Preventive Dental Hygiene Care Syllabus for 2014-2015
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Course

DHYG-1227-001 Preventive Dental Hygiene Care

Prerequisites

Course Description

The role of the dental hygienist as a therapeutic oral health care provider with emphasis on concepts of disease management, health promotion, communication and behavior modification.

Student Resources Student Resources Website

Department Expectations

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Occupational License Disclaimer

Hours

(2 sem hrs; 1 lec, 3 lab)

Class Type

On Campus Course

Syllabus Information

Textbooks

\ Required Course Textbooks

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\ 1. Primary Preventive Dentistry , Norman O. Harris, Franklin Garcia-Godoy, and Christine Nielsen Nathe, 8th edition.  Pearson, 2014.

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\ 2. Dental Health Education Lesson Planning and Implementation, Lori Gagliardi, 2nd edition, Pearson Prentice Hall, 2007.

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Supplies

\ Course Supply List

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\ 1.  Library Card for AC and/or city library

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\ 2.  Computer and Internet Access, printer, print cartridges

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\ 3.  Index cards, Scantrons, paper, pens, marker

Student Performance

Course Description

The role of the dental hygienist as a therapeutic oral health care provider with emphasis on concepts of disease management, health promotion, communication, and behavior modification.

End-of-Course Outcomes

Describe the role of the dental hygienist as a therapeutic oral health care provider; develop and implement a patient education plan for periodontal disease; and explain the concepts of disease management.

Instructor Objectives for the Course

Objectives will coordinate with the materials presented in lecture, handouts, reading assignments and exams.

Chapter 1 Objectives

1.  Define and apply the following key terms:  primary, secondary, and tertiary prevention.

2.  Describe the historical aspect of preventive dental care.

3.  Describe the state of dental health in the United States.

4.  Describe categories that aid in classifying diseases.

5.  Describe risk assessment in dental care delivery.

Chapter 2 Objectives

1.  Define culture and explain its relevance to the contemporary healthcare professions.

2.  Describe influences of culture on aspects of U.S. society that impact preventive healthcare to underserved populations.

3.  Identify health beliefs among different cultural groups.

4.  Describe how cultural beliefs influence preventive dental care.

5.  Explain the relationship between cultural competence and health outcomes.

Chapter 3 Objectives

1.  Describe the dental hygiene process of care.

2.  Describe the integration of the dental hygiene process of care  into the dental hygiene appointment.

3.  Compare and contrast dental hygiene therapy for patients with and without attachment loss.

4.  Describe the elements of the dental hygiene appointment.

5.  Describe the use of the CDT in creating a dental hygiene care plan.

6.  Define dental public health.

7.  Describe community programs aimed at preventing diseases.

Chapter 4 Objectives

1.  Differentiate between organic coatings of endogenous and exogenous (acquired) origin.

2.  Explain why dental plaque is not unique among naturally occurring microbial layers.

3.  Describe the mechanisms proposed to explain bacterial adhesion to the acquired pellicle.

4.  Distinguish between primary and secondary bacterial colonizers in dental plaque, and cite examples of each.

5.  Identify the primary sites of calculus formation, explain how calculus forms, and detail the differences between supragingival and subgingival calculus.

6.  Describe the basis for the involvement of the acquired pellicle, bacterial dental plaque, and dental calculus in caries and the inflammatory periodontal diseases. 

Chapter 5 Objectives

1.  Describe the four types of carious lesions that are found on the different surfaces of the teeth.

2.  Describe the histologic characteristics of enamel and dentin that facilitate fluid flow throughout a tooth.

3.  Describe the four zones of an incipient caries lesion.

4.  Describe the conduits (pores) that directly conduct acid from the bacterial plaque to the body of the lesion.

5.   LIst the bacteria most often implicated in the caries process, and indicate when each is present in the highest number during the caries process.

6.  Describe the series of events in a cariogenic plaque and subsurface lesion from the time of bacterial exposure to sugar until the pH returns to a resting state.

7.  Describe the characteristics of root caries, and explain the differences and similarities to coronal caries.

8.   Describe why the profession takes so much time in treating secondary caries.

9.  Describe the relationship between pH and the saturation of calcium and phosphorus ions in caries development.

10.Describe the protective relationship of calcium fluoride to hydroxyapatite and fluorhydroxyapatite during an acidogenic attack.

Chapter 7 Objectives

1.  Describe the epidemiology of oral cancer.

2.   Identify risk factors that contribute to oral cancer.

3.   Identify signs and symptoms of oral cancer.

4.   Identify factors to prevent oral cancer.

5.  Describe the common locations for oropharyngeal cancers.

6.  Describe the various screening and diagnostic tools used to detect oral cancer.

7.   Describe the steps in a complete oral cancer examination.

8.   Identify the staging system used for oral cancer.

9.  Describe treatment options.

10.  Identify practical considerations for health care providers.

Chapter 8 Objectives

1.  Define dental trauma.

2.   Describe the etiology of dental trauma.

3.   Describe the assessment of trauma.

4.   List and describe the categories of dental trauma.

Chapter 9 Objectives

1.  List the four host defense mechanisms operational in the oral cavity.

2.  Describe how the epithelium functions as a microbial barrier in the mouth.

3.  Describe how an ideal dentition functions as a defense mechanism.

4.  Describe the cycle of enamel demineralization and remineralization and assess its presence in patients.

5.  Evaluate caries treatment plans to include a medical model of disease prevention and non-surgical treatment.

6.  Identify early and late colonizers in bacterial plaque, and discuss their roles in the disease process.

7.  Incorporate systemic assessments of host defense mechanisms into periodontal therapy.

8.  Explain the significance of plaque pH.

9.  Differentiate between cellular and humoral immunity.

10.  Describe the role of granulocytes in host defense.

11.  List the major salivary glands and functions of saliva.

12.  Prescribe appropriate therapies for a patient with compromised salivary function.

13.  Discuss the functions of the immunoglobulins.

14.  Explain concepts of host defense mechanisms into patient treatment plans.

Chapter 10 Objectives

1.  Describe the history of the toothbrush.

2.  Describe manual toothbrush designs including size, shape, and texture.

3.  Describe the rationale for each toothbrushing method.

4.  Describe design, methods, and uses of powered toothbrushes.

5.  Describe toothbrush efficiency and safety evaluations.

6.  Discuss appropriate toothbrushing time and frequency.

7.  Determine appropriate time for toothbrush replacement.

8.  Describe brush care for dentures, orthodontic appliances, and tongues.

Chapter 11 Objectives

1.  Differentiate between a cosmetic and a therapeutic dentifrice, mouthrinse, and chewing gum.

2.  Explain the three phases of reseach necessary when applying to investigate a new drug.

3.  Discuss how  approval or nonapproval of a new product by the Food and Drug Administration (FDA) differs from acceptance or rejection by the American Dental Association (ADA).

4.  List and define the purpose of each dentifrice ingredient including percentage quantities.

5.  Explain the various reasons that the same abrasive material in toothpaste can cause different levels of abrasion on tooth structure.

6.  Define the three types and amounts of fluoride compounds commonly used in dentifrices.

7.  Identify the agents used in dentifrices to produce anticaries, anticalculus, whitening, and antihypersensitivity effects.

8.  Explain the active ingredients in antiplaque and  antigingivitis mouthrinses sold over the counter and as a prescription item.

9.  Describe the advantages and disadvantages of mouthrinses containing alcohol.

10.  Describe the benefits of chewing gum and the ingredients used to help reduce oral disease.

Chapter 12 Objectives

1.  Describe the reasons that adjuncts to toothbrushing are needed to supplement oral health self-care.

2.  Identify factors in addition to oral conditions that influence selection of self-care adjunctive devices and techniques.

3.  Identify the process of developing an oral health self-care plan.

4.  State the purposes, indications, contraindications, techniques, advantages, and limitations of various adjunctive oral hygiene devices and procedures.

Chapter 13 Objectives

1.  Describe the proper oral self-care for removable partial dentures, full dentures, and overdentures.

2.  Describe the risk of Candida infections for denture wearers.

3.  Explain the various procedures and cleansers used to prevent and control oral Candida infections.

Chapter 14 Objectives

1.  Define community water fluoridation.

2.  Describe the four historical periods in the evolution and development of community water fluoridation.

3.  Explain the role of community water fluoridation and  the impact of multiple sources of fluoride on the decline of dental caries.

4.  Describe the effect of the discontinuation of water fluoridation in a community on caries prevalence.

5.  Describe fluorosis classifications and characteristics by severity  and the need to monitor exposure to fluoride.

6.  Describe the economic aspects of water fluoridation.

7  State the optimal fluoride concentration for drinking water in the United States, in parts per million (ppm F), for maximum caries protection with minimal risk of fluorosis.

8. List the additives used for water fluoridation and briefly describe the technical aspects of fluoridation, including monitoring and surveillance of water fluoridation in the United States.

9. Describe the regulatory standards and policies for naturally occurring fluoride in drinking water.

10.State the daily Adequate Intake and Tolerable Upper Limit of fluoride for different age groups.

11. Summarize the current status of fluoridation in other countries and describe alternatives to water fluoridation.

Chapter 15 Objectives

1.  List the fluoride compounds used to control caries and indicate their relative effectiveness.

2. Describe how topical fluorides work to prevent caries.

3.  Identify what percentage of sodium fluoride, acidulated phosphate fluoride and stannous fluoride are available for office and home use.

4. Describe how topical fluoride is applied to the teeth.

5. Describe safety considerations with topical fluoride.

6. State the expected decrease in caries formation following use of dentifrices and mouthrinses containing fluoride.

7. Describe fluoridated varnishes and fluoride-releasing dental restorative materials and the potential of these materials to inhibit demineralization and enhance remineralization.

8. Describe safety considerations with topical fluoride.

Chapter 18 Objectives

1. Define sugars, sweeteners, and sugar substitutes.

2. Identify the three sugars that are composed of glucose, fructose, or galactose.

3.Differentiate between cariogenic sugars and noncariogenic sweeteners.

4. Describe the potential impact that excessive sugar intake has on dental and systemic health.

5. Explain the role of sugar in the caries process.

6. Suggest alternative sweetener options that are noncariogenic on the basis of a working knowledge of comparative sweetness to sucrose.

7. Identify contraindications that can preclude someone from using a specific sugar substitute.

8. Describe the role of xylitol in the prevention of dental caries.

9. Describe preventive strategies to halt or  decrease caries frequency in the high-risk or at-risk patient.

Chapter 19 Objectives

1.  Define patient autonomy.

2.  Explain the elements of the major health education theories.

3.  Identify principles of adult learning.

4.  Identify motivational interviewing techniques to devise a patient education strategy.

Chapter 20 Objectives

1.  Describe population  characteristics of tobacco users in the United States and the resultant morbidity and mortality.

2.  Describe the oral diseases and lesions related to the use of tobacco, both smoked and smokeless.

3.  Describe the different types of tobacco and their uses, emphasizing the harmful toxins, carcinogens, and nicotine levels in both smoked and smokeless tobacco.

4. Describe the process of nicotine addiction as a chemical dependence as well as the behavioral and social aspects of the addiction process.

5. Identify the specific FDA-approved pharmacotherapies available for tobacco cessation, including nicotine-replacement therapy and oral medication as well as emphasizing the appropriate assessment of the dependence level to nicotine and the most beneficial use of available medications.

6. Identify the various  components of an effective tobacco-dependence intervention using the Public Health Service Guideline, stages of change model, and motivation for behavior change.

7. Describe the specific components of a tobacco-dependence intervention in the  dental office setting, emphasizing the specific roles of the dental team for a comprehensive program.

8. Identify the elements of successful tobacco-prevention strategies in the office and community settings.

Chapter 21 Objectives

1.  Describe the preventive aspects of athletic mouthguards.

2  Describe the historical aspects of athletic mouthguards.

3.  Describe the prevalence of sports-related orofacial and head trauma.

4.  List the promotional activities advocating the use of mouthguards.

5.  List the sports and activities that should involve the use of athletic mouthguards.

6.  Describe the types of athletic mouthguards.

7.  Describe the fabrication of custom-made vacuum - formed mouthguards.

8. Describe the dental provider's role in the use of athletic mouthguards.

 

 Lab Objectives taken from the CE assignments from www.dentalcare.com website:

Current Concepts in Preventive Dentistry 

1.   Identify the two bacteria most often associated with dental caries.

2.  Understand the term used in caries prediction.

3.   Understand the caries process.

4.   Explain the general approach of caries risk assessment.

5.   Determine the cause of each pathology.

6.   Identify the typical virus cues for each pathology.

7.   Know useful clinical information for each pathology.

8.  Describe treatment for each pathology.

9.  Understand clinical significances of each pathology.

10.  Explain the recommended treatment plan for cancer patients.

11.  Define dental plaque.

12.   Explain the process of plaque formation.

13.  Discuss manual and powered toothbrushes.

14.   Describe the various toothbrusing techniques.

15.   Identify the correct toothbrushing technique for the individual patient.

16.   Describe the two flossing methods.

17.   Identify which patients require auxiliary aids.

18.  Identify multiple sources of fluoride.  Determine on an individual basis if a patient needs a professional fluoride application.

19.  Differentiate between pre-eruptive and post-eruptive fluoride.

20.  Identify the three types professional fluoride.

21.   Understand the concept of fluoride uptake in enamel.

22.  Discuss root surface caries treatment options.

23.  Describe the application of fluoride.

24.   Discuss fluoride varnishes.

25.   Identify foods that are considered cariogenic.

26.   Identify foods that are considered to be non or low-acidogenic.

27.  Discuss soda consumption in the United States.

28.   Identify sports that should use mouthguards.

29.   Identify which types of jaw fractures are more common.

30.   Identify which type of crown and root fractures are more common.

31.   Describe the treatment necessary when an emergency occurs with primary teeth.  Describe the treatment necessary when an emergency occurs with permanent teeth.

32.  LIst the types of soft tissue dental injuries that can occur with sports.

33.   Identify the types of mouthguards available.

An Update on Demineralization/Remineralization 

1.  Explain the process of demineralization/remineralization.

2.  Discuss the role of calcium and phosphate in the remineralization process.

3.  State where caries occurs first within the enamel structure.

4.  Compare and contrast enamel and root surface caries.

5.  Compare and contrast the remineralization process on permanent and primary teeth.

6.  Discuss elements in clinical examination vital to detection of (a) enamel caries and (b) root surface caries.

7.  Explain the current approach to evaluating the evidence in answering clinical questions regarding fluorides and caries prevention.

8.  Provide a scientific basis based on the literature for the effectiveness of fluoride products in preventing dental caries.

A History and Update of Fluoride Dentifrices

1.  Understand the history and development of modern day dentifrices.

2.  Discuss the changes from dentifrices that delivered only cosmetic benefits to those that focused on therapeutic benefits; and then back to products that deliver a combination of both.

Dentinal Hypersensitivity:  A Review

1.  Discuss the prevalence of dentinal hypersensitiivty and common contributing factors.

2.  Explain the hydrodynamic theory, widely accepted as the cause for dentinal hypersensitivity.

3.  Discuss common diagnostic tools.

4.  List common active ingredients used in desensitizing dentifrices.

5.  Discuss the mode of action of common active ingredients.

6.  Discuss the clinical evidence behind common desensitizing dentifrices.

Caries Process and Prevention Strategies:  Demineralization/Remineralization

1.  Discuss the difference in how tooth enamel and dentin structure are affected by demineralization.

2.  Explain the role of bacterial acid production in demineralization.

3.  Understand the relationship between critical pH and demineralization.

4.  Identify five zones of carious dentin in the advanced lesion.

5.  Describe how demineralization affects young children, the elderly, and other special populations.

6.  Be familiar with the factors that promote remineralization.

Caries Process and Prevention Strategies:  The Agent

1.  Define dental caries.

2.  Discuss the medical history of caries along with its natural history.

3.  Identify the combination of factors required for caries to develop, and how sub-factors influence this process.

4.  Define dental plaque as a microbial biofilm.

5.  Describe the development and maturation of dental plaque.

6.  Understand the microbial diversity of plaque and recognize it as an ecosystem.

7.  Discuss the ecological plaque hypothesis.

8.  Name the bacteria associated with caries.

9.  Discuss how the acidity in the oral environment is the major determinant of plaque ecology.

Caries Process and Prevention Strategies:  The Host

1.  Identify the role of the environment in dental caries etiology.

2.  Introduce the Stephan curve.

3.  Explain the impact of various diets on the incidence of caries.

4.  Describe the concept of frequency versus amount of cariogenic carbohydrates.

5.  Be familiar with the complex chemical structure of sugars.

6.  Relate the cause and effect of diet and dental caries to patients.

Caries Process and Prevention Strategies:  The Environment

1.  Discuss tooth structure.

2.  Describe how the mineral composition and structure of enamel relates to caries.

3.  Be familiar with the concept of enamel maturation.

4.  Explain what saliva is and how it is produced.

5.  Identify the major salivary glands.

6.  Explain the nerve control of saliva secretion.

7.  List the physical, chemical, and antibacterial properties of saliva.

8.  Describe the host's immune response in the dental caries process.

Caries Process and Prevention Strategies:  Erosion

1.  Describe why tooth wear  poses a  serious public health issue?

2.  Discuss the difference between physical and chemical wear on hard dental tissues.

3.  Identify the factors that cause each of the three types of physical tooth surface loss (tooth wear).

4.  Discuss the multiple factors that cause chemical tooth surface loss (dental erosion).

5.  Identify the chemical, biological and behavioral factors that influence dental erosion.

6.  Be familiar with how to diagnose dental erosion.

7.  Advise the patient on the diet, behavioral, and medical factors that can reduce dental erosion.

Caries Process and Prevention Strategies:  Intervention

1.  Be familiar with the history of fluoride in caries control.

2.  Discuss how fluoride is processed by the body.

3.  Describe how fluoride concentration varies in different parts of the tooth.

4.  Identify the multiple ways in which fluoride provides protection from caries.

5.  Explain the dental health consequences of too much fluoride exposure.

6.  Discuss the primary methods of systemic and topical fluoride delivery.

7.  Understand when professional forms of fluoride delivery may be necessary

Caries Process and Prevention Strategies:  Prevention

1.  Explain the three levels of prevention:  primary, secondary, and tertiary.

2.  Discuss why changing behavior can be difficult.

3.  Identify the multiple and complex barriers to change.

4.  Be familiar with the five stages of change.

5.  Apply skills that enhance dentist-patient communication.

6.  Understand the importance of setting specific goals with the patient to effectively promote caries-reducing behavior.

Caries Process and Prevention Strategies:  Risk Assessment

1.  Define risk, risk factor, and risk assessment.

2.  Identify biological, environmental, sociocultural, and economic factors that increase caries risk.

3.  Evaluate clues from a patient's medical and dental history to assess caries risk.

4.  Implement a risk-assessment protocol.

5.  Understand the additional specialized needs of certain populations, like the elderly or those with dry mouth.

6.  Describe the Caries Management by Risk Assessment (CAMBRA) system.

7.  Understand how a change from surgical repair of caries to prevention has influenced  caries diagnosis. 

 The student will know that these objectives have been successfully completed if he or she earns a final grade of "C" or higher as evaluated by the course instructor. 

The standards for the objectives may be one or any combination of the following:

• As given in lecture
• As demonstrated and/or discussed in clinical experience
• As given in handouts
• As stated in the course texts and reading assignments
• As given in laboratory projects
• As given on exams

Students Rights and Responsibilities

Student Rights and Responsibilities

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If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

A high standard of conduct is expected of all Amarillo College students.  The Student Code of Conduct is defined in the Amarillo College Student Rights and Responsibilities publication.  This document may be located online at www.actx.edu under the student tab.

"Amarillo College expects a high standard of conduct from its students.  Students are expected to comply with the law, respect proper constitutional authority, and obey College policies, rules and regulations.  Unacceptable conduct is defined as an action or behavior that is contrary to the best interest of a fellow student or students, the faculty or staff, the College, or the teaching/learning process.  Students failing to perform according to established standards may be subject to disciplinary action.  Policies, standards, rules and regulations apply to students attending College activities whether the activity takes place on or off campus.

Each student shall be responsible for becoming knowledgeable of the contents and provisions of College policies,rules, and regulations concerning student conduct.  In some cases, individual programs may have approved policies for student conduct which also apply to student conduct in those programs.  Integrity and common sense will guide the actions of each member of the college community both in and out of the classroom.  Any student who fails to perform according to expected standards may be disciplined."

The Amarillo College Dental Hygiene Program has specific policies which apply to student conduct within the program.  These policies may be  implied or written.  The course syllabus and the program  manual are sources for student conduct policies for Dental Hygiene students at Amarillo College.  In order for maximum learning to occur, the following professional standards must be adhered to:

Professional Standards

1. Student is prompt to class.

2. Student is prepared for class sessions.

3. Student assumes responsibility for his/her own learning.

4. Student is concerned with excellence in learning rather than just meeting minimal criteria.

5. Student applies lecture material in the clinical setting.

6.  Student will seek faculty assistance if needed, and will monitor their own progress in meeting course requirements.

7. Student maintains his/her composure, dealing with conflict in a constructive way.

8. Student exhibits an attitude of respect for classmates, faculty, and staff.

9. Student will exhibit professionalism by not being disruptive in the classroom.  Please refer to the Amarillo College Student Rights and Responsibilities bulletin.

10.  Student will abide by the cell phone usage policy.  Please, no exceptions.

Students with Disabilities

Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements, should contact disAbility Services (Student Service Center Room 119, phone 371-5436) as soon as possible.

Electronic and Recording Devices

In order to maximize learning, all electronic recording devices and cell phones are prohibited in this course. If a student is caught texting, talking, or surfing the internet during a lecture or lab, the student will immediately be dismissed and will receive an absence for the day. Students may check cell phones at designated breaks given by the instructor. Those students who have children or who anticipate an emergency situation should give caretakers and family members the Office Supervisor’s phone number (806-354-6050) and have calls directed to her first. She will then act accordingly to inform the student.

 

Academic Grievances

A student, who has a grievance concerning a course in which he or she is enrolled or a grade, should make an appeal in the following order to the:  (1) Instructor (2) Department Chair/Program Director (3) Dean of Health Sciences (4) Vice President of Academic Affairs (5) College President.

 

 

 

Grading Criteria

Grading Criteria

The final course grade will be computed as follows:

I.  Weekly Quizzes count for 25% of your total grade

II.  Major  Examinations count for 25% of your total grade   

III.  Laboratory Projects and  Laboratory Assignments count for 25% of your total grade     

IV. Comprehensive Final counts for 25% of your total grade.                                   

The following grade scale applies throughout this course:

A = 93-100%

B = 83-92%

C = 75-82%

F = Below 75%

Note:  A grade of "D" is not possible in this course.

The course will consist of weekly quizzes, reading assignments and case studies, major examinations,  CE  assignments utilizing the  www.dentalcare.com  website, lab projects of which many will be completed outside of the classroom in the forum of service learning and  a comprehensive lab examination and final.   Refer to the course calendar for the schedule of materials to be covered in each class and lab  and the tentative examination dates.  Also, please note the provisions of the Make-up Policy in this syllabus for missed examinations. 

LAB:

Laboratory Projects are divided into several sections:

Section 1.  A report on assigned articles detailing  adjunct products utilized in dental hygiene.

Instructions:

Read the assigned articles.  Type a 2-3 page report (double-spaced) summarizing the articles.  Include a paragraph detailing what you learned from each article and how you will apply this information in the dental clinic.   Place your summary report into a folder.  You will need a cover page entitled 2014 PREVENTION PROJECTS.  Include the following in your folder:  a title page, index page and the assigned  articles.  This assignment is due November 14, 2014.

Assigned articles include the following:

a.  Atridox:  located at the following web address:  http://rxlist.com/atridox-drug.htm.   Please read pages 1-10

b.  Perio Chip:  located at the following web address:  http://rxlist.com/periochip-drug.htm.  Please read pages 1-10

c.  Arestin:  Located at the following web address: http://rxlist.com/arestin-drug.htm.  Please read pages 1-7

d.  Oraqix:  Located at the follolwing web address:  http://rxlist.com/oraqix-drug.htm.  Please read pages 1-7

e.  Xylitol:   Located at the following web address:  http://webmd.com/vitamins-supplements/ingredientmono-996-XYLITOL

Please read all 5 categories.

Section 2.    Service Learning Projects within the community including reports and reflection about these projects.

Instructions:

• Students must complete several outside service learning  projects which include  Panhandle Assessment Center, Head Start, Oral Health Education in Elementary schools, and Screening Events which include Nursing homes and Health Fairs.
• Please keep the grade sheet from your laboratory instructor given to you as you begin the project.  You will also be evaluated by an outside entitity such as the elementary school teacher, priniciple, school nurse etc.  All evaluation tools must be turned in to determine your final grade.
• Students will type a 2 page "reflection" paper (double -spaced) about your service learning projects addressing  the following questions:

Who went?  Where did you go?  Why did you go?  When did you go?  What did you learn?  I would also like some comments about how you liked the project(s) - self reflection.   What was the highlight of this experience and why?  How did this experience help you become a better clinician and why?

• Place these reports and grade sheets behind the Xylitol pages in the folder labeled 2014 Prevention Projects.

 

Section 3.   Group Project on questions that patients may ask.  A report, a chart on the products, and a class presentation will be required to complete this project.

Instructions:

Group Project #1  ( Ten Questions Patients Ask????)  Students will be  divided into assigned groups.

• Your group will create a typed (double-spaced) report on each of your questions.
• Your group will create a 1-2 page chart which will be copied and handed out to the rest of the class.
• Your group must complete a class presentation about your questions.  Do not read the report out loud in the class.  Be creative in your presentation such as a play, skit, game, DVD, etc.  Use samples if possible.  The projects will be presented and handed in on Friday, November 14, 2014 at 1:30 pm.
• Students will be graded collectively (the group /peer grade) and individually (your performance in the group).  All of the dental hygiene faculty will be invited to watch your presentations.

  Group Project # 2

• Each group will also be assigned an oral adjunct to scaling and root planing from the assigned articles listed in Number 1. 
• Students will be required to get a sample of the product and demonstrate  use of the product in class.
• Also include the indications and contraindications for the product.  Several products may be left over from last year so please check with you lab instructor.

Section 4.  CE assignments from the following website: www.dentalcare.com. 

Instructions:   

Complete the assigned reading, take the exam, print the certificate, place it in a folder with your name on it and turn it in to your lab instructor at the end of the semester.  A comprehensive lab exam will be given over the material from this assignment.  See lab schedule for the date.

Section 5.     Patient Education Plan for Periodontal Disease 

Instructions:

Develop, implement, and present a patient education plan for a patient in the dental clinic who has moderate to severe periodontal disease.  Please include the following:

• Watch the Caesey Video on Periodontal Disease.
• Explain what periodontal disease is.  Include the fact that it is an infection that attacks the bone and gums that support your teeth, and how the infection progresses.
• In your education plan, stress the causes of periodontal disease, i.e. bacteria in your mouth, condition of your teeth, oral hygiene, nutrition, general health, and emotional stress.
• Explain the treatment options that you gave your patient.  Emphasize that there needs to be a partnership between the patient and the dental professional.
• Graphics are nice and the presentation should be in terms that your patient can understand.
• You will present this patient education plan for periodontal disease to a classmate.

Make-up Policy

If a student is absent on the day when a major examination is given, the student may make-up the missed work as follows:

1. It is the responsibility of the student to make arrangements with the instructor within 24 hours of returning from the absence to reschedule the examination.

2. The missed work must be made up within TWO Amarillo College school days where the day ends at 4:00 pm.

3. The make-up work may earn a maximum of 80% of the original point value.

4.  Note:  Weekly quizzes may not be made up and a grade of 0 will be entered into the grade book for a missed quiz.  No exceptions please.

 

 

 

 

 

 

 

 

 

Attendance

\ "Regular attendance is necessary for satisfactory achievement. Therefore, it is the responsibility of the student to attend class."  (Amarillo College Student's Rights and Responsibilities Publication)  Regular attendance is necessary for satisfactory achievement.  Therefore, it is the responsibility of the student to attend class.  Due to the tremendous amount of information contained in this course, the student who plans to succeed should also plan to attend all course sesssions regularly and promptly. Without question, the instructor expects each student to be present at each session. Unfortunately, no one has ever developed a shorcut, which will replace hours of actual experience needed to master a new skill; therefore, you must be present to acquire the specific knowledge in this subject. 

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\ Absences will be monitored and evaluated to determine the student's final course grade. The  student may have no more than 1 absence in this course without affecting his/her final grade. Beginning with the 2nd absence, 2 points will be deducted from the final grade; after the 3rd absence, 3 additional points will be deducted; after the 4th absence, 4 additional points will be deducted. On the occurrence of the 5th absence, the student will be required to repeat the course.  STUDENTS WHO ARE LATE TO CLASS OR LAB OR WHO LEAVE CLASS EARLY, WILL BE COUNTED AS ABSENT.  The student will receive 2 bonus points to the final grade in this course if the student has perfect attendance for the semester.

Calendar

Additional Information

http://www.actx.edu/resources/

This website was created to assist Amarillo College employees and students.  Many times, students come to us with individual concerns/situations that need to be addressed in order for the student to be successful in school.

This website can be used to find those needed resources for our students and their families.  Feel free to copy any of this information for a student and to refer students as needed.

Our goal is to provide as much information as possible for employees and students to be able to access campus and community resources when needed.  There are many more resources in this community that are not listed on these pages.  Some of these agencies and programs will change; so if you call and cannot get assistance or cannot access a broken link, please contact me for more updated information.

This website will be updated as often as possible; therefore, most will be current.  If the resources listed do not serve the needs you have or if you have any questions concerning this website, please call or email:  Jordan Herrera, LMSW, Coordinator of Social Services, 806-371-5439,http://jordan@amarillocollege.com