Faculty Teaching Guide for Expanded Functions



Download 116.42 Kb.
Date conversion04.02.2017
Size116.42 Kb.

Faculty Teaching Guide for Expanded Functions
Module - Advanced Chairside Assisting

Faculty Teaching Guide for Expanded Functions



Module: Advanced Chairside Assisting

Module Overview

A simple definition of an expanded function dental assistant is an individual who is permitted by the state in which he/she resides to perform specific tasks independently but under the direct supervision of a dentist. The advantage of having a dental assistant with expanded functions is that the dentist is then freed up to do other duties. This module discusses a variety of expanded chairside functions that includes dental dam, matrix and wedge, and coronal polish.


Faculty Teaching Guide for Expanded Functions
The Big Picture


Module:


Advanced Chairside Assisting


Section 1:

Advanced Chairside Assisting





Part A: Restorative Techniques

Part B: Gingival Retraction

Part C: Preventive Procedures

Part D: Expanded Functions





Resources

This module utilizes the following learner resources:



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

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.

Electronic CD-ROM: Delmar’s Dental Assisting Interactive Skills and Procedures CD-ROM, ISBN 1-4018-3485-X.

Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide and the PowerPoint Presentation for Expanded Functions.

Additional Resources

Materials and Procedures for Today’s Dental Assistant, by Ellen Dietz, Delmar Learning, 2004. 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: Advanced Chairside Assisting

Section Overview

Advanced chairside procedures include techniques that are specific advanced tasks that require skill and responsibility. Throughout this section the learners will be concentrating on each part of expanded functions which includes dental dam, matrix and wedge, placing cavity liners, cement bases, gingival retraction, coronal polish, enamel sealants, suture removal, and bleaching techniques.



Outline of Section

Part A: Restorative Techniques

Part B: Gingival Retraction

Part C: Preventive Procedures

Part D: Expanded Functions

Learning Objectives and Competencies

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



Knowledge

1. List the different types of gingival retraction.

2. Name the types of sealant materials.

3. State the benefits of bleaching.

4. List the different material types that can be used for liners, bases, and cavity varnishes.

Comprehension

5. Describe the purpose of a dental dam.

6. Explain the function of the matrix and wedge.

7. Discuss the objective for using liners, bases, and cavity varnishes.

8. Summarize the use of the retraction cord.

9. Describe coronal polish.

10. Explain the equipment and materials used for coronal polish.

11. Discuss the purpose of an enamel sealant.

12. Summarize the purpose of sutures.

13. Describe bleaching techniques.


Application

14. Demonstrate an understanding of the supplies used for suture removal.

  1. Describe and demonstrate how to prepare the dental dam material.

  2. Demonstrate the assembly of a tofflemire and matrix.

Learning Activities


These learning activities directly address the Learning Objectives and Competencies as stated.
[Insert In-Class Activity icon] Placing and Removing the Dental Dam (Part A, Objectives 5 and15)

[Insert In-Class Activity icon] Assembly, Placement, and Removal of the Tofflemire Matrix (Part A, Objectives 6 and 16)

[Insert In-Class Activity icon] Placement and Removal of the Strip Matrix (Part A, Objectives 6 and 16)

[Insert In-Class Activity icon] Removal of the Strip Matrix (Part A, Objectives 6 and 16)

[Insert In-Class Activity icon] Placing Cavity Liners (Part A, Objectives 4 and 7)

[Insert In-Class Activity icon] Placement of Cement Bases (Part A, Objectives 4 and 7)

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

[Insert Homework Assignment icon] Interactive Skills and Procedures CD-ROM (Part A, Objectives 5 and 15)

[Insert In-Class Activity icon] Placing and Removing Retraction Cord (Part B, Objectives 1 and 8)

[Insert In-Class Activity icon] Polishing with Rubber Cup (Part C, Objectives 9-10)

[Insert In-Class Activity icon] Using the Prophy Brush (Part C, Objective 9-10)

[Insert In-Class Activity icon] Polishing with Dental Tape and Dental Floss (Part C, Objective 9-10)

[Insert In-Class Activity icon] Coronal Polish (Part C, Objective 9-10)

[Insert In-Class Activity icon] Placing Enamel Sealants (Part C, Objectives 2-11)

[Insert In-Class Activity icon] Vital Teeth Bleaching (Part D, Objective 3 and 13)

[Insert In-Class Activity icon] Removal of Sutures (Part D, Objective 12 and 14)

[Insert Homework Assignment icon] Workbook Assignment (Part D, All Objectives)

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


Part A: Restorative Techniques

Overview

The technique in which teeth are restored is a complex and precise procedure. To restore a tooth means to replace missing or carious enamel with some type of filling material. The dental assistant’s purpose in this procedure would be focusing on patient education and maintaining correct isolation and visibility for the dentist. This Part points out the importance and use of rubber dam, matrix and wedges, and bases and liners.

Initial Questions and Activities


    1. How many of you have ever had a rubber dam placed? With the first placement did the dental team explain what it may feel like?

    There will be a variety of responses to this question depending on learner’s previous experience. Encourage learners to share their experiences with the class. Discuss the importance of informing the patient before a procedure.

Key Concepts

References and Activities

Slides

Introduction to Module


Slides 1-2

Introduction to Section


Slides 3-5

Key Terms

Chapter ____, pgs. ____

Slides 6-7

Restorative Techniques


Chapter ____, pgs. ____

[Insert Group Activity icon] Placing and Removing the Dental Dam

[Insert Group Activity icon] Assembly, Placement, and Removal of the Tofflemire Matrix

[Insert Group Activity icon] Placement and Removal of the Strip Matrix

[Insert Group Activity icon] Placing Cavity Liners

[Insert Group Activity icon] Placement of Cement Bases

[Insert Home Ass icon] Textbook Assignment

[Insert Home Ass icon] Interactive Skills and Procedures CD-ROM

Slides 8-17



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

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


  • Placing and Removing the Dental Dam (Part A, Objectives 5 and 15). Goal: To have learners set up and prepare for practicing the technique and placement of the dental dam. 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 ____. Learner workbooks contain check off sheets that can be utilized.



  • Assembly, Placement, and Removal of the Tofflemire Matrix (Part A, Objectives 6 and 16). Goal: To have learners prepare supplies needed for practicing the technique of tofflemire assembly, to have learners practice positioning the tofflemire matrix on the tooth, and to have learners practice removing the tofflemire matrix and wedge after the restoration is filled. 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 pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.

  • Placement and Removal of the Strip Matrix (Part A, Objectives 6 and 16) Goal: To have learners practice placing and removing a strip matrix. 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 pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.

  • Placing Cavity Liners (Part A, Objectives 4 and 7) Goal: To have learners prepare and utilize cavity liners. 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 pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.

  • Placement of Cement Bases (Part A, Objective 4 and 7) Goal: To have learners prepare and manipulate cement bases. Instructor 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 pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.

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

1. If you are preparing a dental dam for tooth # 3 to be restored and tooth #2 was missing which tooth would be the anchor tooth? Why?

The anchor tooth would be tooth # 1 No hole would be punched for tooth #2 to prevent saliva leakage.

2. Explain how a patient could communicate with the dental team while the dental dam is in place?



With a hand, or arm, or finger motion. Possibly even with the eyes. There could be several answers to this question. Instructor is to use their judgment and discuss with class.

[Insert Home Ass icon] Homework Assignments

    Textbook Assignment. Learners are to read Chapter ____ .

    Interactive Skills and Procedures CD-ROM. Using the CD-ROM, have learners practice the three rubber dam case studies until proficient.

      Presentation Tools

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


Slide 1

[Insert EF 1-1]

EF – Stands for Expanded Functions. The 1st “1” indicates the Module titled Advanced Chairside Assisting. The 2nd number indicates the slide number.

Power Point Presentation for Expanded Functions

Module: Advanced Chairside Assisting

Introduce the module



Slide 2

[Insert EF 1-2]

Module: Advanced Chairside Assisting

Introduce the section and each part.



Slide 3

[Insert EF 1-3]

Section 1: Advanced 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 EF 1-4]

Section 1: Advanced Chairside Assisting (cont.)

Continue to discuss each objective in detail.



Slide 5

[Insert EF 1-5]

Section 1: Advanced Chairside Assisting (cont.)

Continue to discuss each objective in detail.



Slide 6

[Insert EF 1-6]

Key Terms

Define each key term. Explain that these key terms will be discussed in more depth throughout the module.



Slide 7

[Insert EF 1-7]

Key Terms

Continue to discuss the key terms.



Slide 8



[Insert EF 1-8]

Part A: Restorative Techniques

Introduce learners to the restorative techniques discussed in this section.

Explain the purpose of a dental dam and the advantages of using a dental dam.

Discuss reasons for why a dental dam may not be used on a patient.



Slide 9


[Insert EF 1-9]

Dental Dam Instruments and Materials

Explain the various types of materials and equipment used for the dental dam procedure.



Note to the Instructor: In addition to the slide example, provide hand held visual aids when possible to increase learning opportunities. The textbook offers figures that also may be useful in providing visual examples. For further resources on this subject refer to Delmar’s Materials and Procedures for Today’s Dental Assistant, by Ellen Dietz, 2004. ISBN 1-4018-3733-6.

Address the usage of each material, the shelf life of these materials, and how each type should be stored.



Slide 10



[Insert EF 1-10]

Preparation for Dental Dam Placement

Explain how a patient should be educated on the dental dam placement procedure.



Note to the Instructor: Call a learner up to the front of the class to be the patient. Demonstrate to the learners how a DA may talk to the patient about the procedure.

Discuss how the oral cavity needs to be examined for missing teeth, maligned teeth, and fixed prosthodontics prior to the placement of the dental dam.

Explain how to identify the tooth that needs to be restored.


Slide 11



[Insert EF 1-11]

Punching the Dental Dam

Discuss how the dental dam is divided for maxillary or mandibular arch.

Define what punching the dental dam means.

Explain that the punch must follow the patients arch with 3 to 3.5 mm between each tooth.

Explain that the punched dam includes 1 to 2 teeth distal to the restored tooth.

Discuss the common errors that can occur when punching the dental dam.



Slide 12


[Insert EF 1-12]

Dental Dam Placement

Review each procedure step for dam placement as outlined in Chapter ____.

Address patient education issues when working with pediatric patients preparing them for the dental dam procedure.

Question: What differences might there be in placing a dental dam on an adult vs. a child?

Discuss the alternatives available to full dental dam placement.

Explain what a Quickdam is and how the procedure is performed.

In-Class Activity: Stop here for the Placing and Removing the Dental Dam activity.


Slide 13



[Insert EF 1-13]

Matrices and Wedges

Define the term matrix.

Explain the purpose of the matrix band and the retainer.

Discuss the parts of a tofflemire retainer.

Explain the purpose of a wedge and discuss the different types used.

Describe the assembly of the tofflemire and matrix.



Slide 14


[Insert EF 1-14]

Types of Matrices

Explain the different uses of each type of matrix.

Discuss sectional matrix systems and their purpose.

Explain each step in the Tofflemire Matrix procedure as well as the Strip Matrix procedure outlined in the textbook. Ask for questions as each procedure is discussed to ensure learner understanding.



In-Class Activity: Stop here for the Assembly, Placement, and Removal of the Tofflemire Matrix and the Placement and Removal of the Strip Matrix.

Slide 15

[Insert EF -15]

Preparation and Treatment of a Cavity

Explain what is involved in cavity preparation.

Compare and discuss the difference between each type of pulpal involvement.

Explain the different treatment options for each type.

Discuss the various types of treatment of the cavity preparation.

Address the difference between indirect and direct pulp capping.



Slide 16


[Insert EF 1-16]

Placement of Cavity Liner

Point out where cavity liners are placed and why.

Discuss how liners are also low strength bases.

Explain the different materials that can be used as a cavity liner.

Review each step in the placing of a cavity liner as outlined in the textbook.

In-Class Activity: Stop here for the Placing Cavity Liners activity.


Slide 17


[Insert EF 1-17]

Placement of Cavity Varnish and Cement Bases

Point out the purpose of a cavity varnish.

Discuss how cement bases are high strength bases.

Explain the use of a cement base.

List the materials that can be used for a cement base.

Review the steps involved in the placement of cement bases as outlined in the textbook.



In-Class Activity: Stop here for the Placement of Cement Bases activity.

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

Part B: Gingival Retraction

O

Teaching Tip
verview


Remind learners that they should know these terms without thinking – like they know their right and left. Use proper terminology often when discussing dental concepts.
Gingival retraction is a major part of the crown preparation procedure. Without correct cord placement the impression would be inadequete therefore causing an incorrect fit of the crown. The dental assistant’s main purpose during this procedure would be to ensure that the preparation has no moisture around it and that the impression is placed immediately following the cord removal.

Initial Questions and Activities

1. What might a patient be feeling when they come in to a dental office to have a missing tooth replaced?

Why is it important to understand the patient’s feelings?

Answers will vary. Point out the importance of being sensitive to the patients’ feelings, fears, and

anxieties. Talk about how to respond these feelings in a professional manner.

Key Concepts

References and Activities

Slides

Gingival Retraction

Chapter ____, pgs. ____

[Insert Group Activity icon] Placing and Removing the Retraction Cord

Slides 18-19


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

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


  • Placing and Removing the Retraction Cord (Part B, Objectives 1 and 8). Goal: To have learners prepare the items needed to place and remove the retraction cord. Instructor should ensure enough materials are available for learners. Learners should be placed into teams for the procedure. Learners should be graded on the procedure steps as outlined on pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.

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

    1. Explain why is it important to closely monitor a patient when using Epinephrine?

    The Epinephrine increases the heart rate and could cause a conflict with patients who may have certain medical conditions and some medications.


Ideas for learners struggling with this material …

  • Flash Cards. Have learners develop flash cards. On one side of their flash cards learners should create questions that help them review the material they need to know. On the other side learners should place the answers. Encourage learners to then use these cards to study the material. The cards can also be used when studying with other learners. Have them play jeopardy with the cards. One person gives the answer and another must ask the question.

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

  • Web Research. Have learners research more about latex allergy on the internet. Have learners write a short oral report on the information found and provide the web site addresses that were visited.

    Presentation Tools

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


Slide 18

[Insert EF 1-18]

Part B: Gingival Retraction

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

Introduce Part B.

Explain why a gingival retraction is done.

Discuss the various types of retraction cords that are available.

Address the types of gingival retractions that can be accomplished and how each of these procedures is done.



Slide 19


[Insert EF 1-19]

Placement of the Retraction Cord

Discuss each of the procedure steps for placing and removing the retraction cord as outlined in the textbook.



In-Class Activity: Stop here for the Placing and Removing the Retraction Cord activity.

Part C: Preventive Procedures

Overview

Being proactive is always better than reactive. During this part the learners will gain an understanding as to how to educate patients on preventive dental care during various types of procedures.

Initial Question and Activities

1. Can a cavity be prevented?

Yes to some degree good oral hygiene habits can prevent not only decay but also gingivitis.

Key Concepts

References and Activities

Slides

Introduction to Part C


Slide 20

Preventive Procedures

Chapter ____, pgs. ____


[Insert Group Activity icon] Polishing with the Rubber Cup

[Insert Group Activity icon] Using the Prophy Brush

[Insert Group Activity icon] Polishing with Dental Tape and Dental Floss

[Insert Group Activity icon] Coronal Polish

[Insert Group Activity icon] Placing Enamel Sealants

Slides 21-34


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

  • Polishing with the Rubber Cup (Part C, Objectives 9-10). Goal: For learners to gain experience with the positioning techniques of the rubber cup. Instructor should ensure enough materials are available for learners. Learners should be placed into teams for the procedure. Learners should be graded on the procedure steps as outlined on pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.

  • Using the Prophy Brush (Part C, Objectives 9-10) Goal: For learners to gain experience using the prophy brush. Instructor should ensure enough materials are available for learners. Learners should be placed into teams for the procedure. Learners should be graded on the procedure steps as outlined on pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.

  • Polishing with Dental Tape and Dental Floss (Part C, Objectives 9-10) Goal: To have learners gain experience using dental tape and dental floss. Instructor should ensure enough materials are available for learners. Learners should be placed into teams for the procedure. Learners should be graded on the procedure steps as outlined on pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.

  • Coronal Polish (Part C, Objectives 9-10) Goal: To have learners prepare supplies needed to gain experience performing a coronal polish. Instructor should ensure enough materials are available for learners. Learners should be placed into teams for the procedure. Learners should be graded on the procedure steps as outlined on pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.

  • Placing Enamel Sealants (Part C, Objectives 2-11). Goal: For learners to again experience using sealant materials. Instructor should ensure enough materials are available for learners. Learners should be placed into teams for the procedure. Learners should be graded on the procedure steps as outlined on pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.

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

1. If you are placing a sealant on tooth # 19 and saliva contamination occurs should you re-etch before replacing the sealant? Why?



Yes because if saliva contamination occurs it will close the enamel rods of the tooth causing the sealant to not adhere.

Ideas for learners struggling with this material …

  • Read TheText. Encourage the learners to read the text a few times. The first time is preview, the second time will be effective learning, and the third time is important review.

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

  • Web Research. Have learners go to the website http://www.gingi-pak.com. After learners have visited the website have them develop a short essay on gingi-pak.

Slide 20

[Insert EF 1-20]

Part C: Preventive Procedures

Review Part B. Make sure all questions remaining from Part B are addressed prior to moving on to the new material in Part C.

Explain what is meant by oral prophylaxis.


Slide 21

[Insert EF 1-21]

Benefits of Coronal Polishing

Describe what a coronal polish involves.

Define a clinical crown.

Discuss the benefits of coronal polishing.



Slide 22


[Insert EF 1-22]

Conditions Requiring Modification of Coronal Polish Techniques

Compare the different coronal polish techniques for orthodontic appliances, hypersensitive teeth, green chromogenic bacterial stain, and minor oral irritations. Define fulcrum.



Slide 23

[Insert EF 1-23]

Dental Deposits

Describe soft deposits.

Explain the different types of stains and what they are formed from.

Point out calculus and where it forms.

Discuss the diversity between intrinsic and extrinsic stains.


Slide 24

[Insert EF 1-24]

Abrasives

Explain the rate of abrasion.

Point out the different types of abrasives and what they are used to remove.

Discuss the characteristics of abrasives and what the effect these characteristics have on abrasives.



Slide

25


[Insert EF 1-25]

Coronal Polish Tray Set-up

Discuss what is included on the tray setup for a coronal polish.



Note to Instructor: Provide a hand held visual for each type of equipment as much as possible. For those unavailable, refer to the slide.

Slide 26

[Insert EF 1-26]

The Dental Handpiece

Describe the handpiece used for coronal polish.

Explain and demonstrate the grasp of the handpiece.


Slide 27

[Insert EF 1-27]

Polishing with the Rubber Cup

Explain the use of the rubber prophy cup.

Point out that rubber prophy cups can come in several designs to fit the prophy angles.

Discuss the importance of using the correct cup when polishing.



Note to Instructor: Hold up examples of the various types of prophy cups. Refer learners to the textbook examples if necessary.

Discuss each procedure step for polishing with the rubber cup as outlined in the textbook.

Explain a fulcrum and the purpose for using it.


Slide 28

[Insert EF 1-28]

Polishing Strokes

Review the polishing stroke.

Explain the purpose of following a systematic procedure when polishing the mouth (for example always starting in the same area of the mouth).


Slide 29

[Insert EF 1-29]

Other Procedures

Point out how the prophy brush is different than a prophy cup.

Explain the surface the prophy brush is primarily used on.

Discuss the difference between dental tape and dental floss.

Review the procedure of using the prophy brush and the procedure of polishing with the dental tape and dental floss as outlined in the textbook.


Slide 30

[Insert EF 1-30]

Procedural Considerations

Explain the different chair positions for the dental assistant when they are the operator.

Discuss the lighting and patient positioning for this procedure.


Slide 31

[Insert EF 1-31]

Auxiliary Polishing Aids

Explain each polishing aid and the purpose it is used for.

Show examples or refer learners to the textbook.


Slide

32


[Insert EF 1-32]

Procedural Steps to Coronal Polishing

Discuss each item needed for this procedure.

Explain each step of the procedure involved in coronal polishing as outlined in the textbook.

In-Class Activity: Stop here for the Polishing the Rubber Cup activity, the Using the Prophy Brush activity, the Polishing Dental Tape and Dental Floss activity, and the Coronal Polish activity.


Slide 33

[Insert EF 1-33]

Use of Enamel Sealants

Describe the reasons for applying a sealant.

Explain why sealants can not always be used.


Slide 34

[Insert EF 1-34]

Sealant Materials and Placement

Point out materials used for sealants.

Explain the polymerization methods for sealants.

Discuss how the dentist diagnoses a tooth for a sealant.



In-Class Activity: Stop here for the Placing Enamel Sealants activity.

Part D: Expanded Functions

Overview

The dental assistant who is trained in expanded functions is a very valuable asset to the dental team because they can work independantly. This Part outlines additiional techniques that are generally performed by an expanded function dental assistant. Learners will master both the suture removal and bleaching techniques.

I
Create an environment where group activities are taken seriously and learners are expected to act in a professional manner. These behaviors will carry over into the workplace.

Teaching Tip
nitial Questions and Activities

    1. Have any of you ever had your wisdom teeth removed? Did you receive sutures? If so was the operator gentle when they were removed?

    There will be a variety of answers to these questions. Allow learners to share their personal experiences with the class and talk about the importance of being gentle during removal of sutures.

Key Concepts

References and Activities

Slides

Expanded Functions

Chapter ____, pgs. ____

[Insert In-Class Activity icon] Removal of Sutures

[Insert Group Activity icon] Vital Tooth Bleaching

[Insert Homework Ass. icon] Workbook Assignment

[Insert Homework Ass. icon] End of Chapter Activities

Slides 35-41

Summary of Module


Slide 42

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

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


  • Removal of Sutures (Part D, Objectives 3 and 13). Goal : Have learners prepare materials needed for practicing suture removal. Have each learner prepare the materials for a sutue removal. Then using a boneless chicken breast (or some other kind of meat) that has been sutured, have each learrner demonstrate the ability to remove the sutures. This could also be done with an edentulous model.

  • Vital Tooth Bleaching (Part D, Objectives 3 and 13). Goal: For learners to gain experience using bleaching materials. Instructor should ensure there are enough materials and supplies for the class. Instructor should be the operator for this procedure. Learners should be graded on the procedure steps as outlined on pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.

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

    1. Can bleaching completely remove both intrinsic and extrinsic stains? Why?



    No because intrinsic stains are formed from within the tooth. Bleaching only removes extrinsic stains but can help to lighten intrinsic in some cases.

    [Insert Home Ass icon] Homework Assignments

    Workbook Assignment. Have learners complete the workbook assignment for Chapter ____ .

    End of Chapter Activities. Have learners complete the end of chapter activities in the assigned chapter from the textbook.

Ideas for learners struggling with this material …

  • Change The Study Environment. Encourage learners to change their study environment. Inform them that by eliminating any external distractions they should be able to get more done in a shorter amount of time and retain more material.

Ideas for learners who are ahead and want to learn more

  • Web Research: Have learners find web sites about tooth bleaching. Have them write a short report on at least one of the web sites and present it to the class.



Presentation Tools

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

Slide 35

[Insert EF 1-35]

Part D: Expanded Functions

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

Introduce Part D


Slide 36

[Insert EF 1-36]

Preparing for Suture Removal

Discuss what is needed for the procedure of removing sutures.

Inform learners to check the patient chart to see how many sutures were placed in the patient’s mouth.

Explain to learners to always check the suture site for location, number, pattern type, and tissue in the wound area.



Slide 37

[Insert EF 1-37]

Suture Patterns

Discuss each suture pattern type.



Point out the different purpose for each type.

Slide 38

[Insert EF 1-38]

Removal of Sutures

Explain the important of knowing the suture pattern before removal.

Review the basic criteria that should be followed when removing sutures.

Refer learners to the various procedures as outlined in the textbook for suture removal.



In-Class Activity: Stop here for the Removal of Suture activity.

Slide

39


[Insert EF 1-39]

Bleaching Materials

Discuss the commonly used products for bleaching.



Slide 40

[Insert EF 1-40]

In Office Bleaching Techniques

Explain the reason for non-vital bleaching and review the procedure as outlined in textbook for accomplishing this procedure.

Describe how vital bleaching is accomplished.

Point out power bleaching and walking bleach technique.

Review the procedure for vital bleaching as outlined in the textbook.


Slide 41

[Insert EF 1-41]

Home Bleaching

Discuss the advantages and disadvantages of home bleaching.



Short Activity: Stop here and discuss the case studies in Chapter ___ of the textbook (Phinney & Halstead).

In-Class Activity: Stop here for the Vital Tooth Bleaching activity.

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

Slide 42

[Insert EF 1-42]

Summary Of Module

Review entire module with the learners to insure comprehension.





- -




The database is protected by copyright ©dentisty.org 2016
send message

    Main page