Preclinical Dental Hygiene Syllabus for 2021-2022
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Instructor Information

Instructor

Amanda Lester-Chisum (Curriculum Vitae)

E-Mail

ajlester21@actx.edu

Phone

Office Location

<p>West Campus Jones Hall 130</p>

Office Hours

Wednesday 11-3 and Friday by appointment

Appointments can be made at other times if needed. Please contact me through email to set up a time.

Course Information

COVID-19 Protocols

Recording Policy

Disability Statement

If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Student Service Center office 112. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.

Amarillo College Web Accessibility Policy Statement

Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.

If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.

Statement for Mental Health and Advocacy & Resource Center:

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc

Amarillo College Tutoring for Success Policy:

The Tutoring for Success policy applies to any student whose grade or performance in the course falls below a departmentally determined minimum threshold. In either of those cases, the instructor will direct the student to the appropriate tutoring service, which may be faculty-led, discipline-specific, and/or general. Under this policy, the instructor will follow specific departmental guidelines governing the use, duration, and grade component of the tutoring need.

Administrative Drop Policy

Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016

Student Withdrawal Procedures

Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.

NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.

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The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students. If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .

Course

DHYG-1331-001 Preclinical Dental Hygiene

Prerequisites

Course Description

Foundational knowledge for performing clinical skills on patients with emphasis on procedures and rationale for performing dental hygiene care. Introduction to ethical principles as they apply to dental hygiene care.

Student ResourcesStudent Resources Website

Department Expectations

Occupational License Disclaimer

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.

Hours

(3 sem hrs; 1 lec/7 lab)

Class Type

On Campus Course

Syllabus Information

Textbooks

Required Course Textbooks

Students MUST have the current edition of ALL required textbooks.

Fundamentals of Periodontal Instrumentation and Advanced Root Instrumentation, Jill Neild-Gehrig; Lippincott, Williams & Wilkins, 8^th Edition. (Available in Hard Copy Text)

Patient Assessment Tutorials: A Step-By-Step Guide for the Dental Hygienist, 3^rd Edition, Jill Neild-Gehrig; Lippincott, Williams & Wilkins. (Available in Hard Copy Text)

Wilkins' Clinical Practice of the Dental Hygienist, 13th Edition, Linda D. Boyd, Lisa F. Mallonee, and Charlotte J. Wyche, Jones and Bartlett Publisher

Active Learning Workbook for Wilkins' Clinical Practice of the Dental Hygienist, 13 Edition, Jane F. Halaris, and Charlotte J. Wyche, Jones and Bartlett Publisher

Health Professional and Patient Interaction, Ruth Purtilo, Amy Haddad, Regina Doherty;Elsevier, Saunders Publisher (Available in E-book or Hard Copy Text)

Ethical Dimensions in the Health Professions, Ruth B. Purtilo, Regina F. Doherty; Elsevier, Saunders Publisher (Available in E-book or Hard Copy Text)

Medical Emergencies in the Dental Office, Stanley F. Malamed, 7^th Edition; Elsevier, Saunders Publisher (Available in E-book or Hard Copy Text)

Amarillo College Dental Hygiene Program Manual will be available to you in Blackboard.

Teaching Methods:

A variety of teaching methods will be used to facilitate the goals and objectives of this course. We will be utilizing blackboard “Content” for our lecture/lab sessions. Students will be required to take a pre-test on the lab content prior to lab sessions. This will allow for collaborative learning in the lab setting. Collaborative learning is based on four principles where the learner or student is the primary focus of instruction, interaction and "doing" are of primary importance, working in groups is an important mode of learning, and structured approaches to developing solutions to real-world problems should be incorporated into learning. This learning style will be incorporated into our preclinical lab setting. The lab sessions will be divided into teams that will rotate every 5 weeks with new groups and new instructors. (4-5 Students to 1 Instructor) Instrumentation technique will be taught on dental manikins and student partner activities. The lecture component of this course will be taught in a collaborative way to incorporate different learning styles. We will work in groups and with partners often with some traditional lecture format. All material will be posted on blackboard to support classroom and laboratory activities: Power Points, Videos, Demonstration of Instruments, and Demonstration of Skills. Research shows that educational experiences that are active, social, contextual, engaging, and student-owned lead to deeper learning. The benefits of collaborative learning include:

Development of higher-level thinking, oral communication, self-management, and leadership skills.
Promotion of student-faculty interaction.
Increase in student retention, self-esteem, and responsibility.
Exposure to and an increase in understanding of diverse perspectives.
Preparation for real life social and employment situations.

Technical Skills and Requirements

The use of a computer is an integral part of this course. The necessary skills include proficiency in sending and receiving emails with attachments, uploading documents, and participating in Discussion Board assignments. Computers can break, servers can crash, and electric power can go out. It is your responsibility to identify solutions for unexpected catastrophes by thinking ahead about solutions to potential problems. Possible solutions for each of the above scenarios include using a friend or relative's computer and accessing a computer in one of the computer labs on campus. Students will be responsible for bringing their computers to class every session. Please have the battery charged and ready to go. Students will need to make sure that the Respondus Lockdown Browser has been installed on the computer.

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 on Monday-Friday first thing in the morning and throughout the remainder of the day as time allows. I will respond to your email within 24 hours. Emails sent over the weekend will be answered the following Monday morning. Please remember the use of netiquette when corresponding to faculty, staff, and peers.

Supplies

Course Supply List

Library Card for AC and/or city library
Students will be required to have a Laptop for this course.
Students are required to have regular, reliable access to a their tablet with a stable Internet connection.

Student Performance

Course Description

(3 semester hours; 1 lecture; 7 lab)

End-of-Course Outcomes

Explain the procedures and the rationale for dental hygiene care; demonstrate basic dental hygiene instrumentation skills; and define ethical principles related to dental hygiene care.

Course Meeting Days and Times

Lecture: Wednesdays - 10:00-11:00 Jones Hall, Room 110

Laboratory: Tuesdays and Thursdays 1:00 - 4:30 Jones Hall, Room 110, and/or Dental Clinic Room 112

Course Overview

DHYG 1331 is a course designed to teach the sequence and procedures that are followed to perform a preventive dental prophylaxis. Areas of study will focus on the role of the dental hygienist, diseases of importance, management of medical emergencies, infection control, dental hygiene instrumentation, use of equipment, techniques of positioning, and preventive measures to teach the patient. Module and chapter learning objectives and goals will be found in the student workbook and text and at the beginning of each week in blackboard as well as in the syllabus. The learning objectives and goals will coordinate with the materials presented in lecture, handouts, reading assignments, online assignments, workbook exercises, quizzes, examinations, and laboratory practicals.

Additional Clinic Lab Instructors

Ashlie Lang RDH
Jessica Ayers RDH, MS
Janet Ramos RDH, B.S

Instructor Objectives for the Course

Chapter objectives will coordinate with the materials presented in lecture, handouts, reading assignments, and examinations. Learning the objectives will be required of the student in order to be successful in the completion of the written and practical examinations and in laboratory exercises. Given the course textbooks, personal notes, handouts, and other course materials, the student should

Learn the terminology, facts, theories, methods, and principles, associated with Dental Hygiene as outlined in the daily objectives and in the course schedule.
Apply the knowledge learned to a laboratory simulation or clinical patient.
Evaluate the learning experiences as measured by the course objectives.

The student will know that these goals have been successfully completed if, after evaluation by the course instructor, a minimum grade of 75 or greater is earned. This will demonstrate Mastery Level.

Course Objectives and Learning Outcomes for Pre-Clinic Theory and Lab

Week 1

Clinical Practice of the Dental Hygienist (Wilkins)

Active Learning Workbook for Clinical Practice of the Dental Hygienist (Wilkins)

Chapter 1 The Professional Dental Hygienist

Goals of the Lesson:

Cognitive: Students will be able to identify and explain components of the Dental Hygiene Process of Care and the Dental Hygiene Code of Ethics.
Motor: Students will practice categorizing clinical data into the components of the Dental Hygiene Process of Care.
Affective: Students will understand the scope of dental hygiene practice and how legal, ethical, and personal factors influence it.

Learning Objectives:

Identify and define key terms and concepts related to the professional dental hygienist.
Describe the scope of dental hygiene practice.
Identify and define the components of the Dental Hygiene Process of Care
Identify and apply elements of the Dental Hygiene Code of Ethics
Explain legal, ethical, and personal factors affecting dental hygiene practice
Apply concepts in ethical decision making

Chapter 8 Patient Reception and Ergonomic Practice

Goals of the Lesson:

Cognitive: Students will become familiar with the terms and concepts related to patient reception and ergonomic practice and will be able to identify relevant ergonomic risk factors.
Motor: Students will practice proper body mechanics and safe patient positioning.
Affective: Students will recognize the importance of proper body mechanics for the health of the hygienist and the safety of the patient.

Learning Objectives:

Describe the rules of etiquette concerning patient reception and care
Describe the components of ergonomic practice and their relationship to career longevity
Identify the range of working positions for a right-handed and left-handed clinician
Describe the elements of a neutral working position
Explain the musculoskeletal disorders and their causes and symptoms most often associated with the clinical practice of dental hygiene
Explain the ergonomic risk factors of clinical dental hygiene practice

Periodontal Instrumentation & Advanced Root Instrumentation (INST)

Module 1-Ergonomics and Periodontal Instrumentation

Goals of the Lesson:

Cognitive: Students will learn the correct ergonomic and procedural positions of the dental environment.
Motor: Students will practice positioning themselves, their patients, and the dental equipment to facilitate a neutral position.
Affective: Students will value the importance of correct positioning for patient comfort and safety and the clinician's prevention of musculoskeletal injury.

Learning Objectives:

Define the term ergonomics and discuss how ergonomic principles are helpful in the practice of dental hygiene
Define the term musculoskeletal disorder (MSD
Name four ergonomic hazards for dental hygienists
Develop an understanding and appreciation for ergonomic guidelines to minimize the exposure of dental hygienists to musculoskeletal stress
Identify musculoskeletal disorders commonly experienced by dental health professionals, their causes, and prevention
Discuss and demonstrate the elements of neutral seated posture for the clinician
Demonstrate correct patient position relative to the clinician and positioning of dental equipment so that it enhances neutral clinician posture
State why the top of the patient’s head must be even with the top edge of the chair headrest. Demonstrate how to correctly position a short individual and a child in the dental chair so that the patient is comfortable and (2) the clinician has good vision and access to the oral cavity
In the preclinical or clinical setting, self-evaluate to identify the use of incorrect ergonomic principles and demonstrate how to correct the problem(s)

Module 2-Clinician Position Concerning the Treatment Area

Goals of the Lesson:

Cognitive: Students will learn the correct ergonomic and procedural positions for mandibular and maxillary treatment areas.
Motor: Students will practice positioning themselves, their patients, and the dental equipment to facilitate neutral position and optimal vision for mandibular and maxillary treatment areas.
Affective: Students will value the importance of correct positioning for patient comfort and safety and in the prevention of musculoskeletal injury to the clinician

Learning Objectives:

Demonstrate and maintain the neutral seated posture for each of the mandibular and maxillary treatment areas.
Demonstrate correct patient position relative to the clinician.
Demonstrate, from memory, the clock position(s) for each of the mandibular and maxillary treatment areas.
Demonstrate standing clinician position for the mandibular treatment areas.
Recognize incorrect position and describe or demonstrate how to correct the problem.

Week 2

Clinical Practice of the Dental Hygienist (Wilkins)

Active Learning Workbook for Clinical Practice of the Dental Hygienist (Wilkins)

Chapter 5 — Infection Control: Transmissible Diseases

Goals of the Lesson:

Cognitive: Students will recognize diseases transmissible by the oral cavity and identify ways to prevent transmission.
Motor: Students will practice discussing patient histories and explaining extra precautions that must be taken with patients suffering from a transmissible disease.
Affective: Students will recognize the importance of protecting themselves and their patients from transmissible diseases and interact with affected patients professionally and sensitively.

Learning Objectives:

Apply the concept of standard precautions to the process of dental hygiene care
Describe the infectious disease process and prevention of disease transmission
Describe and identify transmissible diseases that may pose a risk to patients and dental healthcare personnel
Evaluate the oral healthcare needs of each patient with a transmissible disease(s)

Chapter 6 — Exposure Control: Barriers for Patient and Clinician

Goals of the Lesson:

Cognitive: Students will define key terms and explain essential concepts related to exposure control, clinical barriers, and latex allergies.
Motor: Students will practice techniques for applying and removing clinical barrier materials.
Affective: Students will understand the rationale and purpose for exposure-control techniques such as hand care and the use of protective eyewear.

Learning Objectives:

Identify and define key terms and concepts related to exposure control, clinical barriers, and latex sensitivity
Explain the rationale and techniques for exposure control
Identify the criteria for selecting effective barriers
Explain the rationale, mechanics, and guidelines for hand hygiene
Identify and describe the clinical manifestations and management of latex sensitivity

Chapter 7 — Infection Control: Clinical Procedures

Goals of the Lesson:

Cognitive: Students will identify the procedures for infection control, focusing on sterilization techniques and methodologies.
Motor: Students will practice disinfection procedures for instruments and optimizing the treatment room.
Affective: Students will grasp the necessity of maintaining a standardized practice of sterilization and apply this understanding in the context of the health of their patients and themselves.

Learning Objectives:

Describe the basic considerations for safe infection control practices
Explain methods for cleaning and sterilizing instruments
Describe procedures to prepare, clean, and disinfect the treatment area
Explain process for managing hypodermic needles and occupational postexposure management
List types of waste disposal and explain how each type is handled

Week 3

Clinical Practice of the Dental Hygienist (Wilkins)

Active Learning Workbook for Clinical Practice of the Dental Hygienist (Wilkins)

Chapter 11 — Medical, Dental, and Psychosocial Histories

Goals of the Lesson:

Cognitive: Students will enumerate the various methods, forms, and question types used to collect patient history data.
Motor: Students will practice dealing with patient reluctance to share complete and correct historical information.
Affective: Students will understand the purposes of gathering patient histories and trace various considerations for patient care to specific items recorded on patient histories.

Learning Objectives:

Relate and define key terms and concepts utilized in the creation of patient histories
Explain the significance and purpose of accurate and complete patient medical, dental and psychosocial histories.
Compare and contrast the different methods available for the compilation of patient histories and the advantages and disadvantages of each
Discuss how the components of patient histories relate directly to the application of patient care

Chapter 3 — Effective Health Communication

Goals of the Lesson:

Cognitive: Students will identify objectives, skills, and attributes of effective health communication relating to verbal, nonverbal, and media communication. They will be able to explain barriers to effective communication. Students will be able to define health literacy and assess and address it in patients. They will be able to identify the five key communication theories and name and list the key components and characteristics of motivational interviewing. Students will be able to list effective strategies for communicating with children, adolescents, older adults, and caregivers. They will also be able to explain the need for cross-cultural communication and identify methods for achieving it.
Motor: Students will be able to demonstrate effective verbal and nonverbal communication with a diverse patient population.
Affective: Students will understand the importance of effective communication, particularly adapting one’s approach to communication-based on the patient’s context.

Learning Objectives:

Discuss the skills and attributes of effective health communication.
Identify factors that influence health communicaton
Explain how the patient’s age, culture, and health literacy level affect health communication strategies.
Identify communication theories relevant to effective health communication and motivational interviewing

Chapter 9 — Emergency Care

Goals of the Lesson:

Cognitive: Students will recognize the signs and symptoms of various medical emergencies and describe the appropriate response.
Motor: Students will practice identifying and defining key terms and abbreviations related to emergency care.
Affective: Students will reduce any anxiety related to handling emergencies by reviewing basic life support, rescue breathing, and external chest compression procedures.

Learning Objectives:

Develop a plan to prevent and prepare for medical emergencies
Identify signs and symptoms related to a possible emergency
Define key words related to emergencies
Describe stress minimization techniques
Identify procedures for specific emergencies
Incorporate documentation into the emergency plan

Chapter 10 — Documentation for Dental Hygiene Care

Goals of the Lesson:

Cognitive: Students will be able to describe the procedures involved in various patient examination methods and strategies for documentation.
Motor: Students will practice identifying teeth by the three numbering systems.
Affective: Students will understand the purposes for which patient health records are used and the importance of maintaining the records’ confidentiality.

Learning Objectives:

Identify and define key terms and concepts related to written and computerized dental records and charting.
Describe concepts related to ensuring confidentiality and privacy of patient information.
Compare three tooth-numbering systems.
Discuss the various components of the patient’s permanent, comprehensive dental record.
Recognize and explain a systematic method for documenting patient visits.

Patient Assessment Tutorials (TUTOR)

Module 5—Medical History

Goals of the Lesson:

Cognitive: Students will be able to describe the medical history form and its role in planning a patient’s dental care.
Motor: NA
Affective: Students will be able to devise a dental treatment plan for a patient based on the information provided in the medical history form.

Learning Objectives:

Recognize the manifestations of systemic disease and how the disease and its management may affect the delivery of dental care.
Demonstrate skills in conducting online research on medical conditions/diseases and medications.
Demonstrate the use of communication strategies and questioning techniques that facilitate complete, accurate information gathering. Recognize the need to conduct risk assessments on dental patients.
Communicate effectively with individuals from diverse populations.
Discuss the ways in which a hygienist's choice of words can facilitate or hinder communication with patients regarding patient assessment procedures.
Apply principles of risk management, including informed consent and appropriate record-keeping in patient care.
Demonstrate skills necessary to obtain a complete and thorough medical history.
Describe the types of information that should be entered in the medical history form's medical alert box.
Participate with dental team members and other health care professionals in the management and health promotion for all patients.
Practice within one's scope of competence and consult with or refer to professional colleagues when indicated
Describe contraindications and complications for dental care presented by various medical conditions/diseases and medications.
Identify findings that have implications in planning dental treatment.
Provide appropriate referral to a physician or dental specialist when findings indicate the need for further evaluation.
Demonstrate the ability to apply information learned in the classroom and clinical activities to the fictitious patient cases A to E in this module, including reviewing completed health history forms, conducting research, formulating follow-up questions, conducting a patient interview, and determining the medical risk of dental treatment to the patient.

Module 6—Ready References: Medical History

Goals of the Lesson:

Cognitive: Students will be able to make use of ready references to describe the contraindications, complications, and prescription drugs used for commonly occurring medical conditions.

Learning Objectives:

Demonstrate skills in using the “Ready References” in this module to research patient medical conditions/diseases and prescription medications.
Describe contraindications and complications for dental care presented by various medical conditions/diseases and medications.

Week 4

Clinical Practice of the Dental Hygienist (Wilkins)

Active Learning Workbook for Clinical Practice of the Dental Hygienist (Wilkins)

Chapter 12 — Vital Signs

Goals of the Lesson:

Cognitive: Students will be able to identify the four vital signs, name the expected values for each, and describe the procedures for determining each.
Motor: Students will practice taking each other’s vital signs and using role-play to discuss with a patient why it is important to do so.
Affective: Students will recognize the importance of regularly determining a patient’s vital signs.

Learning Objectives:

List and explain the vital signs and why proper assessment is key to identifying the patient’s health status
Demonstrate and explain the correct procedures for assessing the vital signs: temperature, respiration, radial pulse, and blood pressure
Recognize and explain factors that may affect temperature respiration, pulse, and blood pressure
Recognize normal vital signs across varied age groups

Patient Assessment Tutorials (TUTOR)

Module 12—Soft Tissue Lesions

Goals of the Lesson:

Cognitive: Students will be able to identify and describe the characteristics of various soft tissue lesions.
Affective: Students will describe the importance of accurately written descriptions of lesions.

Learning Objectives:

Explain the importance of inspecting the head, neck, and oral cavity for the presence of soft tissue lesions.
Given an image of a lesion, use the Lesion Descriptor Worksheet (located in this module) to identify the location and characteristics of the lesion and to develop a written description of the lesion
Demonstrate knowledge of soft tissue lesions by applying information from this module to the fictitious patient cases

Module 13—Head and Neck Examination

Goals of the Lesson:

Cognitive: The students will be able to differentiate between the correct and incorrect palpable techniques for head and neck examination.
Motor: Students will be able to demonstrate inspection and palpation techniques for head and neck examination.
Affective: Students will describe how head and neck examinations might save a patient’s life.

Learning Objectives:

Describe the normal anatomy of the structures of the head and neck.
Identify deviations from normal skin, lymph nodes, salivary, and thyroid glands.
Position the patient correctly for the head and neck examination.
Demonstrate communication strategies to provide information to the patient about the head and neck examination and any notable findings.
Locate the (1) lymph nodes of the head and neck, (2) salivary and thyroid glands, and (3) temporomandibular joint
Demonstrate the head and neck examination using the correct technique and a systematic sequence of examinations.
Document notable findings in the patient chart or computerized record.
Identify findings that have implications in planning dental treatment.
Provide referral to an appropriate specialist when findings indicate the need for further evaluation.
Demonstrate head and neck examination knowledge by applying concepts from this module to the fictitious patient cases A to E found in Section 5.

Module 14—Oral Examination

Goals of the Lesson:

Cognitive: The students will be able to differentiate between the correct and incorrect palpable techniques for the oral examination.
Motor: Students will be able to demonstrate correct inspection and palpation techniques for the oral examination.
Affective: Students will describe how oral examinations might literally save a patient’s life.

Learning Objectives:

Recognize the normal anatomy of the oral cavity.
Locate the following oral structures: parotid ducts, sublingual fold, sublingual caruncles, papillae, anterior and posterior pillars, and the tonsils.
Recognize and describe deviations from normal in the oral cavity.
Position the patient correctly for the oral examination.
Demonstrate communication strategies to provide information to the patient about the oral examination and any notable findings.
Demonstrate the oral examination using the correct technique and a systematic sequence of examinations.
Document notable findings in the patient chart or computerized record.
Identify findings that have implications in planning dental treatment
Provide referral to a physician or dental specialist when findings indicate the need for further evaluation.
Demonstrate the knowledge of the soft tissue findings by applying concepts from this module to the fictitious patient cases A to E found in Section 4

Week 5

Clinical Practice of the Dental Hygienist (Wilkins)

Active Learning Workbook for Clinical Practice of the Dental Hygienist (Wilkins)

Chapter 18 — The Periodontium

Goals of the Lesson:

Cognitive: Students will be able to identify the clinical features of the periodontal tissue and recognize signs of periodontal infection.
Motor: Students will practice examining a patient’s periodontal tissue for gingival health and recording their findings.
Affective: Students will understand the role of the gingiva in overall dental health and recognize the importance of identifying gingival problems.

Learning Objectives:

Recognize normal tissues of the periodontium
Know the clinical features of the periodontium
Describe the characteristics of healthy gingiva
Compare and contrast the characteristics of gingiva in health and disease
Describe characteristics of healthy gingiva following periodontal surgery

Chapter 16 — Hard Tissue Examination of the Dentition

Goals of the Lesson:

Cognitive: Students will identify and classify types of human dentition, dental caries, and noncarious lesions; and purposes of study models.
Motor: Students will role-play interact with patients curious about dentition and caries; and use of study models.
Affective: Students will understand and apply methods for recognizing dentition, dental caries, noncarious lesions, and study models in a dental examination.

Learning Objectives:

Identify the three divisions of the human dentition: primary teeth, mixed (transitional) dentition, and permanent teeth
Recognize and explain the various developmental and noncarious dental lesions
Describe types of dental injuries and tooth fractures that may occur
List the G.V. Black, American Dental Association Caries Classification, and International Caries Detection and Assessment System classification of dental carious lesions used for diagnosis, treatment planning, management, cavity preparations, and finished restorations.
Explain the initiation and development of early childhood caries (ECC)
Compare methods for determining the vitality of the pulp of a tooth
Provide a list of the factors to be observed and recorded during a complete dental charting with a new patient Explain the basic principles of occlusion
Classify occlusion on a patient or case study according to Angle’s classification and describe the facial profile associated with each classification
Describe functional and parafunctional contacts
Give examples of parafunctional habits
Discuss types of occlusal trauma and explain the effects on the oral structures
Identify and explain the purposes and uses of study models in the clinical practice of dental hygiene

Periodontal Instrumentation & Advanced Root Instrumentation (INST)

Module 3 (Periodontal Instrumentation) Instrument Grasp

Goals of the Lesson:

Cognitive: Learn the functions of the finger positions in the performance of the modified pen grasp.
Motor: Practice performing the modified pen grasp with a pencil or periodontal instrument.
Affective: Appreciate the importance of a correct instrument grasp in the prevention of musculoskeletal disorders.

Learning Objectives:

Given a variety of periodontal instruments, identify the parts of each instrument 3
Identify the fingers of the hand as thumb, index, middle, ring, and little fingers
Understand the relationship among correct finger position in the modified pen grasp, the prevention of musculoskeletal problems, and the control of a periodontal instrument during instrumentation
Demonstrate the modified pen grasp using precise finger placement on the handle of a periodontal instrument
Describe the function each finger serves in the modified pen grasp.
Define joint hypermobility and describe how hyperextended joints in the modified pen grasp can affect periodontal instrumentation
Recognize incorrect finger position in the modified pen grasp and describe how to correct the problem(s).
Select the correct glove size for your own hands and explain how the glove size selected meets the criteria for proper glove fit
Understand the relationship between proper glove fit and the prevention of musculoskeletal problems in the hands
Perform exercises for improved hand strength

Module 4 (Periodontal Instrumentation) Use of Dental Mouth Mirror

Goals of the Lesson:

Cognitive: Students will identify the different types of dental mirrors and be able to describe correct functions for mirror use.
Motor: Students will be able to demonstrate correct positioning for using the dental mirror for indirect vision, retraction, indirect illumination, and transillumination.
Affective: Students will understand the importance of proper positioning for mirror use to the safety of both the patient and the hygienist.

Learning Objectives:

Name and describe three common types of dental mirrors.
Demonstrate use of the mirror for indirect vision, retraction, indirect illumination, and transillumination.

Module 5 (Periodontal Instrumentation) Finger Rests in the Anterior Sextant

Goals of the Lesson:

Cognitive: Students will be able to describe correct positioning and techniques for anterior finger rests.
Motor: Students will be able to demonstrate correct positioning, mirror use, grasp, and finger rests in anterior sextants.
Affective: Students will understand the importance of proper positioning, mirror use, grasp, and finger rests to the safety of both the patient and the hygienist.

Learning Objectives:

Position equipment so that it enhances neutral positioning..
Maintain neutral seated position while using the recommended clock position for each of the mandibular and maxillary treatment areas
While seated in the correct clock position for the treatment area, access the anterior teeth with optimum vision while maintaining neutral positioning
Demonstrate correct mirror use, grasp, and finger rest in each of the anterior sextants while maintaining neutral positioning of your wrist and finger joints.
Demonstrate finger rests using precise finger placement on the handle of a periodontal instrument
Recognize incorrect mirror use, grasp, or finger rest and describe how to correct the problem(s).
Understand the relationship between proper stabilization of the dominant hand during instrumentation and the prevention of musculoskeletal problems in the clinician’s hands and injury to the patient.
Understand the relationship between the large motor skills, such as positioning, and small motor skills, such as finger rests. Recognize the importance of initiating these skills in a step-by-step manner.

Module 6 (Periodontal Instrumentation) Finger Rests in Mandibular Posterior Sextants

Goals of the Lesson:

Cognitive: Students will identify correct positioning, mirror use, grasp, and finger rests in the mandibular posterior sextants.
Motor: Students will be able to demonstrate correct positioning, mirror use, grasp, and finger rests in the mandibular posterior sextants.
Affective: Students will understand the importance of proper positioning, mirror use, grasp, and finger rests to the safety of both patient and hygienist.

Learning Objectives:

Position equipment so that it enhances neutral positioning.
While seated in the correct clock position for the treatment area, access the mandibular posterior teeth with optimum vision while maintaining neutral positioning.
Demonstrate correct mirror use, grasp, and finger rest in each of the mandibular posterior sextants while maintaining neutral positioning of your wrist.
Demonstrate finger rests using precise finger placement on the handle of a periodontal instrument.
Recognize incorrect mirror use, grasp, or finger rest, and describe how to correct the problem(s).
Understand the relationship between proper stabilization of the dominant hand during instrumentation and the prevention of (1) musculoskeletal problems in the clinician’s hands and (2) injury to the patient.
Understand the relationship between the large motor skills, such as positioning, and small motor skills, such as finger rests. Recognize the importance of initiating these skills in a step-by-step manner

Module 7 (Periodontal Instrumentation) Finger Rests in Maxillary Posterior Sextants

Goals of the Lesson:

Cognitive: Students will learn techniques for proper use of dental mirrors and finger rests in the maxillary posterior treatment areas.
Motor: Students will demonstrate correct positioning, mirror use, grasp, and finger rests in the maxillary posterior sextants.
Affective: Students will understand the importance of proper positioning, mirror use, grasp, and finger rests to the safety of both patient and hygienist.

Learning Objectives:

Position equipment so that it enhances neutral positioning.
While seated in the correct clock position for the treatment area, access the posterior maxillary teeth with optimum vision while maintaining neutral positioning.
Demonstrate finger rests using precise finger placement on the handle of a periodontal instrument
Recognize incorrect mirror use, grasp, or finger rest and describe how to correct the problem(s).
Understand the relationship between proper stabilization of the dominant hand during instrumentation and the prevention of (1) musculoskeletal problems in the clinician’s hands and (2) injury to the patient.
Understand the relationship between the large motor skills, such as positioning, and small motor skills, such as finger rests. Recognize the importance of initiating these skills in a step-by-step manner.
Demonstrate exercises that lessen muscle imbalances through chairside stretching throughout the workday

Week 6

Clinical Practice of the Dental Hygienist (Wilkins)

Active Learning Workbook for Clinical Practice of the Dental Hygienist (Wilkins)

Chapter 17 — Dental Soft Deposits, Biofilm, Calculus and Stains

Goals of the Lesson:

Cognitive: Students will identify and explain the various forms, causes, and effects of soft deposits, biofilm, calculus and stains.
Motor: Students will practice locating biofilm, calculus and stain.
Affective: Students will understand the processes that can create and counter biofilm, calculus, and stains in the context of treatment and prevention.

Learning Objectives:

Define acquired pellicle and discuss the significance and role of the pellicle in the maintenance of oral health
Describe the different stages in biofilm formation and identify the changes in biofilm microorganisms as biofilm matures
Differentiate between the types of soft and hard deposits
Recognize the factors that influence the accumulation of biofilm, calculus and stain
Explain the location, composition, and properties of dental biofilm, calculus and stain
Identify the modes of attachment of supra- and subgingival calculus to dental structure
Describe the clinical and radiographic characteristics of supra- and subgingival calculus and its detection
Educate patients regarding the etiology and prevention of dental biofilm, calculus, and stain
Differentiate between exogenous and endogenous stains and identify extrinsic and intrinsic dental stains and discolorations
Determine appropriate clinical approaches for stain removal and maintenance
Design biofilm, calculus and stain management strategies to meet each patient’s needs

Chapter 19 — Periodontal Disease Development

Goals of the Lesson:

Cognitive: Students will identify and classify various periodontal diseases and their causes.
Motor: Students will determine gingival involvement from dental factors.
Affective: Students will understand the origins of periodontal diseases and the risk factors involved in the development of the disease.

Learning Objectives:

List and describe the modifiable and nonmodifiable risk factors for periodontal disease
Explain the signs and symptoms of periodontal disease
Define the stages of development for periodontal lesions
Compare and contrast the staging and grading of periodontal disease in the current classification syste
Describe the dental hygienist’s role in educating the patient about management of modifiable risk factors for periodontal disease

Chapter 20 — Periodontal Examination

Goals of the Lesson:

Cognitive: Students will identify the instruments and procedures used during an oral exam.
Motor: Students will practice classifying instruments and familiarize themselves with their components.
Affective: Students will learn to apply instruments and understand their significance during the oral exam.

Learning Objectives:

Describe the components of a comprehensive periodontal examination
List the instruments used for a periodontal examination
Explain the technique for use of the periodontal probe and explorers
Explain how procedure for the comprehensive examination will be described to the patient

Periodontal Instrumentation & Advanced Root Instrumentation (INST)

Module 12 (Periodontal Instrumentation) Periodontal Probes and Basic Probing Technique

Goals of the Lesson:

Cognitive: Students will learn the design features and proper technique with a calibrated periodontal probe.
Motor: Students will practice correct adaptation and probing technique.
Affective: Students will value correct probing technique as a vital component of effective nonsurgical periodontal therapy.

Learning Objectives:

The lesson plan for each objective starts on the page shown below.
Identify the design characteristics of a calibrated periodontal probe.
Identify the millimeter markings on several calibrated periodontal probes including some probe designs that are not in your school instrument kit.
Describe the rationale and technique for periodontal probing.
Identify factors that can affect the accuracy of periodontal probing.
Discuss the characteristics of effective probing technique in terms of adaptation and angulation of the tip, amount of pressure needed, instrumentation stroke, and number and location of probe readings for each tooth.
Using calibrated periodontal probe, demonstrate correct adaptation on facial, lingual, and proximal surfaces and beneath the contact area of two adjacent teeth.
Activate a calibrated periodontal probe using a walking stroke and correct probing technique.
While using correct positioning, mirror, grasp, and finger rests, demonstrate correct probing technique in all sextants of the dentition
Determine the probing depth accurately to within 1 mm of an instructor’s reading.
Define the term junctional epithelium.
Differentiate between a normal sulcus and a periodontal pocket and describe the position of the probe in each.
Define and discuss the terms informed consent, capacity for consent, written consent, and informed refusal as these terms apply to periodontal instrumentation

Week 7

Clinical Practice of the Dental Hygienist (Wilkins)

Active Learning Workbook for Clinical Practice of the Dental Hygienist (Wilkins)

Chapter 21 — Indices and Scoring Methods

Goals of the Lesson:

Cognitive: Students will become familiar with the various dental indices and scoring methods.
Motor: Students will practice discussing scoring methods and oral health care methods and strategies by role-playing as patients and community leaders.
Affective: Students will apply their understanding of indices and scoring methods to patient care and hygiene planning concepts.

Learning Objectives:

Identify and deﬁne key terms and concepts related to dental indices and scoring methods
Identify the purpose, criteria for measurement, scoring methods, range of scores, and reference or interpretation scales for a variety of dental indices
Select and calculate dental indices for a use in a speciﬁc patient or community situation

Chapter 22 — Planning for Dental Hygiene Care

Goals of the Lesson:

Cognitive: Students will familiarize themselves with the dental hygiene planning process.
Motor: Students will practice developing a plan for a patient based on records.
Affective: Students will apply their knowledge of evidence-based decision-making to recommend effective patient care.

Learning Objectives:

Explain the significance of developing a dental hygiene diagnosis as a component of the dental hygiene process of care
Formulate a dental hygiene diagnosis based on the assessment findings
Identify and deﬁne key terms and concepts related to planning dental hygiene care
Identify and explain assessment ﬁndings and individual patient factors that affect patient care
Identify additional factors that can inﬂuence planning for dental hygiene care

Chapter 23 — The Dental Hygiene Care Plan

Goals of the Lesson:

Cognitive: Students will identify and explain the components of a dental hygiene care plan.
Motor: Students will practice writing out a dental hygiene care plan.
Affective: Students will apply their knowledge of dental hygiene care plans to explain their efficacy and importance to patients in a clinical setting.

Learning Objectives:

Discuss rationale and objectives for developing a dental hygiene care plan
Identify the components of a dental hygiene care plan
Prepare a written dental hygiene care plan from a dental hygiene diagnosis
Apply procedures for discussing a care plan with the dentist and the patient
Identify and apply procedures for obtaining informed consent and informed refusal

Periodontal Instrumentation & Advanced Root Instrumentation (INST)

Module 8 (Periodontal Instrumentation) Instrument Design and Classification

Goals of the Lesson:

Cognitive: Students will become familiar with the main design characteristics of periodontal instruments and the functions of their various design elements.
Affective: Students will understand the importance of design elements when selecting an instrument for the task.

Learning Objectives:

Identify each working-end of a periodontal instrument by its design name and number.
Recognize the design features of instrument handles and shanks, and discuss how these design features relate to the instrument’s use.
Describe the advantages and limitations of the various design features available for instrument handles and shanks
Given a variety of periodontal instruments, demonstrate the ability to select instruments with handle design characteristics that will reduce the pinch force required to grasp the instrument
Given a variety of periodontal instruments, sort the instruments into those with simple shank design and those with complex shank design.
Given a variety of sickle scalers and curets, identify the face, back, lateral surfaces, cutting edges, and toe or tip on each working-end.
Given a variety of periodontal instruments, determine the intended use of each instrument by evaluating its design features and classification.
Given any instrument, identify where and how it may be used on the dentition (i.e., assessment or calculus removal, anterior/posterior teeth, supragingival or subgingival use).

Module 9 (Periodontal Instrumentation) Technique Essentials: Movement and Orientation to Tooth Surface

Goals of the Lesson:

Cognitive: Students will learn how to move periodontal instruments effectively during instrumentation.
Motor: Students will demonstrate movement and placement of instruments using correct motion activation, handle rolling, pivoting, and orientation to tooth surface.
Affective: Students will understand the importance of practicing strategies to acquire psychomotor skills; students will understand the importance of moving the instrument using muscles of the fingers, hand, and arm to move the working-end across the tooth surface.

Learning Objectives:

Name and define four stages of psychomotor development described in this module
Name and apply five strategies that assist in acquiring psychomotor skill
Define motion activation as it relates to periodontal instrumentation
Name two types of motion activation commonly used in periodontal instrumentation
Define and explain the uses of wrist-rocking motion during periodontal instrumentation
Using a pencil or periodontal probe, demonstrate the correct technique for wrist-rocking motion activation
When demonstrating wrist-rocking motion use correct instrumentation technique such as: using the fulcrum finger as a support beam, maintaining correct grasp, and maintaining neutral wrist position
Define and explain the uses of digital motion activation during periodontal instrumentation
Using a pencil or periodontal probe, demonstrate the correct technique for digital motion activation
When demonstrating digital motion activation, use correct instrumentation techniques such as: using the fulcrum as a support beam, maintaining correct grasp, and maintaining neutral wrist position
Define and explain the use of the handle roll during periodontal instrumentation
Using a pen or pencil, demonstrate the handle roll using correct technique including correct modified pen grasp, knuckles-up position, fulcrum finger as a support beam, and neutral wrist position
Explain how the teeth are positioned in the dental arches
Using a periodontal probe and typodont or tooth model, correctly orient the working-end of a probe to the various tooth surfaces of the dentition

Module 10 (Periodontal Instrumentation) Technique Essentials: Adaptation

Goals of the Lesson:

Cognitive: Students will define all the key terms in this module.
Motor: Students will demonstrate how to identify and adapt the working-end to a tooth surface correctly.
Affective: Students will value correct adaptation for effective instrumentation and for prevention of injury to the gingival tissue.

Learning Objectives:

Define the term adaptation as it relates to periodontal instrumentation.
Identify the leading-, middle-, and heel-third of the working-end of a sickle scaler and a curet
Using a typodont and an anterior sickle scaler describe and demonstrate correct adaptation of the working-end to the midline and line angle of a mandibular anterior tooth.
Explain problems associated with incorrect adaptation during periodontal instrumentation.
Using Figure 10-16 and a pencil demonstrate how to maintain adaptation to curved tooth surfaces while using a correct modified pen grasp and wrist motion activation
Given a universal curet and a typodont, explain how to use visual clues to select the correct working-end for use on the distal surface of a mandibular premolar tooth.
Use precise finger placement on the handle of a periodontal instrument while demonstrating adaptation and selection of the correct working-end for a treatment area

Module 11(Periodontal Instrumentation) Technique Essentials: Instrumentation Strokes

Goals of the Lesson:

Cognitive: Students will learn how to produce instrumentation strokes.
Motor: Students will demonstrate how to perform different stroke directions and will demonstrate an assessment stroke.
Affective: Students will value precise, controlled instrumentation strokes.

Learning Objectives:

Using a sickle scaler and a periodontal typodont, demonstrate the three basic stroke directions:
vertical, oblique, and horizontal
Compare and contrast the functions and characteristics of three types of instrumentation strokes: assessment, calculus removal, and root debridement.
Demonstrate how to stabilize the hand and instrument to perform an instrumentation stroke by using an appropriate intraoral fulcrum and the ring finger as a “support beam” for the hand.
Demonstrate the elements of an assessment stroke in a step-by-step manner.
Use precise finger placement on the handle of a periodontal instrument while demonstrating assessment strokes.

Week 8

Clinical Practice of the Dental Hygienist (Wilkins)

Active Learning Workbook for Clinical Practice of the Dental Hygienist (Wilkins)

Chapter 37 — Instruments and Principles for Instrumentation

Goals of the Lesson:

Cognitive: Students will be able to identify a variety of dental instruments, as well as explain the purpose and use for each.
Motor: Students will practice exercises for building dexterity and preventing cumulative trauma.
Affective: Students will understand how properly maintained instruments aid their ability to perform dental techniques and safeguard against patient injury.

Learning Objectives:

Identify the three main parts of a periodontal instrument
Differentiate between various types of removal instruments based on their design
State the indications and contraindications for the use of various removal instruments
Describe and demonstrate fundamental techniques for manual and power instrumentation
Practice exercises designed to develop hand dexterity and prevent trauma.

Periodontal Instrumentation & Advanced Root Instrumentation (INST)

Module 14 (Periodontal Instrumentation) Technique Essentials: Supragingival Calculus Removal

Goals of the Lesson:

Cognitive: Students will define all the key terms in this module.
Motor: Students will demonstrate correct technique for adaptation and angulation for supragingival calculus removal during instrumentation strokes.
Affective: Students will value correct adaptation and angulation for instrumentation of supragingival calculus.

Learning Objectives:

The lesson plan for each objective starts on the page shown below.
Given a drawing of the healthy periodontium in cross section (similar to that shown in Fig. 14-1) correctly label all the structures depicted in the illustration
Define the term angulation as it relates to the use of a sickle scaler for supragingival periodontal instrumentation.
Explain the problems associated with using an angulation greater than 90 degrees for calculus removal.
Explain the problems associated with using an angulation less than 45 degrees for calculus removal.
Describe the correct approach for removing a large supragingival calculus deposit and differentiate this technique from a different approach that leads to burnishing of the deposit
List from memory the sequence of steps used for supragingival calculus removal as outlined in Fig. 14-9

Module 26---Powered Instrument Design and Function

Goals of the Lesson:

Cognitive: Students will learn principles of effective powered instrumentation.
Cognitive: Students will learn designs of powered instruments.
Affective: Students will value pretreatment considerations for use with powered instruments and employ them routinely.

Learning Objectives:

Discuss the history and technologic advances of powered instrumentation
Name the major types of powered instrumentation technology
Name the two subtypes of ultrasonic powered instrumentation technology
Describe the various modes of action of powered instrumentation devices
Compare and contrast the advantages and limitations of powered instrumentation
Discuss the benefits to the patient when powered instrumentation is integrated into the treatment plan
Discuss medical and dental contraindications for powered instrumentation
Discuss the terms “frequency” and “amplitude” and describe how these factors determine the cleaning efficiency of powered instrumentation
Compare and contrast the design features of standard and slim perio powered working-ends
Discuss criteria for the selection of powered working-ends in relation to the instrumentation task to be performed
Demonstrate how to determine powered working-end wear and at what point a working-end should be discarded
Define the term “active working-end area” as it pertains to a powered working-end. In a preclinical or clinical setting, demonstrate correct adaptation of the active portion of a powered instrument
In a preclinical or clinical setting, demonstrate correct stroke pressure for use with a powered working-end
In a preclinical or clinical setting, demonstrate correct working-end adaptation in a (1) transverse orientation and (2) vertical orientation in all sextants of the dentition
Given a set of paired, curved working-ends, correctly identify the “right” and “left” working-end
On a typodont, demonstrate an efficient sequence for use of curved working-ends in a (1) transverse orientation and (2) vertical orientation on the posterior sextants of the dentition
Describe an effective strategy for removing tenacious calculus deposits during powered instrumentation
On an extracted tooth, demonstrate the use of a diamond-coated working-end for smoothing a defective margin on a restoration
On a typodont, demonstrate how to access and enter a furcation area of a multirooted tooth with a ball-tipped powered working-end
Identify pretreatment considerations before the initiation of powered instrumentation
Prepare (set-up) a powered instrumentation device for use
In a clinical setting, demonstrate correct technique for use of a powered instrumentation device, including: treatment room, clinician and patient preparation; armamentarium selection/set-up and infection control; grasp, finger rest, adjustment of water flow, working-end adaptation and stroke; and fluid control
In a clinical setting, select appropriate powered working-ends for a patient case
In a clinical setting, use correct technique to effectively remove calculus deposits and plaque biofilm using a powered instrumentation device

Week 9

Clinical Practice of the Dental Hygienist (Wilkins)

Active Learning Workbook for Clinical Practice of the Dental Hygienist (Wilkins)

Chapter 24 — Preventive Counseling and Behavior Change

Goals of the Lesson:

Cognitive: Students will become familiar with the issues involved in health planning, education, and disease prevention.
Motor: Students will practice motivating patients and describing disclosing agents.
Affective: Students will understand the importance of oral hygiene education as a key component of oral care.

Learning Objectives:

Explain the steps in a preventive program, identify the need to conduct preventive counseling and describe the proper setting
Describe the importance of partnering with the patient to come up with a plan for change
Describe and explain the methods of motivational interviewing (MI)
Describe how to recognize and explore the patient’s ambivalence and describe techniques to elicit and recognize change talk
Understand and explain various plans to strengthen the patient’s commitment for change

Periodontal Instrumentation & Advanced Root Instrumentation (INST)

Module 13 (Periodontal Instrumentation) Explorers

Goals of the Lesson:

Cognitive: Students will learn the designs and uses of the most common types of explorers. Students will understand why new clinicians often fail to detect calculus deposits in certain locations in the mouth.
Motor: Students will practice proper use of explorers on anterior and posterior teeth.
Affective: Students will value correct exploring technique as a vital component of effective nonsurgical periodontal therapy.

Learning Objectives:

Given a variety of explorer designs, identify the design characteristics of each explorer.
Given a variety of explorer designs, identify the explorer tip
Identify and describe the advantages and limitations of various explorer designs.
Describe how the clinician can use visual clues to select the correct working-end of a double-ended explorer
Demonstrate correct adaptation of the explorer tip.
Describe and demonstrate an assessment stroke with an explorer
Demonstrate detection of supragingival calculus deposits using compressed air.
Demonstrate correct use of an Orban-type explorer in the anterior sextants while maintaining correct position, correct finger rests, and precise finger placement in the grasp
Demonstrate correct use of an 11/12-type explorer in the anterior sextants while maintaining correctposition, correct finger rests, and precise finger placement in the grasp
Demonstrate correct use of an 11/12-type explorer in the posterior sextants while maintaining correct position, correct finger rests, and precise finger placement in the grasp
Name and describe several common types of calculus deposit formations
Explain why the forceful application of an explorer tip into a carious pit or fissure could be potentially harmful

Week 10

Clinical Practice of the Dental Hygienist (Wilkins)

Active Learning Workbook for Clinical Practice of the Dental Hygienist (Wilkins)

Chapter 25 — Protocols for Prevention and Control of Dental Caries

Goals of the Lesson:

Cognitive: Students will identify and explain caries and their formation process.
Motor: Students will practice identifying caries and distinguishing “white spots” on enamel.
Affective: Students will apply their understanding of caries to develop individualized risk assessments and care programs for patients.

Learning Objectives:

Describe the dental caries disease process
Identify factors contributing to demineralization and remineralization 4
Distinguish each step in caries management
Evaluate each patient for individual risk for caries disease
Apply caries risk status in developing individualized caries management protocols and carefully document

Periodontal Instrumentation & Advanced Root Instrumentation (INST)

Module 15 (Periodontal Instrumentation) Sickle Scalers

Goals of the Lesson:

Cognitive: Students will learn the characteristics and uses of sickle scalers. Students will understand how to select the correct working-end of a posterior sickle scaler by using visual cues rather than relying on memorization.
Motor: Students will practice correct instrumentation technique with sickle scalers on anterior and posterior teeth.
Affective: Students will value the use of visual cues and accurate angulation during instrumentation.

Learning Objectives:

Given a variety of sickle scaler instruments, identify the design characteristics.
List the uses and limitations of sickle scalers.
List characteristics of a calculus removal stroke.
List from memory the sequence of steps used for calculus removal as outlined in Fig. 15-4
Given a posterior sickle scaler, demonstrate how to use visual clues to identify the correct working-end
Demonstrate correct adaptation and angulation of a sickle scaler
Explain why the lower shank of a sickle scaler should be tilted slightly toward the tooth surface being instrumented to obtain correct angulation
Demonstrate correct use of a sickle scaler in the anterior sextants while maintaining correct position, correct finger rests, and precise finger placement in the grasp
Demonstrate the three skills used to maintain adaptation to the proximal surfaces
Demonstrate correct use of a sickle scaler in the posterior sextants while maintaining correct position, correct finger rests, and precise finger placement in the grasp

Module 16 (Periodontal Instrumentation) Technique Essentials: Subgingival Calculus Removal

Goals of the Lesson:

Cognitive: Students will define all the key terms in this module.
Motor: Students will demonstrate the correct technique for adaptation, angulation, insertion, and calculus removal during instrumentation strokes.
Affective: Students will value correct adaptation, angulation, and insertion for instrumentation.

Learning Objectives:

Explain the importance of learning to rely on the sense of touch for successful performance of subgingival instrumentation
Define the terms insertion and Get Ready Zone as they apply to periondontal instrumentation
On a periodontal typodont, demonstrate the steps used for insertion beneath the gingival margin as outlined in Fig. 16-6
Define and state the objectives of periodontal instrumentation. Explain why complete removal of all subgingival biofilms and calculus deposits is so important to successful periodontal instrumentation
Explain why “tissue response” rather than “root smoothness” is the standard for successful subgingival instrumentation
Discuss the importance of a re-evaluation appointment in the treatment of patients with subgingival calculus deposits
Define the term nonresponsive disease sites and name signs that indicate that nonresponsive sites are present at a re-evaluation appointment
Describe the types of healing that may result following successful instrumentation of root surfaces
Explain the importance of instrumenting the root surfaces in the series of narrow strips, known as instrumentation zones
Define and explain the significance of multidirectional strokes in subgingival stroke removal

Module 17 (Periodontal Instrumentation) Universal Curets

Goals of the Lesson:

Cognitive: Students will learn the design and purpose of universal curets. Students will understand how to select the correct working-end of a universal curet using visual cues rather than relying on memorization.
Motor: Students will practice foundational skills and instrumentation technique with universal curets.
Affective: Students will value the use of visual cues and accurate angulation during instrumentation.

Learning Objectives:

Given a variety of universal curets, identify the design characteristics of each instrument.
Discuss the advantages and limitations of the design characteristics of universal curets.
Name the uses of universal curets
Describe how the clinician can use visual clues to select the correct working-end of a universal curet on anterior and posterior teeth
Given a variety of universal curets to choose from and a task (location, depth, and size of calculus deposits), select the best instrument for the specified task.
Explain why the lower shank of a universal curet should be tilted slightly toward the tooth surface being instrumented to obtain correct angulation.
Using a universal curet, demonstrate correct adaptation and use of calculus removal strokes on the anterior teeth while maintaining correct position, correct finger rests, and precise finger placement in the grasp.
Using a universal curet, demonstrate correct adaptation and use of calculus removal strokes on the posterior teeth while maintaining correct position, correct finger rests, and precise finger placement in the grasp.
Using a universal curet, demonstrate horizontal calculus removal strokes at the distofacial line angles of posterior teeth.

Week 11

Clinical Practice of the Dental Hygienist (Wilkins)

Active Learning Workbook for Clinical Practice of the Dental Hygienist (Wilkins)

Chapter 34 Fluorides

Goals of the Lesson:

Cognitive: Students will familiarize themselves with various fluoride treatments and applications.
Motor: Students will practice instructing patients on the use of fluorides.
Affective: Students will demonstrate their knowledge of fluorides by explaining its benefits and use in oral health care.

Learning Objectives:

The lesson plan for each objective starts on the page shown below.
Describe the mechanisms of action of fluoride in the prevention of dental caries
Explain the role of community water fluoridation on the decline of dental caries incidence in a community
Recommend appropriate over-the-counter (OTC) and professionally applied fluoride therapies based on each patient’s caries risk assessment
Compare use of fluoride home products (OTC and prescription)
Incorporate fluoride into individualized prevention plans for patients of various ages and risk levels

Chapter 26 Oral Infection Control: Toothbrushes and Toothbrushing

Goals of the Lesson:

Cognitive: Students will identify various toothbrushes and toothbrushing techniques in order to best serve a patient’s needs.
Motor: Students will practice various brushing methods and evaluating toothbrushes.
Affective: Students will learn to effectively promote and teach brushing as a vital means of dental care.

Learning Objectives:

Identify characteristics of effective manual and power toothbrushes
Differentiate between the different manual toothbrushing methods including limitations and benefits of each
Describe the different motions of action for powered toothbrushes
Identify the basis for powered toothbrush selection
Describe tongue cleaning and its effect on reducing dental biofilm
Identify adverse effects of improper toothbrushing on hard and soft tissues

Chapter 27 Oral Infection Control: Interdental Care

Goals of the Lesson:

Cognitive: Students will identify and explain interdental care techniques and tools.
Motor: Students will familiarize themselves with interdental oral care aids and practice teaching patients in their use.
Affective: Students will comprehend the philosophy of interdental care and how it applies in practical clinic settings and in a patient’s personalized dental care plan.

Learning Objectives:

Review the anatomy of the interdental area and explain why toothbrushing alone cannot remove biofilm adequately for prevention of periodontal infection
Compare types of interdental brushes and explain why they may be more effective than floss for some patients
Describe types of dental floss and outline steps for use of floss for biofilm removal from proximal tooth surfaces
Develop a list of the types and purposes of various floss aids and provide a rationale for the choice of the best ones to meet a specific patient’s needs
Demonstrate and recommend other devices for biofilm removal including toothpick in holder, wooden interdental cleaner, interdental rubber tip, and oral irrigation.

Chapter 28 Dentifrices and Mouthrinses

Goals of the Lesson:

Cognitive: Students will identify and explain dentifrices and mouthrinse options available for both clinical settings and patient self-care.
Motor: Students will familiarize themselves with over-the-counter dentifrice products and practice advising patients as to their appropriateness and proper application.
Affective: Students will understand the significance of individualized patient evaluation and instruction in the use of chemotherapeutics as part of routine oral care.

Learning Objectives:

Identify and define the active and inactive components in dentifrices and mouthrinse
Explain the mechanism of action for preventive and therapeutic agents in dentifrices and mouthrinses
Explain the purpose and use of dentifrices and mouthrinses
Discuss the Food and Drug Administration (FDA) and the purpose of FDA
Explain the American Dental Association (ADA) Seal of Acceptance program and purpose

Periodontal Instrumentation & Advanced Root Instrumentation (INST)

Module 19 (Periodontal Instrumentation) Area-Specific Curets

Goals of the Lesson:

Cognitive: Students will learn the design characteristics and uses of area-specific curets.
Motor: Students will practice foundational skills and instrumentation technique with area-specific curets.
Affective: Students will value correct instrumentation techniques during instrumentation.

Learning Objectives:

Given a variety of area-specific curets, identify the design characteristics of each instrument.
Discuss the advantages and limitations of the design characteristics of area-specific curets.
Name the uses of area-specific curets.
Explain why a set of area-specific curets is needed to instrument the entire dentition
Describe how the clinician can use visual clues to select the correct working-end of an area-specific curet on anterior and posterior teeth.
Using area-specific curets, demonstrate correct adaptation and use of calculus removal strokes on the anterior teeth while maintaining correct position, correct finger rests, and precise finger placement in the grasp
Using area-specific curets, demonstrate correct adaptation and use of calculus removal strokes on the posterior teeth while maintaining correct position, correct finger rests, and precise finger placement in the grasp.
Using area-specific curets, demonstrate horizontal calculus removal strokes at the distofacial line angles of posterior teeth and at the midlines on the facial and lingual surfaces of anterior teeth.
Given any sickle scaler, universal curet, or area-specific curet, identify its function and where it should be used on the dentition. Posterior teeth and at the midlines on the facial and lingual surfaces of anterior teeth.

Week 12

Clinical Practice of the Dental Hygienist (Wilkins)

Active Learning Workbook for Clinical Practice of the Dental Hygienist (Wilkins)

Chapter 42 — Extrinsic Stain Removal

Goals of the Lesson:

Cognitive: Students will be able to identify indications and contraindications for selective dental polishing and describe polishing agents and their uses.
Motor: Students will practice identifying polishing agents and instruments.
Affective: Students will gain an awareness that polishing and cleaning for stain removal is a selective procedure that is not for every patient.

Learning Objectives:

Describe the difference between a cleaning agent and a polishing agent.
Explain the basics for selection of the grit of polishing paste for each individual patient
Discuss the rationale for avoiding polishing procedures on areas of demineralization
Explain the effect abrasive particle shape, size and hardness have on the abrasive qualities of a polishing paste
Explain the types of powdered polishing agents available and their use in the removal of tooth stains
Explain patient conditions that contraindicate the use of air-powder polishing

Periodontal Instrumentation & Advanced Root Instrumentation (INST)

Module 27---Air Polishing for Biofilm Management and Stain Removal

Goals of the Lesson:

Cognitive: Students will describe the new technology for air polishing subgingivally for biofilm management.
Cognitive: Students will compare and contrast glycine and sodium bicarbonate powders used for air polishing.
Motor: Students will demonstrate correct angulation, stroke, and insertion for tips used in air polishing technology.
Affective: Students will value the importance of integrating supra- and subgingival air polishing into periodontal treatment plans.

Learning Objectives:

Explain the importance of professional subgingival biofilm removal from root surfaces as a routine part of nonsurgical periodontal therapy
Compare and contrast “subgingival air polishing with glycine powder for biofilm management” with “supragingival air polishing with sodium bicarbonate for stain removal”
Compare the types of air polishing powders available and their appropriate use
List medical and dental contraindications of subgingival air polishing for biofilm management and supragingival air polishing for stain removal
On a typodont, demonstrate the correct angulation and instrumentation stroke with a standard nozzle for stain removal
On a typodont, demonstrate correct insertion and use of the specialized plastic perio tip and glycine-based powder for subgingival biofilm removal
In a preclinical or clinical setting, demonstrate correct technique for use of an air polishing device, including treatment room, clinician and patient preparation; armamentarium selection/set-up and infection control; grasp and finger rest; correct technique; and fluid control
Discuss the benefits to the patient when supra- and subgingival air polishing is integrated into the treatment plan

Week 13

Clinical Practice of the Dental Hygienist (Wilkins)

Active Learning Workbook for Clinical Practice of the Dental Hygienist (Wilkins)

Chapter 41 — Dentin Hypersensitivity

Goals of the Lesson:

Cognitive: Students will demonstrate knowledge of the symptoms of hypersensitivity to determine proper diagnosis and various treatment approaches.
Motor: Students will practice differential diagnosis of tooth pain and make appropriate clinical assessments.
Affective: Students will recognize the complexities of a patient’s hypersensitivity and pain and realize the importance of obtaining a thorough and accurate assessment to maximize the treatment’s efficacy.

Learning Objectives:

Describe stimuli and pain characteristics specific to hypersensitivity, and explain how this relates to differential diagnosis
Describe factors that contribute to dentin exposure and behavioral changes that could decrease hypersensitivity
Explain the steps in the hydrodynamic theory
Describe two mechanisms of desensitization and their associated treatment interventions for managing dentin hypersensitivity

Health Professional -Purtilo

Chapter 1 Respect: The Difference It Makes

Give a brief definition of respect
Describe why respect is so central to the success of the health professional and patient relationship
Identify three spheres of values that constitute a person’s “value system”
Discuss some reasons why the professions today have become concerned about professionalism
Distinguish collective professionalism from individual professionalism
List some values that have been proposed as being shared by all people including “primary goods”
Distinguish between the core professional value of care and caring in general
Cite examples of when a person or group may not embrace a fully integrated value system

Chapter 2 Respect in the Institutional Settings of Health Care

Compare the perspectives of viewing health care from each of Glaser’s three main realms: individual, institutional, and societal
List four major forces that have resulted in current structures of healthcare environments
Compare public and private sector relationships and describe why health professionals and patient interactions are public sector relationships
List several types of laws, regulations, and policies that influence the practice of your profession and what you should be able to expect from the institution in which you work
Discuss the idea of patients’ rights documents and the purposes they are designed to serve.

Chapter 3 Respect in a Diverse Society

Define cultural bias and personal bias
Identify three sources of personal bias that interfere with respect towards persons or groups
Define prejudice and how it is related to discrimination
List primary and secondary characteristics of culture
Describe ways the label of “race” is problematic even though it continues to be used
Describe how discrimination of all types affects patients and the health professions and some ways you can counter its disrespectful dimensions
Define cultural humility and describe the process of viewing the health professional and patient relationship in this manner.

Week 14

Ethical Dimensions-Purtilo

Chapter 1 Morality and Ethics What Are They and Why Do They Matter?

Define morality and ethics and distinguish between the two.
Describe the difference between and relationship of personal, group, and societal moralities that health professionals must integrate into their own moral life.
Describe the function of a health professions code of ethics in terms of professional morality.
List three ways in which ethics is useful in everyday professional practice.
Compare the basic function of law and ethics in professional practice.
Identify some laws and policies that protect the personal moral convictions of health professionals while upholding ethical standards of the profession.
Delineate a basic distinction between theories of action and virtue and between approaches that emphasize individuals or communities as primary moral concerns of ethics.

Week 15

Ethical Dimensions-Purtilo

Chapter 2 The Ethical Goal of Professional Practice: A Caring Response

Identify how care is the goal of professional ethics activity.
Describe the basic idea of “a caring response” and ways this response is expressed in a professional relationship.
Describe what mastery entails within the health professional and patient relationship.
List some types of claims encountered in a professional role and why the patient’s interests must take priority when conflicting claims arise.
Describe at least two important distinctions between the caring expressed in friendships or family life and the caring expressed in a health professional and patient relationship.
Define patient-centered care.
Discuss the relationship between compassion and technical expertise in achieving a caring response to patient’s needs.
Identify the two components of professional responsibility and why both are essential for a caring response.
Describe how the concept of rights enhances the understanding of what a caring response entails.
Discuss some burdens and benefits of caregiving as they arise in the health professional and patient relationship.

Students Rights and Responsibilities

Student Rights and Responsibilities

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In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

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

Student Conduct and Responsibilities

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 http://catalog.actx.edu/content.php?catoid=7&navoid=291#StudentConduct.

“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.”

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 specific student conduct policies for dental hygiene students at Amarillo College.

Professional Standards

Student is prompt to class.
Student is prepared for class sessions.
Student assumes responsibility for his/her own learning.
Student is concerned with excellence in learning rather than just meeting minimal criteria.
Student applies lecture material in the clinical setting.
Student will seek faculty assistance if needed, and will monitor their own progress in meeting course requirements.
Student maintains his/her composure, dealing with conflict in a constructive way.
Student exhibits an attitude of respect for classmates, faculty, and staff.
Students will not be disruptive or talk to each other during lectures, slide presentations, guest lectures, etc.
Student will complete all reading assignments, pre-assessments, journaling, discussion boards, self-evaluations and peer evaluations.

Electronic and Recording Devices

We will be utilizing E-books in this course to maximize learning. Personal use of cell phones or smart watches 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.

Emergency Contacts

Phone numbers that family members may use to reach you only in case of emergencies are as follows:

Dental Hygiene Office Supervisor: 354-6050

Amarillo College Police: 371-5163

Academic Grievances

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 (4) Assistant Vice President of Academic Affairs (5) Vice President of Academic Affairs (6) College President.

Amarillo College Dental Hygiene Mentoring Program

The student has a very important role in the mentoring process. Each student will be assigned a mentor at the beginning of the semester. You are required to meet with your mentor 2 times in each semester. However, you may meet with your mentor as you need to. Mentoring is designed to assist the student with any difficulties they may be having and support student success in the program. Your mentor will be your first lab instructor. You will keep this mentor throughout the year and you will be given a new mentor in the summer semester. As partners in the mentoring relationship, students have responsibilities to:

Contact mentors and arrange for a mentoring appointment
Febuary 15^th is the deadline to contact your mentor for Febuary session
April 15^th is the deadline to contact your mentor for April session
Be aware of their mentoring needs and discuss these needs with mentors
Maintain regular communication with their assigned mentors
Prepare for mentoring meetings by:

Setting daily and weekly goals for program progression
Assessing attainment of goals
Identifying impediments to achieving goals

It is the student’s responsibility to contact mentors and arrange appointments. Failure to arrange and /or keep appointments will result in a two-point deduction from the final clinical course grade for each occurrence in the semester.

Grading Criteria

Assignments and Examinations

The following criteria will be used to determine the student’s grade:

The course will consist of major examinations, some quizzes, several pre-tests, professionalism evaluations, journaling, clinical faculty lab evaluations, comprehensive clinical lab final and a comprehensive written final examination. Please refer to the course calendar for the schedule of materials to be covered in each class or lab period and the tentative examination dates. Also, please note the provisions of the Make-up Policy in this syllabus for missed examinations.

Major examinations and quizzes will be objective in nature (true/false and multiple choice) with a few questions being subjective in nature (short answer, true/false, essay, and fill in the blank). The final examination will be entirely objective in nature and will test information for the entire course.

Students will not have access to review and study prior quizzes, worksheets or major examinations in preparation for the final examination. Students should not rely on memorization of specific test questions; instead, the student should have a general knowledge of the course objectives to be successful in learning the material in preparation for the comprehensive Final Exam in this course and for the Dental Hygiene National Board Examination.

Professionalism Remediation

Professionalism remediation will be given to the student if a student does not meet the professional standards assigned to the lab session. The student will be given a quiz grade of 0. The following are professionalism expectations of the student in the clinical setting:

Student arrives before the start of classroom/laboratory session and ready for instruction at the beginning of class.
Student is prepared for the classroom/laboratory session on all required assignments prior to attending lab: assigned required readings, assessments, and quizzes.
Student exhibits an attitude of respect in both verbal and nonverbal behavior.
Student is courteous when dealing with classmates, faculty, and staff.
Student accepts constructive feedback, incorporating suggestions.
Student accepts the responsibility for his/her learning.
Student demonstrates that he/she is a team player.
Student interacts with his/her classmates and faculty in an ethical and honest manner.
Student acceptably maintains his/her appearance and personal grooming in accordance with AC Dental Hygiene policies.
Student follows protocol regarding equipment maintenance and infection control.

Laboratory Assignments

The laboratory sessions of this course will consist of exercises that coordinate with the reading assignments and lectures. The students will first be introduced to the material in lab by utilizing the content in blackboard. This content will give them the learning objectives and goals for the lesson as well as the text chapters, videos, power points, and other adjuncts to then prepare the students for the pretests. Prior to the lab session all students will be required to take the pretest. Students will have two attempts to take the pretest and the highest grade will count towards their average. When students attend the lab session they will be given exercises by the faculty members demonstrating the processes and discussing the purposes for the steps to be followed during the exercises. The students will then practice the exercises and complete a self evaluation and a peer evaluation on each skill that is taught. Then students will be responsible for each skill practical examination by a clinical faculty instructor. The skill will test the student’s proficiency and level of competence. In order for a student to achieve competence or mastery of the skill they must attain a 75% on the skill evaluation. It is suggested that each student use the practice time wisely as the course faculty members will be available during that time for guidance and assistance. The practical examinations will be given randomly and each student is responsible for being ready for a practical examination on the next lab session after the material has be presented and practiced.

Grading Criteria

The final course grade will be computed as follows:

Major Exams -35%

Pre-Tests/Quizzes/Journaling/Professionalism Evaluations -20%

Clinical Lab Faculty Evaluations -20%

Comprehensive Written Final Exam -15%

Comprehensive Clinical Instrumentation Practicum -10%

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. All students are considered mature enough to seek faculty assistance and to monitor their own progress in meeting course requirements. Students who continually fall below the minimal level of 75% on graded material should seek assistance from the course faculty for remediation.

Comprehensive Clinical Instrumentation Practicum

The student is required to complete the comprehensive instrumentation practicum at the end of the semester. It is essential that a student possess competent technical skills (psychomotor ) before progressing to Clinic I and patient treatment. To demonstrate mastery level of clinical instrumentation a 75% must be achieved on the comprehensive clinical instrumentation practicum. Failure to achieve a 75% mastery level on the comprehensive clinical instrumentation practicum indicates a serious deficiency in skill acquisition and lack of preparation for patient treatment responsibilities. There will be no make-up or remediation status for this exam except under unusual circumstances approved by the Course Director and the Department Chair.

Faculty Assistance

All students are considered mature enough to seek assistance from the course director and to monitor their own progress in meeting course requirements. If students have questions concerning assignments, content, etc., or if a problem arises that warrants instructor help, please do not hesitate to call or come by my office to schedule an appointment. If I am unavailable, leave a note and I will contact you as soon as possible. I prefer to work with a scheduled appointment so that I may devote the time and attention necessary to meet each student’s needs.

Mandatory Skills Building/Tutoring
In an effort to increase student success in DHYG courses, and to assist students having 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. Before receiving a skills assignment, students must first schedule a time with the instructor. The assignment will be given at that time.

Remediation

In DHYG 1331 you will be given a clinical lab faculty evaluation of each skill. All students will be required to achieve a mastery level of at least of 75% in each skill in order to move forward to the next skill to be evaluated in DHYG 1331. If a student receives a grade below 75% on any clinical lab faculty evaluation the student will be required to do mandatory remediation and demonstrate competency on the specific skill before moving forward with the next skill. The student and faculty will fill out the AC Dental Hygiene Program Clinical Remediation Form and submit it to the Lead Instructor. The student must demonstrate competency on the skill level submitted in the remediation form and the form must be signed and dated by the clinical faculty. Remediation will not change the student grade. The initial grade will stand and the remediation form will go into the students record.

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:

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. The missed work must be made up within TWO Amarillo College school days where the day ends at 4:00 p.m. The makeup work may earn a maximum of 80% of the original point value.

Attendance

Due to the tremendous amount of information in this course, the student who plans to succeed should also plan to attend all course sessions regularly and promptly. Without question, the instructor expects each student to be present at each session. Unfortunately, no one has ever developed a shortcut to replace hours of actual experience needed to master a new skill. Therefore, the student must be present to acquire specific knowledge in this subject. Regular attendance is necessary for satisfactory achievement. Therefore, it is the responsibility of the student to attend class. Less than 90% attendance of class or lab may result in failure of the course; absenteeism jeopardizes the completion of the course. Class roll will be taken for each class. Absences will be noted. Individuals not present for roll call will be recorded as absent. Any anticipated class/lab absence must be reported to the instructor.

A student will receive one bonus point to the final clinic grade for perfect attendance, with a prior passing minimum average of 75%.

See Amarillo College Student’s Rights and Responsibilities Publication: http://catalog.actx.edu/content.php?catoid=18&navoid=813#Academic_Information.

Calendar

Week

Tuesday Lab 1-4:30

Wednesday Class

10:00-11:00

Thursday Lab 1-4:30

August

24-26

Rm 110>Lecture (1-2pm)

Review Syllabus

Wilkins-Chapter 1 The Professional DH

Clinic (2-4:30pm)

Introduction to the Operatory
Hand Washing & PPE
Setting Up your Typodont
Tour through the Office
Self-Eval/Peer-Assess

Rm 110>Lecture (10:30-11:30)

Wilkins-Chapter8 Patient Reception and Ergonomic Practice

Clinic> (1-4:30pm)

FACULTY EVAL: Hand Washing & PPE
Module 1 INST Ergonomics
Module 2 INST Clock Positions
Self-Eval/Peer-Assess

August

31-Sept 2

Rm 110>Lecture (1-2pm)

Wilkins-Chapter 5 Infection Control: Transmissible Diseases

Clinic > (2-4:30pm)

Faculty Eval-“ Ergonomics”
Faculty Eval-“ Clock Positions”
Tour through Sterilization
Chair Set Up
Self-Eval/Peer-Assess

Rm 110>Lecture (10:30-11:30)

Wilkins-Chapter 6 Exposure Control: Barrier for Patient and Clinician

Rm 110> Test (1-1:30pm)

Test: Wilkins-Chapter 1 & 8

Rm 110> Lecture (1:30-2:30pm)

Wilkins-Chapter 7 Infection Control: Clinical Procedures

Lab Rm 136>(2:30-4pm)

Medical Emergencies: Role Modeling
AC policies DH Emergency policies
AC DH Emergency Cart
Self-Eval/Peer-Assess

Clinic>(4-4:30pm)

Faculty Eval “ Chair Set Up”

September

7-9

Rm 110>Lecture (1-2pm)

Wilkins-Chapter 11 Medical, Dental and Psychosocial Histories

Lab Rm 136> (2-4:30pm)

Faculty Eval on Emergencies
TUTOR-Module 5,6 Medical History, Ready References

Rm 110>Lecture (10:30-11:30)

Wilkins-Chapter 3 Effective Health Communication

Rm 110>Test (1-1:30pm)

Test: Wilkins-Chapter 5,6,7

Rm 110> Lecture (1:30-4:30pm)

Wilkins-Chapter 9 Emergency Care
Wilkins-Chapter 10 Documentation for Dental Hygiene Care

September

14-16

Lab Rm 136>Lecture (1-2 pm)

Wilkins-Chapter 12 Vital Signs

Clinic (2-4:30pm)

Assignment Due-“Medical History”
Temperature
Pulse/Respiration
Blood Pressure
Self-Eval/Peer-Assess

Rm 110>Lecture (10:30-11:30)

TUTOR-Module 12 Soft Tissue Lesions

Rm 110>Test (1-1:30pm)

Test: Wilkins-Chapter 3&11

Lab Rm 136 (1:30-2:30pm)

Demonstration: EO/IO
TUTOR-Module 13, 14 TUTOR Head & Neck, Oral Exam

Clinic> (2:30-4:30pm)

Faculty Eval- “ Vitals”
Practice EO/IO
Self-Eval/Peer-Assess

September

21-23

Rm 110>Lecture (1-2pm)

Wilkins-Chapter 18 The Periodontium

Clinic (2-4:30pm)

Faculty Eval-“EO/IO”
INST Chapters 3, 4, 5, 6, 7 Grasp, Mirror, Finger Rest
Self-Eval/Peer-Assess

Rm 110>Lecture (10:30-11:30)

Quiz on Tutor-Module 12 Soft Tissue Lesions

Wilkins-Chapter 16 Hard Tissue Examination of the Dentition

Rm 110>Test (1-1:30pm)

Test: Wilkins-Chapter 9 &10

Lab Rm 136>Lecture (1:30-2:30pm)

Wilkins-Chapter 16 Hard Tissue Examination of the Dentition continued from Wednesday

Clinic>(2:30-4:30pm)

Faculty Eval-“Grasp/Mirror/Finger Rest”
Charting Excercise (Eaglesoft)
Occlusion Excercise (Eaglesoft)
Gingival Description on partner
Charting/Occlusion on partner
Self-Eval/Peer-Assess

September

28-30

Rm 110>Lecture (1-2pm)

Wilkins-Chapter 17 Dental Soft Deposits, Biofilm, Calculus, and Stains

Clinic > (2-4:30pm)

Faculty Eval-“Charting Exercise”
Faculty Eval-“Occlusion Exercise”
Gingival Description on partner
Charting/Occlusion on partner
Self-Eval/Peer-Assess

Rm 110>Lecture (10:30-11:30)

Wilkins-Chapter 19 Periodontal Disease Development

Rm 110>Test (1-1:30pm)

Test: Wilkins-Chapter 12 & 18

Rm 110 Lecture> (1:30-2:30pm)

Wilkins-Chapter 20 The Periodontal Examination

Clinic > (2:30-4:30pm)

Chapter 12 INST Probing
Practice on Typadont
Self-Eval/Peer-Assess

October

5-7

Rm 110>Lecture (1-2pm)

Chapter 21 Indicies and Scoring Methods

Clinic >(2-4:30pm)

Practice Probing
Module 8,9,10,11 INST Design, Movement, Adaptation, Strokes
Self-Eval/Peer-Assess
Faculty Eval-“Probing”

Rm 110>Lecture (10:30-11:30)

Wilkins-Chapter 22 Dental Hygiene Diagnosis

Rm 110>Test (1-1:30pm)

Test: Wilkins-Chapter 16, 17

Rm 110 Lecture (1:30-2:30pm)

Wilkins-Chapter 23 The Dental Hygiene Care Plan

Clinic > (2:30-4:30pm)

Faculty Eval- “Inst. Design/Movement, Adaptation & Stroke”
HVE Practice on Partners

October

12-14

Rm 110>Lecture (1-2pm)

Wilkins-Chapter 37 Instruments and Principles of Instrumentation

Lab Rm 136 (2-3:30pm)

Plaque Index/Calculus Boards
Module 14 INST Supragingival
Chapter 26 INST Powered Instrument Design and Function

Clinic>(2:30-4:30pm)

Practice: Function, Purging, Asepsis, Handling
Self-Eval/Peer-Assess

Rm 110>Lecture (10:30-11:30)

Wilkins-Chapter 37 Instruments and Principles of Instrumentation

Rm110>Test (1-1:30pm)

Test: Wilkins-Chapters 19 & 20

Clinic> (1:30-4:30pm)

Faculty Eval-“Power Scaling Function/Purging/Asepsis/Handling”
Standard Straight Insert Technique
Triplebend Insert Technique
Practicing Technique on Crayon
Practice Inserts on Wet Mankiken with HVE
Self-Eval/Peer-Assess

Fall Break

October

26-28

Clinic >Lab (1-4:30pm)

Faculty Eval-“Standard Straight/Triplebend Insert”
Practice on Partners with Inserts

Rm 110>Lecture (10:30-11:30)

Wilkins-Chapter 24 Preventive Counseling and Behavior Change

Rm 110>Test (1-1:30pm)

Test: Wilkins-Chapters 21, 22, 23

Lab Rm 136> (1:30-2pm)

Module 13 INST Explorers

Clinic> (2-4:30pm)

Practice Exploring
Self-Eval/Peer-Assess

November

2-4

Lab Rm 136(1-1:30 pm)

Module 15 INST Sickle Scalers

Clinic (1:30-4:30pm)

Typodont Practice Sickle Scalers
Self-Eval/Peer-Assess
Faculty Eval- “Exploring”

Rm 110>Lecture (10:30-11:30)

Wilkins-Chapter 25 Protocols for Prevention and Control of Dental Caries

Rm 110>Test (1-1:30pm)

Test: Wilkins-Chapter 24 & 37

Lab Rm 136(1:30-2pm)

Module 16 INST Subgingival Calculus
Module 17 INST Universal Curets

Clinic (2-4:30 pm)

Typodont Practice Universal Curets
Self-Eval/Peer-Assess
Faculty Eval-“Sickle”

November

9-11

Lab Rm 136(1-1:30 pm)

Module 19 INST Area Specific Curets

Clinic (1:30-4:30pm)

Practice Area Specific Curets
Self-Eval/Peer-Assess
Faculty Eval-“Universal Curet”

Rm 110>Lecture (10:30-11:30)

Wilkins-Chapter 34 Fluorides

Rm 110>Test(1-1:30pm)

Test: Wilkins-Chapter 25

Lab Rm 136(1:30-3 pm)

Wilkins-Chapter 26 Oral Infection Control: Toothbrushes & Toothbrushing
Wilkins-Chapter 27 Oral Infection Control: Interdental Care
Wilkins-Chapter 28 Dentifrices & Mouthwashes

Clinic (3-4:30pm)

OHI Exercises: Role Modeling
Faculty Eval-“Area Specific Curets”

November

16-18

Lab Rm 136(1-2:30 pm)

Wilkins-Chapter 42 Extrinsic Stain Removal
Selective Polish Demonstration
Fluoride & Desensitizing Demonstration

Clinic (2:30-4:30pm)

Practice Fluoride Application
Practice Desensitizing Application
Practice Coronal Polishing
Self-Eval/Peer-Assess

Rm 110>Lecture (10:30-11:30)

Wilkins-Chapter 34 Fluorides continued from last Wednesday

Module 27 INST Air Polishing

Rm 110>Test(1-1:30pm)

Test: Wilkins-Chapter 26,27,28

Lab Rm 136(1:30-3 pm)

Demonstration of Air Polishing
Cavijet and Air Handy

Clinic (2-4:30pm)

Practice on Both Types on Typodont
Self-Eval/Peer-Assess
Faculty Eval-“Fluoride & Desensitizing”
Faculty Eval-“Selective Polishing”

November

Rm 110> Lecture (1-2:30pm)

Wilkins-Chapter 41 Dentinal Hypersensitivity

Clinic 2:30-4:30pm)

Faculty Eval-“Air Polishing”
Practice Instruments on Partners

Advising

Holiday

November

30-December 2

1-4:30 pm (Clinic)

Clinical Practicum

MUST ACHIEVE A 75% TO PASS THE COURSE and Continue in the DH Program.

Rm 110>Lecture (10:30-11:30)

Preparing for Patient Care

Rm 110>Test(1-1:30pm)

Test: Wilkins-Chapters 34,41,42

Lab Rm 136(1:30-2pm)

Review AC DH Care Plan
AC DH Patient Care Protocol

Clinic (2-4:30pm)

Practice on DH Care: Assessment, Plan, Implementation and Evaluation Process
Instrument/Cavitron/Polishing

December 7-9

Clinic>1-4:30

Practice on Partners

Students will complete the entire appointment with their student partners.

Self-Eval/Peer- Assess

Rm 110>Lecture (10:30-11:30)

Final Review

Clinic>1-4:30

Practice on Partners

Students will complete the entire appointment with their student partners.

Self-Eval/Peer-Assess

Final Exam

Additional Information

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, j0333462@actx.edu

Syllabus Created on:

08/18/21 5:26 PM

Last Edited on:

08/20/21 4:32 PM

SUCCESS IS AMARILLO COLLEGE

SUCCESS IS TAKING THE FIRST STEP

SUCCESS IS BEING YOUR BEST SELF

SUCCESS IS REACHING YOUR FULL POTENTIAL

SUCCESS IS A LIFETIME OF LEARNING

Preclinical Dental Hygiene Syllabus for 2021-2022 Return to Syllabus List

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Preclinical Dental Hygiene Syllabus for 2021-2022
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