EASTERN ARIZONA COLLEGE Oral Health and Dental Disease Prevention Course Design 2020-2021

Course Information Division Allied Health Course Number DAE 105 Title Oral Health and Dental Disease Prevention Credits 3 Developed by Patricia A. Burke, MAOM Lecture/Lab Ratio 3 Lecture/0 Lab Transfer Status ASU NAU UA

Non Transferable CTE Departmental Non Transferable Elective

Activity Course No CIP Code 51.0601 Assessment Mode Pre/Post Test (50 Questions/100 Points) Semester Taught Fall GE Category None Separate Lab No Awareness Course No Intensive Writing Course No Diversity and Inclusion Course No

Prerequisites DAE 100, DAE 101, and BIO 160 or HCE 156 or concurrent enrollment in DAE 100, DAE 101, and BIO 160 or HCE 156

Educational Value Provides opportunity for learners to apply, analyze, and synthesize concepts learned in the required prerequisite courses. In addition, learners will apply and synthesize the knowledge and skills they have developed in the previous dental assisting courses.

Description The learner will classify dental caries, discuss early childhood caries, and explain the importance of saliva related to tooth decay, explain the goal of CAMBRA, describe the prevalence of periodontal disease, identify the two basic types of periodontal disease and list and describe the seven basic care types.

Supplies None

EASTERN ARIZONA COLLEGE - 1 - Oral Health and Dental Disease Prevention Equal Opportunity Employer and Educator Competencies and Performance Standards 1. Explain the fundamentals of cariology. Learning objectives What you will learn as you master the competency: a. Pronounce, define, and spell the key terms related to cariology. b. Classify dental caries as an infectious disease and name the two types of that cause dental caries. c. List the factors that cause dental caries. d. Describe how dental caries is transmitted. e. Name the four areas of a tooth where dental caries can occur. f. Explain the development of dental caries. g. Explain why secondary (recurrent) caries are difficult to diagnose. h. Identify the risk factors for root caries. Performance Standards Competence will be demonstrated: o through class discussion o through class presentations o through objective tests Performance will be satisfactory when: o learner, verbally, pronounces and in writing defines and spells the key terms related to cariology o learner, in writing, classifies dental caries as an infectious disease and names the two types of bacteria that cause dental caries o learner, in writing, explains the caries process o learner, in writing, lists the factors that cause dental caries o learner, in writing, describes how dental caries is transmitted o learner, in writing, names the four areas of a tooth where dental caries can occur o learner, in writing, explains the development of dental caries o learner, in writing, explains why secondary (recurrent) caries are difficult to diagnose o learner, in writing, identifies the risk factors for root caries

2. Discuss the causes and treatments of periodontium. Learning objectives What you will learn as you master the competency: a. Pronounce, define, and spell key terms related to periodontium. b. Discuss the periodontium. c. Name and describe the structures and tissues of the periodontium. d. Describe the prevalence of periodontal disease. e. Identify systemic factors that may cause periodontal disease. f. Discuss the causes and risk factors of periodontal disease. g. Identify and describe the two basic types of periodontal disease and explain the significance of plaque and calculus in periodontal disease.

EASTERN ARIZONA COLLEGE - 2 - Oral Health and Dental Disease Prevention Equal Opportunity Employer and Educator h. List the seven basic case types and signs and symptoms of periodontal disease. Performance Standards Competence will be demonstrated: o through class discussion o through class presentations o through objective tests Performance will be satisfactory when: o learner, verbally pronounces and in writing, defines and spells the key terms related to periodontium o learner, in writing, discusses the periodontium o learner, in writing, names and describes the structures and tissues of the periodontium o learner, in writing, describes the prevalence of periodontal disease o learner, in writing, identifies systemic factors that may cause periodontal disease o learner, in writing, discusses the causes and risk factors of periodontal disease o learner, in writing, outlines the significance of plaque and calculus in periodontal disease o learner, in writing, identifies and lists the seven basic case types and signs and symptoms of periodontal disease

3. Explain the importance of preventative for lifelong health. Learning objectives What you will learn as you master the competency: a. Pronounce, define, and spell key terms related to preventive dentistry. b. Discuss preventive dentistry. c. Explain the goal of preventive dentistry. d. Describe the components of a preventive dentistry program. e. List the guidelines for preventive patient education. f. Discuss the benefits of early dental care. g. Describe why dental care is important for pregnant women. h. Describe the method used to clean a baby’s mouth. i. Describe when children should first visit the . j. Explain the purpose of dental sealants. k. Describe age-related changes in oral health. l. Describe the effects of water fluoridation in the teeth. m. Explain how fluoride works. n. Discuss safe and toxic levels of fluoride. o. Explain the precautions to protect patients from receiving too much fluoride. p. Describe the purpose of a fluoride needs assessment. q. Identify sources of systemic and topical fluoride. Performance Standards Competence will be demonstrated: o through class discussion o through class presentations

EASTERN ARIZONA COLLEGE - 3 - Oral Health and Dental Disease Prevention Equal Opportunity Employer and Educator o through objective tests Performance will be satisfactory when: o learner, verbally pronounces and in writing, defines and spells the key terms related to preventative dentistry o learner, in writing, discusses preventive dentistry o learner, in writing, explains the goal of preventative dentistry o learner presents the components of a preventive dentistry program o learner lists the guidelines for preventive patient education o learner, in work groups, discusses the benefits of early dental care o learner, in class presentation, describes why dental care is important for pregnant women o learner, in class presentation, demonstrates proper method used to clean a baby’s mouth o learner, in writing, describes when children should first visit the dentist o learner, in writing, explains the purpose of dental sealants o learner, in writing, outlines and describes age-related changes in oral health o learner, in writing, describes the effects of water fluoridation on the teeth o learner, in writing, explains how fluoride works o learner, in work groups, outlines the safe and toxic levels of fluoride o learner, in writing, explains the precautions to protect patients from receiving too much fluoride o learner, in writing, explains the purpose of a fluoride needs assessment o learner, in work groups, identifies and presents courses of systemic and topical fluoride

4. Explain the importance of oral pathologies. Learning objectives What you will learn as you master the competency: a. Pronounce, define, and spell key terms related to oral pathologies. b. Explain why oral pathology is important for the dental assistant. c. Describe the steps necessary to make a diagnosis. d. Describe the difference between acute and chronic inflammation, including the classic signs of inflammation. e. Describe the types of oral lesions. f. Name three types of diseases of the oral soft tissues. g. Describe three conditions associated with the tongue. h. Describe the warning symptoms of oral cancer. i. Describe leukemia. j. Describe the appearance of lesions associated with the use of smokeless tobacco. k. Name three types of therapy for oral cancer. l. Discuss HIV/AIDS and its oral manifestations, including five lesions that are associated with HIV/AIDS. m. List and define three anomalies that affect jaw development. n. List and define an anomaly that affects lip, palate, and tongue development.

EASTERN ARIZONA COLLEGE - 4 - Oral Health and Dental Disease Prevention Equal Opportunity Employer and Educator o. List and define three anomalies that affect the number of teeth. p. List and define five anomalies related to the shape of the teeth. q. Explain the conditions associated with abnormal eruption of the teeth. r. Discuss other types of disorders that can occur. s. Identify two oral conditions related to nutritional factors. t. Describe bruxism. u. Describe the oral conditions of a patient with bulimia. v. Describe the dental complications of oral piercings. w. Identify the oral effects of methamphetamine use. Performance Standards Competence will be demonstrated: o through class discussion o through class presentations o through objective tests Performance will be satisfactory when: o learner correctly pronounces, defines, and spells the key terms related to oral pathologies o learner, in writing, explains why oral pathology is important for the dental assistant o learner, in writing, describes the steps necessary to make a diagnosis o learner, in writing, describes the difference between acute and chronic inflammation including the classic signs of inflammation o learner, in writing, describes the types of oral lesions o learner, in writing, names three types of diseases of the oral soft tissues o learner, in writing, describes the three conditions associated with the tongue o learner, in writing, describes the warning symptoms of oral cancer o learner, in writing, describes leukemia o learner, in writing, describes the appearance of lesions associated with the use of smokeless tobacco o learner, in writing, describes three types of therapy for oral cancer o learner, in writing, discusses HIV/AIDS and its oral manifestations including five lesions that are associated with HIV/AIDS o learner, in writing, lists and defines three anomalies that affect jaw development o learner, in writing, lists and defines an anomaly that affects lip, palate, and tongue development o learner, in writing, lists and defines three anomalies that affect the number of teeth o learner, in writing, lists and defines five anomalies related to the shape of the teeth o learner, in writing, explains the conditions associated with abnormal eruption of the teeth o learner, in writing, discusses other types of disorders that can occur o learner, in writing, identifies two oral conditions related to nutritional factors o learner, in writing, describes bruxism o learner, in writing, describes the oral conditions of a patient with bulimia o learner, in writing describes the dental complications of oral piercings o learner, in writing, identifies the oral effects of methamphetamine use

EASTERN ARIZONA COLLEGE - 5 - Oral Health and Dental Disease Prevention Equal Opportunity Employer and Educator 5. Explain the fundamentals of microbiology and its importance in dentistry. Learning objectives What you will learn as you master the competency: a. Pronounce, define, and spell the key terms related to microbiology in dentistry. b. Explain why the study of microbiology is important for the dental assistant. c. Discuss the contributions of early pioneers in microbiology. d. List the four criteria of Koch’s postulates. e. Identify and explain the five major groups of . f. Identify the three basic types of bacteria according to their shape. g. Explain the Gram’s stain classification system used to identify bacteria. h. Describe the differences among aerobes, anaerobes, and facultative anaerobes. i. Identify the most resistant form of life known and explain how it survives. j. Describe how prions differ from viruses and bacteria and name two diseases caused by prions. k. Compare viruses with bacteria and name diseases caused by each. l. Explain why specificity in viruses is important. m. Identify five types of viral hepatitis and explain how each one is transmitted. n. Identify methods of HIV transmission and explain the effect of the HIV virus on the human body. o. Explain the difference between the five types of herpes virus, including Type 1 and Type 2 herpes simplex virus. p. Describe the symptoms of an of West Nile virus. q. Describe the symptoms of influenza and how it is spread. r. Name the disease that is the leading cause of death from infectious diseases worldwide. s. Identify the bacterium discovered during an American Legion convention and explain its mode of transmission. t. Explain how tetanus can be prevented. u. Describe the three stages of syphilis. v. Identify the method of transmission of methicillin-resistant Staphylococcus aureus (MRSA) and explain the best methods to prevent its spread. w. Describe the possible effects of a pandemic disease. Performance Standards Competence will be demonstrated: o through class discussion o through class presentations o through objective tests Performance will be satisfactory when: o learner correctly pronounces, defines, and spells key terms related to microbiology in dentistry o learner, in writing, explains why the study of microbiology is important for the dental assistant o learner, in writing, discusses the contributions of early pioneers in microbiology o learner, in writing, lists the four criteria of Koch’s postulates

EASTERN ARIZONA COLLEGE - 6 - Oral Health and Dental Disease Prevention Equal Opportunity Employer and Educator o learner, in writing, identifies and explains the five major groups of microorganisms o learner, in writing, identifies the three basic types of bacteria according to their shape o learner, in writing, explains the Gram’s stain classification system used to identify bacteria o learner, in writing, describes the differences among aerobes, anaerobes, and facultative anaerobes o learner, in writing, identifies the most resistant form of life known and explains how it survives o learner, in writing, describes how prions differ from viruses and bacteria and name two diseases caused by prions o learner, in writing, compares viruses with bacteria and names diseases caused by each o learner, in writing, explains why specificity in viruses is important o learner, in writing, identifies five types of viral hepatitis and explains how each one is transmitted o learner, in writing, identifies methods of HIV transmission and explain the effect of the HIV virus on the human body o learner, in writing, explains the difference between the five types of herpes virus, including Type 1 and Type 2 herpes simplex virus o learner, in writing, describes the symptoms of an infection of West Nile virus o learner, in writing, describes the symptoms of influenza and how it is spread o learner, in writing, names the disease that is the leading cause of death from infectious diseases worldwide o learner, in writing, identifies the bacterium discovered during an American Legion convention and explain its mode of transmission o learner, in writing, explains how tetanus can be prevented o learner, in writing, describes the three stages of syphilis o learner, in writing, identifies the method of transmission of methicillin-resistant Staphylococcus aureus (MRSA) and explain the best methods to prevent its spread o learner, in writing, describes the possible effects of a pandemic disease

6. Explain the importance of infection control and immunity. Learning objectives What you will learn as you master the competency: a. Pronounce, define, and spell the key terms related to infection and immunity. b. Name the links in the chain of infection. c. Describe the four types of . d. Describe the modes of disease transmission. e. Describe the types of immunity and give examples of each. f. Describe the five ways disease can be transmitted in a dental office. g. Describe the roles of the CDC and OSHA in infection control. h. Explain the importance of infection control practices. i. Explain proper hand hygiene for dental assistants. j. Explain the advantages of alcohol-based hand rubs. k. Discuss the types of PPE needed for dental assistants and demonstrate the proper

EASTERN ARIZONA COLLEGE - 7 - Oral Health and Dental Disease Prevention Equal Opportunity Employer and Educator sequence for donning and removing personal protective equipment. l. Identify the various types of masks, eyewear, and gloves used in a dental office. m. Provide examples of infection control considerations needed to protect high-tech equipment in the dental office. n. Explain the types and symptoms of latex reactions. o. Describe waste management in the dental office including the proper handling and disposal methods for contaminated waste, biohazard waste, and extracted teeth. Performance Standards Competence will be demonstrated: o through class discussion o through class presentations o through objective tests Performance will be satisfactory when: o learner correctly pronounces, defines, and spells key terms o learner, in writing, names the link in the chain of infection o learner, in writing, describes the four types of infections o learner, in writing, describes the modes of disease transmission o learner, in writing, describes the types of immunity and gives examples of each o learner, in writing, lists and describes the five ways disease can be transmitted in a dental office o learner, in writing, describes the roles of the CDC and OSHA in infection control o learner, in writing, explains the importance of infection control practices o learner, in writing, explains proper hand hygiene for dental assistants o learner, in writing, explains the advantages of alcohol-based hand rubs o learner, in writing, discusses the types of PPE needed for dental assistants and demonstrates the proper sequence for donning and removing personal protective equipment o learner, in writing, identifies the various types of masks, eyewear, and gloves used in a dental office o learner, in writing, gives examples of the infection control considerations needed to protect high-tech equipment in the dental office o learner, in writing, explains the types and symptoms of latex reactions o learner, in writing, describes waste management in the dental office including proper handling and disposal methods for contaminated waste, biohazard waste, and extracted teeth

7. Explain the principles and techniques of disinfection. Learning objectives What you will learn as you master the competency: a. Pronounce, define, and spell the key terms related to disinfection. b. Discuss environmental infection control of clinical contact surfaces. c. Explain why dental treatment room surfaces need barriers or disinfection. d. Describe two methods to deal with surface contamination. e. Demonstrate how to place and remove surface barriers.

EASTERN ARIZONA COLLEGE - 8 - Oral Health and Dental Disease Prevention Equal Opportunity Employer and Educator f. Describe the CDC guidelines for disinfecting clinical contact surfaces. g. List the types of surfaces in the dental office that are typically covered with barriers. h. Name types of items that are single-use only and types of items that are reusable. i. Discuss pre-cleaning and disinfection. j. Explain the process of pre-cleaning contaminated dental instruments. k. Explain the difference between disinfection and sterilization. l. Explain the different between a and an antiseptic. m. Name the government agency that is responsible for registering . n. Explain the precautions that should be taken when chemical sterilants/disinfectants are used. o. Identify chemical products used for intermediate-level and low-level surface disinfection and explain the advantages and disadvantages of each. p. Demonstrate the process of cleaning and disinfecting a treatment room. q. Discuss how the use of a high-volume evacuation system reduces contamination of the dental team and clinical surfaces. r. Describe the CDC guidelines for disinfecting housekeeping surfaces. s. Discuss green infection control measures that can be taken in the dental office. Performance Standards Competence will be demonstrated: o through class discussion o through class presentations o through objective tests Performance will be satisfactory when: o learner, correctly pronounces, defines, and spells key terms related to disinfection o learner, in writing, discusses environmental infection control of clinical contact surfaces o learner, in writing, explains why dental treatment room surfaces need barriers or disinfection o learner, in writing, describes two methods to deal with surface contamination o learner, in writing, demonstrates how to place and remove surface barriers o learner, in writing describes the CDC guidelines for disinfecting clinical contact surfaces o learner, in writing, names types of items that are single-use only and types of items that are single-use and reusable o learner, in writing, discusses pre-cleaning and disinfection o learner, in writing, explains the process of pre-cleaning contaminated dental instruments o learner, in writing, explains the difference between disinfection and sterilization o learner, in writing, explains the difference between a disinfectant and an antiseptic o learner, in writing, names the government agency that is responsible for registering disinfectants o learner, in writing, explains the precautions that should be taken when chemical sterilants/disinfectants are used o learner, in writing, identifies chemical products used for intermediate-level and low-level surface disinfection and explains the advantages and disadvantages of each o learner demonstrates the process of cleaning and disinfecting a treatment room o learner, in writing, discusses how use of a high-volume evacuation system reduces

EASTERN ARIZONA COLLEGE - 9 - Oral Health and Dental Disease Prevention Equal Opportunity Employer and Educator contamination of the dental team and clinical surfaces o learner, in writing, describes the CDC guidelines for disinfecting housekeeping surfaces o learner, in writing, discusses green infection control measures that can be taken in the dental office

8. Explain the proper techniques of sterilization. Learning objectives What you will learn as you master the competency: a. Pronounce, define, and spell the key terms related to sterilization. b. Discuss the classification of patient care items. c. List the seven steps involved in processing dental instruments. d. Describe the Centers for Disease Control and Prevention (CDC) guidelines for sterilization and disinfection of patient care items. e. Describe the classification of instruments used to determine the type of processing. f. Discuss how a dental assistant can be exposed to microorganisms through dental instruments or other patient care items and which CDC guidelines are in place to limit that exposure. g. Describe the ideal instrument processing area. h. Discuss pre-cleaning and packaging instruments. i. Explain the purpose of a holding solution. j. Describe the safety precautions that are necessary when one is operating an ultrasonic cleaner. k. Describe the precautions that are necessary when one is packaging materials for sterilization. l. Describe the CDC guidelines for preparing and packaging instruments for sterilization. m. Describe the CDC guidelines for sterilization of unwrapped instruments. n. Discuss methods of sterilization. o. Describe the three most common methods of heat sterilization and the advantages and disadvantages of each. p. Explain the primary disadvantages of flash sterilization. q. Explain the limitations of liquid chemical sterilants. r. Explain how sterilization failures can occur. s. Discuss sterilization monitoring. t. Describe the three forms of sterilization monitoring. u. Explain the differences between process indicators and process integrators. v. Describe when and how biologic monitoring is done. w. Describe the steps involved in cleaning and sterilizing the high-speed dental headpiece. Performance Standards Competence will be demonstrated: o through class discussions o through class presentations o through objective tests

EASTERN ARIZONA COLLEGE - 10 - Oral Health and Dental Disease Prevention Equal Opportunity Employer and Educator Performance will be satisfactory when: o learner correctly pronounces, defines, and spells key terms related to sterilization o learner, in writing, discusses the classification of patient care items o learner, in writing lists the seven steps involved in processing dental instruments o learner, in writing, describes the Centers for Disease Control and Prevention (CDC) guidelines for sterilization and disinfection of patient care items o learner, in writing, describes the classification of instruments used to determine the type of processing o learner, in writing discusses how a dental assistant can be exposed to microorganisms through dental instruments of other patient care items and which CDC guidelines are in place to limit that exposure o learner, in writing describes the ideal instrument processing area o learner, in writing, discusses pre-cleaning and packaging of instruments o learner, in writing, explains the purpose of a holding solution o learner, in writing, describes the safety precautions that are necessary when one is operating an ultrasonic cleaner o learner, in writing, describes the precautions that are necessary when is packaging materials for sterilization o learner, in writing, describes the CDC guidelines for preparing and packaging instruments for sterilization o learner, in writing, describes the CDC guidelines for sterilization of unwrapped instruments o learner, in writing, discusses methods of sterilization o learner, in writing, describes the three most common methods of heat sterilization and the advantages and disadvantages of each o learner, in writing, explains the primary disadvantage of flash sterilization o learner, in writing, explains the limitations of liquid chemical sterilants o learner, in writing, explains how sterilization failures can occur o learner, in writing, discusses sterilization monitoring o learner, in writing, describes the three forms of sterilization monitoring o learner, in writing, explains the differences between process indicators and process integrators o learner, in writing, describes when and how biologic monitoring is done o learner, in writing, describes the steps involved in cleaning and sterilizing the high-speed dental headpiece

Types of Instruction Classroom instruction Discussion Group projects

EASTERN ARIZONA COLLEGE - 11 - Oral Health and Dental Disease Prevention Equal Opportunity Employer and Educator Grading Information Grading Rationale Activity, Projects, Assignments 50% Quizzes 25% Exams 25%

Grading Scale A 100% to 90% B 89% to 80% C 79% to 70% D 69% to 60% F 59% to 0%

EASTERN ARIZONA COLLEGE - 12 - Oral Health and Dental Disease Prevention Equal Opportunity Employer and Educator