ERIC ED354307: Fundamentals of Dental Assisting and Expanded Functions. Curriculum Guide. Volumes 1-2. [Revised.] Invest in Success.

552 Pages·1992·9.5 MB·English

by  ERIC

DOCUMENT RESUME
ED 354 307
CE 062 985
TITLE
Fundamentals of Dental Assisting and Expanded
Functions. Curriculum Guide. Volumes 1-2.
[Revised.]
Invest in Success.
INSTITUTION
Idaho State Dept. of Education, Boise. Div. of
Vocational Education.
REPORT NO
Vo-Ed-258
PUB DATE
92
NOTE
552p.; For a related document, see ED 346 277.
PUB TYPE
Guides
Classroom Use
Teaching Guides (For
Teacher)
(052)
EDRS PRICE
MF02/PC23 Plus Postage.
DESCRIPTORS
*Allied Health Occupations Education; Competency
Based Education; Curriculum Development; *Dental
Assistants; Dental Evaluation; *Dental Hygienists;
Dentistry; Educational Research; Job Analysis; Job
Performance; *Job Skills; Job Training; *Occupational
Information; Postsecondary Education; Program
Content; State Curriculum Guides; State Programs;
Statewide Planning; Task Analysis
IDENTIFIERS
*Idaho
ABSTRACT
Under the Idaho stpte system for curriculum
development in vocational education, Technical Committees made up
solely of industry personnel are responsible for drawing up task
lists for each program. Accordingly, a task list for dental
assistants was drawn up and used as a basis for revising the
curriculum guide for fundamentals of dental assisting and expanded
functions. The two volumes of the guide contain seven modules. Module
1, Fundamentals for Dental Assisting, consists of
an instructor's
guide with teaching guidelines, supplemental module, and
a module on
introduction to dental materials. Module 2, Applications of Pit and
Fissure Sealants, includes a self-study module with
course
description, evaluation form, informational material, study
questions, and references. Module 3, Temporary Crown Restorations,
provides an instructor's guide detailing course requirements,
materials and supplies; testing procedures; and a student module with
course outline, informational material, and study questions. Module
4,. Polishing Amalgam, consists of a self-study module with
course
outline, evaluation form, informational material. study questions,
and references. Module 5, Aiding in the Administration of Nitrous
Oxide-Oxygen Analgesia, contains an instructor /student module with
course outline, informational material, self-examination, and
bibliography. Module 6, Taking Alginate Impressions, provides
a
self-study module with course description, evaluation form,
information material, study questions, and references. Module 7,
Coronal Polishing, consists of an instructor's guide with
a synopsis,
outline of kinds of background knowledge students should have, lists
of terminology and objectives, student module with course outline,
informational material, and study questions. Each module contains
a
final examination with answer key. (YLB)
Vo. Ed. #258
Curriculum Guide for
OF
FUNDAMENTALS
DENTAL ASSISTING AND
EXPANDED FUNCTIONS
ift
Success
nvest
EDUCATION
U.S. DEPARTMENT OF
and Improvement
Office of Educational Research
INFORMATION
EDUCATIONAL RESOURCES
CENTER (ERIC)
LO"rs document has been reproduced as
or organization
received from the person
originating it
been made to improve
0 Minor changes hive
reproduction quality
stated in this docu-
Points of view or opinions
represent &bolsi
ment do not necessarily
OERI position or policy
THIS
"PERMISSION TO REPRODUCE
GRANTED BY
MATERIAL. HAS BEEN
STATE DIVISION OF
VOCATIONAL EDUCATION
RESOURCES
TO THE EDUCATIONAL
[ERIC).-
INFORMATION CENTER
State of Idaho
DIVISION OF VOCATIONAL EDUCATION
FAX [phone]
BOISE. IDAHO 83720-3650
[phone]
650 WEST STATE STREET
March 4, 1992
Greetings:
The Division of Vocational Education is pleased to provide
you with this State Curriculum Guide as a part of our commitment
to your efforts in conducting quality educational programs for
students who are preparing for employment in meaningful and
rewarding occupations.
We know that a great deal of time and effort goes into the operation
of a Vocational Education program, and we applaud your local
efforts to make these programs available for students. This State
Guide should assist you in these efforts.
The competency-based State Guide was developed from a Technical
Committee Report prepared with the assistance of industry personnel.
The Report includes a Task List which is the basis for the State Guide.
The Tasks identified in the Technical Committee Report were representative
of the competencies needed by a worker to be hired or employed in Idaho
businesses.
Vocational Education has adopted the Competency-Based approach as
the primary method of delivering Vocational Education skills to
students. Competency Profiles are available for each student enrolled
in programs as a means of recording student progress. The Profile
is used as a student record when additional training is sought
aiding in the program articulation process. The Profile also communicates
to employers those skills the student has mastered.
We hope you find this document useful. Your comments are welcome!
)
-
Trudy Anderson, Ph.D.
Administrator
Equal Opportunity Employer
INTRODUCTION
The curriculum development process undertaken by the Idaho Division
the active use
industry
of
of Vocational Education involves
Industry personnel comprise the sole membership on
personnel.
Technical Committees which are responsible for the development of
A Technical Committee Report is
Task Lists for each program.
This
the Committee's assignment.
prepared on completion of
publizItion is the Technical Committee Report.
reflect
The Task List prepared in the Technical Committee Report
employee to:
the current trends and skills necessary for an
1)
retain a job once hired, and,
Obtain a job in Idaho's industry, 2)
Task Lists are grouped
to advance in the occupational field.
3)
Duty
according to Duty areas generally used in industry settings.
in the Statewide Curriculum
areas are used as the basis for modules
The Technical Committee segment is the
Guide development process.
single most significant step in the curriculum development process.
premise that
All future curriculum activities are predicated 'n the
refa,,cted in the Task
an accurate picture of industry needs are
List.
Instructional personnel are selected to develop the Statewide
These instructors write Performance Objectives
Curriculum Guide.
for each
for each Task and the subsequent Enabling Objectives
The committee members prepare all material
Performance Objective.
to have an effective and
in a competency-based format so as
The
efficient methodology for determining student progress.
Statewide Guides are designed as the prime determiner of program
All programs must follow the established Guide in order
content.
Any deviation from this Guide
to be approved for operation.
requires written approval from the respective program supervisor at
It is not the intent of the
the Division of Vocational Education.
Division that all programs be designed to be exactly the same, but
meets the minimum
assurance is needed to ensure that the program
standards for operation, based on the community needs, equipment,
institution.
and facilities available to the local school or
The Technical Committee Report does not dictate the level of
entire
Task List
tie
represents
developed
The
instruction
occupational field. Schools and Institutions determine what skills
be proded. They
can be taught and what depth of instruction can
Technical Committee
must choose the Tasks to be taught from the
be
Report but are free to determine how many or which ones can
incorporated into their program.
The Technical Committee Report is also used as the primary list for
are used as
a
These Profiles
generating Student
Profiles.
They are printed in
cumulative record of each student's progress.
for each Task
a folder format and have levels of performance scales
individual skills or
so that student competence can be recorded for
for
main
component
the
become
will
document
This
tasks.
Articulation activities in the event that the student desires to go
on for additional training or education.
ACKNOWLEDGEMENTS
The curriculum guide for Dental Assisting was revised to include
the additional expanded functions for Dental Assistant. It was
the Fundamentals
was necessary to update
determined that
it
component as well in order to have all segments as technically
current as possible. The Division of Vocational Education enlisted
the assistance of a Technical Committee to develop a task list for
Dental Assistants and utilized this task list as a basis for
revising the curriculum guide. The Technical Committee Report for
Fundamentals of Dental Assisting is available from the Division as
a separate publication.
A team of writers comprised of faculty from the Dental Hygienist
program at Idaho State University was assembled to rewrite sections
of the existing guides and to develop the new Expanded Functions
components needed. We are indebted to the following people for
their assistance in preparing the Curriculum Guide for Dental
LuAnn Spain,
Carlene
Kelly Reich,
Denise
Bowen,
Assisting:
Paarman, Carole Christie, Carole Kawamura, and Lisa S. Fleming.
The following people served on the Technical Committee: Dr. Richard
Smart, Coeur d' Alene; Dr. Curtis Eastin, Coeur d' Alene; Dr. Skip
Pierce, Boise; Dr. Lon Blair, Boise; Dr. Timothy Thompson, Twin
Falls; Janet Ingrao, Nampa; Debbie Russell, Boise; Dr. Anthony
Wolff, Nampa; Jerry Davis, Boise; Sylvia Boyle, Boise; and Denise
Bowen, Pocatello.
A training seminar was conducted in Pocatello for instructors from
the six Postsecondary Vocational Technical Schools following the
development of the guide. Instructors who attended this seminar
were selected by the respective postsecondary school and are
expected to serve as the trainer for other Dental professionals in
their region. Each Vocational institution will offer the Dental
Assisting program in on-campus or off-campus courses to Dental
professionals in an attempt to upgrade the skills of the Dental
Assistants employed by Dentists. We are confident that the health
of Idaho residents will be improved through the efforts of the
dedicated professionals who assisted the Division in developing
these instructional materials.
Dorothy Witmer, Supervisor
Health Occupations Education
Don Eshelby
Director of Program Services
ii
TABLE OF CONTENTS
DENTAL ASSISTING
- FUNDAMENTALS FOR
MODULE 1.
Instructor's Guide
1-A
Final Examination
1-B
Supplemental
1-C
Introduction to Dental Materials
1-D
SEALANTS
- APPLICATION OF PIT AND FISSURE
MODULE 2
Instructor/Student Module
2-A
Final Examination
2-B
TEMPORARY CROWN RESTORATIONS
MODULE 3
Instructor's Guide
3-A
Final Examination
3-B
Student Module
3-C
IIIMODULE 4 - POLISHING AMALGAM
Instructor/Student Module
4-A
Final Examination
4-B
OF NITROUS OXIDE-OXYGEN
- AIDING IN THE ADMINISTRATION
MODULE 5
ANALGESIA
Instructor/Student Module
5-A
Final Examination
5-B
- TAKING ALGINATE IMPRESSIONS
MODULE 6
Instructor/Student Module
6-A
Final Examination
6-B
- CORONAL POLISHING
MODULE 7
Instructor's Guide
7-A
Final Examination
7-B
Student Manual
7-C
iii
Vo.Ed. #258
CURRICULUM GUIDE
FUNDAMENTALS OF
DENTAL ASSISTING AND
EXPANDED FUNCTIONS
Voi6tnie
March, 1992
State Division of Vocational Education
650 West State Street
Boise, Idaho 83720
Idaho State Board for Vocational Education
Colleen Mahoney, President
Lewiston
Keith Hinckley
Blackfoot
Roberta L. Fields
New Meadows
M. Karl Shurtliff
Boise
Joe Parkinson
Boise
Diane Bilyeu
Pocatello
Roy E Mosman
Moscow
Jerry L. Evans
Boise
Trudy Anderson, State Administrator
Division of Vocational Education
It is the official policy of the Division of Vocational
Education that no person shall, on the grounds of race,
handicap, sex, religion, creed, national origin or age, be
excluded from participation in, be denied the benefits of, or
be subjected to discrimination under any program, activity, or
employment.
Module 1
FUNDAMENTALS FOR DENTAL ASSISTING
Module 1-A
FUNDAMENTALS FOR DENTAL ASSISTING
Instructor's Guide
O