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Orthodontic Assistant Courses_By_Dr. Rebecca poling
60.00-Orthodontic Assistant 60-Day Training Program
Our Price$1,152.00$1,440.00Regular Price
Our Price$1,152.00$1,440.00Regular Price
Specifications
Bundle Description
Courses Included In The Bundle
10.03 Introduction to Orthotraining
by Dr. Rebecca poling
2.0 CE Credits
1 Lessons
0hr 23min
Course Description
10.03 Introduction to OrthoTraining Course Description
Presentation: 23 minutes Run Time, Knowledge Quiz: 12 Questions, 2 CE Credits
Contents of the Introduction to OrthoTraining Course
This “Introduction to OrthoTraining” is your first course in this unique method of learning. The design of OrthoTraining courses is based on the neuroscience of learning and focused on the quick learning of important concepts by the student.
Goal: The goal of this Introduction to OrthoTraining course is to show you how to “learn” this course and future OrthoTraining courses quickly so that you can recall the important concepts later without “studying” again. Once you have “learned” a presentation, you should have enough knowledge to pass a “Knowledge Quiz” and then “do” what you have learned. When “doing” what you have learned, you will be able to refer to an online step-by-step checklist that will illustrate each step until you can do the procedure quickly, correctly, and with a good result. After you do the procedure consistently a few times, your brain cells will know how to do it automatically, because they have “learned” it.
Objectives: When you complete this Introduction to OrthoTraining, you will be able to:
1. Navigate quickly through this and all other OrthoTraining presentations using the Articulate Player to efficiently learn the important material.
2. Prepare yourself for quick learning. You have to be mentally and physically ready to learn efficiently. Otherwise, you will waste your time.
3. Work with a Mentor to improve your learning. This Mentor should have already learned the courses you will take that are in your “Knowledge Profile.” Your Mentor will check on the progress you are making, but not grade you.
4. Complete your “Knowledge Profile” courses learning the important content as stated in the objectives, so you can later recall this information when you need it.
5. Follow the format of this OrthoTraining program and tracking so that you can learn all OrthoTraining courses, pass the Knowledge Quizzes, and perform new procedures hands-on efficiently, accurately, and with good results.
6. Use your “Student Dashboard Report” to get feedback about your learning progress in completing your courses and then focus your attention on what you still need to do. You are in control of your learning.
Sections of the 10.03-Introduction to OrthoTraining Course
1. Learning the Objectives of this Introduction to OrthoTraining Course
2. Learning habits of today’s students
3. Brain processing of new learning concepts
4. Preparing yourself for learning
5. How to prepare yourself for quickly learning by answering “teaching quiz” questions
6. How to work with a Mentor
7. Here is a Knowledge Profile
8. OrthoTraining Format
9. OrthoTraining Presentations
10. OrthoTraining Knowledge Quizzes
11. SCORM Tracking
12. This is the Student Dashboard Report giving the student and Mentor feedback about how the student is progressing through the Knowledge Profile courses. If a student is having trouble completing courses, the Mentor should talk with the student and help the student solve this issues that are holding the student back. OrthoTraining courses are designed to help every student succeed.
Presentation Assignment Instructions
View and learn this presentation "10.03-Introduction to OrthoTraining" as soon as possible. Once you start the presentation, focus, carefully read and answer each embedded quiz question correctly, so you learn each important concept. These are “teaching/learning” questions. Your answers on these embedded questions are not recorded.
You must always close the presentation by clicking the red X in the upper right corner, whenever you have stopped viewing it for an accurate “viewing time” on your Student Dashboard Report. To complete and “pass” the presentation simply scroll to the last slide in the presentation, answer the question on that slide that you have “learned” the content. Click the “Submit” button, then click “Finish” and then type in “Feedback” that you have completed the Presentation Assignment, and then click Submit at the bottom of the page to Submit the Presentation Assignment. On your Student Dashboard you will receive a score of 100% for the Presentation Assignment. Your viewing time will also be recorded on your Student Dashboard. You may view the presentation as many times as you want and just clicking the red X to close it when you have finished viewing it. You only have to finish the assignment one time as described above.
Important!
After you have “learned” the presentation, you should rest your brain, let your neurons “process” the new information and let the answers to the embedded quiz questions go into long term memory so you can recall them later. Once you have rested your brain, do the Knowledge Quiz Assignment.
Knowledge Quiz Assignment Instructions
The purpose of the Knowledge Quiz is to measure if you have actually learned the important content so you can remember it in the future. If you have consolidated this learning in your long-term memory, then you should do well on the Knowledge Quiz. These Knowledge Quiz questions are very similar to the embedded quiz questions in the presentation. However, they do not have any correct feedback. Also, you have just two chances to pass the Knowledge Quiz. When you read each question, make your brain recall the correct answer again, making sense, reinforcing your learning one more time so you can remember these important points when you “do” this procedure in practice. You have to achieve a score of 80% to pass the Knowledge Quiz.
Resources
Under “Resources” in each course presentation are links to documents that will help you learn the content. These are the Resource documents for the 10.03-Introduction to OrthoTraining course:
• 10.03-Introduction to OrthoTraining SCRIPT
• 2012 AAO Glossary
• 2015 Article on the neuroscience of learning: The effect of distributed practice: Neuroscience, cognition, and education.
• 2013 Article on research regarding the most effective student learning strategies: Improving Students’ Learning with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology-highlighted
Hands-on Training and Practice
For many courses you will have hands-on, clinical, or lab training. This is the most important activity for learning because you are using all of your brain to perform a procedure. You can have all the knowledge in the world, but if you cannot do a procedure, then the knowledge will be of limited value. The hands-on exercise for this course is viewing and learning the presentation, passing the Knowledge Quiz, and then using the knowledge in this presentation when you learn other OrthoTraining courses.
For courses that do have hands-on training, there will be links to an online “Steps Checklist” and an online “Quality Checklist” that will help you practice a procedure and evaluate the quality of the result. The final evaluation of your readiness to perform a procedure will be the timing and accuracy of your performance of the Steps Checklist and the quality of the result of your performance. This assessment will be done by your Mentor.
Learning Activities of the Course
The learner views this course presentation as many times as it takes to understand the important concepts, which may be measured by answering the 12 embedded quiz questions correctly. These quiz questions help the learner focus on the important points. Then the learner rests his/her brain so the learning can be transferred to long-term memory. Then the learner takes the Knowledge Quiz for the course to measure his/her learning of the objectives of the course. For this
10.03-Introduction to OrthoTraining Course there are no Steps Checklists or Quality Results Checklists to help the student learn.
SCORM Tracking of Each Student’s Learning Activities and Recording on the Student Dashboard Report
Each student’s learning activities such as correctly answering presentation embedded quiz questions, presentation viewing time, Knowledge Quiz completion time, Knowledge Quiz Score, and other learning data, are tracked so that a “learning analysis” can be done for each student and for the quality of each course. This data documents student performance and reports it on the Student Dashboard Report as well as in the institution Gradebook. This holds the student accountable for learning. In the future, “clinical performance assessment tracking data” may be used to identify students who have not learned from the online courses, so that intervention can be made to help the student become proficient. No OrthoTraining data is share with any entity. If data is ever used for learning research, all data will be de identified following research protocol.
Who should take this course?
All students who are planning to learn from OrthoTraining courses, should complete this course to understand the functions of the special design of OrthoTraining courses to help every student be successful.
60.20 Orthodontic Bonding
by Dr. Rebecca poling
20.0 CE Credits
9 Lessons
6hr 38min
Course Description
60.20 Orthodontic Bonding Courses
The Orthodontic Bonding Course is actually 9 smaller courses where each one focuses on a special topic about bonding. The run time for the presentation and the number of Knowledge Quiz questions are listed under each smaller course.
This full course trains the individual to be an expert in orthodontic bonding and explains why the methods that are taught are the best that are known at this time. The learner must pass all 9 smaller courses to develop expertise and earn the full 20 credits of the Orthodontic Bonding Course. Individuals who have learned the important concepts from this course will pass state and national exams on bonding and also know how to successfully complete a full bonding second molar to second molar in one appointment.
This is the only orthodontic training program of its kind with multimedia movies demonstrating each step of a procedure, detailed checklists that list each step of a procedure, and also specify the standard of quality to be achieved for the successful completion of a procedure.
The nine sub-courses of the Orthodontic Bonding Course are:
60.21 Orthodontic Bonding Introduction
60.22 Bonding-Chapter 1-Benefits, 2-Criteria, 3-Bracket Identification, 4-Bracket Components
60.23 Bonding-Chapter 5-How do braces move teeth, Chapter 6-Preparing teeth for Bonding
60.24 Bonding-Chapter 7-Adhesion Enhancers, Chapter 8-Sealants, Chapter 9-Adhesive Pastes
60.25 Bonding-Chapter 10: Sequence of Bracket Placement
60.26 Bonding-Bracket Placement and Final Positioning for Ideal Alignment and Function
60.27 Bonding-Chapter 11-Bonding Difficult Areas, Chapter 12-Bond Troubleshooting, Chapter 13-Rebonding
60.28 Bonding: Chapter 14-Bonding to Composite, 15-Bonding to Porcelain, 16-Bonding to Metal
60.29 Review Course-Orthodontic Bonding Second Molar to Second Molar
Goal of the Orthodontic Bonding Course is to help the student learn all about orthodontic brackets, preparation of the teeth for bonding brackets, materials used in bonding, precise steps in placing brackets on the teeth, removing flash, having the orthodontist check positioning, curing bonding adhesive, bonding difficult areas, solving problems associated with bonding, bonding to special surfaces, and bonding second molar to second molar in one appointment. The goal is to train the orthodontic assistant to be an expert in orthodontic bonding.
Objectives: At the conclusion of this Orthodontic Bonding Course the student will be able to:
List the seven benefits of properly bonded and positioned brackets
List the 8 criteria for properly bonded brackets
Demonstrate identification of different brackets
List and describe the 13 components of brackets
Describe 3 ways braces move teeth
Describe how to prepare teeth for bonding
Describe the use of adhesion enhancers
Describe the use of sealants
Describe the general characteristics of adhesive pastes
List the correct steps in placement of brackets
Describe different types of curing lights and curing times
Describe a sequence of bracket placement that allows minimal contamination
Discuss the analysis and solutions to different bonding problems
Describe how to rebond a bracket
Describe how to bond to composite restorations
Describe how to bond to porcelain
Describe how to bond to any metal surface
Conduct bond-failure charting to determine the factors that are contributing to bond failure and corrective measures
9 Sub-courses of the Orthodontic Banding Course
This Orthodontic Banding Course teaches every detail about orthodontic bonding of brackets properly so that they remain attached to the teeth in the correct position. It has the following sub-courses:
60.21 Orthodontic Bonding Introduction
Presentation: 15 minutes Run Time, Knowledge Quiz: 3 Questions, 1 CE Credits
Does the orthodontic practice need a system of bonding that all orthodontic assistants follow for maximum office efficiency? This introduction helps the doctor and the team determine if a system is needed by covering these topics:
a. Welcome to Orthodontic Bonding and Objectives of the Module
b. How This Module Was Made
c. A System for Bonding
d. Is There Need for a System?
e. Measurement of Bond Failure Percentage
f. Analysis of the Problem
g. Setting Practice Goals
h. Using the Orthodontic Bonding Module for Team Training
i. Clinical Training Using ITI Product and Performance Checklists
j. Training Tracking
k. Measurement of Achievement of Goals
l. Re-Measurement of Bond Failure Percentage
This introduction helps the practice get the most out of the Orthodontic Bonding Course by tailoring necessary learning to the needs of the practice.
60.22 Bonding-Chapter 1-Benefits, 2-Criteria, 3-Bracket Identification, 4-Bracket Components
Presentation: 33 minutes Run Time, Knowledge Quiz: 33 Questions, 2 CE Credits
These first four chapters of the Orthodontic Bonding Course cover the benefits and criteria of properly bonded brackets as well as bracket identification and bracket components. The orthodontic assistant must appreciate and understand the benefits of having properly bonded brackets. The orthodontic assistant must know the criteria of properly bonded brackets and also be able to recognize when a bonded bracket is not positioned correctly and causing unnecessary problems. The trained orthodontic assistant is an extra set of eyes and ears for the doctor to become aware of potential problems. This member of the team must be able to identify brackets to sort them after sterilization and to recognize the features of different types of brackets in order to select the best brackets to use to accomplish the goals of the treatment plan.
60.23 Bonding-Chapter 5-How do braces move teeth, Chapter 6-Preparing teeth for Bonding
Presentation: 47 minutes Run Time, Knowledge Quiz: 15 Questions, 4 CE Credits
Chapter 5 presents basic information about how braces move teeth so that the orthodontic assistant will understand moving teeth through bone such as in extraction cases, sutural expansion with hyrax expanders, and alveolar “bending” which may have more potential for relapse and require active retention.
Chapter 6-Preparing teeth for Bonding
60.24 Bonding-Chapter 7-Adhesion Enhancers, Chapter 8-Sealants, Chapter 9-Adhesive Pastes
Presentation: 35 minutes Run Time, Knowledge Quiz: 11 Questions, 2 CE Credits
This sub-course trains the orthodontic assistant in all of the adhesion enhancers, types of sealants, and bonding adhesive pastes available for orthodontic bonding from the major manufacturing companies. It also has a section on curing lights and curing times.
60.25 Bonding-Chapter 10: Sequence of Bracket Placement
Presentation: 31 minutes Run Time, Knowledge Quiz: 11 Questions, 2 CE Credits
This sub-course teaches a sequence of bracket placement that minimizes saliva contamination during this appointment. This method also balances the positions of the brackets on the right and left for symmetry. It assures sufficient removal of flash to prevent staining and decalcification around the bracket. After the trained orthodontic assistant has placed and preliminarily positioned all of the incisor and canine brackets, the doctor does a quick check of the positioning and gives the OK to light cure the anterior brackets, the assistant then light cures these anterior brackets.
Next, it is most efficient to place the lower right brackets on the posterior teeth starting with the lower right second molar, then the lower right first premolar, lower second premolar, and lower right first molar. Then the lower left second molar is placed and positioned, then the lower left first premolar, left second premolar, and lower left first molar. All of these brackets are precisely positioned, removing all flash and doing a final press down. The doctor then checks the positions of all of the lower posterior brackets and gives the go ahead to light cure all.
Finally, the upper left second molar is laid on the tooth, pressed, flash removed, and final positioning completed. This way, one does not have to work around a bracket that has already been placed on the upper left first molar. Next, the upper left first premolar, second premolar, and upper left first molar are all laid on their teeth, pressed, flash removed, and final positioning done. Then the upper right posterior brackets are placed following the same sequence as was done on the upper left. After all upper posterior brackets are positioned, the doctor checks, makes adjustments if needed, and gives the go ahead for light curing and removing the retractors.
This is method of bonding is an efficient use of the doctor’s time which is usually the efficiency-limiting factor in a busy orthodontic practice.
60.26 Bonding-Bracket Placement and Final Positioning for Ideal Alignment and Function
Presentation: 35 minutes Run Time, Knowledge Quiz: 32 Questions, 3 CE Credits
This sub-course trains the orthodontic resident and orthodontic assistant in a standardized, comprehensive method of placing and positioning brackets. It is based on years of critically evaluating bracket positioning after treatment when cases were completed to determine if there were trends in the outcomes I was observing. In dental school, I had extra instruction in ideal occlusion and function, which then influenced me in evaluating my treatment results. The concepts presented in this course also influenced an article I wrote (A Method of Finishing the Occlusion) that was published in the AJO in May, 1999.
Some orthodontists do not think orthodontic assistants should learn this material. I trained many orthodontic assistants over the years and all of them performed detailed positioning well. I would always check the bracket positions before the assistant light cured the brackets just to be sure. I paid my assistants very well for excellent performance. In return, my assistants knew that they were important members of our practice team.
Positioning Maxillary and Mandibular Anterior Brackets
60.27 Bonding-Chapter 11-Bonding Difficult Areas, Chapter 12-Bond Troubleshooting, Chapter 13-Rebonding
Presentation: 46 minutes Run Time, Knowledge Quiz: 32 Questions, 3 CE Credits
Chapter 11-Bonding Difficult Areas trains the orthodontic assistant to recognize when bracket bonding will be difficult and then to use special techniques when bonding in these challenging situations.
Chapter 13-Rebonding Brackets trains the orthodontic assistant to rebond a bracket using a microetcher or rebonding using plastic conditioner.
60.28 Bonding: Chapter 14-Bonding to Composite, 15-Bonding to Porcelain, 16-Bonding to Metal
Presentation: 18 minutes Run Time, Knowledge Quiz: 7 Questions, 1 CE Credit
Chapter 14-Bonding to Composite trains the orthodontic assistant to bond brackets so that they adhere to composite restorations.
Chapter 15-Bonding to Porcelain trains the orthodontic assistant to bond brackets so that they adhere to porcelain restorations. Porcelain etchant is highly caustic and should only be used by experienced individuals who are familiar with the danger of this agent. Neutralizing solution should be available whenever this etchant is used. Also, the patient should give informed consent before this etchant is placed on the porcelain surface.
Chapter 16-Bonding to Metal Restoration trains the orthodontic assistant to bond brackets to adhere to metal amalgam restorations. First, the metal surface should be roughened using a diamond or stone bur in a highspeed handpiece as shown in the photo below. A microetcher can also be used to roughen the metal surface as well.
60.29 Review Course-Orthodontic Bonding Second Molar to Second Molar
Presentation: 1 hour 20 minutes Run Time, 222 Slides, No Knowledge Quiz at this time, 2 CE Credits
This presentation was given by Dr. Poling at AAO in 2012 and later adapted to current techniques. It reviews all of the relevant information for placing brackets on the teeth second molar to second molar. The learner must view it to receive the Certificate of Completion for Orthodontic Bonding from OrthoTraining.com since it is an important summary of critical bonding information a competent orthodontic assistant should know for tomorrow’s orthodontic practice. Orthodontic residents should also learn this information early in their residency to standardize their procedures at the highest level.
Forms and Documents Included in the Orthodontic Bonding Course
All of the instructional sub-courses have under Resources the scripts of the narration of the presentation, Procedure Steps Checklists, Quality of Results Checklists, and many other documents to help the user learn the important concepts quickly and then retain them to apply this knowledge when in the clinic. These documents should be downloaded and studied by the student for quick reference later in preparation for a state exam or if needed in clinic.
Learning Activities of the Course
The learner views the sub-course presentations as many times as it takes to understand and learn the important concepts, as measured by correctly answering all of the embedded quiz questions in the presentation. These quiz questions help the learner focus on the important points. Then the learner rests his/her brain so the new concepts can be transferred to long-term memory. After sleeping, the learner takes the Knowledge Quiz for the sub-course to measure his/her learning of the objectives of the course. There are several Steps Checklists and Quality Results Checklists to help the student learn the steps of each procedure and evaluate the quality of the procedure results that should be followed in clinic to establish standard operating procedures for the greatest efficiency in a practice.
SCORM Tracking of Each Student’s Learning Activities and Recording on the Student Dashboard Report
Each student’s learning activities such as correctly answering presentation embedded quiz questions, presentation viewing time, Knowledge Quiz completion time, Knowledge Quiz Score, and other learning data, are tracked so that a “learning analysis” can be done for each student and to measure the quality of each course. This data documents student performance and reports it on the Student Dashboard as well as in the Gradebook. This holds the student accountable for learning. In the future, “clinical performance checklists online” may be used in clinic to identify students who have not learned from the online courses so that they can perform the procedures well. Then, clinical intervention can be done to help the student become clinically proficient. No data is share with any entity. If data is ever used for learning research, all data will be de-identified following research protocol.
Who should take this course?
Every orthodontic resident, orthodontist and clinical team members who place orthodontic appliances such as bonded brackets should learn this full course so that he/she can perform these procedures at the highest standard. This course should be taught to all orthodontic residents and orthodontic assistants when they are in training. All orthodontists, orthodontic residents, and orthodontic assistants should know how to place orthodontic brackets as taught in this course.
60.41 Orthodontic Wire Basics
by Dr. Rebecca poling
2.0 CE Credits
1 Lessons
0hr 20min
Course Description
60.41 Orthodontic Wire Basics Course
Presentation: 30 minutes Run Time, Knowledge Quiz: 24 Questions, 2 CE Credits
Contents of the Orthodontic Wire Basics Course
This course teaches the important concepts for selecting the appropriate wire to insert based on the phase of treatment and the preferences of the doctor.
Goal: The goal of this course is to share information about different types of wires used in orthodontics and the purposes of these different wire types.
Objectives: At the conclusion of this course, the student will be able to:
- Describe 5 types of orthodontic wires and the phase of orthodontic treatment in which each type is used.
- Describe the purpose of each wire type
- Describe the characteristics of each wire type
Sections of the Orthodontic Wire Basics Course
1. Types of Wires- Five types of wires and five phases of orthodontic phases of treatment.
2. Alignment Wires
3. Nitinol
4. Thermal Copper Nitinol
5. Superelastic Nitinol
6.Making a “Bend Back” in Nitinol
7. Selecting the Best Alignment Wire
8. Leveling Wires Characteristics and Types
9. Leveling Wires Basics
10. Typical Leveling Wires
11. Arch Coordination Wires
12. Arch Coordination After Expansion
13. Arch Coordinate, Space Closure, Friction
14. Typical Space Closure Wires
15. Finishing Wires
16. Finishing Wire Types
17. Typical Finishing Wires
Course Resources:
This course includes the following resources:
- Orthodontic Wires Basics-Script of the narration of each slide of this presentation.
- IW-01: Initial Wires Insertion and Tie in Steps Checklist
- IW-02 Initial Wire Engagement and Tie-in Quality Checklist
These resource documents are provided to help the student learn and retain the important concepts of the course. The checklists are designed for the student to learn a standard of selecting, inserting, and tying in an orthodontic wire. Also, the student needs to know when the steps have resulted in the highest standard of performance, and if not, what are the problems the student should correct to achieve a high standard.
Learning Activities of the Course
The learner views this course presentation as many times as it takes to understand the important concepts, which may be measured by answering the 24 embedded quiz questions correctly. These quiz questions help the learner focus on the important points. Then the learner rests his/her brain so the learning can be transferred to long term memory. Then the learner takes the Knowledge Quiz for the course to measure his/her learning of the objectives of the course. There is one Steps Checklist and one Quality Results Checklist to help the student learn the steps of this procedure and evaluate the quality of the results of the procedure.
SCORM Tracking of Each Student’s Learning Activities and Recording on the Student Dashboard Report
Each student’s learning activities such as correctly answering presentation embedded quiz questions, presentation viewing time, Knowledge Quiz completion time, Knowledge Quiz Score, and other learning data, are tracked so that a “learning analysis” can be done for each student and for the quality of each course. This data documents student performance and reports it on the Student Dashboard as well as in the Gradebook. This holds the student accountable for learning. In the future, student performance of this procedure in the clinic may be used to identify students who have not learned to actually perform the procedure, so that intervention can be made to help the student become proficient. No data is share with any entity. If data is ever used for learning research, all data will be de-identified following research protocol.
Who should take this course?
All orthodontists, orthodontic residents, and orthodontic assistants should learn and perform this procedure when they are in training.
60.42 Initial Wire Insertion
by Dr. Rebecca poling
2.0 CE Credits
1 Lessons
0hr 25min
Course Description
60.42 Initial Wire Insertion Course
Presentation: 25 minutes Run Time, Knowledge Quiz: 22 Questions, 2 CE Credits
Contents of the Initial Wire Insertion Course
This course teaches many important concepts about inserting the first orthodontic wire after braces have been placed on many of the teeth in the arch.
Goal: The goal of this course is share with you the procedures for selection and insertion of the initial alignment wires in a newly bonded patient.
Objectives: At the conclusion of this course, the student will be able to List, describe, and demonstrate each step of selecting, inserting, and tying in an initial wire in a newly bonded patient.
Sections of the Initial Wire Insertion Course
1. Selecting and Preparing the Initial Wire
2. Inserting The Initial Wire
3. 0203- Step 8 of inserting the initial wire
4. Wire Engagement Into The Bracket Slot
5. Chapter 4: Tying In A Wire With Rubber Ties
6. Placing a Figure 8 or Butterfly tie
7. Wire Ligature Ties
8. Final step in placing a wire ligature tie
9. Bending, Clipping, and Checking Arch Wire Ends
10. Procedure for clipping long ends with a flush-cutting holding plier
11. Final Checks
Course Resources:
This course includes the following resources:
1.Initial Wire Insertion-Script of the narration of each slide of this presentation.
2.IW-01: Initial Wires Insertion and Tie in Steps Checklist
3.IW-02 Initial Wire Engagement and Tie-in Quality Checklist
These resource documents are provided to help the student learn and retain the important concepts of the course. The checklists are designed for the student to learn a standard of selecting, inserting, and tying in an initial orthodontic wire. Also, the student needs to know when the steps have resulted in the highest standard of performance, and if not, what are the problems the student should correct to achieve a high standard.
Learning Activities of the Course
The learner views this course presentation as many times as it takes to understand the important concepts, which may be measured by answering the 22 embedded quiz questions correctly. These quiz questions help the learner focus on the important points. Then the learner rests his/her brain so the learning can be transferred to long term memory. Then the learner takes the Knowledge Quiz for the course to measure his/her learning of the objectives of the course. There is one Steps Checklist and one Quality Results Checklist to help the student learn the steps of this procedure and evaluate the quality of the results of the procedure.
SCORM Tracking of Each Student’s Learning Activities and Recording on the Student Dashboard Report
Each student’s learning activities such as correctly answering presentation embedded quiz questions, presentation viewing time, Knowledge Quiz completion time, Knowledge Quiz Score, and other learning data, are tracked so that a “learning analysis” can be done for each student and for the quality of each course. This data documents student performance and reports it on the Student Dashboard as well as in the Gradebook. This holds the student accountable for learning. In the future, student performance of this procedure in the clinic may be used to identify students who have not learned to actually perform the procedure, so that intervention can be made to help the student become proficient. No data is share with any entity. If data is ever used for learning research, all data will be de-identified following research protocol.
Who should take this course?
All orthodontists, orthodontic residents, and orthodontic assistants should learn and perform this procedure when they are in training.
60.11 Orthodontic Separators
by Dr. Rebecca poling
2.0 CE Credits
1 Lessons
0hr 26min
Course Description
60.11 Separators Course Description
Presentation: 25 min Run Time, Knowledge Quiz: 18 Questions, 2 CE Credits
Contents of the Separators Course
This course teaches everything an individual needs to know to select, place, and remove orthodontic separators carefully and safely.
Goal of this Course: Help the student select, place, and remove orthodontic separators correctly in preparation for placing orthodontic bands on teeth for orthodontic treatment.
Objectives: At the conclusion of this course, you will be able to:
- Describe the purpose of separators
- List 6 types of separators and the special features of each type
- Describe when each type of separator is indicated for use
- Demonstrate placement of each type of separator
- Describe special precautions that should be taken when placing each type of separator
- Give instructions to a patient for each type of separator
- Enter chart notes about placement of separators
- Describe procedures that should be done when a patient is “missing” a separator
- Demonstrate the removal of each type of separator
- Determine if special procedures will be necessary relative to the amount of interproximal space that was created for banding
- Describe procedures that are completed to close band space after debanding
Sections of the Separators Course
This course teaches everything an orthodontic assistant needs to know about separators. It includes the following topics:
1. Purpose of Separators
2. Types of Separators
3. Evaluation of the Contact and Placement of the Rubber Ring Separator
4. Rubbery Ring Separator Placement Precautions
5. Rubbery Ring Separator Placement
6. Metal Staple Separator Placement
7. Patient Instructions
8. Precautions with Missing Separators
9. Evaluation of Sufficient Band Space for placing bands with cement
10. Closing Band Space After Treatment with a Progressive Debanding
Learning Activities of the Course
The learner views this course presentation as many times as it takes to understand the important concepts, which may be measured by answering the 18 embedded quiz questions correctly. These quiz questions help the learner focus on the important points. Then the learner rests his/her brain so the learning can be transferred to long term memory. Then the learner takes the Knowledge Quiz for the course to measure his/her learning of the objectives of the course. There are several Steps Checklists and Quality Results Checklists to help the student learn the steps of placing separators and evaluate the quality of all the steps in the process.
SCORM Tracking of Each Student’s Learning Activities and Recording on the Student Dashboard Report
Each student’s learning activities such as correctly answering presentation embedded quiz questions, presentation viewing time, Knowledge Quiz completion time, Knowledge Quiz Score, and other learning data, are tracked so that a “learning analysis” can be done for each student and for the quality of each course. This data documents student performance and reports it on the Student Dashboard as well as on the Gradebook. This holds the student accountable for learning. In the future, clinical performance assessment data may be used to identify students who have not learned from the online courses, so that intervention can be made to help the student become proficient. No data is shared with any entity. If data is ever used for learning research, all data will be de-identified following research protocol.
Who should take this course?
Every orthodontic resident and orthodontic assistant who uses orthodontic bands to orthodontically treat patients should know how to place and remove orthodontic separators. The practice team should be able to produce quick study models if needed. This is especially important if the dental practitioner is editing digital software that is used to fabricate aligners. If the occlusion is not properly set up in the digital aligner software, the final desired result will not be achieved.
All orthodontists, residents, and orthodontic assistants should know how to place and remove orthodontic separators. This course should be taught to all orthodontic residents, and orthodontic assistants when they are in training.
60.12 Orthodontic Banding
by Dr. Rebecca poling
3.0 CE Credits
1 Lessons
1hr 17min
Course Description
60.12 Orthodontic Banding Course
Presentation: 1 hour 41 minutes Run Time, Knowledge Quiz: 17 Questions, 3 CE Credits
Contents of the Orthodontic Banding Course
This course teaches every detail about band recognition, fitting, and cementation so that the individual who completes this course will be able to competently identify, fit, and cement orthodontic bands to the teeth. Orthodontic bands are not used as much today as they were in the 1970s when orthodontic bonding was introduced. Consequently, this course has been shortened to cover critical concepts. Yet, a special section has been included regarding fitting bands to specific teeth for when the orthodontic assistant encounters difficulties in a certain area.
Goal of this course: Help the student identify, fit, and cement orthodontic bands to the teeth.
Objectives: At the conclusion of this course the student will be able to:
1. List 14 benefits of well-fitting bands
2. List 16 criteria of well-fitting bands
3. Identify and sort bands by materials, shapes, and sizes
4. Identify and sort band brackets
5. State the purpose of band bracket components so that the band features can be fully used
6. Recognize and understand the use of auxiliary band attachments
7. Select, organize, and prepare all materials for fitting bands
8. Describe in detail all steps in fitting bands
9. Describe specific challenges to fitting bands to selected teeth
10. Select, organize, and prepare 20 items for cementation of bands
11. Describe the different features and working procedures for at least 3 types of cementation materials
12. Describe in detail each step in the cementation of bands
13. Conduct band-failure charting to determine the factors that are contributing to band failure and corrective measures
Sections of the Orthodontic Banding Course
This course teaches every detail about identifying orthodontic bands, fitting them to each tooth, and cementing them properly so that they remain attached to the teeth. It has the following sections:
1. 14 benefits of well-fitting bands
The orthodontic assistant needs to know why bands need to fit well for ideal office efficiency.
2. 16 Criteria of well-fitting bands
The orthodontic assistant must recognize a band that is well-fitting. If a band is not fitting and cemented properly, the orthodontic assistant must identify the problems, and perform corrective measures.
3. Band Identification
The orthodontic assistant must be able to identify each band by its laser inscription, the desired components of the brackets on the band, and how to place the desired auxiliary band attachments.
4. Materials for Fitting Bands
The orthodontic assistant must be able to gather all of the materials for fitting bands and know how to use each instrument.
5. Steps for Fitting Bands
A Steps Checklist for Fitting Bands is included in the course. Each step is demonstrated on video movies in the course. After an orthodontic assistant has successfully fitted bands and cemented them, then the assistant can deviate from the standard procedure that is taught in this course.
6. Remove the Fitted Bands and Prepare for Cementation
The course teaches how to carefully remove the fitted bands and prepare them for cementation.
7. Fitting Bands to Specific Teeth
The course teaches how to fit bands to all premolars and to all molars.
8. Gather Band Cementation Materials
The course teaches the materials that need to be gathered for band cementation. It also covers Zink Phosphate cement, Glass Ionomer cement, Hybrid Resin-Glass Ionomer cement, and different dispensing methods.
9. Band Cementation Steps Checklist and Cemented Band Quality Checklist
This course standardizes the exact procedure of band cementation through the use of a Band Cementation Steps Checklist. Each step of the procedure is described in the course and then demonstrated on video. Then the course teaches how to evaluate the quality of each cemented band. With this standardization at the highest level the student learns and then is able to recall exactly how to evaluate performance, recognize mistakes in performance that may have caused critical errors in the cementation of a band.
10. Give the Patient Instructions for Care of Bands
The patient should be given specific instructions regarding foods and drinks to avoid, placement of wax, adjustment of bands that are poking, placement of headgear, turning of a banded expander, and other problems patients may have with cemented orthodontic bands.
11. Band Failure Frequency Charting and Identifying Causes of Band Failure
In the course there is a spreadsheet program that can be used to chart and calculate the band failure percentage of a practice. This spreadsheet program can also be used to calculate the loose bracket percentage or even the “special unnecessary appointments” (“emergency appointments”) of the practice that can be corrected saving the practice time and money. The course also covers how to identify the cause of band failure so the issue can be addressed for improved practice efficiency.
Several forms are included in the course to help the learner understand essential concepts. These forms should be downloaded and studied by the student for quick reference later if needed in clinic.
Learning Activities of the Course
The learner views this course presentation as many times as it takes to understand and learn the important concepts, as measured by correctly answering the 17 embedded quiz questions. These quiz questions help the learner focus on the important points. Then the learner rests his/her brain so the new concepts can be transferred to long-term memory. After sleeping, the learner takes the Knowledge Quiz for the course to measure his/her learning of the objectives of the course. There are several Steps Checklists and Quality Results Checklists to help the student learn the steps of this procedure and evaluate the quality of the procedure results.
SCORM Tracking of Each Student’s Learning Activities and Recording on the Student Dashboard Report
Each student’s learning activities such as correctly answering presentation embedded quiz questions, presentation viewing time, Knowledge Quiz completion time, Knowledge Quiz Score, and other learning data, are tracked so that a “learning analysis” can be done for each student and for the quality of each course. This data documents student performance and reports it on the Student Dashboard as well as in the Gradebook. This holds the student accountable for learning. In the future, clinical performance assessment data may be used to identify students who have not learned from the online courses, so that intervention can be made to help the student become proficient. No data is share with any entity. If data is ever used for learning research, all data will be de-identified following research protocol.
Who should take this course?
Every orthodontist and clinical team members who provide orthodontic treatment with orthodontic appliances to patients should know how to fit and cement orthodontic bands that are typically used in the practice.
All orthodontists, orthodontic residents, and orthodontic assistants should know how to fit and cement orthodontic bands as taught in this course.
This course should be taught to all orthodontic residents and orthodontic assistants when they are in training.
60.61 Steps of the Orthodontic Debanding Appointment
by Dr. Rebecca poling
4.0 CE Credits
1 Lessons
1hr 0min
Course Description
60.61 The Orthodontic Debanding Course
Presentation: 55 minutes Run Time, Knowledge Quiz: 28 Questions, 4 CE Credits
Contents of The Orthodontic Debanding Course
This course trains the student in the important concepts for safe removal of bands and brackets from a patient’s teeth. It also teaches that, as evaluated by scanning electron microscopy (SEM) research, the best method of removal of bond adhesive from tooth surfaces is with a 30-fluted carbide finishing bur in a high-speed handpiece followed by polishing the enamel surface with a rubber point designed for this purpose. This method of removal of adhesive results in a smooth enamel surface with a high shine. Whereas, use of an adhesive removing plier often results in scarring and gouging of the enamel surface that is then prone to decalcification and decay.
If taught how to perform this procedure, orthodontic assistants can be as safe an orthodontist or dentist in performing adhesive removal with a high-speed handpiece. In fact, safe removal of composite aligner attachments or bonding adhesive is not even taught or mentioned in dental school or in orthodontic residency programs. It is assumed that dental students will figure out how to do this.
However, in this course, orthodontic assisting students are cautioned to know the Dental Practice Act for the state in which they are practicing to determine if it is legal for licensed orthodontic assistants to perform any procedures with a high-speed handpiece. Some states may require orthodontic assistants to carry liability insurance as registered dental hygienists are required to do.
Goal: The goal of this course is to train the student in all of the details that are important to know to remove cemented bands, bonded brackets, and other orthodontic attachments from the teeth of a patient and then restoring the teeth to a high shine.
Objectives: At the conclusion of this course, the student will be able to:
Gather the materials used in debanding
Perform the necessary procedures before the patient arrives
Seat the patient and determine any patient concerns
Have the doctor check and evaluate concerns
Remove bonded brackets
Remove cemented bands
Remove bond adhesive and band cement completely
Ask the doctor to complete finishing procedures
Complete all final procedures after the debanding
Sections of The Orthodontic Debanding Course
1. Materials for Debanding
2. Other materials used when debonding brackets
3. Pre-appointment Procedures
4. Seat the Patient
5. Request that the orthodontist check
6. Bonding Lingual Retainers Before Debonding
7. Plan debanding sequence and a Progressive Debanding
8. Removal of bonded brackets on the archwire
9. Removal of bonded brackets from the maxillary arch
10. Removal of Archwire with brackets attached
11. Debonding self-ligating brackets
12. 0607-Debonding clear brackets
13. Removal of Orthodontic Bands
14. Chip off Bond Adhesive
15. Bonding Adhesive is Dull, Enamel is Shiny
16. Video: Adhesive removal with a flame finishing bur in the mandibular left posteriors
17. Video Removing adhesive from the mandibular anteriors
18. Video Removing adhesive from the mandibular right posteriors
19. Video Removing adhesive from the maxillary left posteriors with barrel and flame burs
20. Video Removing adhesive from the maxillary anteriors
21. Video Removing adhesive in the maxillary right using different fulcrums
22. Scaling and Curetting if needed
23. Polish with rubber points
24. Polishing with Greenie rubber points
25. Polish with fluoride prophy paste
26. Polishing Porcelain Procedures
27. Final Procedures
Course Resources:
This course includes the following resources:
The Orthodontic Debanding Script which is a script of the narration of this presentation.
The DB01-Debanding Steps Checklist which lists each step you should do when you are doing a debanding.
The DB02-Debanding Result Quality 7-7 Checklist which you may use to check the quality of your debanding, and
The Post-treatment Consult Checklist. In practice I did a Post-treatment consult with every patient and sent a letter with pre- and post-treatment photos to the dentist and to the patient with a summary of what happened. This was effective marketing for my practice.
These resource documents are provided to help the student learn and retain the important concepts of the course. The checklists are designed for the student to learn a standard for completing the Orthodontic Debonding. Also, the student needs to know when the steps have resulted in the highest standard of performance, and if not, what are the problems the student should correct to achieve a high standard.
Learning Activities of the Course
The learner views this course presentation as many times as it takes to understand the important concepts, which may be measured by answering the 28 embedded quiz questions correctly. These quiz questions help the learner focus on the important points. Then the learner rests his/her brain so the learning can be transferred to long term memory. Then the learner takes the Knowledge Quiz for the course to measure his/her learning of the objectives of the course. There is one Steps Checklist and one Quality Results Checklist to help the student learn the steps of this procedure and evaluate the quality of the results of the procedure.
SCORM Tracking of Each Student’s Learning Activities and Recording on the Student Dashboard Report
Each student’s learning activities such as correctly answering presentation embedded quiz questions, presentation viewing time, Knowledge Quiz completion time, Knowledge Quiz Score, and other learning data, are tracked so that a “learning analysis” can be done for each student and for the quality of each course. This data documents student performance and reports it on the Student Dashboard as well as in the Gradebook. This holds the student accountable for learning. In the future, student performance of this procedure in the clinic may be used to identify students who have not learned to actually perform the procedure, so that intervention can be made to help the student become proficient. No data is share with any entity. If data is ever used for learning research, all data will be de-identified following research protocol.
Who should take this course?
All orthodontists, orthodontic residents, and orthodontic assistants should learn and be able to perform this procedure when they are in training.
60.51 Steps of the Retie Appointment
by Dr. Rebecca poling
2.0 CE Credits
1 Lessons
0hr 25min
Course Description
60.51 The Retie Appointment Course
Presentation: 30 minutes Run Time, Knowledge Quiz: 18 Questions, 2 CE Credits
Contents of The Retie Appointment Course
This course is for the orthodontic practice that works together as an efficient team. The clinical orthodontic assistants are well-trained, capable, and trusted by the orthodontist to be extra eyes and ears for the doctor. They are a special link between the doctor and the patient so the practice can be most efficient, yet not appear to be rushed or impersonal.
Goal: The goal of this course is to share with the learner the steps that are performed during a Retie Appointment to use as a foundation for a system of performing this appointment in a standardized, consistent, and efficient manner by all team members.
Objectives: At the conclusion of this course, the student will be able to:
1. List and describe the procedures to complete before the patient arrives for the Retie Appointment
2. List the materials and instruments that are needed for a Retie Appointment
3. Describe the process of seating the patient
4.Describe assessment of the patient’s status and procedures to improve patient compliance
5.Describe the factors to evaluate for proper wire engagement
6.Demonstrate the removal of the arch wires
7.Report patient status to the doctor and receive instructions
8.Demonstrate techniques for placement and engagement of a wire to achieve the desired tooth movement
9.Make proper notations in the patient’s Treatment Record
10.Release the patient properly communicating patient instructions with the parent and Scheduling Coordinator
Prepare the clinic unit for the next patient
Sections of The Retie Appointment Course
1. Pre-appointment Procedures
2. Patient Seating and Assessment
3. Patient Assessment With Headgear
4. Patient Assessment With Elastics
5. Intraoral Assessment and Brushing Grade
6. Evaluate the Occlusion and Periodontium
7. Check Wire Ends
8. Check the Current Wire
9. Dry and mark the maxillary wire
10. Video: Remove the Alastic ties holding in the maxillary wire
11. Dry and mark the mandibular wire
12. Video: Remove the Alastic ties holding in the mandibular wire
13. Remove any Closing Chain
14. Remove Metal Ties, Hooks, And Other Auxiliary Attachments
15. Video: Remove the maxillary wire and mark the upper right end
16. Video: Remove the mandibular wire and mark the upper side of the right end
17. Video: Checking the occlusion and alignment
18. Request that the Doctor Check and Give A Summary To The Doctor
19. Receive Instructions from the Doctor
20. Video: Inserting the maxillary wire
21. Video: Inserting the mandibular wire
22. Video: Tying in the maxillary wire
23. Video: Tying in the mandibular wire
24. Complete A Final Check before releasing the patient
25. Make Treatment Notes
Course Resources:
This course includes the following resources:
- The Retie Adjustment Appointment Script which is a script of the narration of this presentation.
- The RT01-Retie Steps Checklist which lists each step you should do during the Retie appointment.
- The RT02-Retie Adjustment Quality Checklist
- The RT03-Retie Wire Engagement and Tie-in Quality Checklist that helps you assess the quality of your insertion, engagement, and tie-in of the wires delivered at this appointment. If you have engaged and tied-in the wires well, then your patient will make the best progress toward completion of treatment.
These resource documents are provided to help the student learn and retain the important concepts of the course. The checklists are designed for the student to learn a standard for completing the Retie Appointment. Also, the student needs to know when the steps have resulted in the highest standard of performance, and if not, what are the problems the student should correct to achieve a high standard.
Learning Activities of the Course
The learner views this course presentation as many times as it takes to understand the important concepts, which may be measured by answering the 18 embedded quiz questions correctly. These quiz questions help the learner focus on the important points. Then the learner rests his/her brain so the learning can be transferred to long term memory. Then the learner takes the Knowledge Quiz for the course to measure his/her learning of the objectives of the course. There is one Steps Checklist and two Quality Results Checklists to help the student learn the steps of this procedure and evaluate the quality of the results of the procedure.
SCORM Tracking of Each Student’s Learning Activities and Recording on the Student Dashboard Report
Each student’s learning activities such as correctly answering presentation embedded quiz questions, presentation viewing time, Knowledge Quiz completion time, Knowledge Quiz Score, and other learning data, are tracked so that a “learning analysis” can be done for each student and for the quality of each course. This data documents student performance and reports it on the Student Dashboard as well as in the Gradebook. This holds the student accountable for learning. In the future, student performance of this procedure in the clinic may be used to identify students who have not learned to actually perform the procedure, so that intervention can be made to help the student become proficient. No data is share with any entity. If data is ever used for learning research, all data will be de-identified following research protocol.
Who should take this course?
All orthodontists, orthodontic residents, and orthodontic assistants should learn and be able to perform this procedure when they are in training.
Intended Audience and Prerequisites for 60.00-Orthodontic Assistant 60-Day Training Program
The intended audience for the 60.00-Orthodontic Assistant 60-Day Training Program are students who seek training to become state-licensed chairside orthodontic assistants who place braces on a patient’s teeth, adjust the braces, assess orthodontic treatment progress and remove the braces.
The introductory course, 10.03-Introduction to OrthoTraining, is included in the Training Program curriculum so it does not need to be taken separately.
Minimum prerequisites for students who take this course are graduation from high school and at least 6 or more months of employment in an orthodontic practice. Students should be proficient in English.
Since this is a college-level course, suggested prerequisites are college-level courses in basic writing, basic math, introductory courses in biology, chemistry, anatomy and physiology, microbiology, and psychology. Knowledge from these courses give students a solid foundation for future learning and advancement as an Orthodontic Assistant.
OrthoTraining System for administering the 60.00-Orthodontic Assistant 60-Day Training Program
The unique OrthoTraining System that delivers The 60.00-Orthodontic Assistant 60-Day Training Program is equivalent to a college-level course with detailed presentations, Knowledge Quizzes to measure learning, and step-by-step checklists for hands-on training. The System is fully integrated to teach knowledge concepts, measure knowledge learning, deliver hands-on training, measure quality control of hands-on learning, and summarize results of all learning activities on a Student Dashboard Grade Report linking to course completion certificates.
The eight online courses teaching course objectives in their Presentations have a total run time of 14 hours. Students must have razor-sharp focus to learn this information and are assisted by answering hundreds of embedded quiz questions that give correct answers to the learner. After learning each presentation, the student is advised to sleep so that learning can be processed out of short-term memory into long-term memory into the Executive Function area of the Frontal Lobes of the brain. After sleeping, each student takes the course Knowledge Quiz (without answers) that measures long-term learning in the brain and the accuracy of student recall. The student has only two attempts to pass a Knowledge Quiz at the 80% level. The objective of the Knowledge quiz is to give valuable learning feedback to the student so the student can return to the presentation if a concept is not clearly understood.
All online course presentations teach performance of procedures using multimedia movies and include printable detailed step-by-step checklists that are used during hands-on training. Usually, a trained Mentor supervises a group of students who are all taking the 60.00-Orthodontic Assistant 60-Day Training Program at the same time within the office. This approach to training crosstrains all orthodontic assistants at the highest level of proficiency for optimum teamwork and production. OrthoTraining has tools that help train the Mentor to supervise the learning of the students.
60.00-Orthodontic Assistant 60-Day Training Program Content
This program teaches every detail about how to:
The Educational Goal and Objectives for 60.00-Orthodontic Assistant 60-Day Training Program
For more information including the educational goals and objectives of each course, review this detailed description of all 8 courses in the 60.00-OrthoTraining Orthodontic Assistant 60-day Training Program Description.
Course Materials Included in the 60.00-Orthodontic Assistant 60-Day Training Program:
After creation of a free OrthoTraining Student Account, selection of the 60.00-Orthodontic Assistant 60-Day Training Program, and payment of the
US$720 fee for just 30 days of access
OR
US$1152 for 60 days of access, the user will receive:
Orthodontic Assistant Mentor Training
Students who complete the 60.00-Orthodontic Assistant 60-Day Training Program earning the Diploma, and are licensed in their state, are eligible to become an OrthoTraining OAP Mentor. They receive an OrthoTraining OAP Mentor Account where they can enroll students in OrthoTraining Chairside Orthodontic Assistant courses and administer the program to those students. Trained Mentors set their own fees for administering the 60.00-Orthodontic Assistant 60-Day Training Program. The Program fee for new OrthoTraining Student Account subscriptions remains the same.
Other Information about the 60.00-Orthodontic Assistant 60-Day Training Program
Course Subscription Fee: The 60.00-Orthodontic Assistant 60-Day Training Program subscription fee is US$1152 for 60 days of access to the Program and access to all Course Resources for a single user.
The Program Instructor is Dr. Rebecca Poling, an ABO-certified orthodontist, former professor at a major US university, international lecturer, and the Founder of OrthoTraining. She has been teaching dentistry and orthodontics for over 40 years. She has no conflicts of interest.