SEQUENCE OF INSTRUCTION
The Sequence of Instruction is a planning guide only; actual delivery of content may vary with circumstances. Students will be
notified in writing of changes that involve the addition or deletion of content, learning outcomes, or evaluation prior to changes being
implemented.
Week
1
Learning Objectives
Introduction of Course Outline and
expectations
Introduction to Research Paper and
Outline
Unit 1: THE PAEDODONTIC
CLIENT
1.Define Paediatric Dentistry
2.Briefly review the history of
Paediatric Dentistry
3. Describe the appearance and
setting of a paediatric dental office
4. Describe age appropriate skills
and behaviours of children.
Resources and References
Course Outline
Rubric : Research
Paper Outline and
Research Paper
assignment
APA format handout
MDA Ch. 57
Hand out
WEB CT
Centre for Academic and Faculty Enrichment, Durham College
Est.
Class
Hours
.5
Learning
Outcomes
References
1,3,4
Learning and Feedback
Activities
Icebreaker Activity
Review subject outline
Guided discussion of
Assignment expectations
1.5
PP, lecture, discussion
Pair and share activity
Homework - Kiddie
questions handout
Evaluation and
Weighting
SEQUENCE OF INSTRUCTION
The Sequence of Instruction is a planning guide only; actual delivery of content may vary with circumstances. Students will be
notified in writing of changes that involve the addition or deletion of content, learning outcomes, or evaluation prior to changes being
implemented.
2
Unit 1: THE PAEDODONTIC
CLIENT Continued
MDA Ch. 57
Hand out
WEB CT
5. Discuss specific behaviour
techniques that work as positive
reinforcement when treating
children. (Including Attention deficit
disorder and other behavioural
conditions).
6. Describe what is involved in the
diagnosis and treatment planning of
a paediatric client.
7.Discuss the importance of
preventive dentistry in paediatrics
Introduction to Public Health
Rotation
.5
1,3,4
PP, lecture, discussion
1.5
Kiddie question activity
Feedback: Do I like Kids
questionnaire?
Guided discussion of
assignment expectations
Rubric: Public Health
Rotation Reflection
Field Trip Insurance
Form
Signup sheet : dates
Prev 1501 notes
Centre for Academic and Faculty Enrichment, Durham College
SEQUENCE OF INSTRUCTION
The Sequence of Instruction is a planning guide only; actual delivery of content may vary with circumstances. Students will be
notified in writing of changes that involve the addition or deletion of content, learning outcomes, or evaluation prior to changes being
implemented.
3
Unit 1: THE PAEDODONTIC
CLIENT Continued
MDA Ch. 57
Hand out
8. Discuss the types of procedures
performed for the paediatric client
compared with those performed to
treat clients with permanent teeth
9. Assess the oral health needs of
the paedodontic and older child.
WEB CT
2
1,3,4
PP, lecture, discussion
Case study
Introduction to Community
Assignment
Feedback: HomeworkCase study : Jake at the
Dental Office
Community Assignment
Rubric
Group signup sheet
Centre for Academic and Faculty Enrichment, Durham College
Guided discussion of
assignment expectations
SEQUENCE OF INSTRUCTION
The Sequence of Instruction is a planning guide only; actual delivery of content may vary with circumstances. Students will be
notified in writing of changes that involve the addition or deletion of content, learning outcomes, or evaluation prior to changes being
implemented.
4
UNIT 2: THE ADOLESCENT
CLIENT
1. Relate effectively with
adolescents in the dental
environment.
2. Describe the reasons for
increased dental caries and
periodontal disease at this age.
3. Discuss the following adolescent
health concerns and the dental
implications of each.
a. Cigarette smoking
Handout
WEB CT
b. Teenage pregnancy
c. Suicide
d. Drug and alcohol use and
abuse
4. Identify behavioural changes in
the adolescent.
Centre for Academic and Faculty Enrichment, Durham College
2
1,3,4
PP, lecture, discussion
Pair and Share activity
Story telling activity
Role playing activity
Feedback: Five most
popular illegal drug
search
SEQUENCE OF INSTRUCTION
The Sequence of Instruction is a planning guide only; actual delivery of content may vary with circumstances. Students will be
notified in writing of changes that involve the addition or deletion of content, learning outcomes, or evaluation prior to changes being
implemented.
5
Unit 3 COMMUNITY AND DENTAL Hand out
PUBLIC HEALTH
WEB CT
1. Define public health and dental
2
5, 6
Guest Speaker TBA
Feedback: Homework
questions
public health
2. Discuss dental disease as a
3.
4.
5.
6.
7.
public health problem
Define the role of the dental
assistant within the public
health system
Discuss strategies for delivering
dental education to various
target groups within the
community
Discuss the dental assistants
role of advocacy for high risk
populations in the community
Distinguish between mandatory
and discretionary programs
offered through public health
Discuss CINOT
Centre for Academic and Faculty Enrichment, Durham College
http://www.region.durha
m.on.ca/health.asp?nr=d
epartments/health/healthi
nside.htm
Formal
Assessment
Special Needs:
Research Paper
Outline due
5%
SEQUENCE OF INSTRUCTION
The Sequence of Instruction is a planning guide only; actual delivery of content may vary with circumstances. Students will be
notified in writing of changes that involve the addition or deletion of content, learning outcomes, or evaluation prior to changes being
implemented.
6
Unit 4: THE FEARFUL CLIENT
Handout
1. Recognize and assess the fearful
client.
2. Select appropriate strategies
when working with the fearful client.
3. Recognize and assess the client
with anxiety disorder.
4. Select appropriate strategies
when providing treatment to a client
with an anxiety disorder
WEB CT
Centre for Academic and Faculty Enrichment, Durham College
2
1, 3, 4
PP, lecture, discussion
Jonathon’s story: Case
study
Feedback:
1. Dental Anxiety self
test :
http://www.dentalfear.net
/phobia/ami.html
2. Homework: bring in an
article regarding some
form of racism for next
class.
Formal
Assessment
Test #1 Units 13: multiple
choice and short
answer
To be written
outside of class
time in the test
center (date
TBA)
25%
SEQUENCE OF INSTRUCTION
The Sequence of Instruction is a planning guide only; actual delivery of content may vary with circumstances. Students will be
notified in writing of changes that involve the addition or deletion of content, learning outcomes, or evaluation prior to changes being
implemented.
7
Unit 5: CULTURAL DIVERSITY
Handout
1. Discuss the concept of cultural
identity and values
2. Discuss the terms culture,
multiculturalism, race, racism,
ethnicity and stereotyping
3. Explain the relationship between
values and behaviour
4. Discuss one’s own culture and
the possible influence on behaviour
and attitude
5. Examine the current trends of
multiculturalism in Ontario
6. Discuss how cultural sensitivity
must be considered during dental
treatment
WEB CT
Newspaper article
sharing activity
Formal
Assessment:
Public Health
Rotation
Racism reborn Part 1 &
2
http://www.youtube.com
/watch?v=plQpLPy1eao
http://www.youtube.com
/watch?v=KgHelRCSxQ
w&feature=related
Utube Video discussion
5%
Centre for Academic and Faculty Enrichment, Durham College
2
1, 3, 4
PP, lecture, discussion
Feedback: Selfassessment : cultural IQ
test
SEQUENCE OF INSTRUCTION
The Sequence of Instruction is a planning guide only; actual delivery of content may vary with circumstances. Students will be
notified in writing of changes that involve the addition or deletion of content, learning outcomes, or evaluation prior to changes being
implemented.
8
9
UNIT 7: THE GERIATRIC CLIENT
Handout
1. Compare the different factors that
have formed our aging population
(such as the baby boom,
immigration, etc.)
2. Discuss the different theories of
Aging. (Disengagement, activity,
and continuity theory).
3. Discuss common medical and
oral problems of the elderly.
4. Discuss management techniques
for the Alzheimer’s client and family
in a dental setting
WEB CT
Unit 7 CONTINUED
5. Decide how dental offices can
remove barriers to care, and can be
made more accessible and safe for
the elderly.
6. Determine factors that contribute
to adverse drug reactions in the
elderly.
7. Identify social issues such as
loneliness, suicide, and alcoholism
in the elderly and elder abuse
2
1,3,4
Group activity: where do
your
parents/grandparents fit?
Video:
http://www.youtube.com
/watch?v=KIBcrmhmsb
A&feature=response_w
atch
Alzheimer’s Society of
Ontario
http://alzheimerontario.
org/english/home/defaul
t.asp?s=1
Canadian Network for
the Prevention of Elder
Abuse
http://www.cnpea.ca/
Handout
WEB CT
Centre for Academic and Faculty Enrichment, Durham College
PP, lecture, discussion
Utube video: Social
Care: Living with
Alzheimer’s
2
1,2,3,4,5,6,
7,8,9,10
PP, lecture, discussion
Formal
Assessment
Flip chart activity: Identify Special Needs
Research Paper
Barriers to care in the
due 10%
following areas: socioeconomic, Physical,
Personal, Other
SEQUENCE OF INSTRUCTION
The Sequence of Instruction is a planning guide only; actual delivery of content may vary with circumstances. Students will be
notified in writing of changes that involve the addition or deletion of content, learning outcomes, or evaluation prior to changes being
implemented.
10
Unit 8 CHILD ABUSE
1. Define Child Abuse
2. Identify physical and behavioural
indicators of different types of abuse
3. Describe the dental team’s role in
the prevention, identification and
treatment child abuse/neglect
4. Identify community resources
available to children and families to
support families in crisis
5. Discuss ways to respond
promptly and effectively to
suspected cases of child abuse by
providing appropriate
documentation and following
established reporting procedures
6. Establish a protocol form for
reporting child abuse using
community link information from
your community
MDA ch. 57
Pg. 934
Handout
WEB CT
Article: Dentistry’s
Responsibility to Child
Abuse
By Roman Holowaty,
CD, DDS and Frank M.
Stechey, BA, DDS
Website:
http://www.oacas.
org/childwelfare/report.h
tm
CFSA handout
Centre for Academic and Faculty Enrichment, Durham College
2
1, 3, 4
Guest Speaker
Presentation
Formal
Assessment
Test #2 Multiple
Choice Unit 4-6
To be written
outside of class
time in the test
center (date
TBA) 25%
SEQUENCE OF INSTRUCTION
The Sequence of Instruction is a planning guide only; actual delivery of content may vary with circumstances. Students will be
notified in writing of changes that involve the addition or deletion of content, learning outcomes, or evaluation prior to changes being
implemented.
11
UNIT 8: THE SPECIAL NEEDS
CLIENT
1. Distinguish between the term
handicapped and disabled.
2.Recognize a barrier-free
environment
3. Describe proper wheelchair
transfer techniques.
4. Select various client positions and
stabilization techniques.
5. Determine appropriate clinical
procedures and client education for
all special needs individuals.
Handout
WEB CT
Video introduction:
question and answer
period
MDA Ch. 57 pg. 9231025
PP and guided
discussion
Video:
http://www.youtube.com
/watch?v=zUW_f0dQNt
Y&feature=related
Down Syndrome
Association of Ontario:
http://www.dsao.ca/
Ontario Association on
Developmental
Disabilities
http://www.oadd.org/link
s/regional.htm
CNIB
http://www.cnib.ca/
Centre for Academic and Faculty Enrichment, Durham College
2
1,2,3,4,5,6,
7,8,9,10
Feedback: What is an
Intellectual Disability?
http://www.cacl.ca/englis
h/aboutus/definitions.htm
l
SEQUENCE OF INSTRUCTION
The Sequence of Instruction is a planning guide only; actual delivery of content may vary with circumstances. Students will be
notified in writing of changes that involve the addition or deletion of content, learning outcomes, or evaluation prior to changes being
implemented.
12
UNIT 8: THE SPECIAL NEEDS
CLIENT CONT”D
Handout
Formal
Assessment
Community
Assignment 5%
6. Describe the dental implications
of various impairments, disabilities,
or handicaps.
13
Topics will include:
a. Developmental Disabilities
b. Sensory Disabilities
c. Orthopaedic, C.N.S., and
Muscular Disorders
d. Parkinson’s Disease
Unit 8-Objective 6 continued:
.Describe the dental implications of
various impairments, disabilities, or
handicaps (continued)
Handout
WEB CT
Topics will include:
e. Respiratory Disease
f. Arthritis
g. Cancer – Oral and Leukemia
h. Bleeding Disorders
i. Mental illness
Centre for Academic and Faculty Enrichment, Durham College
2
1,2,3,4,5,6,
7,8,9,10
PP, lecture,
Feedback: Homework:
make up 10 multiple
choice review questions
SEQUENCE OF INSTRUCTION
The Sequence of Instruction is a planning guide only; actual delivery of content may vary with circumstances. Students will be
notified in writing of changes that involve the addition or deletion of content, learning outcomes, or evaluation prior to changes being
implemented.
14
Final Test
Centre for Academic and Faculty Enrichment, Durham College
Formal
Assessment:
Test # 3 Units
7& 8
To be written in
the test center
(date TBA)
25%
SEQUENCE OF INSTRUCTION
The Sequence of Instruction is a planning guide only; actual delivery of content may vary with circumstances. Students will be
notified in writing of changes that involve the addition or deletion of content, learning outcomes, or evaluation prior to changes being
implemented.
Course Specific Policies and Expectations:
1.
It is strongly recommended that students attend all lectures. If absence is unavoidable, notify the appropriate professor before 8:00 a.m. in order to be
eligible to write missed tests, obtain handouts, or to get extra support for missed classes. In case of illness, a medical certificate may be required.
2.
A 50% grade will provide a passing mark in this course. Assignments must be completed on or before the due date. Late assignments will be
penalized 10% per day late. No assignments will be accepted 2 days past the due date. An automatic (0) will be assigned to late assignments if the
student has not contacted the professor before 8:00 A.M on the day the assignment is due. One half mark per spelling error will be deducted to a total
of 10% of the overall grade.
3.
Refer to the Dental Assisting Program Guide for policies regarding missed tests. Students are expected to write all quizzes and tests. All tests will be
closed book. There will be three (3) tests held during the term. All test marks will stand. There will be no re-writes. For all tests, quizzes and
assignments, a deduction of ½ mark per error will be made for incorrect spelling of terminology, to a maximum of 10%.
4.
Students are expected to utilize WEB CT regularly for homework assignments, course announcements, and to review PP presentations.
5. An integral part of this course involves field trips into the community. In order to be successful in this course, participation in all field trips is mandatory.
Centre for Academic and Faculty Enrichment, Durham College