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Orthodontic Basic Bundle of Courses
Orthodontic Basic Bundle of Courses
Our Price$840.00$1,008.00Regular Price
Our Price$840.00$1,008.00Regular 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.
20.01 The New Patient Orthodontic Exam-Parts 1-5
by Dr. Rebecca poling
5.0 CE Credits
5 Lessons
2hr 0min
Course Description
About this Course
This course trains the dental practitioner to comprehensively orthodontically examine a patient, regardless of the patient’s age or desire for orthodontic treatment. The information from this exam is as important as examining a new patient for dental problems and periodontal issues if the practitioner wants to achieve the best result that will last a lifetime for the patient. Later courses in this series instruct the learner in what to do with this orthodontic exam information to benefit the patient. Most dentists and dental hygienists have not been trained in any orthodontic procedures and, consequently, cannot provide basic orthodontic care to patients, at a time when most individuals would like to improve their smile.
Contents of the New Patient Orthodontic Exam Course
Goal-The goal of this course is to train the learner in the steps of conducting a New Patient Orthodontic Exam. This exam is more comprehensive rather than just being focused on the occlusion. Before a decision is made about the treatment that a patient needs, the practitioner has to have a general idea about the overall orthodontic condition of the patient.
Objectives At the conclusion of this course the learner will:
Review with the patient general patient information
Examine the patient orthodontically
Develop a general idea about the treatment needs of the patient and case difficulty so that the practitioner will know when to observe the patient, treat the patient, or refer the patient to a specialist
1. Patient History and Interview
It is important to ask patients about their concerns, attitudes, expectations, dental history that might be orthodontically relevant, and growth status. The orthodontic exam includes facial skeletal patterns and profile, smile characteristics, habits, TMJ screening, periodontal health, and dental occlusal relationships.
2. Radiographic Exam
3. Facial, Smile, and Profile Exam
4. Dental, Periodontal, TMJ, Habits Exam
5. Orthodontic Dental Relationships Exam
Sample paper forms are provided in this course so that the student learns how to note findings in a standardized written format so that clinical notes can be interpreted by other practitioners. The forms used in this course can be digitized when formatted into dental practice software.
Learning Activities of the Course
There are about 105 teaching quiz questions embedded in 5 Presentations that help the learner focus on the important concepts to be learned. There are also about 105 Knowledge Quiz questions in 5 Knowledge Quizzes that are designed to measure learning the objectives of the course.
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. This data documents student performance and reports it on the Student Dashboard as well as in the Gradebook. This tracking holds the student accountable for learning.
Who should take this course?
Every dental practitioner, dental hygienist, orthodontist, orthodontic assistant, and dental student should know how to examine a patient orthodontically to fully assess and understand the treatment needs of a patient. It is recommended that this clinical exam be performed directly on the patient, and then confirmed with accurate orthodontic records if orthodontic treatment is anticipated. It is critical that all children be examined orthodontically by the dentist and/or the dental hygienist since many serious dental problems can be prevented by early diagnosis and intervention.
This course is also recommended for dental assistants who desire to know more about orthodontic procedures. Ideally, dental students, dental hygiene students, dental assisting students and other dental practitioner students should be taught these procedures when in training.
30.12 Producing an Orthodontic Series of 9 Photos with a small camera
by Dr. Rebecca poling
5.0 CE Credits
1 Lessons
1hr 17min
Course Description
30.12 Producing an Orthodontic Series of 9 Photos with a Small Camera
Presentation: 1 hour 17 min Run Time, Knowledge Quiz: 93 Questions, 5 CE Credits
Contents of the Producing an Orthodontic Series of 9 Photos with a Small Camera
This course covers the precise criteria for excellent photos so that the learner will be able to recognize when a photo is acceptable and when it is not. It also demonstrates every step when producing an orthodontic series of 9 photographs so that the learner will know what procedures need to be changed for photos that are unacceptable. With this knowledge, the individual will be able to take photos on a patient and immediately delete and retake any photos that appear to be unacceptable. This will make the editing and downloading of raw photographs more efficient.
Even though this course demonstrates production with a small point and shoot camera, the basic principles are applicable when using a digital SLR camera. Since this course has been used to train thousands of dental professionals and students, a small, easy-to-operate camera was easier to use in those hands-on sessions than a SLR camera. A future presentation demonstrating the use of a popular SLR camera is planned.
Goal-The Goal of this course is to train the individual how to recognize excellent diagnostic photographs and produce an orthodontic series of 9 photographs with excellent diagnostic quality.
Objectives- At the conclusion of this presentation the learner will:
- Identify the criteria of excellent photos
- Identify why selected photos are unacceptable
- List and demonstrate the step-by-step process of producing an excellent series of 9 photos and state why each step is important.
- State the procedures that must be changed to correct unacceptable photos.
This course Presentation has about 93 embedded quiz questions that help the learner focus on the important concepts. The Presentation is sectioned into 13 topics where each topic covers the criteria of the view and production of the view:
1. Photography Basics
2. EXTRAORAL SERIOUS AND SMILING views
3. EXTRAORAL Profile view
4. CLOSE UP OF THE SMILE view
5. Introduction to Intraoral Photos
6. Selecting and Positioning RETRACTORS
7. INTRAORAL FRONTAL view
8. RIGHT AND LEFT LATERAL BUCCAL views
9. “DIRECT” RIGHT AND LEFT LATERAL BUCCAL views
10. Selecting MIRRORS
11. RIGHT AND LEFT BUCCAL VIEWS USING A MIRROR
12. MAXILLARY OCCLUSAL view and 13. MANDIBULAR OCCLUSAL view
The course has a 26-page SCRIPT of all the narration of the presentation, and Criteria Checklists, and Production Steps Checklists, and other documents to help the learner.
Learning Activities of the Course
There are about 93 teaching quiz questions embedded in the Clinical Photography Presentation that help the learner focus on the important points to learn. There are also about 93 questions in 4 Knowledge Quizzes that are designed to measure learning the objectives of the course.
There is also a Clinical Steps Checklist in tablet format that can be used by the learner when practicing taking photographs clinically. Residents at NYU found this Steps Checklist very helpful when they were learning how to take photos. This online Clinical Steps Checklist can be used by faculty for a Clinical Assessment Competency (with video recording) and uploaded to the student’s online account for documentation and clinical grading
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 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?
Clinical Photography is now and will be essential in the dental practice of the future. Every dental practitioner, dental hygienist, dental assistant, orthodontist, orthodontic resident, other specialty resident, orthodontic assistant, and dental student should know how to produce excellent clinical photographs. It is recommended that initial photographs be taken at all New Patient Orthodontic Exams so that they may be used to communicate with the patient. Progress and Post-Treatment photos should be used to document patient status and to learn from the treatment the clinician is providing.
Ideally, dental students, dental hygiene students, dental assisting students and other dental practitioner students should be taught and use these photography procedures when in training.
30.14 Uploading Photos into Dolphin Imaging Software Course
by Dr. Rebecca poling
1.0 CE Credits
1 Lessons
0hr 20min
Course Description
30.14 Uploading Photos into Dolphin Imaging Software Course
Presentation: 20 minutes Run Time, Knowledge Quiz: 9 Questions, 1 CE Credit
Contents of the Uploading Photos into Dolphin Imaging Course
This course teaches how to download a patient’s clinical photographs from a camera and then upload them into the patient’s Dolphin Imaging layout so they will meet a high standard. This layout of 9 photos is then uploaded to Invisalign if the patient decides to pursue Invisalign treatment.
Goal of this course is to train the learner to select and download a patient’s photographs from a camera and then upload the images into a 9-photo layout editing them to meet specific standards to facilitate correct diagnosis.
Objectives: At the conclusion of this course, the student will be able to:
Find, select, and download a patient’s clinical photographs from a camera into a computer folder.
Select a composite layout for 9 photos that includes the Close-up of the Smile image place holder
Drag, drop, enlarge, and rotate each clinical image to the proper location on the layout and then edit the layout so that the images meet specific standards that will assist in diagnosis
Save the layout in the patient’s chart and label it properly
Place the “raw” images in the patient’s photo folder labelling them with the date, stage of treatment, and patient’s details.
Sections of the Uploading Photos into Dolphin Imaging Course
This course was originally created to teach dental students at NYU how to take orthodontic clinical photographs, download them from the camera into a computer, and then into an Axium folder. From there the photos were uploaded into a Dolphin Imaging 9-photos layout which could be uploaded to Invisalign. Then the dental students would load the raw patient photos into the patient’s Axium software.
1. Cut the clinical photos in the camera and then paste them into the local computer software. This way the photos are removed from the camera and inserted into the patient’s local file following HIPPA protocol
2.Set up in Dolphin Imaging software the Composite 9 layout so there will be a position in the layout for the Close up of the Smile clinical photograph. Orthodontists are usually not trained to capture this image even though it documents much critical information such as tooth display, dark buccal corridors, and dental and facial midline coincidence. It is also a useful photo to show patients before-and-after smiles that are more normal than the frontal image without lips.
3.Drag and Drop the clinical images of the patient to the Composite 9 layout.
4. Edit and enlarge the Extraoral photos making them all the same size and horizontally parallel to the interpupillary line.
5. Edit and enlarge the Close up of the Smile, the Frontal, the Right and Left Laterals, and the Occlusal images making them the same sizes.
6. Save the Layout to the Patient’s Photos Folder to be uploaded to Invisalign if the patient selects this type of treatment.
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 9 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 with a passing score of 80%.
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. 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 dental practitioner who provides orthodontic treatment and documents initial findings and progress findings using Dolphin Imaging software, or dental training institutions that use Axium should complete this course.
All dentists, orthodontists, residents, and dental students should know how to upload the patient’s photos to digital imaging software as described in this course.
This course should be taught to all orthodontic residents, dental students, dental hygienists, dental assistants, and orthodontic assistants when they are in training.
30.21 Producing Alginate Impressions and a PVS Bite
by Dr. Rebecca poling
3.0 CE Credits
1 Lessons
0hr 43min
Course Description
Time of Transition from Alginate Impressions and Plaster Models to Digital Models and 3-D Printing
Alginate impressions of the teeth have been used in dentistry for decades to provide quick models of the teeth when needed. Dental practices that have become “fully digital” relying on scans of the dentition, still find alginate impressions poured into plaster models beneficial for a quick replication of the teeth. All dental professionals should know how to recognize and produce excellent alginate impressions in case the need for a quick model arises during this time of transition from quick plaster models to digital model images on the computer that may be printed in three dimensions.
Contents of the Producing Alginate Impressions and a PVS Bite Registration Course
This course teaches a fool-proof method of producing excellent alginate impressions.
Goal of this Course: Help the student recognize and produce excellent alginate impressions that can be used to fabricate models of the teeth.
Objectives: At the conclusion of this course, the student will be able to:
Identify the qualities of a perfect alginate impression.
Identify defects in impressions, the causes, and correction of the defects.
Demonstrate the step-by-step process of producing perfect mandibular and maxillary alginate impressions and state why each step is important.
Recognize the result of not performing a step correctly, the defect it has caused, and what should be done to correct the problem.
Sections of the Alginate Impressions and PVS Bite Registration Course
This course teaches a fool-proof method of producing excellent alginate impressions quickly without trauma to the patient. It has the following sections:
1. Criteria of Alginate Impressions
This course teaches the criteria of excellent alginate impressions. When you do not get an excellent result, you need to know if the result is acceptable even though it is not perfect.
2. Checklists for Steps for Producing Alginate Impressions and Evaluating the Quality of Alginate Impressions
3. Materials for Producing Alginate Impressions
4. Mandibular Tray Try-in
Individuals learning this procedure need to learn how to try in the tray and seat the tray in different patients noting unique anatomy. Individuals who are experienced in this method will automatically anticipate the best tray size and critical steps so that tray try-ins are not necessary.
5.Try-In the Maxillary Tray
This method minimizes irritation of the palate by the posterior flow of alginate down the throat. Selecting the best maxillary tray and seating it properly, will result in alginate impressions that are comfortable for the patient and do not cause the patient to gag.
6. Measure and mix the alginate quickly yet thoroughly and load the tray properly.
7. Seat the Mandibular Impression quickly and properly pulling out the lower lip as it is seated in the anterior
8. Seat the Maxillary Impression properly completing the procedure quickly
9. Produce a PVS Bite Registration if occluded models will be fabricated
10. Recognizing and correcting common alginate impression problems
Learning Activities of the Course
There are about 30 teaching quiz questions embedded in the presentation that help the learner focus on the important points to learn. There are also about 30 Knowledge Quiz questions that are designed to measure learning the objectives of the course. There is also a Clinical Steps Checklist in tablet format that can be used by the learner when practicing taking alginate impressions clinically. This online Clinical Checklist can be used by faculty for a Clinical Assessment Competency (with video recording) and uploaded to the student’s online account for documentation.
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. This data documents student performance and reports it on the Student Dashboard as well as in the Gradebook. This tracking holds the student accountable for learning. If a student’s online learning activities are compared to a student’s Clinical Competency Score, the faculty will know if the course has been effective in teaching the student what the student needs to know when training is completed.
Who should take this course?
Most dental licensed practitioners today will have learned or have figured out on their own a technique for producing alginate impressions. Once you learn how to do something one way, it is impossible to “un-learn” anything that has become habitual. These individuals may pick up some good tips about producing excellent impressions, and should not get discouraged or frustrated by knowing something different.
All dentists, orthodontists, residents, and dental students should know how to produce excellent alginate impressions so they can recognize unacceptable impressions that might impact a correct diagnosis. The dentist should also know how to improve impression technique to produce excellent impressions every time.
This course should be taught to all dental students, dental hygienists, dental assistants, and orthodontic assistants when they are in training.
30.22 Producing PVS Impressions
by Dr. Rebecca poling
4.0 CE Credits
1 Lessons
1hr 15min
Course Description
Contents of the Producing PVS Impressions Course
This course trains the learner in a detailed 2-step method of producing excellent PVS impressions.
Goal of this course is to help the learner to recognize and produce excellent PVS impressions.
Objectives: At the conclusion of this course the learner will:
List the criteria of acceptable maxillary and mandibular PVS impressions
List the materials needed for producing PVS impressions
List and describe each step in producing acceptable PVS impressions and a PVS bite registration
Recognize and distinguish acceptable PVS impressions from unacceptable impressions
Identify every defect of an unacceptable PVS impression and describe what steps should have been performed differently to correct the defect in the impression
Sections of the PVS Impressions Course
This course teaches a detailed 2-step method of producing excellent PVS impressions quickly without trauma to the patient. It has the following sections:
1. Criteria of PVS Impressions
2. Materials for PVS Impressions
3. Block out undercuts and large black triangles
4. Mandibular Tray Try-in
5. Maxillary Tray Try-in
6. Mix Putty for Mandibular PVS Impression and Insert Creating Putty Custom Tray
7. Fill Mandibular Putty Custom Tray with Wash and Insert
8. Remove Set Mandibular PVS Impression
9. Common Mandibular PVS Impression Mistakes
10. Mix Putty for Maxillary PVS Impression and Insert Creating Putty Custom Tray
11. Fill Maxillary Putty Custom Tray with Wash and Insert
12. Common Maxillary PVS Impression Mistakes
13. Identifying Common PVS Impression Mistakes and Correcting Them
Learning Activities of the Course
There are about 43 teaching quiz questions embedded in the PVS Impressions Presentation that help the learner focus on the important points to learn. There are also about 43 Knowledge Quiz questions that are designed to measure student learning of the objectives of the course. There is also a Clinical Steps Checklist in tablet format that can be used by the learner when practicing taking PVS impressions clinically. This online Clinical Checklist can be used by faculty for a Clinical Assessment Competency (with video recording) and uploaded to the student’s online account for documentation.
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 assess 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 more 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?
Dentists, orthodontists, residents, dental students dental hygienists, dental assistants, and orthodontic assistants should know how to produce excellent PVS impressions so that digital models can be constructed for a correct diagnosis and fabrication of aligners that fit. Practices that are fully digital and complete intraoral scans should know how to produce PVS impressions as a back up to scanning.
This course should be taught to all dental students, dental hygienists, dental assistants, and orthodontic assistants when they are in training.
30.31 Quick Study Model Fabrication
by Dr. Rebecca poling
2.0 CE Credits
1 Lessons
0hr 26min
Course Description
Contents of the Quick Study Models Course
Plaster study models illustrating the maximum intercuspation of the teeth of a patient have been an essential diagnostic tool for orthodontists for decades. In this time of transition from trimmed hand-held plaster models to intraoral scans of the teeth and digital models, it is essential that dental practitioners know how to fabricate quick plaster models to evaluate the occlusion when the patient is not present. These properly trimmed models should show the habitual occlusion of the patient. They should also be trimmed relative to the stable midpalatal raphe as a reference line to evaluate dental symmetry in each arch.
This course was put together quickly when it was evident that dental students did not know how to pour and trim quick study models so that they would be diagnostic for occlusion. This course should be redone, but until then, it is the only course available online.
Goal: to train the student to fabricate quick plaster study models from alginate impressions that are diagnostic of occlusal relationships and dental symmetry.
Objectives: At the completion of this course, the student will be able to:
Pour alginate impressions using orthodontic plaster.
Lay the set arch dentition models on poured preformed bases
Trim the poured plaster models so that they will occlude together when placed on their backs on a flat surface reflecting the true occlusion of the patient and trimmed to diagnose dental symmetry.
Sections of the Quick Study Models Course
This course teaches a method of producing acceptable quick study models. Such models are poured in plaster and trimmed so that they will reflect the true occlusion of the patient when the backs of the models are placed on a flat surface. This course has the following sections:
1. The Final Plaster Models
2. Mix Plaster and Pour Arch Models Carefully
3. Prepare Set Arch Models to Fit in Preformed Bases
4. Marking Midpalatal Raphe to Evaluate Tooth Symmetry
5. Trimming Backs Together
6. Pour Base Formers and Lay Arch Models on Them
7. Trimming and Finishing Poured Quick Study Models
Learning Activities of the Course
There are about 10 teaching quiz questions embedded in the presentation that help the learner focus on the important points to learn. There are also about 10 Knowledge Quiz questions that are designed to measure learning 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 final quick study models that will be used to evaluate occlusal relationships and diagnose dental symmetry.
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 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 dental practitioner who provides orthodontic treatment to patients should know how to recognize if digital or hand-held study models are accurate to diagnose dental symmetry and occlusal relationships. 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 dentists, orthodontists, residents, and dental students should know how to fabricate quick study models in plaster as described in this course.
This course should be taught to all orthodontic residents, dental students, dental hygienists, dental assistants, and orthodontic assistants when they are in training.
30.40 Cephalometric Imaging and Analysis
by Dr. Rebecca poling
17.0 CE Credits
8 Lessons
4hr 0min
Course Description
30.40 Cephalometric Imaging and Analysis Course
The Cephalometric Imaging and Analysis Course is actually 8 smaller courses where each one focuses on a special topic about cephalometrics. The run time for the entire course is 4 hours and there are 150 Knowledge Quiz questions which are listed under each smaller course.
This full course trains the individual to be an expert in understanding cephalometrics and explains why the methods that are taught are the best that are known at this time. The learner must pass all 8 smaller courses to develop expertise and earn the full 17 credits of the Cephalometric Imaging and Analysis Course. Individuals who have learned the important concepts from this course will be able to produce a cephalometric image, analyze it, and understand the significance of changes in cephalometric relationships over time.
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, and also specify the standard of quality to be achieved for the successful completion of a procedure.
Lessons of the Cephalometric Imaging and Analysis Course
This intensive course about cephalometric imaging and analysis includes 8 Lessons (Presentations and Knowledge Quizzes) in the following topics:
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History of Cephalometrics
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Producing the Cephalometric Image
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Cephalometric Skull Landmarks
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Cephalometric Radiographic Tracing by Hand
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40 Common Cephalometric Measures
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Producing a Cephalometric Superimposition by Hand
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Digitizing and Analysis of a Cephalometric Image
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Cephalometrics Summary
Goals:
The goals of this course are to train the student in every aspect of cephalometrics so that at the completion of this course the student will
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Know the history of cephalometrics
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Produce an accurate and diagnostic cephalometric image
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Recognize, identify, and label important cephalometric landmarks on the skull
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Hand-trace a cephalometric radiographic image
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Identify, construct, measure, interpret the measure, and state the limitations of 40 common cephalometric measures
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Produce a cephalometric superimposition by hand and analyze the changes that have occurred during the treatment time period
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Digitize and analyze a cephalometric image with accurate results that match the same image that has been traced by hand
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Understand and correctly interpret the meaning of selected cephalometric measures for predictive diagnosis and interpretation of the changes that have occurred during a time period from a cephalometric superimposition
Each of the 8 topics has specific objectives that are taught in the presentation and then measured when the student takes the Knowledge Quiz. At the completion of the entire course, the student will be able to fulfill the goals of the course clinically at the standard set in the Steps Checklists and Quality Checklists for this course. Then, the student will be ready to start evaluating and analyzing cephalometric images.
A detailed description of each Cephalometric Lesson is provided on the introductory page for the topic.
Lessons of the Cephalometric Imaging and Analysis Course
Lesson 30.41-The History of Cephalometrics
Presentation: 20 minutes Run Time, Knowledge Quiz: 10 Questions, 1 CE Credit
Welcome to this course in Cephalometrics. This course was written by Dr. Robert Little, Professor Emeritus at the University of Washington, Department of Orthodontics, Seattle, Washington. Dr. Little taught a version of this course to orthodontic residents for many years. Dr. Rebecca Poling, an orthodontist, assisted in the production of this course.
Resources- Resources for this lesson that are included in the presentation are:
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The Cephalometrics History Script which is a script of the narration of this presentation.
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A list of Cephalometrics Reference articles that are useful for this course in cephalometrics.
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Copies of the original articles written by many of these pioneers about cephalometric assessment. Read these articles for a better understanding of the development of the standards that were set for completing a cephalometric analysis. These articles are very interesting. We are at another point in time where we have developed a new assessment tool, the 3-D scanner, and face similar challenges in developing standards of measurement that these pioneers faced almost a century ago.
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Lesson 1--History of Cephalometrics-Goals and Objectives-
Goals-The goals of this lesson are
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To familiarize you with the development of the cephalometer and
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To describe to you the contributions made by the pioneers in cephalometrics
Objectives-At the conclusion of this course the student will:
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Describe the development of the cephalometer including the role of Holfrath
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Describe the unique features of B. Holly Broadbent’s original cephalometer
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Summarize the contributions of the following pioneers in cephalometric assessment:
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B. Holly Broadbent
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Allan Brodie
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William Downs
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Charles Tweed
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Richard Riedel
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Cecil Steiner
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Arne Bjork
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Robert Ricketts
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Reed Holdaway
Lesson 30.42-Producing the Cephalometric Image
Presentation: 20 minutes Run Time, Knowledge Quiz: 11 Questions, 1 CE Credit
Resources -The Resources that are included in this presentation are:
a. Chapter 2: Producing the Cephalometric Radiograph Script
b. CEPH01-Producing the Ceph Headfilm Steps Checklist
c. CEPH02-Ceph Headfilm Quality Checklist
Goal: At the conclusion of this lesson the student will be able to produce an excellent cephalometric headfilm and/or demonstrate proper patient positioning in a digital cephalometer.
Objectives-At the conclusion of this lesson the student will be able to:
a. Identify each part of the cephalometer and describe its purpose
b. Describe types of x-ray film and types of cassettes, or digital image positioning
c. Demonstrate placement of film into the cassette and placement of the cassette into the holder on the cephalometer or the digital image positioning
d. Identify, prepare, and position the patient in the ear rods of the machine
e. Discuss the importance of placement of the ear rods in the ear canal relative to Porion
f. Demonstrate positioning the patient in the ear rods correctly
g. Demonstrate sliding the film cassette inward
h. Demonstrate Nasion Guide positioning
i. Demonstrate adjusting the cephalometric settings
Lesson 30.43-Cephalometric Skull Landmarks
Presentation: 35 minutes Run Time, Knowledge Quiz: 24 Questions, 3 CE Credits
Resources -The Resources for this lesson are:
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Chapter 3: Cephalometric Landmarks Script
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List of landmark structures
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Goal and Objectives-
Goal: At the conclusion of this course the student will be able to identify selected structures on a cephalometric image and relate them to bony anatomy on a skull
Objectives
At the conclusion of this course the student will be able to identify the following 24 landmarks on a cephalometric image and relate them to the anatomy of the skull:
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Basion (Ba)
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Cranial Base
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Sella Turcica (S)
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Greater Wings of the Sphenoid Bone
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Nasion (N or Na)
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Orbitale (Or)
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Key Ridges
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Porion (Po)
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Pterygomaxillary Fissure (PTM)
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Maxilla (Mx)
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Anterior Nasal Spine (ANS)
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A-Point (A)
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Upper 1 (U1 or 1)
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Upper 6 (U6 or 6)
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Mandible (Mn)
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Articulare (Ar)
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Gonion (Go)
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Menton (Me)
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Inner Contour of the Symphysis
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Pogonion (Pg)
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Gnathion (Gn)
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B-Point (B)
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Lower 1 (L1 line over 1)
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Lower 6 (L6 or line over 6)
Lesson 30.44-Cephalometric Radiographic Tracing by Hand
Presentation: 20 minutes Run Time, Knowledge Quiz: 34 Questions, 2 CE Credit
Resources -The Resources for this lesson are:
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Chapter 4: Cephalometric Tracings Script that contains the notes of the narration of each slide.
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CEPH-03-Ceph Tracing Steps Checklist lists the steps for performing an accurate tracing or digitizing of a headfilm
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CEPH-04-Ceph Tracing Quality Checklist is a checklist for you to use to check the quality of your tracing or digital marking of a headfilm for measuring to diagnose a patient’s skeletal and dental relationships.
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After working with many orthodontic residencies, one problem they all had was correct diagnosis of a cephalometric headfilm. This was usually due to the fact that the person who had digitized the film did not know the exact landmarks to be digitized which resulted in poor correlation with other diagnostic records. The saying was, “Garbage in, garbage out.” which really was a waste of time and effort.
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Three articles are also available under the Resources Link. The first article by William Downs was published in the AJO in 1948 and contains a Glossary of many of the structures that are traced on a headfilm. The second article is by Richard Riedel which was published in the Angle Orthodontist in 1952 and describes the use of the ANB measure to diagnose a skeletal Class II pattern. He also presents findings regarding the use of other measures in diagnosing some different skeletal and dental relationships. Finally, the third article is by Wendell Wylie published in the Angle Orthodontist also in 1952 which focuses on identifying and diagnosing patients with a vertical growth pattern. Some of the salient points in these 3 articles have been highlighted.
Goal: At the conclusion of this course the student will be able to identify 35 specific structures on a cephalometric headfilm, accurately trace or digitize these 35 structures, so that accurate measurements of the relationships among these structures can be made, to generate a correct diagnosis of the skeletal and dental pattern of the patient.
Objectives-
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As just mentioned in the Goal of this course, the student will be able to trace or digitize structures on a headfilm so that measures can be made to diagnose the skeletal and dental relationships of the patient. If structures are NOT accurately traced or digitized, the final diagnosis will not be correct and will lead to poor treatment planning that will produce an unacceptable result. So, accuracy is critical in this procedure.
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At the conclusion of this course the student will be able to identify and trace the following structures on a cephalometric headfilm:
1. Soft Tissue Profile
2. Posterior Cranium
3. Bone of the Forehead or Glabella
4. Nasion and the Nasal Bone
5. Sella Turcica
6. Anterior Cranial Base
7. Greater Wings of the Sphenoid Bone
8. Ethmoid Triad Detail
9. Both Orbits of the Eyes Including Orbitale
10. Both Key Ridges
11. Both Pterygomaxillary Fissures
12. Both Porions or Both Ear Rods
13. Basion
14. Articulare
15. Anterior Nasal Spine
16. A Point
17. Floor of the Nose
18. Palate
19. Posterior Nasal Spine
20. Internal Structures of the Palate
21. Maxillary Central Incisors
22. Both Maxillary First Molars
23. Most Anterior Mandibular Incisor
24. Mandibular Alveolar Bone and B Point
25. Pogonion
26. Gnathion
27. Menton
28. Mandibular Symphysis Internal Structures
29. Head of Each Condyle
30. Each Mandibular Ramus Posterior Borders
31. Gonion of Each Mandibular Border
32. Both Mandibular Borders
33. Both Mandibular Canals
34. Both Mandibular First Molars
35. The Lower Border of Both Third Molar Follicles
A note about learning from passing the quizzes…
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The most important concepts to take away when you learn this module is that you must identify and correctly trace or digitize the 35 structures listed in this module. You also must know the name of each structure (including both sides, if the structure is bilateral) and how to name and spell the name correctly. This may seem trivial and excessively detailed, but it is valuable information to remember when you are working clinically to know that you are being as accurate as possible in your procedure.
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The quiz questions regarding a group of structures have been randomized so you will learn to recall their names out of context, out of order on the list. You will also learn to spell these names. Unfortunately, you will need to memorize this content. As your knowledge of these landmarks and tracing points grows, you will start to recognize patterns in a patient’s facial structures without the need for a ceph headfilm. Then, when you examine a patient you will recognize the type of skeletal pattern the patient has and conclude how difficult that patient will be to treat orthodontically.
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After you have viewed this presentation and passed all of the quiz questions, you should definitely rest your brain with sleep. Then all of this new learning will be transferred to your cortex for long-term storage. When you take the Knowledge Quiz, you should try to answer each question without reference to the script or tracing checklist. If you can pass the Knowledge Quiz by just recalling what is stored in your brain, you will be much more likely to recall the correct information when you are in clinic without looking it up. You will have learned it once and for all!
Lesson 30.45 - 40 Common Cephalometric Measures
Cephalometrics - Chapter Five- 40 Common Cephalometric Measures –written and produced by Dr. Robert Little and Dr. Rebecca Poling.
Presentation: 60 minutes Run Time, Knowledge Quiz: 48 Questions, 5 CE Credits
Resources -The Resources for this course are:
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Chapter 5: Cephalometric Measures Script that contains the notes of the narration of each slide.
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CEPH-05A-Ceph Measures Steps Checklist lists the steps for measuring and analyzing 40 common ceph relationships.
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CEPH-06A-Ceph Measures Quality Checklist is a checklist for you to use to check the quality of your measuring a ceph image to diagnose a patient’s skeletal and dental relationships.
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Ceph Grid of 40 Measures-This is a summary grid of the 40 measures taught in this course. Print out or have handy on your computer as you learn this course. At the end of this course you should be able to look at this grid and visualize the position of the angle or millimeters of the measure. You should also recognize the shape of a normal relationship as well as the diagnostic indications of an abnormal relationship measure. Finally, you should be able to list some limits of the measure that make it inaccurate.
Goal: Your goal in this chapter will be to learn the 40 commonly used cephalometric measurements. These are but a small sample of the measurements that have been proposed since the cephalometer was first introduced in the early 1930’s. Understanding these presented in this lesson will prepare you to easily grasp other measurements that may be preferred in your practice.
Objectives-At the conclusion of this chapter the you will
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Describe how cephalometric measurements are a diagnostic tool of the structures of the head
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Identify and name the measures that evaluate the relationships of the
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Mandible and the maxilla to the cranium
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Mandible to the maxilla
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Dentures to each other
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Incisors to the alveolus or apical base of the maxilla and mandible
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Chin button to the mandible and facial profile
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Overall facial proportions, and the
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General facial pattern or facial type.
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Recognize a “normal” relationship
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Explain how a measure is diagnostic of a deviation from “normal”
The 40 measures are:
3 Primary Planes of Reference |
Sella - Nasion (S - N) |
Frankfort Horizontal (FH located from Po to Or) |
Facial Plane (N - Pg) |
Mandible to Cranium Relationship |
Facial Angle (FH - NPgº) |
S - N to Facial Plane (SN-Pgº) |
S-N Plane to B Point (SNBº) |
Maxilla to Cranium |
SN Plane to NA (SNAº) |
Nasion-A to Frankfort Horizontal (NA-FHº) |
Mandible to Maxilla |
NA to NB (ANBº) |
NA to NB (ANBº) high-angle patient |
AB to Nasion-Pogonion (ABNPgº) |
AB to Nasion-Pogonion (ABNPgº) high-angle patient |
Angle of Convexity (NA-APgº) |
Angle of Convexity (NA-APgº) high-angle patient |
A-B to Occlusal Plane (AB-OcPlº) |
A-B to Occlusal Plane (AB-OcPlº) high-angle patient |
Maxillary to Mandibular Dentures |
Interincisal Angle (U1-L1º) |
Occlusal Plane Angle to FH (OcPl-FHº) |
Occlusal Plane Angle to FH (OcPl-FHº) high-angle patient |
Occlusal Plane Angle to FH (OcPl-FHº) high-angle patient before and after surgery |
Occlusal Plane Angle to SN (OcPl-SNº) |
Overbite (OB mm) |
Overbite (OB mm) and measuring an openbite |
Overjet (OJ mm) |
Incisor Position |
Lower Incisor to Facial Plane (L1-NPg mm) |
Lower Incisor to A - Pg Plane (L1-APg mm) |
Lower Incisor Mandibular Plane Angle (L1-MPº or IMPAº) |
Lower Incisor Mandibular Plane Angle (L1-MPº or IMPA) high-angle patient |
Lower Incisor to Frankfort Horizontal (FMIAº) |
Lower Incisor to Occlusal Plane (L1-OcPlº) |
Lower Incisor to NB in Degrees (L1 - NBº) |
Lower Incisor to NB in Millimeters (L1-NB mm) |
Upper Incisor to N - A in Degrees (U1-NAº) |
Upper Incisor to N - A in Millimeters (U1-NA mm) |
Upper Incisor to S - N (U1-SNº) |
Upper Incisor to Frankfort Horizontal (U1-FHº) |
Measurements to Chin |
Chin button (Pg-NB mm) |
Holdaway Ratio (L1-NB mm verses Pg-NB mm) |
Facial Proportions |
Y Axis to SN (SG-SNº) |
Y Axis to Frankfort Horizontal (SG-FHº) |
Percent Nasal Height (% NH ) |
Mandibular Plane Angle to Sella Nasion (MP-SNº) |
Mandibular Plane Angle to Frankfort Horizontal (FMAº) |
Facial Pattern |
"H" Angle (NB to Chin/Upper Lipº) |
Upper Lip to Esthetic Plane (U Lip to Nose/Chin mm) |
Lower Lip to Esthetic Plane (L Lip to Nose/Chin mm) |
Chin to N-FH Perpendicular (“0" Meridian mm) |
All of the quizzes of this chapter are to help you learn these common measures and become familiar with measurements that are “normal” so that you will recognize when you look at a ceph radiograph, you will see where there is a problem, even without measuring the ceph. When you are an experienced clinician, you will be able to look at a patient, suspect which relationships are not “normal” and then confirm your suspicions with a cephalometric analysis.
A note about learning from passing the quizzes…
The most important concepts to take away when you learn this module is that you must identify and correctly measure or digitize the 40 basic measures listed in this lesson. You also must know the name of each measure, the abbreviation of it, the construction of it, the calculation of it, the meaning or diagnosis of the result, and the limits that might make the measure less accurate. This is a lot of detail, but once you understand the meaning of these 40 common cephalometric measures you will be have much more expertise in diagnosis of the relationships of the hard and soft tissues of the skull.
The embedded quiz questions in the presentation and on the Knowledge Quiz are all “teaching questions” to help you really learn and understand cephalometric evaluation and diagnosis. It is a lot of learning. The learning and retention are important, not the score on the Knowledge Quiz.
After you have viewed this presentation and passed all of the embedded quiz questions, you should definitely rest your brain with sleep. Then all of this new learning will be transferred to your cortex for long-term storage. When you take the Knowledge Quiz, again, try to answer each question without reference to the script or Ceph Measures Grid. If you can pass the Knowledge Quiz by just recalling what is stored in your brain, you will be much more likely to recall the correct information when you are in clinic without looking it up. You will have learned it once and for all!
Lesson 30.46 - Digitizing a Cephalometric Image with Dolphin Software
Presentation: 10 minutes Run Time, Knowledge Quiz: 0 Questions, 1 CE Credits
This movie was recorded in 2015 by Dr. Poling when she was teaching orthodontic residents at New York University. There are no embedded quiz questions or a Knowledge Quiz. This is just a sample of the procedure of digitizing and then computer analysis of the dental and bony relationships of a patient. In practice, there will be new software programs available that will be more advanced than this sample program.
Lesson 30.47 - Producing a Cephalometric Superimposition Tracing by Hand
Cephalometrics - Chapter Seven- Producing a Cephalometric Superimposition Tracing by Hand –written and produced by Dr. Robert Little and Dr. Rebecca Poling.
Presentation: 20 minutes Run Time, Knowledge Quiz: 10 Questions, 1 CE Credit
Resources -The Resources for this course are:
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Chapter 7: Cephalometric Superimposition Script that contains the notes of the narration of each slide.
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CEPH-07A-Ceph Superimposition Steps Checklist lists the steps for performing an accurate Superimposition Tracing or digitizing of a superimposition of two cephalometric images
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CEPH-08-Ceph Superimposition Quality Checklist is a checklist for you to use to check the quality of your superimposition of two headfilm tracings for measuring changes in a patient’s skeletal and dental relationships between two time periods.
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Check that your cephalometric software that is used to create cephalometric superimpositions actually does accurate superimpositions. The superimposition procedure has been difficult to program in computer software. Otherwise, you will be making incorrect conclusions about the changes that have occurred during the different treatment time periods.
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Several articles relevant to the superimposition of cephalometric headfilm tracings.
Goal: Your goal in the following chapter will be to produce accurate cephalometric superimposition tracings. There are a number of superimposition techniques used by orthodontists. Understanding those presented in this chapter will prepare you to easily grasp other methods that may be preferred in your practice.
Rationale-What is the rationale for assessment with a superimposition?
A single cephalometric film permits interpretation of the patient's skeletal and facial profile status at only one moment in development and treatment. A series of cephalometric headfilms taken on the same patient over a period of time, also called “serial cephalometric films,” are invaluable to monitor change over time and treatment.
Comparing the tracings of one film against the tracing of a film taken at a later time is done by creating a superimposition and then interpreting the differences between the two films. Interpreting serial headfilms can reveal the following:
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Changes of size and position of skeletal structures
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Changes in tooth position
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Changes in facial profile
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The effects of orthodontic treatment on structures of the head
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Changes due to relapse after treatment and
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Some prediction of future growth or changes with treatment and the prognosis for achieving results with different treatment plans.
This course teaches you the traditional method of hand-tracing a cephalometric superimposition tracing. Today, many cephalometric image digitizing companies may suggest their software does accurate superimposition tracings. Carefully analyze if the cephalometric images are correctly enlarged using a sizing template relevant to the other images that will be included in the superimposition. Also, be certain that the cephalometric images are superimposed accurately on the correct registration points by the computer software program.
Lesson 30.48 - Cephalometric Summary-Putting it all together…
This lesson is a lecture given by Dr. Poling at the AAO Annual Session in 2012. It was written and produced by Dr. Rebecca Poling. The Goal of this presentation is to put all of this information together so you understand the big picture of Cephalometrics.
Presentation: 45 minutes Run Time, Knowledge Quiz: 0 Questions, 2 CE Credits
40.02 Basic Orthodontic Diagnosis And Treatment Planning Process
by Dr. Rebecca poling
3.0 CE Credits
1 Lessons
0hr 55min
Course Description
40.02 Basic Orthodontic Diagnosis And Treatment Planning Process Course
Presentation: 55 minutes Run Time, Knowledge Quiz: 19 Questions, 3 CE Credits
Contents Basic Orthodontic Diagnosis And Treatment Planning Process Course
This course teaches a diagnostic process that is used generally to identify and solve problems. It is a way of thinking. It is useful in determining the cause of any problem and then figuring how to fix the cause.
Since this course was originally produced to train dental students at New York University, it is focused on identifying and diagnosing orthodontic problems and developing limited orthodontic treatment plans that involve clear aligner treatment provided by a dentist. This limited orthodontic treatment by dentists is very different from comprehensive treatment by orthodontists. Comprehensive orthodontic treatment focuses on achieving the best skeletal relationships and an ideal functional occlusion, in addition to excellent esthetics and long-term stability. Limited treatment by dentists is more focused on esthetics and long-term stability. This difference in orthodontic treatment performed by dentists or that performed by orthodontists is reflected in the treatment objectives or desired treatment results which are determined by the patient, not the practitioner.
This course covers the process of listing the orthodontic problems a patient has that can be treated by the dental professional. The process then involves diagnosing the primary cause of each problem. The next step focuses on identifying the desired outcomes of treatment that will satisfy the patient’s concerns and achieve a healthy result. Once the patient communicates the treatment objectives, the dental practitioner develops treatment plan options that will satisfy the treatment objectives of the patient. The patient then selects the desired treatment option and the dentist submits the case with a prescription that will achieve the desired objectives and then edits the treatment proposal until it appears to achieve the desired result. The patient approves the aligner treatment proposal so that treatment may begin. This usually results in satisfied patients
This protocol is a process of knowing where you are going before you start, or treatment planning with the end in mind.
Goal-The Goal of this course is to instruct the learner in the process of diagnosis and treatment planning that will guide the practitioner to the best treatment result.
Objectives-At the completion of this course the learner will be able to
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Write a problem list
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Write a diagnosis of the root cause and contributing factors to each problem
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Develop the treatment objectives for the correction of each problem
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Identify treatment options for each problem, listing the time involved for treatment, the cost involved for treatment, the advantages and disadvantages of each treatment option, and the ranking of each treatment option for addressing the concerns of the patient
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Share a summary of the treatment options with the patient to help the patient select the best treatment option when there is more than one option. Have the patient select the desired treatment option.
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Develop a list of special instructions for precise tooth movements on a treatment prescription that will address the desired treatment outcomes
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Make all necessary adjustments to the animated treatment plan (Invisalign ClinCheck) to achieve the treatment results
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Write a Final Treatment Plan to be followed that includes the final retention procedures that will hold the results indefinitely
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Obtain patient final approval of the selected treatment plan animation (ClinCheck) and approval of the Final Treatment Plan guiding procedures at each appointment. This will engage the patient in the treatment improving compliance and patient satisfaction with the results. A negative of this engagement of the patient, is that some patients get very picky and frustrated if
Sections of the Basic Orthodontic Diagnosis And Treatment Planning Process Course
This course trains the learner in a process of diagnosis and treatment planning. To help the individual learn the steps of this process are several worksheets directing the student in the tasks that must be completed for each step. These worksheets are:
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A worksheet for writing a problem list, a diagnosis of each problem, and treatment options for each problem
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A worksheet for developing a list of treatment objectives that will serve as a guide for determining success of treatment
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A worksheet to identify all possible treatment options, their advantages and disadvantages, to share all possible treatment options with the patient when there is more than 1 treatment option so the patient can select the best one
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A worksheet to develop a list of special instructions for precise tooth movements to be made on the animation treatment plan prescription
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A worksheet to write a Final Treatment Plan that includes special procedures including elastic wear, temporary anchorage devices, micro-osteoperforations, and retention procedures that will hold the result indefinitely
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An outline about how to prepare for and conduct a Treatment Consult with the patient reviewing and approving the ClinCheck, reviewing the risks of treatment informing the patient about the risks and responsibilities of treatment, and agreeing to the proposed Final Treatment Plan
This course has the following sections:
1. Writing a problem list
2. Diagnose each problem determining the root cause of the problem
3. Develop the treatment objectives for each problem and 5 desired outcomes
4. Planning Invisalign Treatment Options
5. Specify detailed instructions on the final selected treatment option for fabricating aligners
6. Editing a treatment plan animation such as a ClinCheck Treatment Plan by Align Technology
7. Writing a final Treatment Plan that will guide the delivery of treatment
8. Consult with the Patient regarding the Final Treatment Plan
Learning Activities of the Course
The primary learning activities is for each student to think and work through the worksheets of the course. Ideally, each student should work with a mentor in listing the problems and root causes of problems in different cases. There are about 19 teaching quiz questions embedded in the presentation that help the learner focus on the important points of this course. There are also about 19 Knowledge Quiz questions that are designed to measure learning the objectives of the course. There are a few Steps Checklists to help the student learn the steps of this 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, a clinical performance assessment may be used to evaluate the student diagnosing and treatment planning sample cases with follow up records when the patients were finished with treatment. Data regarding the diagnostic skills of students could then be collected and analyzed for documentation of learning this process. No data that is collected on students 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 dental practitioner who provides orthodontic treatment to patients must know how to diagnose and treatment plan patients. If a dentist or orthodontist does not know where the teeth need to be nor how to keep them there, the practitioner will not be able to provide successful treatment to patients.
This course should be taught to all orthodontic residents, dental students, dental hygienists, dental assistants, and orthodontic assistants when they are in training because in anything we do, diagnosis of problems and then correction of problems is a key skill in life.
50.01 About Invisalign Treatment
by Dr. Rebecca poling
2.0 CE Credits
1 Lessons
0hr 0min
OrthoTraining.com offers a comprehensive curriculum in Basic Orthodontics for the entire team. These courses teach how to perform an orthodontic exam, produce ABO-quality orthodontic photographs, impressions, scans, models, cephalometric analysis, and a diagnosis and treatment planning process.