Durinda J. Mattana, Laura Manning-Lee, Kathi R. Shepherd

Identified a need for enhancing clinical reasoning skills

Students were lacking in the development of effective preventive care plans for their clinical patients

Students felt unprepared to effectively analyze patient assessment data and develop evidence-based, individualized interventions.

Integrate biomedical, oral medicine and clinical course content in order for students to better analyze patient assessment data

Incorporate meaningful classroom learning activities to simulate real-life patient care situations

Clinical Practice of the Dental Hygienist, Wilkins

Color Atlas of Common Oral Diseases, Langlais

Foundations of Periodontics for the Dental Hygienist, Nield-Gehrig

Fundamentals of Periodontal Instrumentation and Advanced Root Instrumentation, Nield-Gehrig

Patient Assessment Tutorials: A Step-By-Step Guide for the Dental Hygienist, Nield-Gehrig

CAESY Patient Education System axiUm Electronic Patient Record Instructional CD-RomWebinarsOnline School of Dentistry Clinic Manual

Instructional Methods:“The primary instructional method for this course

is the use of patient case studies to apply information learned through readings, lectures (live or online), and study quizzes. Through small group discussions regarding patient cases students will recommend customized preventive interventions based on patient assessment data. Hands-on experience with mechanical aids and various prevention products will also be included”.

What type of toothbrush and toothbrushing method would you recommend for Katherine? Be specific and provide a rationale for your recommendations.

What type of interdental mechanical aid(s) would you recommend for Katherine? Again, be specific and provide a rationale for your choice.

What is Katherine’s caries risk assessment according to the UDM Caries Risk Assessment Protocol?

Low Moderate High

Would you provide a professional fluoride treatment for Katherine? If so what type and why?

Would you recommend a desensitizing agent for Katherine? If so, which one and why?

What other preventive interventions would you recommend for Katherine?

Identify one unmet Human Need for Banu and circle it on the first column of the attached DH Care Plan Form. Explain how this ONE unmet human need is evidenced on the DH Care Plan Form (second column).

List any clinical findings that would be considered periodontal risk factors for Banu.

Does Banu require scaling and root planing (4341)? Why or why not?

Would you consider gingival curettage in any areas? Why or why not?

Would you consider the use of LDAs after scaling for any areas?

What type of toothbrush and toothbrushing method(s) would you recommend for Banu? Be specific and provide a rationale for your recommendations.

What type of mechanical plaque control device would be you recommend to clean the furcation areas of teeth #14-16. Be specific and provide a rationale for your recommendations.

Would you recommend that Banu stop using her plastic toothpicks? Why or why not?

What is Banu’s caries risk assessment according to the UDM Caries Risk Assessment Protocol? Explain. Low Moderate High

Choose one patient education video on Caesy that you would show Banu today. View the video and list any additional information you would add.

Product Evaluation Report

Students choose an oral health product from an established list and after researching the product, prepare a 1-3 page report.

Abstract Students choose a clinical research article

related to their chosen product (for the product report). The purpose of this assignment is to “jump start” the research process for the product evaluation report and to expose students to current literature.

Patient Education Script Students develop a 4 to 5 page written

chairside “patient education script” for one of the 15 patient cases in the Case Studies in Dental Hygiene text. The purpose of this project is to evaluate students’ ability to communicate appropriate information and oral hygiene techniques to a patient in a clinical setting.

Capstone Case Assignment Students work in groups of 4-5 students. A leader

is chosen, a recorder (types on tablet), and a presenter. Each student is responsible for contributing to their group. Each group has 35 minutes to work through their case to answer all questions and lay out a detailed prevention plan. Resources include the internet, course website, case studies text, course notes, etc. Each group puts their plan on a pen drive and presents it from the podium. Prevention plans developed by all five groups are posted on the course website by the group recorder.

Dental Hygiene Care Plan Students develop an individualized,

comprehensive preventive care plan as a “real-life” capstone project. The care plan is to be developed on one of their patients currently seen in the clinic. Care plans are privately developed in class via axiUm on their Tablet PCs. (classrooms are in the clinic building)

CoursEval Results OSCE Patient Education Video Communications Lab Daily Formative Clinical Evaluation Form Dental Hygiene Care Plans Board Exams