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Course/Program Inventory
TCAT Course Inventory
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FOR INTERNAL USE ONLY- NOT FOR EXTERNAL DISTRIBUTION
The Tennessee Board of Regents (TBR) provides its online common course inventory for community colleges (or common curriculum inventory for technical colleges) as a tool for faculty, staff, and administrators to use in academic program planning. It is not intended for use in advising. TBR does not guarantee that the information contained within the site is up-to-date, complete and accurate. Individuals assume any risks associated with relying upon such information without checking other credible sources, such as a College Catalog or TBR policies. Content within the site is for information purposes only and does not represent the official Academic Program Inventory at any specific TBR institution.
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TCAT
Cosmetology
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COS 2060 - Hair Shaping II
Clock Hours: 40
Delivery Mode
on-ground
Course Description:
This course provides additional study in hair shaping. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Identify fundamental cutting techniques used when cutting hair.
- Perform haircutting procedures for; solid form haircut, increased layered haircut, graduated haircut, uniformly layered haircut, and men’s haircut.
- Demonstrate a client consultation prior to haircutting service.
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COS 2070 - Hairstyling II
Clock Hours: 60
Delivery Mode
on-ground
Course Description:
The course provides further study in hairstyling. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Perform thermal and wet styling procedures.
- Explain and demonstrate long hair fundamentals.
- Demonstrate a client consultation prior to hairstyling service.
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COS 2080 - Facials and Eyebrows
Clock Hours: 20
Delivery Mode
on-ground
Course Description:
The course provides further study in facials and eyebrows. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Demonstrate and explain tweezing and waxing procedures.
- Demonstrate and explain facial procedures.
*Hours may be modified up to 26 to meet Tennessee State Law requirement of 600 Physical.
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COS 2090 - Manicuring and Pedicuring II
Clock Hours: 25
Delivery Mode
on-ground
Course Description:
The course provides further study in Manicuring and pedicuring. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Perform manicure services.
- Perform pedicure services.
- Demonstrate nail artistry.
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COS 2100 - Permanent Waves II
Clock Hours: 48
Delivery Mode
on-ground
Course Description:
The course provides further study in Permanent Waves. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Explain the fundamental theory of perming and perming essentials.
- Demonstrate infection control and safety as it pertains to permanent waving.
- Review permanent wave problems and solutions.
- Demonstrate a client consultation prior to permanent waving service.
- Perform permanent waving procedures.
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COS 2110 - Hair Relaxers
Clock Hours: 23
Delivery Mode
on-ground
Course Description:
The course provides further study in Hair Relaxers. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Explain and demonstrate a virgin relaxer application.
- Explain and demonstrate a relaxer retouch application.
- Review safety precautions for chemical relaxers.
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COS 2120 - Hair Color and Lightening
Clock Hours: 69
Delivery Mode
on-ground
Course Description:
The course provides further study in Hair Color and Lightening. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Define color
- Describe the law of color
- Define melanin
- Describe gray hair
- Identify natural level and tone
- Identify artificial level, tone and intensity
- Explain additional color considerations
- Define melanin
- Describe gray hair
- Identify natural level and tone
- Identify artificial level, tone and intensity
- Explain additional color considerations
- Explain and demonstrate haircoloring applications.
*Hours may be modified up to 78 hours to meet the Chemical requirement of State Law.
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COS 2130 - Hair Structure & Chemistry II
Clock Hours: 26
Delivery Mode
on-ground
Course Description:
The course provides further study in Hair Structure and Chemistry. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Evaluate the effects of chemicals on the hair structure.
- Define the 10 major terms used in electricity.
- Describe the safety measures to be followed when using electrical appliances.
- Explain the three kinds of effects that can be created by electric current during cosmetology services.
- List three kinds of effects that can be created by electric current as it is used during electrotherapy and light therapy treatments.
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COS 3010 - Sterilization Bacteriology III
Clock Hours: 20
Delivery Mode
on-ground
Course Description:
The course provides advanced instruction in Sterilization and Bacteriology.
Student Learning Outcomes:
Sterilization and Bacteriology 3
- Demonstrate proper sanitation and disinfection procedures of implements, tools and equipment.
- Demonstrate blood incident procedures.
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COS 3020 - Anatomy and Physiology III
Clock Hours: 18
Delivery Mode
on-ground
Course Description:
Instruction provided to the student in Anatomy and Physiology.
Student Learning Outcomes:
- Define the function, composition and types of skin.
- Identify the difference between disorders and diseases of skin.
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COS 3030 - Shop Ethics & Salesmanship III
Clock Hours: 25
Delivery Mode
on-ground
Course Description:
Provides instruction in the laws of shop ethics and salesmanship how it relates to the Cosmetology. Shop Ethics and Salesmanship are relayed throughout the course. Instruction is provided through the use of class assignments, lecture and videos.
Student Learning Outcomes:
- Establish routines to maintain a healthy body and mind.
- Explain the elements of effective communication.
- Develop and maintain positive human relations.
- Demonstrate professionalism by following proper procedures on clinical performances.
- Instruction in salon ownership.
- Instruction in interviewing.
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COS 3040 - Hair Shaping III
Clock Hours: 60
Delivery Mode
on-ground
Course Description:
The course provides study in further hair shaping techniques. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Performs client consultation prior to haircutting service to ensure predictable results.
- Combining techniques within a haircut to achieve a variety of results.
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COS 3050 - Hairstyling III
Clock Hours: 58
Delivery Mode
on-ground
Course Description:
The course provides further study in hairstyling. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Explain:
- The history of wigs and hairpieces
- Composition, colors and construction of wigs and hairpieces
- Wig and hairpiece essentials
- Infection control and safety for wigs and hairpieces
- Client consultation for wigs and hairpieces
- Wig services
- Hairpiece types
- Perform variety of hairstyling procedures; thermal styling, wet styling and long hair styling.
- Performs client consultation prior to hairstyling service to ensure predictable results.
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COS 3060 - Facials and Eyebrows II
Clock Hours: 20
Delivery Mode
on-ground
Course Description:
The course provides further study in facials and eyebrows. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
Describe and demonstrate:
- Massage
- Facial masks
- Skin care essentials
- Infection control and safety
- Client consultation
- Basic facial
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COS 3070 - Permanent Waves III
Clock Hours: 75
Delivery Mode
on-ground
Course Description:
The course provides further study in Permanent Waves. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Perform permanent waving procedures.
- Perform a client consultation prior to permanent waving procedure.
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COS 3080 - Hair Relaxers II
Clock Hours: 45
Delivery Mode
on-ground
Course Description:
The course provides further study in Hair Relaxers. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Explain and demonstrate fundamental theory of chemical relaxing
- Explain and demonstrate Chemical relaxing essentials
- Explain and demonstrate Infection control and safety for chemical relaxing
- Explain and demonstrate Client consultation for chemical relaxing
- Explain and demonstrate Procedures of chemical relaxing
- Explain and demonstrate Virgin Sodium Hydroxide Relaxer
- Explain and demonstrate Virgin Thio Relaxer
- Explain and demonstrate Relaxer Retouch
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COS 3090 - Hair color and Lightening III
Clock Hours: 80
Delivery Mode
on-ground
Course Description:
The course provides further study in Hair Color and Lightening. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Perform haircolor applications and techniques.
- Perform client consultation prior to haircolor service.
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COS 3100 - Sculptured Nails
Clock Hours: 25
Delivery Mode
on-ground
Course Description:
The course provides instruction in Sculptured Nails
Student Learning Outcomes:
- Describe and explain artificial nail essentials
- Describe and explain infection control and safety
- Describe and explain nail tips
- Describe and explain tips with acrylic overlay
- Describe and explain pink and white sculptured nails
- Describe and explain artificial nail services
- Perform artificial nail services.
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COS 4010 - Sterilization, Bacteriology IV
Clock Hours: 15
Delivery Mode
on-ground
Course Description:
Student Learning Outcomes:
- Demonstrate proper sanitation and disinfection procedures of implements, tools and equipment.
- Demonstrate blood incident procedures.
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COS 4020 - Shop Ethics & Salesmanship IV
Clock Hours: 25
Delivery Mode
on-ground
Course Description:
Provides instruction in the laws of shop ethics and salesmanship how it relates to the Cosmetology. Shop Ethics and Salesmanship are relayed throughout the course. Instruction is provided through the use of class assignments, lecture and videos.
Student Learning Outcomes:
- Establish short-and long- range personal goals within the beauty industry.
- Identify which job offer to accept by recognizing: steps necessary to search for a job, questions to ask during job interview, personal qualities that will be evaluated during interview and potential job benefits.
- List the steps used to develop and maintain professional relationships, including building a clientele.
- Describe salon ownership types, structure, operations and requirements for the practice of good business.
- Define techniques used to recommend retail product sales to clients.
- Demonstrate professionalism by following proper procedures on clinical performances.
- Review for State Board Licensure.
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COS 4030 - State Law II
Clock Hours: 5
Delivery Mode
on-ground
Course Description:
Provides instruction in the appropriate procedures and process or shampooing and rinsing. Instruction is provided through lecture, videos, demonstration and hands-on exercises.
Student Learning Outcomes:
Review and understand TN State Law and Rules in regards to:
1) Meeting licensure requirements/licensed duties
2) Renewal of license
3) Board responsibilities
4) Displaying the license
5) Salon owner and manager responsibilities
6) Change of Address
7) Displaying sign pertaining to client’s rights
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COS 4040 - Hair Shaping IV
Clock Hours: 15
Delivery Mode
on-ground
Course Description:
The course provides a further and advanced study of hair shaping. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Performs client consultation prior to haircutting service to ensure predictable results.
- Combining techniques within a haircut to achieve a variety of results.
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COS 4050 - Hairstyling IV
Clock Hours: 28
Delivery Mode
on-ground
Course Description:
The course provides further study in hairstyling. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Perform thermal and wet styling procedures.
- Explain and demonstrate long hair fundamentals.
- Demonstrate a client consultation prior to hairstyling service.
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COS 4060 - Permanent Waving IV
Clock Hours: 30
Delivery Mode
on-ground
Course Description:
The course provides further advanced study in permanent waving. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Perform permanent waving procedures.
- Perform a client consultation prior to permanent waving procedure.
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COS 4070 - Hair Relaxers III
Clock Hours: 30
Delivery Mode
on-ground
Course Description:
The course provides further advanced study in Hair Relaxers. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Perform a client consultation prior to chemical relaxing services.
- Perform chemical relaxing procedures.
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COS 4080 - Hair Color and Lightening IV
Clock Hours: 50
Delivery Mode
on-ground
Course Description:
The course provides advanced and final study in Hair Color and Lightening. Instruction is provided through lecture, videos, worksheets, demonstration and hands-on exercises.
Student Learning Outcomes:
- Perform haircolor applications and lightening techniques.
- Perform client consultation prior to haircolor service in regard to appropriate application and technique.
Cosmetology Instructor Training
Criminal Justice-Correctional Officer
Culinary Arts
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CUL 0001 - Worker Characteristic
Clock Hours: 6
Delivery Mode
on-ground
Course Description:
The course provides instruction in the work ethics needed to succeed in industry. Attendance, attitude, appearance, use of time and work characteristics are taught throughout the class. Expected student conduct while in the classroom and at school is also covered.
Student Learning Outcomes:
- Attendance
- Character
- Teamwork
- Appearance
- Attitude
- Productivity
- Organizational skills
- Communication
- Cooperation
- Respect
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CUL 0002 - Worker Characteristic
Clock Hours: 6
Delivery Mode
on-ground
Course Description:
Describe to the student the importance of proper worker characteristics needed for industry excellence.
Student Learning Outcomes:
The student will learn employability skills such as:
- Punctuality
- Dependability
- Personal appearance
- Positive attitude
- Productivity
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CUL 0003 - Worker Characteristic
Clock Hours: 6
Delivery Mode
on-ground
Course Description:
Final Worker Characteristic focusing on Honesty, Respect, Customer Service and Responsibility.
Student Learning Outcomes:
- The student will learn the importance of Honesty, Respect, and Responsibility in the food industry.
- The student will learn how Customer service and satisfaction is key in retaining repeat business and building future business.
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CUL 1010 - Introduction to Food Service
Clock Hours: 24
Delivery Mode
on-ground
Course Description:
Introduction to the Food Service Industry including Historical events that influenced culinary practices. Focus is to equip students with the foundational knowledge and skill to perform in Industry as a competent entry level service or fast food employee. Studies to include all facets of the Food Service Industry including “Front of the House” and “Back of the House procedures.”
Student Learning Outcomes:
- The course provides instruction in related areas of study to assist the student in being successful in both the classroom and industry.
- Identify career and employment opportunities in the food industry.
- Understand the different requirements and licensure for food handling and preparation.
- Understand Front of the house and Back of the house duties and responsibilities.
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CUL 1020 - Food Service Safety & Sanitation
Clock Hours: 48
Delivery Mode
on-ground
Course Description:
Curriculum pointed towards acquainting the student with the Food and Drug Administration’s Food code as well as the challenges of sanitation and opportunities facing the worker in the food industry.
Student Learning Outcomes:
- Demonstrate and utilize proper personal hygiene and understand health precautions such as hand washing, use of gloves, hair restraints, etc in food handling practices.
- The student will learn the different pathogens, the categories of those pathogens and the environmental factors for transmission and symptoms.
- Summarize the requirements for proper storage and disposal of chemicals used in the food industry.
- Understand the Safety Data Sheet structure for chemicals and understand how to handle chemicals.
- Understand proper food handling and storage.
- Able to identify pests, rodents, and insects and have an understanding on how to prevent or put in place control procedures against these subjects.
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CUL 1030 - Nutrition and Menu Planning
Clock Hours: 30
Delivery Mode
on-ground
Course Description:
Explains the nutrients required for Human consumption and helps guide menu planning for proper nutrition planning. Recognize the needs of the diverse customer base.
Student Learning Outcomes:
- The student will learn to identify, analyze and visually represent the nutrients required for the human body.
- Identify the Micro and Macro nutrients and the influence of these on biological systems.
- Differences between food allergies and intolerances and how the body reacts to each.
- The student will learn to recommend substitutes or modifications to avoid reactions.
- Interpret menus to meet dietary guidelines and nutritional needs for those with special needs.
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CUL 1040 - Food Service Tools & Equipment
Clock Hours: 30
Delivery Mode
on-ground
Course Description:
This course will demonstrate the tools and equipment used in the food industry. Ranging from smallwares and hand tools to large industrial equipment.
Student Learning Outcomes:
- Identify, describe, and effectively demonstrate the use of hand tools and smallwares used in food preparation and how to properly clean and store the equipment.
- Study large equipment employed in commercial industry such as holding units, ranges and ovens, and refrigeration units. The functionality of this equipment and proper cleaning techniques.
- Learn the ability to identify, select, and utilize proper measuring cups, scoops, scales, and thermometers used in the industry.
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CUL 1050 - Cooking Terminology
Clock Hours: 48
Delivery Mode
on-ground
Course Description:
Understanding the terminology used in the food preparation industry so the student can be successful in the field.
Student Learning Outcomes:
- The student will learn to use textbooks, industry magazines, or digital media to compare and contrast cooking methods and terminology used in the workplace.
- Demonstrate knowledge of different cooking techniques such as
- Blanching
- Baking
- Grilling
- Frying
- Poaching
- Boiling
- Broiling
- Identify grades, types of cuts of meat
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CUL 1060 - Recipe Interpretation
Clock Hours: 30
Delivery Mode
on-ground
Course Description:
Provide understanding of the interpretation of recipe and applying the skills gained to prepare based off of recipe directions.
Student Learning Outcomes:
- The student will learn key points and functions of name, yield, portion size, ingredients, quantity, and methods of preparation.
- Use the definitions to understand terms and characteristics used in standardized recipes.
- Use proper formulas and apply the correct conversion factors to increase or decrease the yield according to the need.
- Follow recipes precisely, ability to discuss ways to reduce waste.
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CUL 1070 - Cooking Methods
Clock Hours: 48
Delivery Mode
on-ground
Course Description:
Review the various cooking methods for the different groups of food.
Student Learning Outcomes:
- Identify the different cooking methods for:
- Meats and Poultry
- Vegetables
- Dairy and eggs.
- Discuss different cooking techniques such as dry, moist, or combination cooking
- Examine effective use of the techniques of Blanching, Baking, Grilling, Frying, Poaching, Boiling and Broiling.
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CUL 1080 - Cold Foods I
Clock Hours: 168
Delivery Mode
on-ground
Course Description:
Cover Cold food preparation, handling, and storage techniques.
Student Learning Outcomes:
- The student will engage in cold food preparation techniques including cold bar, salads, fruits, cold vegetables, and sandwiches.
- Proper cold food temperature environment demand
- Compare types of salads and the role of the ingredients in each.
- Discuss the qualities of simple and emulsified dressings
- Categorize different types of sandwiches, discussing ingredient roles and assembly methods.
- Prepare fruit, vegetables, and composed salads along with salad dressings and cold sauces.
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CUL 2010 - Cold Foods II
Clock Hours: 32
Delivery Mode
on-ground
Course Description:
Expand upon cold food preparation techniques and practices.
Student Learning Outcomes:
- Identify and select cheeses, milk, creams, and butter.
- Store and handle fresh and frozen dairy products.
- Prepare cold sandwiches
- Prepare and display salads, dressings, and cold sauces.
- Select, use and maintain cold bar buffet equipment and utensils.
- Prepare seafood cocktails and salads
- Proper preparation of cheese boards and cold hors d’oeuvres.
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CUL 2020 - Hot Foods
Clock Hours: 300
Delivery Mode
on-ground
Course Description:
Examine Hot Food preparation techniques
Student Learning Outcomes:
- Demonstrate stock, soup, and sauce preparation techniques.
- Prepare cream soups, chowders, and clear soups.
- Develop the taste and appearance of different soups and sauces.
- Demonstrate principles of chemistry during the meat cooking process.
- Prepare meat, fish, and poultry using moist heat and dry heat methods.
- Demonstrate procedure for marinating meat.
- Select, use, and maintain hot bar buffet equipment and utensils.
- Preparing breakfast menus including dairy and egg.
- Preparing hot sandwiches
- Preparing hot hors d’oeuvres
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CUL 2030 - Baking Skills I
Clock Hours: 94
Delivery Mode
on-ground
Course Description:
This course teaches the skills needed for basic baking procedures
Student Learning Outcomes:
- The student will learn to identify and select baking and dessert ingredients.
- Define common baking terms
- Understand the various mixing methods used in baking
- Preparation of bread products including rolls or breads.
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CUL 3010 - Baking Skills II
Clock Hours: 94
Delivery Mode
on-ground
Course Description:
Expanding on Baking Skills needed for industry
Student Learning Outcomes:
- The student will learn to bake yeast bread and rolls
- Prepare and bake quick breads
- Prepare and bake cakes
- Process of baking, roasting, and broiling meats and vegetables
- Practice with the different mixing methods including beat, blend, cream, cut in, fold, knead, and whip.
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CUL 3020 - Pastry Skills I
Clock Hours: 122
Delivery Mode
on-ground
Course Description:
Exploring Pastry Skills for student success in the Pastry and dessert section
Student Learning Outcomes:
- The student will learn to identify and select baking and dessert ingredients.
- Analyze sweeteners, flours, tougheners, and liquids used in baking.
- Understand the mixing methods in baking
- Prepare crusts and pie fillings for Pie making
- Prepare, Bake, and decorate various cakes
- Bake Puff pastries
- Prepare and bake cookies from a drop or rolled method.
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CUL 3030 - Food Service Cost Control, Purchase, and Inventory
Clock Hours: 60
Delivery Mode
on-ground
Course Description:
Importance of Cost Control and Inventory Control in the Food Service Industry
Student Learning Outcomes:
The student will learn the different methods of inventory control. Manual systems versus electronic spreadsheet.
- Menu pricing methods to meet income necessary to continue operations.
- Examine pricing strategies to obtain sales goals.
- Identify economic and marketing strategies.
- View software packages for food service and hospitality management.
- Review procedures to minimize food waste.
- Interpret Profit&Loss statements
- Understand loss prevention strategies looking at safety, food handling, maintenance, and environmental effects.
- Calculating menu pricing based off of unit costs of ingredients, yield, labor cost, and operating cost.
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CUL 3040 - Table and Beverage Service
Clock Hours: 30
Delivery Mode
on-ground
Course Description:
Explaining the initial service for the client.
Student Learning Outcomes:
The student will learn the different service styles such as buffet, American service, or foreign country service style.
- Learn the ability to set a dining area according to the style setting.
- Napkin folding techniques
- Greeting and service professionalism
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CUL 3050 - Marketing and the Menu
Clock Hours: 30
Delivery Mode
on-ground
Course Description:
Exploring Marketing and how to adjust the Menu for maximum results
Student Learning Outcomes:
The student will learn Marketing techniques to grow business.
- Understanding Regional or International foods and how to incorporate them into the menu.
- Exploring Catering and banquet opportunities
- Benefits of having diversity in the menu
- Menu adjustments and changes
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CUL 3060 - Accounting Practices
Clock Hours: 60
Delivery Mode
on-ground
Course Description:
Understanding the Business side of the Food Industry
Student Learning Outcomes:
- Menu pricing methods systems of controlling and accounting for food and beverage costs.
- Controlling sales income through electronic and manual systems.
- Understanding business costs
- Effective cost control in purchasing, menu pricing, and labor.
- Different types of business models such as Cooperatives, Sole Proprietorships, partnerships, LLC, etc.
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CUL 3070 - Customer Service
Clock Hours: 30
Delivery Mode
on-ground
Course Description:
Understanding the importance of Customer Service
Student Learning Outcomes:
- The student will learn and practice the importance of Customer service when dealing with the public
- Professionalism and ethics towards the customer
- How customer service grows business
- Involvement in Internships with businesses to grow your skill
Dental Assisting
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DTA 0001 - Worker Characteristic
Clock Hours: 6
Delivery Mode
on-ground
Course Description:
The goal of the course is to improve the essential worker characteristics of students to prepare them for entrance into the workforce. The course is based around the ten traits that have been identified as being needed to foster positive work habits.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Attendance
- Attends class as scheduled.
- Arrives/leaves on time (no tardiness).
- Notifies instructor prior to or day of being absent.
- Character
- Displays loyalty, honesty, trustworthiness.
- Displays dependability and reliability.
- Displays initiative, self-discipline and self-responsibility.
- Displays self-discipline and performs what is asked of them.
- Teamwork
- Respects the rights of others.
- Maintains appropriate confidentiality.
- Is a team worker that is cooperative, mannerly, and appropriately assertive.
- Displays a customer service attitude.
- Seeks opportunities for continuous learning from others.
- Appearance
- Demonstrates appropriate dress indicative of trade.
- Demonstrates professional grooming and hygiene.
- Presents oneself professionally each day.
- Attitude
- Displays a positive and professional attitude.
- Displays self-confidence.
- Displays high expectations of success in trade.
- Productivity
- Follows safety practices.
- Maintains a neat and clean work area.
- Follows directions and procedures.
- Completes assignments in keeping with deadlines.
- Organization Skills
- Prioritizes and manages class time.
- Demonstrates flexibility in handling change.
- Communications
- Displays appropriate nonverbal skills (eye contact, body language).
- Displays appropriate listening skills.
- Uses appropriate language on a professional level.
- Cooperation
- Displays leadership skills.
- Appropriately handles criticism, conflicts and complaints.
- Demonstrates problem-solving capabilities.
- Maintains appropriate relationships with instructors and peers.
- Follows requests of instructor.
- Respect
- Engages with cultural and racial diversity in a professional manner.
- Refrains from engaging in harassment of any kind.
- Encourages others to avoid harassment.
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DTA 0002 - Worker Characteristic
Clock Hours: 6
Delivery Mode
on-ground
Course Description:
The goal of the course is to improve the essential worker characteristics of students to prepare them for entrance into the workforce. The course is based around the ten traits that have been identified as being needed to foster positive work habits.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Attendance
- Attends class as scheduled.
- Arrives/leaves on time (no tardiness).
- Notifies instructor prior to or day of being absent.
- Character
- Displays loyalty, honesty, trustworthiness.
- Displays dependability and reliability.
- Displays initiative, self-discipline and self-responsibility.
- Displays self-discipline and performs what is asked of them.
- Teamwork
- Respects the rights of others.
- Maintains appropriate confidentiality.
- Is a team worker that is cooperative, mannerly, and appropriately assertive.
- Displays a customer service attitude.
- Seeks opportunities for continuous learning from others.
- Appearance
- Demonstrates appropriate dress indicative of trade.
- Demonstrates professional grooming and hygiene.
- Presents oneself professionally each day.
- Attitude
- Displays a positive and professional attitude.
- Displays self-confidence.
- Displays high expectations of success in trade.
- Productivity
- Follows safety practices.
- Maintains a neat and clean work area.
- Follows directions and procedures.
- Completes assignments in keeping with deadlines.
- Organization Skills
- Prioritizes and manages class time.
- Demonstrates flexibility in handling change.
- Communications
- Displays appropriate nonverbal skills (eye contact, body language).
- Displays appropriate listening skills.
- Uses appropriate language on a professional level.
- Cooperation
- Displays leadership skills.
- Appropriately handles criticism, conflicts and complaints.
- Demonstrates problem-solving capabilities.
- Maintains appropriate relationships with instructors and peers.
- Follows requests of instructor.
- Respect
- Engages with cultural and racial diversity in a professional manner.
- Refrains from engaging in harassment of any kind.
- Encourages others to avoid harassment.
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DTA 0003 - Worker Characteristic
Clock Hours: 6
Delivery Mode
on-ground
Course Description:
The goal of the course is to improve the essential worker characteristics of students to prepare them for entrance into the workforce. The course is based around the ten traits that have been identified as being needed to foster positive work habits.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Attendance
- Attends class as scheduled.
- Arrives/leaves on time (no tardiness).
- Notifies instructor prior to or day of being absent.
- Character
- Displays loyalty, honesty, trustworthiness.
- Displays dependability and reliability.
- Displays initiative, self-discipline and self-responsibility.
- Displays self-discipline and performs what is asked of them.
- Teamwork
- Respects the rights of others.
- Maintains appropriate confidentiality.
- Is a team worker that is cooperative, mannerly, and appropriately assertive.
- Displays a customer service attitude.
- Seeks opportunities for continuous learning from others.
- Appearance
- Demonstrates appropriate dress indicative of trade.
- Demonstrates professional grooming and hygiene.
- Presents oneself professionally each day.
- Attitude
- Displays a positive and professional attitude.
- Displays self-confidence.
- Displays high expectations of success in trade.
- Productivity
- Follows safety practices.
- Maintains a neat and clean work area.
- Follows directions and procedures.
- Completes assignments in keeping with deadlines.
- Organization Skills
- Prioritizes and manages class time.
- Demonstrates flexibility in handling change.
- Communications
- Displays appropriate nonverbal skills (eye contact, body language).
- Displays appropriate listening skills.
- Uses appropriate language on a professional level.
- Cooperation
- Displays leadership skills.
- Appropriately handles criticism, conflicts and complaints.
- Demonstrates problem-solving capabilities.
- Maintains appropriate relationships with instructors and peers.
- Follows requests of instructor.
- Respect
- Engages with cultural and racial diversity in a professional manner.
- Refrains from engaging in harassment of any kind.
- Encourages others to avoid harassment.
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DTA 1010 - Professional Orientation
Clock Hours: 10
Delivery Mode
on-ground
Course Description:
This course introduces the student to the dental profession and to the Tennessee College of Applied Technology Murfreesboro Dental Assisting Program. Each area of dentistry is studied so the student will be able to differentiate between the requirements, functions, responsibilities, and limitations of each member of the dental health team. Awareness to the field or dentistry, factors which have brought dentistry to recognition as a healing art and developed dental auxiliaries as an integral part of the profession is introduced to the dental assisting student. Basic definitions of professional ethics and dental jurisprudence are taught to aid the student until that unit in the sequence of instruction. The student will be oriented to Tennessee College of Applied Technology Murfreesboro and its Dental Assisting program, policies, and procedures.
Student Learning Outcomes:
UNIT #1 SCHOOL/DENTAL ASSISTING ORIENTATION
1. Demonstrate verbally the procedure for notifying the school of absence or late arrival for class.
2. Sign in whether absent or tardy on the sign in record in the DA Department.
3. Follow instructions, for fire and natural disaster alarms.
4. Follow department dress codes and hygiene guidelines.
5. Know to whom to report an emergency within the dental assisting department or on the campus.
6. Find in the school handbook the following information:
a. Student Personnel Services
b. General Student Information
c. Academic Policies
d. Attendance Requirements
e. Referral System
f. Withdrawal Procedure
7. Informed about:
a. The Right to Know Law
b. Infection control policy
c. Laboratory management of emergencies
d. Management of office emergencies
e. Hazards in Dentistry
UNIT #2 DENTISTRY IN THE UNITED STATES
1. Identify early developments and major contributors to dentistry from earliest known records of dental reference.
2. Identify the pioneers of dentistry, in outline form using the student text.
UNIT #3 THE DENTAL HEALTH TEAM
1. Describe the minimum educational requirements required in Tennessee for dentists, dental assistants, hygienists, and dental laboratory technicians.
2. Identify the correct usage of dentists and auxiliaries professional titles and degrees.
3. Identify basic functions of the dentist, dental assistant, hygienist, and dental laboratory technician as dental health team members.
4. Discuss licensure registration, and certification as applied to the dental health team members.
5. Identify the national constituent, and component professional organizations of each dental health team member.
6. Define the term expanded functions that may be assigned to dental auxiliaries.
7. Identify the status of the Certified Dental Assistant and the requirements to maintain that status in the profession.
UNIT #4 ETHICAL AND LEGAL PROVISIONS
1. Define or describe the following: ethics, jurisprudence; State Dental Practice Act; unlicensed practice of dentistry; respondent superior; regestae, malpractice; and reasonable skill, care, and judgment.
2. Discuss the Tennessee Dental Practice Act as it pertains to Dental Assistants.
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DTA 1020 - Anatomy & Physiology
Clock Hours: 38
Delivery Mode
on-ground
Course Description:
This course is designed for the student to gain a basic understanding of the structure and function of the human body. Emphasis is placed on the individual systems and the integration of their functions in the maintenance of homeostasis.
Student Learning Outcomes:
UNIT #1 THE BODY AS A WHOLE and CELLS AND TISSUES
1. Define Anatomy and Physiology.
2. Name, describe and locate the landmarks of the two main body cavities.
3. Locate and describe the subdivisions, associated landmarks and contents of each subdivision of the two main body cavities.
4. Recognize definitions of the following terms: vertebrate, bilateral symmetry, ventral, dorsal, anterior, posterior, superior, inferior, sagittal, coronal, frontal, viscera, pleura, diaphragm, mediastinum, petitoneum, retroperitioneal, iliac crest, tissue, organ, organ systems’ histology.
UNIT # 1 CELLS AND TISSUES
1. Compare and identify the different physical components of a cell and describe their respective functions.
2. Decribe the basis of cellular metabolism and the function cellular metabolism plays in homeostasis.
3. Contrast mitosis and meiosis.
4. Classify the tissues of the human body into four major types.
5. Identify the main characteristics of epithelial tissue and list its primary functions.
6. Identify the six main types of epithelial tissue and match them with their respective locations and/or functions within the body.
7. List the primary characteristics of the three types of muscle tissue.
8. Differentiate between the kinds of responses generated by the following: striated muscle, voluntary muscle, involuntary muscle.
9. List the three primary components that make up connective tissue.
10. Describe the function of nervous tissue.
UNIT #2 THE INTEGUMENTARY SYSTEM
1. Compare and identify the different types of body membranes and where they cover.
2. Describe functions performed by membranes.
3. Compare and contrast the different types of connective tissue membranes and the functions they serve.
4. Describe all the accessory organs found in one square inch of skin.
5. Identify the main characteristics of each layer of skin and how they function.
6. Identify the skin’s ability to protect the body against potential hazards including keratin and melanin.
7. List the classification system used to describe the severity of burns based on the number of tissue layers involved and how it relates to the rule of nines.
UNIT #3 THE SKELETAL SYSTEM
1. Name the functions of the skeleton.
2. Classify specific bones with the four main categories.
3. Define commonly used anatomic terms regarding bone markings.
4. Define the following terms: inorganic, organic, epiphysis, diaphysis, periosteum, medullary, cavity, endosteum, yellow marrow, red marrow.
5. Differentiate between compact and cancellous bone in composition and location.
6. Define ossification.
7. Compare the functions of the osteoblasts and osteoclasts.
8. Identify the function vitamins D and A play in bone growth.
9. Compare the tree types of skeletal joints by articulation and function.
10. Describe the two main divisions of the skelton and their basic constituents.
11. Describe the two main divisions of the skull.
12. Locate and identify the following bones and landmarks on skull:
frontal, parietal, occipital, temporal, sphenoid, ethmoid, foramen magnum, sutures, external auditory meatus, mastoid process, styloid process, zygomatic process and miscellaneous foramina, nasal, lacrimal, maxilla, inferior nasal conchae, mandible, orbit, hard palate, alveolar process, nasal septum, meati, sinuses, hyoid bone.
13. Identify and locate the following parts of a vertebrae body, vertebral foramen, articular processes, spine, disc, intervertebral foramina.
14. List the number of ribs and describe their connection to the sternum.
15. Identify the axial bones of the skeleton.
16. Identify the appendicular bones that make up the skeleton.
UNIT #4 THE MUSCULAR SYSTEM
1. Identify the basic parts of a muscle fiber.
2. Explain the contraction of voluntary muscle.
3. Define the following terms:
fatigue and oxygen debt, tendon origin insertion, synergist, flexor, extensor, abductor, adductor, levator, depressor, rotator, tensor, sphincter.
UNIT #5 THE NERVOUS SYSTEM
1. Identify the following: ganglia, neuron, neuroglia, dendrite, axon, mylin, node of ranvier, meninges, dura mater, pia mater cerebrospinal fluid, and all or none law sympathomimetic, parasympathomimetic tract.
2. Describe the two major divisions of nervous system.
3. Differentiate between afferent and efferent neurons.
4. Describe the transmission of nerve impulses.
5. Identify general anatomy of spinal cord.
6. Locate and identify cerebrum, midbrain, pons, cerebral medulla oblongata.
7. Name two major divisions of autonomic nervous system.
8. Describe effects of epinephrine on body.
UNIT #6 THE SENSES
1. Identify where the general sense organs reside in the body and describe responsibilities of each.
2. Describe the different types of receptors and how they respond to different stimuli.
3. Identify the three things necessary to experience a sensation.
4. Describe layers of the eyeball and identify the specialized functions.
5. Describe the ear and identify the division into anatomical areas.
UNIT #7-8 THE BLOOD AND THE CARDIOVASCULAR SYSTEM
1. Discuss the following terms: visceral pericardium’ parietal pericardium, myocardium, endocardium, superior and inferior venae cavae, coronary sinus, sinoatrial node, pacemaker, Purkinje system, systole, diastole.
2. Trace flood flow through the heart utilizing the following terms: superior and inferior venae cavae, right and left atria, right and left ventricle, pulmonary arteria, pulmonary veins, lungs, tricuspid valve, bicuspid valve, semilunar valves, aorta.
3. Describe the effects on the heart of parasympathetic stimulation.
4. Compare the effects on the heart of sympathetic stimulation versus the arasympathetic effect.
5. Define the vessels through which the blood flow.
6. Describe the general characteristics of each of the following structures: artery, vein, arteriole, venule, capillary.
7. Explain the role of the arterioles in the control of blood pressure.
8. Describe the two basic functions of the capillaries.
9. Define the following terms: systolic and diastolic blood pressure, stroke volume, pulse pressure, arteriosclerosis, vasoconstriction, vasodilation, vasomotor center, medulla oblongata, varicose veins.
10. Locate and identify the following arteries on various diagrams: right and left coronary arteries, ascending aorta, aortic arch, descending thoracic aorta, abdominal aorta, brachycephalic artery, right and left common carotid arteries, right and left subclavian arteries, right and left external and internal carotid arteries, right and left vertebral arteries, right and left brachial arteries, right and left radial and ulnar arteries.
11. Identify the components of the “lymphatic system proper” and the accessory structures which contribute to the proper functioning of the lymphatic system.
12. Locate the four major areas of lymph nodes.
13. Describe the contents of lymph, the mechanism by which it flows through the body.
14. List four primary functions of the lymphatic system.
15. Describe the location of the spleen and the mechanism by which it serves to cleanse the blood.
16. Describe the chief function of the tonsils.
17. Locate and state the function of the thymus gland.
18. Identify four general functions of blood.
19. Identify the following terms: plasma, serum, hematocrit, clot, fibrinogen, anticoagulant, hemoglobin, erythroblast hemopoiesis, anemia, hemodialysis.
20. Describe the basic characteristics and function of erythrocytes.
21. Match four types of anemia with their descriptions.
22. Describe the function of neutrophils in the body’s basic defense mechanism against infection.
23. Identify the following: leukocyte, phagocytosis, pinocytosis.
24. Describe the basics of the clotting mechanism.
25. Define the following terms: thrombocyte, platelet, thromboplastin, prothrombin.
26. Describe the function of coagulation.
UNIT #9 THE RESPIRATORY SYSTEM
1. Define the following terms: external respiration, interal respiration, vasopharynx oropharynx, larynogopharynx, visceral pleura, parietal pleura, inspiration, expiration, hypoxia, apnea, dyspnea orthopnea, tachypnea.
2. Identify the following structures on a diagram: glottis, epiglottis, respiratory bronchiole, bronchus, trachea, tracheal cartilages and ligaments, alveolar sac and duct, alveolus, thyroid cartilage, hyoid bone, cricoid cartilage.
3. Describe how gases are exchanged in the lungs.
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DTA 1030 - Dental Anatomy
Clock Hours: 35
Delivery Mode
on-ground
Course Description:
This course is to teach basic dental terminology with simple definitions to introductory level dental assisting students. These terms have been selected for the value in enhancing the students’ understanding and level of comprehension of the technical language of dentistry in pre-dental and pre-clinical units of the program. Greater detail regarding the anatomy of the individual teeth is presented with an emphasis on the relation between morphology and function. This constitutes a foundation basic to all units of the dental assisting program.
Student Learning Outcomes:
UNIT #1 BASIC TERMINOLOGY OF TEETH AND PERIDONTIUM
1. Demonstrate identification of primary or permanent teeth by descriptive name and alternative name.
2. Demonstrate identification of primary and permanent teeth utilizing various systems.
a. Universal
b. International
c. Palmers
3. Locate and identify the following oral structures:
a. Palate (hard and soft)
b. Gag reflex
c. Tongue
d. Salivary glands
e. Oral mucosa
f. Attached gingiva
g. Free gingiva
h. Gingival sulcus
i. Mucogingival fold
4. Identify the tissues which surround and support the teeth.
5. Identify and locate the following parts of the tooth: crown, cervix, root, apex, apical foramen
6. Describe the tooth tissues, their location within the tooth and their function: enamel, dentin, pulp, cementum.
7. Recognize how the functions of teeth determine their shape and size.
8. Differentiate between anterior and posterior teeth and, using the proper terminology, name the surfaces.
a. Proximal-mesial and distal
b. Facial-buccal and labial
c. Lingual
d. Occlusal and Incisal
9. Describe location of maxillary and mandibular arches on a text-book diagram.
10. Demonstrate use of each of the terms: arch, quadrant and designate locations within the oral cavity for primary and permanent dentition:
a. Middling
b. Right/Left
c. Superior/Inferior - Upper/Lower
UNIT #2 PRIMARY AND PERMANENT DENTITION
- Name and give the number of each dentition and the eruption sequence.
a. Primary = 20
b. Permanent = 32
c. Mixed:
1. Age
2. Eruptions cycle
2. Label a diagram of the primary and permanent dentition using the descriptive names and/ or Universal numbering system.
3. Identify succedanious and non-succedanous teeth.
4. Describe root resorption of the primary teeth.
5. Discuss premature and delayed eruption, multiple inerupted, embedded, impacted and ankylosed teeth.
UNIT #3 LANDMARKS OF THE TEETH
- Locate and identify the exact area that each tooth may be divided by imaginary lines into thirds.
a. Crown:
1. Cervical
2. Middle
3. Incisal/Occlusal
4. Lingual
5. Middle
6. Labial/Buccal
b. Root:
1. Cervical
2. Middle
3. Apical
- Locate and identify contact area and embrasures on maxillary and mandibular right quadrants.
- Define the terms: right angle and long axis.
- Distinguish between triangular, transverse, cusp, marginal, and oblique ridges.
- Define the following terms: cingulum, concave, convex, fossa, furcation, groove lobes, mamelon, pit , cervical curvatures, cementoenamel junction, dentoenamel junction
- Recognize the geometric outline forms the most representative of tooth shapes.
a. Triangle
b. Trapezoid
c. Rhomboid
UNIT #4 TOOTH IDENTIFICATION AND ANATOMICAL CHARACTERISTICS
- Demonstrate ability to differentiate maxillary right teeth from maxillary left teeth by identifying individual teeth.
- Differentiate maxillary teeth from mandibular teeth by identifying individual teeth.
- Compare the maxillary right 1st and 2 nd molar with the mandibular 1st and 2nd molars.
- Compare the maxillary right 1st and 2nd premolar with the mandibular right 1st premolar.
- Differentiate between the premolars by buccal and lingual cusp height.
- Compare the pulp chambers and canals in shape, size, and number of canals.
- Locate the cusp of Carabelli on a maxillary molar. Identify which molar and describe the location.
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DTA 1040 - Head & Neck
Clock Hours: 40
Delivery Mode
on-ground
Course Description:
This course is designed to facilitate the student in gaining detailed knowledge of the anatomy of the head and neck region.
Student Learning Outcomes:
UNIT #1 BONES AND ASSOCIATED LANDMARKS
- Locate and identify the cranial bones.
- Identify the landmarks of the cranium.
- Identify the major foramen of the cranium.
- Locate the bones of the face.
- Identify the landmarks of the maxilla and the mandible.
- Differentiate between the bone of the maxilla and the mandible.
- Identify the foramen of the mandible and maxilla.
- Define alveolar process.
- Describe the two movements of the temporomandibular joint using the terms: articular disc, articular tubercle, glenoid fossa, condyle, synovial cavity.
- Discuss probable causes of TMJ pain.
- Locate and identify the major bones.
- Identify the major sutures of the cranium.
UNIT #2 MUSCLES
- Identify the muscles of mastication.
- Describe what part of a muscle is the origin and insertion, and what their functions are.
- Label the muscles of mastication.
- Identify the functions of muscles of facial expression.
- Describe the musculature of the tongue.
- List the functions of the tongue.
- Locate and identify the papilla of the tongue.
- Locate the taste buds.
UNIT #3 VASCULAR AND LYMPHATIC SUPPLY AND DRAINAGE
- Describe the vascular supply to the head and neck area.
- Recognize and/or identify the branches of the external carotid arteries.
- Recognize and/or identify veins of the head and neck area.
- Describe the lymphatic drainage of the head and neck area and identify the following structures: submental and submandibular lymph nodes, superior deep cervical nodes.
- Discuss how an infection may spread from the oral cavity to the chest.
UNIT #4 THE NERVOUS SYSTEM
- Name the twelve cranial nerves.
- Identify and locate the major branches of the trigeminal nerve and its subdivisions.
- Discuss the innervation of the mandibular and maxillary teeth and associated structure of the oral cavity.
- Describe the nerves and areas involved in general and special sensation of the tongue.
- Identify the innervation of the head and neck area by the facial nerve and its branches.
- Discuss the innervation by the vagus nerve in the oral cavity.
- Discuss the innervation by the hypoglossal nerve.
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DTA 1050 - Embryology & Histology
Clock Hours: 15
Delivery Mode
on-ground
Course Description:
This course is designed to provide the student with an understanding and knowledge of Embryonic development of the face and oral cavity factors influencing prenatal development and postnatal facial growth and the histology of dental tissue.
Student Learning Outcomes:
UNIT # 1 GROWTH AND DEVELOPMENT
- Recognize definitions of the following terms: natal, prenatal, postnatal, uterine, intrauterine, in utero, gestation, embryo, fetus, placenta, ovulation, ovum, sperm, zygote, morula, amnion, chorion, histogenesis, organogenesis, embryology cap stage and bell stage.
- Differentiate between embryonic phase and the fetal phase.
- Identify the structures which form each of the primary germ layers.
- Describe which part of a tooth arises from various embryonic germ layers.
- Analyze how the cells proliferate, differentiate and integrate after the zygote.
UNIT # 2 DEVELOPMENT OF THE FACE AND ORAL CAVITY
- Describe and explain the five branchial arches.
- Assess the tissues of the stomodeum in a three week old embryo.\
- Differentiate and explain the embryonic structures that form the face and discuss the approximate embryonic age of formation.
- Relate information to the structures that form the palate and know the week in which the palate fuses.
- Describe the embryonic structures involved in the development of cleft lip and palate.
UNIT # 3 DENTAL DEVELOPMENT
- Differentiate the embryonic structures that form the face.
- Discuss the factors which influence prenatal development.
- Distinguish between and name examples of environmental and genetic factors that can precipitate abnormalities in tooth development.
- Given a schematic drawing, identity the numbered parts of the embryo.
- Discuss and explain the growth periods in the life cycle of a tooth.
UNIT # 4 ORAL HISTOLOGY
- Describe enamel formation.
- Discuss the interrelationship between enamel formation and dentin information.
- Summarize the changes in the inner enamel epithelial cells that allow them to become enamel forming cells.
- Define the following terms:
- hypoplastic enamel
- hypocaliefied enamel
- enamel lamellae
- enamel tuft
- enamel spindle
- Classify the clinical important features of enamel.
- Explain what would happen if the enamel matrix is not laid down properly.
- Describe the properties and components of dentin.
- Differentiate primary, secondary, and reparative dentin.
- Evaluate the abnormalities in the dentin.
- Compare the formation of primary, secondary, and reparative dentin.
- Describe dentin formation incorporating the role of each of the following terms:
- odontoblast
- dentinal fibers
- dentinal matrix
- dentin tubules
- Classify the percentages of organic inorganic content in dentin.
- Describe pulp formation.
- Assess the components and age changes in the pulp.
- Compare the abnormalities in the pulp.
- Differentiate the four functions of the pulp.
- Explain the difference in pulp shape between a newly erupted tooth and an aged tooth.
- Describe and classify pulp stones.
- Describe the coronal pulp.
- Describe the beginning of cementum formation.
- Differentiate how acellular and cellular cementum forms and compare the two.
- Describe and explain the function of cementum.
- Discuss the relationship between the gingival unit and the supporting structures of the teeth.
- Discuss the structures that make up the periodontium.
- Compare the various parts of the gingival unit.
- Contrast the types of gingival epithelium and describe the features of each type.
- Differentiate the difference between the development of the oral epithelium and the development of the dental epithelial.
- Classify the parts of the gingival units.
- Describe the dento-gingival function, including the nature of the attachment to the tooth structure.
- Evaluate the appearance of healthy gingiva.
- Discuss the structure of the alveolar process.
- Assess the structure of the alveolar process.
- Compare the appearance of the following:
- Alveolus\
- Cortical plate
- Lamina dura
- Interdental Septum
- Define interdental septum.
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DTA 1060 - Microbiology and Sterilization
Clock Hours: 50
Delivery Mode
on-ground
Course Description:
This course is intended to acquaint the student with the study of microbial life and methods utilized to prevent the spread of disease via pathogenic microorganism. Topics to be covered include the following: Introduction and Classification of Microorganisms, Bacterial Morphology and Physiology, Infection Control, Resistance to Infectious Disease, Disinfection and Sterilization Procedures, as well as occupational hazards and safety measures used in dentistry.
Student Learning Outcomes:
UNIT #1 INTRODUCTION AND CLASSIFICATIONS OF MICROORGANISMS
- Discuss contributions of Leeuwenhock, Pasteur and Koch to microbiology.
- State the germ theory of disease.
- List Koch’s postulates and give some circumstances in which they do not apply.
- Discuss the six general categories of microorganisms.
- Identify distinguishing characteristics and associated diseased of each.
UNIT #2 MICROORGANISMS, MORPHOLOGY, PHYSIOLOGY
- List a function of each structure part of the bacterial cell.
- Describe the two main shapes of bacteria.
- Describe how some microorganisms protect themselves against adverse conditions.
- Identify sources of pathogens utilizing the term reservoir and carrier.
- Discuss pathogenesis in relation to mechanical injury and toxins (exotoxin and endotoxins).
- Describe methods utilized to diagnose an infection.
- Identify 4 measures to prevent microbial infection.
UNIT #3 DISEASE TRANSMISSION
- State six means of disease transmission in the dental office.
- List three factors affecting disease-producing capabilities.
- Describe the precautions taken when treating known infectious patients.
- Describe the necessary precautions needed for patients with AIDS.
- Prepare dental instruments and equipment for sterilization.
- Describe the use of the appropriate system for monitoring sterilization of dental instruments, equipment, and supplies of the Hepatitis/AIDS patient.
UNIT #4 OSHA GUIDELINES FOR PERSONNEL
- Identify the three job risk categories established by OSHA.
- Explain the OSHA requirements and guidelines for all staff training.
- Discuss the standard operations procedures in patient’s medical health history update information.
- Explain the use of Material Data Sheets.
UNIT #5 INFECTION CONTROL
- Demonstrate competency in the personal use of protective barriers including uniforms, latex gloves, overgloves, and utility gloves.
- Explain and demonstrate the proper guidelines for using gloves in the dental office.
- In the operatory, the student will properly demonstrate the performance of each of the following skills.
- hand washing before and after patient.
- latex gloves, overgloves, utility gloves.
- protective masks, eyewear, face shield.
- protective barriers.
- Explain the necessity of why dental personnel must use mask, eyewear, and/or faceshields in the treatment of patients.
- Demonstrate an understanding of the needs for vaccination against infectious disease such as hepatitis B.
UNIT #6 STERILIZATION
- Define sterilization
- State the reason why ethylene oxide gas sterilization is not used in the dental office today.
- Demonstrate competence in the preparation of instruments for sterilization by steam under pressure and dry heat.
- Identify the preferred means of sterilization for dental instruments and equipment.
- List the advantages of using the chemical vapor sterilization method.
- Describe and demonstrate the proper utilization of the autoclave, dry heat sterilizer.
- Compare the types of monitoring systems for sterilization of dental instruments, equipment, and supplies.
UNIT #7 DISINFECTION
- Define and differentiate between sterilization and disinfection.
- Discuss the properties and uses of glutaraldehyde, chorine dioxide, iodophers, synthetic phenol compounds, and quaternary ammonium compounds.
- Describe the usage of alcohol in the dental office.
- Prepare chemical agents according to manufacturers instructions.
UNIT #8 OPERATORY CARE
- Demonstrate competency in operatory cleanup between patients visits, and end of patient visit.
- Explain the proper handling of the patient chart during and after the treatment is completed and sent back to the receptionist.
- Explain and demonstrate how bio-hazardous waste is disposed of in the dental office.
- Describe the special precautions and/or procedure for disinfection of an operatory after treatment of a patient how to dispose of the hazardous waste.
- Demonstrate the flushing of water lines.
UNIT # 9 THE STERILIZATION AREA
- Describe the steps in proper cleaning and disinfection in the contaminated section of the sterilization area.
- Devise ways to avoid direct contact with objects that might be handled or touched in sterilization area.
- Describe the two major sections of the sterilization area sterilized, and replaced on pre-set trays.
UNIT #10 OTHER CONSIDERATIONS FOR DISINFECTION AND STERILIZATION
- Describe the proper way to disinfect or sterilize the water and air syringe.
- State the necessary measures one takes in bur care in the dental office.
- Describe the proper way to care for and maintain dental handpieces.
- Describe the use of the ultrasonic scalers.
- Describe the necessary precautions taken when preparing radiographic films for the automatic developer.
- Demonstrate competency in handling an impression in the treatment room.
- Identify the preferred means of sterilization or disinfection for dental impressions going to and from the laboratory.
- Describe the barrier technique used regarding the asepsis in the dental operatory.
UNIT #11 HAZARDOUS MATERIALS IN DENTISTRY
- Recognize OSHA identified hazardous chemical found in the dental office.
- Recognize OSHA documentation forms required by the program on the identification of hazardous chemical.
- Recognize how to follow the standards and guidelines of OSHA for dental office personnel.
- Demonstrate a working knowledge of the use of Material Data Sheets.
- Demonstrate the use of sharp containers and the disposal of hazardous waste.
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DTA 1070 - Pathology
Clock Hours: 26
Delivery Mode
on-ground
Course Description:
This course is designed to familiarize the student with injurious agents to the body, manifestations of diseases which are evidenced in the oral cavity, developmental abnormalities of the hard and soft tissues, acquired defects, and benign and malignant neoplasms.
Student Learning Outcomes:
UNIT #1 THE IMPORTANCE OF UNDERSTANDING PATHOLOGY
- Define oral pathology and its specialty in dentistry.
- Discuss body defenses to include natural barriers, immunity, and resistance.
- Differentiate between antigens, antibodies, histamine, and antihistamines.
- List the four major signs of inflammation and describe how inflammation helps to protect the body.
- Analyze the normal regeneration of tissue after surgery.
- Discuss the major diseases of the teeth and surrounding tissues of the oral cavity.
UNIT #2 CLASSIFICATION OF ORAL LESIONS
- Describe the classification of four lesions extending below the surface in the oral cavity.
- Describe the classification of seven lesions above the surface that occur in the oral cavity.
- Describe the classification of five lesions that are flat or even with the surface in the oral cavity.
- Name and define three lesions that may be either raised or flat in the oral cavity.
UNIT #3 DISEASES OF THE TEETH
- Discuss why premature eruption occurs.
- Differentiate between natal and neonatal teeth.
- Describe the terms used to designate 3rd molars that are not present in the oral cavity.
- Restate a definition for a tooth that is ankylosed.
- Differentiate between attrition, abrasion, and abnormal resorption.
- Restate the definition of attrition as discussed in class, listing two causes, and its appearance.
- Discuss erosion, listing three characteristics of its appearance, and treatment which might retard the condition.
- Compare 5 major causes of dental caries.
- Recognize and explain the difference of recurrent caries and nursing bottle mouth.
UNIT #4 DISEASES OF THE DENTAL PULP
- Analyze the first change in the pupal tissue following an irritant, and define hypermia.
- Discuss 5 causes for hypermia.
- Define 3 major diseases of the dental pulp.
- Classify 3 evidences of pulpitis.
- Compare 4 major reasons a patient could suffer from pulpalgea.
- Recognize and describe 7 ways the dental pulp may elicit a pathological condition.
UNIT #5 DISEASES OF THE ORAL SOFT TISSUE
- Classify 8 warning signs of periodontal diseases.
- Explain 4 characteristics of gingivitis.
- Describe pregnancy gingivitis and what causes and expectant mother to have it.
- Identify the primary causes of periodontitis as well as other contributing factors.
- Describe 3 of the 5 classifications of periodontitis.
- Identify the point at which the sulcus becomes a periodontal pocket.
- Differentiate and explain the instrument used to measure the depth of a periodontal pocket.
- Differentiate between a periapical abscess and a periodontal abscess.
- Differentiate between furcation involvement and dishiscence.
- Define pericarditis.
- Restate the definition of acute necrotizing ulcerative gingivitis stating four causes of the disease.
- Identify by location of a slide what leukoplakia looks like in the oral cavity.
- Differentiate between Herpes Simplex versus Type 1 and Herpes Simplex versus Type II.
- Explain how HSV-2 is transmitted from one person to another.
UNIT #6 ORAL MANIFESTATION OF NUTRITIONAL DISORDERS
- Describe the effect of vitamin B complex deficiency in the oral cavity.
- Restate and explain the vitamin deficiency associated with pellegia, anemia, rickets, and scurvy.
- Describe ways to prevent Bruxism.
UNIT #7 TEMPOROMANDUIBULAR DISORDERS
- Explain why in treating TMJ disorders a thorough diagnosis must be done.
- Classify 10 warning symptoms of TMJ disorders.
- Describe the categories of TMJ disorders and state why baseline records are important.
- Differentiate between initial treatment Phase I and in subsequent treatment phases.
- Describe the oral manifestations, and implications for dental treatment of diseases such as TMJ disorders, tic douloureux and oral cancer.
UNIT #8 NEOPLASMS
- Define benign and malignant neoplasms.
- Differentiate by definition the differences in squamous cell carcinoma, adenocarcinoma, and malignant tumors of the jaws.
- Describe and explain the symptoms of leukemia.
- Describe the clinical appearance in the oral cavity form the use of smokeless tobacco.
- Explain why most mouth cancers can be eliminated by proper oral hygiene.
- Restate the 7 warning signs of oral cancer.
- Describe the implications of radiation treatment of the oral cavity.
- Analyze the effect of chemotherapy in the oral cavity.
UNIT #9 SECONDARY ORAL DISORDERS
- Describe the oral manifestations, and implications for dental treatment of secondary oral disorders.
- Define the following diseases: measles, mumps, tetanus, anorexia nervosa, tuberculosis, and syphilis.
- Classify the microorganisms which cause syphilis and its portal of entry.
- Describe the oral manifestations and implications for treatment of hepatitis.
- Demonstrate understanding of the need for vaccination against infectious disease such as Hepatitis B.
- In the treating of patients with hepatitis, describe proper patient carein the use of barrier techniques, including mask, gloves, protective eyewear, and other safety items in treating a hepatitis B patient.
- Describe the oral manifestation and implications for treating AIDS patients.
- Describe the symptoms that affect the oral cavity in AIDS patients.
- Describe 2 manifestations of AIDS which appear among most AIDS patients.
- Describe the most frequent opportunist infection seen in patients with AIDS.
- Define cervical lymphadenopathy.
- Explain where in the oral cavity is hairy leukoplakia is found.
- Describe the appearance of Herpes simplex lesions in an AIDS patient.
- Differentiate between HIV periodontitis and HIV gingivitis.
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DTA 1080 - Oral Diagnosis
Clock Hours: 60
Delivery Mode
on-ground
Course Description:
This course for dental assisting students is a study of diagnostic procedures using a systematic approach to gather data, recording essential information, and preparing diagnostic aids to be utilized by the dentist in diagnosing dental conditions and presenting a treatment plan to the patient. To be supportive of the dentist prior to and during treatment of the patient, the dental assistant must understand his/her role in the diagnosis and a plan of treatment. As an educationally qualified assistant, one must be capable of preparing the diagnostic aids.
Student Learning Outcomes:
UNIT #1 ESSENTIALS OF A COMPLETE DIAGNOSIS
- Explain the rationale for a thorough dental examination to a new patient.
- Describe the advantages of regular, periodic oral examinations.
- Examine the form and identify the personal data items necessary on all patient records.
- Anticipate questions and explain to a patient the rationale for:
- Health history and vital signs
- Radiographs
- Visual examination
- Diagnostic Test
- Impressions
- Examine a patient health history questionnaire and then elicit additional information through a dialogue with the patient to gather data on incomplete answers and accuracy.
- Describe on a patient record any observed handicaps or disabilities.
- Describe and identify symptoms of three chronic illnesses or conditions that may be important to oral diagnosis.
- Recommend a simple way to update patient information by phone and when seating the patient.
- Define “chief complaint” and state its importance on a patient record.
- Differentiate between diagnosis and prognosis.
- Analyze the health history data to select the items to be questioned further by the dentist regarding the patient’s condition.
- Identify in a systematic sequence the areas to be observed during the extraoral examination.
- State the purpose of the extra oral examination.
- Describe and identify the tissues and organs to be examined during the clinical examination of the mouth.
- Chart by symbols on a universal numbering form the condition of the dentition of patient as to missing teeth, caries, restorations, fixed and/or removable prostheses. Chart other common symbols as called out.
- Define common standardized abbreviations of single and multiple tooth surfaces, and restorations.
- Match cavity classifications with descriptions of carious lesions.
- List armamentarium needed for a clinical examination.
- Record abnormalities of hard and soft tissue as called out during clinical examination.
- State the purpose of the radiographic examination in relation to diagnosis and the visual examination.
UNIT #2 SUPPLEMENT DIAGNOSTIC TOOLS
- Set up and simulate the procedural steps in sequence on a typodont to give an record the vitalometer test to determine vitality of a maxillary right central incisor.
- Perform an alginate impression procedure on a classmate in thirty (30) minutes to include:
- Seating and positioning patient
- Patient preparation/instructions
- Select and fit tray
- Manipulate material
- Place tray and remove impression
- Care of impression
- Take a wax bite registration on a classmate.
- Using the alginate impressions taken on classmate, pour, trim, and articulate study casts of the patient’s dentition using regular setting plaster for the casts and quick setting plaster to articulate using the bite registration as reference.
- List and describe supplemental diagnostic aids which may be indicated for oral diagnosis.
- Demonstrate proper protocol in barrier techniques and infection control before and after the patient.
UNIT #3 ORAL DIAGNOSTIC RECORDS
- List 7 records used by the dentist to diagnose a case for a patient.
- Complete and review all indicated diagnostic records and arrange with the following on the dentist’s (instructor’s) desk for diagnosis of treatment.
- Set of processed and mounted radiographs
- Trimmed and articulated study casts.
UNIT #4 TREATMENT PLANNING
- As the treatment is dictated, record the treatment plan.
- State the role of the assistant in the treatment planning.
- Outline the dentist’s basic treatment plan format.
- State the purpose of formulating an alternative treatment plan.
- Discuss the involvement of time treatment, and materials in the optional treatment levels.
- Evaluate 5 of the factors which can influence treatment planning and patient acceptance.
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DTA 1090 - Prevention & Nutrition
Clock Hours: 38
Delivery Mode
on-ground
Course Description:
This course provides the student with basic principles nutrition and dietary counseling related to oral health. The philosophy of preventive dentistry and the fundamental knowledge of the disease triad plaque, hygiene index, oral physio therapy, systemic and topical fluoride are taught as it relates to oral health.
Student Learning Outcomes:
UNIT #1 INTRODUCTION TO ORAL HEALTH EDUCATION
- Discuss the rationale and philosophy of preventive dentistry.
- Describe and explain the three (3) types of prevention, and give an example of each.
- Explain the importance of preventive dentistry in disease control.
- Describe the assistant’s role in preventive dentistry.
UNIT #2 DENTAL PROPHYLAXIS
- List the clinical characteristics of plaque, calculus, and materia alba.
- Explain the formation process of plaque, including the roles of the acquired pellicle intercellular matrix, including the bacteria involved in the various states of plaque formation.
- Explain the role of plaque in calculus formation and its involvement in the early or latter stages of calculus formation.
- Compare the clinical characteristics of dental plaque and materia alba.
- Recognize acquired pellicle, dental plaque, materia alba, and food debris on a classmate.
- Recognize dental calculus on a classmate.
- Apply knowledge of prevention and control of calculus in patient instruction.
- Restate and explain the role of food in plaque formation.
- Discuss theoretical approaches to plaque formation.
- Identify common sites of plaque and calculus.
- Discuss methods of removal of pellicle, plaque, calculus, and materia alba.
- Describe the destructive process of plaque as it relates to the decalcification of enamel, i.e. acid sugar.
UNIT #3 DENTAL CARIES
- Ecplain what is meant by the disease triad.
- Discuss the pathological process of dental caries.
- Relate the relationship of plaque to caries.
- Summarize on paper or to a classmate the relationship of dental plaque to dental caries.
UNIT #4 PERIODONTAL DISEASE
- Analyze and explain why effective plaque control can prevent periodontal disease.
- Name 4 general approaches on how to prevent periodontal disease.
- Relate information to the prevalence of periodontal disease among young adults and adults.
- Summarize systemic effects of nutrition on periodontal disease.
UNIT #5 PREVALENCE AND INCIDENCE OF CARIES AND PERIDONTAL DISEASE
- Give reasons for the periodontal index and compare subjective, objective, and quantitative measure.
- Evaluate and discuss the distribution of caries and periodontal disease as related to age, sex, race, income, education, and geographic region in the U.S.
- Discuss Dental Public Health Dentistry.
UNIT #6 PREVENTION
- Describe the historical aspect of fluoridation.
- Differentiate between systemic and topical fluoride.
- Explain the advantages and disadvantages of public water fluoridation.
- Describe the agents for topical fluoride application.
- Describe alternative methods of providing systemic fluoridation.
- Describe the effects and benefits of fluoride.
- Describe and compare the advantages and disadvantages of topical fluoride.
- Select the three (3) topical fluoride solutions commonly used, describe and compare their techniques and effectiveness.
- Suggest a program of oral hygiene care that includes the greatest amount of fluoride possible without harmful effects.
- Differentiate and compare the action of fluoride on tooth development, tooth classification and post-eruptive patterns.
- Summarize and differentiate between the two (2) caries activity tests.
- Evaluate the rationale of placing pit and fisure sealants.
- Describe the chemical compositions of sealant material.
- Contrast the two (2) application techniques for pit and fissures.
- Describe and explain the purpose of etching the enamel surface before applying the sealant material.
UNIT #7 THERAPEUTICS
- Define a therapeutic dentifrice.
- Select the dentifrices, approved by the Council on Dental Therapeutics.
- Explain the classification of dentifrices as evaluated by the American Dental Association.
- Select a dentifrice for caries control, abrasiveness desensitization and cleaning ability.
UNIT #8 ORAL HYGIENE INSTRUCTION
- Demonstrate why reinforcement by follow up reevaluations is important.
- Describe and explain why a complete medical and social history is necessary when assessing a patient’s nutritional state.
- Assess the motivational factors that are important in discussing individuals oral hygiene instructions versus group instruction.
- Explain the three divisions in giving oral hygiene instructions to a patient.
- Compare the advantages and disadvantages of group OHI.
- Give complete OHI to a classmate.
- Summarize the importance of stressing positive goals and stressing avoiding negative terminology.
- Outline a complete plan for individualizing patient education giving individual oral hygiene instructions to a patient.
UNIT #9 INTRODUCTION TO NUTRITION
- Discuss the importance of the relationship of the diet to preventive dentistry.
- The functions of food as it relates to optimum oral health.
- Differentiate between hunger and appetite.
- Compare and differentiate between the following:
- recommended dietary allowance
- minimum daily allowance
- Specific recommended dietary allowance
- Recognize and explain the advantages and disadvantages of different tooth brush designs.
- Explain the functions of tooth brushing.
- Demonstrate, using a typodont the correct method of brushing.
- Explain the need for using disclosing agents, and their action.
- Apply disclosing agents on a classmate.
- Describe and explain the steps and procedures in the Stillman’s, Bass, and Charter’s method of toothbrushing.
- State the purpose of dental floss.
- Describe the proper flossing technique.
- Explain the various types of dental floss and state their uses.
- Explain the purpose of an oral irrigator and describe its effectiveness.
- Discuss when and how to use a stimudent.
- Explain the purpose of a bridge cleaner and how to use it.
- Select a brush and a method of toothbrushing to be taught on a classmate receiving maximum benefit in removing plaque.
- Instruct a classmate in personal toothbrushing methods:
1. how to grasp the toothbrush
2. to use a routine order for brushing
3. utilize the amount of time used to brush
4. to activate the toothbrush in maximum plaque control
19. Compare the manual with the electric toothbrush in effectiveness and motion used during brushing.
20. Evaluate on a classmate the use of an automatic toothbrush.
21. Explain and instruct the purpose of interdental care.
22. Advise a classmate to clean proximal surface.
23. Inform a classmate when to use floss, how to use it and explain which type of floss is to be used.
24. Clean interproximal surface of teeth with floss holder or tape.
25. Relate information to the use of an “oral irrigator”.
UNIT #10 BASIC FOOD GROUPS
- Classify major nutrients commonly found in each food group.
- Explain the five food groups and give examples of foods found in each group.
- Interpret foods found in each group and note the primary nutritional contribution of each group.
UNIT #11 CARBOHYDRATES
- Express the chemical composition of a carbohydrate.
- Discuss the classification of carbohydrates.
- Explain the functions and utilization of carbohydrates in the body.
- Select the major food sources of carbohydrates.
- Describe and explain the disease associated with carbohydrate nutrition.
- Differentiate the relationship between carbohydrates and caries susceptibility.
UNIT #12 PROTEINS
- Analyze chemical composition of protein.
- Explain the functions and utilization of protein in the body.
- Discuss protein requirements, and name major food sources.
- Discuss absorption, digestion, and metabolism of protein.
- Explain the deficiencies of the lack of proteins.
- Differentiate between complete and incomplete proteins and state a minimum of four sources of each.
- Write an essay of a minimum of (100) words explaining the utilization of protein by the body.
UNIT #13 LIPIDS
- Review the chemical composition of lipids.
- Differentiate between saturated and unsaturated fatty acids and give examples of each.
- Explain the functions and utilization of lipids in the body.
- Describe and explain the three (3) divisions of lipids.
- Relate sclerosis and its relationship to lipid intake.
UNIT #14 MINERALS
- Differentiate between a macro and micro mineral element.
- Select and assess food sources and function of the following:Calcium, phosphorus, iron, zinc, iodine, potassium, fluoride, magnesium, and other trace elements.
- Cite the symptoms of iron deficiency anemia.
- State in your words the difference between iron deficiency anemia and pernicious anemia.
UNIT #15 WATER
- Discuss and explain the (5) five functions of water in the body.
- Explain the deficiencies occurring when daily allowance of water is depleted from the body.
- Estimate fluid balance, and tell the daily requirements of water.
- Assess four (4) means by which the body receives water and loses water.
UNIT #16 VITAMINS
- Define the term vitamin.
- Differentiate between fat soluble and water soluble vitamins.
- Discuss and explain the fat soluble vitamins, state their functions, and major food sources.
- Relate information to body function in which riboflavin acts as a coenzyme.
- Describe the oral manifestations of vitamin deficiencies.
- Differentiate and explain the functions and major food sources of each of the following:
- Thiamin
- riboflavin (B2)
- niacin
- ascorbic acid (C)
- pantothenic (B3)
- pyrodoxine (B6)
- folacin
- cobalamine (B12)
- Restate and explain the vitamin deficiency associated with pellagra.
- Discuss and explain why vitamin (K) is essential for the normal function of the blood.
- Differentiate the systemic manifestations of ascorbic acid deficiency.
- Give reason for the disorders produced by a (B) complex; deficiency,
UNIT #17 SPECIAL NUTRITIONAL NEEDS
- Describe diet recommendation of the needs for the following:
- infancy
- childhood
- adolescence
- pregnancy
- lactation
- cleft palate
- Apply your knowledge of the relationship of nutrition to oral health and to the following situations:
- patients with acute infections (e.g. herpes, ANUG)
- patients with anomalia (e.g. cleft palate)
- patients with oral cancer
- children with exfoliative teeth
Unit #18 DIETARY ANALYSIS AND COUNSELING
- Describe the importance of nutrition in maintaining our hygiene.
- Complete and analyze a one week diet history.
- Recommend to a classmate the importance of diet counseling.
- Explain the difference between interviewing, teaching, and counseling.
- Prepare a step by step technique for diet counseling in caries prevention and control.
- Relate information to patient misconceptions regarding food.
- Assess nutritional deficiencies.
- Complete a report in which a chosen fad diet is compared with the four basic food groups.
- Differentiate which physical features may give clues about nutritional habits.
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DTA 1100 - Office Emergencies
Clock Hours: 30
Delivery Mode
on-ground
Course Description:
This course is intended to facilitate the student in gaining information in the areas of emergency management, prevention, prompt recognition, and effective treatment. Emphasis is placed upon the team approach to the management of office emergency situations. The rationale being that each team member must be familiar not only with his or her duties, but also understand the duties of the other team members if emergency situations are to be promptly and effectively managed with the dental office setting.
Student Learning Outcomes:
UNIT #1 INTRODUCTION - PREVENTION - PREPARATION
- Recognize three factors responsible for the increased risk of life threatening emergencies within the dental office setting.
- Explain the role and components of the pretreatment physical evaluation to be employed by dentists to prevent life-threatening emergencies within dental office.
- Utilize the medical history questionnaire, dialogue examination to:
- determine the physical and psychological status of a patient.
- determine the need for medical consultation.
- suggest modifications in planned treatment procedures where indicated.
- Updating and recording of medical history at each patient visit.
- Demonstrate the proper technique for measuring and recording blood pressure, heart rate, respiratory rate, and temperature.
- Name common errors associated with the recording of blood pressure.
- Recognize precautions to be observed when treating a patient considered to be a medical risk.
- Name four components necessary for a dental office to be adequately prepared to rapidly and effectively manage life-threatening situations in the dental office.
- Obtain certification in CPR from the American Red Cross or American Heart Association.
- Name the members of the emergency team in the dental office and list the responsibilities of each team member.
- Demonstrate the ability in mock situations to
- perform cardiopulmonary resuscitation.
- monitor vital signs
- summon medical assistance.
- administer ammonia vaporously to a patient who has fainted.
- record vital signs, dosages of drugs and times of administration during a simulated office emergency.
- Name items of emergency equipment which must be available in the dental office.
- Describe the landmarks, indications, and technique of a cricothyreotomy.
- Define the term emergency.
- Explain the importance of keeping complete, accurate records of all treatment within the dental office.
- Explain the “failure to diagnose” syndrome and describe necessary steps to avoid being charged with failure to diagnose.
- Describe the necessity for having an emergency kit kept up to date.
- Describe some drugs found in an emergency kit.
- Answer questions related to office emergencies as illustrated on VHS tape.
UNIT #2 UNCONSCIOUSNESS
- Recognize definitions of the following terms: hypoxia, coma, consciousness, faint, syncope.
- Compare possible causes of unconsciousness in the dental office.
- Compare three factors that increase the chances of the loss of consciousness in the dental office.
- Identify three preventive measures which can be utilized to avoid situations involving the loss of consciousness in the dental office.
- Demonstrate in mock situations or tape presentations and describe the steps utilized to manage unconsciousness in the dental office, including:
- recognition
- positioning of the patient
- opening the airway
- checking airway patency-and breathing
- artificial ventilation: mouth to mouth, equipment augmented.
UNIT #3 RESPIRATORY DIFFICULTY
- Recognize definitions of the following terms: apnea, dyspnea, hyperventilation.
- Identify possible causes of respiratory difficulty and their associated frequency of occurrence in the dental office.
- Discuss the relationship between acute respiratory disorders and stress
- Identify preventive measures which can be utilized to prevent office emergencies associated with respiratory difficulty.
- Recognize the pathophysiology associated with each of the conditions listed:
- Hyperventilation syndrome
- Acute asthmatic attach Acute Pulmonary edema
- Describe and/or demonstrate the basic steps utilized to manage respiratory difficulty in the dental office, including:
- recognition of respiratory difficulty.
- termination of the procedure
- proper positioning of the patient
- monitoring vital signs
- managing signs and symptoms
- definitive management
- maintain oxygen therapy
UNIT #4 ALTERED CONSCIOUSNESS
- Recognize definitions of the following terms: dizziness, confusion, delirium.
- Identify possible causes of altered consciousness and their associated frequency of occurrence in the dental office.
- Name preventive measures which can be utilized to prevent office emergencies associated with altered consciousness.
- Describe clinical manifestations which can cause altered consciousness:
- Demonstrate and/or describe the basic steps utilized to manage altered consciousness within the dental office.
- Recognition
- Termination of procedure
- Proper positioning of the patient
- Monitoring vital signs
- Management of signs and symptoms
- Definitive management
UNIT #5 CONVULSIONS
- Recognize definitions of the following terms: convulsion, epilepsy, status epilepticus, tonic, clonic.
- Differentiate and/or identify between the three major forms of seizures.
- Identify etiological factors known to produce clinical convulsive seizures.
- Identify the primary methods (3) utilized to prevent acute convulsive episodes in the dental office.
- Recognize medications that are used in long-term drug therapy to minimize the occurrence of seizure activity in epileptics.
- Identify clinical manifestations of the three clinical phases of a grand mal.
- Identify six possible causes of convulsive disorders and seizures and their associated incidence of occurrence within the dental office.
- Describe and/or demonstrate the appropriate management of convulsions in the dental office.
UNIT #6 DRUG RELATED EMERGENCIES
- Recognize definitions of the following terms: overdose, allergy, allergen, antigen, antibody, atopy, pruritus, urticaria, rhinitis, conjunctivitis, pilomotor erection.
- Identify three basic principles which should be utilized to prevent drug related emergencies.
- Name five classifications of adverse drug reactions and describe the clinical signs and symptoms of each type of reaction.
- Identify six patient factors that predispose a patient to an overdose reaction.
- Identify five drug factors that must be considered to avoid overdose reactors.
- Compare the five forms of local anesthetic overdose reactions in regard to:
- likelihood of occurrence
- time of onset of signs and symptoms
- intensity of signs and symptoms
- duration of signs and symptoms
- primary method of prevention
- Describe and demonstrate the steps utilized to manage drug related emergencies including:
- local anesthetic overdose: mild-rapid onset, mild-slow onset, severe-rapid onset, severe-slow onset.
- allergic reactions: skin reactions delayed and immediate, respiratory reactions, general anaphylaxis.
UNIT #7 HAZARD SAFETY
- Describe what occupational hazards are found in dental offices for employees and what is done to prevent occupational exposure.
- Describe the use of nitrous oxide scavenging units.
- Describe the use of mercury spill kits, chemical spill kits, and material data sheets.
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DTA 1110 - Pharmacology
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DTA 1120 - Operative I
Clock Hours: 38
Delivery Mode
on-ground
Course Description:
This course is designed to provide the dental assisting student with basic knowledge of the different roles and responsibilities of a dental assistant in a dental practice. Principles of four handed dentistry will be taught along with the identification, use, and care of dental equipment and instrumentation. The basic principles of work simplification and oral evacuation is also taught.
Student Learning Outcomes:
UNIT #l ROLES OF A DENTAL ASSISTANT
- Categorize the roles of the dental assistant
- Differentiate between the responsibilities of each role of a dental assistant.
UNIT #2 WORKING AREAS OF THE DENTAL OFFICE
- Describe the basic work areas in a dental office
- Identify the purpose of each work area in a dental office.
UNIT #3 HANDPIECES
- Classify the two basic types of handpieces by R.P.M. and their functions.
- Identify what attachments are connected to the straight handpiece and their use.
- Explain the different types of grips used for each attachment.
- Contrast the uses of the low speed and high speed handpieces.
- Demonstrate the maintenance of handpieces and attachments which includes the cleaning, disinfection, sterilization and lubrication according to the manufacturer’s instructions.
UNIT #4 DENTAL EQUIPMENT, FUNCTION AND CARE
- Explain the different types of dental operatory layouts.
- Describe the criteria for selection of a dental chair suitable for efficient four handed sit down dentistry.
- Describe the criteria for selection of a dental operator and assistant stools for efficient four handed sit down dentistry.
- Identify equipment found in a Dental Operatory.
- Demonstrate proper operation of the following: mobile unit, patient’s chair, operator’s stool, and assistant’s stool.
- Demonstrate and/or identify the proper maintenance and disinfection of the following items of equipment: dental unit, dental chair, operating light, sink, central vacuum compressor and air compressor, operator and assistant stools and x ray unit.
UNIT #5 HAND INSTRUMENTS
- Classify hand instruments and their uses.
- Describe the parts of a hand instrument.
- Identify the doctor responsible for the development of the nomenclature and classification of hand instruments.
- Identify and describe the name and formula numbers of hand cutting instruments, and explain each unit in each formula and what it measures.
- Identify various non hand cutting instruments and add on items.
- Identify various cotton product and their uses.
- Identify accessory items and their uses
- Describe the three major techniques for sharpening hand cutting instruments.
- State the importance of instrument standardization and the significance of the instrument formulas.
- Demonstrate the cleaning disinfection and sterilization of dental instruments.
- Identify the purchasing information needed for ordering instruments, accessory items, and cotton products.
UNIT #6 FOUR HANDED DENTISTRY
- Describe the principles of four handed dentistry and explain how they relate to the role of a chairside assistant.
- Demonstrate the procedure of greeting, seating, and dismissing the dental patient in an operatory.
- Demonstrate correct and efficient four handed principles relevant to instrument transfer air and water syringe, and handpieces.
- Apply the princ1ples of four handed dentistry to the work efficiency of dental auxiliary.
- Demonstrate the correct positions of the operator, assistant, and patient as they relate to varying operating positions.
- Demonstrate the principles of motion economy.
- Demonstrate patient positioning for all quadrants using indirect and direct vision.
- Discuss the following activity zones as related to the face of a clock: operator, assistant, transfer areas and static zone.
- Demonstrate the basic instrument grasps, and transfers using the pen, reverse pen, and palm thumb.
- Demonstrate the correct seated position of the dental assistant and operator at chairside.
- Demonstrate the correct posture of the assistant and operator during an operative procedure.
- Describe the criteria for the selection and position of a dental light for efficient four handed dentistry.
- Demonstrate light position for different operating zones.
UNIT #7 BASIC PRINICPLES OF WORK SIMPLIFICATION
- Describe the four principles of work simplification.
- Identify the two different types of color coding materials.
- Explain the color coding of instruments.
- Demonstrate the arrangement of instruments and supplies on trays, mobile cart using the rules of motion economy.
- Demonstrate correct armamentarium arrangement on the work surface.
UNIT #8 ORAL EVACUATION
- Identify saliva ejectors and oral evacuator (HVE) tips and describe their use.
- Demonstrate assembling, adjusting and positioning of the high volume evacuator (HVE) tip in each area of the mouth.
- Demonstrate rinsing, retracting, and evacuating the oral cavity.
- Demonstrate retraction and isolation of oral cavity by using cotton rolls.
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DTA 1130 - Psychology & Communication
Clock Hours: 28
Delivery Mode
on-ground
Course Description:
This course will provide the student with the fundamental knowledge of behavioral patterns, understanding the dental patient, special patient, trust building with the patient and office staff, as well as basic needs for working well together as a dental team. The student will also recognize the scope of communication in dentistry in order to become a effective team member. Emphasis is placed on verbal and nonverbal communication as it relates to the practice of Dentistry. Basic grammar, sentence structure, and word form are included as a means of building vocabulary for the dental assisting student.
Student Learning Outcomes:
UNIT #1 UNDERSTANDING THE DENTAL PATIENT
- Define Psychology.
- Compare two ways one benefit from the study of Psychology.
- Describe the oldest emotionally active part of the body.
- Choose the four less commonly recognized ways in which the mouth and teeth are important to the adult.
- Assess two ways in which loss of teeth is threatening to the patient.
UNIT #2 UNDERSTANDING AND ACCEPTING PATIENTS BEHAVIOR
- Describe five motivational factors which affect patient behavior.
- Describe how the need for acceptance and respect are affected by illness or a stress situation.
- Recognize, describe and give reasons of the ways in which we can apply Psychology of individual worth.
- Classify 2 classes of the cultural bias sometimes found in patient behavior acceptance.
UNIT #3 PREDICTING HUMAN BEHAVIOR
- Differentiate between an Introvert and Extrovert.
- Describe three human behavior traits in the dental patient.
- Define Ambivert.
UNIT #4 PSYCHOTIC BEHAVIORS
- Recognize and describe psychotic behavior.
- Define the following examples of psychotic behavior: Schizophrenic, paranoia, and psychopathic.
- Classify the level of social adjustment described by the term Psychotic.
UNIT #5 NEUROTIC BEHAVIORS
- Describe and explain neurotic behavior.
- Define the following common corms of neurotic behaviors: anxiety neurosis, depressions, hysteria, hypochondria and phobias.
- Compare the level of social adjustment described by the term Neurotic.
UNIT #6 NORMAL BEHAVIOR
- Compare the level of social adjustment described by the term normal.
- Differentiate and explain six of the behavioral traits of the normal dental patient.
- Differentiate between normal and neurotic patterns found in patients.
UNIT #7 PAIN
- Distinguish between perception and sensation.
- List the five variables which affect the psychological perception of pain.
- Define Pain Threshold.
- Analyze the four unique qualities of how pain is different from other experiences by the patient.
UNIT #8 FEAR AND ANXIETY
- Describe how mild dental fears can affect treatment.
- Summarize four ways in which extreme dental fears may affect the patient’s well-being.
- Compare five physical signs of fear.
- Differentiate psychological and emotional manifestations that are recognized in patients.
- Compare two major causes of dental fears.
- Analyze subjective and objective fears.
UNIT #9 STRESS
- Describe the body’s flight-or-fight response to physical or emotional stress.
- Compare the five defense mechanisms discussed in class.
- Paraphrase the six reasons why stress may be harmful to the patient.
- Differentiate between anger and hostility.
UNIT #10 HELPING THE DENTAL PATIENT
- Describe three changes in the patient’s behavior which occur when he/she trusts those treating them.
- Compare and explain three of ways in which you can help the patient feel that he/she is with people who care and are their friends.
- Give reasons for explaining the concept of staff attitudes based on class discussion and textbook material.
- Relate information as to why a sense of humor in the dental office is important to the patient as discussed in class.
UNIT #11 SPECIAL PATIENTS AND SITUATIONS
- Explain why certain patients relate differently to certain situations causing them to act defensively.
- Give reasons why a child’s first visit to the dental office is important.
- Discuss ways to explain to an elderly patient about why one needs a local anesthetic before an extraction.
UNIT #12 NONVERBAL COMMUNICATION
- Define nonverbal communication.
- Identify 4 ways body language is used to communicate nonverbal.
- Discuss eye contact and the importance in effective communication.
- Describe and demonstrate nonverbal behaviors that generally accompany assertive, non- assertive and aggressive styles of communication.
- Discuss listening, including impediments to good listening and effective actions to counteract.
UNIT #13 ORAL COMMUNICATION
- Recognize the scope of oral communication.
- Discuss the components of effective speech, including guidelines for improving speech habits.
- Discuss how speech and respiration can vary among angry and grieving people.
- Discuss public speaking, including organization and delivery.
- Recognize the role of oral communication in face to face contacts with patients.
- Recognize the scope of communication in applying for a position.
- Identify the basic preparatory steps for effective oral communication with dental patients.
- List eight behaviors to avoid during an interview for a position.
- List five barriers to effective communication.
- List the ten basic steps in preparing for oral communication with dental patients.
- Discuss the interview for a position, as related to impressions, preparation questioning, and termination.
- Discuss ways to overcome “stage fright” in asking for a raise.
UNIT #14 WRITTEN COMMUNICATION
- Recognize and identify the basic sentence forms.
- Select the subject and predicate for several types of sentences.
- Identify basic parts of speech in sentence structure.
- Punctuate correctly a paragraph exercise.
- As an outside project, the student will prepare a resume with cover letter for a chairside dental position using an assigned format.
- Write an acceptable formal business letter.
- Write an acceptable informal business letter.
- Using correct punctuation and capitalization, compile data and write a resume for use in employment.
- Identify the essential information for exclusion in letters of application for a position.
- Write a letter of resignation using correct English grammar.
UNIT #15 WORKING WELL TOGETHER-THE DENTAL HEALTH TEAM
- State positive feeling to team members in a clear assertive manner.
- Identify at least three ways the team can improve team interpersonal communication.
- Give examples of work conflicts that grow out of differences over facts, goals, methods, and value.
- Define six interpersonal communication skills necessary for developing positive relationships.
- Identify your personal behavior patterns when expressing negative concerns.
- State an objective on the importance of how to adjust when there is a change in personnel.
UNIT #16 INCREASING SELF AWARENESS
- Define self-concept.
- Describe the effect that self- concept has on communication.
- List three indicators of a healthy personality.
- Discuss why a person should strive to clarify values.
- Determine risk and non-risk situations and what constitutes each.
- Recognize the way a risk-taking person might respond to his/her environment.
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DTA 2010 - Dental Materials I
Clock Hours: 70
Delivery Mode
on-ground
Course Description:
The course is designed to introduce the dental assistant student to the field of dental materials. It will provide a basis of understanding the properties and behavior of these materials. The student will be taught the assistant’s role in handling, preparation, and manipulation of dental materials used for models, casts, dies, clinical and laboratory waxes, abrasives, and polishing agents.
Student Learning Outcomes:
UNIT #1 INTRODUCTION
- Describe the evolution and development of the science of dental materials.
- Appraise the significance of the American Dental Association Specification Program and its importance to the profession and the public.
- Describe the importance of a knowledge of dental materials as it contributes to the effectiveness of the dental assistant.
- Explain the purpose of the course in dental materials, and your understanding of how it will influence your responsibilities as an assistant.
UNIT #2 THE ORAL ENVIRONMENT
- Evaluate which factors present in the oral cavity, tend to alter the behavior of dental restorations.
- Examine the values of biting forces, temperature changes, and acidity fluctuations that occur in the oral cavity.
- Describe the serious biological considerations that are involved in the use and performance of dental materials.
- Discuss the role of various regulatory agencies (e.g. ADA and FDA) in regard to biological considerations in using dental materials.
- Explain four biological considerations as they apply to the success of the dental restoration.
- Describe the restrictions placed upon the dentist in the design and fabrication of a dental restoration or an appliance.
- Describe how it is possible for galvanic current to be present in the mouth.
- Match the classification of restorative materials with regard to the usage intended and give examples of each.
UNIT #3 STRUCTURE AND PROPERTIES OF DENTAL MATERIALS
- Describe the relationship between the internal structure and the mechanical and physical properties of dental materials.
- Discuss adhesion in terms of: viscosity, contact angle, wetting film thickness, and tension. State why these are of concern in dentistry.
- Compare the properties: elastic limit, proportional limit, yield point, and yield strength.
- Define stress and strain and differentiate the three forces of stress and strain.
- Define ductility and malleability and how these properties effect dental materials.
- Compare flow and creep in relation to when they occur.
- Describe thermal conductivity and thermal expansion and state the considerations needed to present problems in dental restorations caused by these properties.
- Explain the precaution to be observed when attempting to match color in the dental operatory.
- State the basic rule for the storage and care of most dental materials.
- Apply the principles of occupational safety in operatory and laboratory use of dental materials.
UNIT #4 GYPSUM: PLASTER AND STONE
- Describe the essential difference between the powders of plaster and stone, and how this is related to the manufacturing process and give the alternate names for the processed powders.
- Define the terms: diagnostic study models, working casts, dies.
- Compare the uses of plaster, dental stone, and die stone.
- Classify dental gypsum products according to ADA specification types and list traditional terminology still commonly used.
- Describe the initial and final setting times of gypsum materials.
- Define accelerator and retarder. Give an example of each used to adjust setting rate of gypsum.
- Compare water/powder ratios for plaster, stone, and die stone.
- Compare the density of the set gypsum when using the following mixing techniques: hand spatulation, mechanical spatulation and the advantages of vibration and /or vacuum.
- Explain why gypsum products expand during setting.
- Compare how the strength properties of dental gypsum materials are affected by changes in the water/powder ratio.
- List the factors which influence the setting time of plaster or stone.
- Prepare a list of equipment and instruments needed in the manipulation of dental model plaster and stone.
- Define material data sheet.
- Define how we utilize MDS.
- Assemble equipment and instruments and demonstrate the measuring, mixing, and pouring of model plaster into dentulous rubber molds for the maxillary and mandibulare arches.
- Demonstrate measuring, mixing, and pouring of dental stone into edentulous rubber molds for the maxillary and mandibular arches.
- Record initial setting time of the mold poured and remove them at final set.
- Describe proper storage of gypsum products to avoid contamination.
UNIT #5 ALGINATE/IRREVERSIBLE HYDROCOLLOID
- Describe the function of an alginate impression.
- Describe the meaning of “irreversible” hydrocolloid.
- Identify the components of alginate/irreversible hydrocolloid.
- Explain the sol-gel transformation produced during the setting of alginate.
- State the acceptable method of controlling the set of alginate.
- Define imbibition and syneresis and how either effects dimensional stability.
- Compare the mixing time of normal and fast set alginate according to ADA specifications.
- Using an ADA Certified alginate, state where the proportioning directions will be found.
- State the type of trays used with alginate and the proper removal technique.
- Demonstrate measuring, manipulation, and placing alginate into a perforated tray, then obtain an impression on a typodont.
- Demonstrate the pouring of the typodont impression in model plaster using the inverted pour method.
- Describe how alginate impressions may be stored, what time is needed when pouring the impression, and the techniques for separating the cast.
- Demonstrate separation of impression from the cast, measuring, marking, and trimming of the cast.
- Discuss shelf life and storage of alginate powder.
- Describe the common difficulties and resulting errors from improper handling and manipulation of alginate/irreversible hydrocolloid.
- List the precautions to be observed when using alginate for both the patient and the assistant.
- Explain proper infection control procedures.
UNIT #6 DENTAL WAXES
- Categorize waxes according to their application.
- List common natural waxes used in dentistry.
- Discuss melting range, thermal expansion and shrinkage, flow and wax distortion.
- Describe the properties desired in a dental inlay wax.
- Explain why complete burnout is necessary to obtain a good casting.
- List ways to minimize wax pattern distortion.
UNIT #7 ABRASIVES AND POLISHING
- Define abrasion; state the critical factors which affect the rate of abrasion.
- Identify the abrasives commonly used in dentistry and the usage of each.
- Explain the difference in cutting with a bur and abrading a surface with stones, rubber wheels, and disks.
- Explain why we polish in dentistry and be able to defend the importance of it.
- Explain the effect abrasive compounds have on tooth enamel.
UNIT #8 INTRODUCTION TO CHAIRSIDE RESTORATIVE MATERIALS
- Explain the types of dental restorative materials.
- List dental standards and organizations responsible for those standards.
- Explain the role of the dental assistant.
- Define the following terms in relation to properties of Dental Materials: acidity, adhesion, biting forces, corrosion, dimensional change, elasticity, flow, galvanism, hardness, microleakage, retention, solubility, thermal conductivity, thermal expansion, viscosity, wettability.
UNIT #9 RIGID IMPRESSION MATERIAL
- Differentiate between stick and tray compound and describe the physical properties that are important in their manipulation.
- Explain the importance of thermal conductivity, flow, distortion, thermal expansion and strength in using impression compound.
- Compare the different methods of heating an impression compound and state the preferred method and rationale.
- Describe the effects of overheating and overkneading an impression compound.
- List the two types of impression compound.
UNIT #10 ZINC PHOSPHATE CEMENT
- Describe the composition of zinc phosphate cement. Compare the consistency setting time and compression strength of zinc phosphate cement.
- Describe effects of low liquid/powder ratio, water and saliva on cement strength. Prepare an armamentarium of instruments needed in placing zinc phosphate cementing as a temporary filling.
- Discuss the chemical reaction between zinc phosphate powder and liquid relating its effect to the manipulative process.
- Describe the technique employed for mixing zinc phosphate as a base.
- Compare the effects on the setting time of zinc phosphate when given various control factors.
- Describe ways of controlling water content of zinc phosphate cement liquid.
- Demonstrate the mixing of zinc phosphate for:
- base
- final cementation
UNIT #11 ZINC OXIDE EUGENOL MATERIAL
- Describe the composition of zinc oxide - eugenol.
- Describe the technique employed for mixing ZOE as a base and as a cement.
- Evaluate, based on physical and chemical properties, the uses of zinc oxide - eugenol as:
- root canal filling
- pulp capping material
- base under metallic restorations
- temporary restoration
- temporary cement
- Mix of ZOE and insert and list the instruments needed to prepare a typodont.
- Demonstrate the missing of zinc oxide - eugenol for:
- base
- liners/luting
- temporary restorations
UNIT #12 POLYCARBOXYLATE CEMENTS
- Describe the composition of polycarboxylate.
- Compare the consistency, setting time, and compression strength of polycarboxylate.
- Describe the technique employed for mixing ploycarboxylate.
- Compare the advantages and disadvantages of polycarboxylate over other cements.
- Demonstrate the mixing of polycarboxylate material.
- Evaluate, based on physical and chemical properties and composition, the use of polycarboxylate as a:
- luting medium
- base under metallic restoration
- temporary restoration
- permanent cement
- Prepare the Armentarium for the seating of a three unit bridge.
UNIT #13 GLASS IONOMER CEMENTS
- Describe the composition of glass ionomer cement.
- Discuss the advantages of glass ionomer cement.
- Describe the various manipulative steps which must be controlled in manipulating glass ionomer cement.
- Arrange the instruments needed for the procedure.
- Demonstrate the mixing of glass ionomer cement.
UNIT #14 CALCIUM HYDROXIDE
- Discuss three important characteristics traits of calcium hydroxide.
- Discuss the important usage’s of calcium hydroxide.
- Demonstrate the mixing of calcium hydroxide.
- Prepare for and assist with procedure involving calcium hydroxide used as a liner on the typodont.
UNIT # 15 CAVITY VARNISH, LINERS, AND CEMENT BASES
- Differentiate between varnish, liners, and cement bases.
- Describe the composition of cavity varnish.
- Describe the mode of action of cavity varnish.
- Describe when cavity varnishes are employed.
- List the function of cavity varnish.
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DTA 2020 - Dental Materials II
Clock Hours: 84
Delivery Mode
on-ground
Course Description:
This course is designed to provide the dental assistant students with the knowledge and understanding of the composition, characteristics, and manipulation of rigid impression materials, cements for restorations, cavity varnish and liners, filled resins, glass ionomers, metals and amalgams, pit and fissure sealants along with miscellaneous materials.
Student Learning Outcomes:
UNIT #1 BONDING AGENTS
- Identify bonding agents and their uses.
- Name the types of bonding agents.
- Describe the composition of bonding agents.
- Describe the steps in enamel bonding.
- Compare the disadvantages/obstacles with bonding to dentin.
- Define smear layer.
UNIT #2 PIT & FISSURE SEALANTS
- Identify the objectives for use of sealants.
- Discuss the indications and contraindications for sealants.
- Describe the chemical composition of sealant material.
- Identify the therapeutic value of sealants.
- Differentiate between the various pit and fissure sealants.
- Explain the method of application and precaution necessary for the application of sealants.
UNIT #3 METALS USED IN DENTISTRY
- Identify the following terms relating to metals used in dentistry: noble alloy, amalgam, cast restoration, wrought alloys, soldering, flux.
- Define the primary purpose of each component of amalgam alloy.
- Identify the importance of mercury/alloy ratio and setting reaction in dental amalgam.
- Discuss in detail the potential toxic effect of mercury to the dental patient, and the dental health team.
- Explain the need for maintaining proper mercury hygiene n the dental office.
- List the precautions to be taken to reduce the danger of mercury inhalation.
- Compare the advantages and the disadvantages of using pre-weighed disposable capsules.
- Identify the components of a mechanical amalagamator and demonstrate how it operates. Calculate the time established to triturate per/spill.
UNIT #4 DENTAL AMALGAM
- Define alloy.
- Name the elements present in the oral environment that may cause corrosion.
- Describe the potential effects of dissimilar metal corrosion currents (aluminum foil on amalgam restoration).
- Define dental amalgam, amalgamation, dental amalgam alloy, trituration.
- List the metals and their concentrations present in amalgam alloy.
- Differentiate between low copper and high copper alloys in terms of composition, structure, properties, and clinical performance.
- Explain the frequency of use and the common use of dental amalgam.
- Compare the forms of the alloy particles as supplied by the manufacturer and how the physical properties and handling characteristics differ for amalgam made from the different types.
- Describe the setting reaction that occurs between mercury and the alloy particles of conventional alloy and a high copper alloy and how that affects the behavior of the restoration in the mouth.
- Identify the physical properties of amalgam and the effect of manipulative variables on these properties.
- Describe factors controlled by the manufacturer and those controlled by the dentist and assistant which influence the quality of the final restoration.
- Describe what is meant by the alloy-mercury ratio and how it is determined.
- Describe the amalgam condensation procedure and the factors to be observed in assuring a successful restoration.
- Evaluate the results if a zinc-containing amalgam is contaminated by moisture, and explain the importance of a dry field during placement.
- Discuss all the possible mechanisms that are associated with marginal breakdown and corrosion of an amalgam restoration.
- Describe the finishing needs for polishing and amalgam restoration.
- Describe the proper way to store old amalgam.
- Demonstrate and explain the step-by-step procedure on proper utilization of a mercury spill kit.
UNIT #5 COMPOSITES (FILLED RESINS)
- Describe the composition of composite resins and indicate their function.
- Explain the methods by which polymerization is accelerated.
- Describe the difference in the composition of an unfilled acrylic direct resin as compared to a composite.
- Compare the compressive strength of composite resin to the biting force of tooth structure.
- Compare the value of co-efficient thermal expansion for composite resins and tooth structure.
- Describe the dispensing, mixing, and placement of each type of composite resin material.
- Describe the common forms of composite and identify which is used most often today.
- Describe the finishing technique for composite resins.
- Select the proper armamentaria for mixing a composite resin.
- Discuss the factors that contribute to the discoloration composite resin restoration.
- Explain what is meant by the following: cupling agent, BIS-GMA, “hybrid” resin, and glazing agent.
- Explain the advantages and disadvantages of visible light cured resins as compared to the chemically activated ones.
- Discuss the behavior of the various resins when used for restoration of anterior teeth and also when used for restoration of posterior teeth.
- Explain polymerization mechanism of light-cured resins and how it differs from that of the chemically activated resins.
- Prepare for and assist with a procedure involving the manipulation and finishing of a composite on a typodont.
UNIT #6 METALS USED IN DENTISTRY
- Identify the following terms relating to metals used in dentistry: noble alloy, alloy, amalgam, cast structure, wrought structure, soldering, flux, and welding.
- Define the primary purpose of each component of amalgam alloy.
- Identify the importance of mercury/alloy ratio and setting reaction in dental amalgam.
- Discuss in detail the potential toxic effect of mercury to the dental patient, and the dental health team.
- Explain the need for maintaining proper mercury hygiene in the dental office.
- List the precautions to be taken to reduce the danger of mercury inhalation.
- Compare the advantages and the disadvantages of using preweighed disposable capsules.
- Identify the components of a mechanical amalgamator and demonstrate how it operates. Calculate the time established to triturate per/spill.
UNIT #7 DENTAL AMALGAM
- Define alloy.
- Name the elements present in the oral environment that may cause corrosion.
- Describe the potential effects of dissimilar metal corrosion currents, (aluminum foil on amalgam restoration).
- Define dental amalgam, amalgamation, dental amalgam alloy, trituration.
- List the metals and their concentrations present in amalgam alloy. Explain the effect of each metal.
- Differentiate between low copper and high copper alloys in terms of composition, structure, properties, and clinical performance.
- Explain the frequency of use and the common use of dental amalgam.
- Compare the forms of the alloy particles as supplied by the manufacturer and how the physical properties and handling characteristics differ for amalgam made from the different types.
- Describe the setting reaction that occurs between mercury and the alloy particles of the conventional alloy and a high copper alloy and how that effects the behavior of the restoration in the mouth.
- Identify the physical properties of amalgam and the effect of manipulative variables on these properties.
- Describe factors controlled by the manufacturer and those controlled by the dentist and assistant which influence the quality of the final restoration.
- Describe what is meant by the alloy-mercury ratio and how it is determined
- Discuss in detail the potential toxic effect of mercury to the dental patient, and the dental health team.
- Describe the amalgam condensation procedure and the factors to be observed in assuring a successful restoration.
- Evaluate the results if a zinc-containing amalgam is contaminated by moisture, and explain the importance of a dry field during placement.
- Discuss all the possible mechanisms that are associated with marginal breakdown and corrosion of an amalgam restoration.
- Describe the finishing needs for polishing an amalgam restoration.
- Describe the proper way to store old amalgam.
- Demonstrate and explain the step-by-step procedure on proper utilization of mercury spill kit.
UNIT #8 REVERSIBLE HYDROCOLLOID
- Describe the composition of and explain why each ingredient in a reversible hydrocolloid impression material is essential.
- Prepare the equipment for a reversible hydrocolloid impression/duplication.
- Prepare reversible hydrocolloid impression material/duplication.
- Describe the best method for storing a hydrocolloid impression before and after pouring.
- Describe that water bath technique employed for softening and storing reversible hydrocolloid. Include temperatures of the three compartments of a water bath.
- Select/try-in tray for impression.
- Demonstrate and explain the step-by-step procedure for obtaining a reversible hydrocolloid impression.
- Prepare and fill reversible hydrocolloid impression tray.
- Demonstrate proper protocol for disinfecting the impression.
UNIT #9 ELASTOMERIC (RUBBER) IMPRESSION MATERIAL
- Describe the composition of polysufide, silicone, polyether and poly (vinyl siloxane) impression materials and describe their functions.
- Differentiate between types of elastomer impression materials including setting time, airing time and dimensional stability.
- Differentiate between the functions of light, regular and heavy bodied types of elastomer impression materials.
- Describe possible causes of distortion in elastomer impression materials.
- Demonstrate the steps in dispensing and mixing polysulfide, silicone, polyether and poly (vinyl siloxane) impression materials using various techniques.
- Demonstrate the preparing mixing and loading of a syringe or automix with elastomeric impression material.
- Prepare equipment, mix elastomers, and place material in tray.
- State the reason for using custom trays when taking an elastomeric impression.
- Demonstrate the proper protocol for disinfection of impression.
UNIT #10 DENTAL ALLOY CASTING
- Define noble alloy and list the three commonly used in dentistry.
- Classify conventional gold alloy according to A.D.A. Specification and give an example of the use of each.
- Describe modern casting alloys (low gold, palladium silver, porcelain fused to metal, e.g.) for casting.
- Explain the main problem with the clinical use of low noble metal content casting alloys.
- Explain the problem with high silver content palladium alloys fused to porcelain.
- List the main uses of casting alloys in dentistry.
- Summarize the steps involved in the complete casting as follows:
- Accurate wax pattern
- Investment
- Wax elimination
- Gold or base metal in molten state
- Metal Casting
- Discuss the reuse of the various types of specification gold alloys and the precaution to be exercised.
- Understand the technique of constructing the wax pattern.
- Describe the purpose of the die in the indirect wax technique.
- List desirable properties of inlay wax and causes of wax distortion.
- List the constituents of a gypsum-bonded investment and describe their functions.
- List the factors which influence:
- Setting expansion air/water
- Hygroscopic expansion
- Thermal expansion
- Identify the factors which control investment strength.
- Explain what is meant by casting shrinkage and shrinkage compensation.
- Define sprue, sprue former, crucible former, reservoir button.
- Compare hand investing with vacuum investing and state the advantage.
- Describe the casting procedure on a centrifugal casting machine.
- State how to identify the gold as ready to cast and give the time for completion of casting after metal has reached the molten state.
- Discuss the composition and the purpose of the flux.
- Explain the “pickling” procedure and name the solution used.
- Discuss the common causes of defective castings.
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DTA 2030 - Radiology I
Clock Hours: 35
Delivery Mode
on-ground
Course Description:
This course is designed to provide the dental assisting student with a brief history of dental radiography, simple physics of electromagnetic energy, and roentgen rays. The biological effects of radiation exposure will be explained as well as radiation hygiene. The types of films used in dental radiography will be covered, their composition and functions. The dental x ray machine components and how it functions will also be taught.
Student Learning Outcomes:
UNIT #1 INTRODUCTION TO DENTAL RADIOLOGY
- Discuss the historical development and the role of radiology in modern dentistry.
- Name the person who:
- discovered x rays.
- exposed the first dental x ray.
- was considered the father of radiation protection.
- was considered one of the pioneers in the United States in the field of dental radiography.
- Relate radiography with the diagnosis, treatment planning and other phases of dental practice.
UNIT #2 CHARACTERISTICS OF RADIATION
- Differentiate between the various parts of atomic and molecular structure pertaining to x radiation.
- Compare the stability of an atom and conditions of atomic instability.
- Differentiate between X-rays and other forms of ionizing and electromagnetic radiation.
- Contrast the common characteristics and properties of ionizing radiation its penetrating power, and its use in Dentistry
- Identify the following terms:
- decaying isotopes¬
- electromagnetic spectrum
- particulate energy
- corpuscular energy
- Describe the physical nature of radiant energy (both ionizing and non ionizing radiation.
- Research, compose, outline, and present a speech on effects of electromagnetic energies to the environment and humans.
- Identify how x rays are measured.
UNIT #3 DENTAL X RAY MACHINE, COMPONENTS AND THEIR FUNCTION
- Identify the major parts of a dental x ray machine.
- Compare the electrical components of a dental x-ray.
- Analyze the factors and/or conditions necessary for x ray production and discuss how x rays
- Describe, discuss, draw, identify, or list the parts of the x ray tube, electrical circuits, control devices, and their functions.
- Identify the metals used in the construction of the following parts of the x ray tube and discuss why these metals are selected: focal spot, focusing cup, target, filament, stem and filter
- Label a diagram of an x-ray head and tube.
- Recognize the definitions and functions of the following terms: voltage, alternating current, transformer time delay as it relates to the x ray machine.
- Describe and discuss interrelationships between various exposure factors, solve arithmetic problems involving these factors, and relate this information to clinical situations in which these variables may be changed.
- Perform Laboratory assignments to determine the different variation of control factors and analyze the result.
UNIT #4 PRODUCTION OF RADIATION
- Explain the steps in the production of a radiograph.
- Define what is meant by radiation quality and quantity.
- Describe which control factors influences the quantity and quality of the x ray beam.
- Describe how quality and quantity are measured and how they affect the radiographic image.
- Compare the following terms to distances described during the exposure of a radiograph.
- target and surface
- target and object
- object and film
- target and film
- Relate the following terms to the control factors of combination of factors that can effect results of a radiographic image:
- contrast e. short scale contrast
- definition f. long and short wave lengths
- density g. distortion
- longscale contrast
- Describe the need to collimate the x ray beam and the structure that is used to accomplish collimation.
- Describe the size of the collimated beam used in dental radiography.
- Describe the function of the focal spot, why it is necessary and what purpose it serves.
UNIT #5 BIOLOGICAL EFFECTS OF RADIATION EXPOSURE
- Describe the two forms in which radiation may occur.
- Define the two general classifications of cells.
- Describe the biological effects that are caused by ionizing and particulate radiation.
- Compare the percentage of recovery rate of somatic cells within the first 24 hours after radiation exposure and the recovery after the first 24 hours.
- Describe the terms used to identify the degree of susceptibility of various body tissues to radiation exposure.
- Compare the differences in radiosensitivity among organs, tissues, and species.
- Analyze which cells have the ability to pass on mutations to future generations as a result of radiation exposure.
- Compare the theories of biological damage and the effects as a result of radiation on somatic and genetic cells.
- Describe in general terms the physical, chemical, and biological circumstances influencing the response of tissue to ionizing radiation.
- Describe the direct and indirect theories of biological effects of radiation on body tissues.
- Compare the different effects of large dosages of radiation delivered over a short period of time to the same dosage delivered over a long period of time.
- Identify the organization which sets the radiation safety standards for the general public.
- Compare the effects of high and low level exposures or radiation to somatic tissue.
- Identify the types of genetic effects radiation exposure may produce.
- Compare the long and short term effects of radiation exposure.
- Discuss the terms cumulative, latent period, erythema, x ray dermatitis, threshold, acute radiation syndrome and linear theory.
- Define rad, rem, roentgen, exposure rate, dose rate, Curies, Gray, Sievert and Becquerel.
- Describe physical conditions caused by radiation therapy to the head and neck area.
UNIT #6 RADIATION HYGIENE
- Identify the person legally responsible for all acts performed on patients.
- Differentiate between the primary and useful radiation beam.
- Differentiate between secondary and scattered radiation.
- Describe leakage radiation and the cause of it accruing.
- Describe materials used to filter radiation for the protection of the patient and operator.
- Compare the amounts of total filtration needed for machines operating below and above 70 K.V.P.
- Discuss what device is use to attenuate the useful beam.
- Identify the name of the area of the dental office that is under the radiation supervisor’s control.
- Describe the concept of half value layer in regards to the x ray beam.
- Define these terms: primary protective barrier, and secondary protective barrier.
- Describe the legal authority which gives the states’ rights to regulate health.
- Contrast the safety techniques and devices used to protect the patient and operator from radiation.
- Describe and evaluate the ways an operator can mechanically and technically protect the patient from unnecessary radiation.
- Discuss the structural devices which can be used to protect the operator from radiation.
- Appraise which safeguards, regarding the film, that operators can use to protect the patient from unnecessary radiation.
- Describe the public health implications of population exposure.
- Relate the modifications that can be made on dental x ray machines to bring them up to current safety standards.
- Describe two types of area monitoring devices.
- Analyze the three types of personal monitoring devices and the disadvantages and advantages of each.
- Compare and describe the rational of the maximum permissible dose (MPD) “for occupational and non occupational exposed individuals.
- Choose which darkroom modifications can be made that could possibly eliminate the need to re expose radiographs on a
- Discuss the need for high diagnostic yield while keeping exposure to a minimum.
UNIT # 7 LEGAL ISSUES
- List the federal and state regulations affecting the use of dental x-ray equipment.
- Discuss legal implications as they affect the dental auxiliary.
- Describe the licensure requirements for exposing dental radiographs.
- Define: Risk management, Informed consent, Malpractice, Negligence, and Statute of Limitations.
- Describe the legal implication of patient refusal to have dental x-rays exposed.
- Discuss the patient’s rights with regard to the dental record and how confidentiality laws affect the information in their dental records.
UNIT #8 X RAY FILMS
- Analyze the composition of dental x ray film emulsion.
- Differentiate between film sizes, speeds, uses, and sensitivity.
- Differentiate between film holders and cassettes; screen film and non screen film.
- Evaluate the types of extraoral film most frequently used by specialists.
- Compare how the different size of the grains in the film emulsion effects the sensitivity, definition, and detail of the processed radiograph.
- Identify the two types of energy used to expose duplicating film.
- Describe the advantages of using x ray packets containing two films.
- Compare the sizes of films most commonly used for different age groups of patients.
- Compare and contrast the differences between extra and intraoral films.
- Explain the function of phosphors on intensifying screens.
- Describe the identification markings and contents of intraoral film and their functions.
- Describe factors affecting film quality, namely, density, contrast, detail or definition and distortion.
- Discuss latent image formation.
- Describe and demonstrate proper film storage and handling.
- Describe conditions which would not be favorable for film storage.
- Describe the components of the film package and the film.
UNIT #9 DARKROOM AND FILM PROCESSING
- Identify and describe essential items of darkroom equipment; selection of safelighting; selection of processing equipment and chemicals.
- Identify the following terms: selective reduction, cutting reducer, hardening agent, replenisher, and reticulation.
- Analyze what can occur if films are exposed to light leaks and improper safety lighting.
- Differentiate between safety lighting for intraoral and extraoral radiographs and describe the wattage and distances for safety lighting in a darkroom.
- Demonstrate and describe the steps in manual and automatic film processing, the importance of each step and describe the errors which may occur if films are not processed properly.
- Calculate the wattage of safety lighting placed at different heights.
- Describe what materials manual processing tanks are made of, their maintenance, and care.
- Analyze the need and describe the ways to replenish the solutions in automatic and manual processing tanks.
- Assess the importance of guarding against contamination of the processing chemicals and the ways to prevent it.
- Identify the steps of preparation prior to processing films.
- List the ways processing chemicals may be purchased for automatic and manual tanks.
- Evaluate when solutions should be changed and explain why.
- Compare the different ways of film identification prior to and after processing, and the importance of identification.
- Differentiate between manual, rapid, and automatic processing.
- Discuss the mechanical components of automatic processors and their operation.
- Assess the causes of light radiographic images, fogged film, blank film, white streaks or spots, dark brown or gray films, brownish yellow stain and reticulation.
- Identify the process of duplicating films.
- Evaluate the results of over and under exposure of duplicating films.
- Demonstrate and describe the proper viewing conditions to enhance perception of film contrast.
- Identify the principle chemical components of processing solutions and describe the functions of each component on both exposed and unexposed portions of the film.
- Understand the hazards of processing chemicals and the disposal and safety measures associated with them.
UNIT #10 IDENTIFICATION OF ANATOMICAL LANDMARKS, MOUNTINGS, AND INTERPRETATION
- Identify anatomical and facial landmarks associated with dental radiography.
- Describe or identify the following structures, objects, or dental materials as they appear on a radiograph relating to their radiolucency or radiopacity: dental caries, pulp tissue, calcium deposits, metal, porcelain, acrylic, silicate, bone resorption, enamel, dentin, cementum, granulomas, and recent extraction sites, impacted, unerupted, or supernumerary teeth.
- Differentiate between crowns, bridges, orthodontic wires, contour, shape bands, or metallic restoration while examining a radiography.
- Describe the mandibular canal as it appears on a radiograph, where it originates, where it extends and its purpose.
- Describe or identify what anatomical landmarks would appear normally in each exposure of an adult full mouth survey, and if they are radiopaque or radiolucent.
- Differentiate between the internal and external oblique ridges as they appear on a radiograph.
- Identify on a radiograph the ligamentous attachments.
- Describe what structures must be included on a periapical and interproximal exposure.
- Recognize common normal variations in bone patterns of the mandible and maxillae including radiographic differences between cortical and cancellous bone.
- Identify common anatomic structures found on panoramic, periapical and occlusal radiographs.
- Describe or identify facial landmarks used in the positioning of a patient during exposures.
- Mount of full mouth survey correctly using the knowledge of identification of the teeth, anatomical landmarks, and restorations.
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DTA 2040 - Radiology II
Clock Hours: 40
Delivery Mode
on-ground
Course Description:
This course is designed to teach the student how to identify and correct faulty radiographs, and the exposure of radiographs using the paralleling and bisecting technique, on manikins and patients. Radiography techniques for children will be discussed, as well as edentulous techniques. Occlusal exposures will be performed on manikins and the principles of extraoral radiography will be taught.
Student Learning Outcomes:
UNIT #1 IDENTIFYING AND CORRECTING FAULTY RADIOGRAPHS
- Assess the requirements an x-ray must have to be of diagnostic value.
- Describe the need of being aware of the causes of inadequacies of exposing and processing films.
- List and identify the different errors that can be caused by exposure techniques and film processing.
- Evaluate these inadequacies of a processed radiograph, explain the causes of each error inadequacy and how one would correct: elongation, foreshortening, conecutting, blurred film, films too light or too dark, insufficient incisal or occlusal edge, herringbone pattern, dark to white lines, overlapping of contacts, film not being parallel to the occlusal or incisal edge of the teeth, bent film packet, clear films, insufficient contrast or density, double image, scratched film, webbed image, reticulation, fogging, brownish-yellow stains, white or dark spots.
UNIT #2 RADIOGRAPHIC EXPOSURE BISECTING ANGLE
- Describe the geometric theory behind the bisection of the angle technique of periapical and interproximal exposures.
- Evaluate a patients oral anatomy as its pertains to placement of films, on a fellow student, by using the evaluation form provided.
- Demonstrate the correct patient head positioning for maxillary and mandibular exposures, by relating to facial and anatomical landmarks.
- Demonstrate the use of film holding devices on a classmate when using the bisecting angle technique, and apply principles of infection control.
- Demonstrate correct intraoral radiographic exposure technique in regards to film placement, angulation, and exposure factor and processing to produce two acceptable full mouth surveys using the bisecting angle technique on a manikin.
- Mount the two mouth surveys, critically evaluate all radiographs in terms of technical quality, accuracy, and clinical acceptability on the evaluation form provided, and describe the correction of any errors.
- Use safety measures for protecting films before and after exposure.
UNIT # 3 PARALLELING TECHNIQUE AND RADIOGRAPHIC EXPOSURES ON PATIENTS
- Contrast the geometric theories of bisecting and paralleling radiographic technique.
- Compare the quality of radiographic exposures obtained through bisecting and paralleling radiographic techniques.
- Demonstrate the assembly and placement in the mouth of film holding devices used with the paralleling technique.
- Evaluate a patient’s oral anatomy, as it relates to the placing of films intraorally on a fellow student.
- Demonstrate the placement of film holding devices, with the radiograph in position, for each exposure of a 20 film survey on a fellow student. (DO NOT EXPOSE THE FILM)
- Using the paralleling technique expose’ process, and evaluate two acceptable 20 series full mouth surveys on the manikin.
- List any mistakes of each exposure on each of the full mouth surveys taken on the manikin and explain how to correct each mistake. An 85% is the acceptable grade for this assignment.
- Apply principles of asepsis during radiographic exposures to avoid transmission of infectious agents.
To be completed in Radiology III and grade calculated in Radiology III.
- Review the medical history of patients prior to initiating radiographic procedures to determine conditions which would indicate or contraindicate a radiograph examination.
- Review the doctor’s prescription form to be able to prepare for procedure.
- Create a continuous quality assurance program to assure production of acceptable diagnostic quality radiographs with minimum film exposure to radiation.
- Assess patient’s reaction, consider patient comfort throughout the radiographic procedure and react appropriately to the patient’s verbal and non-verbal communication.
- Create an atmosphere of mutual trust with patients and respond to patient concerns about safety with knowledge based on factual information, scientific data and sound reasoning.
- Use appropriate intraoral radiographic film techniques in regards to film placement angulation, and exposure factors to produce two or three complete mouth surveys on patients, demonstrating simple management problems using bisecting angle and paralleling principles.
- Process, mount and evaluate the full mouth surveys in terms of technical quality, accuracy and clinical acceptability on the evaluation forms provided.
- Assess any errors of each film and how one would correct these errors. No retakes are made until the instructor gives permission.
- Duplicate the two or three patient surveys, complete all patient records and send originals to the prescribing dentist with a typed thank you letter attached or personally deliver them.
UNIT # 4 OCCLUSAL EXPOSURES
- Evaluate the need of obtaining an occlusal radiograph, and describe what anatomical structures can be observed.
- Demonstrate the correct head positions, vertical and horizontal angulation during occlusal radiographs.
- Expose, process, and evaluate 1 maxillary and mandibular topographical films and 1 maxillary and 1 mandibular cross sectional exposures on a manikin. (Radiology IV)
UNIT # 5 DECIDUOUS AND MIXED DENTIION RADIOGRAPHY
- Differentiate between the techniques and procedures used in pediatric exposures and adult exposures.
- Describe what factors determine how many and which type of films are exposed in Pediatric patients.
UNIT # 6 EDENTULOUS EXPOSURES
- Explain the need of radiographic surveys of edentulous areas.
- Identify which types of films and exposures may by used on edentulous patients.
- Differentiate between the procedures, and techniques used during exposures of partially edentulous and fully edentulous patients.
UNIT # 7 EXTRAORAL RADIOGRAPHY
- Identify what size films are used in extraoral radiography.
- Describe the clinical indications for and have an understanding of basic methods used when exposing the following radiographs: (1) lateral oblique views of the mandible and maxilla (2) posterior anterior view of the mandible (3) panoramic (4) and cephalometric.
- Discuss in general terms the principles of panoramic radiography and the advantages and disadvantages of panoramic radiography compared to intraoral radiographs.
- Evaluate film faults associated with extraoral radiographs.
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DTA 2050 - Operative II
Clock Hours: 80
Delivery Mode
on-ground
Course Description:
This course is designed to provide the dental assisting student with fundamental skills and knowledge of the clinical aspect of basic operative procedures. Upon completion of the course she/he will be able to assist in a prophylaxis appointment, apply topical anesthetic, prepare and assist during an injection place rubber dam and identify the principles of cavity preparation while demonstrating correct four-handed dentistry principles, and correct oral evacuation asepsis and patient management.
Student Learning Outcomes:
UNIT #1 PROPHYLAXIS
- Demonstrate the ability to prepare the necessary armamentarium and arrange in sequence on the tray for a prophylaxis procedure.
- Prepare the operatory, tray set-up and assist during a prophylaxis appointment.
- Demonstrate principles of operator/patient safety and asepsis of equipment operatory and instrumentation.
UNIT #2 ANESTHESIA
- List the three principle injection methods used in dentistry.
- Describe the location of injection sites, and the methods used anesthetize specific structures.
- List some of the common gauges of injection needles used in dentistry.
- Demonstrate the loading and unloading of an aspirating syringe.
- Use and types of needle guards and scoop techniques.
- Apply topical anesthetic for all areas of injection sites in the oral cavity.
- Describe the different ways topical is dispensed, the advantages of each and duration times.
- Prepare the operatory, tray set-up, and assist during an injection of a patient.
- Analyze which needle length and gauge would be used for all types of injections of the oral cavity.
- Demonstrate principles of operator/patient safety and asepsis of equipment, operatory, and instruments demonstrate disposal of sharps.
UNIT # 3 RUBBER DAM
- List the four categories which represents the need of the placement of a rubber dam.
- Select the teeth which would be included in the application of a rubber dam when given a specific tooth number.
- Describe the name of the tooth that is usually the most distal in the operating field.
- Name the teeth associated with the hole position of a five hole rubber dam punch.
- Demonstrate and list the three steps in the preparation of a rubber dam.
- Select the correct armamentarium needed for the placement of a rubber dam.
- Differentiate between anterior and posterior rubber dam clamps, identify the parts of a clamp and the use of each part.
- Analyze the need for a rubber dam during endodontic procedures.
- Name the terms used to represent the rubber dam material in between each hole.
- Identify what materials can be used to stabilize the rubber dam material or clamps.
- Examine the need for a rubber dam napkin.
- Analyze what problems may occur if a hole is incorrectly punched.
- Demonstrate and list the steps in the procedure of the preparation of a patient in the application of a rubber dam.
- Demonstrate the procedure for trying on the rubber dam clamp.
- Prepare an operatory, tray set-up and apply a rubber dam using all three methods of application.
- Demonstrate the removal of a rubber dam.
- Demonstrate pre-operative and post -operative instructions needs for a rubber dam procedure.
- Demonstrate principles of operator/patient safety and asepsis of equipment, operator and instrumentation.
- Tofflemire
- Aspirating syringe prep.
UNIT # 4 PRINCIPLES OF CAVITY PREPARATION
- Compare the principles of cavity preparations.
- Differentiate between the types of classifications of cavity preparations.
- Define the following term or label a diagram of a cavity preparation: cavity wall, point angle, cavo-surface, margin, line angles, axial wall, cavity floor, bevel, dovetail, undercut.
- Describe the assistants role and functions during a cavity preparation
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DTA 2060 - Operative III
Clock Hours: 64
Delivery Mode
on-ground
Course Description:
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