Download Infection Control

Module – Infection Control
Faculty Teaching Guide for Introduction to
Dental Assisting
Module - Infection Control
1
Faculty Teaching Guide for Introduction to Dental Assisting
Faculty Teaching Guide for Introduction to Dental Assisting
Module - Infection Control
Review of Previous Module
Review topics from the previous module to confirm understanding prior to presenting new material.
Module Overview
The study of microorganisms, their associated diseases, and the rules and regulations designed to provide a
safe workplace is the focus of this module. Introduction to dental vocabulary and the analysis of the structure of
dental terms will further develop understanding of terminology related to the dental sciences.
The Big Picture
Course:
Introduction to Dental Assisting
Module:
Infection Control
Section 1:
Microbiology
Section 2:
Infection Control
Part A: Microorganisms
Part A: Regulations
Part B: Diseases found
in Dentistry
Part B: Disease
Prevention and Safety
Section 3:
Dental Terminology
Part A: Dental
Terminology
Resources
This module utilizes the following learner resources:
Textbooks:
Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead. Delmar
Learning, 2004. ISBN 1-4018-3480-9.
Safety Standards and Infection Control for Dental Assistants, by Ellen Dietz. Delmar Learning, 2002. ISBN 07668-2659-7.
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Module – Infection Control
Dental Terminology, by Charline M. Dofka, Delmar Learning, 2000. ISBN 0-8273-9068-8.
Workbook: Workbook to Accompany Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J.
Phinney and Judy Halstead, prepared by Karen L. Waide, Delmar Learning, 2004. ISBN 1-4018-3483-3.
Instructor’s Manuals:
Instructor’s Manual to Accompany Delmar’s Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna
J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN 1-4018-3482-5.
Instructor’s Manual to Accompany Dental Terminology, by Charline M. Dofka, Delmar Learning, 2000. ISBN 08273-9069-6.
Audiotape to Accompany Dental Terminology: Delmar Learning.
Delmar’s Dental Assisting Video Series: Delmar Learning. ISBN 0-7668-1031-3.
Electronic CD-ROM: Delmar’s Dental Assisting Interactive Skills and Procedures CD-ROM, Betty Finkbeiner,
Donna Phinney, Judy Halstead. ISBN 1-4018-3485-X.
Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide and the PowerPoint Presentation for
Introduction to Dental Assisting.
Additional Resources
Electronic Classroom Manager to Accompany Delamr’s Dental Assisting, A Comprehensive Approach, 2nd edition,
by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN: 1-4018-3484-1.
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Faculty Teaching Guide for Introduction to Dental Assisting
Section 1: Microbiology
Section Overview
This section introduces the learner to microorganisms and diseases of concern to the dental assistant. An
appreciation for how the body fights disease and routes of exposure in the dental environment is
addressed.
The Adult Learner….
Outline of Section
Part A: Microorganisms
Part B: Diseases Found in Dentistry
Learning Objectives and Competencies
These learning activities directly address the Learning Objectives and Competencies
as stated.
Knowledge
needs to see the
relevance and
immediate application
of learning to their
jobs, personal goals,
or needs. They need
to be shown respect
and treated as adult.
Remember, learners
have many
responsibilities that
they must balance
against the demands
of their coursework.
1. Define the Key Terms.
2. List the characteristics of viruses.
Comprehension
3. Identify characteristics of bacteria.
4. Define diseases of major concern to the dental assistant.
5. Explain how the body fights disease.
6. Discuss different immunities and routes of microorganism exposure.
Learning Activities
These learning activities directly address the Learning Objectives and Competencies as stated.
[Insert Homework Assignment icon] Key Term Glossary (Parts A-B, Objectives 1-4)
[Insert In-Class Activity icon] Viewing a Microorganism (Part A, Objective 2)
[Insert Homework Assignment icon] Textbook and Workbook Assignment (Part A, All Objectives)
[Insert Homework Assignment icon] End of Chapter Activities (Part A, All Objectives)
[Insert In-Class Activity icon] Homework Review (Part B, All Objectives)
[Insert Homework Assignment icon] Regulations Research (Section 2, Part A, Objective 8)
[Insert Homework Assignment icon] Post Test (Part B, All Objectives)
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Module – Infection Control
Part A: Microorganisms
Overview
We are surrounded by organisms so small they can only be seen with a microscope.
Some are beneficial to us, such as those that help in baking bread and making cheese.
Others are pathogenic: capable of causing disease. This section describes different
characteristics of bacteria and viruses, and how the body defenses fight the infections
they may cause.
Initial Questions and Activities
1. What are antibiotics meant to do?
Most people think antibiotics will help get rid of a cold or flu, both of
Teaching Tip
Instructors must
remember that learning
occurs within each
individual as a
continual process
throughout life.
Learners learn at
different speeds, so it
is natural for some to
be anxious or nervous
when faced with a
learning situation.
Positive reinforcement
by the instructor can
enhance learning.
which are caused by viruses. Make sure that learners understand that
only bacterial infections are killed by antibiotics. Antibiotic medications
do nothing to deter a virus.
2. Who of you have had the opportunity to view microorganisms through a microscope? What did you see?
There will be a variety of answers depending on learners’ previous experience. Encourage learners to
share with the class their experiences. Inform learners that at the end of this Part each of them will be
given an opportunity to view microorganisms through a microscope.
Key Concepts
References and Activities
Slides
Introduction to Module
Slides 1-2
Introduction to Section 1
Slide 3
Key Terms
[Insert Home Ass icon] Key Term Glossary
Slides 4-5
Microorganisms
Chapter ____, pp. ____ (Phinney & Halstead)
Slides 6-9
Chapter ____, pp. ____ (Dietz)
[Insert In-Class Activity icon] Viewing a
Microorganism
[Insert Home Ass icon] Textbook and
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Faculty Teaching Guide for Introduction to Dental Assisting
Key Concepts
References and Activities
Slides
Workbook Assignment
[Insert Home Ass icon] End of Chapter
Activities
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Act [ ] Evaluation
[Insert In-Class Act icon]

In-Class Activities
Viewing a Microorganism (Part A, Objective 2). Goal: To have learners become more familiar with how
bacteria look under a microscope. With the equipment and slides provided, demonstrate how to view the slides
through the microscope then give each learner an opportunity to view the microscopic slides. After the activity,
have the learners discuss what they saw. Were they surprised by how it looked? What did they learn by
viewing bacteria under a microscope?
[Insert In-Class Dis Ques icon]
In-Class Discussion
1. Why is it important for dental personnel to be immunized against Hepatitis B?
Hepatitis B is a virus that is primarily transmitted through contaminated needles. HBV could be
passed onto dental personnel through an accidental needle-stick or a scratch from a contaminated
instrument. OSHA standards require employers to offer Hepatitis B immunization to all employees to
safeguard them from the risks of possible exposure.
[Insert Home Ass icon]
Homework Assignments
Key Term Glossary. Learners will define key terms listed in the PowerPoint
Teaching Tip
presentation. They are to enter this glossary on disk, in a dedicated notebook or
in a designated part of a notebook. They are expected to augment information
from text or lecture with other resources including any available in the school or
public libraries or on the Internet and will be graded at the end of the module on
completeness and presentation.
Textbook and Workbook Assignment. Learners are to read Chapter ____
(Phinney and Halsead) as well as Chapter ____ (Dietz). Learners are to
complete the workbook Chapter ____ questions. Learners should be prepared to
review these in class.
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Explain each activity that
learners have to look
forward to. If time is an
issue, pick the activities
you will do in class
carefully. Try to address
each learning objective
with a learning activity.
Remember that learners
learn best by what they
do more than what they
hear in lecture.
Module – Infection Control
End of Chapter Activities. Have learners complete the Case Study, Review Questions and Critical Thinking
Questions in Chapter ____ (Phinney & Halstead).
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
Slide 1
[Insert IDA 2-1]
Power Point Presentation for Introduction to Dental
IDA = Introduction to Dental
Assisting
Assisting.
Module: Infection Control
2 = Module called “Infection
Prior to introducing this module. Ask learners if any
questions remain from the previous module. If questions
Control” The second number
remain review the material as needed.
indicates the slide number.
Introduce this module.
Slide 2
[Insert IDA 2-2]
Module: Infection Control
Introduce the sections and each part.
Slide 3
[Insert IDA 2-3]
Section 1: Microbiology
Discuss each objective in detail. Learners need to know
what they will be learning and why. Try to relate it back to
their careers as dental assistants.
Slide 4
[Insert IDA 2-4]
Key Terms
Review each key term and discuss.
Slide 5
[Insert IDA 2-5]
Key Terms (cont.)
Review each key term and discuss.
Homework Assignment: Stop here and go over the Key
Term Glossary assignment.
Slide 6
[Insert IDA 2-6]
Part A: Microorganisms
Introduce the two main groups of microorganisms.
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Faculty Teaching Guide for Introduction to Dental Assisting
Inform learners that the mouth has ideal conditions for
bacteria colony growth.
Slide 7
[Insert IDA 2-7]
Bacteria
Discuss the different characteristics of bacteria.
Describe the differences between aerobic, anaerobic,
and facultative anaerobic bacteria.
Direct learners to the Figures in Chapter ___ (Phinney &
Halstead) that demonstrate the different shapes of
bacteria.
Address the different types of diseases caused by
bacteria.
Point out to learners that sporulating and tubuculosis
bacteria are especially difficult to kill. Tuberculosis is
extremely virulent: destructive and contagious. TB is
easily spread by airborne particles when an infected
person coughs, or contact with saliva through crosscontamination during dental treatment. Inform learners
that protective devices used to protect both the patient
and the dental assistant will be discussed later in this
module.
Slide 8
[Insert IDA 2-8]
Protozoa
Discuss the characteristics and shapes of protozoa.
Address the different diseases caused by protozoa.
Slide 9
[Insert IDA 2-9]
Other Microorganisms
Describe the characteristics of rickettsiae, yeasts and
molds, and viruses and some diseases each one can
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Module – Infection Control
cause.
In-Class Activity: Stop here for the Viewing a
Microorganism activity.
Homework Assignment: Stop here to assign and
discuss the homework.
Part B: Diseases Found in Dentistry
Overview
Dental healthcare personnel must be aware of diseases they may encounter
during patient contact. By understanding how these diseases are transmitted
and the possible routes of exposure during dental procedures, the dental
assistant can help prevent infection.
Initial Questions and Activities
1. What type of microorganism causes the common cold and influenza?
Colds and the flu are caused by viruses.
Teaching Tip
Learning results from
stimulation of the
senses. In some
learners, one sense is
used more than others
to learn or recall
information. Instructors
should present materials
that stimulate as many
senses as possible in
order to increase their
chances of teaching
success.
2. How are these viruses spread to others?
Colds are spread through the air, contact with contaminated objects, such as a door knob or
telephone, or even by hand-to-hand contact. The flu is spread through aerborne droplets such as a
person coughing or sneezing, or even talking. We should cover our mouth and nose when we cough
or sneeze, and teach our children to do the same. Just washing our hands helps prevent these
illnesses.
Key Concepts
References and Activities
Slides
Diseases of Concern in the Dental
Chapter ____, pp. ____ (Phinney & Halstead)
Slides 10-11
Environment
Chapter ____, pp. ____ (Dietz)
[Insert In-Class Activity icon] Homework
Review
Ways the Body Fights Disease
Chapter ____, p. ____ (Phinney & Halstead)
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Slide 12
Faculty Teaching Guide for Introduction to Dental Assisting
Key Concepts
References and Activities
Slides
Chapter ____, pp. ____ (Dietz)
Routes of Microoganism Exposure
Chapter ____, pp. ____ (Phinney & Halstead)
Slide 13
Assessment Questions
[Insert Homework Ass icon] Regulations
Slide 14
Research
[Insert Homework Ass icon] Post Test
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon]

In-Class Activities
Homework Review (Part B, All Objectives). Goal: To access learners’ comprehension of the material.
Review the Chapter ___ workbook assignment questions and the Case Study, Review and Critical Thinking
Questions that learners completed as homework. Assess the learners understanding and review material as
needed.
[Insert In-Class Dis Ques icon] In-Class
Discussion
1. How is HIV transmitted?
Learners have “heard” much erroneous information on this topic and will now be considered educated
healthcare workers. They must understand the facts on this subject. The human immunodeficiency
virus is only spread from infected blood or semen to another susceptible person. It is not spread
through casual kissing, sharing eating utensils, toilet seats, mosquito bites, or any of the other ways
uniformed persons talk about. Persons with AIDS are more susceptible to catching a cold or flu virus
from us, and becoming extremely sick, than we are from acquiring the disease from them.
[Insert Home Ass icon]
Homework Assignments
Regulations Research. Divide the class into six different groups. This homework assignment is in preparation for
the material that will be presented in Section 2, Part A. Give each group an agency that establishes guidelines for
infection control in the dental office. The six agencies are: ADA, CDC, OSHA, FDA, EPA, OSAP. Tell each group
that they should conduct research regarding their agency. The research should include the standards and
recommendations established by the agency for a dental practice. Each group should document their research
and prepare to present their information to the class as a group. Their research will be graded on completeness
and group participation.
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Module – Infection Control
Post Test. Have learners complete the post test in Chapter ____ (Dietz). Learners should be prepared to discuss
their answers in class.
Ideas for learners struggling with this material …
 Attending to Lecture. Question what you read. The more you question, the more you will concentrate on
the meaning and the more you will learn. Try to determine if you agree or disagree with the information.
Ideas for learners who are ahead and want to learn more …
 Web Research. Have learners go to the website www.cdc.gov and research the latest information on HBV
and to be prepared to discuss their discoveries in class.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
Slide 10
[Insert IDA 2-10]
Part B: Diseases found in Dentistry
Review Part A.
In-Class Activity: Stop here for the Homework Review
activity. Make sure that any remaining questions are
answered.
Introduce Part B.
Go through each disease on the slide. Most people don’t
realize there are two types of herpes. Explain both types.
Slide 11
[Insert IDA 2-11]
Risks for Acquiring Hepatitis B, HIV, and AIDS
Address how learners can be exposed to contaminated
blood or body fluid.
Insure learners know that unprotected sex can be contract
from: heterosexual, bisexual, or homosexual – male or
female. Also explain that the Hepatitis B virus can be
transmitted through sexual contact just as HIV can, and
that HBV is much more common.
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Faculty Teaching Guide for Introduction to Dental Assisting
Slide 12
Ways the Body Fights Disease
[Insert IDA 2-12]
Discuss how intact skin keeps bacteria from entering our
systems, and that we sneeze or cough to expel particles.
Address how white blood cells swallow up pathogens and
create pus.
Explain that inflammation is an increased blood supply to
the injured area in order to fight off pathogens.
Explain that antibodies produce immunity against foreign
substances and pathogens that stimulate antibodies are
called antigens.
Point out that we are born with a natural immunity and an
acquired immunity is developed by our body as a result of
exposure to a pathogen.
Slide 13
Exposure to Microorganisms in the Dental
[Insert IDA 2-13]
Environment
Discuss each example of exposure presented on the slide.
Question: What other examples can you think of where
exposure may occur?
Slide 14
Assessment Questions
[Insert IDA 2-14]
Short Activity: Stop here and have learners answer the
questions on the slide. Review material as needed to
enhance understanding.
Homework Assignment: Stop here to assign and discuss
the homework.
Section 2: Infection Control
Section Overview
Dental assistants must recognize the importance of their position in preventing
disease transmission. Regulations and recommendations exist to clarify how to
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Module – Infection Control
perform dental assistant duties in a cautious and consistent manner. This section
explains how to ensure proper infection control measures are followed, as well as
the safe use of hazardous materials.
Outline of Section
Part A: Regulations
Part B: Disease Prevention and Safety
Learning Objectives and Competencies
These learning activities directly address the Learning Objectives and Competencies as stated.
Knowledge
7. Define the Key Terms.
8. Identify the various agencies responsible for regulations and recommendations for infection control in the
dental environment.
9. Understand the Bloodborne Pathogens Standard.
Comprehension
10. Identify how to use various sterilizers.
11. Compare disinfection and sterilization.
12. Explain the use of material safety data sheets (MSDS).
Application
13. Demonstrate proper protocol prior to and after seating the patient.
Teaching Tip
If a learner doesn’t
recognize the need for
information, or has been
offended or intimidated,
the instructor’s efforts to
assist the learner will be
in vain. The instructor
must establish rapport
with learners and
prepare them for
learning; this provides
motivation.
14. Demonstrate safe disposal of sharps.
Learning Activities
These learning activities directly address the Learning Objectives and Competencies as stated.
[Insert Homework Assignment icon] Key Term Glossary (Part A, Objectives 7-9)
[Insert In-Class Activity icon] Regulations Research Presentations (Part A, Objective 8)
[Insert Homework Assignment icon] Textbook and Workbook Assignment (Parts A-B, All Objectives)
[Insert In-Class Activity icon] Video 3: Infection Control Techniques (Part B, Objectives 13 and 14)
[Insert In-Class Activity icon] Handwashing Competency Assessment (Part B, Objectives 13 and 14)
[Insert In-Class Activity icon] Field Trip to Medical/Dental Facility (Part B, Objectives 9-11)
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Faculty Teaching Guide for Introduction to Dental Assisting
Part A: Regulations
Overview
The Adult Learner…
Dental assistants must be thoroughly familiar with the mandatory requirements for all
dental healthcare personnel as well as the government agencies establishing such
guidelines. Infection control is serious business and there are no shortcuts in aseptic
technique if dental assistants are to assure a pathogen free environment for the dental
patient and the dental team.
Initial Question and Activities
is afraid of criticism and
loss of self-esteem, and
appreciates instructors
who know their subject
and present it well.
They learn best when
they have some control
over their learning and
learn best when ready to
learn. They know what
goal they wan to attain
and must see a reason
for learning something
new.
1. How many learners have heard of OSHA and what does it stand for?
Some learners may have experienced OSHA requirements from their employment. Using a visual
presentation board, write the initials OSHA vertically, and then one-at-a time, fill in the rest of
Occupational Health and Safety Administration. Then explain that OSHA mandates how employers
protect their employees, and in a dental office, how the dentist is responsible to ensure his employees
follow certain guidelines.
Key Concepts
References and Activities
Introduction to Section 2
Key Terms
Slides
Slides 15-16
Chapters ____, pp. ____(Phinney & Halstead)
Slides 17-18
[Insert Homeword Ass icon] Key Term
Glossary
Regulations
Chapter ____, pp. ____(Phinney & Halstead)
Slides 19-21
[Insert In-Class Activity icon] Regulations
Research Presentations
[Insert Home Ass icon] Textbook and
Workbook Assignment
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon]
In-Class Activities
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Module – Infection Control

Regulations Research Presentations (Part A, Objective 8). Goal: For learners to gain a better
understanding regarding the different agencies involved in establishing guidelines for infection control in the
dental office. Have each group come to the front of the class and present their findings regarding the
government agency they researched. Learners should inform the class where their source(s) of information
were found. Time should be given to each group for questions and answers.
[Insert In-Class Dis Ques icon]
In-Class Discussion
1. Why should we not use the sterilization area as a staff lounge or a place to eat and drink?
Discuss how disease transmission should be minimized by not having these activities in the same
location as dirty instruments. There is a possibility of cross-contamination from airborne particles.
Even the dirty and clean instrument areas should ideally be separate.
2. Why do you think the dental assistant needs to plan ahead and only set out what is needed for the procedure,
and avoid having too many extra materials on the tray, or not having enough items prepared?
By planning ahead the dental assistant will avoid opening drawers, cupboards, or containers which
may become contaminated with the patient’s saliva. These areas will then need to be disinfected
when cleaning the patient treatment area following the procedure. Dispensing individually packaged
materials and discarding leftover material at completion of the procedure also prevents possible
cross-contamination.
[Insert Home Ass icon] Homework
Assignments
Key Term Glossary. Learners will define key terms listed in the PowerPoint
presentation. They are to enter this glossary on disk, in a dedicated notebook or
in a designated part of a notebook. They are expected to augment information
from text or lecture with other resources including any available in the school or
public libraries or on the Internet and will be graded at the end of the module on
completeness and presentation.
Textbook and Workbook Assignment. Have learners read Chapter ____
(Phinney & Halstead) and Chapter ____ (Dietz). Have learners complete the
questions in Chapter ____ of the workbook.
Ideas for learners struggling with this material …
15
Teaching Tip
Adult learners like to see
how their learning is
related to their long-term
goals. Learners need to
know that being aware of
legal issues in healthcare
practice is one of the most
important aspects of a
profession. It can
sometimes mean the
difference between
keeping and losing one’s
job.
Faculty Teaching Guide for Introduction to Dental Assisting

Concept Tune-Up: When reading your textbook, try paraphrasing each chunk of information in your own
words. Then go back and review each section.
Ideas for learners who are ahead and want to learn more …

Statistical Research: Ask learners to research the latest statistics on Tuberculosis and to present their
findings in class.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
Slide
[Insert IDA 2-15]
Section 2: Infection Control
15
Discuss each objective in detail. Learners need to know
what they will be learning and why. Relate it back to their
careers as dental assistants.
Slide
Section 2: Infection Control
[Insert IDA 2-16]
16
Slide
Continue to discuss each objective in detail.
Key Terms
[Insert IDA 2-17]
Review each key term and discuss the importance of
17
knowing the definition of each.
Slide
[Insert IDA 2-18]
Key Terms (cont.)
18
Continue to review each key term and discuss.
Homework Assignment: Stop here and review the Key
Terms Glossary homework assignment. Make sure
learners understand the importance of learning each term
and acquiring new vocabulary.
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Module – Infection Control
Slide
[Insert IDA 2-19]
Part A: Regulations
Discuss the different requirements regarding training.
19
Explain that training must be conducted within 10 days of
initial employment, when job tasks change, and annually.
Point out that since dentists are required to keep records
for 30 years, they will be selective with whom they hire.
Emphasize the importance for all procedures to be done
in the same manner, all the time, to avoid crosscontamination. Make sure it is clear regarding the
differences between what is required by government
agencies vs. recommendations by other groups,
organizations, or individuals.
Slide
[Insert IDA 2-20]
20
Regulations (cont.)
In-Class Activity: Stop here for the Regulations
Research Presentations. As each agency is shown on
the slide. Have the group responsible for researching that
agency come up to the front and present their material.
Ensure learners understand that these agencies are
protecting our health, not just creating rules for us to
follow. Dental assistants need to be familiar with all these
agencies and associations. Remind them that all are on
their terminology list.
Slide
21
[Insert IDA 2-21]
Regulations (cont.)
Have the learners refer to the exposure determination
categories in Chapter ____ (Phinney and Halstead).
Describe how gloves, mask, eyewear, and over-clothing
protect dental healthcare providers. Specify the
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Faculty Teaching Guide for Introduction to Dental Assisting
differences between engineering controls (what we use
to do our job), workpractice controls (how we do our job),
and housekeeping controls (how we clean up after
patient treatment).
Reiterate that OSHA mandates that all of us understand
the Bloodborne Pathogens Standard. Refer learners to
Chapter _____ p.____ (Phinney and Halstead).
Homework Assignment: Stop here to assign and
discuss the homework assignments.
Part B: Disease Prevention and Safety
Overview
The job of a dental assistant is to properly prepare the patient, perform patient treatment, and cleanup following
patient care. This section clarifies the use of personal protective equipment, engineering, and workpractice
controls. Hazardous chemical safety, disposal of sharps, and what to do if an exposure incident occurs is also
explained.
Initial Questions and Activities
Teaching Tip
1. Why is washing hands the most basic step in infection control?
Clean hands are the basis for preventing infectious disease
transmission and is not a substitute for wearing gloves. Hands must
be washed prior to, and after removing gloves. Due to constant
handwashing dental healthcare providers need to be sure to use
moisturizers and to keep their hands free from cracks or cuts. Any
Adult learners tend to
prefer self directed
learning over being told
every step to take in the
learning process. Ask
learners at times what
additional information or
topics they would like to
include in their studies and
then make every attempt
to meet these requests in
some fashion during the
course.
cuts should be covered with a bandage.
Key Concepts
References and Activities
Slides
Cross Contamination and Routes of
Chapter ____, p. ____ (Phinney & Halstead)
Slide 22
Microbial Transmission
Chapter ____, p. ____ (Dietz)
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Module – Infection Control
Key Concepts
References and Activities
Slides
Infection Control in the Dental Office
Chapter ____, pp. ____ (Phinney & Halstead)
Slides 23-35
Chapter ____, pp. ____ (Dietz)
Management of Hazardous Materials
Chapter ____, pp. ____ (Phinney & Halstead)
Slide 36
Occupational Exposure to Bloodborne
Chapter ____, pp. ____ (Phinney & Halstead)
Slide 37
Keeping the Work Site Clean
Chapter ____, p. ____ (Phinney & Halstead)
Slide 38
Hazardous Chemicals
Chapter ____, pp. ____ (Phinney & Halstead)
Slides 39-40
Assessment Questions
[Insert In-Class Activity icon] Video 3: Infection
Slide 41
Pathogens
Control Techniques
[Insert In-Class Activity icon] Handwashing
Competency Assessment
[Insert Home Ass icon] Textbook and
Workbook Assignment
[Insert In-Class Activity icon] Field Trip to
Medical/Dental Facility
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon]

In-Class Activities
Video 3: Infection Control Techniques (Part B, Objectives 13 and 14). Goal: To prepare learners for
performing each task that will be required in the hands-on activities. Learners will watch how to perform
proper hand washing, don personal protective equipment, prepare a dental treatment room, how to clean and
disinfect the room following treatment, to use an ultrasonic cleaner, and to sterilize the instruments.

Handwashing Competency Assessment (Part B, Objectives 13 and 14). Goal: To bring theory to actual
hands-on practice. Have learners complete Skills Competency Sheets for Handwashing, Preparing the Dental
Treatment Room, Completion of Dental Treatment, Final Treatment Room Disinfecting and Cleaning, and
Treatment of Contaminated Tray in the Sterilization Center found in the Workbook in Chapter ____, pp. ____
(Phinney and Halstead).
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Faculty Teaching Guide for Introduction to Dental Assisting

Field Trip to Medical/Dental Facility (Part B, Objectives 9-11). Goal: For learners to see how sterilization
techniques are employed in a medical/dental facility. As a class activity, the instructor should arrange for the
class to go to a large clinic or hospital with a central sterilization area. Learners should be able to witness
waste management and how instruments are pre-cleaned and sterilized utilizing the proper PPE. Learners
should also be given the opportunity to see various types of sterilizers as well as monitoring logs.
[Insert In-Class Dis Ques icon] In-Class
Discussion
1. What is the difference between disinfection and sterilization?
Disinfection kills most pathogens, but does not destroy spores or resistant viruses. Sterilization is
the process by which all forms of life are destroyed.
2. What should you do if you find a tear in your glove?
You should remove the glove; wash hands with soap and water, dry hands, then re-glove before
returning to patient treatment. Be sure to let your doctor know if you see a tear in his or her glove
also.
[Insert Home Ass icon]
Homework Assignments
Teaching Tip
Textbook and Workbook Assignment. Learners are to read Chapter
____(Phinney and Halsead) as well as Chapters ____ (Dietz). Learners are to
complete the workbook Chapter ____ questions. Learners should be prepared to
review these in class.
End of Chapter Activities. Have learners complete the Case Study, Review
Questions and Critical Thinking Questions in Chapter ____ (Phinney &
Continue to remind learners
about the learning objectives.
This is often forgotten once
the section introduction is
over. Go back to the learning
objectives, check off those
that have been achieved, and
discuss obstacles. This will
reinforce why learners are
there and that they are
making progress.
Halstead).
Post Test. Have learners complete the Post Test questions in Chapter ____ (Dietz).
Ideas for learners struggling with this material …

Read Out Loud: Recite the information you are trying to remember. Saying the words out loud uses
a different part of the brain and should help recollection of material.
Ideas for learners who are ahead and want to learn more …
 Create an MSD Sheet: Have learners create a material safety data sheet for any cleaning solution or
chemical available. They will need to read manufacturer labels in order to understand as much detail about
20
Module – Infection Control
the product as possible and will probably not find enough detail for a thorough MSDS, but will appreciate
hazard warning labels. Ensure learners at least find the product name, manufacturer, emergency first aid
procedures, and phone number.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
Slide
[Insert IDA 2-22]
22
Part B: Disease Prevention and Safety
Review Part A. Make sure that any remaining questions are
answered.
Short Activity: Stop here and review the homework.
Answer questions and review material as needed.
Introduce Part B
Slide
[Insert IDA 2-23]
23
Infection Control for the DA
Question: As a health care individual/dental assistant why
is particularly important for you to be healthy? What does it
mean to be healthy?
Address the importance of health and the elements that
help an individual stay healthy mentally and physically.
Slide
24
[Insert IDA 2-24]
Infection Control in the Dental Office
Explain the need for immunizations, acquiring and updating
the patient’s medical history, and handwashing with an
anti-microbial soap.
Refer learners to the Handwashing Procedure in Chapter
____, p. ____ (Phinney & Halstead) this can also be found
in Chapter ____, p. ___ (Dietz). Remind them that if they
turn off water valves with newly cleaned hands, they will be
re-contaminating them and that they should use paper
towels to turn off faucets, or use a foot controlled device.
21
Faculty Teaching Guide for Introduction to Dental Assisting
Inform learners that they will be given an opportunity to
practice the handwashing procedure later in class.
Slide
[Insert IDA 2-25]
Personal Protective Equipment (PPE)
25
Discuss how important personal protective equipment is
and that they will get used to wearing these barriers.
Address the different types of protective eyewear that the
dental team members must wear during specific
procedures.
Note to Instructor: As each type of PPE is discussed, if
possible, have available examples of these items to pass
around to the class. Ask a volunteer to come up to the front
to model each piece of clothing.
Slide
Personal Protective Equipment PPE (cont.)
[Insert IDA 2-26]
Explain the difference between latex and vinyl gloves.
26
Address how some individuals may latex-sensitive leading
to the use of vinyl gloves.
Demonstrate how gloves should be placed on the hands.
Show what a correct fit looks like vs. an incorrect fit.
Discuss the importance of using new gloves for each
patient.
Slide
Personal Protective Equipment PPE (cont.)
[Insert IDA 2-27]
Address the different types of face masks used in dentistry.
27
Demonstrate how to put a face mask on and the proper
placement on the face.
Slide
Personal Protective Equipment PPE (cont.)
[Insert IDA 2-28]
Discuss the different types of protective clothing worn by
28
the dental team members.
22
Module – Infection Control
As when discussing the other PPEs encourage new
volunteers to come to the front of the class to be the
demonstrator of the different types of personal protective
equipment. Make this part of the lecture fun! Place the
treatment gown on incorrectly on the volunteer and ask the
class what doesn’t work.
Slide
[Insert IDA 2-29]
Personal Protective Equipment PPE (cont.)
Short Activity: Stop here and have the learners get up
29
and go to the lab area. In the lab area have the learners
look at the dental treatment room equipment and the
barriers that have been placed on the different equipment.
Address the importance of these barriers.
Slide
[Insert IDA 2-30]
Disinfection
Define and discuss each disinfection level according to the
30
EPA rating.
Slide
[Insert IDA 2-31]
Chemical Disinfectants
Discuss the universally accepted technique to cleaning and
31
disinfecting surfaces.
Address each of the different types of disinfectant and their
advantages and disadvantages.
Slide
[Insert IDA 2-32]
Pre-sterilization Cleaning
Discuss what the purpose is and how pre-cleaning is done.
32
Address the use of an ultrasonic cleaning unit.
Slide
33
[Insert IDA 2-33]
Sterilization Methods
Discuss the different sterilization methods and why each
method might be chosen.
Refer learners to the Figures in the text as needed for a
visual of the different types of sterilizers.
23
Faculty Teaching Guide for Introduction to Dental Assisting
Point out the importance of monitoring sterilization
equipment to ensure proper function.
Discuss that biological monitors are the most ideal method
for ensuring sterilization.
Slide
Infection Control Techniques
[Insert IDA 2-34]
Address the different types of techniques and aids for
34
infection control.
Slide
Routine Asepsis Protocol
[Insert IDA 2-35]
Discuss the importance of routine procedures being
35
followed to ensure asepsis. All areas including the
radiography room, radiography equipment and dental
laboratory should be routinely disinfected.
Discuss the importance of the dental assistant periodically
sitting in the patient treatment chair, for a different view, to
be certain no areas are being missed during cleaning.
Address the concerns regarding the growth of biofilms in
the dental unit waterlines. Point out the recommendation by
ADA, CDC, and regarding flushing waterlines.
Slide
Management of Hazardous Materials
[Insert IDA 2-36]
Review OSHA’s Bloodborne/Hazardous Materials
36
Standards. Emphasize the importance of dental assistants
understanding the complete standard and how compliance
is achieved.
Explain OSHA’s definition of occupational exposure.
Discuss the different types of equipment provided by the
dental office to help protect employees in the workplace.
When discussing each item show a splashguard, point out
the eyewash station in the dental lab, demonstrate the use
24
Module – Infection Control
of a sharps container.
Inform learners that states have regulatory agencies similar
to OSHA that may exceed or equal OSHA standards. Point
out the strictest standard must be adhered to.
Slide
[Insert IDA 2-37]
Steps in Reporting Exposure to Occupational
Bloodborne Pathogens
37
Address the Figure in the text that outlines the steps in
reporting an occupational exposure.
Discuss the importance of each step and the time
considerations.
Slide
[Insert IDA 2-38]
Cleaning the Work Site
Explain the importance of maintaining a clean and sanitary
38
work environment.
Address the use of a written schedule for cleaning and
address the role of the dental assistant in this area.
Slide
39
[Insert IDA 2-39]
Material Safety Data Sheets (MSDS)
Discuss OSHA’s requirements regarding the training of
employees about the risks of hazardous chemicals and the
proper safety precautions required when handling them.
Point out that training must occur within 30 days of
employment.
Short Activity: Introduce learners to the contents of an
MSDS sheet by stopping here and having learners refer to
the book containing the MSDS sheets for the dental
department at the school.
Explain the color and number method established by the
National Fire Protection Association.
25
Faculty Teaching Guide for Introduction to Dental Assisting
Slide
Chemical Warning Labels
[Insert IDA 2-40]
Discuss how chemical warning labels use the National Fire
40
Protection Association’s color and number method to warn
employees of hazards.
Discuss the responsibilities of both the manufacture and
employer when it comes to hazard materials.
Address how all MSDS should have the emergency first aid
information highlighted, in case of such an emergency.
Slide
Assessment Questions
[Insert IDA 2-41]
Short Activity: Ask the group to answer these questions to
41
assess their comprehension of the material recently
presented. Review any material that does not seem clear.
In-Class Activity: Stop here to show the Infection Control
Video. After discussion, have learners complete the
Handwashing Competency Assessment activity.
Homework: Assign and discuss the homework
assignments.
In-Class Activity: Stop here and have learners go on the
Field Trip.
Section 3: Dental Terminology
Section Overview
This section presents a comprehensive study of dental terminology. Learners will become accustomed to
vocabulary as it specifically relates to the dental sciences. The rules and conventions used in the formation,
pronunciation, pluralization, and the meanings of words will be addressed.
Outline of Section
Part A: Dental Terminology
Learning Objectives and Competencies
These learning activities directly address the Learning Objectives and Competencies as stated.
26
Module – Infection Control
Knowledge
Teaching Tip
15. State the definitions of dental words.
Comprehension
16. Recognize terminology related to the dental sciences.
17. Understand terminology pronunciation.
Application
Reinforcement is a very
necessary part of the
teaching / learning
process. Positive
reinforcement is
normally used when
teaching new skills. As
the name implies,
positive reinforcement
reinforces “good” or
positive behavior.
18. Apply dental terminology building skills.
19. Analyze the structure of dental terms.
Learning Activities
These learning activities directly address the Learning Objectives and Competencies as stated.
[Insert In-Class Activity icon] Muddiest Point (Part A, All Objectives for the Module)
[Insert Homework Assignment icon] Dental Terminology Audio Tape (Part A, All Objectives)
[Insert Homework Assignment icon] Review Exercises (Part A, All Objectives)
Part A: Dental Terminology
Overview
Much of our western languages are derived from Greek and Latin origins. This is especially so when it comes to
medical and dental terminology. Even the word part “ology” means “the study of.” The combining of word parts
placed together form a combined meaning. Knowing the basic word parts and their usage helps us decipher the
definitions of these words as they become integrated into our everyday language. The importance of
understanding dental vocabulary, its proper pronunciation, and use is emphasized.
Initial Questions and Activities
1. Where should the MSDS for acid etch be filed?
This is a question for comprehension and retention of information attained in the last module.
Learners should know that the true name for etchant material is phosphoric acid etch and we should
file the MSDS in three places; under P-for phosphoric, A-for acid, as well as E-for etch, so in an
emergency we can find it easily.
Key Concepts
References and Activities
Introduction to Section
Slides
Slide 42
27
Faculty Teaching Guide for Introduction to Dental Assisting
Key Concepts
References and Activities
Slides
Dental Words
Chapter ____, pp. ____ (Dofka)
Slide 43
Combining Forms and Pluralizing
Chapter ____, pp. ____ (Dofka)
Slides 44-45
Summary of Module
[Insert In-Class Activity icon] Muddiest Point
Slide 46
[Insert Homework Assignment icon] Dental
Terminology Audio Tape
[Insert Home Ass icon] Review Exercises
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon]

In-Class Activities
Muddiest Point (Part A, All Objectives for the Module). Goal: To access learners understanding of the
material covered in this module. On a piece of paper, have learners write their top or top 3 muddiest points
of this module. Give about 5 minutes. Instructor should then collect these and review each area as needed.
Teaching Tip
[Insert In-Class Dis Ques icon]
In-Class Discussion
1. What type of sterilization equipment was used at the field trip facility?
Discuss the dirty side/clean side concept and whether the sterilizers used
were dry heat, chemiclave, or autoclave and what type of pre-soak or
ultrasonic unit was utilized. Explain the monitoring log and remind learners
how waste management was handled at the site.
[Insert Home Ass icon] Homework
Assignments
Learners must retain
information from class
in order to benefit from
learning. The
instructor’s job is not
finished until they have
assisted the learner in
retaining the
information. In order
for learners to retain
information taught, they
must see meaning and
purpose for it.
Dental Terminology Audio Tape. Have learners listen to the audio cassette tape to help with the correct
pronunciation of words.
Review Exercises. Instruct learners to complete the review exercises at the end of each chapter and to be
prepared for chapter tests. Answers to the review exercises and the chapter tests are in the Instructor’s Manual.
Ideas for learners struggling with this material …
 Practice, Practice. The amount of retention will be directly affected by the learners’ amount of practice
during studying. Emphasize retention and application. After learners demonstrate desired performance,
they should be urged to practice and maintain the correct performance often through more practice.
Ideas for learners who are ahead and want to learn more …
28
Module – Infection Control
 Taking a New Perspective on Linguistics. Those interested in knowing more about the origins of language
should open the front of Webster’s Dictionary and read the preface. Lexicography and how a dictionary
breaks down major elements of words can be found in the front of any dictionary. A language label indicates
from which culture the word originated.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
Slide
[Insert IDA 2-42]
42
Section 3: Dental Terminology
Discuss each objective for this section in detail. Learners
need to know what they will be learning and why. Try to
relate it back to their careers as dental assistants.
Slide
[Insert IDA 2-43]
Dental Words
Explain the difference between acronyms, homonyms,
43
and eponyms.
Analyze the structure of dental words and explain the
prefix, root word, and suffix.
Short Activity: Place examples on the board and have
learners find each division of the word.
Slide
[Insert IDA 2-44]
44
Combining Forms
Discuss how when a root word is connected with other
elements it may use a combining vowel, of which the
most common is the letter “o.”
Provide examples to further understanding.
Slide
45
[Insert IDA 2-45]
Guidelines for Plural Forms
Explain how plural forms of words are determined by the
language rules from which the word originated. Since
most of dental terminology came from Greek and Latin
29
Faculty Teaching Guide for Introduction to Dental Assisting
origins, pluralizing these words is interesting.
Discuss the basic rules for changing word endings.
Slide
[Insert IDA 2-46]
Summary of Module
46
Remind learners of the importance of understanding
Universal Precautions and performing their jobs in a safe
manner. Discuss the significance of acquiring new
vocabulary and how much they have learned already.
In-Class Activity: Stop here for the Muddiest Point
activity.
Homework: Stop here to assign and discuss the
homework assignment.
30