Principles in Dental Hygiene IIIDHY 201Fall 2019

Number of Credits: 2

Days Class Meets: Wednesday

Meeting Times: 10:00-11:50am

Location: Central Campus, DHY 104G

Instructor: Carrie Wilson RDH, MA

Office: DHY 104K

Contact Phone: 269-753-4265

Contact Email: wilsoncarrieb@jccmi.edu

Office Hours: by appointment

Online: N/A

Course DescriptionContinued development of a theoretical framework of dental hygiene treatment with advancement of dental hygiene proficiency in all areas of dental hygiene treatment. Presentation and discussion of case histories from patients and preventive measures employed against disease with emphasis on special needs patients.

Prerequisite(s)Prerequisites: DHY 120, 121, 122,Co-requisites: DHY 202, 203, 204

Course Goals Identify, describe and develop dental hygiene care plans for patients with special

needs. Apply the theory of advanced instrumentation techniques in a clinical setting. Demonstrate continued competence in the handling of medical emergencies in a

dental setting. Demonstrate continued competence in evaluating the clinical risks of patients

with infectious diseases.

ASSOCIATED PROGRAM COMPETENCIES WITH EVALUATION METHODS:2.3 The dental hygiene graduate must contribute to the enrichment of the dental

hygiene profession. (Participation in SADHA)

3.1: Provide quality, safe and comfortable dental hygiene care for the child, adolescent, adult, geriatric and medically compromised client. (Exam, Case Studies)

3.2: Provide quality, safe and comfortable dental hygiene care for clients with special needs and those from diverse cultural backgrounds. (Exam, Case Studies)

5.1: Use critical decision making skills to analyze and interpret the assessment data to formulate an accurate dental hygiene diagnosis. (Case presentation)

8.1: Compare actual outcomes to expected outcomes, reevaluating goals, diagnoses and services when expected outcomes are not achieved. (Case presentation)

Course ObjectivesUpon completion of the reading material and lecture and laboratory experiences, the student will be able to:Week 1: Review

1. Explain and discuss management, concerns, and risks for following patient categories:a. Patients needing antibiotic premedication.b. Patients that have cardiac issues.c. Patients with bleeding disorders.d. Patients with TB (active TB vs. history of TB).e. Patients who are pregnant.f. Patients with hepatitis (active hepatitis vs. history of hepatitis).

2. Explain and discuss management, concerns and risks for the following dental/clinical emergencies:

a. Broken instrument tip.b. Aspiration of foreign objects.c. Local anesthetic reactions.d. Diabetic emergencies.e. Seizure emergencies.f. Respiratory emergencies.g. Cardiac related emergencies.h. Anaphylactic emergencies.

Week 2: Neild-Gehrig: Advanced Techniques for Root Instrumentation1. Discuss anatomical features that complicate the instrumentation of root surfaces in the

presence of attachment loss.2. Demonstrate the use of an explorer on extracted or acrylic teeth including exploration of

root concavities and the furcation areas of multirooted teeth.3. Select calculus removal instruments that are appropriate for root instrumentation in the

presence of attachment loss.4. Demonstrate the correct sequence for instrumentation of a multirooted tooth with area-

specific curets, including the root trunk and individual roots of the tooth.5. Select the correct working-end of an area-specific curet for use with horizontal strokes in

mesial and distal root concavities (toe-down or toe-up position).6. Demonstrate each of the following advanced intraoral fulcrums on a periodontal typodont

in an appropriate sextant of the dentition for the fulcrum: finger-on-finger intraoral, cross arch, and opposite arch, and instrumentation strokes with a finger assist technique.

7. Demonstrate each of the following extraoral fulcrums on a periodontal typodont in an appropriate sextant of the dentition for the fulcrum: extraoral “palm-out” technique, extra-oral “chin-cup” technique, and instrumentation strokes with a finger assist technique.

8. Demonstrate horizontal strokes in a proximal root concavity on an acrylic tooth or periodontal typodont and explain the rationale for using horizontal strokes in concavities.

9. Demonstrate horizontal strokes in the facial concavity located between the CEJ and furcation area of multirooted teeth and explain the rationale for using horizontal strokes in this area.

10. Demonstrate horizontal strokes at the distofacial and distolingual line angles on acrylic teeth or periodontal typodont and explain the rational for using horizontal strokes at line angles.

11. Demonstrate instrumentation of the furcation area on a mandibular first molar on an acrylic tooth or periodontal typodont.

12. Demonstrate instrumentation of the furcations on a maxillary first molar from the facial aspect. Instrument only those furcations that are best accessed from the facial aspect.

13. Demonstrate instrumentation of the furcations on a maxillary first molar from the lingual aspect. Instrument only those furcations that are best accessed from the lingual aspect.

DarbyChapter 42: Persons with Disabilities

Name key legislative policies that benefit disabled persons Identify barriers for clients with special healthcare needs Discuss the value of personal self-worth, including how stereotypes and attitudes affect

the acceptance of persons with disabilities Explain the classifications of disabilities, including:

o Distinguish among developmental, acquired, and age-associated disabilitieso Identify portrayal issues associated with persons with special healthcare needs

Describe assistive devices for activities of daily living Describe oral self-care devices Discuss client positioning and stabilization Explain how to stabilize a client during wheelchair transfers and professional care Discuss the opportunities for the dental hygienist in health promotion and advocacy for

clients with disabilitiesChapter 47: Persons with Neurologic Sensory Deficits

Provide general descriptions of dental hygiene care for persons with neurologic and sensory deficits

Discuss dysfunctions of the motor system, including characteristics, treatment and prognosis, oral clinical findings, special considerations, and oral self-care instructions

Discuss peripheral neuropathies, including characteristics, treatment and prognosis, oral clinical findings, special considerations, and oral self-care instructions

Discuss spinal cord dysfunction, including characteristics, treatment and prognosis, oral clinical findings, special considerations, and oral self-care instructions

Discuss seizures, including characteristics, treatment and prognosis, oral clinical findings, special considerations, and oral self-care instructions

Discuss disorders of higher cortical function, including characteristics, treatment and prognosis, oral clinical findings, special considerations, and oral self-care instructions

Discuss cerebrovascular disease, including characteristics, treatment and prognosis, oral clinical findings, special considerations, and oral self-care instructions

Discuss sensory disorders, including characteristics, treatment and prognosis, oral clinical findings, special considerations, communication techniques, and oral self-care instructions

Chapter 48: Persons with Autoimmune Diseases Explain immune dysfunction Discuss pathophysiology of autoimmune diseases

Describe pharmacologic considerations for autoimmune diseases Discuss how autoimmune diseases affect the dental hygiene process of care, including:

o Recognize the systemic and oral manifestations of common autoimmune diseases covered in this chapter

o Identify human needs related to each of the autoimmune diseases listed in this chapter and describe their implications for dental hygiene care

o Develop a dental hygiene care plan appropriate for persons with autoimmune disease

Chapter 49: Renal Disease and Organ Transplantation Define solid organ transplant and the United Network for Organ Sharing Discuss solid organ transplant candidates, including:

o Determine oral health needs of solid organ transplant candidates, including realistic expectations for persons living with end-stage organ disease

o Manage xerostomia as a special consideration in persons living on dialysiso Develop a dental hygiene care plan for the solid organ transplant candidateo Interact with members of the pretransplant and post-transplant healthcare teams

Discuss dental care after solid organ transplantation, including:o Determine oral health needs of solid organ transplant recipientso Identify the actions indicated immediately after transplanto Develop a dental hygiene care plan for the solid organ transplant recipient

Chapter 51: Cognitively and Developmentally Challenged Persons Discuss intellectual and developmental disabilities (IDDs), including:

o Identify causes of IDDso Describe general characteristics of IDDs

Discuss Down syndrome, including:o Explain the cause of Down syndromeo Describe general characteristics of Down syndromeo Describe medical conditions that may accompany Down syndrome and their

effect on dental hygiene care Discuss autism spectrum disorders (ASDs), including:

o Identify the different types of ASDso Describe general characteristics of ASDso Outline instructional strategies to overcome communication barriers with a client

who has an autism spectrum disordero Plan educational interventions for a client with intellectual disabilities, Down

syndrome, or autism spectrum disordersChapter 52: Alcohol and Substance Abuse Problems

Describe alcohol and substance abuse Describe physiologic, genetic, and environmental causes of substance abuse, including:

o Identify the action of psychoactive drugs on neurotransmitterso Define the addiction curve and fetal alcohol syndromeo List the risk factors for substance abuse

Compare medical treatment options for substance abuse Discuss implications for the dental hygiene process of care caused by substance abuse,

including:o Describe the short-term, long-term, and systemic substance abuse effectso Identify oral signs and symptoms associated with substance abuseo Discuss the dental hygiene process of care related to clients with substance

abuse problems and those in recovery

Explain why professionals are at risk for chemical dependenceChapter 53: Eating Disorders

Define eating disorders and the dental hygienist’s role in recognizing them Describe eating disorders, specifically anorexia nervosa, bulimia nervosa, and binge-

eating disorder, based on diagnostic criteria and epidemiology Discuss the psychosocial, physiologic, and oral health effects of anorexia nervosa and

bulimiaChapter 57: Orofacial Clefts and Fractured Jaw

Discuss orofacial clefts, including:o Discuss their incidence, prevalence, and etiologyo Differentiate between the types of lip and palatal cleftso Educate caregivers about complications and hygiene care associated with

orofacial clefts Discuss jaw fractures, including:

o Discuss the incidence, prevalence, etiology, and types of fractureso Recognize signs and symptoms of a fractured jawo Plan dental hygiene care for a client undergoing maxillomandibular fixationo Educate clients about the prevention of jaw fractures

Chapter 60: Abuse and Neglect Define the following terms: maltreatment, abuse, neglect, and P.A.N.D.A. Discuss child maltreatment, including how to distinguish the physical findings that may

be mistaken for abuse including injuries occurring from accidents, genetic and acquired conditions, infections, and cultural practices

Discuss family violence, including bullying and domestic violence Discuss the abuse and neglect of the elderly and other vulnerable adults Explain human trafficking and list indicators of possible victims Discuss the disclosure and reporting of abuse, including:

o Explain the oral health professionals’ ethical and legal responsibilities regarding reporting abuse and neglect, implement appropriate screening questions, and eliminate reporting barriers

o Identify appropriate local and national agencies to report abuse and neglectChapter 61: Palliative Oral Care

Define palliative care, including:o Discuss the purpose of palliative care and its goals based on the World Health

Organizationo Explain the importance of palliative oral care at end of life

Discuss palliative oral care, including:o Explain standard oral hygiene careo Assess signs and symptoms of oral complications commonly found among

palliative care patients and intervene appropriately to maximize comfort using oral care

Describe the role of the dental hygienist as part of the palliative care team Explain the steps of the dental hygiene process of care

Textbook Jackson College Program Manual Dental Hygiene Theory and Practice , (2015) 4th ed., Darby, Michele Leonardi, Walsh,

Margaret M., St Louis, Missouri: Elsevier. ISBN: 978-1-4557-4548-7

F und a m entals o f P er i o d o n t al I n stru m entat i o n & A d v a n ced Root I n stru m entat i o n 8 th Ed. (2016) Gehrig, J. Philadelphia: Wolters Kluwer. ISBN: 978-1-4963-2020-9

Text Book Zero! This text is available in a digital format. Please see the links posted on our class Jet Net site. This text is available to rent or purchase in digital format through the JC Bookstore.

ExtrasN/A

Grading ProcedureCOURSE LEARNING EXPERIENCES:Unit Exams (3 @ 50 points each) 150Comprehensive Final Exam 100Special Needs Activities (2 @ 15 points each) 30Case Study 50Classroom Engagement 15Attendance 15 Total 360 points

Grading Scale

GPA GRADE RANGE

4.0 94-100%

3.5 89-93%

3.0 84-88%

2.5 78-83%

*2.0 72-77%

1.5 66-71%

1.0 60-65%

0.5 55-59%

0.0 0-54%

FailureStudents must successfully demonstrate skills learned in this course and receive a grade of 75% (2.0) or higher to progress in the Dental Hygiene Program.

Course RequirementsUnit Exams & Comprehensive Final: (Exams @ 75 points; total of 225 points. Final @ 100 points)This course will include 3 unit exams and a comprehensive final exam that includes material from the entire semester. Examinations may include case studies, multiple-choice items, true-false, matching, short answer and/or essay items. Students will be informed of the general content and nature of test items prior to each examination. Any scheduled exam missed

because of an absence must be completed within one week or it will automatically become a zero. It is the student’s responsibility to make arrangements for a make-up exam. Make-up exams may include questions in an alternate format such as short answer or essay questions. It is the discretion of the instructor whether specific questions will be excluded due to ambiguity.

Case Study (50 points)See end of syllabus for rubric and requirements for this assignment.

Special Needs Activities (30 points) This course will include two special needs activities to be completed by each student. These activities are graded by pass/fail. If the student participates fully in the activity on the given day, all points for that activity shall be awarded. However, if the student decides for forgo participation in any portion of the given activities, Zero points will be awarded for that activity. All students shall share in the responsibility of completing the activity equally.

Classroom Engagement (15 points)Students are expected to actively participate in the learning experience each time the class meets. Class participation may include any or all of the following behaviors: Asking questions pertaining to the topics of the day, answering questions presented by the instructor or a fellow classmate, offering evidence-based insight into a particular topic, sharing a personal experience related to a particular topic and contributing well-intentioned thoughts to group discussions. Students are also expected to be engaged in the topic that is currently being discussed. Three percent (3%) of your total course grade for each class is derived from classroom engagement. Absences and lapses in classroom engagement will be reflected in a point deduction from the Classroom Engagement grade portion of the course. Any discrepancies or questions about your Classroom Engagement should be addressed with your instructor as soon as possible.

A t te n dan c e/Professionalism Po l i c y (15 points)You are preparing for a career where punctuality, professionalism and dependability are expected. Therefore, your attendance and participation in all courses are required and necessary for preparing you for future employment. Four percent (4%) of your total course grade for each class is derived from attendance and professionalism. Attendance will be taken at the beginning of each class. If a student is not present, seated, and ready to begin, 2 points will be deducted. Any discrepancies or questions about your attendance grade should be addressed with your instructor as soon as possible. Infractions related to the professionalism rules and regulations will result in a 2-point deduction. Professionalism deductions include but are not limited to the rules and regulations listed under course policies. All professionalism guidelines are listed in the Jackson College Dental Hygiene Program Manual.

Course ManagementIt is the student’s responsibility to officially withdraw from any class that she/he ceases to attend – see the College Calendar for official withdrawal and refund dates. Failure to withdraw will result in the recording of a “0” grade for that course.

Academic Honesty PolicyAcademic Honesty is defined as ethical behavior that includes student production of their own work and

not representing others' work as their own, by cheating or by helping others to do so.

Plagiarism is defined as the failure to give credit for the use of material from outside sources. Plagiarism includes but is not limited to:

Submitting other's work as your own

Using data, illustrations, pictures, quotations, or paraphrases from other sources without

adequate documentation

Reusing significant, identical or nearly identical portions of one’s own prior work without

acknowledging that one is doing so or without citing this original work (self-plagiarism)

Cheating is defined as obtaining answers/material from an outside source without authorization. Cheating includes, but is not limited to:

Plagiarizing in any form

Using notes/books/electronic material without authorization

Copying

Submitting others' work as your own or submitting your work for others

Altering graded work

Falsifying data

Exhibiting other behaviors generally considered unethical

Allowing your work to be submitted by others

Makeup PolicyWays that students can manage their enrollment in a course for special circumstances. Includes

withdrawal, and audit and incomplete grading procedures.

HelpMandatory Tutoring:Students enrolled in the Dental Hygiene Program at Jackson College must attain a 75%or higher to proceed each semester and graduate from the program.If the student’s grade falls below a 75% in any aspect of the course, or if the instructor feels that the student would benefit from additional tutoring, the student will be required to coordinate and attend mandatory tutoring with one of the course instructors. Mandatory tutoring sessions are designed to provide appropriate remediation in courses where the student is earning less than a 75%.

Mandatory tutoring will continue until the student’s cumulative course grade is above 75%, or at the discretion of the lead instructor.

Failure to attend the mandatory tutoring sessions will result in a 2 point deduction from the attendance/professionalism portion of a student’s grade.

Students must bring and use classroom study materials related to the course(s) in which they are being tutored.

Se rv i c e s f o r S t uden ts w i th D i s ab i li t i e s : Reasonable accommodations are provided to qualified students based on current documentation. Students requiring special accommodations in the Dental Hygiene Program must follow JC protocol in

filing proper paperwork with the Center for Student Success. Once the paperwork is approved by the

Disability Support Services Officer, accommodations will be communicated to your instructor. It is

important to contact a Center for Student Success professional prior to the start of the semester in order

to receive accommodations in a timely manner. While we will make every effort to coordinate

accommodations in a timely manner, failure to self-identify prior to the start of the semester may delay

notification to instructors and timeliness of acquiring accommodations. Accommodations do not

automatically carry over to the next semester.

https://www.jccmi.edu/center-for-student-success/accommodations-for-students-with-disabilities/

C han g e s to c ou r se r equ ir e me n ts o r s c hedu l e : The instructor reserves the right to modify course content and/or the evaluation procedures as deemed necessary.

Student Grievance Procedure, Due Process, and AppealsA student who has a problem with the course or the course instructor should make every attempt to resolve the problem with the course instructor first. If the issue remains unresolved, the student should then discuss their concerns with the Dental Hygiene Program Director. If the response is not adequate to the student, the student should then follow the outlined JC policy for student grievances which can be found at the college website: https://www.jccmi.edu/ombudsman/student-complaint-process/

Calendar

Course Schedule for DHY 201 Principles in Dental Hygiene III

Class MeetingDates

Dental Hygiene III

Topics

Reading Assignment

Other assignments

Sept. 4

Introduction to course, Syllabus and Clinic

Requirements

Review of Management of Medical Concerns and

Risks

JC Program Manual –

risk management

section and emergency

protocol

Sept. 11 Advanced Instrumentation techniques

Practice on Manny - Evaluation

Sharpen Instruments - Evaluation

Nield-Gehrig Module 21

Need Explorer/Gracey Curets

Sept. 18 Persons with Disabilities

Persons with Neurologic Sensory Deficits

Darby

Ch 42 & 47

Sept. 25 Exam #1

Clinic Business

Oct. 2 Activities Persons with Disabilities Ch 42

Oct. 9 Persons with Autoimmune Diseases

Renal Disease and Organ Transplant

Ch 48

Ch 49

Oct. 16 Developmentally and Cognitively Challenged

Alcohol and Substance Abuse Problems

Ch 51

Ch 52

Oct. 23 Exam #2

Clinic Business

Oct. 30 Activities Developmentally and Cognitively

Challenged

Ch 51

Nov. 6 Eating Disorders

Orofacial Clefts and Fractured Jaw

Ch 53

Ch 57

Nov. 13 Abuse and Neglect

Palliative Oral Care

Ch 60

Ch 61

Nov. 20 Exam #3

Clinic Business

Nov. 27 No Class

Dec. 4 Case Study Presentations

Dec. 11 Case Study Presentations

Final JetNet

Important Dates: Fall 2019

DATE EVENT

SEPT. 3, 2019 DAY AND EVENING CLASSES BEGIN

SEPT. 3 – DEC. 19, 2019

SEMESTER DATES

SEPT. 17, 2019 IN-SERVICE DAY. NO CLASSES

OCT. 4, 2019 PATHWAY SHOWCASES DAY. NO CLASSES

NOV. 27 – DEC. 1, 2019 THANKSGIVING BREAK. NO CLASSES

DEC. 19, 2019 END OF FALL SEMESTER

Dec. 21, 2019 Grades Due

Student ResponsibilitiesRules and regulations:

1. Turn off your cell phone when you come to class. You will be asked to leave class for the remainder of the day if you answer a cell phone or reply to a text message during class.

2. If a cell phone goes off during class it will be confiscated by the instructor for the remainder of the class.

3. Laptops, tablets and notebooks may ONLY be used for learning purposes during class. Do not e-mail, surf or do work from other classes in this class.

4. Be in class, seated, and ready to participate at the beginning of class time. A tardy is defined as missing over 5 minutes of a class period once the instructor has begun the class.

5. It is the student’s responsibility to notify instructor of an absence.6. Talking between students during class is prohibited. The instructor reserves the right

to assign seating for the benefit of the learning experience for the entire class.7. Plan to spend the entire period in class unless you have cleared an exception with the

instructor beforehand.8. Expect to attend to bathroom and other needs before class. Students must request

permission from the instructor for emergency needs.9. Expect to contribute your share of work toward any teamwork projects and put

forth measurable effort to make the teamwork experience a positive one. Teamwork will be evaluated as a part of project grading.

10. Should a “pop” quiz be administered during class time, all backpacks, phones, etc. shall be brought to the front of the classroom.

11. The student will be responsible for attaining a 75% or higher on exams, case studies, literature review and PowerPoint® presentations.

12. The student will be responsible for reading the assigned chapters and other resources BEF O RE class each week.

13. The student is expected to demonstrate respectable behavior towards peers and faculty.

S t uden t e mail a n d JetNet: It is the student’s responsibility to utilize and check his/her JC email account and JetNet on a D AILY basis.

L a te Wo r k an d Mi s s e d De a d li ne s: Absence for any reason, including illness or late registration, in no way relieves the student of the responsibility for completing all work in the course. All assignments and projects are due on the dates and times given in the course schedule and syllabus. They are subject to change at the discretion of the course instructor. Each missed due date for class assignments will result in a 5-point deduction, per day, for every day the project is late. Missing a deadline could substantially lower your grade.

**If you foresee difficulty in meeting a deadline for an assignment please meet with your instructor i m m ed i ate l y to determine a plan of action to complete your assignment. Assignment completions may be handled on a case by case basis at the discretion of the lead faculty. **

Incomplete Grade PolicyIn order to receive a grade in a Dental Hygiene course, all course learning experiences must be completed by the student. An Incomplete grade may be given by the Lead Faculty when the student has not completed all requirements for the course grade. The Lead Faculty will determine if there is proper cause for giving an “I” rather than a grade. An I/Incomplete grade will be accompanied with a Performance Notice prepared by the Lead Faculty. This form stipulates the reason for the “I” grade and describes the following for changing the “I” to a grade:

The activities/requirements the student must complete The date the requirements must be completed The final grade that will be granted if the requirements are completed as stated. If the requirements are not fulfilled by the student as stipulated, the student will receive a

0.0/fail grade.Please refer to Jackson College “Incomplete Grade Policy” for more information:

https://www.jccmi.edu/wp-content/uploads/2015/11/1003.pdf

Attendance PolicyIn compliance with Federal Title IV funding requirements, as well as college initiatives, reporting of

student participation in classes will occur at three designated times each semester. Instructors will assign

one of three non-transcripted letter symbols to each student during each reporting period (see below).

Students identified as no longer participating will be dropped or administratively withdrawn from the class,

and students identified as needing academic assistance will be contacted.

Participation/Progress Symbols

H – The student is not doing acceptable work and needs Help to be successful.

Q – The student has not participated and the instructor believes they have unofficially withdrawn

(Quit). These students will be dropped/withdrawn from the class.

V – The instructor Verifies that the student is participating and doing acceptable work.

Case Study

CASE STUDY GRADING CRITERIA

The purpose of this presentation is to develop a case study based on a patient you have treated in clinic this semester. (DHY 202) The case presentation will encompass all the 6 components of the Dental Hygiene Process of Care and must include health promotion and disease prevention strategies. Chapter 22 of Darby text will assist you.

A patient must meet the following criteria:

1. Patient must be over 18 years of age.2. Class Ill or IV hard deposit and Periodontal Class Type II or above.3. Re-evaluation appointment required so you can obtain "before and after" photos.**

**Loss of 4 points if "after" photos not taken.

Assessments: Patient Medical HistoryCurrent medications (their implication to the case) Social historyDental history

Clinic Data: Extra- and intraoral examination Hard deposit and plaque indexGingival and periodontal examination, periodontal chart, Hard tissue chart, Patient assessment Data and any other pertinent information

Radiographs: Required and appropriate to the case; based on patient need

Clinical Photos: Patient photos to be included and any additional photos should include anything relevant to the case .

All Components of the patient's Treatment Plan

ALL DATA FROM SHOULD BE INSERTED IN POWERPOINT OR PRESENTATION FORMAT. PLEASE KEEP HIPPA IN MIND WHEN PUTTING TOGETHER YOUR CASE STUDY.Using these instructions, you will prepare your case study in powerpoint format. Each powerpoint slide should have written comments using the " note pages" format. A printed copy is to be provided for the course instructor. Students will present their case studies during the last two class sessions of the semester. Attendance is mandatory at all class sessions for presentations (course instructor reserves the right to deduct additional points off for not attending all sessions). Please use the rubric provided for specific Guidelines to follow for constructing your case study.

Grading Rubric for Case Study presentation – DHY 201

CATEGORY 5 3 1 01. How you clinically treated the patient and why.

Met all expectations Minimal

expectation

N/A No

explanation

given2. Lesson that you learned from the case,for example, what would you differently next time.

Lesson clearly

stated with

explanations of what

was learned for

future treatments

Lessons listed,

but not

explained

N/A No lessons

given

3. A summary of your goals and how they incorporated the patient's goals.

Operator and patient

goals clearly stated,

explained and

compared/contraste

d

Minimal goals

given with no

operator/patient

comparisons

N/A No goals

listed

4. What preventive counseling or intervention strategies that you utilized and why.

Listed all techniques

employed for

preventive

counseling, why they

were used, how they

were used, and how

patient responded to

interventions

Listed all

techniques, but

may have

omitted the why

and how the

technique was

used or the

patient’s

response to the

intervention

N/A Preventive

counseling

not

mentioned

5. A summary of

your outcomes

of treatment

Outcomes clearly

stated, explained

and discussed with

explanation of recare

interval

Outcomes

listed without

explanation, no

recare interval

given

N/A No outcomes

listed

6. Complexity of

case (for

example:

amount of

medical, dental,

social and

pharmacological

issues).

Met or exceeded all

expectations

Patient had

issues in 3 of 4

categories

Patient had

issues in 2 of

4 categories

Patient had

issues in one

or less

category

7. Photos/use of

intraoral

cameras; before

Before and after

photos were

provided. Student

Before and

after pictures of

deposit

Either before

or after

photos were

No photos

provided

DHY 201– Principles in Dental Hygiene III: Syllabus Agreement Statement Fall 2019

By signing this form, I am indicating that I have read the entire syllabus for DHY 201– Principles in Dental Hygiene III course for the Fall 2019 semester. I am aware of the course requirements, professional expectations, policies and procedures, the course schedule and the assignment deadlines. I have asked any questions I have regarding the information contained in the syllabus and my questions have been answered. I understand that I will be expected to follow the policies and procedures outlined in the syllabus and uphold my personal and professional integrity as a dental hygiene student.

Signed: Date:

Print Name: