filiform papillae rarely have taste buds. |

|Slide 436 |[Insert IIDANA 13-436] |The Tongue – Vventral Sside |

| | |Explain to learners that the underside of the tongue contains many nerve and |

| | |blood vessels as well as saliva ducts. Discuss how sensitive these areas can |

| | |be during aspiration, retraction, and placement of x-ray film. |

|Slide 447 |[Insert IIDANA 13-447] |Salivary Glands |

| | |Inform learners that saliva functions as a lubricating agent, aids in |

| | |swallowing and digestion, promotes taste, and cleanses the mouth. Discuss the|

| | |three salivary glands, their location, and which ducts convey saliva. |

| | |Refer learners to the Figure in Chapter ____, pg. ____ (Phinney & Halstead) to|

| | |illustrate salivary glands and ducts. |

| | |In-Class Activity: Stop here for the Food Taste Test activity. |

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

Part B: The Head and Neck

Overview

The many parts of the head and neck are complex and correspond with each other. The names of the bones, muscles, and even the tooth surfaces relate to one another. The importance of understanding where these anatomical landmarks are and how they correlate is emphasized in this part. Knowing specific structures of the head and neck are mandatory in order for dental assistants to perform their job.

Initial Questions and Activities

1. What is the medical term for dry mouth? Why would some individual develop it?

Xerostomia is excessive dryness of the mouth. It is caused by diabetes or radiation and chemotherapy. Xerostomia affects digestion and is especially uncomfortable for those patients wearing dentures.

|Key Concepts |References and Activities |Slides |

|Part B: The Head and NeckBones of the Cranium and |Chapter ____, pp. ____ (Phinney & Halstead) |Slides 445-478 |

|Face | | |

|Temporomandibular Jjoint |Chapter ____, pp. ____ (Phinney & Halstead) |Slide 4852 |

|Muscles and Nerves of Masticationthe Head and Neck |Chapter ____, pp. ____ (Phinney & Halstead) |Slides 49-5153 |

|Assessment Questions |Chapter ____, pp. ____ (Phinney & Halstead) |Slide 528 |

|Summary of Module |[Insert Homework Assignment icon] Homework Review[Insert |Slide 539 |

| |In-ClassGroup Activity icon] Group Jigsaw Puzzle ActivitySkull | |

| |Labeling | |

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

[Insert In-Class Act icon] In-Class ActivitiesJigsaw Puzzle (Part A, All Objectives for the Module). Goal: To access learners understanding of the material covered in this module. Members from each team with corresponding parts from their own groups will discuss their particular part of the image with the group.

❑ Skull Labeling. (Part B, Objective 14). Goal: For learners to gain a deeper understanding of the bones of the head. Instructor, if possible, should provide a model skull. If a skull is unavailable then use pictures taken from the textbook, without the labels included. Instructor needs to number each bone on the skull as given in Chapter___ (Phinney & Halstead), with a sticky piece of paper. Learners should take a sheet of notebook paper and write the numbers down the left side, then look at the skull and name the corresponding bone that goes with each number. This exercise should be turned in to be graded by the instructor.

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

1.2. Define mastication.

Mastication is the act of chewing and is accomplished by coordinated

movements of the teeth, the maxillary and mandibular jaws, along with the

cheeks and muscles. Sectretion of saliva also plays a large role during this

beginning part of the digestive process.

Ideas for learners struggling with this material …

❑ Note-Taking Tips. Tell learners to listen actively and think before writing anything down. Let them know they should avoid the habit of just writing down everything they hear as fast as they can, but to listen for the most important points.

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

❑ Web ResearchActivity. Have learners go to and find out about facial paralysis and its cause.

Presentation Tools

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

|Slide 458 |[Insert IIDANA 13-458] |Part B: The Head and Neck / Bones of the Cranium |

| | |Review Part A. |

| | |Discuss the homework from Part A as needed. |

| | |Introduce Part B. As you go over each bones of the cranium. Refer to learners |

| | |to the Figure in Chapter ____, pg. ____ (Phinney & Halstead) for the lateral |

| | |aspect of the cranium. |

|Slide 469 |[Insert IIDANA 13-469] |Bones of the Face |

| | |Refer to the Figure in Chapter ____, pg. ____ (Phinney & Halstead) as you |

| | |review each bone of the face. |

| | |Inform learners that the alveolar process is the part of bone containing |

| | |sockets for teeth. |

|Slide 4750 |[Insert IIDANA 13-4750] |The Maxilla and the Mandible |

| | |Describe to learners how the maxillary bone articulates with the zygomatic |

| | |bones on each side of the face and that the maxilla contains infraorbital |

| | |foramen under each eye socket; openings in the bone, through which blood and |

| | |nerve vessels pass. |

| | |As each mandibular landmark is reviewed refer to the Figures in Chapter ____, |

| | |pg. ____ (Phinney & Halstead). |

| | |Explain that the mandible is one bone, which is the strongest bone of the |

| | |face, and that in it are two foramen, for passage of nerve and blood vessels, |

| | |near the apices of mandibular bicuspids and are often seen on x-rays. |

|Slide 4852 |[Insert IIDANA 13-4852] |The Temporomandibular Joint |

| | |Inform learners that this joint attaches the mandible to the maxilla at the |

| | |temporal bone. Describe how complex this joint is, how it is held in position |

| | |by muscles, enclosed in capsular ligaments, and moves by hinge and glide |

| | |motions. Explain that the condyle of the mandible articulates with the |

| | |maxillary gleoid fossa, and between them is a meniscus; a disc pad of dense |

| | |connective tissue. |

| | |Inform learners that if the disc becomes displaced, popping sounds called |

| | |crepitus may result, or if the condyle becomes displaced anteriorly this is |

| | |called subluxation. Bruxism, or excessive grinding of the teeth may cause |

| | |temporomandibular joint dysfunction, and inflammation of this joint, as with |

| | |any joint, may result in arthritis, due to wear and tear. |

|Slide 4953 |[Insert IIDANA 13-4953] |Muscles of Mastication |

| | |Review these muscles that come in pairs. Refer learners to p._____ (Phinney &|

| | |Halstead). |

|Slide 504 |[Insert IIDANA 13-5054] |Muscles of Facial Expression |

| | |Go through each muscle and discuss their function. |

|Slide 515 |[Insert IIDANA 13-515] |Head and Neck |

| | |Explain to learners that in order for the dentist to perform restorative |

| | |treatment for patients, first anesthetic must be administered. The nerves of |

| | |the head and neck are complicated. Discuss how the Anterior superior alveolar|

| | |innervated the maxillary central and lateral incisors as well as the cuspids. |

| | |The Middle superior alveolar innervates the maxillary first and second |

| | |bicuspids and the mesial buccal root of the first molar. The Posterior |

| | |superior alveolar innervates the rest of the maxillary first molars, as well |

| | |as the second and third molars. Inform learners that for routine patient |

| | |treatment on mandibular teeth, the anesthetic infiltrated into the Inferior |

| | |alveolar nerve numbs the entire side of the jaw. |

| | |Explain the purpose of the arteries and veins of the face and oral cavity. |

| | |Review the Figures provided in Chapter ____, pg. ___ (Phinney & Halstead) for |

| | |discussion regarding each artery and vein. |

|Slide 526 |[Insert IIDANA 13-526] |Assessment Questions |

| | |Short Activity: Ask the group to answer these questions to assess their |

| | |comprehension of the material recently. Review material as needed. |

| | |Group Jigsaw Puzzle ActivityIn-Class Activity: Stop here for the group |

| | |presentations jigsaw puzzleSkull Labeling activity.. |

|Slide 537 |[Insert IIDANA 13-537] |Summary of Module |

| | |Remind learners of the importance of understanding the material for their |

| | |futures as dental assistants.. |

| | |Discuss the significance of acquiring new vocabulary and how much they have |

| | |learned already. |

[pic]

-----------------------

Part A: Preventive Dentistry

Part B: Nutrition

Part A: Body Systems I

Part B: Body Systems II

Section 1:

Oral Health and Nutrition

Section 2:

Anatomy and Physiology

Faculty Teaching Guide for

Oral Health, Nutrition, and Anatomy and Physiology

Module:

Oral Health and NutritionNutrition and Anatomy and Physiology

▪

Teaching Tip

Remember that some learners are hesitant to do hands-on activities with their peers. Encourage them often, provide positive feedback, and create a safe learning environment. Also encourage them to work in groups. Group work can lessen anxiety, increases motivation, and reinforces learning. Many times learners can explain a concept in a different way to a struggling learner.

Teaching Tip

Adults may not be use to active learning in the classroom. Traditional education has often been limited to lecture, reading, and exam. They often expect this methodology. Spend time explaining active learning and your expectations.

Teaching Tip

Self-evaluation is important for adult learners. When they see themselves either successfully applying their knowledge and skills or not successfully applying their knowledge and skills, they tend to pay attention more closely. Also, repetition of learning is essential. Each time a learner makes an evaluation, the concept is more firmly established in their memory.

The Adult Learner…

more easily puts information into long-term memory when several learning strategies are utilized: drawing, association, color, discussion, seeing, hearing, reading, writing, saying, and so forth. Try to use all strategies in each class session.

Teaching Tip

Teaching Tip

Use good facilitation skills when conducting in-class discussion sessions. Make good eye contact with learners. Ask those learners who are not participating questions that you think they can answer or to comment on another learner’s question or comment. Walk around the room. Thank learners for their responses. Acknowledge all responses, even if incorrect. Avoid shutting down learners by negative responses.

Bring up your own real workplace experiences. Take time prior to class to think seriously about the examples you can use to assist learners in understanding the information you are presenting. Bring reality to the topic as much as possible by reciting real stories.

Teaching Tip

Focus each overview on why learners are learning this information. Ask them directly why they think it is important. Sometimes the act of trying to find the reason is enough to engage them and focus their attention on what you are about to teach them.

Teaching Tip

Consider providing short periods where you ask learners to turn to their classmate and explain a concept that you just discussed. Then ask learners to tell you if there were areas that were difficult to explain. Discuss as a class how to make things more clear.

Part A: Face and Oral Cavity

Part B: Head and Neck

Section 3:

Head and Neck Anatomy

Teaching Tip

Walk around during learning activities and use the opportunity to provide individual feedback to learners. Remember to comment on the things that learners are doing well along with the areas in which they need to work. Adult learners need acknowledgement on their accomplishments. Positive feedback will go a long way toward motivating the learners to progress steadily.

The Adult Learner…

responds well to cooperative tasks and enjoyable competitive ones. They tend to prefer these to individual, highly repetitive tasks. Use group activities to build rapport among learners and to strengthen their support of one another in addition to teaching them skills.

Teaching Tip

Helping learners to focus on the positive can enable them to make the best of any situation. Encourage them to look on the bright side of difficult circumstances or coursework. When our mental attitude is in order, our physical reactions will be easier to direct towards our goals.

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