DAE 108
Dental Assisting II
II
Course Package
Approved May 13, 2010
MCC Form EDU 0007 (rev. 10/21/09)
COURSE PACKAGE FORM
Contact Person (s)
Tracy Gift
Date of proposal to Curriculum Sub-committee:
May 13, 2010
Purpose:
__ New
If this is a change, what is being changed?
(Check ALL that apply)
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Effective Semester/Year
Fall 2010
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Update Prefix
Title
Learning Units
Competencies
Format Change
Spring ______
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__ Course Description
__ Course Number
X Textbook
__ Credits
__ Prerequisite
Summer 20_____
COURSE INFORMATION
Prefix & Number: DAE 108
Title: Dental Assisting II
Catalog Course
Presents fundamental skills for clinical dental assisting. Emphasized are the role of the
dental assistant is patient procedures and patient management.
Credit Hours: 3
Lecture Hours: 2
Lab Hours: 2
Prerequisite(s)
Successful completion of DAE 105 and DAE 107
Co-requisite(s)
DAE 108L
Does this course need a separately scheduled lab component?
Yes
No
Does this course require additional fees? If so, please explain.
Fee already approved by the Governing Board
Is there a similar course in the course bank?
Yes (Please identify.)
No
DAE 110
Articulation: Is this course or an equivalent
No
offered at other colleges/universities in
Yes (Identify the college, subject, prefix,
Arizona?
number and title:
Writing Across the Curriculum Rationale:
Mohave Community College firmly supports the idea that writing can be used to improve
MCC Form EDU 0007 (rev. 10/21/09)
education; students who write in their respective content areas will learn more and retain
what they learn better than those who don’t. Courses in the core curriculum have been
identified as “Writing Across the Curriculum” courses.
Suggested minimum standards for Writing Across the Curriculum component are as
follows: 1. The writing assignments should total 1500 – 2000 words. For example, a
single report which is 1500 words in length could fulfill the requirement, or a series of
essay questions and short papers (example: four 375-word assignments) which total 1500
words could meet the requirement.
2. The writing component will represent at least 10% of a student’s final grade in the
course.
Is this course identified as a Writing Across the Curriculum course?
Yes
No
Intended Course Outcomes
By the end of the semester, students will be able to:
1. Identify important pharmacological interactions in dentistry.
2. Describe the management of a medical emergency in the dental setting.
3. Describe the cycle of a patient from arrival, through treatment and dismissal.
4. Identify the important aspects of a dental office.
5. Identify typical hand and rotary instruments used with general dentistry and their
function, configuration and maintenance.
6. Identify and demonstrate proper moisture control.
7. Identify the types functions of anesthesia used in the dental setting.
8. Define the role of the dental assistant in general dentistry.
9. Demonstrate the various instrument transfer techniques used in dentistry.
Course Competencies and Objectives
By the end of the semester, students will be able to:
In a document designed by the American Dental Education Association, it is suggested that
allied dental students should exhibit competence in five domains. They are Core Competencies,
Health Promotion and Disease Prevention, Community, Patient/Client Care and Professional
Growth and Development.
Competency 1
Core Competencies (C) reflect the ethics, values, skills and knowledge integral to all aspects of
the allied health professions. These core competencies are foundational to all the roles of the
allied dental professional.
C.1 Apply a professional code of ethics in all endeavors.
C.2 Adhere to state and federal laws, recommendations and regulations in the provision of
oral health care.
C.3 Use critical thinking skills, comprehensive problem solving, and evidence-based
decisionmaking to identify oral health care strategies that promote patient or client
health and wellness.
C.4 Use evidence based decisionmaking to evaluate and incorporate emerging treatment
modalities.
C.5 Assume responsibility for professional actions and care based on accepted scientific
theories and research as well as the accepted standard of care.
C.6 Continuously perform self-assessment for life-long learning and professional growth.
C.7 Integrate accepted scientific theories and research into educational, preventative and
MCC Form EDU 0007 (rev. 10/21/09)
therapeutic oral health services.
C.8 Promote the values of the profession through service-based activities, positive
community affiliations, and active involvement in local organizations.
C.9 Apply quality assurance mechanisms to ensure continuous commitment to high standard
of care.
C.10 Communicate effectively with diverse individuals and groups, serving all persons without
discrimination by acknowledging and appreciating diversity.
C.11 Provide accurate, consistent and complete documentation for assessment diagnosis,
planning, implementation, and evaluation of oral health services.
C.12 Initiate a collaborative approach with all patients or clients when developing
individualized care plans that are specialized, comprehensive, culturally sensitive, and
acceptable to all parties involved in care planning.
C.13 Integrate emergent technologies and valid scientific research to achieve high-quality,
cost effective patient or client care.
C.14 Initiate consultations and collaborations with all relevant health care providers to
facilitate optimal treatments.
C.15 Manage medical emergencies by using professional judgment, providing life support and
utilizing required CPR and any specialized training or knowledge.
Competency 2
Health Promotion and Disease Prevention (HP) is a key component of health care. Changes
within the health care environment require the allied dental professional to have a general
knowledge of wellness, health determinants and characteristics of various patient or client
communities.
HP.1 Promote positive values of overall health and wellness to the public and organizations
within and outside the profession.
HP.2 Respect goals, values, beliefs and preferences of all patients or clients
HP.3 Refer patients or clients that may have physiologic, psychological or social problems for
comprehensive evaluation.
HP.4 Identify individual and population risk factors and develop strategies that promote health
related quality of life.
HP.5 Evaluate factors that can be used to promote patient or client adherence to disease
prevention or health maintenance strategies.
HP.6 Utilize methods that ensure the health and safety of the patient or client and the oral
health professional in the delivery of care.
Competency 3
Community (CM):
(CM) Allied dental professionals must appreciate their roles as health professionals
at the local, state and national levels. While the scope of these roles will vary depending on the
discipline, the allied health dental professional must be prepared to influence others to facilitate
access to care and services.
CM.1. Assess the oral health needs and services of the community to determine action plans
and availability of resources to meet the health care needs.
CM.2 Provide screening, referral and educational services that allow patients or clients to
access the resources of the health care system.
CM.3 Provide community oral health services in a variety of settings
CM.4 Facilitate patient or client access to oral health services by influencing individuals or
organizations for the provision of oral health care.
CM.5 Evaluate reimbursement mechanisms and their impact on the patient or client’s access
to oral health care.
CM.6 Evaluate the outcomes of community based programs and plan for future activities.
CM.7 Advocate for effective oral health care for underserved populations.
MCC Form EDU 0007 (rev. 10/21/09)
Competency 4
Patient/Client Care (PC):
(PC) The three primary allied dental professionals have different roles
regarding patient or client care. These are reflected in the competencies presented for each
discipline. The roles of the allied dental disciplines in patient or client care are ever changing,
yet central to the maintenance of health. Allied dental graduates must use their skills to assess,
diagnose (DH), plan, implement and evaluated treatment or services provided. Allied dental
personnel must be appropriately educated and credentialed for the patient and client services
they provide, and these requirements vary by individual jurisdictions,
PC.1 Systematically collect, analyze and record diagnostic data on the general, oral, and
psychosocial health status of a variety of patients and clients, using methods consistent with
medico-legal principals.
PC. 2 Recognize predisposing and etiologic risk factors that require intervention to prevent
disease.
PC.3 Recognize the relationship between systemic disease, medications, and oral health that
impact overall patient or client care and treatment outcomes.
PC.4 Identify patients or clients at risk for a medical emergency and manage the patient/client
care in a manner that prevents an emergency.
Planning
PC.5 Select and assemble the appropriate materials and armamentarium for general and
specialized patient or client care.
PC.6 Collaborate with the patient or client, and other health professionals and indicated, to
formulate a comprehensive care plan that is patient or client-centered and based on the nest
scientific evidence and professional judgment.
Implementation
PC.7 Utilize universal infections control guidelines for all clinical procedures.
PC.8 Collaboratively manage restorative procedures that preserve tooth structure, replace
missing or defective tooth structure, maintain function, are esthetic, and promote soft and hard
tissue health.
PC.9 Provide clinical supportive and intra-oral treatments within the parameters of general and
specialized patient care.
PC.10 Prevent, identify and manage medical and dental emergencies.
Evaluation
PC.11 Evaluate the effectiveness of the provided services and modify as needed.
PC.12 Compare actual outcomes to expected outcomes, reevaluating goals, diagnoses and
services when expected outcomes are not achieved.
Competency 5
Professional Growth and Development (PGD) reflect opportunities that may increase patients’ or
clients’ access to the oral health care system or may offer ways to influence the profession and
the changing health care environment. The allied dental professional must possess transferable
skills (e.g., in communication, problem solving, and critical thinking) to take advantage of these
opportunities.
PGD.1 Pursue career opportunities within health care, industry, education, and research.
PGD.2 Develop practice management and marketing strategies to be used in the delivery of
oral health care.
PGD.3 Access professional and social networks to pursue professional goals.
MCC Form EDU 0007 (rev. 10/21/09)
Teacher’s Guide
Course Materials and Equipment
Textbook(s)
Title
Author(s)
Publisher
ISBN
Title
Author(s)
Publisher
ISBN
Modern Dental Assisting
Torres and Ehrlich; Bird/Robinson
Elsevier
978-1-4160-4245-7
Modern Dental Assisting Student Workbook
Torres and Ehrlich; Bird/Robinson
Elsevier
978-1-4160-4990-6
Software
Title
Dental Instruments: A Pocket Guide
Author(s)
Boyd9Publisher
Elsevier
ISBN
978-1-4160-4619-6
CD Rom accompanying textbook, Microsoft Office, internet access
Equipment
Scrubs, clinic shoes, personal protective equipment
Other
Course is web-enhanced utilizing Angel; MCC Dental Programs Clinic Manual
Course Assessments
Description of Possible Course Assessments
(Essays, multiple choice, etc.)
Multiple choice, matching, essay exams, projects
Exams standardized for this course?
__ Midterm
__ Final
__ Other (Please specify):
Where can faculty members locate or access
the required standardized exams for this
course? (Contact Person and Location)
Example: NCK – Academic Chair Office
Are exams required by the department?
___Yes X No
If Yes, please specify:
Learning Units
By the end of the semester the student will be able to:
Learning Unit Topic 1: Pharmacology
Competency: C1, C2, C3,C4, C5, C6, C7, C9, C11, C13, C15, HP1, HP2, HP3, HP4, HP5, HP6, PC1,
PC2, PC3, PC4, PC5,
MCC Form EDU 0007 (rev. 10/21/09)
Objectives:
1. Differentiate between a drug’s chemical, generic, and brand or trade names
2. Describe the use of drug reference materials.
3. Describe the stages of drug action in the body.
4. Identify the routes through which drugs are administered.
5. List commonly prescribed drugs in dentistry.
6. List commonly prescribed drugs in medicine.
7. Define the DEA.
8. Categorize drugs according to the five schedules of the Controlled Substance Act.
9. Describe the effects of drug use.
10. List relevant factors in determining dosage of a drug.
11. Identify the parts of a written prescription.
12. Interpret the Latin abbreviations given in prescriptions.
Activities/ Assignments: Read Chapter 30, PowerPoint slides, electronic flash cards, workbook
pages
Learning Unit Topic 2: Assisting in a Medical Emergency
Competency: C1, C2, C3,C4, C5, C6, C7, C9, C11, C13, C15, HP1, HP2, HP3, HP4, HP5, HP6, PC1,
PC2, PC3, PC4, PC5, PC7, PC10
Objectives:
1. Describe preventative measures taken for a medical emergency that commonly occur
during dental treatment.
2. Describe the qualifications that a dental assistant must have for emergency preparedness.
3. Describe the common signs and symptoms of an emergency and how to recognize them.
4. List the items that must be included in an emergency kit.
5. Discuss the use of a defibrillator in an emergency situation.
6. Describe how one should respond to specific emergencies.
7. Discuss what information should be included in the documentation of an emergency.
8. Demonstrate preparation and placement of oxygen.
Activities/ Assignments: Read Chapter 31, PowerPoint slides, electronic flashcards, multimedia
procedures, interactive dental office, workbook pages
Laboratory Activities: Preparing the Oxygen System (Procedure 31-4); Responding to the
Unconscious Patient (Procedure 31-5); Responding to the Patient with Chest Pain (Procedure 31-6);
Responding to the Patient Who is Experiencing a Cerebrovascular Accident (Stroke) (Procedure 317); Responding to the Patient With a Breathing Problem (Procedure 31-8); Responding to the
Patient Who is Experiencing Allergic Reaction (Procedure 31-9); Responding to the Patient Who is
Experiencing a Convulsive Emergency (Procedure 31-10)
Learning Unit Topic 3: The Dental Office
Competency: C1, C2, C3,C4, C5, C6, C7, C9, C11, C13, C15, HP1, HP2, HP3, HP4, HP5, HP6
Objectives:
1. Describe the design of a dental office, explaining the purpose of each area.
2. Discuss the important qualities of the reception area.
3. Describe the goals involved in designing the dental treatment room.
4. List the clinical equipment most commonly found in the dental treatment room.
5. Discuss the basic function of the dental unit.
6. Prepare the dental treatment area for patient care in the morning before patients are seen
and at the end of the day.
7. Describe the necessary steps to dismiss the patient after treatment is concluded.
Activities/ Assignments: Read Chapter 32, PowerPoint slides, electronic flash cards, workbook
pages
Laboratory Activities: Performing the Morning Routine (Procedure 32-1); Performing the Evening
Routine (Procedure 32-2)
Learning Unit Topic 4: Delivering Dental Care
Competency: C1, C2, C3,C4, C5, C6, C7, C9, C11, C13, C15, HP1, HP2, HP3, HP4, HP5, HP6, PC7,
MCC Form EDU 0007 (rev. 10/21/09)
PC8, PC9,
Objectives:
1. Demonstrate the preparation of the dental treatment area for a patient’s arrival.
2. Discuss the importance of preparing a dental treatment room for a procedure.
3. Describe the ergonomics of the operator and assistant at chairside.
4. Demonstrate the positioning of the operator and assistant according to the areas of the
mouth being treated.
5. Demonstrate instrument transfer.
6. Demonstrate the three grasps used by the operator.
7. Identify the five areas in which the assistant must have competency when practicing
expanded functions.
8. Demonstrate proper use of a dental mirror.
9. Demonstrate the correct grasp and use of hand instruments intraorally.
Activities/ Assignments: Read Chapter 33, PowerPoint slides, electronic flash cards, labeling
exercises, multimedia procedures, workbook pages
Laboratory Activities: Admitting and seating of the Patient (Procedure 32-1); Transferring
Instruments with the Single-handed Technique (Procedure 32-2); Transferring Instruments With
the Two-handed Technique (Procedure 32-3); Using the Dental Mirror Intraorally (Procedure 33-4);
Using an Instrument Intraorally (Procedure 32-5)
Learning Unit Topic 5: Dental Hand Instruments
Competency: C1, C2, C3,C4, C5, C6, C7, C9, C11, C13, C15, HP1, HP2, HP3, HP4, HP5, HP6, PC7,
PC8, PC9
Objectives:
1. Describe the three parts of a dental hand instruments.
2. Describe the instrument formula designed by G.V. Black.
3. List the examination instruments and their uses.
4. List the types of hand cutting instruments and their uses.
5. List the types of restorative instruments and their uses.
6. Describe accessory instruments and items used in general dentistry.
7. Describe the use of preset trays and tubs in dentistry.
8. Discuss the theory of placing an instrument in a specific sequence.
Activities/ Assignments: Read Chapter 34, PowerPoint slides, electronic flash cards, workbook
pages
Laboratory Activities: Identify Examination Instruments (Procedure 34-1); Identify Hand or Manual
Cutting Instruments (Procedure 34-2); Identify Restorative Instruments (Procedure 34-3); Identify
Accessory Instruments and Items (Procedure 34-4)
Learning Unit Topic 6: Dental Handpieces and Accessories
Competency: C1, C2, C3,C4, C5, C6, C7, C9, C11, C13, C15, HP1, HP2, HP3, HP4, HP5, HP6, PC7,
PC8, PC9
Objectives:
1. Discuss the historical significance of the dental handpiece.
2. Describe the uses of low-speed handpieces in dentistry.
3. Describe the uses of high-speed handpieces in dentistry.
4. Describe the attachments used with a low-speed handpiece.
5. Describe rotary instruments and explain how they are used.
6. Identify the categories and functions of dental burs.
7. List the parts of a bur.
8. Describe the composition, shape and uses of carbide and diamond burs.
9. Identify dental handpieces and attach them to the dental unit.
10. Identify handpiece accessories and attach them to the low-speed handpiece.
11. Identify rotary cutting instruments and attach them to the appropriate handpiece or
attachment.
Activities/ Assignments: Read Chapter 35, PowerPoint slides, electronic flash cards, multimedia
MCC Form EDU 0007 (rev. 10/21/09)
procedures, workbook pages
Laboratory Activities: Identifying and Attaching Handpieces (Procedure 35-1); Identifying and
Attaching Burs to Rotary Cutting Instruments (Procedure 35-2)
Learning Unit Topic 7: Moisture Control
Competency: C1, C2, C3,C4, C5, C6, C7, C9, C11, C13, C15, HP1, HP2, HP3, HP4, HP5, HP6, PC7,
PC8, PC9
Objectives:
1. List isolation techniques used to decrease moisture during a dental procedure.
2. Describe the two types of evacuation systems used in dentistry.
3. Demonstrate the grasp and positioning of the high-volume evacuator tip.
4. Discuss and demonstrate the use of the air-water syringe.
5. Describe the dental dam and its role in moisture control.
6. List the equipment and supplies required for dental dam application.
7. Demonstrate the special preparation, placement and removal of the dental dam.
8. Perform limited mouth and full mouth rinse with the air-water syringe.
9. Demonstrate placement of cotton rolls for isolation.
Activities/ Assignments: Read Chapter 36, PowerPoint slides, electronic flash cards, multimedia
procedures, workbook pages
Laboratory Activities: Positioning the High-Volume Evacuator During a Procedure (Procedure 36-1);
Performing a Mouth Rinse (Procedure 36-2); Placing and Removing Cotton Rolls (Procedure 36-3);
Preparation, Placement and Removal of the Dental Dam (Procedure 36-4)
Learning Unit Topic 8: Anesthesia and Pain Control
Competency: C1, C2, C3,C4, C5, C6, C7, C9, C11, C13, C15, HP1, HP2, HP3, HP4, HP5, HP6, PC1,
PC2, PC3, PC4, PC5, PC6, PC7, PC8, PC9, PC10, PC11, PC12, PDG2
Objectives:
1. Discuss the importance of pain control in dentistry.
2. Describe the methods used to manage the pain and anxiety associated with dental
procedures.
3. Describe the composition and application of topical anesthetics.
4. Describe the types of local anesthetics.
5. Describe nitrous oxide/oxygen sedation and its use in dentistry.
6. Discuss the importance of reducing and the method for reducing the dental team’s
exposure to nitrous oxide.
7. Discuss intravenous sedation and its uses in dentistry.
8. Discuss general anesthesia and its use in dentistry.
9. Identify injections sites on the maxillary and mandibular arches.
10. Demonstrate the placement of topical anesthetic agents.
11. Demonstrate the preparation and management of the local anesthetic set up.
12. Assist during the administration of local anesthetic.
13. Assist in the administration and monitoring of nitrous oxide/oxygen sedation.
Activities/ Assignments: Read Chapter 37, PowerPoint slides, electronic flash cards, multimedia
procedures, workbook pages
Laboratory Activities: Applying a Topical Anesthetic (Procedure 37-1); Assembling the Local
Anesthetic Syringe (Procedure 37-2); Assisting in the Administration of Local Anesthesia
(Procedure 37-3); Assisting in the Administration and Monitoring of Nitrous Oxide/Oxygen Sedation
(Procedure 37-4)
Learning Unit Topic 9: General Dentistry
Competency: C1, C2, C3,C4, C5, C6, C7, C9, C11, C13, C15, HP1, HP2, HP3, HP4, HP5, HP6, PC7,
PC8, PC9, PC10, PC11, PC12
Objectives:
1. Describe the process and principles of cavity preparation.
2. Discuss the differences in assisting with an amalgam versus a composite restoration.
3. Describe why retention pins would be selected for a complex restorative procedure.
MCC Form EDU 0007 (rev. 10/21/09)
4. Describe the procedure for applying composite veneers.
5. Describe tooth-whitening procedures and the role of the dental assistant.
6. Prepare the set up for the various classes of restorations.
Activities/ Assignments: Read Chapter 48, PowerPoint slides, electronic flash cards, multimedia
procedures, interactive dental office, workbook pages
Laboratory Activities: Assisting in a Class I Restoration (Procedure 48-1); Assisting in a Class II
Amalgam Restoration (Procedure 48-2); Assisting in a Class III or IV Restoration (Procedure 48-3);
Assisting in a Class V Restoration (Procedure 48-4); Assisting in the Placement of a Veneer
(Procedure 48-6)
Learning Unit Topic 10: Matrix Systems for Restorative Dentistry
Competency: C1, C2, C3,C4, C5, C6, C7, C9, C11, C13, C15, HP1, HP2, HP3, HP4, HP5, HP6, PC7,
PC8, PC9, PC10, PC11, PC12
Objectives:
1. Describe the use of a matrix system in Class II, III, and IV restorations.
2. Describe the types of matrices used for posterior restorations.
3. Describe the types of matrices used for anterior restorations.
4. Discuss the purpose and use of a wedge.
5. Discuss alternative methods for matrix systems used in restorative dentistry.
6. Assemble a universal retainer and matrix band.
7. Place and remove a matrix band and wedge for a Class II and a Class III or IV restoration.
Activities/ Assignments: Read Chapter 49, PowerPoint slides, electronic flash cards, multimedia
procedures, workbook pages
Laboratory Activities: Assembling a Matrix Band and Universal Retainer (Procedure 49-1); Placing
and Removing a Matrix Band and Wedge for a Class II Restoration (Procedure 49-2); Placing a
Plastic Matrix for a Class III or Class IV Restoration
MCC Form EDU 0007 (rev. 10/21/09)