Faculty Teaching Guide for Dental Materials



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Module – Laboratory Materials and Techniques

Faculty Teaching Guide for Dental Materials
Module - Laboratory Materials and Techniques

Faculty Teaching Guide for Dental Materials



Module - Laboratory Materials and Techniques

Module Overview

A large variety of dental laboratory materials are utilized by the dental assistant. Each material has unique properties in order to perform specific functions. This module discusses some of the lab materials used in the dental environment for patient care.

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.

Materials and Procedures for Today’s Dental Assistant, by Ellen Dietz, Delmar Learning, 2004. 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 the PowerPoint Presentation for Dental Materials.

Additional Resources

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

Section Overview

Many dental procedures require cast models to be prepared by the dental assistant. Quality models begin with accurate impressions of the patient’s dentition, continue with pouring the gypsum material, and end with properly shaped cast models. This sections explains how to take proper impressions of your patient’s teeth.

Outline of Section 1


Part A: Alginate Impression Material

Part B: Bite Registration

Learning Objectives and Competencies

These learning activities directly address the Learning Objectives and Competencies

as stated.

Knowledge

  1. Define the Key Terms.

  2. Identify materials used in the dental lab and perform associated procedures.


Application

  1. Demonstrate the knowledge and skills necessary to prepare, take, and

remove alginate impressions and wax bites.

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] Alginate Impression Set Up (Part A, Objectives 2-3)

[Insert In-Class Activity icon] Taking the Impression (Part A, Objectives 2-3)

[Insert In-Class Activity icon] Removing and Disinfecting the Alginate Impression (Part A, Objective 3)

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

[Insert Homework Assignment icon] Posttest (Parts A-B, All Objectives)



[Insert In-Class Activity icon] Taking a Bite Registration (Part B, Objective 3)

Part A: Alginate Impression Material

Overview

Many dental procedures require cast models to be prepared by the dental assistant. Quality models start with accurate impressions of the patient’s teeth. This part will present the steps necessary to obtain exact representations of the patient’s maxillary and mandibular arches, to include the hard and soft tissues.

Initial Questions and Activities


1. Who of you have had impressions taken of their teeth?

    There will be a variety of responses to this question depending on learners’ previous experience. Encourage learners to share their experiences with the class. Discuss with them how they will learn to take impressions efficiently and with a minimum of discomfort for the patient.

  1. What is the first thing, besides washing hands that a dental assistant should do after the patient is seated?

    The patient’s health history should be reviewed every time they are seated in the dental chair.

Key Concepts

References and Activities

Slides

Introduction to Module


Slides 1-2

Introduction to Section 1


Slide 3

Key Terms

[Insert Home Ass icon] Key Term Glossary

Slide 4

Alginate Impression Material




Chapter ____, pgs. ____ (Phinney & Halstead)

Chapter ____, pgs. ____ (Deitz)

[Insert In-Class Activity icon] Alginate Impression Set Up

[Insert Group Activity icon] Taking the Impression

[Insert Group Activity icon] Removing and Disinfecting the Alginate Impression

[Insert Home Ass icon] Textbook Assignment,

[Insert Home Ass icon] Posttest

Slides 5-9


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

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


  • Alginate Impression Set Up (Part A, Objectives 2-3). Goal: To have learners set up for an alginate impression. Instructor should ensure enough materials and supplies are available for learners. Learners should be placed into teams for the procedure. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

  • Taking the Impression (Part A, Objectives 2-3). Goal: To have learners take a diagnostic maxillary and mandibular impression of a lab partner. Learners should be placed into teams and take turns being the patient and the dental assistant. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

  • Removing and Disinfecting the Alginate Impression (Part A, Objective 3). Goal: To have learners remove the impression from their patient’s mouth and disinfect the impression. As each procedure step is completed, as outlined on pg. ____, Chapter ____ (Phinney & Halstead), learners should be graded. For disinfecting the impression the instructor should ensure proper disinfecting solution is available. Learner workbooks contain check off sheets that can be utilized for grading purposes.



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

    1. How should the patient be seated in the dental chair for the impression procedure?

    The patient should be seated in an upright position, and at the height of the dental assistant’s elbow.

[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) as well as Chapter ___ (Dietz).

    Posttest. Have learners complete the Skills Mastery Assessment Posttest in Chapter ___ (Dietz) and be prepared to turn them in for class discussion.

      Presentation Tools

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


Slide 1

[Insert DM 1-1]

DM – Stands for Dental Materials. The 1st number “1” indicates the Module called Laboratory Materials and Techniques. The 2nd number indicates the slide number

Power Point Presentation for Dental Materials

Module: Laboratory Materials and Techniques

Introduce Module.



Slide 2

[Insert DM 1-2]

Module: Laboratory Materials and Techniques

Introduce the sections and each part.



Slide 3

[Insert DM 1-3]

Section 1: Alginate Impressions

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 DM 1-4]

Key Terms

Review each key term and discuss.



Homework Assignment: Stop here and go over the Key Term Glossary assignment.

Slide 5

[Insert DM 1-5]

Part A: Alginate Impression Material

Discuss the purposes for alginate impressions.



Note to Instructor: For further resource materials on this subject refer to Chapter ____ in Delmar’s Safety Standards and Infection Control for Dental Assistants textbook by Ellen Dietz, 2002. ISBN 0-7668-2659-7.

Address how the powder is made from seaweed and when water is added becomes a solid.

Explain that too much water will cause imbibition and not enough water causes syneresis.

Discuss how there is a fast set alginate, and a slow setting type, which they may prefer to work with the first few times.

Explain the packaging, storage and shelf life of alginate.

Point out that various types of trays used for alginate impressions.

Discuss the role of the dental assistant in taking alginate impressions for diagnostic casts.


Slide 6

[Insert DM 1-6]

Alginate

Point out that alginate is the most economical impression material available and is used frequently.

Define imbibition and syneresis.


Slide 7

[Insert DM 1-7]

Impression Set up

Explain how important it is to plan ahead and have everything out and ready before beginning any dental procedure.

Ensure learners understand that proper infection control must be practiced for this procedure.


Slide 8

[Insert DM 1-8]

Taking the Impression

Describe how to extend a tray with bead wax and discuss how to explain the procedure to the patient before beginning.

Explain how too much material can stimulate the patient’s gag reflex, and not enough material will produce a poor impression of the patient’s dentition.


Slide 9

[Insert DM 1-9]

Taking the Impression (cont.)

Describe the procedure.

Explain that the tray should be tried in the patient’s mouth for size, before loading it with alginate material.

Inform learners that as they smooth the material with their finger, they can also wipe excess material off so there isn’t too much in the tray.

Discuss how to use one side of the tray to retract the cheek and the other side should be retracted with a finger.

Explain how to check the stiffness of the material, as it is being held in the patient’s mouth.

Point out that the warmth of the patient’s mouth will cause the material to set more quickly than the material left in the mixing bowl.


Slide 10

[Insert DM 1-10]

Removing the Impression

Describe how the tray can be moved back-and-forth in order to loosen it from the teeth.

Ensure learners know how to keep their fingers between the tray and the teeth, in case the suction causes the tray to snap loose quickly.

Explain that the patient will need a wet paper towel to clean their face following the procedure.



Address how the impression should be disinfected immediately and put in a moist towel, then poured with plaster or stone as soon as possible.

Short Activity: Stop here to show Video 5: Laboratory Impressions, Materials, and Techniques, from the Delmar Dental Assisting Video Series.

In-Class Activity: Stop here for the Alginate Impression Set Up activity, Taking the Impression activity, and Removing and Disinfecting the Alginate Impression activity.

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

Part B: Bite Registration

Overview

In order to be sure how the patient’s teeth meet, a precise replica of their bite is essential. This requires that the dental assistant place wax or other materials into the oral cavity and ensure that the patient carefully occlude the teeth together correctly.

Initial Questions and Activities


    1. What type is the term for when alginate impression takes on too much water?

    The term is imbibition.

Key Concepts

References and Activities

Slides

Bite Registration

Chapter ___, pgs. ____ (Phinney & Halstead) Chapter ____, pgs. ____ (Dietz)

[Insert Group Activity icon] Taking a Bite Registration

[Insert Home Ass icon] Textbook Assignment

[Insert Home Ass icon] Posttest

Slide 11

Assessment Questions


Slide 12


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

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


  • Taking a Bite Registration (Part B, Objective 3). Goal: To have learners take a bite registration of the lab partner used for impressions. Learners will take a bite registration of the patient they previously acquired impressions of in Part A for proper articulation during model trimming. Learners should be graded as they complete the steps to taking a bite registration as outlined on pg. ___, Chapter ____, (Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized for grading purposes.

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

    1. What would happen if the excess alginate is not removed before placing the tray into the patient’s mouth?

    Excess alginate material could go down the patient’s throat and cause gagging.



    [Insert Home Ass icon] Homework Assignments

Textbook Assignment. Learners are to read Chapter ___ (Dietz).

Posttest. Have learners complete the Skills Mastery Assessment Posttest in Chapter ____ (Dietz) and be prepared to review them in class.

Ideas for learners struggling with this material …


  • Attending to Class. Encourage struggling learners to avoid wasting time during lab activities. Remind them that they owe it to themselves to take advantage of each moment and to ask questions if the material is not understood. Suggest they avoid spending time on unrelated information or discussion.

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

  • Web Research. Have learners go to the website http://www.dentsply.com and review the product catalogue for new products and be prepared to discuss their discoveries in class.

      Presentation Tools

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


Slide 11

[Insert DM 1-10]

Part B: Bite Registration

Review Part A.

Review the homework and make sure that any remaining questions are answered.

Introduce Part B.

Explain why an accurate bite registration is necessary in order to articulate the models together and for accurate trimming of models.

Ensure learners understand that the patient may not occlude their teeth together the same way each time and that the patient should be instructed to bite on their “back teeth.”

Address how patients should be instructed to bite their teeth together before placing the bite registration material, and then told to bite in the same manner when the material is placed in the mouth.

Note to Instructor: To make information clearer, call a volunteer up to the front of the class and walk through each step. Have the learner be the patient and the instructor the DA. Walk through each step that should be explained to the patient prior to the taking of the bite registration.

In-Class Activity: Stop here for the Taking a Bite Registration activity.


Slide 14

[Insert IDA 2-14]

Assessment Questions

Short Activity: Stop here and have learners answer the questions on the slide. Review material as needed to enhance understanding.

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

Section 2: Diagnostic Casts

Section Overview


Cast models are created by pouring various types of gypsum materials into the impression of the patient’s arch. There are several different types of gypsum and even more varieties of elastomeric impression materials that dental assistants needs to become proficient with using.

Outline of Section 2

Part A: Elastomeric Impression Materials

Part B: Gypsum Materials

Learning Objectives and Competencies

These learning activities directly address the Learning Objectives and Competencies

as stated.

Knowledge

4. Define the Key Terms.



Application

  1. Demonstrate the knowledge and skills necessary to prepare alginate and

elastomeric impression materials.

6. Demonstrate the knowledge and skills necessary to use gypsum materials.

7. Demonstrate the knowledge and skills necessary to pour and trim diagnostic cast models.

Learning Activities


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

[Insert Homework Assignment icon] Key Term Glossary (Part A, Objective 4)

[Insert In-Class Activity icon] Taking a Polysulfide Impression (Part A, Objective 5)

[Insert In-Class Activity icon] Manipulating Elastomeric Impression Materials (Part A, Objective 5)

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

[Insert Homework Assignment icon] Posttest (Part A, All Objectives)

[Insert In-Class Activity icon] Practice Taking and Removing Impressions (Part B, Objective 5)

[Insert In-Class Activity icon] Pour Plaster Into Alginate Impressions (Part B, Objective 6)

[Insert In-Class Activity icon] Pouring Labstone Material (Part B, Objective 6)

[Insert In-Class Activity icon] Separating Models from the Impressions (Part B, Objective 7)

[Insert In-Class Activity icon] Trimming Diagnostic Cast Models (Part B, Objective 7)

Part A: Elastomeric Impressions

Overview

Elastomeric impression materials are more durable and have less distortion characteristics than alginate. They have a rubber consistency and are produced in a base and catalyst form. The two parts can be placed on a pad for mixing with a spatula, or extruded from a device which mixes the base and catalyst together as it flows out of a tube. These types of impression materials are used most often for prosthodontic dental procedures requiring more accuracy from the model. Depending on state law, the dental assistant will prepare these materials and pass them to the dentist or will be asked to take the impressions.

Initial Question and Activities

1. Who of you have had rubber-type impressions done for crowns or bridges?

There will be various answers depending on the learners’ experience. Discuss their perception of how the dental assistant and dentist worked together as a team.

Key Concepts

References and Activities

Slides

Introduction to Section 2


Slide 13

Key Terms

[Insert Homeword Ass icon] Key Term Glossary

Slide 14

Elastomeric Impression Materials

Chapter ___, pgs. ____ (Phinney & Halstead) Chapter ____, pgs. ____ (Dietz)


[Insert Group Activity icon]Taking a Polysulfide Impression

[Insert Group Activity icon]Manipulating Elastomeric Impression Materials


[Insert Home Ass icon] Textbook Assignment

[Insert Home Ass icon] Posttest

Slides 15-16


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

  • Taking a Polysulfide Impression (Part B, Objective 5). Goal: For learners to gain experience manipulating elastomeric impression materials. Instructor should ensure there are enough materials and supplies for the class and separate learners into teams. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

  • Manipulating Elastomeric Impression Materials (Part B, Objective 5). Goal: For learners to gain experience manipulating elastomeric impression materials with the one and two-step method. Instructor should ensure there are enough materials and supplies for the class and separate learners into teams. Learners should be graded on the procedure steps as outlined on pgs. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized

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

1. What were some of the problems found with manipulating the alginate

material, loading it into the tray, and placing it into your patient’s mouth?

Discuss proper techniques for using alginate impression material.

Explain clearly to learners how to perform each step again now that

they have experience using the material and placing it in the mouth.

[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 ___ (Dietz).

    Posttest. Have learners complete the Skills Mastery Assessment: Posttest in Chapter ___ (Dietz).

Ideas for learners struggling with this material …


  • Read and Be Prepared: Encourage learners to be prepared for in-class discussions with questions, comments, insights, and observations.

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

  • Lecture: Give learners who are ahead a heads up regarding what will be discussed in the next class session. Have the learner research the topic and present part of the lecture.

    Presentation Tools

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

Slide 13

[Insert DM 1-13]

Section 2: Diagnostic Casts

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 14

[Insert DM -14]

Key Terms

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



Slide 15

[Insert DM 1-15]

Part A: Elastomeric Impression Materials

Describe the rubber-like characteristics of these materials.

Explain that elastomeric impressions are either done by mixing two parts together, manipulating putty and a syringe, or using an extruding gun.

Address how the material must be cleaned out of the reusable syringe after it has set, or use a disposable syringe.

Explain that the extruder gun tips will need to be changed for each application of the elastomeric material.


Slide 16

[Insert DM 2-16]

Elastomeric Impression Materials (cont.)

Explain that there is much less distortion with these materials than with alginate impressions, but that they are also more expensive to use and shouldn’t be wasted. Explain that these materials are used for impressions to be sent to the lab for prosthodontic procedures where accuracy and precision are required.



In-Class Activity: Stop here for the Taking a Polysulfide Impression activity, the Taking a Silicone Two-Step Impression activity, and Manipulating Elastomeric Impression Materials activity.

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

Part B: Gypsum Models

Overview


    Gypsum materials come in different strengths depending on the needed use of the diagnostic cast models. Models used for the fabrication of crowns and bridges must be poured with stronger die stone, those for use in the office for bleach trays, for example, are usually poured with lab stone, and those not used for lab work, such as before and after orthodontic treatment, are poured with the weaker plaster material. Regardless of which type is utilized, it is mandatory for the dental assistant to ensure the model does not have air bubbles and correctly depicts the patient’s hard and soft dentition. The techniques of pouring and cutting models will be presented in this part.

Initial Questions and Activities


    1. What is the purpose for acquiring a wax bite of your patient?

    A wax bite will ensure the models fit together properly, for model trimming, or for articulation of the casts.

Key Concepts

References and Activities

Slides

Gypsum Materials

Chapter ___, pgs. ___ (Phinney & Halstead)

Chapter ___, pgs. ___ (Dietz)

Slides 17-19

Assessment Questions

[Insert Group Activity icon] Practice Taking and Removing Impressions

[Insert Group Activity icon] Pouring Plaster Into Alginate Impressions

[Insert Group Activity icon] Pouring Labstone Material

[Insert Group Activity icon] Separating Models from the Impressions

[Insert Group Activity icon] Trimming Diagnostic Cast Models

Slide 20

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

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


  • Practice Taking and Removing Impressions (Part B, Objective 5). Goal: To have learners again practice taking a diagnostic maxillary and mandibular impression of a lab partner and removing the impression from the mouth. Learners should be placed into teams and take turns being the patient and the dental assistant. They should be graded as per the procedures outlined on pgs. ____ Chapter ____ (Dietz), Taking an Alginate Impression and Removing the Alginate Impression.

  • Pouring Plaster Into Alginate Impressions (Part B, Objective 6). Goal: For learners to gain experience pouring plaster into alginate impressions. Instructor should ensure there are enough materials and supplies for the class and separate learners into teams. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized. Note to Instructor: This activity can be done as part of the Practice Taking and Removing Impressions activity rather than as a separate activity with a saved alginate impression. Learners may pour one plaster and one stone model or it would be better to get as much experience with these skills as time and materials allow.

  • Pouring Labstone Material (Part B, Objective 6). Goal: For learners to gain experience pouring labstone material. Instructor should ensure there are enough materials and supplies for the class and separate learners into teams. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

  • Separating Models from the Impressions (Part B Objective 7). Goal: For learners to gain experience separating plaster and stone models from the impressions. Instructor should ensure there are enough materials and supplies for the class and separate learners into teams. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

  • Trimming Diagnostic Cast Models (Part B, Objective 7). Goal: For learners to gain experience trimming diagnostic cast models. Instructor should ensure learners wear eye protection, that there are enough materials and supplies for the class and separate learners into teams. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

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

1. Which material did you find easier to use for a bite registration?

Learners will have different answers. Have them explain their answer and share with the class their opinion. Some will like the wax bite method, while others will like using the extruding gun device, which is more difficult to manipulate in the mouth.

2. What is the difference between the polysulfide and the polysilixane impression materials?



Learners will present a variety of answers such as color, texture, odor, and this will depend on which

    materials are available for you to use in your lab. Make sure they understand that the materials come

    in a variety of colors. and manipulation factors differ with types of elastomeric materials.

Ideas for learners struggling with this material …


  • Group Participation: Suggest learners assess their group participation. They should ask themselves if they are supportive of their classmates? Do they let others to the work? Encourage them to set up each step of procedures themselves. Do they make the activity effective by focusing on the task at hand and not getting the group off track during lab?



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

  • Web Research: Go to http://www.ivoclarna.com and find the publications. Complete a one-page report on one of the subjects in the imagazine on dental laboratory materials.

Presentation Tools

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

Slide 17

[Insert DM -17]

Part B: Gypsum Materials

Review Part A including the homework assignments. Make sure that any remaining questions are answered.

Introduce Part B.

Discuss the variety of gypsum products available to dentistry, and their various uses.



Slide 18

[Insert DM 1-18]

Gypsum Materials (cont.)

Address the importance of the proper set up for pouring models.

Review the steps in Chapter ___ (Phinney & Halstead) outlining how to pour an alginate impression with plaster.


Slide 19

[Insert DM 1-19]

Gypsum Materials (cont.)

Stress how important it is to mix the plaster or stone material properly, that the vibrator’s purpose is to force air bubbles to the surface, but the material will begin setting if the assistant takes too long to pour it.

Ensure learners understand that the powder is mixed slowly into the water so that the material runs from one end of the impression to the other in order to flow into the teeth, and to push out any moisture. Explain how this skill takes practice to master.


Slide 20

[Insert DM 1-20]

Shaping the Models

Address the importance of wearing eye protection while trimming the models.

Explain how the wheel must be wet and that it helps to mark the model with a pencil before beginning the cuts. Ensure learners understand that the bases of the model must be even or none of their cuts will be symmetric.

Review the steps in Chapter ____ (Phinney & Halstead) outlining how to trim diagnostic casts and study models.



Slide 21

[Insert DM 1-21]

Finished Diagnostic Casts

Discuss how ideal finished models will show the area behind the molars.

Explain that on the maxillary this is the tuberosity, and on the mandible this is the retromolar area.

Point out that good diagnostic casts will also show the frenums and the vestibule of both arches, and not have any holes in the teeth.



Slide 22

[Insert DM 1-22]

Assessment Questions

Short Activity: Ask the group to answer these questions to assess their comprehension of the material recently presented. Review any material that does not seem clear.

In-Class Activity: Stop here to complete each of the in-class activities listed for this Part.

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

Section 3: Provisional Materials

Section Overview

Materials used in the mouth are diverse. This section discusses dental waxes, how to fabricate custom trays for dental patients, as well as temporary crowns for provisional coverage.

Outline of Section 3


Part A: Waxes and Custom Trays

Part B: Temporary Crowns


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



Knowledge

8. Define Key Terms.

9. Identify the different classifications of waxes used in dentistry.


Application

10. Demonstrate the knowledge and skills necessary to fabricate custom trays.

11. Demonstrate the knowledge and skills necessary to construct and fit prefabricated temporary restorations.

Learning Activities


These learning activities directly address the Learning Objectives and Competencies as stated.
[Insert Homework Assignment icon] Key Term Glossary (Part A, All Objectives)

[Insert In-Class Activity icon] Fabricate a Custom Tray (Part A, Objective 10)

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

[Insert Homework Assignment icon] Posttest (Part A, All Objectives)

[Insert Homework Assignment icon] End of Chapter Activities (Part A, All Objectives)

[Insert In-Class Activity icon] Prepare and Cement an Aluminum Temporary Crown (Part B, Objective 11)

[Insert In-Class Activity icon] Prepare a Performed Acrylic Temporary Crown (Part B, Objective 11)

[Insert In-Class Activity icon] Manipulating Material (Part B, Objective 11)

[Insert In-Class Activity icon] Cement a Self-Cure Temporary Crown (Part B, Objective 11

[Insert In-Class Activity icon] Prepare an Acrylic Resin Temporary (Part B, Objective 11)



Part A: Waxes and Custom Trays

Overview

The dental assistant will have an opportunity to use the many varieties of waxes available for dentistry and will be required to produce custom trays made for use in treating the dental patient.



Initial Questions and Activities

1. Why would it be important for the lab technician to have an accurate bite representation of the patient?

The prosthesis must fit exactly with the way the patient occludes their teeth together.

Key Concepts

References and Activities

Slides

Introduction to Section


Slide 23

Key Terms

[Insert Homeword Ass icon] Key Term Glossary

Slide 24

Waxes and Custom Trays

Chapter ___, pgs. ____ (Phinney & Halstead) Chapters ___, pgs. ____ (Dietz)

[Insert Group Activity icon] Fabricate Custom Trays

[Insert Home Ass icon] Textbook and Workbook Assignment

[Insert Home Ass icon] Posttest

[Insert Home Ass icon] End of Chapter Activities

Slide 25-27


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

  • Fabricate Custom Trays (Part A, Objective 10). Goal: For learners to understand how to fabricate a custom tray with self-cured acrylic resin and with vacuum formed acrylic resin. Instructor should ensure there are enough materials and supplies for the class and separate learners into teams. Learners should be graded on each procedure. The steps for each procedure should be followed as outlined on pgs. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

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

    1. What were some of the problems you encountered while pouring and trimming models?

Discuss any problems learners had with pouring and trimming their diagnostic casts. Explain techniques to help them and tell learners that they will improve with more experience.

2. What is the most important thing to have to protect the operator during model trimming?


Safety glasses must be worn during model trimming to keep flying debris from getting into the eyes.

[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 Chapters ____ (Dietz) and complete the Workbook Assignments for Chapter ___ (Phinney & Halstead).

    Posttests. Have learners complete the Skills Mastery Assessment: Posttest questions at the end of Chapters ____ (Dietz).

    End of Chapter Activities: Have learners compete the Review Questions and Critical Thinking questions at the end of Chapter ____ (Phinney & Halstead).

Ideas for learners struggling with this material …

  • Assess Group Interactions. Encourage learners to assess their interaction in group activities. Tell them to ask themselves what they do well? Where do they need to improve? Do they dominate the conversation? Do they come to class prepared? Do they add productivity to the group during laboratory procedures?

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

  • Speak Up. Encourage learners to be the spokesperson which gives them the chance to present in front of others, but in a safe atmosphere. Tell them they know the instructor and the other learners, that they are there to listen and learn, not to judge. Encourage them to take that feeling of confidence into the workplace.

Presentation Tools

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

Slide 23

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Section 3: Provisional Materials

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 24

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Key Terms

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

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



Slide 25

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Part A: Waxes and Custom Trays

Discuss how models can be placed in an articulating device to simulate the patient’s occlusion and how important and accurate bite registration is to this process.

Explain how the various waxes are used in dentistry.


Slide 26

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Waxes

Continue to discuss the many types of dental waxes and their functions.



Slide 27

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Custom Trays

Describe the types of custom tray material available.

Explain the purpose of creating custom trays.

Inform learners that there is a self-cure acrylic material, a light cured material, vacuum formed plastic, and thermoplastic material, which is melted and then formed to the shape of the patients arch.



Short Activity: Stop here and as a class complete the Case Study at the end of Chapter ____ (Phinney & Halstead).

In-Class Activity: Stop here for the Fabricate Custom Trays activity.

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

Part B: Provisional Restorations

Overview


    A valuable dental assistant is able to construct temporary coverage for a patient’s tooth, so the patient has coverage while the dental lab fabricates a fixed prosthesis. There are many materials and techniques available to achieve the creation of this provisional. The dental assistant proficient with this skill will be an important asset to any dental practice.

Initial Questions and Activities


    1. What type of wax would be used to extend an impression tray?

    Utility wax could be used to extend the periphery of impression trays and to ensure the impression procedure is more comfortable for the patient.

Key Concepts

References and Activities

Slides

Provisional Restorations

Chapter ___, pgs. ____ (Phinney & Halstead) Chapter ___, pgs. ____ (Dietz)

[Insert In-Class Activity icon] Prepare and Cement an Aluminum Temporary Crown

[Insert In-Class Activity icon] Prepare a Performed Acrylic Temporary Crown

[Insert In-Class Activity icon] Manipulating Material

[Insert In-Class Activity icon] Cement a Self-Cure Temporary Crown

[Insert In-Class Activity icon] Prepare an Acrylic Resin Temporary

Slides 28-30

Assessment Questions

Slide 31

Summary of Module




Slide 30

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

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


  • Prepare and Cement an Aluminum Temporary Crown (Part B, Objective 11). Goal: For learners to prepare an aluminum temporary crown and cement it. Instructor will need to provide typodonts or models with posterior crown preparations and instruments and supplies necessary to practice this skill. Learners should be graded on each procedure. The steps for each procedure should be followed as outlined on pgs. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

  • Prepare a Performed Acrylic Temporary Crown (Part B, Objective 11). Goal: For learners to prepare a preformed acrylic temporary crown. Instructor will need to provide typodonts or models with crown preparations and instruments and supplies necessary to practice this skill. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

  • Manipulating Materials (Part B, Objective 11). Goal: For learners to manipulate thermoforming matrix buttons and self-cure composite temporary crown material. Instructor will need to provide typodonts or models with posterior crown preparations and instruments and supplies necessary to practice this skill. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

  • Cement a Self-Cure Temporary Crown (Part B, Objective 11). Goal: For learners to cement a self-cure temporary crown. Instructor will need to provide typodonts or models with crown preparations and instruments and supplies necessary to practice this skill. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

  • P
    Teaching Tip
    repare an Acrylic Resin Temporary
    (Part B, Objective 11). Goal: For learners to prepare an acrylic resin temporary crown. Instructor will need to provide typodonts or models with crown preparations and instruments and supplies necessary to practice this skill. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.

    [
    When learners are completing in-class activities, walk around and assist as necessary. Spend time with each group and participate in the activity. Try to help each individual. Ask learners questions and allow them to ask you questions to expand their knowledge.
    Insert In-Class Dis Ques icon
    ] In-Class Discussion

1. What were some of the differences between the self-curing custom tray

materials and the resin-formed custom trays?



Learners will talk about the difference in shaping the material with

an acrylic bur versus crown and bridge scissors. Tell them the

thermoplastic custom tray material cannot easily be shaped once it

is formed and cooled and that the light cured material is the easiest

to work with, but requires a light curing oven-like device.

Ideas for learners struggling with this material …


  • Study: Persuade learners to spread their study time out over more days and shorter periods of study. Explain that cramming for quizzes and exams and completing homework too quickly is not as effective as studying small chunks at a time more thoroughly.

Ideas for learners who are ahead and want to learn more

  • Web Research: Have learners go to techniques at the Web page http://www.bosworth.com and find the technique for Ultra Trim. Ask learners to write a short report comparing and contrasting this technique from the one discussed in the book under temporary restorations.

Presentation Tools

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

Slide 28

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Part B: Provisional Restoration

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

Introduce Part B.

Explain that the word provisional means to provide temporary coverage for a tooth or teeth while the impressions are sent to the lab, where a permanent restoration is being made for the patient.

Ensure learners understand how vital it is that the temporary fits well at the contacts, margins, and that the patient occludes properly.


Slide 29

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Provisional Restorations (cont.)

Review the Aluminum Temporary Crown, the Preformed Acrylic Crown, and the Self-Curing Composite Temporary Crown Procedures as outlined in Chapter ___, on pgs. ____ (Phinney & Halstead).



Slide 30

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Provisional Restorations (cont.)

Discuss how if the proximal contacts on the provisional are left open, food will collect while the patient wears the temporary crown, and the permanent crown will probably not fit the tooth correctly.

Explain that if the occlusion is not right, the patient will be very uncomfortable, and if the margin doesn’t fit the tooth well, it will also be a food trap, and decay may even begin in that area.


Slide 31

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Assessment Questions

Short Activity: Ask the group to answer these questions to assess their comprehension of the material recently presented. Review any material that does not seem clear.

In-Class Activity: Stop here to complete each in-class activity.

Slide 32

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Summary of Module

Review the information from this module and remind learners that the more they practice these skills the more valuable a dental assistant they will become.



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





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