Download Section I: Analysis Document SECTION I PROJECT DESCRIPTION

Section I: Analysis Document
SECTION I
PROJECT DESCRIPTION
More and more adults are getting braces as more aesthetically pleasing options have become
available over the last several years and ways to pay for them are more flexible than ever (some
insurances, flexible spending accounts, financing, etc.,). While having straight teeth does wonders for
confidence, adults may not be aware of all the care required of wearing braces. This module will focus
on adult learners seriously considering getting braces. It will include introducing the types of braces
available, caring for braces (brushing, dietary changes), what to expect at visits and how to
manage/prevent pain from adjustments.
The background as to how the need arose was two-fold. One of the group members actually
worked in a dental office and has friends that are dentists and orthodontists who have expressed a clear
gap/need for good instructional manuals for use by the assistants (or the orthodontists) during an initial
consult for individuals considering braces. Additionally, two of the other group members had both
gotten braces within the same week of January and agreed that this type of instruction would certainly
have been helpful.
NEEDS ANALYSIS
The problem that our training intends to solve is providing comprehensive, instructional
materials to aid orthodontists and their assistants in educating adult clients pursuing braces for the first
time. These are important things to know prior to committing to braces.
Instruction, in addition to person-to-person follow-up and demonstration (where appropriate)
will solve the problem. Training alone is not an acceptable method to fulfilling the entire need, as
braces are a big decision and require the ability to ask questions in real time and have feedback,
especially if problems arise in a first-time patient. Training will, however, give unbiased background
knowledge and provide a guide to some of the most basic care. Using this training will also assist in
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taking the human variability out of the training, this will assure that all clients are receiving the same
information.
LEARNER ANALYSIS
The instruction in this analysis will be teaching adult learners how to properly maintain and care
for their braces. The age group ranges from 25-55 but does not depict ethnicity, social or economic
background. The analysis is based solely on the importance of proper braces care. The module is based
on video presentations and the demonstrated techniques from the trainer. Upon completion, the
learners will demonstrate the learned steps. The steps will consist of how to properly brush, floss, and
apply wax to teeth using a teeth model.
General Learner Characteristics
Age
• 25 to 55
Condition of the teeth
• Cross bite
• Over bite
• Healthy teeth and gum
• Muscle and bone density
Language
• English
• Spanish
Economic Status
• Health Insurance
• Out of Pocket
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Entry Characteristics:
• Previous skills is not necessary
• Must have seen dentist prior to orthodontist for regular dental hygiene
• Must be able to understand and follow directions
Motivational characteristics:
• Must recognize the consequences of not properly cleaning of braces
• Must recognize the consequences of not properly cleaning teeth
• Must recognize foods that should not be eaten
• Must recognize the expenses that may be accrued from negligence
PERFORMANCE GAP ANALYSIS
The performance gap analysis is a combined number of methods used to gain any information
necessary for the learner to perform the task.
Pre-test: Given to all patients as a guideline for what types of services are rendered. The data will
consist of open-ended questions that will not consist of a right or wrong answer.
Presentation: The learners will view a series of videos to learn the required steps for proper care along
with a demonstration from the Assistant using a teeth model.
Observation: Learners will conduct hands on training of the techniques learned from viewing the videos
and interaction with the Orthodontist assistant.
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CONTEXTUAL ANALYSIS
Orienting: To potential Adult patients who are scheduled free consultation with the Orthodontist and
are interested in getting braces.
Instructional Context:
 Adult patient will be seated in an office where they will view a eLearning presentation on the
benefits of orthodontic treatment, expectations of the patient (compliance with daily oral hygiene,
diet restrictions and photos)

Adult patient will view physical modules of good/bad treatment practices

Adult patient will receive packet with information to take home for further reading
Transferring Context:
 After reviewing presentation, the patient will complete a questionnaire during the free consultation
to ensure that the information was clear to understand and receive up to 25% off total cost.

Ask Orthodontist questions and/or have further discussion about treatment plans and cost
UNIT GOALS
1. Benefits of Orthodontic Treatment ( appearance, self-confidence, having fixed appliances)
2. The Adult patient will know which type of braces (Invisible, Lingual, and Metal & Ceramic) that
they want to get because of this training.
3. The patient will have full knowledge of how to care for their braces (dental oral hygiene, diet
restrictions & importance of coming to monthly appointments) following the instruction.
4. The patient will be aware of the orthodontic treatment inherent risks and limitations
5. The patient will be aware of the financial obligation and payment options
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TASK ANALYSIS
Types of Braces
Invisible: Made from hard plastic that is very hard and durable that is molded to fit a person’s teeth
Do not cause cuts and sores in the mouth

Almost invisible as they are clear plastic similar to a mouth guard that an athlete would wear
Lingual: Made from metal and glued to the back of the teeth tightened together with metal wires and
rubber bands

Can cause cuts and sores in the mouth

Invisible as they are placed behind the teeth
Metal: Made from metal and glued to the front of the teeth tightened together with metal wires and
rubber bands

Can cause lots of cuts and sores in the mouth

Very visible in the mouth
Ceramic: Made out of either polycrystalline or monocrystalline alumina and glued to the teeth and
tightened together with metal wires and rubber bands

Brackets cause very few cuts and sores in the mouth

Less visible than metal braces as brackets are typically white
Brushing and Care
Brushing should be done after every meal since food particles can easily gather around the brackets and
wires. It is vital to brush and floss to get food particles from between teeth, to prevent tartar buildup
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and cavities. A fluoride mouth rinse is recommended to use to strengthen the enamel of the teeth and
prevent tooth decay.

An electric toothbrush can be useful

Brushing should be done after every meal

To floss use a floss threader to reach the area of the teeth behind the wire and between the teeth

A waterpik can be used to spray water between teeth
Pain and Braces
Reducing pain

Use wax as it can cut down on the friction associated with the braces rubbing inside the mouth

Invest in an oral anesthetic as it can numb the pain associated with sores and cuts

Give it time as the longer a person has braces the less they will experience the cuts and sores that
are common in the early stages
Treating pain

Act fast as with the constant adjustments there is bound to be pain, however, treating it early can
make it more manageable

Take pain relievers to help relieve the pain from the sores, cuts, and constant adjustments

Use toothpaste for sensitive teeth as it can lessen the sensitivity of the braces in the mouth
PROCEDURAL ANAYLSIS
Procedural analysis: Our mission is to ensure that learners have a basic understanding of braces and
dental care through these tasks and apply three questions to each task in order to obtain smaller
components for use in the task analysis.
Tasks
A. Identify major parts of braces and function
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B. Comprehend basic steps in cleaning braces
C. Be able to apply wax on braces to relieve mouth soreness
D. Identify foods to avoid and know why it is important not to consume them
E. Evaluation of knowledge learned
Questions
1. What does the learner do?
2. What does the learner need to know to do this step?
3. What cues inform the learner that there is a problem, the step is done, or a different step is needed?
A. Identify major parts of braces and their function
1. What does the learner do?
Answer: The learner is exposed to written and visual (video) material of the parts of braces and their
function.
2. What does the learner need to know to do this step?
Answer: The learner must be able to know what is presented in preparation of wearing braces for
approximately two years.
3. What cues inform the learner that there is a problem, the step is done, or a different step is needed?
Answer: The trainer will inform when to proceed to the next step.
B. Comprehend basic steps in cleaning braces
1. What does the learner do?
Answer: The learner will be exposed to a visual (video) presentation of cleaning braces and then practice
and explain each step of the process.
2. What does the learner need to know to do this step?
Answer: To practice daily brace maintenance.
3. What cues inform the learner that there is a problem, the step is done, or a different step is needed?
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Answer: The learner will need feedback from the trainer telling them if the tasks were performed
satisfactorily.
C. Be able to apply wax on braces to relieve mouth soreness
1. What does the learner do?
Answer: The learner will be exposed to hands on demonstration by the trainer and then perform the
same task.
2. What does the learner need to know to do this step?
Answer: To ensure comprehension in the event of mouth soreness.
3. What cues inform the learner that there is a problem, the step is done, or a different step is needed?
Answer: The learner will need feedback from the trainer ensuring the tasks were performed
satisfactorily.
D. Identify foods to avoid and know why it is important not to consume them
1. What does the learner do?
Answer: The learner is exposed to written and visual (video) material of the foods and beverages to
avoid.
2. What does the learner need to know to do this step?
Answer: To ensure proper dental care.
3. What cues inform the learner that there is a problem, the step is done, or a different step is needed?
Answer: The learner will need feedback from the trainer ensuring the tasks were performed
satisfactorily.
E. Evaluation of knowledge learned
1. What does the learner do?
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Answer: Demonstrate that they know the parts and function of braces, proper dental care, how to apply
wax for pain relief and food and beverages to avoid.
2. What does the learner need to know to do this step?
Answer: The learner needs to have skills demonstrated and practice prior to obtaining braces.
3. What cues inform the learner that there is a problem, the step is done, or a different step is needed?
Answer: The trainer will determine the need for this step.
INSTRUCTIVE OBJECTIVES
A. Identify major parts of braces and their function

This instructional objective fits into the cognitive domain because it involves knowledge and
comprehension of specific information.
B. After watching the video on basic steps in cleaning braces, you will perform the same
task on a braces model

This instructional objective fits into the cognitive domain because it involves knowledge and
comprehension of specific information. In addition, it fits into the psychomotor domain because
it requires demonstration of an observed action.
C. After watching the trainer apply wax on braces to relieve mouth soreness, you will
perform the same task on a braces model

This instructional objective fits into the cognitive domain because it involves knowledge and
comprehension of specific information. In addition, it fits into the psychomotor domain because
it requires demonstration of an observed action.
D. After reading printed material and watching a video, you will identify foods and
beverages to avoid consuming
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
This instructional objective fits into the cognitive domain because it involves knowledge and
comprehension of specific information and fits into the psychomotor domain because it involves
performing certain tasks.
E. Evaluation of knowledge learned

This instructional objective fits into the cognitive domain because it involves knowledge and
comprehension of specific information.
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