Infection Control
Faculty Teaching Guide for Chairside Dental Assisting with Labs
Module - Chairside Assisting
Faculty Teaching Guide for Chairside Dental Assisting with Labs
Module - Chairside Assisting
Review of Previous Module
Review topics from the previous module to confirm understanding prior to presenting new material.
Module Overview
This module introduces basic skills required by dental assistants. Taking care of the dental patient begins as they are directed to the dental chair. Quality care starts as the dental treatment room is prepared and instruments are set up. Working properly at chairside requires proper posture and attention to detail. Understanding the dental setting by facility, the role of the dental assistant, and the responsibilities involved in insuring safety for both the patient and the dental staff is the focus of this module.
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.
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.
Delmar’s Dental Assisting Video Series: Delmar Learning. ISBN 0-7668-1031-3
Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide and the Power Point Presentation for Nutrition, Anatomy and Physiology.Chairside Dental Assisting with Labs.
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 Chairside Assisting
Section Overview
Patient care begins when the dental treatment room is prepared with barriers, instruments, and equipment. As the patient is escorted to the operatory, the patient should be made to feel comfortable in the dental environment. After seating the patient in the dental chair the dental assistant washes his or her hands and continues preparation for the procedure. Following patient treatment, the assistant cleans the area and sterilizes the instruments.
Outline of Section
Part A: Dental Office
Part B: Instrument Exchange
Learning Objectives and Competencies
These learning activities directly address the Learning Objectives and
Competencies as stated.
Knowledge:
1. Define the Key Terms.
Comprehension
2. Explain basic concepts of chairside dental assisting.
Application
3. Demonstrate the steps necessary to prepare for patient treatment.
4. Demonstrate seating and dismissing a patient.
5. Demonstrate proper dental instrument transfer.
6. Demonstrate ergonomics of the operator and the dental assistant at chairside.
7. Demonstrate the use of equipment used for treatment in the oral cavity.
Learning Activities
These learning activities directly address the Learning Objectives and Competencies as stated.
[Insert Homework Assignment icon] Key Term Glossary (Part A, Objective 1)
[Insert In-Class Activity icon] Seating the Dental Patient (Part A, Objectives 3-4)
[Insert In-Class Activity icon] Dismissing the Dental Patient (Part A, Objective 4)
[Insert Homework Assignment icon] Textbook Assignments (Part A, All Objectives)
[Insert Homework Assignment icon] Posttests (Part A, Objectives 3 & 7)
[Insert In-Class Activity icon] Homework Review (Part B, All Objectives)[Insert In-Class Activity icon] Homework Review (Part B, All Objectives)
[Insert In-Class Activity icon] One-Handed Instrument Transfer (Part B, Objectives 4-6s)
[Insert In-Class Activity icon] Evacuation of the Oral Cavity (Part B, Objectives 5-7)
[Insert Homework Assignment icon] Textbook and Workbook Assignment (Part B, All Objectives)
[Insert Homework Assignment icon] End of Chapter Activities (Part B, All Objectives)
Part A: The Dental Office
Overview
A patient’s first impression of the dental office begins when they walk in. The dental assistant has a vital role as an effective communicator to greet the patient, put them at ease, and review their medical history. The operatory should be prepared before the patient is received.
Initial Questions and Activities
1. What are some things the dental assistant can talk about to help the patient
become more comfortable?
Almost any topic would make the patient more comfortable. Be sure to introduce yourself and communicate in a professional manner with the patient.
|Key Concepts |References and Activities |Slides |
|Introduction to the Module | |Slides 1-2 |
|Introduction to Section 1 | |Slides 3-4 |
|Key Terms |[Insert Home Ass icon] Key Term Glossary |Slides 5-6 |
|The Dental Office |Chapter ____, pp. ____ (Phinney & Halstead) |Slides 7-26 |
| |[Insert In-Class Activity icon] Seating the Dental Patient | |
| |[Insert In-Class Activity icon] Dismissing the Dental Patient | |
| |[Insert Home Ass icon] Textbook Assignments | |
| |[Insert Home Ass icon] Posttests | |
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Act [ ] Evaluation
[Insert In-Class Act icon] In-Class Activities
❑ Seating the Dental Patient (Part A, Objectives 3-4). Goal: For learners to practice preparing a patient for treatment. Learners should set up an operatory with instruments as outlined in the Seating the Dental Patient Procedure in Chapter ____, pg. ____(Phinney & Halstead). Aseptic technique must be followed as learners take turns being the patient and the assistant. Instructor should divide the class into teams, depending on number of operatories supplies, and instruments available for each team. The instructor should walk around as each team is performing their tasks to insure that each step is understood and correctly completed.
❑ Dismissing the Dental Patient (Part A, Objective 4). Goal: For learners to practice preparing a patient for treatment. Learners should break down an operatory as outlined in the Dismissing the Dental Patient Procedure in Chapter ____, pg. ____(Phinney & Halstead). Aseptic technique must be followed as learners put instruments and supplies away. Instructor should provide patient charts so treatment can be documented. The instructor should walk around as each team is performing their tasks to insure that each step is understood and correctly completed.
[Insert In-Class Dis Ques icon] In-Class Discussion
1. Why is it important to set up the dental treatment room before going to get the patient?
Everything should be prepared before the dental assistant receives the patient so the patient doesn’t have to sit in the chair while instruments, trays, handpieces and other items are being set out.
[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 Assignments. Learners are to read Chapter ____ (Phinney & Halstead). Have learners also read Chapters 7, 8 and 9 (Dietz). Explain to learners that much of this may be review but due to the importance of the material they need to refresh their understanding of issues such as protective equipment, infection control, and surface asepsis prior to working on patients.
Posttests. Have learners complete the Posttests in Chapters 7, 8, and 9 (Dietz) and be prepared to review them in class. Much of this information was discussed in Course 1 Module 2, but is delivered in a different format in these chapters. It is important to recap safety and infection control techniques in view of the fact that they will be working on live patients during this section.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
|Slide 1 |[Insert CDA 2-1] |Power Point Presentation for Chairside Dental Assisting with Labs |
| |CDA – Stands for Chairside Dental Assisting with |Module: Chairside Dental Assisting |
| |Labs. The 1st number indicates the Module called |Prior to introducing this module. Ask learners if any questions remain from |
| |Chairside Dental Assisting. The second number |the previous module. If questions remain review the material as needed. |
| |indicates the slide number. |Introduce the module. |
|Slide 2 |[Insert CDA 2-2] |Module: Chairside Dental Assisting |
| | |Introduce the sections and each part. |
|Slide 3 |[Insert CDA 2-3] |Section 1: Introduction to Chairside Assisting |
| | |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 IIDACDA 2-4] |Section 1: Introduction to Chairside Assisting (cont.) |
| | |Continue to discuss each objective in detail. |
|Slide 5 |[Insert CDA 2-5] |Key Terms |
| | |Review each key term and discuss. |
| | |Homework Assignment: Stop here and remind learners about the Key Term Glossary|
| | |assignment. |
|Slide 6 |[Insert IIDACDA 2-6] |Key Terms (cont.) |
| | |Continue to review each key term and discuss. |
|Slide 7 |[Insert CDA 2-7] |Part A: The Dental Office |
| | |Discuss the different rooms and areas of a dental office. Point out that first|
| | |impressions are lasting impressions and that the dental assistant has the |
| | |responsibility to help their patients feel at ease in the dental office and |
| | |that this takes communication skills. The assistant should introduce |
| | |themselves and ensure they are pronouncing the patient’s name correctly as |
| | |they escort their patient to the treatment area. |
|Slide 8 |[Insert CDA 2-8] |The Dental Operatory |
| | |Explain that the dental treatment room needs to be prepared before the |
| | |assistant brings the patient back. All barriers need to be placed, the burs, |
| | |handpieces, instruments, and other supplies ready, as well has the patient’s |
| | |x-rays on the view box and the chart open. |
| | |Question: What kind of impression may be given if the treatment room is not |
| | |well prepared for the patient? |
|Slide 9 |[Insert CDA 2-9] |The Dental Assistant Stool |
| | |Note to the Instructor: During this discussion, have a dental assistant stool |
| | |in the front of the class. As each issue is discussed, use the stool as a tool|
| | |to present the information. For instance, when discussing how to sit, invite a|
| | |learner to come up front. Have the learner illustrate poor posture vs. posture|
| | |that is correct. |
| | |Explain that the dental assistant will sit higher than the dentist, so both |
| | |have a clear view of the operating field. The extended arm should be used as |
| | |an abdominal support, the assistant’s legs toward the back of the chair, the |
| | |instrument tray within an arm’s reach, and the front of the assistant’s stool |
| | |even with the patient’s mouth. |
| | |Inform learners that dentists and dental assistants should sit with their back|
| | |straight and head relatively erect. This helps prevent curvature of the |
| | |spine. The patient should be lowered to a position that places the treatment |
| | |site as close to the dentist’s elbow as possible. The assistant should sit as|
| | |close as possible to the back of the patient’s chair, where hose attachments, |
| | |instruments, and materials can be reached without leaning, twisting, or |
| | |overextending the arms. |
|Slide 10 |[Insert CDA 2-10] |Activity Zones |
| | |Explain that the activity zones are identified so that the operator and |
| | |assistant both have good visibility of the oral cavity, have easy access to |
| | |instruments, and are able to transfer instruments, and evacuate the mouth |
| | |smoothly and safely for the patient. |
| | |Ensure learners understand that good posture is necessary especially for |
| | |longer appointments, and over the time of a person’s career repetitive motions|
| | |could create problems if not accomplished properly. |
|Slide 11 |[Insert CDA 2-11] |Right Handed Operator Positions |
| | |Note to Instructor: Continue to usual visuals such as chairs and instruments |
| | |to demonstrate correct positioning. |
| | |Discuss with learners how the dental assistant and operator are positioned if |
| | |the dentist is right handed. |
|Slide 12 |[Insert CDA 2-12] |Left Handed Operator Positions |
| | |Explain the difference of operator and assistant locations when the dentist is|
| | |left handed. Point out that during procedures when the dental assistant is |
| | |the operator, positioning will be depend on if the assistant is left handed |
| | |rather than right handed. |
|Slide 13 |[Insert CDA 2-13] |Office Routines |
| | |Discuss the various types of responsibilities that dental assistants will be |
| | |doing daily as they arrive to work and before they leave the office for the |
| | |day. |
| | |Address the variety of maintenance tasks that must also be taken care of on a |
| | |regular basis. |
|Slide 14 |[Insert CDA 2-14] |Patient Treatment |
| | |Discuss the purpose of reviewing the patient’s medical history once the |
| | |patient has been seated in the dental chair. |
| | |Review how each patient should be seated. |
| | |Short Activity: Stop and show the section on Seating the Dental Patient on |
| | |Video 1: Introduction to Chairside Assisting. |
| | |In- Class Activity: Stop here for the Seating the Dental Patient activity. |
|Slide 15 |[Insert CDA 2-15] |Patient Position – The Mandibular Arch |
| | |Demonstrate how the patient and light are positioned when providing treatment |
| | |on the lower arch and how the assistant needs to use the high volume evacuator|
| | |in the left hand to retract the cheek, or tongue, depending on right or left |
| | |side treatment. |
|Slide 16 |[Insert CDA 2-16] |Patient Position – The Maxillary Arch |
| | |Describe how to illuminate the teeth on the upper arch and that the assistant |
| | |needs to use the air-water syringe in the left hand to keep the operator’s |
| | |mirror free from water or debris when treating the maxillary teeth. |
|Slide 17 |[Insert CDA 2-17] |Operator Position |
| | |Explain how performing dentistry with good back support ensures less neck, |
| | |shoulder, and back problems. |
|Slide 18 |[Insert CDA 2-18] |Assistant Position |
| | |Demonstrate how the assistant can adjust the seat of the assistant stool in |
| | |order to raise and lower the height, and that the assistant’s chair has a foot|
| | |rest and abdominal support that should be used, and are designed to place less|
| | |strain on the back. |
|Slide 19 |[Insert CDA 2-19] |Dismissing Your Patient |
| | |Discuss the importance of documenting completed treatment in the patient’s |
| | |record. |
| | |Demonstrate how they can use a wet 2x2 gauze to clean the patient’s face from |
| | |any debris, or give the patient the wet gauze and a mirror before they are |
| | |allowed to leave the operatory. |
| | |Short Activity: Stop and show the section on Dismissing the Dental Patient on |
| | |Video 1: Introduction to Chairside Assisting. |
| | |In-Class Activity: Stop here for the Dismissing the Dental Patient activity. |
|Slide 20 |[Insert CDA 2-20] |Special Patients |
| | |Describe some techniques that may be used with this list of patients that will|
| | |come to the office for dental treatment. |
| | |vities. |
| | |Homework Assignment: Stop here to assign and discuss the workbook and end of |
| | |chapter homework homework. |
Part B: Instrument Exchange
Overview
The transfer of instruments between the dentist and dental assistant must take place as a smooth transition, allowing the clinician to keep eyes on the oral cavity in order to provide for quick and efficient treatment. The assistant must hold instruments in both hands properly and sit in such a manner as to have the instruments close by and to enable proper oral evacuation.
Initial Questions and Activities
1. Why is ergonomics important to dental professionals?
Sitting improperly for long periods of time, during dental care, could contribute to weak postural muscles and create fatique.
|Key Concepts |References and Activities |Slides |
|Dental Instrument Exchange |Chapter ____, pp. ____ (Phinney & Halstead) |Slides 21-28 |
| |[Insert In-Class Activity icon] Homework Review[Insert In-Class | |
| |Activity icon] Homework Review | |
| |[Insert In-Class Activity icon] One-Handed Instrument Transfer | |
| |[Insert In-Class Activity icon] Evacuation of the Oral | |
| |Cavity[Insert Homework Ass icon] Food Label Research | |
|Assessment Questions |[Insert Homework Ass icon] Textbook and Workbook Assignment |Slide 29 |
| |[Insert Homework Ass icon] End of Chapter Activities | |
[ ] 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.
❑ Homework Review (Part B, All Objectives). Goal: To access learners’ comprehension of the material. Review the Chapters 7, 8, and 9 (Dietz), Posttest questions that learners completed as homework. Assess the learners understanding and review material as needed.
❑ One-Handed Instrument Transfer (Part B, Objectives 4-6). Goal: For learners to practice passing and receiving instruments with an operator. Learners should set up an operatory and perform each procedure step as outlined in the One-Handed Instrument Transfer Procedure in Chapter ____, on pg _____ (Phinney & Halstead). Aseptic technique must be followed as learners take turns being the patient and assistant for instrument transfer, with the instructor as the operator. Instructor may have learners practice with each other in the operator position after they have mastered the dental assistant role. Instructor should grade each learner on the successful completion of each step.
❑ Evacuation of the Oral Cavity (Part B, Objectives 5-7). Goal: For learners to practice maintaining a clear operating field, retracting, and rinsing the oral cavity. Learners should set up an operatory and perform each step as outlined in the Specific Tip Placements for Evacuation of the Oral Cavity Procedure in Chapter ____, on pg. ____ (Phinney & Halstead). Aseptic technique must be followed as learners take turns being the patient and assistant for oral evacuation with the instructor as the operator. Instructor should use the handpiece with a finishing bur and water, as well as a mirror for retraction. Learners will practice with the high volume evacuator in their right hand and the air-water syringe in the left hand, until competent. Instructor should grade each learner on the successful completion of each step.
[Insert In-Class Dis Ques icon] In-Class Discussion
1. Why does the dentist not move their hand during the instrument transfer?
The dentist should keep his or her finger rest as a fulcrum, a pivot point, in order to be more efficient, reduce time needed for patient treatment, and limit stress on the patient and operator.
[Insert Home Ass icon] Homework Assignments
Textbook and Workbook Assignment. Learners are to read Chapter ____ (Phinney & Halstead). Learners need to also complete the workbook Chapter ____ questions and be prepared to discuss their answers with the class.
End of Chapter Activities. Have learners complete the Review Questions and Critical Thinking Questions in
Chapter ____ (Phinney & Halstead).
Ideas for learners struggling with this material …
❑ Try Various Studying Methods. Encourage learners to make a list of key points in the margin of their notes next to the notes for that section. These lists can be used for review when studying.
Ideas for learners who are ahead and want to learn more …
❑ Read More: Encourage learners to read as much about a topic as possible – even if it isn’t assigned. The Internet can provide a wealth of information. Have them prepare a short report on what they have found and share it with the class.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
|Slide 21 |[Insert CDA 2-21] |Part B: Instrument Exchange |
| | |Review Part A. |
| | |In-Class Activity: Stop here for the Homework Review activity. |
| | |In-Class Activity: Stop here for the Homework Review activity. Make sure that any|
| | |remaining questions are answered. |
| | |Introduce Part B. |
| | |Note to Instructor: As much as possible, demonstrate each technique. Learners |
| | |often learn better by seeing rather than hearing. |
| | |Remind learners the one-handed instrument exchange is done under the patient’s |
| | |chin, out of their line of vision, in a smooth, controlled motion, with movement |
| | |of only the fingers, wrist, and elbow. |
| | |Demonstrate how learners need to hold the new instrument at the top end, so the |
| | |operator can grasp the new instrument in the middle. The assistant should have |
| | |their “pinky” finger extended in order to grasp the instrument the dentist is |
| | |handing to them. |
| | |Inform learners that an alert assistant does not need a verbal command to make |
| | |the instrument exchange, but should be constantly ready when the exchange signal |
| | |occurs. During the transfer, the dentist should not move the finger rest or eyes |
| | |from the treatment site. When the exchange is completed, the operator pivots the|
| | |working hand back to the working position. |
| | |Short Activity: Call a volunteer up to the class and demonstrate the discussed |
| | |technique. |
|Slide 22 |[Insert CDA 2-22] |Instrument Exchange (cont.) |
| | |Discuss the differences of instrument transfers if the dental operator is right |
| | |or left handed. |
|Slide 23 |[Insert CDA 2-23] |Instrument Grasps |
| | |Question: Why would there be more than one way to hold and instrument? |
| | |Explain that there are five ways to hold dental instruments. |
| | |Each method of holding an instrument directly influences how efficiently the |
| | |instrument will be used and each mode is designed for maximum effectiveness. |
| | |Demonstrate how each instrument should be held. |
| | |In-Class Activity: Stop here for the One-Handed Instrument Transfer activity. |
|Slide 24 |[Insert CDA 2-24] |Operating Field – Maxillary Right |
| | |Ensure learners understand that the tongue or cheek may need to be retracted in |
| | |order to see into the oral cavity. Let them know that retraction can be |
| | |accomplished with the HVE tip, in their right hand, or with the air-water syringe|
| | |tip, in their left hand. |
| | |Explain tip placement for the maxillary right quadrant, and that the bevel or |
| | |slanted edge of the oral evacuator needs to be parallel to the tooth being worked|
| | |on. |
| | |Throughout this discussion, refer learners to the figures in the textbook |
| | |providing visuals of what is being described. When possible, demonstrate what is |
| | |being discussed. |
|Slide 25 |[Insert CDA 2-25] |Operating Field – Maxillary Left |
| | |Describe evacuation and retraction for the maxillary left quadrant. |
|Slide 26 |[Insert CDA 2-26] |Operating Field – Mandibular Right |
| | |Describe evacuation and retraction for the mandibular right quadrant. Explain how|
| | |the assistant comes across the tongue in order to be parallel with the tooth, |
| | |while retracting the tongue at the same time. |
|Slide 27 |[Insert CDA 2-27] |Operating Field – Mandibular Left |
| | |Describe evacuation and retraction for the mandibular left quadrant. Explain how |
| | |the cheek is retracted and the tip of the HVE parallel to the buccal tooth |
| | |surface. |
| | |Inform learners that to assist the dentist during four handed dentistry, the |
| | |assistant must also irrigate with air and water, as well as to aspirate with the |
| | |high-volume evacuator throughout the procedure. |
|Slide 28 |[Insert CDA 2-28] |Oral Evacuation |
| | |Demonstrate how oral evacuation is accomplished using the right hand, with either|
| | |a reverse palm-thumb grasp, or a modified pen grasp. |
| | |Describe how the saliva ejector can be placed under a rubber dam to keep the |
| | |patient comfortable, or during a coronal polishing, or to remove saliva while |
| | |fluoride trays are sitting on the patient’s teeth. |
| | |In-Class Activity: Stop here for the Evacuation of the Oral Cavity activity. |
| | |Short Activity: Stop here and have a class discussion regarding the case study at|
| | |the end of Chapter ___pg. ____ (Phinney & Halstead). |
|Slide 29 |[Insert IIDACDA 2-29] |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: Go over |
| | |Diet Diary homework assignment through discussion. |
| | |: |
| | |Homework Assignment: Stop here to assign and discuss the homework. |
Section 2: Instruments and Tray Systems
Section Overview
Dental instruments are specialized according to their functions and can be single or double ended. The working end of the instrument must be toward the patient as it is passed to the operator. Dental burs fit into handpieces and there are many variations of burs, discs, and stones. This section discusses how to use this equipment.
Outline of Section
Part A: Hand Instruments
Part B: Rotary Instruments
Learning Objectives and Competencies
These learning activities directly address the Learning Objectives and Competencies as stated.
Knowledge
8. Define the Key Terms.
9. Identify the parts of hand instruments.
10. Identify the categories and functions of dental burs.
Comprehension
11. Describe handpieces and their attachments.
12. Discuss discs, mandrels, and finishing burs.
13. Discuss handpiece lubrication.
Application
14. Demonstrate connecting straight attachments and contra angles.
15. Demonstrate placing and removing burs from attachments.
Learning Activities
These learning activities directly address the Learning Objectives and Competencies as stated.
[Insert In-Class Activity icon] Identifying Hand Instruments (Part A, Objective 9)
[Insert Homework Assignment icon] Key Term Glossary (Part A, Objective 8)
[Insert Homework Assignment icon] Textbook Assignment (Part A, All Objectives)
[Insert In-Class Activity icon] Bur Placement (Part B, Objective 15)
[Insert In-Class Activity icon] Low Speed Handpiece Attachments (Part B, Objective 14) [Insert Homework Assignment icon] Food Label Research (Part B, Objectives [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 (Part B, All Objectives)
[Insert Homework Assignment icon] End of Chapter Activities (Part B, All Objectives)[Insert In-Class Activity icon] Homework Review (Part B, All Objectives)
Part A: Hand Instruments
Overview
Dental assistants need to know the names of each instrument used in dental treatment. Hand instruments used in the mouth are double-ended or single ended, specialized in function, and must be sterilized following patient treatment.
Initial Question and Activities
1. When passing a dental instrument to the dentist, why should it be passed under
the patient’s chin?
Instruments are passed below the patient’s chin because the dentist needs
to keep his or her hands at the working area and should not have to reach
for an instrument.
| Key Concepts |References and Activities |Slides |
|Introduction to Section 2 | |Slides 30-31 |
|Key Terms |Chapter ____, p. ____, (Phinney & Halstead) |Slides 32-33 |
| |[Insert Homeword Ass icon] Key Term Glossary [Insert Homeword Ass| |
| |icon] Key Term Glossary | |
|Introduce Part A: Instruments I |Chapter ____, pp. ___, (Phinney & Halstead) |Slides 3421-37 |
| |[Insert In-Class Activity icon] Identifying Hand Instruments | |
| |[Insert Home Ass icon] Textbook 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
❑ Identifying Hand Instruments (Part A, Objective 9). Goal: For learners to become familiar with the names, purpose, and parts of dental instruments. Instructor should provide an assortment of hand instruments and separate learners into teams. Learners should review instrument names and uses with each other until able to recite them to the instructor.
[Insert In-Class Dis Ques icon] In-Class Discussion
1. When evacuating the oral cavity, why should the dental assistant use the right hand for holding the high
volume evacuator?
The high volume evacuator is held with the right hand because instruments are being passed to the
dentist with the left hand.
1. When evacuating the oral cavity, why should the dental assistant place the High Volume Evacuator tip very
carefully?
The HVE tip should be placed gently into the patient’s mouth in order to avoid injury to delicate
tissues, to carefully retract the cheek and tongue, and to keep from obstructing the dentist’s view.
[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 Assignment. Have learners read Chapter ____ (Phinney & Halstead).
Ideas for learners struggling with this material …
❑ Practice Makes Perfect. Encourage learners to practice passing dental instruments, or even pens and pencils, with each other during class breaks. Tell them this will build up finger muscles and increase dexterity.
Ideas for learners who are ahead and want to learn more …
❑ Research. Have learners to and search for the American Dental Association’s stand on ergonomics regulations. Write a short paper on this subject and share it with the class.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
|Slide 30 |[Insert CDA 2-30] |Section 2: Instruments and Tray Systems |
| | |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 31 |[Insert CDA 2-31] |Section 2: Instruments and Tray Systems (cont.) |
| | |Continue reading each objective and relating them to their careers as dental |
| | |assistants. |
|Slide 32 |[Insert CDA 2-32] |Key Terms |
| | |Review each key term and discuss the importance of knowing the definition of |
| | |each. |
|Slide 33 |[Insert CDA 2 -33] |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 sec |
|Slide |[Insert CDA 2 -34] |Part A: Hand Instruments |
|34 | |Explain that because of the many hard to reach areas in the mouth, and the |
| | |various functions required, operative instruments come in a wide variety of |
| | |sizes and shapes. Ensure learners understand that to be an effective dental |
| | |assistant they must be able to understand why, where, and when the dentist |
| | |will use particular instruments. |
|Slide 35 |[Insert CDA 22-35] |Dental Instrument Design |
| | |Describe how some instruments are single or double-ended and how the tips are |
| | |designed for specific purposes. |
| | |Provide examples of both types of instruments for learners to visually see. |
|Slide 36 |[Insert CDA 22-36] |Basic Set up |
| | |Explain what instruments are included in the basic set up and that a |
| | |periodontal probe would be included for a patient dental exam. Inform |
| | |learners that a mouth mirror is used for indirect vision, to reflect light, |
| | |and to retract tissues. |
|Slide 37 |[Insert CDA 22-37] |Cutting Instruments |
| | |Explain that many dental procedures require the use of hand instruments with |
| | |sharp cutting edges. |
| | |Discuss and explain the use of each instrument. |
| | |In-Class Activity: Stop here for the Identifying Hand Instruments activity. |
| | |Homework Assignment: Stop here to assign and discuss the homework |
Part B: Rotary Instruments
Overview
Dental assistants must know the names and bur numbers along with a large assortment of diamonds, finishing, surgical, and lab burs. There are also many types of mandrels, discs, stones, wheels, and points that are used during patient treatment.
Initial Questions and Activities
1. Why do you think water sprays from the high speed handpiece?
Water sprays from the high speed to cool the tooth in order to keep it from overheating and also to wash away debris created during cutting of the tooth.
2. Why do you think the low speed handpiece doesn’t spray water?
The low speed is only used to remove caries, to polish teeth, or finish an appliance or restoration and doesn’t build up heat. After the dentist removes decay, the dental assistant should quickly rinse and dry the tooth, so the dentist can see the preparation.
|Key Concepts |References and Activities |Slides |
|Part B: Rotary Instruments and Tray SystemsII |Chapter ____, p. ____ (Phinney & Halstead) |Slides 38-42 |
| |[Insert In-Class Activity icon] Bur Placement | |
| |[Insert In-Class Activity icon] Low Speed Attachments | |
| |[Insert In-Class Activity icon] Handpiece Lubrication [Insert | |
| |In-Class Activity icon] Homework Review | |
|Assessment Questions |[Insert Home Ass icon] Textbook and Workbook Assignment |Slide 43 |
| |[Insert Home Ass icon] End of Chapter Activities | |
|Summary of Module | |Slide 44 |
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon] In-Class Activities
❑ Bur Placement (Part B, Objective 14). Goal: For learners to become familiar with bur names and shapes, as well as placing and removing latch-type and friction grip burs. Instructor should provide low and high speed handpieces, and an assortment of burs and bur tools. Learners should practice the names and associated bur numbers while practicing placing and removing burs from low and high speed handpieces.
❑ Low Speed Attachments (Part B, Objective 15). Goal: For learners to become familiar with connecting and disconnecting low speed motors and attachments. Instructor should provide low speed handpieces and straight attachments, contra angles, prophy angles, and mandrels. Learners should practice the proper vocabulary for attachments while practice this exercise until proficient.
❑ Handpiece Lubrication (Part B, Objectives 13-14) Goal: For learners to understand the importance of lubricating handpieces. Instructor should demonstrate how to lubricate the particular handpieces available, then have each learners explain how to lubricate the highspeed, lowspeed and assorted attachments.
[Insert In-Class Dis Ques icon] In-Class Discussion
1. Why should the dental assistant learn the names and purpose for all dental instruments?
The dental assistant needs to know the name as well as the purpose for each instrument in order to
anticipate the dentist’s needs and to pass the correct item.
[Insert Home Ass icon] Homework Assignments
Textbook and Workbook Assignment. Learners are to read Chapter ____(Phinney & Halstead) and to complete the workbook Chapter ____ questions. Learners should be prepared to review these in class.
End of Chapter Activities. Have learners complete the Review Questions and Critical Thinking Questions in Chapter ____ (Phinney & Halstead).
Ideas for learners struggling with this material …
❑ Check Learning Objectives: Encourage learners to refer back to the learning objectives to make sure they are on track in learning the appropriate material. Learning objectives are good guideposts to help them stay on track. If off track they need to ask for help from the instructor to find out what area(s) need further study/review.
Ideas for learners who are ahead and want to learn more …
❑ Present Other Related Topics: Encourage learners to think about what other topics that interest them that relate to the materials being studied. Encourage them to bring these up in class as appropriate for discussion.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
|Slide 38 |[Insert CDA 22-38] |Part B: Rotary Instruments |
| | |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 39 |[Insert CDA 22-39] |Burs |
| | |Go through each bur part and name. Inform learners that burs are held and |
| | |revolved in a dental handpiece, and used to remove tooth structure and decay, to |
| | |form the design of cavity preparations, and to finish and polish teeth and |
| | |restorations. They are made of steel, carbide, or diamond coated material. |
| | |In-Class Activity: Stop here for the Bur Placement activity. |
|Slide 40 |[Insert CDA 2-40] |Burs, Discs, Mandrels, Stones and Wheels |
| | |Explain that there are quite a variety of these small tools used for patient |
| | |treatment and during laboratory procedures. Review each as needed. |
|Slide 413 |[Insert CDA 22-413] |Handpieces |
| | |Discuss the high-speed handpiece and chucks used to hold the cutting or polishing|
| | |burs. Explain the types of handpiece connectors; the 3-hole, 4-hole, and the |
| | |5-hole with fiber optics. Inform learners that on the 4-hole connector, the holes|
| | |are 1) drive air, 2) chip air, 3) water, and 4) exhaust. |
| | |Inform learners that the high-speed handpiece operates at a speed greater than |
| | |100,000 rpm (rotations per minute) and the low speed less than 100,000 rpm, and |
| | |around 6,000 rpm for polishing tooth coronal surfaces. |
| | |Explain the straight handpiece attachment, the prophy angle, and how the contra |
| | |angle is used with a slow speed motor and straight attachment, to change the |
| | |desired angle and better reach areas in the oral cavity which are difficult |
| | |Ensure learner understand that the bearings inside the dental handpieces need |
| | |lubrication in order to reduce friction, heat, and wear. They are also used as a |
| | |solvent for cleaning and come in aerosol or non-aerosol applicators. |
| | |In-Class Activity: Stop here for the Low Speed Attachment activity and the |
| | |Handpiece Lubrication activity. |
|Slide 42 |[Insert CDA 2-42] |Instrument Tray Systems |
| | |Inform learners that to increase production while reducing stress and fatigue, |
| | |the assistant and the dentist need to work together as a team. The assistant |
| | |must be able to anticipate the dentist’s needs and to accomplish this, must know |
| | |the sequence of treatment procedures, and have the required materials and |
| | |instruments ready at the proper time. |
|Slide 439 |[Insert CDA 22-439] |Assessment Questions |
| | |Short Activity: Ask the group to answer these questions to assess their |
| | |comprehension of the material. Review material as needed. |
| | |Short Activity: Stop here and discuss the case study at the end of Chapter ___ on|
| | |pg. ____ (Phinney & Halstead). |
| | |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. |
|Slide 447 |[Insert CDA 23-447] |Summary of Module |
| | |Remind learners that understanding how teeth are formed, and when they should |
| | |erupt into the mouth will make them better dental healthcare providers, and |
| | |knowing the names and surfaces of the teeth is mandatory for their careers. |
| | |Ask learners if any remaining questions exist from the material that has been |
| | |covered in this module. Review material as needed. |
-----------------------
Part A: Dental Office
Part B: Instrument Exchange
Part A: Hand Instruments
Part B: Rotary Instruments
Section 1:
Introduction to Chairside Assisting
Section 2:
Dental Instruments and Tray Systems
Faculty Teaching Guide for
Chairside Dental Assisting
with Labs
Module:
Oral Health and NutritionChairside Assisting
▪
Teaching Tip
Remember adult learners have many other responsibilities outside of school. This does not mean that school is not a priority; however, it may not be possible for it to be the priority. Make all information applicable and relevant. Try to be flexible and empathetic. When possible, treat each learner as an individual, with individual circumstances and treat all learners with respect.
Teaching Tip
Adults learn best in an atmosphere of mutual respect. Constantly assess the classroom atmosphere. How do learners respond? How do they treat each other? Are there areas in which improvements can be made?
Teaching Tip
Adult learners dislike one-way communication and long lectures. Ask questions, recognize expertise of learners and involve the class. They have strong feelings about their educational experiences. Remember to provide them with the best experience possible.
Teaching Tip
Adults may not be used 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
Adult learners respond well to cooperative tasks and enjoyable competitive ones. Use group activities to build rapport among learners and strengthen their support of one another in addition to teaching skills. Consider revising any in-class activity, homework assignment, discussion question, or assessment to be more cooperative.
Teaching Tip
It is important for adult learners to understand where they are going in the course. Explain the learning objectives, and then refer back to these throughout the class session and the course to assist learners in seeing their progress.
Teaching Tip
Consider each learner independently. Do they participate in class activities and discussions? Are they argumentative? Do they daydream? Looking at the class as a group of individuals takes more effort, but is more productive when trying to assess how to solve problems with group dynamics.
Teaching Tip
Self evaluation is important for adult learners. When they see themselves successfully applying their knowledge and skills, they tend to pay more attention. Try to provide ways for learners to assess their progress often. You may also need to assist learners in learning how to accurately conduct a self-assessment.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.