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DHYG-1211-001 Periodontology
Normal and diseased periodontium including the structural, functional and environmental factors. Emphasis on etiology, pathology, treatment modalities, and therapeutic and preventive periodontics.
Student ResourcesStudent Resources Website
Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:
Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:
Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me
You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.
(2 sem hrs; 1 lec, 3 lab)
On Campus Course
Students are required to have the most current edition of textbooks and workbooks.
Teaching Methods
The course is taught in a lecture/lab format. A variety of teaching methods will be used to facilitate the goals and objectives of this course. The material is posted on Blackboard Ultra. Lab assignments are included to support learning and include homework assignments, case studies and the use of Elsevier adapting quizzing.
Technical Skills and Requirements
The use of the computer is an integral part of this course. Students will be responsible for bringing their tablets or laptops to every class session. Please have the battery charged up and ready to go. Students will need to ensure that the Respondus Lockdown Browser has been installed on the computer by the first day of class. Utilize CTL resources for technical help. CTL Student Help Center: (806) 371-5992 or ctlstudenthelp@actx.edu
Communication
The best way to contact me is through your student email in Blackboard. I will check my emails Monday-Friday first thing in the morning and throughout the day as time allows. I will respond to your email within 24 hours. I will answer emails sent over the weekend the following Monday morning. Please remember the use of netiquette when corresponding to faculty, staff, and peers.
Other Supplies
Course Meeting Day and Time
Tuesday 12:00 - 4:00 pm (Jones Hall Room 111)
Changes to the Syllabus and the Course
The instructor reserves the right to make changes to the Syllabus and the course as deemed necessary. Any and all changes will be posted on the Blackboard Announcements page of the course and students will also be notified by email.
End-of-Course Outcomes
After completing the course, the student can contrast normal and abnormal periodontium, analyze the etiology and pathology of periodontal diseases, differentiate treatment modalities for therapy and prevention; and interpret periodontal assessment data to develop a dental hygiene care plan.
Participation and Instructor Help
Learning activities in this course are designed to enhance the understanding of concepts. As a student, you must prepare for these sessions and participate appropriately. All students are considered mature enough to ask questions, seek help and assistance from faculty, and are encouraged to ask questions during class.
Chapter Objectives
Chapter 1, Periodontium: The Tooth-Supporting Structures
Goals of the Lesson:
Cognitive: Students will be able to identify the tissues of the periodontium and describe their functions.
Motor: Students will practice stippling detection using compressed air and practice using a periodontal probe to identify the free gingiva.
Affective: Students will recognize the importance of healthy periodontium tissue to the overall health of the teeth and jaw bone.
Learning Objectives
1-1 Identify the tissues of the periodontium on an unlabeled drawing depicting the periodontium in cross-section.
1-2 Describe each tissue's function in the periodontium, including the gingiva, periodontal ligament, cementum, and alveolar bone.
1-3 In a clinical setting or on a color photograph, identify the following anatomical areas of the gingiva in the oral cavity: free gingiva, gingival sulcus, interdental gingiva, and attached gingiva.
1-4 In a clinical setting or on a color photograph, identify the following boundaries of the gingiva: gingival margin, free gingival groove, and mucogingival junction.
1-5 In a clinical setting, identify the free gingiva on an anterior tooth by inserting a periodontal probe into the base of the sulcus.
1-6 In a clinical setting, compare and contrast the coral pink tissue of the attached gingiva with the darker, shiny tissue of the alveolar mucosa.
1-7 In the clinical setting, use compressed air to detect the presence or absence of stippling of the attached gingiva.
1-8 Identify the alveolar process (alveolar bone) on a human skull.
1-9 Describe the shape and contour of the alveolar crest of the bone in health.
1-10 Describe the nerve and blood supply to the periodontium.
1-11 Explain the role of the lymphatic system in the health of the periodontium.
Chapter 2, Microscopic Anatomy of the Periodontium
Goals of the Lesson
Cognitive: Students will be able to describe the major components that make up the microscopic anatomy of the periodontium.
Motor: Students will practice identifying the major components that make up the microscopic anatomy of the periodontium.
Affective: Students will develop an awareness of how knowledge of the major areas of the periodontium is essential to understanding the periodontium in health and disease.
Learning Objectives
2-1 Describe the histology of the tissues and the function that each serves in the human body.
2-2 List and define the layers that comprise the stratified squamous epithelium of the skin.
2-3 Define keratin and describe its function in the epithelium.
2-4 Describe the composition and function of the connective tissue.
2-5 Describe the epithelium–connective tissue interface found in most tissues of the body, such as the interface between the epithelium and connective tissues of the skin.
2-6 Define the term cell junction and describe its function in the epithelial tissues.
2-7 Compare and contrast the terms desmosome and hemidesmosome.
2-8 Identify the three anatomical areas of the gingival epithelium on an unlabeled drawing depicting the microscopic anatomy of the gingival epithelium.
2-9 Describe the location and function of the following regions of the gingival epithelium: oral epithelium, sulcular epithelium, and junctional epithelium.
2-10 State the level of keratinization present in each of the three anatomical areas of the gingival epithelium (keratinized, nonkeratinized, or para-keratinized).
2-11 State which of the anatomical areas of the gingival epithelium have an uneven, wavy epithelium–connective tissue interface in health and which have a smooth junction in health.
2-12 Identify the enamel, gingival connective tissue, junctional epithelium, internal basal lamina, external basal lamina, epithelial cells, desmosomes, and hemidesmosomes on an unlabeled drawing depicting the microscopic anatomy of the junctional epithelium and surrounding tissues.
2-13 Compare and contrast the function of the supragingival fiber bundles and the periodontal ligament in the periodontium.
2-14 Identify the fiber groups of the periodontal ligament on an unlabeled drawing.
2-15 Define the terms cementum and Sharpey’s fibers and describe their function in the periodontium.
2-16 State the three relationships that the cementum may have in relation to the enamel at the cementoenamel junction.
2-17 Define the term alveolar bone and describe its function in the periodontium.
Chapter 3, Overview of Diseases of the Periodontium
Goals of the Lesson
Cognitive: Students will learn how to distinguish among the various stages of periodontal disease.
Motor: Students will demonstrate how to use a periodontal probe to distinguish between gingivitis and periodontitis.
Affective: Students will understand the importance of distinguishing among the various stages of periodontal disease.
Learning Objectives
3-1 Define the term disease progression.
3-2 Define the term periodontal disease and contrast it with the term periodontitis.
3-3 Compare and contrast the (1) position of the junctional epithelium; (2) characteristics of the epithelial–connective tissue junction; and (3) position of the crest of the alveolar bone in health, gingivitis, and periodontitis.
3-4 Explain why there is a band of intact transseptal fibers even in the presence of severe bone loss.
3-5 Describe the progressive destruction of alveolar bone loss that occurs in periodontitis.
3-6 Describe the pathway of inflammation that occurs in horizontal bone loss and contrast it with the pathway of inflammation that occurs in vertical bone loss.
3-7 Compare and contrast the characteristics of gingival and periodontal pockets.
3-8 For patients in the clinical setting, identify visible clinical signs of health and periodontal disease for your clinic instructor.
3-9 For a patient with periodontal disease, measure the probing depth of the sulci or pockets on the facial aspect of one sextant of the mouth. Using the information gathered visually and with the periodontal probe, explain whether this patient’s disease is gingivitis or periodontitis.
3-10 Given a drawing of a periodontal pocket, determine whether the pocket illustrated is a suprabony or infrabony pocket.
3-11 Describe variables associated with periodontal disease that an epidemiologist might include in a research study.
3-12 Define prevalence and incidence as measurements of disease within a population.
3-13 Describe how clinical dental hygiene practice can be affected by epidemiologic research.
Chapter 4, Classification of Periodontal and Peri-Implant Diseases and Conditions
Goals of the Lesson
Cognitive: Students will be able to identify various classifications of periodontal disease.
Motor: Students will practice recognizing gingivitis versus periodontitis.
Affective: Students will recognize the value of the AAP/EFP Classification of Periodontal and Peri-Implant Diseases and Conditions.
Learning Objectives
4-1 Explain the rationale for a classification system for periodontal disease.
4-2 List the three major categories of periodontal diseases and conditions.
4-3 Explain why clinicians need to be familiar with terminology from the 1999 disease classification, such as chronic periodontitis and aggressive periodontitis.
4-4 Compare and contrast the 2017 and the 1999 Classification Systems.
4-5 List the four subcategories which fall under the Peri-Implant Diseases and Conditions category.
Chapter 5, Periodontal Health, Gingival Diseases and Conditions
Goals of the Lesson
Cognitive: Students will learn the characteristics of plaque-induced and non–plaque-induced gingival lesions.
Motor: Students will practice describing the qualities of gingival inflammation in patients.
Affective: Students will understand how systemic factors modify gingival diseases.
Learning Objectives
5-1 Define periodontal health and be able to describe the clinical features that are consistent with signs of periodontal health.
5-2 List the two major subdivisions of gingival disease as established by the American Academy of Periodontology and the European Federation of Periodontology.
5-3 Compare and contrast the etiologic factors associated with dental biofilm-induced gingivitis and non–biofilm-induced gingival diseases.
5-4 List the conditions that are classified under the non–plaque-induced gingival diseases category.
5-5 Describe the differences between an intact periodontium and a reduced periodontium.
5-6 Differentiate papillary gingivitis, marginal gingivitis, and diffuse gingivitis.
5-7 Describe the clinical signs that are characteristic of dental biofilm-induced gingivitis.
5-8 Describe how systemic factors can modify the host response to plaque biofilm and lead to gingival inflammation.
Chapter 6, Periodontitis
Goals of the Lesson
Cognitive: Students will learn the characteristics of the various types of periodontitis.
Motor: Students will practice identifying periodontal disease in a clinical setting.
Affective: Students will understand how to create an initial treatment plan for a patient with chronic periodontitis and how to set reasonable treatment goals.
Learning Objectives
6-1 Describe the clinical signs and symptoms that are pathognomonic (def: specifically characteristic or indicative of a disease) of periodontitis.
6-2 Define the term clinical attachment loss and explain its significance in staging and grading periodontitis.
6-3 In the clinical setting, be able to explain to your patient the warning signs of periodontal disease and why these signs should not be ignored.
6-4 Describe the radiographic hallmarks of periodontitis.
6-5 Explain how disease severity and complexity of management play a role in determining the staging of periodontitis.
6-6 Explain the differences in criteria of direct evidence of disease progression versus indirect evidence of disease progression and be able to describe the roles each plays in periodontitis grading.
6-7 Define the meaning of the descriptors recurrent and refractory as they pertain to periodontitis.
Chapter 7, Mucogingival Deformities and Conditions Around Teeth
Goals of the Lesson
Cognitive: Students will learn the characteristics of the various types of periodontitis.
Motor: Students will practice identifying periodontal disease in a clinical setting.
Affective: Students will understand how to create an initial treatment plan for a patient with necrotizing periodontal disease and how to set reasonable treatment goals.
Learning Objectives
7-1 Define the terms mucogingival, normal mucogingival condition, and mucogingival deformity and condition.
7-2 Explain the significance of periodontal biotype and be able to describe the distinguishing features of thin-scalloped biotype, thick-scalloped biotype, and thick-flat biotype.
7-3 Define the term gingival recession and explain what factors you need to take into consideration to determine if treatment is indicated.
7-4 Explain the Miller and Cairo classification systems used to classify gingival recession.
Chapter 8, Peri-Implant Health and Diseases
Goals of the Lesson
Cognitive: Students will learn the components of a dental implant and the necessary considerations for maintenance.
Motor: Students will become familiar with appropriate methods of dental implant instrumentation.
Affective: Students will communicate effectively with patients on the importance of appropriate self-care.
Learning Objectives
8-1 Describe the components of a conventional dental implant and restoration.
8-2 Compare and contrast the periodontium of a natural tooth versus the peri-implant tissues that surround a dental implant.
8-3 Define the terms peri-implant health, peri-implant mucositis, and peri-implantitis and distinguish the key differences among them.
8-4 Define the terms osseointegration, biomechanical forces, and biomechanical overload as they apply to dental implants.
8-5 Describe an appropriate maintenance interval for a patient with dental implants.
8-6 In the clinical setting, select appropriate self-care aids for a patient with dental implants.
Chapter 9, Acute Periodontal Diseases
Goals of the Lesson
Cognitive: Students will learn the various periodontal diseases that can require emergency treatment.
Motor: Students will learn to recognize and treat patients with periodontal diseases that require emergency treatment.
Affective: Students will understand the steps needed to address various periodontal emergencies.
Learning Objectives
9-1 Define the term acute periodontal disease and list the conditions that fall under this category.
9-2 Describe the general characteristics of each of the acute periodontal diseases discussed in this chapter.
9-3 Name and describe the three types of abscesses of the periodontium.
9-4 List the possible causes of abscesses of the periodontium.
9-5 Compare and contrast the periodontal and pulpal abscesses.
9-6 Outline the typical treatment steps for a gingival abscess, periodontal abscess, and pericoronal abscess.
9-7 Describe the possible outcomes of an untreated pericoronal abscess.
9-8 Describe the pathogenesis of an endodontic-periodontal lesion.
9-9 List the different categories of endodontic-periodontal lesions based on the signs and symptoms.
9-10 Describe the characteristics of necrotizing gingivitis, necrotizing periodontitis, and necrotizing stomatitis.
9-11 Outline the typical treatment steps for necrotizing gingivitis.
9-12 Compare and contrast the tissue destruction that occurs in necrotizing gingivitis and necrotizing periodontitis.
9-13 Describe the symptoms of primary herpetic gingivostomatitis.
9-14 List a step-by-step treatment plan to address a patient suffering from herpetic gingivostomatitis.
Chapter 10, Risk Factors for Periodontal Disease
Goals of the Lesson
Cognitive: Students will learn the contributing risk factors for periodontitis.
Motor: Students will practice describing the factors that may have contributed to your patient’s disease.
Affective: Students will understand how etiologic factors contribute to periodontitis.
10-1 Define risk factors and provide various examples of risk factors.
10-2 Define etiologic factors and distinguish etiologic factors from risk factors.
10-3 Define the term biological equilibrium and explain how certain factors can disrupt the balance between health and disease.
10-4 Explain the differences between modifiable and nonmodifiable risk factors.
10-5 Describe the significance of performing a thorough periodontal risk assessment for each patient in a clinical setting.
10-6 In a clinical setting—for a patient in your care with periodontitis—explain to your clinical instructor the factors that may have contributed to your patient’s disease
Chapter 11, Oral Biofilms
Goals of the Lesson
Cognitive: Students will learn how to identify periodontal infections.
Motor: Students will demonstrate how to identify periodontal infections.
Affective: Students will understand the importance of identifying periodontal infections.
Learning Objectives
11-1 Describe the key structural features of gram-positive and gram-negative bacteria and explain the role of the cell envelope in the gram-staining technique.
11-2 Define the term biofilm and explain the advantages to a bacterium living in a biofilm.
11-3 Describe the life cycle of a biofilm.
11-4 Explain the significance of the extracellular protective matrix and fluid channels to a biofilm.
11-5 Define coaggregation and explain its significance in bacterial colonization of the tooth surface.
11-6 Define quorum sensing and explain its significance in coordinating and regulating microbial behavior and growth.
11-7 Explain why systemic antibiotics and antimicrobial agents are not effective in eliminating dental plaque biofilms.
11-8 List several reasons why newer microbe detection methods have brought Socransky’s microbial complexes model and the specific plaque hypothesis into question.
11-9 Discuss the evolution of hypotheses to explain the role of bacteria in periodontal disease and how current hypotheses are distinct from the nonspecific plaque hypothesis and the specific plaque hypothesis.
11-10 Discuss the hypothesis that plaque biofilm is necessary but not sufficient to destroy the tissues of the periodontium and the implications for the treatment of individuals with periodontitis.
Chapter 12, Basic Concepts of Immunity and Inflammation
Goals of the Lesson
Cognitive: Students will learn how to identify periodontal inflammation.
Motor: Students will demonstrate how to identify periodontal inflammation.
Affective: Students will understand the importance of identifying periodontal inflammation.
Learning Objectives
12-1 Describe the function of the immune system.
12-2 Compare and contrast innate immunity and adaptive immunity.
12-3 Describe the role of polymorphonuclear leukocytes, macrophages, B-lymphocytes, plasma cells, T-lymphocytes, and NK (natural killer)-lymphocytes in the immune system.
12-4 Compare and contrast a macrophage and a monocyte.
12-5 List the five classes of antibodies (immunoglobulins) and describe the functions of each antibody class.
12-6 Describe the three ways that antibodies participate in the host defense.
12-7 Describe the complement system and explain the role it plays in the immune response.
12-8 Describe the steps in the process of phagocytosis.
12-9 Give an example of a type of injury or infection that would result in inflammation in an individual’s arm. Describe and contrast the symptoms of inflammation that the individual would experience due to acute inflammation versus chronic inflammation.
12-10 Define inflammatory mediators and provide several examples of inflammatory mediators of importance in periodontitis.
Chapter 13, Host Immunoinflammatory Response to Dental Biofilm
Goals of the Lesson
Cognitive: Students will learn how to identify periodontal inflammation.
Motor: Students will demonstrate how to identify periodontal inflammation.
Affective: Students will understand the importance of identifying periodontal inflammation.
Learning Objectives
13-1 Define the term host response and describe its primary function.
13-2 Describe the role the host immunoinflammatory response plays in the pathogenesis of periodontal disease.
13-3 Define the term biochemical mediator and list three of these mediators.
13-4 Describe the role of cytokines in the pathogenesis of periodontitis.
13-5 Describe the role of prostaglandins in the pathogenesis of periodontitis.
13-6 Describe the effect of matrix metalloproteinases (MMPs) on periodontal tissues.
13-7 Explain the phases of the bone remodeling cycle.
13-8 Explain the significance of a balanced OPG-to-RANKL ratio.
13-9 Describe the link between periodontitis and RANKL-mediated bone resorption.
13-10 For each of the histologic stages of gingivitis and periodontitis listed below name one change in the host immune response likely to be encountered:
Chapter 14, Impact of Systemic Conditions on Periodontal Health
Goals of the Lesson
Cognitive: Students will be able to name and describe the major systemic contributing risk factors for periodontitis.
Motor: Students will practice identifying types of diabetes, medications associated with gingival enlargement, types of hormonal alterations, and types of periodontal disease associated with HIV infection.
Affective: Students will understand how a patient’s conditions, habits, and diseases contribute to his or her risk of developing periodontal disease.
Learning Objectives
14-1 Name several systemic diseases/conditions that may modify the host response to periodontal pathogens.
14-2 Engage other health professionals—appropriate to the specific care situation—in shared patient-centered problem-solving.
14-3 Place the interests of patients at the center of interprofessional health care delivery.
14-4 Recognize the importance of educating patients about the relationship between oral health and systemic diseases, states, or conditions (such as the link between diabetes mellitus and periodontitis)
14-5 Discuss the potential implications of these systemic diseases on the periodontium: Uncontrolled diabetes, leukemia, and acquired immunodeficiency syndrome (AIDS).
14-6 Describe the significance of the AGE-RAGE interactions and their role in amplifying periodontal inflammation.
14-7 Discuss how hormone alterations may affect the periodontium.
14-8 Define the term osteoporosis and discuss the link between skeletal osteoporosis and alveolar bone loss in the jaw.
14-9 Discuss the implications of Down syndrome on the periodontium.
14-10 Name three medications that can cause gingival enlargement.
14-11 For a patient in your care with periodontitis that is amplified by a systemic condition, explain to your clinical instructor the risk factors that may have contributed to the severity of your patient’s periodontal disease.
Chapter 15, Impact of Periodontal Inflammation on Systemic Health
Goals of the Lesson
Cognitive: Students will be able to explain to patients the link between periodontitis and systemic diseases.
Motor: Students will practice educating patients and family members about periodontal disease associations with systemic diseases.
Affective: Students will gain an awareness of how patient education is a vital part of dental hygiene.
Learning Objectives
15-1 Contrast the terms association and causation between a given factor (A) and a systemic disease (B).
15-2 Educate patients at risk for cardiovascular diseases about the possible impact of periodontal infection on cardiovascular health and be able to motivate the patient to seek oral disease prevention/counseling services.
15-3 Educate pregnant women and those planning pregnancies about the possible impact of periodontal infection on pregnancy outcomes and be able to motivate the patient to seek oral disease prevention/counseling services.
15-4 Educate patients with diabetes about the probable bidirectional association between periodontal disease and diabetes and be able to motivate the patient to seek oral disease prevention/counseling services.
15-5 Educate family members and caregivers about the association between periodontal disease and pneumonia in health-compromised individuals in hospitals and long-term care facilities.
15-6 Establish collaborative relationships with other healthcare providers to ensure the highest standard of care for periodontal patients with systemic diseases and conditions.
Chapter 16, Local Factors Contributing to Periodontal Disease
Goals of the Lesson
Cognitive: Students will learn local factors that can increase plaque retention, pathogenicity, and direct damage.
Motor: Students will practice identifying local contributing factors in a patient’s oral cavity.
Affective: Students will understand the importance of identifying and addressing local contributing factors in maintaining long-term periodontal health.
Learning Objectives
16-1 Describe local factors that contribute to the retention and accumulation of plaque biofilm.
16-2 Explain how a local contributing factor differs from a systemic contributing factor.
16-3 Identify and describe the location, composition, modes of attachment, mechanisms of mineralization, and pathologic potential of supra- and subgingival calculus deposits.
16-4 Discuss how local contributing factors can lead to direct damage to the periodontium.
16-5 Explain the role of trauma from occlusion as a possible contributing factor in periodontal disease.
Chapter 17, Tobacco, Smoking, and Periodontal Disease
Goals of the Lesson
Cognitive: Students will learn the implications of smoking on a patient’s periodontal health status.
Motor: Students will practice tobacco cessation counseling.
Affective: Students will value the importance of providing tobacco cessation counseling as a routine part of periodontal treatment.
Learning Objectives
The lesson plan for each objective starts on the page shown below.
17-1 Discuss the implications of smoking and the use of tobacco products on periodontal health status.
17-2 Describe the different categories of tobacco/nicotine delivery systems and provide examples of each.
17-3 Discuss the implications of smoking on the host response to periodontal disease.
17-4 Discuss the implications of cannabis on the host response to periodontal disease.
17-5 Discuss the effects of smoking on periodontal treatment outcomes.
17-6 Discuss current theories as to why smokers have more periodontal disease than nonsmokers.
17-7 Explain why tobacco cessation counseling is a valuable part of patient care in the dental setting.
17-8 Value the importance of providing smoking cessation counseling as a routine part of periodontal treatment.
Chapter 18, Nutrition, Inflammation, and Periodontal Disease
Goals of the Lesson
Cognitive: Students will be able to identify nutrients that build healthy periodontal tissues and explain the function of each.
Motor: Students will practice identifying nutrient deficiencies in patients and creating treatment plans based on this information.
Affective: Students will gain an awareness of how good nutrition benefits oral health.
Learning Objectives
18-1 Discuss the link between obesity and periodontal disease.
18-2 Discuss the role of polymorphonuclear leukocytes in the production of reactive oxygen species in response to plaque biofilm.
18-3 Discuss how antioxidants may influence periodontal disease onset and progression.
18-4 Describe the proposed roles of micronutrients and macronutrients in periodontal disease.
18-5 List some oral symptoms associated with ascorbic acid deficiency gingivitis.
18-6 Explain the role of dental health care providers in addressing obesity and nutrition in the management of periodontal disease.
Chapter 19, Clinical Periodontal Assessment
Goals of the Lesson
Cognitive: Students will learn the components and responsibilities associated with various types of periodontal examinations.
Motor: Students will practice calculating and documenting attachment levels in a clinical setting.
Affective: Students will appreciate the importance of various professional roles within a clinical assessment and understand the value of the mechanical and procedural components of a clinical examination.
Learning Objectives
19-1 List the components of a comprehensive periodontal assessment.
19-2 Describe how to evaluate each component of a comprehensive periodontal assessment.
19-3 Be able to calculate the width of the attached gingiva.
19-4 Be able to calculate clinical attachment level given several different clinical scenarios.
19-5 Compare and contrast a periodontal screening examination and a comprehensive periodontal assessment.
19-6 Given a clinical scenario, calculate and document the clinical attachment levels for a patient with periodontitis.
Chapter 20, Radiographic Analysis of the Periodontium
Goals of the Lesson
Cognitive: Students will learn to draw accurate and useful diagnostic conclusions through radiographic analysis.
Motor: Students will apply knowledge about radiographs to practical diagnostic use in a clinical setting.
Affective: Students will appreciate the value of radiographic assessment while also understanding its limitations.
Learning Objectives
20-1 Describe dental radiographic characteristics of the healthy periodontium.
20-2 Describe early dental radiographic evidence of periodontal disease.
20-3 Name some techniques that can be employed with periodontal patients to obtain high-quality dental radiographs.
20-4 Explain the basic principles of the vertical bitewing technique.
20-5 Describe the limitations of dental radiographs that all clinicians should keep in mind when viewing radiographs.
20-6 Explain the difference between vertical and horizontal alveolar bone loss as seen in dental radiographs.
20-7 Given a selection sample of dental radiographs, apply the information from this chapter when analyzing those radiographs.
Chapter 21, Clinical Decision-Making for Periodontal Care
Goals of the Lesson
Cognitive: Students will learn the fundamental diagnostic questions used in arriving at a periodontal diagnosis.
Motor: Students will practice the process of informing the patient and receiving informed consent for the treatment of periodontal disease.
Affective: Students will understand the legal importance of receiving informed consent from the patient before treatment.
Learning Objectives
21-1 List the three fundamental diagnostic questions used when assigning a periodontal diagnosis.
21-2 List the two fundamental diagnostic questions used when assigning a peri-implant diagnosis.
21-3 Explain how to arrive at appropriate answers to each of the fundamental diagnostic questions.
21-4 Explain the difference between the terms signs of a disease versus the symptoms of a disease.
21-5 List several overt and hidden signs of periodontal inflammation.
21-6 Define the term silent disease.
21-7 Describe what is meant by the term clinical attachment loss.
21-8 Describe the elements of a well-written diagnosis for periodontitis.
21-9 List the phases of treatment.
21-10 Explain why a patient’s diagnosis and treatment plan may require modifications at a later point in time.
Chapter 22, Shared Decision-Making for Periodontal Care
Goals of the Lesson
Cognitive: Students will learn the fundamental design of gaining informed consent for treatment.
Motor: Students will practice the process of informing the patient and receiving informed consent for the treatment of periodontal disease.
Affective: Students will understand the legal importance of receiving informed consent from the patient before treatment.
Learning Objectives
22-1 Define shared-decision making.
22-2 Explain key steps for engaging in shared decision-making.
22-3 Describe how patient decision aids facilitate shared decision-making.
22-4 Describe the importance of informed consent to successful periodontal care.
22-5 List guidelines for obtaining informed consent.
22-6 Describe two formats for documenting informed consent.
Chapter 23, Encouraging Patient Behavior Change With Motivational Interviewing
Goals of the Lesson
Cognitive: Students will be able to identify ways to enhance patient behavior change.
Motor: Students will practice motivational interviewing skills.
Affective: Students will gain an awareness of how communication is a large part of good behavior changes.
Learning Objectives
23-1 Recognize the role of ambivalence in patient behavior change and explain the goal of motivational interviewing concerning ambivalence.
23-2 Describe the primary difference between how hygienists often approach patient education and the motivational interviewing approach.
23-3 Identify the four key elements of motivational interviewing.
23-4 Give examples of specific motivational interviewing methods and how they are used to enhance patient motivation for change.
Chapter 24, Best Practices for Periodontal Care
Goals of the Lesson
Cognitive: Students will understand the elements and strategies of evidence-based decision-making.
Motor: Students will gain practice in evaluating clinical evidence.
Affective: Students will appreciate the importance of the ethical application of evidence-based dental care.
Learning Objectives
24-1 Summarize how the explosion of knowledge is impacting practitioners and patients.
24-2 Identify the three components of evidence-based decision-making.
24-3 Discuss the benefits and limitations of experience.
24-4 Describe the role of the patient in the evidence-based model.
24-5 List locations for accessing systematic reviews.
24-6 Explain the difference between a peer-reviewed journal and a trade magazine.
24-7 State three desired outcomes from attending continuing education courses.
24-8 Formulate a question using the PICO process.
Chapter 25, Nonsurgical Periodontal Therapy
Goals of the Lesson
Cognitive: Students will learn the indications and procedures for nonsurgical periodontal therapy.
Motor: Students will be introduced to periodontal instrumentation techniques.
Affective: Students will understand the importance of patient communication in planning nonsurgical periodontal therapy.
Learning Objectives
25-1 Define the term and list four goals of nonsurgical periodontal therapy.
25-2 Explain the role of interdisciplinary collaborative care in nonsurgical periodontal therapy.
25-3 Write a typical treatment plan for nonsurgical therapy for (1) a patient with dental biofilm-induced gingivitis and (2) a patient with generalized stage I, grade A periodontitis.
25-4 Describe the type of healing to be expected following instrumentation of root surfaces.
25-5 Explain strategies for managing dentinal hypersensitivity.
25-6 Explain why reevaluation is an important step during nonsurgical therapy.
25-7 List steps a clinician should perform at the periodontal reevaluation appointment.
25-8 Discuss the rationale and indications for referring a patient to a periodontist.
Chapter 26, Patient’s Role in Nonsurgical Periodontal Therapy
Goals of the Lesson
Cognitive: Students will be able to recognize various aids for tooth and tongue cleaning and explain when each should be recommended to a patient.
Motor: Students will practice demonstrating the use of a power toothbrush, tongue cleaner, and interdental aids.
Affective: Students will develop an awareness of the patient’s role in nonsurgical periodontal therapy.
Learning Objectives
26-1 In a classroom or laboratory setting, explain how to select and demonstrate the use of the following to an instructor: manual toothbrush, power toothbrush, and various interdental aids.
26-2 Explain why interdental care is of utmost importance for any patient.
26-3 In a clinical setting, recommend, explain, and demonstrate appropriate interdental aids to a patient with Type III embrasure spaces. Assist the patient in selecting an appropriate interdental aid that the patient is willing to use daily.
26-4 Explain how the presence of exposed root concavities in a dentition would influence your selection of effective self-care aids.
26-5 State the rationale for tongue cleaning and in the clinical setting, recommend and teach tongue cleaning to an appropriate patient.
Chapter 27, Supragingival and Subgingival Irrigation
Goals of the Lesson
Cognitive: Students will learn the uses and delivery methods related to supragingival and subgingival irrigation.
Motor: Students will learn methods for subgingival irrigation with antimicrobial chemicals.
Affective: Students will understand the value of appropriate use of subgingival irrigation.
Learning Objectives
27-1 Discuss the oral health benefits of a power-driven irrigation device for a patient with periodontal disease.
27-2 Distinguish the depth of the delivery between the power-driven water irrigation device and a power-driven air floss device, a toothbrush, dental floss, and other interdental aids.
27-3 Name the types of agents that can be used in a power-driven water irrigation device.
27-4 In a clinical setting, be able to educate a patient on how to use a power-driven water irrigation device.
27-5 Summarize research findings that relate to using professional irrigation to deliver chemicals to periodontal pockets.
Chapter 28, Chemotherapeutics in Periodontal Care
Goals of the Lesson
Cognitive: Students will learn the uses and delivery methods related to chemical agents in periodontal care.
Motor: Students will learn methods for subgingival irrigation with antimicrobial chemicals.
Affective: Students will understand the value of appropriate use of periodontal chemical agents.
Learning Objectives
28-1 Define chemotherapy and explain its use in the treatment and management of periodontal disease.
28-2 Describe the difference between systemic delivery and topical delivery of chemical agents
28-3 Define the term systemic antibiotics and explain why they are not used routinely in the treatment of patients with plaque-induced gingivitis and patients with periodontitis.
28-4 Describe three examples of mouth rinse ingredients that can help reduce the severity of gingivitis.
28-5 List three antimicrobial agents that can be delivered with controlled-release delivery devices.
28-6 Explain why toothpastes are nearly ideal delivery mechanisms for chemical agents.
28-7 List two toothpaste ingredients that can reduce the severity of gingivitis.
28-8 Explain the current scientific evidence behind charcoal-based dental products and oil pulling.
Chapter 29, Host Modulation Therapy
Goals of the Lesson
Cognitive: Students will learn the potential importance of host modulation.
Motor: Students will learn treatment strategies that include host modulation.
Affective: Students will value host modulating agents.
Learning Objectives
29-1 Define the term host modulation therapy.
29-2 Discuss the potential importance of host modulation therapy.
29-3 Name some anti-inflammatory mediators.
29-4 Name some proinflammatory mediators.
29-5 List three types of drugs that have been studied for use as possible host-modulating agents.
29-6 Explain why sub-antimicrobial dose doxycyclines are useful as host-modulating agents.
29-7 Explain the term sub antibacterial dose.
29-8 Make a list of treatment strategies for periodontitis patients that include host modulation.
Chapter 30, Periodontal Surgical Concepts for the Dental Hygienist
Goals of the Lesson
Cognitive: Students will learn the goals, terminology, and treatment considerations relevant to periodontal surgery.
Motor: Students will practice giving postsurgical instructions to a patient.
Affective: Students will be sensitive to patient needs and concerns following periodontal surgery and effectively communicate necessary information for self-care.
Learning Objectives
30-1 List objectives for periodontal surgery.
30-2 Be able to distinguish the terms relative contraindications and absolute contraindications for periodontal surgery.
30-3 Define the terms repair, reattachment, new attachment, and regeneration.
30-4 Explain the difference between healing by primary intention and healing by secondary intention.
30-5 Explain the rationale, indications, and advantages of elevating a periodontal flap.
30-6 Explain two methods for classifying periodontal flaps.
30-7 Describe two types of incisions used during periodontal flaps.
30-8 Describe healing following flap for access and open flap debridement.
30-9 Describe the typical outcomes for apically positioned flaps with osseous surgery.
30-10 Define the terms ostectomy and osteoplasty.
30-11 Define the terms osteogenesis, osteoinductive, and osteoconductive.
30-12 Explain the terms autograft, allograft, xenograft, and alloplast.
30-13 Name two types of materials available for bone replacement grafts.
30-14 Explain why a barrier material is used during guided tissue regeneration.
30-15 Explain the term periodontal plastic surgery.
30-16 List two types of crown lengthening surgeries.
30-17 List some disadvantages of gingivectomy.
30-18 Explain what is meant by biological enhancement of periodontal surgical outcomes.
30-19 Name two broad categories of materials used for suturing periodontal wounds.
30-20 Describe what an interrupted interdental suture is.
30-21 List general guidelines for suture removal.
30-22 Describe the technique for periodontal dressing placement.
30-23 List general guidelines for periodontal dressing management.
30-24 Explain the important topics that should be covered in postsurgical instructions.
30-25 List steps in a typical postsurgical visit.
Chapter 31, Maintenance for the Periodontal Patient
Goals of the Lesson
Cognitive: Students will learn the components and methods relevant to periodontal maintenance.
Motor: Students will apply the knowledge acquired in this module to the development of periodontal maintenance strategies in a clinical setting.
Affective: Students will understand the importance of patient compliance and learn strategies to promote its improvement.
Learning Objectives
31-1 List three objectives of periodontal maintenance.
31-2 Describe how periodontal maintenance relates to other phases of periodontal treatment.
31-3 List the typical steps performed during an appointment for periodontal maintenance.
31-4 Explain the term baseline data.
31-5 Describe guidelines for determining whether the general practice office or the periodontal office should provide periodontal maintenance.
31-6 Describe how to establish an appropriate interval between maintenance appointments.
31-7 Define the term periodontal disease recurrence.
31-8 List clinical signs of periodontal disease recurrence.
31-9 List reasons for periodontal disease recurrence.
31-10 Define the term compliance.
31-11 Explain the role compliance plays in maintaining periodontal health and stability.
31-12 List reasons for noncompliance with periodontal maintenance recommendations.
31-13 Explain some strategies that can be used to improve patient compliance.
31-14 Define the term root caries and list recommendations for the use of fluorides in the prevention of root caries.
31-15 Describe the various types of assessment tools an oral health care practitioner can use to evaluate a patient’s risk of developing caries.
Chapter 32, Documentation and Insurance Reporting of Periodontal Care
Goals of the Lesson
Cognitive: Students will be able to define and discuss tort law as it pertains to dental care.
Motor: Students will use case studies to practice identifying examples of malpractice, intentional tort, and negligence.
Affective: Students will understand how complete and accurate documentation acts as a defense against charges of malpractice.
Learning Objectives
32-1 Explain the foundations of tort law and how it applies to the profession of dentistry.
32-2 Define the term liability as it applies to the provision of periodontal care.
32-3 Describe situations in the dental office that trigger liability for dental hygienists.
32-4 Define the terms intentional torts and negligence and give examples of each.
32-5 In a clinical setting, be able to thoroughly document a patient’s dental record that includes updated health history; treatment options; history of patient noncompliance and cancelations; refusal of treatment; and follow-up conversations about the proposed treatment, potential risks, and benefits of each option, and treatment alternatives.
32-6 Explain the use of insurance codes and forms in periodontal care.
32-7 Be able to explain the advantages and limitations of computer-based electronic health records.
Chapter 33, Future Directions for Management of Periodontal Patients
Goals of the Lesson
Cognitive: Students will learn about evolving strategies to treat and manage periodontal diseases.
Motor: Students will demonstrate how to use good communication skills and behavioral strategies when treating pediatric patients.
Affective: Students will understand the importance of strategically managing pediatric patients in all stages of growth.
Learning Objectives
33-1 Describe some strategies in the management of patients with periodontal diseases that are likely to evolve in the future.
Chapter 34, Comprehensive Patient Cases
Goals of the Lesson
Cognitive: Students will apply the content from the chapters in this book to answer decision-making questions for hypothetical case scenarios.
Motor: Students will demonstrate how to use good communication skills and behavioral strategies when treating patients.
Affective: Students will understand the importance of decision-making questions for patient management.
Learning Objectives
34-1 Apply the content from the chapters in this book to answer the decision-making questions for the hypothetical case scenarios presented in this chapter.
Chapter 38. Patient Cases: Radiographic Analysis
Goals of the Lesson
Cognitive: Students will apply the concepts they have learned to complete a radiographic analysis.
Motor: Students will demonstrate how to complete a radiographic analysis.
Affective: Students will understand the importance of completing a radiographic analysis.
Learning Objective
38-1 Apply concepts from the chapters in this book to complete a radiographic analysis of Cases 1 to 6.
In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .
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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 syllabi and the program manual are sources for specific student conduct policies for dental hygiene students at Amarillo College.
Professional Standards
All dental hygiene students are expected to demonstrate professionalism in behavior, manner, and judgment while in the dental hygiene program. The area of professionalism includes appearance, asepsis, patient management, peer, faculty and staff interaction, and documentation. Guidelines for professionalism and professional appearance are discussed in the Amarillo College Dental Hygiene Program Manual. Professionalism will be evaluated on a continual basis throughout the program.
Students will exhibit professional maturity and an acceptable level of clinical judgment as determined by faculty. Unprofessional behavior may be defined as a continual pattern of misconduct and/or an egregious act that endangers the health of patients, students, faculty, and/or College. Documentation may include reporting via the Amarillo College Student Behavior Alert form with the college.
Students must be competent in the application of the principles of ethical reasoning, ethical decision-making, and professional responsibility as they pertain to patient care. Dental hygienists should understand and practice ethical behavior consistent with the professional code of ethics throughout the educational experiences. Below are representative examples of professional standards which are not inclusive:
Statement of Confidentiality
Confidentiality is the duty owed by dental hygiene professionals, including students enrolled in Dental Hygiene accredited programs, to protect the privacy of ALL patient information. Dental Hygiene professionals clearly have an obligation to keep MEDICAL and PERSONAL information about patients in the strictest confidence at all times. Unless disclosure is mandated by patient consent, statute, a duty to inform third parties, or special circumstances, dental hygiene professionals have a clear duty to maintain the confidentiality of ALL patient information.
Breach of duty to hold such information in the strictest confidence may cause liability for the individual student such as fines, imprisonment, and dismissal from the program. The American Dental Hygienists' Association has published the following statement which all dental hygiene professionals (including students) must always follow the "Code of Ethics."
"We respect the confidentiality of client information and relationships as a demonstration of the value we place on individual autonomy. We acknowledge our obligation to justify any violation of confidence."
Mandatory Skills Building/Tutoring
To increase student success in the DHYG courses and assist students with difficulty understanding complex subject areas, any student who scores below a 75% on any exam (excluding the final exam) must complete a mandatory skills-building assignment before taking the next exam.
Cell Phone and Electronic Device Policy
Cell phones and other electronic devices may detract from the learning environment. For this reason, they should be silenced and put away out of view before entering the classroom. The personal use of cell phones in the classroom is not permitted. Cell phones may be checked at designated break times.
Mailboxes
Each student is assigned a mailbox located inside the student locker room. Students are required to check his/her mailbox daily for various communication from the faculty.
Bulletin Board
First and second-year dental hygiene students have designated areas on a shared bulletin board inside the student locker room where various announcements may be posted.
Emergency Contacts
Phone numbers that family members may use to reach a student in case of an emergency are as follows:
Dental Clinic Supervisor: (806) 354-6050
Amarillo College Police: (806) 371-5163
Academic Grievance Procedure
A student who has a grievance concerning an academic course in which he or she is enrolled is directed to appeal in the following order to the: (1) Instructor (2) Department Chair/Program Director (3) Dean of Health Sciences/Division Committee (4) Assistant Vice President of Academic Affairs (5) Vice President of Academic Affairs and (6) College President in that order.
Required Examinations and Projects
The course will consist of weekly chapter tests, a mid-term examination, homework assignments to support learning, case studies, and a comprehensive final. Please refer to the course calendar for the schedule of materials to be covered in each class and examination dates. Also, please note the provisions of the Make-up Policy in this syllabus for missed examinations.
Grading Criteria
The final course grade will be computed as follows:
Chapter Tests – Each will be valued at 100% and constitute 30% of your final grade.
Mid-Term Exam - Will constitute 25% of your final grade
Homework Assignments - Constitute 20% of your final grade.
Final Examination - Constitute 25% of your final 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.
In order to pass the course, a student must achieve a final grade of 75% and meet all requirements of the course.
Amarillo College Tutoring for Success Policy for this Course:
The Tutoring for Success policy applies to any student whose grade or performance falls below a minimum of 75% on any assigned assessment. The student will be required to complete mandatory remediation assigned by the course instructor. A student will receive a remediation ticket with the instructor keeping the duplicate copy. In DHYG 1211, students will be required to complete a hand-written adaptive quiz assignment on the subject of periodontology. Students must turn in remediation assignments the following week. Remediation will not change the student’s grade. The initial grade will stand.
Make-up Policy for Missed Work
If a student is absent on the day when a major examination is given, the student may make up the missed work as follows:
Attendance Policy
"Regular attendance is necessary for satisfactory achievement. Therefore, it is the responsibility of the student to attend class in accordance with the requirements of the course as established by the instructor." (Amarillo College Student's Rights and Responsibilities Publication). Absences will be monitored and evaluated to determine a student's final course grade. A student with less than 90% attendance in class or lab may fail the course. Student absenteeism jeopardizes the completion of the course. The instructor will take roll for each class and note absences for each student. Students who are not present for roll call are counted absent. Students must report any anticipated class/lab absence to the instructor. A student who leaves class or lab early is counted absent.
A student will receive ONE bonus point to the final grade for perfect attendance with a prior passing minimum average of 75%.
Periodontology Course Calendar Fall 2024
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The Amarillo College Catalog
The Amarillo College Academic Catalog can be viewed at: http://catalog.actx.edu.
https://www.actx.edu/resources/
This website can be used to find those needed resources for Amarillo College students and their families.
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, Jordan Herrera, for more updated information.
The 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, jordan@amarillocollege.com
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