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Module - Pharmacology and Emergency Management
Faculty Teaching Guide for Oral Health,
Nutrition, and Anatomy and Physiology
Module - Pharmacology and Emergency
Management
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Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
Module - Pharmacology and Emergency ManagementReview of Previous ModuleReview topics from the previous module to confirm understanding prior to presenting new material.
Module OverviewThe dental assistant has a vital role to ensure medications prescribed or administered to help a patient will not
worsen another physical condition the patient may have. The importance of a complete medical history is
paramount to protect the health of the patient, but occasional circumstances require the dental team to perform
emergency treatment procedures. This module discusses drugs prescribed to patients, some medical and
dental emergency situations, as well as dental anesthetics and sedation methods used to help patients be more
comfortable.
The Big Picture
ResourcesThis module utilizes the following learner resources:
Textbooks:
2
Faculty Teaching Guide forOral Health, Nutrition, and Anatomy and Physiology
Module:Pharmacology and Emergency
Management
Section 2:Emergency
Management
Section 1:Pharmacology
Part A: Medical Emergencies
Part B: Dental Emergencies
Part A: Prescriptions
Part B: Drug Classifications
Part A: Anesthesia and Nitrous Oxide Sedation
Part B: The Anesthetic Syringe
Section 3:Management of Pain
and Anxiety
Section 4:Dental
Terminology
Part A: Dental Terminology
Module - Pharmacology and Emergency Management
Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead. Delmar
Learning, 2004. ISBN 1-4018-3480-9.
Dental Terminology, by Charline M. Dofka, Delmar Learning, 2000. ISBN 0-8273-9068-8.
Workbook: Workbook to Accompany Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J.
Phinney and Judy Halstead, prepared by Karen L. Waide, Delmar Learning, 2004. ISBN 1-4018-3483-3.
Instructor’s Manual: Instructor’s Manual to Accompany Delmar’s Dental Assisting, A Comprehensive Approach,
2nd edition, by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN 1-4018-3482-5.
Audiotape to Accompany Dental Terminology: Delmar Learning.
Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide and the Power Point Presentation for Oral
Health, Nutrition, and Anatomy and Physiology.
Additional ResourcesElectronic Classroom Manager to Accompany Delamr’s Dental Assisting, A Comprehensive Approach, 2nd edition,
by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN: 1-4018-3484-1.
Section 1: PharmacologySection OverviewPharmacology is the study of drugs to include the preparation, use, and action of medications. As a member of
the health care team, dental assistants are responsible for acquiring knowledge of medicines, their use and
abuse, correct dosage, methods of administration, and abnormal reactions that may arise in treatment of various
conditions. This knowledge makes the dental assistant an indispensable aid in giving patients the best possible
care.
Outline of SectionPart A: Prescriptions
Part B: Drug Classifications
Learning Objectives and CompetenciesThese learning activities directly address the Learning Objectives and
Competencies as stated.
Knowledge
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Encourage learners to assume the roles of both patient and allied health worker and to treat each other accordingly. Patients should ask lots of questions and state fears. Allied health workers should practice effective patient interaction skills.
Teaching Tips
Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
1. Define the Key Terms.
2. Identify parts of a prescription.
Comprehension
3. Discuss routes through which drugs can be administered.
Application
4. Demonstrate the use of drug abbreviations.
5. Demonstrate how to use a Physician’s Desk Reference.
Learning ActivitiesThese learning activities directly address the Learning Objectives and Competencies as stated.
[Insert Homework Assignment icon] Key Term Glossary (Part A, Objectives 1-3)
[Insert In-Class Activity icon] Prescription Writing (Part A, Objective 2, 4)
[Insert Homework Assignment icon] Textbook and Workbook Assignment (Part A, All Objectives)
[Insert Homework Assignment icon] End of Chapter Activities (Part A, Objectives 1-5)
[Insert Homework Assignment icon] Drug Classifications (Part B, Objective 5)
[Insert In-Class Activity icon] Physician’s Desk Reference (Part B, Objective 5)
Part A: Prescriptions OverviewThe prescription is an order written by a physician or dentist, for the dispensing of drugs, or other forms of
therapy. It is written on a specially designed form which includes directions to the pharmacist for filling the
prescription and instructions to the patient for taking the medication. Often the dentist will write out the prescription
and expect the dental assistant to transfer the information into the patient’s dental record. This requires familiarity
with the abbreviations and symbols used to create the drug order.
Initial Questions and Activities1. Can all prescriptions be called into the pharmacy by telephone, or does the
patient always need to take a written order with them?
Narcotics cannot be called in to the pharmacist, but must be documented
with a written order. Other medications can be called in to the pharmacy, as
4
responds well to frequent instructor-learner contact and it may have a positive effect on retention. Tailoring activities to a learner’s ability and interests facilitates the learner-instructor relationship as well as to meet learners at their level of knowledge.
The Adult Learner…
Module - Pharmacology and Emergency Management
a courtesy, by the dental assistant, under direction of the doctor, so that the
prescription will be ready when the patient arrives.
Key Concepts References and Activities SlidesIntroduction to Module Slides 1-3
Introduction to Section Slide 4
Key Terms [Insert Home Ass icon] Key Term Glossary Slides 5-6
Prescriptions Chapter ____, pp. ____ (Phinney & Halstead)
[Insert In-Class Activity icon] Prescription
Writing
Slides 7-8
Drug Names Slide 9
Physician’s Desk Reference Slide 10
Drug Laws [Insert Home Ass icon] Textbook and
Homework Assignment
[Insert Home Ass icon] End of Chapter
Activities
Slide 11
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Act [ ] Evaluation
[Insert In-Class Act icon] In-Class Activities Prescription Writing (Parts A-B, Objective 2, 4). Goal: To have learners
understand how drug prescriptions are written and gain knowledge of how
drug abbreviations are used. Using the proper abbreviations write out the
following prescriptions on prescription forms provided by the instructor.
Learners should demonstrate prescription writing by creating 6 prescriptions
on the forms. Have learners refer to Figure ___ in Chapter ___ (Phinney &
Halstead). Explain that there are three parts to each prescription: The Rx:
(what drug and dosage), Disp: (how many and of what form), and the Sig:
(directions to the patient). Learners should complete the exercise in class and
turn in to be graded.
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Explain each Learning Activity you will be using either in class or as a homework assignment so learners can understand what will be expected. Discuss why each activity is important, which learning style it addresses, and what learners will gain by completing the assignment.
Teaching Tips
Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
1.Valium, 10 milligrams, give ten tablets, take one tablet every six hours.
2. Erythromycin, 500 milligrams, give forty tablets, take one tablet four times a day until gone.
3. Percocet, 10 milligrams, give fifteen tablets, take one tablet every four hours as needed for pain.
4. Tylenol number three, 30 milligrams, give twenty-four tablets, take one tablet three times a day after meals.
5. Penicillin, 500 milligrams, give thirty-five tablets, take two tablets immediately, then one tablet every six
hours until gone.
6. Vicodin, 500 milligrams, give twelve tablets, take one tablet every 4 to 6 hours as needed for pain.
[Insert In-Class Dis Ques icon] In-Class Discussion1. Why is it important for the dental assistant to take a thorough medical history from the patient each time they
come to the office, to include any current medications they are now taking?
Present medications being taken by the patient could cause an adverse, or an exacerbated reaction, if
the dentist is going to prescribe other drug therapy for the patient. A thorough medical history will
also ensure the patient hasn’t developed new drug allergies since the last appointment.
[Insert Home Ass icon] Homework AssignmentsKey Term Glossary. Learners will define key terms listed in the PowerPoint presentation. They are to enter this
glossary on disk, in a dedicated notebook or in a designated part of a notebook. They are expected to augment
information from text or lecture with other resources including any available in the school or public libraries or on
the Internet and will be graded at the end of the module on completeness and presentation.
Textbook and Workbook Assignment. Learners are to read Chapter ____ (Phinney & Halstead) and complete
the workbook Chapter ____ questions. Learners should be prepared to review these in class.
End of Chapter Activities. Have learners complete the Case Study, Review Questions and Critical Thinking
Questions in Chapter ____ (Phinney & Halstead).
Presentation Tools
6
Module - Pharmacology and Emergency Management
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.Slide 1 [Insert NA 2-1]
NA – Stands for Oral Health,
Nutrition, and Anatomy and
Physiology. The 1st number “2”
indicates the Module called
Pharmacology and Emergency
Management. The second
number indicates the slide
number.
Power Point Presentation for Oral Health, Nutrition,
and Anatomy and Physiology
Module - Pharmacology and Emergency Management
Prior to introducing this module. Ask learners if any
questions remain from the previous module. If questions
remain review the material as needed.
Introduce the module.
Slide 2 [Insert NA 2-2] Module – Pharmacology and Emergency
Management
Introduce the sections and each part.
Slide 3 [Insert NA 2-3] Module – Pharmacology and Emergency
Management (cont.)
Continue to introduce the sections and each part.
Slide 4 [Insert NA 2-4] Section 1: Pharmacology
Discuss each objective in detail. Learners need to know
what they will be learning and why. Try to relate it back to
their careers as dental assistants.
Slide 5 [Insert NA 2-5] Key Terms
Review each key term and discuss.
Slide 6 [Insert NA 2-6] Key Terms (cont.)
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Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
Continue to review each key term and discuss.
Homework Assignment: Stop here and go over the Key
Term Glossary assignment.
Slide 7 [Insert NA 2-7] Part A: Prescriptions
Explain the various parts of a prescription.
Ensure learners understand that the closing part of a
prescription must contain the dentist’s signature as well
as the refill amount, in order for the prescription to be
filled. The refill information must have a large zero if
there is to be no refill of the medication.
Question: Where should prescription pads be kept in a
dental office?
Explain to learners that it is important for all prescription
pads to be kept in a safe place and out of reach of
individuals who may want to obtain drugs illegally.
Slide 8 [Insert NA 2-8] Abbreviations
Explain to learners that in order to interpret what the Dr.
has written on the prescription, they must become
familiar with the accepted Latin abbreviations used.
Learners need to understand that only lower case letters
are used for these abbreviations.
In-Class Activity: Stop here for the Prescription Writing
activity.
Slide 9 [Insert NA 2-9] Drug Names
Explain and provide examples regarding the differences
between brand names and generic names.
Slide 10 [Insert NA 2-10] Physician’s Desk Reference
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Module - Pharmacology and Emergency Management
Inform learners that this publication is revised annually
and is the most widely used reference source for drugs.
Explain the different sections found in the PDR.
Short Activity: Handout PDRs to learners and have
them go through and exam. Inform learners that they will
later be given the opportunity to complete an in-class
activity using the PDR.
Slide 11 [Insert NA 2-11] Drug Laws
Review the various drug laws and the purpose for each.
Homework Assignment: Stop here to assign and
discuss the homework.
Part B: Drug ClassificationsOverviewA drug is a chemical agent that affects living tissue and is given to treat or
prevent disease. It is important for dental assistants to understand that drugs are
classified according to the action they have on the body.
Initial Questions and Activities1. What section of the Physician’s Desk Reference contains the indications and
contraindications for drugs?
The Product Information Section of the PDR, the white pages, contains medications listed
alphabetically by their trade or brand name and contains the indications and usage, dosage,
administration, description, clinical pharmacology, warnings, contraindications, adverse reactions,
overdose, and precautions for each drug.
Key Concepts References and Activities SlidesDrug Classifications Chapter ____, pp. ____ (Phinney & Halstead)
[Insert Homework Ass icon] Drug
Slides 12-13
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Create an environment where group activities are taken seriously and learners are expected to act in a professional manner. These behaviors will carry over into the workplace.
Teaching Tip
Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
Key Concepts References and Activities SlidesClassifications
[Insert In-Class Activity icon] Physician’s
Desk Reference
Routes of Administration Slides 14-15
Assessment Questions Slide 16
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon] In-Class Activities Physician’s Desk Reference (Part B, Objective 5). Goal: For learners to have practice using a PDR in order
to appreciate the important details available in the publication. Acquire PDR’s for learners to use, or they can
do this assignment as homework using the public library. Use the Prescription Writing assignment information
from Part A instruct learners to look up each of the drugs to determine their classification, indications for use,
contraindications, and what form it is dispensed in. They should enter the information on notebook paper or
type it to be turned in for grading.
[Insert In-Class Dis Ques icon] In-Class Discussion1. What is a narcotic drug?
Narcotic drugs are prescribed for the relief of pain and are extremely addictive. After repeated doses,
the dose must be continually increased to obtain the same effect. Withdrawl symptoms from narcotics
are severe and may even be life threatening. They are derived from the opium poppy and are strictly
controlled and regulated by government agencies. Non-narcotic drugs have been developed in order
to prevent such psychological and physical dependencies.
[Insert Home Ass icon] Homework AssignmentsDrug Classifications. Learners should write down each drug classification when slide 12 is presented, then look
up the definition of each drug category for homework, by using their textbook glossary, a PDR, any available
medical dictionary or even the internet. They should come to class prepared to discuss their findings.
Ideas for learners struggling with this material … Sleep on it. Review information right before you go to sleep at night. Sometimes it will keep working in
your brain.
10
Module - Pharmacology and Emergency Management
Ideas for learners who are ahead and want to learn more … Web Research. Go to www.rxlist.com and look up tetracycline. Write down the drug’s indications, dosage,
side effects, drug interactions, warnings, and precautions.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.Slide 12 [Insert NA 2-12] Part B: Drug Classifications
Review Part A. Make sure that any remaining questions
are answered.
Review the homework from part A.
Introduce Part B.
Learners should know that synthetic or chemical drugs are
produced in greater volume and are usually less expensive.
Inform them that drugs derived from animals often come
from glands, and that drugs from plants come from the root,
stems, and leaves. Explain that drugs derived from
minerals are highly purified for use as medications.
Slide 13 [Insert NA 2-13] Drug Classifications (cont.)
Homework Assignment: Prior to reviewing the 12
categories of drugs. Stop here and explain the Drug
Classifications homework.
Discuss the 12 categories of drugs.
Slide 14 [Insert NA 2-14] Routes of Administration
Discuss how safety is the paramount concern in drug
administration. Inform learners that medications are given
to patients only by written order of the dentist and that it
must be documented in the patient’s dental record.
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Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
Ensure learners realize that the methods by which drugs
are administered modify their effects on the body and that
certain drugs are suited to only one method of
administration, while others may be given in various ways,
depending on the preparations used and the reason for
which the medication is given.
Slide 15 [Insert NA 2-15] Factors Affecting the Action of Drugs on the Body
Inform learners that children and elderly people tend to
respond more dramatically to drugs, and that oral
administration is slower than parenteral (injection), due to
the fact that the medication must pass through the
digestive system before taking effect, which also relates to
the time of administration, if meals are present in the
stomach.
Let learners know that a thin person may require less
medication than an obese person. Ensure they understand
that the same dose of a drug no longer produces the
desired effect after prolonged administration and that some
drugs do not mix. Medications presently taken by the
patient must be recorded in the chart for the Dr. to review.
Slide 16 [Insert NA 2-16] Assessment Questions
Short Activity: Stop here and have learners answer the
questions on the slide. Review material as needed to
enhance understanding.
In-Class Activity: Stop here for the Physician’s Desk
Reference activity.
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Module - Pharmacology and Emergency Management
Section 2: Emergency Management Section OverviewDental personnel need to be prepared for a variety of medical emergencies at all times. As a member of the
healthcare team, dental assistants play a vital role during emergency care, and also in preventing emergency
situations. This section describes some medical conditions that could potentially take place in the dental office.
Patient care for numerous dental emergencies will also be explained.
Outline of SectionPart A: Medical Emergencies
Part B: Dental Emergencies
Learning Objectives and CompetenciesThese learning activities directly address the Learning Objectives and
Competencies as stated.
Comprehension
6. Describe the A, B, C and D of CPR.
7. Explain several medical emergencies and how to treat them.
8. State several dental emergencies.
Application
9. Demonstrate the Heimlich Maneuver.
10. Demonstrate how to open an airway.
Learning ActivitiesThese learning activities directly address the Learning Objectives and Competencies as stated.
[Insert Homework Assignment icon] Key Term Glossary (Part A, Objectives 6-8)
[Insert In-Class Activity icon] Heimlich Maneuver (Part A, Objective 9)
[Insert In-Class Activity icon] Airway Obstruction (Part A, Objective 10)
[Insert Homework Assignment icon] Textbook and Workbook Assignment (Part A, All Objectives)
[Insert Homework Assignment icon] End of Chapter Activities (Part A, All Objectives)
[Insert In-Class Activity icon] CPR Training (Part B, Objectives 6-7, 9-10)
[Insert Homework Assignment icon] CPR Exam Preparation (Part B, Objectives 6-8, 9-10)
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For each learning activity, ensure you provide sufficient instructions and set specific expectations. What exactly do you want learners to get out of the activity? Exactly how are learners supposed to complete the activity? What could go wrong and what should learners do about it? How are learners supposed to turn in the assignment? How will they be graded?
Teaching Tip
Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
Part A: Medical EmergenciesOverviewIt is important for healthcare providers to understand that emergency situations can
happen at any time to patients as well as staff members. A calm smoothly functioning
team is capable of handing an emergency situation in the dental office without
compounding the seriousness of the situation by frightening the patient.
Initial Question and Activities1. Who knows what the A, B, C’s of CPR (Cardiopulmonary Resuscitation) means?
The learners in the class that have already taken a CPR course should be
able to answer this question. The A stands for Airway, B for Breathing,
and C for Circulation, or the pulse. The D stands for Defibrillator, and
was recently added for settings where an automated external defibrillator
is available, such as some healthcare environments.
Key Concepts References and Activities SlidesIntroduction to Section Slide 17
Key Terms Chapter ____, p. ____, (Phinney & Halstead)
[Insert Homeword Ass icon] Key Term
Glossary
Slides 18-20
Medical Emergencies Chapter ____, pp. ____ (Phinney & Halstead)
[Insert In-Class Activity icon] Heimlich
Maneuver
[Insert In-Class Activity icon] Airway
Obstruction
[Insert Home Ass icon] Textbook and
Slides 21-26
14
dislikes one-way communication and long lectures. Ask questions, recognize expertise of learners, and involve the class. PowerPoint slides should be used as an aid. Adult learners do not appreciate having the instructor read to them. Your knowledge of the subject matter is what interests them.
The Adult Learner…
Module - Pharmacology and Emergency Management
Key Concepts References and Activities SlidesWorkbook Assignment
[Insert Home Ass icon] End of Chapter
Activities
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon] In-Class Activities Heimlich Maneuver (Part A, Objective 9). Goal: For learners to know what do to in case of a conscious
choking emergency. In pairs, learners are to utilize the Skills Competency Sheet 13-5 in the learner
workbook in order to practice the skill needed to remove an object from the blocked airway of a conscious
person. Learners should take turns gently practicing on each other. Remind learners to be careful of the other
person when practicing this skill.
Airway Obstruction (Part A, Objective 10). Goal: For learners to know what do to in case of a unconscious
choking emergency. In pairs, learners are to utilize the Skills Competency Sheet 13-6 in the learner
workbook in order to practice the skill needed to remove an object from the blocked airway of a unconscious
person. Learners should take turns gently practicing on each other. Remind learners to be careful of the other
person when practicing this skill.
[Insert In-Class Dis Ques icon] In-Class Discussion1. What type of reaction could occur to a patient who is allergic to a local anesthetic?
Anaphylactic Shock is a severe reaction that is life threatening and is a possible complication if a
patient is administered a local anesthetic to which they are allergic. If this happens, the emergency kit
must be located immediately, so the patient can be administered epinephrine. All allergies must be
noted on the patient’s chart, so this situation can be avoided.
2. What would the epinephrine in the emergency kit do for a patient who is experiencing this type of allergic
reaction?
Epinephrine is a vasodepressor, which will increase blood pressure as well as the patient’s heart rate.
It will constrict blood vessels, relieve any swelling, and possibly save your patient’s life, should an
anaphylactic reaction take place.
- 15 -15
Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
[Insert Home Ass icon] Homework AssignmentsKey Term Glossary. Learners will define key terms listed in the PowerPoint presentation. They are to enter this
glossary on disk, in a dedicated notebook or in a designated part of a notebook. They are expected to augment
information from text or lecture with other resources including any available in the school or public libraries or on
the Internet and will be graded at the end of the module on completeness and presentation.
Textbook and Workbook Assignment. Have learners read Chapter ____
(Phinney & Halstead) and complete the questions in Chapter _____ of the
workbook.
End of Chapter Activities. Have learners complete the Case Study, Review
Questions and Critical Thinking Questions in Chapter ____ (Phinney &
Halstead).
Ideas for learners struggling with this material …
Think about it. How deeply are you thinking about this information? If you are just reading the text and
listening to the lecture without really thinking about the content and trying to apply it to the real world, you are
missing out on a whole level of understanding and learning. Think about what you are learning and share
your thoughts with other classmates to get their opinions and feedback.
Ideas for learners who are ahead and want to learn more… Web Research: Go to http://www.lungusa.org and learn how to help your patients to stop smoking.
Presentation ToolsNote: If you change Objectives or Assignments, don’t forget to change the
slides accordingly.
Slide
17
[Insert NA 2-17] Section 2: Emergency Management
Discuss each objective in detail. Learners need to know
what they will be learning and why. Relate it back to their
careers as dental assistants.
Slide
18
[Insert NA 2-18] Key Terms
16
It is important to remind learners why they are learning the material you are presenting. How does it equate to being in the workplace? How ill it affect their role as a healthcare professional? On a scale from one to ten, how important is this information? Relevancy is the key to successful learning.
Teaching Tip
Module - Pharmacology and Emergency Management
Review each key term and discuss the importance of
knowing the definition of each.
Slide
20
[Insert NA 2 –19] Key Terms (cont.)
Continue to review each key term and discuss.
Homework Assignment: Stop here and review the Key
Terms Glossary homework assignment. Make sure
learners understand the importance of learning each term
and acquiring new vocabulary.
Slide
21
[Insert NA 2 –21] Part A: Medical Emergencies
Note to Instructor: For the lecture on medical
emergencies, if available, refer additionally to the chapter
on Office Emergency Procedures found in Delmar’s
Safety and Standards and Infection Control for Dental
Assistants, 2002, by Ellen Dietz.
Introduce learners to the each of the possible medical
emergencies that can take place in the dental office, to
either a patient, or even to a fellow staff member.
Discuss each of the potential medical emergencies that
could occur.
Question: In addition to what has already been
discussed, what other possible medical emergencies
might occur in the dental office?
Slide
22
[Insert NA 2 –22] Medical Emergencies (cont.)
Discuss the two types of diabetes and their differences.
Remind learners that asthma is constriction of the
bronchioles in the lungs, making it difficult to breathe.
Explain hyperventilation and how this may happen to an
- 17 -17
Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
anxious patient.
Explain the three types of epileptic seizures that can
occur.
Discuss the various cardiovascular emergencies that can
happen to the blood vessels throughout the rest of the
body.
Have learners refer to the Emergency Conditions,
Symptoms, and Treatments Table on p.____ (Phinney &
Halstead) and discuss the listed medical emergencies,
their symptoms, and how to help the patient through the
crisis. (This Table can also be found at the end of this
faculty guide).
Slide
23
[Insert NA 2-23] Medical Emergencies (cont.)
Explain to learners that a complete medical history must
be taken from the patient at each visit, which could
identify potential emergency symptoms, and ensure
dental treatment will not cause or worsen a problem.
Tell learners that the dental team should know where the
emergency kit is kept, how to take and monitor vital
signs, as well as how to properly administer oxygen.
Discuss that someone should call 911 if the emergency is
life threatening and that all healthcare providers are
trained to perform CPR in case of emergency.
Slide
24
[Insert NA 2-24] Cardiopulmonary Resuscitation
Use this slide to go through the basic steps of CPR.
Inform learners that they will receive training in CPR at
the end of this section.
18
Module - Pharmacology and Emergency Management
Slide
25
[Insert NA 2-25] Foreign Body Airway Obstruction
Explain to learners that the Heimlich Maneuver is
performed for conscious choking victims.
Go through the procedure of performing the Heimlich
Maneuver.
In-Class Activity: Stop here for the Heimlich Maneuver
activity.
Slide
26
[Insert NA 2-26] Foreign Body Airway Obstruction (cont.)
Explain the steps to take in assisting an unconscious
choking victim.
In-Class Activity: Stop here for the Airway Obstruction
activity.
Homework Assignment: Stop here to assign and
discuss the homework.
Part B: Dental EmergenciesOverviewThis part will examine some of the dental emergencies for which a patient may visit the dentist. Some dental
emergencies are traumatic or painful, and require immediate attention, while others are less complicated but still a
priority for the patient to be seen as soon as possible.
Initial Questions and Activities1. How is angina pectoris treated?
Angina Pectoris is treated by having the patient stop all movement and
to sit down and place a nitroglycerin pill under their tongue. Oxygen
can be administered if necessary.
2. What is another term for under the tongue?
The technical term for under the tongue is sublingual.
- 19 -19
Remind learners at the beginning of each module where they have been in the course, how this particular module fits in, and where they are going in the course. Reinforce that Anatomy and Physiology, as well as Medical Terminology, provides a foundation for most allied health courses.
Teaching Tip
Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
Key Concepts References and Activities SlidesDental Emergencies Chapter ____, p. ____ (Phinney & Halstead) Slide 27
Assessment Questions [Insert In-Class Activity icon] CPR Training
[Insert Home Ass icon] CPR Exam Preparation
Slide 28
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon] In-Class Activities CPR Training (Part B, Objective 6-7, 9-10). Goal: For learners to be certified in Healthcare Provider CPR by
either the American Heart Association, Red Cross, or other training organization allowed by your state. This
training will need to be scheduled in advance of this module, so the course instructor can plan ahead, and all
learners can participate. Ensure that all equipment necessary is available. Steps for CPR should be reviewed
with the class. Each learner should then be paired off to practice each of the requirements. After
demonstration of the techniques and learner practice, the instructor should go around the room and check off
each learner for competency. After the learner’s have been checked off for the hands-on portion, the
instructor should review the material in preparation for the written exam. For homework, learners can study
this material and come to the next class section prepared to take the written portion. If any learner does not
pass the hands-on portion, prior to the written exam, the learners should be given the opportunity to show
hands-on competency on the same day the written is given. Skill Competency Assessment Sheets 13-2 & 13-
3 found in the learner workbook can also be utilized during this activity.
[Insert In-Class Dis Ques icon] In-Class Discussion1. What do the letters CPR stand for?
CPR stands for Cardiopulmonary Resuscitation, where cardio is the heart, pulmonary is the lungs,
and resuscitation is to save a life.
2. If you have a full schedule and an emergency patient needs to be seen, what might you do?
A scheduled patient may need to be called and asked if their appointment can be rescheduled, or at
least let them know you will be running late when they get to the office.
[Insert Home Ass icon] Homework AssignmentsCPR Exam Preparation. Learners should prepare for their upcoming written CPR exam.
Ideas for learners struggling with this material …20
Module - Pharmacology and Emergency Management
Conquer and Divide. Divide all projects, assignments, homework, etc. into small and manageable
chunks. Make a plan and then implement it.
Ideas for learners who are ahead and want to learn more … Research: Look up the chain of survival at http://www.americanheart.org. List the four steps in the chain of
survival.
Presentation ToolsNote: If you change Objectives or Assignments, don’t forget to change the
slides accordingly.
Slide
27
[Insert NA 2-27] Part B: Dental Emergencies
Review Part A. Make sure that any remaining questions are
answered.
Review the homework from part A.
Discuss each of the dental emergencies on this slide.
Explain to the learners that they will learn more details
about treating each of these dental problems as they go
through the course, and that this is a sort of “preview of
coming attractions.”
Slide
28
[Insert NA 2-28] Assessment Questions
Short Activity: Ask the group to answer these questions to
assess their comprehension of the recent material.
In-Class Activity: Stop there for the CPR Training activity.
Homework Assignment: Stop here to assign and discuss
the homework.
- 21 -21
Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
Section 3: Management of Pain and AnxietySection OverviewDental treatment goes more smoothly for the patient as well as the dental team when patients are made as
comfortable as possible. There are many methods available to achieve this, including conscious and unconscious
sedation. Anesthetic injections may be routine for the dentist, but are often an unpleasant experience for the
patient. Re-assurance and psychological support from the dental assistant is essential, and will increase the
patient’s confidence in the dentist and the necessary procedure.
Outline of SectionPart A: The Anesthetic Syringe
Part B: Anesthesia and Nitrous Oxide Sedation
Learning Objectives and CompetenciesThese learning activities directly address the Learning Objectives and Competencies as stated.
Knowledge
11. List the steps for preparing to administer local anesthetic.
Comprehension
12. Explain the types of topical anesthetic.
13. State injection sites for maxillary and mandibular injection.
14. Discuss nitrous oxide sedation.
Application
15. Demonstrate anesthetic syringe preparation.
16. Demonstrate assisting with placement of topical anesthetic and in the administration of local anesthetic.
Learning ActivitiesThese learning activities directly address the Learning Objectives and Competencies as stated.
[Insert Homework Assignment icon] Key Term Glossary (Part A, Objective 1 from Section 1)
[Insert In-Class Activity icon] Preparing the Anesthetic Syringe (Part A, All Objectives)
[Insert In-Class Activity icon] Assisting Administration of Topical and Local Anesthetics (Part B, All
Objectives)
[Insert Homework Assignment icon] Textbook and Workbook Assignment (Part B, All Objectives)
22
Walk around the room rather than hiding behind the slide projector or desk. Learners will stay more focused on what you are saying and for longer.
Teaching Tip
Module - Pharmacology and Emergency Management
[Insert Homework Assignment icon] End of Chapter Activities (Part B, All Objectives)
Part A: The Anesthetic SyringeOverviewThe are many components to the anesthetic syringe and its preparation that dental assistants need to know in
order to perform their job. This part discusses each element required to assemble an anesthetic syringe.
Initial Questions and Activities1. What are considered the vital signs for a patient?
Vital signs include the pulse, blood pressure, and respiration. In certain situations, such as a severe
dental infection, vital signs may also include the patient’s temperature.
Key Concepts References and Activities SlidesIntroduction to Section Slides 29-30
Key Terms Chapter ____, pp. ____ (Phinney & Halstead)
[Insert Home Ass icon] Key Term Glossary
Slide 31
The Anesthetic Syringe Chapter ____, pp. ____ (Phinney & Halstead)
[Insert In-Class Activity icon] Preparing the
Anesthetic Syringe
Slides 32-33
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon] In-Class Activities Preparing the Anesthetic Syringe (Part A, All Objectives for the Module). Goal: For learners to have hands-
on experience manipulating an anesthetic syringe. Learners should follow the steps on the Skill Competency
Assessment Sheet 16-1 in the learner workbook. Explain the skill and performance objectives listed on the
assessment sheet to the learners. Instructor should check off each learner’s competency as they perform the
task using the Skill Competency Assessment Sheet. The instructor must provide sterile syringes, disposable
needles, anesthetic carpules, and 2x2 gauze sponges.
[Insert In-Class Dis Ques icon] In-Class Discussion1. What is a foramen?
A foramen is an opening in the bone to permit passage of nerve and
blood vessels.
2. What is the name of the foramen that is near the mandibular bicispids?
- 23 -23
Consider quizzing learners prior to lecturing on the reading assignments. When learners get into the habit of expecting a quiz, they also get into the habit of preparing for class, thus learning improves.
Teaching Tip
Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
The foramen near the second bicusipids is the mental foramen.
[Insert Home Ass icon] Homework AssignmentsKey Term Glossary. Learners will define key terms listed in the PowerPoint presentation. They are to enter this
glossary on disk, in a dedicated notebook or in a designated part of a notebook. They are expected to augment
information from text or lecture with other resources including any available in the school or public libraries or on
the Internet and will be graded at the end of the module on completeness and presentation.
Ideas for learners struggling with this material … Use a To Do list. Organize your day or week. Develop the list. Then, check off each item as you
complete the task. This will not only assist in time management and organization, but will also assist in
motivation as you see your progress.
Ideas for learners who are ahead and want to learn more … Web Activity. Go to www.ada.org, then find “Dental Therapeutics,” read the prescription tips and be prepared
to discuss them in class.
Presentation ToolsNote: If you change Objectives or Assignments, don’t forget to change the
slides accordingly.
Slide
29
[Insert NA 2-29] Section 3: Management of Pain and Anxiety
Discuss each objective for this section in detail. Learners
need to know what they will be learning and why. Try to
relate it back to their careers as dental assistants.
Slide
30
[Insert NA 2-30] Section 3: Management of Pain and Anxiety (cont.)
Continue to discuss each objective for this section in
detail.
Slide
31
[Insert NA 2-31] Key Terms
Review each key term and discuss the importance of
knowing the definition of each.
24
Module - Pharmacology and Emergency Management
Homework Assignment: Stop here and review the Key
Terms Glossary homework assignment. Make sure
learners understand the importance of learning each term
and acquiring new vocabulary.
Slide
32
[Insert NA 2-32] Part A: The Anesthetic Syringe
Inform learners that the hands should be washed before
beginning to prepare for anesthesia. Discuss that there
are several different types of anesthetic syringes
available, also many types and brands of local
anesthetic, and disposable needles. Ensure that learners
understand that each dentist will have his / her own
preference and policies that must be followed by the
dental assistant.
Slide
33
[Insert NA 2-33] The Anesthetic Syringe (cont.)
Describe how dental needles come in two lengths,
commonly referred to as short and long. The 1” needle is
used for infiltration anesthesia and the 1 5/8” needle used
for block anesthesia.
Explain that the gauge of the needle is its width, with the
most common numbers being 30, 27, and 25. Ensure
learners understand that the larger the gauge number,
the smaller the needle diameter. Tell them the most
common dental needles are made by Monoject, and are
color coded, with red being 25 ga, yellow is 27 ga, and
blue is 25 ga.
Inform learners that the lumen is the opening of the
needle and that the protective cover is removed so the
- 25 -25
Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
needle can be screwed onto the syringe, but that the
needle guard is not removed until the dentist is ready to
administer the anesthetic.
Explain that the needle punctures the rubber diaphragm
on the glass carpule / cartridge. Tell them the next
section will discuss anesthetic solutions.
In-Class Activity: Stop here for the Preparing the
Anesthetic Syringe activity.
Part B: Anesthesia and Nitrous Oxide SedationOverviewThe ultimate success of dental treatment depends on a calm, confident patient. Sometimes pre-medication or
sedation will be required to calm an apprehensive patient, especially if treatment is extensive, such as certain
surgery procedures. The dental assistant has a vital role in observing the patient for any signs of problems and to
report anything out of the ordinary to the dentist.
Initial Questions and Activities1. What is the first thing a dental assistant should do before preparing the anesthetic syringe?
Healthcare personnel should always wash their hands before preparing
for any treatment.
Key Concepts References and Activities SlidesAnesthesia and Nitrous Oxide
Sedation
Chapter ____, pp. ____ (Phinney & Halstead) Slides 34-41
Assessment Questions [Insert In-Class Activity icon] Assisting with
the Administration of Topical and Local
Anesthetics
[Insert Home Ass icon] Textbook and
Workbook Assignment
Slide 42
26
Module - Pharmacology and Emergency Management
Key Concepts References and Activities Slides[Insert Home Ass icon] End of Chapter
Activities
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon] In-Class Activities Assisting with the Administration of Topical and Local Anesthetics (Part A, All Objectives for the
Module). Goal: For learners to have hands-on experience setting up, placing topical anesthetic, preparing an
anesthetic syringe, and rinsing the patient’s mouth. Learners should follow the steps on the Skill Competency
Assessment Sheet 16-2 in the learner workbook. The instructor must provide the equipment and supplies
necessary for this procedure. An operatory, dental chair, operator and assisting stools must be available in
order for the instructor to simulate administering local anesthetic, so the learners can practice the competency
steps involved, including rinsing the patient’s mouth. Learners should practice this skill on each other. Explain
to learners the skill and performance objectives listed on the assessment sheet. Once the learners have been
given an opportunity to practice, the instructor, using the Skills Competency Sheet, should check off each
learner as they successfully demonstrating each step.
[Insert In-Class Dis Ques icon] In-Class Discussion1. Which needle has the larger diameter lumen, between the 25 gauge and the 30
gauge?
The 25 gauge has a wider diameter than the 30 gauge needle.
2. What does epinephrine do?
Epinephrine is a vasoconstrictor which shrinks blood and nerve vessels, as
well as stimulating the heart.
[Insert Home Ass icon] Homework AssignmentsTextbook and Workbook Assignment. Learners are to read Chapter ____(Phinney & Halstead). Have learners
complete the workbook Chapter ____ questions. Learners should be prepared to review these in class.
End of Chapter Activities. Have learners complete the Case Study, Review Questions and Critical Thinking
Questions in Chapter ____ (Phinney & Halstead).
Ideas for learners struggling with this material …
- 27 -27
Explain each learning activity you will be using, either in class, or as a homework assignment so learners can understand what will be expected. Discuss why each activity is important, which learning style it addresses, and what learners will gain by completing the assignment.
Teaching Tip
Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
Develop Questions. Develop questions for the exam as if you were the instructor. Then answer the
questions. Use this as a review tool for exams. Assess how close you are to the instructor’s real questions
with each exam. Soon you will be able to accurately predict the questions.
Ideas for learners who are ahead and want to learn more… Web Research. Go to http://aamgpaloalto.com and research the role of an anesthesiologist in the dental office
Presentation Tools Note: If you change Objectives or Assignments, don’t forget to change
the slides accordingly.
Slide
34
[Insert NA 2-34] Part B: Anesthesia and Nitrous Oxide Sedation
Review Part A. Make sure that any remaining questions
are answered.
Review the homework from part A.
Introduce part B.
Ensure learners realize how important a complete and
accurate medical history is before any type of anesthesia
is administered.
Discuss the issues that prior negative experiences can
have on anesthesia considerations.
Encourage learners as dental assistants to be alert to
patient’s attitudes and disposition. Explain how a
patient’s attitude can affect their dental treatment.
Discuss the importance of monitoring vital signs before,
during and after general anesthesia or intravenous
sedation. Point out that during anesthesia the dental
team must be prepared for any possible adverse
reactions to the medications.
28
Module - Pharmacology and Emergency Management
Explain the various types of complications that may occur
during anesthesia.
Slide
35
[Insert NA 2-35] Anesthetics and Sedation
Inform learners that general anesthesia can be achieved
through combination of gases and intravenous agents,
and must be monitored properly by personnel trained to
deal with adverse reactions to anesthetics.
Discuss how local anesthetics block conduction of nerve
impulses, thereby eliminating feeling to the affected area,
and that the experience does not need to be unpleasant
for the patient. Tell them how important they can be in
reassuring the patient by providing essential
psychological support in order to increase confidence in
the dentist and the treatment.
Explain to learners that various forms of sedation are
available; that the patient is conscious and able to
respond. Only those individuals trained and certified in
sedation techniques may perform these procedures.
Slide
36
[Insert NA 2-36] Topical Anesthetic
Inform learners that topical anesthetics are available in
many forms and that they temporarily numb the sensory
nerve endings of the surface on the oral mucosa, so the
dentist can inject the local anesthetic with minimum
discomfort for the patient.
Slide
37
[Insert NA 2-37] Vasoconstrictors
Explain to learners that the vasoconstrictor epinephrine is
added to local anesthetic solutions to prolong the
- 29 -29
Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
duration of the anesthesia and that it may cause
unwanted side effects, such as nervousness, high blood
pressure, or to worsen current heart conditions. For some
patients, such as those with a history of heart disease, a
local anesthetic without epinephrine may be used.
Explain the epinephrine ratio of 1:100,000. Point out that
when longer duration is necessary, a ratio of 1:50,000 is
used.
Discuss that all anesthetic cartridges are marked as to
their epinephrine content. Address the color code
marking system that indicates amount of epinephrine.
Inform learners that a mistake in epinephrine content can
cause serious problems and if they are in doubt, they
should ask before preparing the syringe.
Slide
38
[Insert NA 2-38] Injection Types
Review the different types of injections.
Tell learners that anesthetic solutions are less irritating to
the tissues when they are near body temperature and
that this can be done with a warming unit, or by running
the cartridge under warm water.
Explain that the tip of the needle is beveled and that
during injection, the bevel is turned towards the bone,
which enables the dentist to deposit anesthetic solution
next to the bone, without actually contacting the bone.
Describe how both maxillary and mandibular block
anesthesias are administered.
Slide [Insert NA 2-39] Local Anesthetic Solutions
30
Module - Pharmacology and Emergency Management
39 Discuss the two types of local anesthetic solutions used
for injections in dental procedures.
Slide
40
[Insert NA 2-40] Other Anesthetic Techniques
Address each type of injection technique and delivery
systems used for administering anesthetics.
Slide
41
[Insert NA 2-41] Nitrous Oxide with Oxygen
Inform learners that a combination of nitrous oxide and
oxygen is used to achieve conscious sedation. In most
states the dental assistant is allowed to aid in monitoring
the administration of nitrous oxide only under direct
supervision of the dentist. Ensure that learners realize
the equipment and hoses must be monitored regularly to
ensure they are in proper working condition.
Explain to learners that the patient’s baseline is the ratio
of nitrous oxide to oxygen that is most effective to each
patient and that at the baseline, the patient is conscious
and cooperative but pleasantly relaxed. Once the
baseline has been determined for a patient, it is recorded
on the patient’s chart. If the patient becomes nauseated
or restless, turn off the nitrous immediately and
administer 100% oxygen.
Slide
42
[Insert NA 2-42] Assessment Questions
Short Activity: Ask the group to answer these questions
to assess their comprehension of the material recently.
In-Class Activity: Stop here for the Assisting with the
Administration of Topical and Local Anesthetics activity
- 31 -31
Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
Homework Assignment: Stop here to assign and
discuss the homework.
Section 4: Dental TerminologySection OverviewDental assistants must have a basic understanding of the various specialties devoted to dentistry. This section will
examine terminology as it relates to each of the dental sciences, and will give an overview of information to be
presented throughout the remainder of the dental assisting program.
Outline of SectionPart A: Dental Terminology
Learning Objectives and CompetenciesThese learning activities directly address the Learning Objectives and Competencies as stated.
Knowledge
17. Define each dental specialty.
Comprehension
18. Recognize terminology related to each of the specialties in dentistry.
19. Understand dental terminology pronunciation.
Application
20. Apply dental terminology building skills.
Learning ActivitiesThese learning activities directly address the Learning Objectives and Competencies as stated.
[Insert In-Class Activity icon] Explain the Material (Part A, All Objectives)
[Insert Homework Assignment icon] Textbook Assignment (Part A, All Objectives)
[Insert Homework Assignment icon] Dental Terminology Audio Tape (Part A, All Objectives)
Part A: Dental TerminologyOverviewLearning the basic word parts in dental terminology will make it easier to understand each of the new vocabulary
being introduced in this section. Much of what was previously taught about the strucure of words will be continued
and expanded upon as the dental specialties are studied.
32
Explain each activity to which learners have to look forward to. If time is an issue, carefully choose the activities you will do in class. Try to address each Learning Objective with a Learning Activity. Remember that learners learn best by what they do, more than what they hear in lecture.
Teaching Tip
Module - Pharmacology and Emergency Management
Initial Questions and Activities1. What is paresthesia?
Paresthesia is a condition of numbness after the effects of local anesthesia wears off. This condition
may be either permanent or temporary.
Key Concepts References and Activities SlidesIntroduction to Section Slide 43
Dental Terminology Chapter ____, pp. ____ (Dofka)
[Insert In-Class Activity icon] Explain the
Material
[Insert Homework Assignment icon]Textbook
Assignment
[Insert Homework Assignment icon] Dental
Terminology Audio Tape
Slides 44-45
Summary of Module Slide 46
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon] In-Class Activities Explain the Material (Part A, All Objectives for the Module). Goal: To enhance learners’ understanding of
dental terminology and the dental specialties. Divide learners into groups of two or three and assign each
group enough Chapters to insure that Chapters 9 through 19 are covered from the Dental Terminology
textbook. (Dofka). The groups should discuss their chapters and then present the information to the class.
Make sure that time is given for questions and answers.
[Insert In-Class Dis Ques icon] In-Class Discussion
- 33 -33
learns best in an atmosphere of mutual respect. Early in the class, establish class guidelines for listening, asking questions, disagreeing, and other elements of communication. Letting learners decide on the guidelines will involve them and give them ownership of the process.
The Adult Learner . . .
Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology
1. What do prefix, root word, and suffix mean?
The prefix is a division that begins a term, and may alter it by indicating
quality, condition, location, or size. The root word contains the basic
meaning, and the suffix is added to the end of a root word to describe or
qualify the word.
[Insert Home Ass icon] Homework AssignmentsTextbook Assignment. Learners are to read Chapters ______ (Dofka).
Dental Terminology Audio Tape: Have learners listen to the audio cassette tape to help with the correct
pronunciation of words.
Ideas for learners struggling with this material … Examine the Concept. For each concept, think of several examples and applications. Write these down in
your notes. This strategy will assist in recalling the information for an exam and in the workplace.
Ideas for learners who are ahead and want to learn more … Web Research. Go to www.fda.gov and read the “Hot Topics” for the FDA. Report on one hot topic of interest
to you.
Presentation ToolsNote: If you change Objectives or Assignments, don’t forget to change the
slides accordingly.
Slide
43
[Insert NA 2-43] Section 4: Dental Terminology
Discuss each objective for this section in detail. Learners
need to know what they will be learning and why. Try to
relate it back to their careers as dental assistants.
Slide
44
[Insert NA 2-44] Part A: Dental Terminology
Describe each of the dental specialties on the slide.
Slide
45
[Insert NA 2-45] Dental Terminology (cont.)
In-Class Activity: Stop here for the Explain the Material
34
Module - Pharmacology and Emergency Management
activity.
Homework Assignment: Stop here to assign and
discuss the homework.
Slide
46
[Insert NA 2-46] Summary of Module
Remind learners of the many fascinating topics they have
just begun to learn about, and that there is more to come.
Ask reviewers if there are any remaining questions from
the module. Review information as needed.
- 35 -35