1

Mott Community College

Course Name:
Semester:

Dental Hygiene I
Fall 2015

Instructor Information:
Name:
Office Location:
Office Phone Number:
E-mail Address:
Fax Number:
Division Phone Number:
Instructor Office Hours:

Jennifer Walker, RDH, MA

MMB 1050
(810) 762-0487, Cell (810) 656-9627
Jennifer.walker@mcc.edu
(810) 232-8874
(810) 762-0493
See posting and by appointment.

Clinical Faculty:
Name:
Office Location:
Office Phone Number:
E-mail Address:
Fax Number:
Division Phone Number:
Instructor Office Hours:

Margaret Pobocik, RDH, BAS

MMB 2036G
(810) 762-0486
margaret.pobocik @mcc.edu
(810) 232-8874
(810) 762-0493
See posting and by appointment.

Name:
Office Location:
Office Phone Number:
E-mail Address:
Fax Number:
Division Phone Number:
Instructor Office Hours:

Ronda Smalley, RDH, BAS, MS

MMB 1050
(810) 762-0487, Cell (810) 875-1084
ronda.smalley@mcc.edu
(810) 232-8874
(810) 762-0493
See posting and by appointment.

Name:
Office Location:
Office Phone Number:
E-mail Address:
Fax Number:
Division Phone Number:
Instructor Office Hours:

Cheryl Doyle, RDH, BAS

MMB 1050
(810) 762-0487
Cheryl.doyle@mcc.edu
(810) 232-8874
(810) 762-0493
See posting and by appointment.

Name:
Office Location:
Office Phone Number:
E-mail Address:
Fax Number:
Division Phone Number:
Instructor Office Hours:

Joan Wilkoff, DMD

MMB 2036A
(810) 762-0327
joan.wilkoff@mcc.edu
(810) 232-8874
(810) 762-0493
See posting and by appointment.

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Name:
Office Location:
Office Phone Number:
E-mail Address:
Fax Number:
Division Phone Number:
Instructor Office Hours:

Rita Szukhent, RDH, MS

MMB 2036G
(810) 762-0486
rita.szukhent@mcc.edu
(810) 232-8874
(810) 762-0493
See posting and by appointment.

Prerequisites:

DHYG 102

Days/Times/Location:

Monday, 12:30PM 2:20PM, MMB 2024

Course Prefix
And Number:

DHYG 121

Credit/Contact Hours:

6 credits/10 credits

Texts:
Title:
Author:
Publisher:
Edition:
ISBN Number:

Dental Office Medical Emergencies (optional)

Meiller
Lexi-Comp
5th
978-1591953180

Title:
Author:
Publisher:
Edition:
ISBN Number:

Dental Hygiene: Concepts, Cases and Competencies

with Study Guide
Daniel, Harfst, and Wilder
Elsevier
2nd
978-0-323-04352-6

Title:
Author:
Publisher:
Edition:
ISBN Number:

Patient Assessment Tutorials

Nield-Gehrig
Lippincott Williams & Wilkins
3rd
978-1451131482

Title:
Author:
Publisher:
Edition:
ISBN Number:

A Patients Guide to Periodontal Disease

Nanne
Lexi-Comp

Title:
Author:
Publisher:
Edition:
ISBN Number:

Fundamentals of Periodontal Instrumentation

Nield-Gehrig
Lippincott Williams & Wilkins
7th
978-1609133313

978-1591950691

Title:
Author:
Publisher:
Edition:
ISBN Number:

(Optional) DH Notes Dental Hygienists Chairside Pocket

Guide
Prajer & Grosso
E.A. Davis Co.

Course Description:

This course will provide the student the necessary skill

information for clinical patients in the second semester.
This is the first of four courses that will prepare the
student to graduate and participate in the regional and
national board examinations. It includes patient skills,
evaluation skills, clinical skills, instrumentation skills,
and professional skills.

Course Content:

The student will be introduced to skills, concepts and

theory of the dental hygiene process of care necessary
to lay a foundation for beginning dental hygiene
practice.

Learning Experiences:

Presentation, group discussion, collaborative learning,

online and independent learning via Blackboard, and
video.

Course Objectives:

At the conclusion of this introductory course, the

student will have an understanding of the dental
hygiene profession, oral health education and
prevention, interpersonal communication,
patient management, clinical dental hygiene, oral risk
assessment and treatment planning, medical and dental
emergencies, infection control and asepsis at the novice
level.

Accreditation Standard
That is Addressed:
2-7 Written course descriptions, content outlines,
including topics to be presented, specific instructional
objectives, learning experiences, and evaluation
procedures must be provided to students at the
initiation of each dental hygiene course.
2-12 Dental hygiene science content must include oral
health education and preventive counseling, health
promotion, patient management, clinical dental
hygiene, provision of services for and management of
patients with special needs, community dental/oral
health, medical and dental emergencies, legal and

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ethical aspects of dental hygiene practice, infection and
hazard control management, and the provision of oral
health care services to patients with bloodborne
infectious diseases.
2-13 The basic clinical education aspect of the
curriculum must include a formal course sequence in
scientific principles of dental hygiene practice, which
extends throughout the curriculum and is coordinated
and integrated with clinical experience in providing
dental hygiene services.
2-19 Graduates must be competent in interpersonal and
communication skills to effectively interact with diverse
population groups and other members of the health
care team.
Goals and Competencies
Addressed:

At the completion of this course the student will:

Demonstrate pre-clinical skills at 80% accuracy:
Medical and dental history
Oral health charting techniques
Instrumentation techniques
Patient education (patient partnership
procedures)
Periodontal debridement
Oral Risk Assessment (patient)
Risk management behaviors (worker)
Demonstrate infection control activities at
100% accuracy
Including instrument sterilization activities
Demonstrate professionalism and ethical
behavior at 100% accuracy

Evaluation Criteria
And Procedures:
Lecture:
Formative Assessments:
Weekly minute papers
Summative Assessments:
Test, Exam, Quiz, Written Assignments:
Syllabus Scavenger Hunt= 10 points
PAT 6 x 5 pts = 30 points
Patient List= 20 points
Statement of Understanding= 5 points
Student Portfolio= 25 points

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Patient Education Guide=15 points
Cultural Competence Report=27 points
Journal Entry via Email with Advisor: 13 x 1pt= 13 points
(week 2 through 14 due Friday by 6pm)
Mosbys Reading Quiz: 10 x 3 pts= 30 points
Emergencies Post-lecture Quiz= 5 points
Chapter Tests: 3 x 50 pts= 150 points
Final Comprehensive Exam=90 points
Opportunities will be available for extra credit
Note: The lecture is weighted at 1/3 of the final grade.
Pre-Clinic:
Summative Assessments:
SOP Scavenger Hunt= 10 points
Daily Activity Sheets=points will vary
Student Health History= 5 points
Comprehensive Instrument and Patient Assessment
Evaluation= 429 points
Formative Assessments:
Student self-assessments
Note: Pre-clinic is weighted at 2/3 of the final grade.

Grading Policy Including

Grading Scale:
100-96----------4.0
95-92 -----------3.5
91-88 -----------3.0
87-84 -----------2.5
83-80 -----------2.0
Below 80 is course failure
79-76------------1.5
75-72------------1.0
71-68------------0.0
Note: Dental hygiene students must complete the lecture
independently and the laboratory/clinic independently with
an 80% or higher in order to continue in the dental hygiene
program. Any dental hygiene student who does not achieve
80% will result in non-progression. The student must apply for
re-admission and retake the entire course prior to continuing
in the dental hygiene program.
Either laboratory or lecture that results in less than 80% will
reduce the total grade point to 1.5. If either portion is not
completed with a minimum 80%, the student will not progress to
the next semester. The final grade will reflect the inability to pass

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either or both sections. This is considered an academic as well as
a patient and/or operator safety issue (Safety Policy applied).
Note Regarding Pre-Clinical Evaluations:
All parts of the comprehensive Final Pre-Clinical Evaluation
require a passing grade per skill section evaluation.
The total score lower than the minimum standard (80%) on any
section of this evaluation may result in the student not
continuing on to DHYG 122 based on the MCC Dental Hygiene
Safety Policy regardless of the combined lecture/lab score.
However, an opportunity is given to prove competency but the
grade will remain the same. If this impacts the final grade to
below 80% the student can apply for readmission the following
fall. Any OSHA or professional behavior incident report per
semester equals a zero percentage grade per incident report,
figured into the final grade. Severity of the offense may result
in dismissal from the program.
Complete Attendance
Policy:

Dental Hygiene Standards: Sufficient practice time and learning

experiences should be provided during preclinical and clinical
courses to ensure that students attain clinical competence. The
number of hours devoted to clinical practice time should increase
as the students progress toward the attainment of clinical
competence. The preclinical course should have at least six hours
of clinical practice per week.
Students are expected to attend all pre-clinical sessions.
If the student is unable to be present, they must call (810) 7620493 (Mrs. Stevens-administrative assistant) or 762-0486 or email
the course instructor(s) stating their absence.
One absence in pre-clinic will result in lowering of the course
grade by 2% per absence for each occurrence.
Each tardy is recorded. For two occurrences, the student will
receive one absence equal to 2% point deduction in the final
grade. Late or tardy means any time after class has begun: 7:45
for AM clinic and 12:30 for PM clinic. If a student leaves clinic
early, he/she is marked absent and will result in a 2% deduction in
the final grade.
It is the students responsibility to be in pre-clinic in order to
complete requirements toward successful completion of the
program.
Students are required to participate in one tutorial session.

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Tutoring occurs during opposite sections (A section will come
when B section is in pre-clinic and B section will come when A
section is in Pre-Clinic November 19 and December 3 [dates
subject to change].
Note: A student who fails to participate in tutoring will have
his/her final lecture grade lowered by % point.
STUDENT MEMBER DAY - AMERICAN DENTAL HYGIENISTS
ASSOCIATION (Required Attendance) Friday, November 7, 2014.
Specific information to follow. Students are released from preclinic for this required activity.

Pre-Clinic Make Up Policy:

1. Pre-Clinic days cannot be made up due to the student to faculty
ratio. Although individual practice times are made available.
2. Any missed Pre-Clinic Performance Evaluation may only be
made up at the discretion of the clinical faculty.
3. Pre-Clinic Performance Evaluations where a grade of less than
80% was earned must be repeated*.
4. The student must arrange with a laboratory instructor to retake
any missed or failed evaluation within one week of the original
date of the evaluation.
5. Evaluations not made up within the time arranged will receive a
score of zero to be computed into the final grade. Students who
do not seek out the re-evaluation will not continue on to the
next semester per the safety issue.
6. *Re-evaluations do not change the initial grade. However, the
revaluation is required to confirm competency of the skill.
Lecture Make Up Policy:
1. Exams and quizzes:
Weekly pre-lecture and post-lecture quizzes cannot be made
up. Exams must be made-up within five days and will be
completed at MCCs Testing Center. Any in-class examination
not completed within five days of the original testing date will
result in 50% credit of grade earned. A reading quiz which is
administered via Blackboard must be completed during the
open testing dates. If a failed attempt occurs, the instructor
must be notified by email immediately. If a failed attempt is
confirmed, the student will be allowed to complete the reading
quiz prior to the beginning of the lecture. If a student fails to
complete a quiz on Blackboard during open testing and no
attempt is made, he or she will receive zero credit without the
possibility for make-up.
Homework:
Weekly homework is due within the first five minutes once class
begins. Assignments turned in beyond this point are considered

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late. One point will be deducted each day the assignment is
late.
2. Course Incompletes:
A student must initiate a request for an "I" (Incomplete Grade).
The "I" will be given at the sole discretion of the instructor.
An "I" may be given only when the student:
Has completed at least 75% of the class (excluding the final
exam) but is unable to complete the class work because of
extraordinary, unusual or unforeseen circumstances or other
compelling reasons. Has done passing work in the course and
can complete the required work without repeating the course.

College Policy on
Accommodations for Persons
With Disabilities:

Mott Community College is committed to providing equal

opportunity for participation in all programs, services and
activities and adheres to Section 504 of the Rehabilitation Act
(1973) and the Americans with Disabilities Act, as amended
(2008) to provide effective auxiliary aids and services for
qualified students with documented disabilities. Requests for
accommodations by students with disabilities may be made by
contacting Disability Services at 810-232-9181 or on the web at
disability.mcc.edu. Once your eligibility for an accommodation
has been determined, you will be issued an Instructor
Notification Letter. Please present Instructor Notification
Letters to instructors at the start of the semester and/or two
weeks prior to the accommodation date (test, project, etc).
Requests received after this date will be honored whenever
possible.
Disability Services Staff
Dawn Pittenger, Administrative Assistant Ann-Marie Christman,
Disability Services Specialist
dawn.pittenger@mcc.edu ann.christman@mcc.edu
(810) 232-9181 (810) 762-0396
Sherry Weeder, Interim Disability Services Specialist
sherry.weeder@mcc.edu
(810) 762-5115

Instructors classroom policies:

Cell phones and
electronic devices:
Student Code of Conduct Section U - Technology Usage
No electronic communication device, which means a device that
emits an audible signal, vibrates, displays a message or
otherwise receives or communicates a message, may be active
during class without the oral or written consent of the

9
instructor. Such devices may include, but are not limited to,
portable pagers, hand-held radios, cellular telephones, PDAs
and any technology developed for similar purpose. Students
who text message in class or leave class to text or to have
phone conversations will be marked absent.
Hats:

Hats cannot be worn during evaluations.

Plagiarism:
Cheating, plagiarism or other forms of academic dishonesty,
including acquisition of texts (via any source including taking
pictures of past tests) and/or other academic materials (without
permission) are violations of college conduct per MCC Student
Code of Conduct and discipline will occur if this is violated.
Academic dishonesty includes students who aid and abet as well
as those who attempt such behavior. Impairing another
students ability to learn (such as talking during class) is not
acceptable. Students will be asked to leave class if they cannot
comply with any of these rules. An instructor or supervising
associate dean can initiate discipline for these forms of
misconduct.
Discipline could include: Reduction or suspension of grade
which can result in non-progression, written or oral reprimand,
extra assignments or any other appropriate action. A formal
process of discipline as listed in the MCC Student Code of
Conduct Guide.
Test Taking is Monitored:
During testing students must have all notes and texts out of
sight. Cell phones may not be out or within eyesight of the
student (s) during class or evaluations. Students may be asked
to move location during evaluations. Students must have all
notes and texts out of sight and pencils/erasers put away when
Scantron or test is returned. The use of any electronic device
during testing will result in the student receiving an automatic
0.0 on the quiz or exam with no opportunity for make-up.
Children:

Disclaimer:

Children are never allowed in class. Only those enrolled may

attend class.
The lecture and pre-clinic outline/activities/tasks are subject to
change.

Academic Needs:
1. Students are responsible to seek help for their academic
needs. Mott College provides a plethora of support for
students in need.

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2. Students should make an appointment to meet with the
instructor if they need topic help with their academics.
3. It is not the responsibility of the instructor to teach study
skills. Please seek help from the variety of student services
offered at this college if you need assistance.
4. It is however the students responsibility to discuss their
progress with the instructor and ask for course content help if
needed.
5. Students who wait until the last few weeks of a semester to
seek help must acknowledge that the time may be somewhat
late to solve any serious defects in their grade.
6. Students are required to keep track of their own grades.
Please make a plan to do so.

Content Outlines, with Topics to be Presented

Date
Sept. 8

Sept. 15

Sept. 22
Sept. 29

Oct. 6

Oct. 13

Lecture
Course Overview, Syllabus: 15 minutes
Ch. 1 The Dental Hygiene Profession: 30
minutes
Ch. 8 Positioning and Prevention of Operator
Injury: 55 minutes
Ch. 9 Instrument Design and Principles of
Instrumentation: 55 minutes
Student Portfolio: 25 minutes
Dr. Ivory: NESK 20 minutes
TEST Ch. 1, 8, 9: 55 minutes
Ch. 17 Hard Tissue Examination: 55 minutes
Ch. 16 Periodontal Examination: 55 minutes
Gingival Description PAT Module 14: 20
minutes

Ch. 31 Powered Instrumentation and

Periodontal Debridement: 55 minutes
Dental Office Emergencies Video and
Discussion: 40 minutes
Ch. 32 Cosmetic and Therapeutic Polishing:

Activity
Ch. 1 Reading Quiz: 5 minutes
Ch. 8 Reading Quiz: 5 minutes
Minute paper
Ch. 9 Reading Quiz: 5 minutes
Due: Patient List
Due: Statement of Student
Understanding
Minute paper
Ch. 17 Reading Quiz
Minute paper
Ch. 16 Reading Quiz: 5 minutes
In-Class Assignment: Practice
Completing Periodontal Chart: 15
minutes; PAT Module 14 Mrs. Doi
pgs. 527-529: 20 minutes
Minute paper
Ch. 31 Reading Quiz: 5 minutes
Emergencies Post-lecture quiz: 10
minutes
Minute paper
Ch. 32 Reading Quiz: 5 minutes

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55 minutes; The Journal of Dental Hygiene
Research on Selective Polishing: 50 minutes
Oct. 20

Oct. 27

Nov. 3

Nov. 10

TEST Ch. 16, 17, 31, 32: 55 minutes

Ch. 12 Comprehensive Health History: 45
minutes
Introduce LexiComp: 10 minutes
Ch. 14 Physical and Extra-Oral Examination:
50 minutes
Ch. 15 Intraoral Examination: 50 minutes

Ch. 20 Oral Risk Assessment and Intervention

Planning: 55 minutes
Guest Speaker: 55 minutes
TEST Ch. 12, 14, 15, 20: 55 minutes

Nov. 17

Ch. 21 Individualizing Preventive and

Therapeutic Strategies: 50 minutes
Introduce Treatment Plan Form: 15 minutes

Nov. 24

Ch. 5 Communication: 50 minutes

Dec. 1

Cultural Competence and Sensitivity

Presentations Group A
Cultural Competence and Sensitivity
Presentations Group B
FINAL CUMULATIVE EXAM

Dec. 8
Dec. 15

Group Discussion Evidence-Based

Research
Minute paper
Ch. 12 Reading Quiz
Minute paper

Due: Patient Education Guide

Ch. 14 Reading Quiz: 5 minutes
Ch. 15 Reading Quiz: 5 minutes
Due: PAT Module 4 Medical History
Mr. Ascari pgs. 94-99
Minute paper
Ch. 20 Reading Quiz
Minute paper
In-class Assignment: PAT Module
13 Mrs. Doi pgs. 485-487 & Ms.
Eads pgs. 488-490: 55 minutes
Minute paper
Ch. 21 Reading Quiz: 5 minutes
Practice Treatment Plan Form: 40
minutes; ADA products;
Minute paper
Due: Group A report
Ch. 5 Reading Quiz: 5 minutes
In-class Assignment: PAT Module
12 Bethany Biddle pgs. 423-425 &
Mrs. Doi pgs. 429-431: 55 minutes
Minute paper
Due: Group B report
Due: Student Portfolio
Minute paper
Due: Patient Education Guide
Minute paper
110 minutes

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Specific Instructional Objectives:

Complete the following objectives as you read through the course material. They will help prepare you
for course discussion and testing.

Chapter 1: Ethics and Professionalism

Method of Instruction and Time Allocated: 45 minutes
Specific learning objectives:
1. Appreciate the value of the history of the dental hygiene profession.
2. Understand the process necessary to become a licensed professional.
3. Develop educational goals for the first term of dental hygiene.
4. Create a student portfolio.
5. Develop an appreciation for the profession of dental hygiene and professional associations.

Chapter 5: Communication
Method of instruction: lecture, discussion, small group work
Instructional Time Allocated: 50 minutes
Specific learning objectives:
1. Recognize that effective communication skills can be learned.
2. Identify the stages in the acquisition of new skills: knowledge, interest, belief, commitment,
practice, and habituation.
3. Distinguish among the three key attributes of effective communication: listening, observing and
attending.
4. Explain the function of space, time, culture, contest, and language in the establishment of
rapport.
5. Identify and explain the importance of core nonverbal behaviors such as facial expression, body
language and eye contact.
6. Explain and demonstrate key elements of deepening rapport: empathy, respect, warmth,
concreteness, genuineness, and self-disclosure.
7. Become a better communicator by providing positive feedback, using I messages, and
practicing active listening.
8. Evaluate with discernment the principles of communication.
9. Explain how a patients behavioral style influences the communication process.

Chapter 8: Positioning and Prevention of Operator Injury

Method of instruction: lecture and discussion
Instructional Time Allocated: 40 minutes
Specific learning objectives:
1. Develop an appreciation for evidence-based knowledge of ergonomics in the dental
environment.
2. Understand the relationship among correct operator posture and positioning, patient and
equipment positioning, and musculoskeletal problems.
3. Describe the physical changes that occur from repetitive strain injuries.
4. Demonstrate correct operator, patient, and equipment positioning for maximal efficiency and
minimal risk of developing musculoskeletal problems.
5. Compare, contrast, and evaluate alternative operator and patient positions.

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6. Correct improper positioning by recognizing cues that indicate that an aspect of positioning is
incorrect.
7. Develop an awareness of new technology that may reduce operator stress and fatigue and
promote optimal performance.
8. Incorporate preventive exercises into instrumentation procedures.
9. Perform preventive exercises throughout the workday and at home.
10. Apply correct operator, patient, and equipment positioning for maximal efficiency for ultrasonic
scaling.

Chapter 9: Instrument Design and Principles of Instrumentation

Method of instruction: lecture and discussion
Instructional Time Allocated: 55 minutes
Specific learning objectives:
1. Identify instruments by classification, design name, and design number.
2. Describe the function of each part of any instrument.
3. Analyze each principle step by step as it relates to instrumentation.
4. Select the appropriate instrument design based on the periodontal condition.
5. Demonstrate correct principles of instrumentation in preclinical and clinical sessions.
6. Compare and contrast the powered instrument design and principles of use with hand
instruments in periodontal debridement.

Chapter 12: Comprehensive Health History

Method of instruction: lecture and discussion
Instructional Time Allocated: 55 minutes
Specific learning objectives:
1. Identify the essential components of a comprehensive patient health history.
2. List the parts of each component of the health history.
3. Recognize the importance of each component of the health history to the acquisition of an
accurate health database.
4. Analyze verbal and written patient responses to the health questionnaire to anticipate and
initiate the needed modifications in the treatment plan.
5. Analyze verbal and written patient responses to the health questionnaire to recognize when a
medical or dental consultation is warranted.

Chapter 14: Physical and Extraoral Examination

Method of instruction: lecture, discussion and small group work
Instructional Time Allocated: 55 minutes
Specific learning objectives:
1. Understand and be able to perform a thorough extraoral examination, identifying structures and
abnormalities during the examination.
2. Be familiar with the prevalence of skin cancers located on the head and neck.
3. Recognize normal and abnormal vital signs and be able to take vital signs according to
techniques presented in the chapter.
4. Evaluate readings obtained when taking vital signs and identify whether precautions or
consultations are needed before the performance of dental hygiene care.

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Chapter 15: Intraoral Examination

Method of instruction: lecture, discussion and small group work
Instructional Time Allocated: 55 minutes
Specific learning objectives:
1. Identify the essential components and procedures of a comprehensive intraoral patient
examination.
2. Recognize normal anatomical hard and soft tissue landmarks of the oral cavity.
3. Visually evaluate the integrity of the oral mucosa, noting any breaks that may exist and noting
any irregularities in color or general appearance.
4. Determine tissue consistency (soft, firm, hard, nodular) tissue mobility (fixed, movable) and
patient tenderness or discomfort using palpation and the sense of touch.
5. Assess anatomical bilateral symmetry for possible indications of underlying pathologic
conditions.
6. Appropriately document both normal and abnormal findings.
7. Be familiar with oral cancer, rates of occurrence, survival rates and protocol for referral.

Chapter 16: Periodontal Examination

Method of instruction: lecture and discussion
Instructional Time Allocated: 55 minutes
Specific learning objectives:
1. Describe the roles of plaque biofilm and other local etiologic factors in periodontal diseases.
2. Identify the components of a periodontal assessment, their appearance in health and disease,
and their significance.
3. Identify gingival connective tissue fibers and oral epithelium.
4. Chart an involved periodontal condition, using the correct charting notations.
5. Interpret the periodontal findings from a chart (i.e. correctly read a periodontal chart) and
discuss the ramifications.
6. Explain the interrelationships and suggested interrelationships between periodontitis and
systemic diseases as presently reported in the scientific literature.
7. Identify those patients who have periodontitis or those who are at risk for periodontitis.

Chapter 17: Hard Tissue Examination

Method of instruction: lecture and discussion
Instructional Time Allocated: 45 minutes
Specific learning objectives:
1. Use a number of different comprehensive charting systems to assess the oral health of new
patients and supportive care patients.
2. Be familiar with the different tooth-numbering systems.
3. Use proper infection control during performance of charting procedures.
4. Use the traditional G.V. Black Caries Classification System to chart existing conditions.
5. Be familiar with new classification systems for charting carious lesions.
6. Use different charting symbols that represent existing conditions, such as early carious lesions
before cavitation, cavities requiring restoration, missing teeth, partially erupted teeth, malposed
teeth, existing dental restorations, erosion, abrasion, attrition, abfraction, enamel cracking and
cusp fracture.

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7.
8.
9.
10.
11.
12.
13.

Define dental caries and related terms.

Recognize the signs of dental caries, including carious lesion, in varying stages of development.
Recognize the signs of arrested versus active carious lesions.
Recognize the signs of recurrent or secondary dental caries.
Recognize different stages of carious lesions and different dental restorations on a radiograph.
Be familiar with the conventional methods for caries detection.
Classify occlusion with Angles Classification System, measuring overbite and overjet and
identifying the signs of occlusal trauma.

Chapter 20: Oral Risk Assessment and Intervention Planning

Method of instruction: lecture and discussion
Instructional Time Allocated: 55 minutes
Specific learning objectives:
1. Determine a working definition for the following terms: intervention, oral risk assessment,
prevention, risk and risk assessment.
2. Be able to recognize oral risk concerns based on patient findings.
3. Compare and contrast a patient-specific approach to care with a standardized routine.
4. Give examples of patient-centered oral care.
5. Cite examples of therapeutic intervention in dentistry.
6. Cite examples of prevention strategies in dentistry.
7. Cite examples of when therapeutic intervention and prevention overlap in dentistry.
8. Describe the benefits of oral risk assessment to individualizing preventive and therapeutic
strategies.
9. Develop a clinical goal, therapeutic intervention, and evaluation measure based on a given oral
risk concern.

Chapter 21: Individualizing Preventive and Therapeutic Strategies

Method of instruction: lecture and discussion
Instructional Time Allocated: 50 minutes
Specific learning objectives:
1. State rationale for the engagement of the patient as a partner in the oral care process.
2. Compare and contrast a therapeutic intervention and a prevention strategy.
3. Explain, by way of a patient example, four logical small steps in the process of recommending
products and practices for oral self-care.
4. Differentiate between a goal and a strategy.
5. Cite several obstacles to seeking dental care.
6. Discuss components important to consider in planning oral care.
7. Defend the value of evaluation and reevaluation as a way of ensuring optimal health.
8. Map a patients care plan in therapeutic intervention, prevention, and evaluation and
reevaluation.
9. Apply steps 4 and 5 of the oral risk assessment process to any patient.
10. Recognize the value of a systematized holistic approach to oral care.

Chapter 31: Powered Instrumentation and Periodontal Debridement

Method of instruction: lecture and discussion
Instructional Time Allocated: 55 minutes
Specific learning objectives:

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1. Make appropriate instrument selections-manual or powered-for periodontal debridement.
2. Be familiar with the similarities and differences between magnetostrictive and piezoelectric
instruments.
3. Discuss the process of periodontal assessment, pathogenesis and wound healing relative to the
need for periodontal debridement.
4. Select the appropriate tips for the debridement process based on patient need and access.
5. Understand the steps necessary to set up a powered instrument for periodontal debridement.
6. Using information gathered during the assessment phase, select an appropriate debridement
treatment plan for a patient.
7. Determine appropriate treatment codes for a patient who is undergoing periodontal therapy.
8. Assess treatment outcomes based on healing of periodontal structures following treatment.
9. Be able to explain maintenance and sterilization procedures for powered instruments.
10. Be familiar with the contraindications for using powered instrumentation.

Chapter 32: Cosmetic and Therapeutic Polishing

Method of instruction: lecture and discussion
Instructional Time Allocated: 55 minutes
Specific learning objectives:
1. Explain to a colleague, patient or employer the relationship of polishing to the therapeutic and
cosmetic goals for oral care.
2. Use cleaning agents rather than polishing agents when clinically appropriate. Select appropriate
agents for cleaning and polishing esthetic restorative materials.
3. Classify the various dental stains as either endogenous or exogenous and be able to determine
whether the stain can be removed and, if so, which polishing procedure can remove the stain.
4. Select Porte, engine, or air-power polishing and the appropriate polishing agent, based on the
requirements of the patients oral condition, his or her response to care, and the equipment and
time available.
5. Apply appropriate procedures for each of the polishing methods to remove stains without
causing trauma to the oral structures and restorations or discomfort to the patient.
6. Summarize the research findings that suggest the limited therapeutic benefit for coronal
polishing and the more relevant therapeutic value of root polishing.
7. Adopt and implement a successful policy of polishing for clinical practice.

17

Outline of Pre-Clinic Activities

Note: FPI (Fundamentals of Periodontal Instrumentation); PAT (Patient Assessment Tutorials)

Wednesday

Friday

Week 1
September 3
Wednesday AM and PM
-Introduction to the Clinic
-Dental Unit
-SOP Review
-Hand Hygiene Review
-Set-up Dental Unit Start to Finish
-Hand out Student Health History for Completion
Assignment Due: SOP Scavenger Hunt
Reading Assignment: FPI Module 1,2; Mosby Ch. 8
Week 2
September 10
Wednesday AM and PM
-Set-Up Units
-Create Student Files
-Video Nield-Gehrig: Periodontal Probe
-Introduction of Periodontal Probe
-Student Practice Mouth Mirror, CH3 and Periodontal
Probe on Typodont
Reading Assignment: FPI Module 11

Week 1
September 5
Friday AM and PM
Due: Turn in Student Health History for DMD Review
-Set-up units
-Videos Nield-Gehrig: Instrument Grasp, Activation,
Handle Roll and Adaptation; Introduction to Mirror Use
-Modified Pen Grasp and Palm Grasp
-Introduction of Mouth Mirror and CH3 Explorer
-Student Practice Mouth Mirror and CH3 on Typodont
Reading Assignment: FPI Module 3, 4, 8, 12
Week 2
September 12
Friday AM and PM
-Set-Up Units
-Complete Self-Evaluation of Positioning, Instrument
Grasp, CH3 Explorer and Mirror
-Introduction of 11/12 Explorer
-Student Practice Periodontal Probe and 11/12 Explorer
on Typodont
Reading Assignment: FPI Module 12

Week 3
September 17
Wednesday AM and PM

Week 3
September 19
Friday AM and PM

-Set-Up Units
-Instructor Skill Evaluation of CH3
-Complete Self-Evaluation of Periodontal Probe
-Student Practice 11/12 Explorer on Typodont
Reading Assignment: FPI Module 11, 12

Week 4
September 24
Wednesday AM and PM
-Set-Up Units
-Introduction of Col 13/14
-Watch Video Nield-Gehrig: Universal Curets and
Calculus Removal Stroke
-Student Practice 6/7 Sickle and Col 13/14 on
Typodont
Reading Assignment: FPI Module 15
Week 5
October 1

-Set-Up Units
-Instructor Skill Evaluation of Periodontal Probe
-Complete Self-Evaluation of 11/12 Explorer
-Introduction of 6/7 Sickle
-Watch video Nield-Gehrig: Sickle
-Student Practice 6/7 Sickle on Typodont
Reading Assignment: FPI Module 14
Week 4
September 26
Friday AM and PM
-Set-Up Units
-Complete Self-Evaluation of 6/7 Sickle
-Introduction of 204SD
-Student Practice 204SD and Col 13/14 on Typodont
Reading Assignment: FPI Module 14, 15

Week 5
October 3

18
Wednesday AM and PM
-Set-Up Units
-Introduce Loupes
-Complete Self-Evaluation of Col 13/14
-Introduction of Gracey 1/2
-Student Practice Gracey 1/2 and 204SD on
Typodont
Reading Assignment: FPI Module 16
Week 6
October 8
Wednesday AM and PM
-Set-Up Units
-Complete Self-Evaluation of Gracey 1/2
-Introduction of Gracey 13/14
-Student Practice Gracey 11/12 and 13/14 on
Typodont
Reading Assignment: FPI Module 16
Week 7
October 15
Wednesday AM and PM
-Set-Up Units
-Complete Self-Evaluation of Gracey 13/14, 3/7, 5/11
Periodontal Files
-Watch Videos Ultrasonic and Piezo
-Introduction of Ultrasonic, Piezo and Hand Piece
-Student Practice Ultrasonic, Piezo and Hand Piece
(Students will Rotate as Necessary Through
Piezo at the Demonstration Unit)
Reading Assignment: FPI Module 25, 28 (online only)
Week 8
October 22
Wednesday AM and PM
-Set-Up Units
-Medical/Dental Emergency Review
-Vitals Introduced PAT Ch. 7, 8, 9
-Blood Pressure Video
-Practice Taking Blood Pressure and Vitals on
Partner(s)
Reading Assignment: PAT Module 7, 8, 9
Week 9
October 29
Wednesday AM and PM
-Set-Up Units
-Review Patient Chart/Forms
-Basic Health Assessment/Health History
-Instructor Evaluation of Blood Pressure and

Friday AM and PM
-Set-Up Units
-Complete Self-Evaluation of 204SD
-Introduction of Gracey 11/12
-Student Practice Gracey 11/12 and 1/2 on
Typodont
Reading Assignment: FPI Module 16
Week 6
October 10
Friday AM and PM
-Set-up Units
-Complete Self-Evaluation of Gracey 11/12
-Introduction of 3/7, 5/11 Periodontal Files
-Student Practice Gracey 13/14, 3/7, 5/11 Files on
Typodont
Reading Assignment: FPI Module 17
Week 7
October 17
Friday AM and PM
-Set-Up Units
-Complete Self-Evaluation of Ultrasonic, Hand Piece and
Piezo on Typodont (Students will rotate through Piezo
as necessary at the Demonstration Unit)
-Practice All Instruments

Week 8
October 24
Friday AM and PM
-Set-Up Units
-Health History Review
-Introduce Grade Form
-Introduction to Patient Charts/Forms
-Practice Taking Blood Pressure and Vitals on
Partner
-Complete Self-Evaluation Blood Pressure and
Vitals
Week 9
October 31
Friday AM and PM
-Set-Up Units
-Basic Health Assessment/Health History
-Watch Videos Nield-Gehrig: Head/Neck Exam and Oral
Exam

19
Vitals
-Practice All Instruments

Week 10
November 5
Wednesday AM and PM
-Set-Up Units
-Student Practice Extra/Intra-Oral Exam on
Partner
-Complete Self-Evaluation of Extra/Intra-Oral
Exam
-Patient Partnership Procedures Introduced
-Plaque Index Form Introduced
-Flossing/Brushing Technique
-Practice Individualized Patient Education
Week 11
November 12
Wednesday AM and PM
-Set-Up Units
-Eaglesoft Demonstration on Entering Dental
Charting and Periodontal Probing
-Student Practice Entering Data into Eaglesoft
-Fluoride Tray, Rinse and Varnish Introduced
-Student Practice Fluoride Tray, Rinse and
Varnish on Partner/Typodont
Week 12
November 19
Wednesday AM and PM
-Set-Up Units
-Switch/Partner Begin OHS
-Instructor Skill Evaluation Fluoride Tray, Rinse,
Varnish on Partner/Typodont
Tutoring
Week 13
November 26
Wednesday AM and PM
-Set-Up Units
-Review Calculus Detection Form
-Continue OHS Activities/Begin Limited ISA
-Instructor Skill Evaluation Extra/Intra-Oral Exam

-Extra/Intra-Oral Exam Demonstration

-Student Practice Extra/Intra-Oral Exam on
Partner
-Refer to PAT Modules 11, 12, 13, 14
-Refer to FPI 2, 3, 4, 5, 6
Week 10
November 7
SADHA Day-Students Required to Attend

No Class

Week 11
November 14
Friday AM and PM
-Set-Up Units
-Begin OHS
-Instructor Skill Evaluation Fluoride Tray, Rinse,
Varnish on Partner/Typodont

Week 12
November 21
Friday AM and PM
-Set-Up Units
-Introduce Calculus Detection Form
-Continue OHS Activities/Begin Limited ISA
-Instructor Skill Evaluation Extra/Intra-Oral Exam
Week 13
November 28
Thanksgiving Break
No School

Week 14
December 3
Wednesday AM and PM
-Set-Up Units

Week 14
December 5
Friday AM and PM
-Set-Up Units

20
-Continue OHS/ISA Activities
Tutoring
Week 15
December 10
Wednesday AM and PM
-Set-Up Units
-Instrumentation Evaluation on Typodonts
Week 16
December 17
Wednesday AM and PM
-Remediation/Make-up Testing if Required
-Practice Instruments/Eaglesoft
-Clinic Clean-up

-Continue OHS/ISA Activities

Week 15
December 12
Friday AM and PM
-Set-Up Units
-Instrumentation Evaluation on Typodonts

This syllabus is subject to change(s) at the discretion of the course director.

Date of Revision: 8-19-14 JW

21
Mott Community College
Dental Hygiene Program
Student Statement of Understanding
Course Name and Number
Faculty/Professor Name
This statement of understanding confirms the following:
I, the student:
1. Reviewed the course syllabus at the first class meeting.
2. Was present when the professor(s) reviewed the entire course syllabus with the course
outline.
3. Understand all aspects (including any change will be posted or discussed in class) of the
syllabus and have addressed any questions or concerns with the professor(s) at the first
meeting of this course.
4. Understand that it is my responsibility to read, review, and follow the syllabus.
5. Will contact the professor(s) for clarification if needed in the future.
6. Understand that it is my responsibility to seek help if needed from the professor(s)
and/or college student tutorial or other services.

Student Name (please print)

Student Signature

Date