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: [email protected]
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: