Each case study uses little to no medical or dental terminology to embed oral health. As a result, this session is ideal for pre-licensure health sciences students with no clinical training. Note: You must register as an educator before you can download individual slides and speaker notes. Slide numbers viewed through the web interface for Smiles for Life differ from the numbers on the downloaded slides.
Slide numbers in this toolkit correspond to slides in the third edition of Smiles for Life in their downloaded format. Pre-assessment 2—5 minutes. Ask students to complete the pre-session portion of the Pre- and Post-Session Assessment Questionnaire as they arrive. Introduction 5 minutes. Ask students to identify themselves by hand as you note the professions represented in class. Then, ask a student volunteer from each profession to read the roles and responsibilities for his or her profession aloud. Discussion of pre-session assignment 10 minutes. The purpose of this assignment is to provide students with a real-world example of substandard health care delivery.
Ask student volunteers to share their answers to the questions in the Pre-Session Assignment: Teamwork and Communication in Health Care. Use the following notes to enhance discussion for each question. This portion of Smiles for Life Course 1: The Relationship of Oral to Systemic Health introduces the concepts of interprofessional education and collaborative practice. Take time to read the definition of each and point out that the purpose of this didactic session is to prepare students for collaborative practice. Case study for Jill 10 minutes. Break students into interprofessional teams of five or six.
If possible, place one student from each profession on each team.
Chapter 6. Case-Based Learning
Option 1 Ask students to form new teams with at least one person from each profession present on each team. Teams should designate one person to take notes and report on team findings. After the students have formed teams, direct them to read the case study for Mr. Jones silently, then answer the questions as a team.
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Option 2 Ask students to remain with their present teams but designate a new person to take notes and report findings. Direct students to read the case study for Mr. Post-assessment 2—5 minutes. Ask students to complete the post-session portion of the Pre- and Post-Session Assessment Questionnaire before they leave. Impress upon them the value of their feedback in helping you hone the session for future students. Note : This didactic session was pilot tested with an interprofessional group of first-year pharmacy, nursing, and speech-language pathology and audiology students.
Case studies in dental hygiene (Book, ) [blogcipertiopy.tk]
Chapter 6 Resources. Chapter 6. Team-Based Care Session 2. Each session includes the following sections. Team-Based Care.
Domain: Teams and Teamwork Engage other health professionals—appropriate to the specific care situation—in shared patient-centered problem-solving. Target HRSA Competencies Domain: Interprofessional Collaborative Practice Exchange meaningful information among health care providers to identify and implement appropriate, high quality care for patients, based on comprehensive evaluations and options available within the local health delivery and referral system. Materials provided in this toolkit. Index cards, two per student Instructor preparation. Ask a faculty member from each of the participating programs to locate or draft a short description of the roles and responsibilities for his or her respective profession.
Compile these descriptions in a single document and make it available to students through email, your preferred learning management system, or your website. Note that highlighted areas flag important details. Review the Intraprofessional Group Questions and Interprofessional Team Questions and make notes according to the professions represented in the session. Student preparation.
In their comments, students should: Agree or disagree with the statement. Explain why they feel the way they do. Indicate their profession. When all students have completed this exercise, collect the index cards and disband the groups. Indicate their profession and team. When the students have completed this exercise, collect the index cards and disband the teams. How did the experience of working with the group differ from that of working with the team? Did you perceive barriers to caring for Terry as an interprofessional team?
If so, what were they? Were there also barriers or benefits to working intra professionally? How will you apply what you learned today about interprofessional team-based care to your future education and practice?
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Session 2. Teamwork and Communication in Health Care. Jones Instructor Preparation. Compile these descriptions into one Word document and make it available to your students through email, your preferred learning management system, or your website. Review the following materials prior to the classroom session.
Case Studies in Dental Hygiene / Edition 3
Review the roles and responsibilities document provided by the instructor. Describe a time when you were part of a team e. The purpose of this question is to prompt students to think about their personal experiences with teamwork. Allow a few students to share their answers. Write down at least two characteristics of the team that made it particularly effective or ineffective. As student volunteers share their examples, write them in two columns effective and ineffective on a dry-erase board or other visible place in the room.
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The purpose of this question is to prompt students to identify specific examples of effective or ineffective teamwork. Were you surprised by anything in the Washington Post article? If so, what surprised you and why?
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This question should prompt students to reflect on the consequences of poor health care delivery i. Use the following notes to enhance discussion generated by the questions. Are all health care providers required to report suspicion of abuse or neglect? Why or why not? All U. These typically include physicians, nurses, and other health professionals. The need to be alert to nonmedical issues also highlights a potentially overlooked aspect of patient-centered care delivery.
This illustrates patient-centered, comprehensive care. This illustrates effective communication and collaboration.
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How can you prepare to collaborate with other health care providers once you are in practice? Participate in interprofessional education opportunities such as this one. Monroe college dental hygiene case studies Dental Hygiene Monroe Community College Rochester, NY include in your discussion about the care she received from the dentist and the dental.
A turning on the overhead white light in the darkroom before the film has completely entered the automatic processor will result in an accidental white light. Case Studies in Dental Hygiene Dental Hygienist acrylic and silicate resins were first introduced as dental restorations in Apple ipad innovation case study. National network of dental researchers seeks independent input too because alcohol use can affect oral conditions and impact oral hygiene treatment.
E studies have indicated a link between periodontitis and chronic obstructive..