Module: Advanced Chairside Assisting
Faculty Teaching Guide for Expanded
Functions
Module - Advanced Chairside Assisting
1
Faculty Teaching Guide for Expanded Functions
Faculty Teaching Guide for Expanded Functions
Module: Advanced Chairside Assisting
Module Overview
A simple definition of an expanded function dental assistant is an individual who is permitted by the state in
which he/she resides to perform specific tasks independently but under the direct supervision of a dentist. The
advantage of having a dental assistant with expanded functions is that the dentist is then freed up to do other
duties. This module discusses a variety of expanded chairside functions that includes dental dam, matrix and
wedge, and coronal polish.
The Big Picture
Faculty Teaching Guide
for Expanded Functions
Module:
Advanced Chairside
Assisting
Section 1:
Advanced Chairside
Assisting
Part A: Restorative
Techniques
Part B: Gingival Retraction
Part C: Preventive
Procedures
Part D: Expanded
Functions
Resources
This module utilizes the following learner resources:
Textbook: Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead.
Delmar Learning, 2004. ISBN 1-4018-3480-9.
Workbook: Workbook to Accompany Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J.
Phinney and Judy Halstead, prepared by Karen L. Waide, Delmar Learning, 2004. ISBN 1-4018-3483-3.
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Module: Advanced Chairside Assisting
Instructor’s Manual: Instructor’s Manual to Accompany Delmar’s Dental Assisting, A Comprehensive Approach,
2nd edition, by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN 1-4018-3482-5.
Electronic CD-ROM: Delmar’s Dental Assisting Interactive Skills and Procedures CD-ROM, ISBN 1-4018-3485X.
Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide and the PowerPoint Presentation for
Expanded Functions.
Additional Resources
Materials and Procedures for Today’s Dental Assistant, by Ellen Dietz, Delmar Learning, 2004. ISBN 0-76682659-7.
Electronic Classroom Manager to Accompany Delamr’s Dental Assisting, A Comprehensive Approach, 2nd edition,
by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN: 1-4018-3484-1.
Section 1: Advanced Chairside Assisting
Section Overview
Advanced chairside procedures include techniques that are specific advanced tasks that require skill and
responsibility. Throughout this section the learners will be concentrating on each part of expanded functions which
includes dental dam, matrix and wedge, placing cavity liners, cement bases, gingival retraction, coronal polish,
enamel sealants, suture removal, and bleaching techniques.
Teaching Tip
Outline of Section
Part A: Restorative Techniques
Part B: Gingival Retraction
Part C: Preventive Procedures
Part D: Expanded Functions
Learning Objectives and Competencies
These learning activities directly address the Learning Objectives and
Competencies as stated.
Practice good
facilitation skills when
conducting activities
and class discussion.
Pay attention to
learners who are not
participating. Attempt
to determine factors
that might motivate or
reduce their
motivation, and act
accordingly.
Knowledge
1. List the different types of gingival retraction.
2. Name the types of sealant materials.
3. State the benefits of bleaching.
4. List the different material types that can be used for liners, bases, and cavity varnishes.
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Faculty Teaching Guide for Expanded Functions
Comprehension
5. Describe the purpose of a dental dam.
6. Explain the function of the matrix and wedge.
7. Discuss the objective for using liners, bases, and cavity varnishes.
8. Summarize the use of the retraction cord.
9. Describe coronal polish.
10. Explain the equipment and materials used for coronal polish.
11. Discuss the purpose of an enamel sealant.
12. Summarize the purpose of sutures.
13. Describe bleaching techniques.
Application
14. Demonstrate an understanding of the supplies used for suture removal.
15. Describe and demonstrate how to prepare the dental dam material.
16. Demonstrate the assembly of a tofflemire and matrix.
Learning Activities
These learning activities directly address the Learning Objectives and Competencies as stated.
[Insert In-Class Activity icon] Placing and Removing the Dental Dam (Part A, Objectives 5 and15)
[Insert In-Class Activity icon] Assembly, Placement, and Removal of the Tofflemire Matrix (Part A,
Objectives 6 and 16)
[Insert In-Class Activity icon] Placement and Removal of the Strip Matrix (Part A, Objectives 6 and 16)
[Insert In-Class Activity icon] Removal of the Strip Matrix (Part A, Objectives 6 and 16)
[Insert In-Class Activity icon] Placing Cavity Liners (Part A, Objectives 4 and 7)
[Insert In-Class Activity icon] Placement of Cement Bases (Part A, Objectives 4 and 7)
[Insert Homework Assignment icon] Textbook Assignment (Part A, All Objectives)
[Insert Homework Assignment icon] Interactive Skills and Procedures CD-ROM (Part A, Objectives 5
and 15)
[Insert In-Class Activity icon] Placing and Removing Retraction Cord (Part B, Objectives 1 and 8)
[Insert In-Class Activity icon] Polishing with Rubber Cup (Part C, Objectives 9-10)
[Insert In-Class Activity icon] Using the Prophy Brush (Part C, Objective 9-10)
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Module: Advanced Chairside Assisting
[Insert In-Class Activity icon] Polishing with Dental Tape and Dental Floss (Part C, Objective 9-10)
[Insert In-Class Activity icon] Coronal Polish (Part C, Objective 9-10)
[Insert In-Class Activity icon] Placing Enamel Sealants (Part C, Objectives 2-11)
[Insert In-Class Activity icon] Vital Teeth Bleaching (Part D, Objective 3 and 13)
[Insert In-Class Activity icon] Removal of Sutures (Part D, Objective 12 and 14)
[Insert Homework Assignment icon] Workbook Assignment (Part D, All Objectives)
[Insert Homework Assignment icon] End of Chapter Activities (Part D, All Objectives)
Part A: Restorative Techniques
Overview
The technique in which teeth are restored is a complex and precise procedure. To restore a tooth means to
replace missing or carious enamel with some type of filling material. The dental assistant’s purpose in this
procedure would be focusing on patient education and maintaining correct isolation and visibility for the dentist.
This Part points out the importance and use of rubber dam, matrix and wedges, and bases and liners.
Initial Questions and Activities
1. How many of you have ever had a rubber dam placed? With the first placement did the dental team explain
what it may feel like?
There will be a variety of responses to this question depending on learner’s previous experience.
Encourage learners to share their experiences with the class. Discuss the importance of informing the
patient before a procedure.
Key Concepts
References and Activities
Slides
Introduction to Module
Slides 1-2
Introduction to Section
Slides 3-5
Key Terms
Chapter ____, pgs. ____
Slides 6-7
Restorative Techniques
Chapter ____, pgs. ____
Slides 8-17
[Insert Group Activity icon] Placing and
Removing the Dental Dam
[Insert Group Activity icon] Assembly,
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Faculty Teaching Guide for Expanded Functions
Key Concepts
References and Activities
Slides
Placement, and Removal of the Tofflemire
Matrix
[Insert Group Activity icon] Placement and
Removal of the Strip Matrix
[Insert Group Activity icon] Placing Cavity
Liners
[Insert Group Activity icon] Placement of
Cement Bases
[Insert Home Ass icon] Textbook Assignment
[Insert Home Ass icon] Interactive Skills and
Procedures CD-ROM
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Act [ ] Evaluation
[Insert In-Class Act icon]

In-Class Activities
Placing and Removing the Dental Dam (Part A, Objectives 5 and 15). Goal: To have learners set up and
prepare for practicing the technique and placement of the dental dam. Instructor should ensure enough
materials and supplies are available for learners. Learners should be placed into teams for the procedure.
Learners should be graded on the procedure steps as outlined on pg. ____, Chapter ____. Learner workbooks
contain check off sheets that can be utilized.

Assembly, Placement, and Removal of the Tofflemire Matrix (Part A, Objectives 6 and 16). Goal: To have
learners prepare supplies needed for practicing the technique of tofflemire assembly, to have learners practice
positioning the tofflemire matrix on the tooth, and to have learners practice removing the tofflemire matrix and
wedge after the restoration is filled. Instructor should ensure enough materials and supplies are available for
learners. Learners should be placed into teams for the procedure. Learners should be graded on the
procedure steps as outlined on pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can
be utilized.
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Module: Advanced Chairside Assisting

Placement and Removal of the Strip Matrix (Part A, Objectives 6 and 16) Goal: To have learners practice
placing and removing a strip matrix. Instructor should ensure enough materials and supplies are available for
learners. Learners should be placed into teams for the procedure. Learners should be graded on the
procedure steps as outlined on pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can
be utilized.

Placing Cavity Liners (Part A, Objectives 4 and 7) Goal: To have learners prepare and utilize cavity liners.
Instructor should ensure enough materials and supplies are available for learners. Learners should be placed
into teams for the procedure. Learners should be graded on the procedure steps as outlined on pgs. ____,
Chapter ____. Learner workbooks contain check off sheets that can be utilized.

Placement of Cement Bases (Part A, Objective 4 and 7) Goal: To have learners prepare and manipulate
cement bases. Instructor ensure enough materials and supplies are available for learners. Learners should be
placed into teams for the procedure. Learners should be graded on the procedure steps as outlined on pgs.
____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.
[Insert In-Class Dis Ques icon] In-Class
Discussion
1. If you are preparing a dental dam for tooth # 3 to be restored and tooth #2 was missing which tooth would be
the anchor tooth? Why?
The anchor tooth would be tooth # 1 No hole would be punched for tooth #2 to prevent saliva leakage.
2. Explain how a patient could communicate with the dental team while the dental dam is in place?
With a hand, or arm, or finger motion. Possibly even with the eyes. There could be several answers to
this question. Instructor is to use their judgment and discuss with class.
[Insert Home Ass icon]
Homework Assignments
Textbook Assignment. Learners are to read Chapter ____ .
Interactive Skills and Procedures CD-ROM. Using the CD-ROM, have learners
practice the three rubber dam case studies until proficient.
Presentation Tools
Teaching Tip
Focus on why learning
about this subject is
necessary, and an
obligation, to ensure the
highest standard of
patient care. Discuss
why each activity is
important for learners to
understand and to
practice skills until
proficient.
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
Slide 1
[Insert EF 1-1]
Power Point Presentation for Expanded Functions
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Faculty Teaching Guide for Expanded Functions
EF – Stands for Expanded
Module: Advanced Chairside Assisting
Functions. The 1st “1”
Introduce the module
indicates the Module titled
Advanced Chairside Assisting.
The 2nd number indicates the
slide number.
Slide 2
[Insert EF 1-2]
Module: Advanced Chairside Assisting
Introduce the section and each part.
Slide 3
[Insert EF 1-3]
Section 1: Advanced Chairside Assisting
Discuss each objective in detail. Learners need to know
what they will be learning and why. Try to relate it back to
their careers as dental assistants.
Slide 4
Section 1: Advanced Chairside Assisting (cont.)
[Insert EF 1-4]
Continue to discuss each objective in detail.
Slide 5
Section 1: Advanced Chairside Assisting (cont.)
[Insert EF 1-5]
Continue to discuss each objective in detail.
Slide 6
[Insert EF 1-6]
Key Terms
Define each key term. Explain that these key terms will
be discussed in more depth throughout the module.
Slide 7
[Insert EF 1-7]
Key Terms
Continue to discuss the key terms.
Slide 8
[Insert EF 1-8]
Part A: Restorative Techniques
Introduce learners to the restorative techniques
discussed in this section.
Explain the purpose of a dental dam and the advantages
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Module: Advanced Chairside Assisting
of using a dental dam.
Discuss reasons for why a dental dam may not be used
on a patient.
Slide 9
[Insert EF 1-9]
Dental Dam Instruments and Materials
Explain the various types of materials and equipment
used for the dental dam procedure.
Note to the Instructor: In addition to the slide example,
provide hand held visual aids when possible to increase
learning opportunities. The textbook offers figures that
also may be useful in providing visual examples. For
further resources on this subject refer to Delmar’s
Materials and Procedures for Today’s Dental Assistant,
by Ellen Dietz, 2004. ISBN 1-4018-3733-6.
Address the usage of each material, the shelf life of these
materials, and how each type should be stored.
Slide 10
[Insert EF 1-10]
Preparation for Dental Dam Placement
Explain how a patient should be educated on the dental
dam placement procedure.
Note to the Instructor: Call a learner up to the front of
the class to be the patient. Demonstrate to the learners
how a DA may talk to the patient about the procedure.
Discuss how the oral cavity needs to be examined for
missing teeth, maligned teeth, and fixed prosthodontics
prior to the placement of the dental dam.
Explain how to identify the tooth that needs to be
restored.
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Faculty Teaching Guide for Expanded Functions
Slide 11
[Insert EF 1-11]
Punching the Dental Dam
Discuss how the dental dam is divided for maxillary or
mandibular arch.
Define what punching the dental dam means.
Explain that the punch must follow the patients arch with
3 to 3.5 mm between each tooth.
Explain that the punched dam includes 1 to 2 teeth distal
to the restored tooth.
Discuss the common errors that can occur when
punching the dental dam.
Slide 12
[Insert EF 1-12]
Dental Dam Placement
Review each procedure step for dam placement as
outlined in Chapter ____.
Address patient education issues when working with
pediatric patients preparing them for the dental dam
procedure.
Question: What differences might there be in placing a
dental dam on an adult vs. a child?
Discuss the alternatives available to full dental dam
placement.
Explain what a Quickdam is and how the procedure is
performed.
In-Class Activity: Stop here for the Placing and
Removing the Dental Dam activity.
Slide 13
[Insert EF 1-13]
Matrices and Wedges
Define the term matrix.
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Module: Advanced Chairside Assisting
Explain the purpose of the matrix band and the retainer.
Discuss the parts of a tofflemire retainer.
Explain the purpose of a wedge and discuss the different
types used.
Describe the assembly of the tofflemire and matrix.
Slide 14
[Insert EF 1-14]
Types of Matrices
Explain the different uses of each type of matrix.
Discuss sectional matrix systems and their purpose.
Explain each step in the Tofflemire Matrix procedure as
well as the Strip Matrix procedure outlined in the
textbook. Ask for questions as each procedure is
discussed to ensure learner understanding.
In-Class Activity: Stop here for the Assembly,
Placement, and Removal of the Tofflemire Matrix and the
Placement and Removal of the Strip Matrix.
Slide 15
[Insert EF -15]
Preparation and Treatment of a Cavity
Explain what is involved in cavity preparation.
Compare and discuss the difference between each type
of pulpal involvement.
Explain the different treatment options for each type.
Discuss the various types of treatment of the cavity
preparation.
Address the difference between indirect and direct pulp
capping.
Slide 16
[Insert EF 1-16]
Placement of Cavity Liner
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Faculty Teaching Guide for Expanded Functions
Point out where cavity liners are placed and why.
Discuss how liners are also low strength bases.
Explain the different materials that can be used as a
cavity liner.
Review each step in the placing of a cavity liner as
outlined in the textbook.
In-Class Activity: Stop here for the Placing Cavity Liners
activity.
Slide 17
[Insert EF 1-17]
Placement of Cavity Varnish and Cement Bases
Point out the purpose of a cavity varnish.
Discuss how cement bases are high strength bases.
Explain the use of a cement base.
List the materials that can be used for a cement base.
Review the steps involved in the placement of cement
bases as outlined in the textbook.
In-Class Activity: Stop here for the Placement of
Cement Bases activity.
Homework Assignment: Stop here to assign and
discuss the homework.
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Module: Advanced Chairside Assisting
Part B: Gingival Retraction
Overview
Teaching Tip
Gingival retraction is a major part of the crown preparation procedure. Without
correct cord placement the impression would be inadequete therefore causing an
incorrect fit of the crown. The dental assistant’s main purpose during this
procedure would be to ensure that the preparation has no moisture around it and
Remind learners that
they should know these
terms without thinking –
like they know their right
and left. Use proper
terminology often when
discussing dental
concepts.
that the impression is placed immediately following the cord removal.
Initial Questions and Activities
1. What might a patient be feeling when they come in to a dental office to have a missing tooth replaced?
Why is it important to understand the patient’s feelings?
Answers will vary. Point out the importance of being sensitive to the patients’ feelings, fears, and
anxieties. Talk about how to respond these feelings in a professional manner.
Key Concepts
References and Activities
Slides
Gingival Retraction
Chapter ____, pgs. ____
Slides 18-19
[Insert Group Activity icon] Placing and
Removing the Retraction Cord
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon]

In-Class Activities
Placing and Removing the Retraction Cord (Part B, Objectives 1 and 8). Goal: To have learners prepare the
items needed to place and remove the retraction cord. Instructor should ensure enough materials are available
for learners. Learners should be placed into teams for the procedure. Learners should be graded on the
procedure steps as outlined on pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can
Teaching Tip
be utilized.
[Insert In-Class Dis Ques icon] In-Class
Discussion
1. Explain why is it important to closely monitor a patient when using Epinephrine?
The Epinephrine increases the heart rate and could cause a conflict with
patients who may have certain medical conditions and some medications.
13
Focus on why learning
about this subject is
necessary, and an
obligation, to ensure the
highest standard of
patient care. Discuss
why each activity is
important for learners to
understand and to
practice skills until
proficient.
Faculty Teaching Guide for Expanded Functions
Ideas for learners struggling with this material …
 Flash Cards. Have learners develop flash cards. On one side of their flash cards learners should create
questions that help them review the material they need to know. On the other side learners should place the
answers. Encourage learners to then use these cards to study the material. The cards can also be used when
studying with other learners. Have them play jeopardy with the cards. One person gives the answer and
another must ask the question.
Ideas for learners who are ahead and want to learn more…
 Web Research. Have learners research more about latex allergy on the internet. Have learners write a short
oral report on the information found and provide the web site addresses that were visited.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
Slide 18
[Insert EF 1-18]
Part B: Gingival Retraction
Review Part A and the homework. Make sure that any
remaining questions are answered.
Introduce Part B.
Explain why a gingival retraction is done.
Discuss the various types of retraction cords that are
available.
Address the types of gingival retractions that can be
accomplished and how each of these procedures is done.
Slide 19
[Insert EF 1-19]
Placement of the Retraction Cord
Discuss each of the procedure steps for placing and
removing the retraction cord as outlined in the textbook.
In-Class Activity: Stop here for the Placing and Removing
the Retraction Cord activity.
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Module: Advanced Chairside Assisting
Part C: Preventive Procedures
Overview
Teaching Tips
Being proactive is always better than reactive. During this part the learners will
gain an understanding as to how to educate patients on preventive dental care
during various types of procedures.
Initial Question and Activities
1. Can a cavity be prevented?
Yes to some degree good oral hygiene habits can prevent not only decay
When asking questions of
learners, count to thirty
before going on if you don’t
get an immediate answer.
Remember learners need
time to process your
question, apply it to what
they know, formulate a
response, and sometimes
to get up the courage to
respond. Try not to
answer your own question.
but also gingivitis.
Key Concepts
References and Activities
Introduction to Part C
Preventive Procedures
Slides
Slide 20
Chapter ____, pgs. ____
Slides 21-34
[Insert Group Activity icon] Polishing with the
Rubber Cup
[Insert Group Activity icon] Using the Prophy
Brush
[Insert Group Activity icon] Polishing with
Dental Tape and Dental Floss
[Insert Group Activity icon] Coronal Polish
[Insert Group Activity icon] Placing Enamel
Sealants
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Inset In-Class Act icon] In-Class Activities
 Polishing with the Rubber Cup (Part C, Objectives 9-10). Goal: For learners to gain experience with the
positioning techniques of the rubber cup. Instructor should ensure enough materials are available for learners.
Learners should be placed into teams for the procedure. Learners should be graded on the procedure steps
as outlined on pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.
15
Faculty Teaching Guide for Expanded Functions

Using the Prophy Brush (Part C, Objectives 9-10) Goal: For learners to gain experience using the prophy
brush. Instructor should ensure enough materials are available for learners. Learners should be placed into
teams for the procedure. Learners should be graded on the procedure steps as outlined on pgs. ____,
Chapter ____. Learner workbooks contain check off sheets that can be utilized.

Polishing with Dental Tape and Dental Floss (Part C, Objectives 9-10) Goal: To have learners gain
experience using dental tape and dental floss. Instructor should ensure enough materials are available for
learners. Learners should be placed into teams for the procedure. Learners should be graded on the
procedure steps as outlined on pgs. ____, Chapter ____. Learner workbooks contain check off sheets that
can be utilized.

Coronal Polish (Part C, Objectives 9-10) Goal: To have learners prepare supplies needed to gain experience
performing a coronal polish. Instructor should ensure enough materials are available for learners. Learners
should be placed into teams for the procedure. Learners should be graded on the procedure steps as outlined
on pgs. ____, Chapter ____. Learner workbooks contain check off sheets that can be utilized.

Placing Enamel Sealants (Part C, Objectives 2-11). Goal: For learners to again experience using sealant
materials. Instructor should ensure enough materials are available for learners. Learners should be placed
into teams for the procedure. Learners should be graded on the procedure steps as outlined on pgs. ____,
Chapter ____. Learner workbooks contain check off sheets that can be utilized.
[Insert In-Class Dis Ques icon] In-Class
Discussion
Teaching Tip
1. If you are placing a sealant on tooth # 19 and saliva contamination occurs
should you re-etch before replacing the sealant? Why?
Yes because if saliva contamination occurs it will close the enamel rods
of the tooth causing the sealant to not adhere.
Ideas for learners struggling with this material …

Read TheText. Encourage the learners to read the text a few times. The first
time is preview, the second time will be effective learning, and the third time is
Encourage learners to
critically think about the
material presented and
how it relates to the
workplace. Consider
having questions already
prepared to ask during
appropriate times. Also
write down good
questions posed by
learners for future
classes for even for
exam questions.
important review.
Ideas for learners who are ahead and want to learn more…

Web Research. Have learners go to the website http://www.gingi-pak.com. After learners have visited the
website have them develop a short essay on gingi-pak.
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Module: Advanced Chairside Assisting
Slide
[Insert EF 1-20]
Part C: Preventive Procedures
Review Part B. Make sure all questions remaining from
20
Part B are addressed prior to moving on to the new
material in Part C.
Explain what is meant by oral prophylaxis.
Slide
[Insert EF 1-21]
Benefits of Coronal Polishing
Describe what a coronal polish involves.
21
Define a clinical crown.
Discuss the benefits of coronal polishing.
Slide
[Insert EF 1-22]
Conditions Requiring Modification of Coronal Polish
Techniques
22
Compare the different coronal polish techniques for
orthodontic appliances, hypersensitive teeth, green
chromogenic bacterial stain, and minor oral irritations.
Define fulcrum.
Slide
[Insert EF 1-23]
Dental Deposits
Describe soft deposits.
23
Explain the different types of stains and what they are
formed from.
Point out calculus and where it forms.
Discuss the diversity between intrinsic and extrinsic
stains.
Slide
24
[Insert EF 1-24]
Abrasives
Explain the rate of abrasion.
Point out the different types of abrasives and what they
are used to remove.
Discuss the characteristics of abrasives and what the
effect these characteristics have on abrasives.
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Faculty Teaching Guide for Expanded Functions
Slide
Coronal Polish Tray Set-up
[Insert EF 1-25]
Discuss what is included on the tray setup for a coronal
25
polish.
Note to Instructor: Provide a hand held visual for each
type of equipment as much as possible. For those
unavailable, refer to the slide.
Slide
The Dental Handpiece
[Insert EF 1-26]
Describe the handpiece used for coronal polish.
26
Explain and demonstrate the grasp of the handpiece.
Slide
Polishing with the Rubber Cup
[Insert EF 1-27]
Explain the use of the rubber prophy cup.
27
Point out that rubber prophy cups can come in several
designs to fit the prophy angles.
Discuss the importance of using the correct cup when
polishing.
Note to Instructor: Hold up examples of the various
types of prophy cups. Refer learners to the textbook
examples if necessary.
Discuss each procedure step for polishing with the rubber
cup as outlined in the textbook.
Explain a fulcrum and the purpose for using it.
Slide
Polishing Strokes
[Insert EF 1-28]
Review the polishing stroke.
28
Explain the purpose of following a systematic procedure
when polishing the mouth (for example always starting in
the same area of the mouth).
Slide
Other Procedures
[Insert EF 1-29]
Point out how the prophy brush is different than a prophy
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Module: Advanced Chairside Assisting
cup.
29
Explain the surface the prophy brush is primarily used on.
Discuss the difference between dental tape and dental
floss.
Review the procedure of using the prophy brush and the
procedure of polishing with the dental tape and dental
floss as outlined in the textbook.
Slide
[Insert EF 1-30]
Procedural Considerations
Explain the different chair positions for the dental
30
assistant when they are the operator.
Discuss the lighting and patient positioning for this
procedure.
Slide
[Insert EF 1-31]
Auxiliary Polishing Aids
Explain each polishing aid and the purpose it is used for.
31
Show examples or refer learners to the textbook.
Slide
[Insert EF 1-32]
Procedural Steps to Coronal Polishing
Discuss each item needed for this procedure.
32
Explain each step of the procedure involved in coronal
polishing as outlined in the textbook.
In-Class Activity: Stop here for the Polishing the Rubber
Cup activity, the Using the Prophy Brush activity, the
Polishing Dental Tape and Dental Floss activity, and the
Coronal Polish activity.
Slide
[Insert EF 1-33]
Use of Enamel Sealants
Describe the reasons for applying a sealant.
33
Explain why sealants can not always be used.
Slide
[Insert EF 1-34]
Sealant Materials and Placement
Point out materials used for sealants.
19
Faculty Teaching Guide for Expanded Functions
Explain the polymerization methods for sealants.
34
Discuss how the dentist diagnoses a tooth for a sealant.
In-Class Activity: Stop here for the Placing Enamel
Sealants activity.
Part D: Expanded Functions
Overview
The dental assistant who is trained in expanded functions is a very valuable asset to the dental team because
they can work independantly. This Part outlines additiional techniques that are generally performed by an
expanded function dental assistant. Learners will master both the suture removal and bleaching techniques.
Initial Questions and Activities
1. Have any of you ever had your wisdom teeth removed? Did you receive
sutures? If so was the operator gentle when they were removed?
There will be a variety of answers to these questions. Allow learners to
share their personal experiences with the class and talk about the
Teaching Tip
Create an environment
where group activities
are taken seriously and
learners are expected to
act in a professional
manner. These
behaviors will carry over
into the workplace.
importance of being gentle during removal of sutures.
Key Concepts
References and Activities
Slides
Expanded Functions
Chapter ____, pgs. ____
Slides 35-41
[Insert In-Class Activity icon] Removal of
Sutures
[Insert Group Activity icon] Vital Tooth
Bleaching
[Insert Homework Ass. icon] Workbook
Assignment
[Insert Homework Ass. icon] End of Chapter
Activities
Summary of Module
Slide 42
20
Module: Advanced Chairside Assisting
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon]

In-Class Activities
Removal of Sutures (Part D, Objectives 3 and 13). Goal : Have learners prepare materials needed for
practicing suture removal. Have each learner prepare the materials for a sutue removal. Then using a
boneless chicken breast (or some other kind of meat) that has been sutured, have each learrner demonstrate
the ability to remove the sutures. This could also be done with an edentulous model.

Vital Tooth Bleaching (Part D, Objectives 3 and 13). Goal: For learners to gain
experience using bleaching materials. Instructor should ensure there are enough
materials and supplies for the class. Instructor should be the operator for this
procedure. Learners should be graded on the procedure steps as outlined on pgs.
____, Chapter ____. Learner workbooks contain check off sheets that can be
utilized.
[Insert In-Class Dis Ques icon] In-Class
Teaching Tip
Focus on why learning
about this subject is
necessary, and an
obligation, to ensure the
highest standard of
patient care. Discuss
why each activity is
important for learners to
understand and to
practice skills until
proficient.
Discussion
1. Can bleaching completely remove both intrinsic and extrinsic stains? Why?
No because intrinsic stains are formed from within the tooth. Bleaching only removes extrinsic stains
but can help to lighten intrinsic in some cases.
[Insert Home Ass icon] Homework
Assignments
Workbook Assignment. Have learners complete the workbook assignment for Chapter ____ .
End of Chapter Activities. Have learners complete the end of chapter activities in the assigned chapter from the
textbook.
Ideas for learners struggling with this material …

Change The Study Environment. Encourage learners to change their study environment. Inform them that
by eliminating any external distractions they should be able to get more done in a shorter amount of time and
retain more material.
Ideas for learners who are ahead and want to learn more

Web Research: Have learners find web sites about tooth bleaching. Have them write a short report on at least
one of the web sites and present it to the class.
21
Faculty Teaching Guide for Expanded Functions
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
Slide
[Insert EF 1-35]
Part D: Expanded Functions
35
Review Part C and the homework. Make sure that any
remaining questions are answered.
Introduce Part D
Slide
[Insert EF 1-36]
Preparing for Suture Removal
36
Discuss what is needed for the procedure of removing
sutures.
Inform learners to check the patient chart to see how many
sutures were placed in the patient’s mouth.
Explain to learners to always check the suture site for
location, number, pattern type, and tissue in the wound
area.
Slide
[Insert EF 1-37]
Suture Patterns
37
Discuss each suture pattern type.
Point out the different purpose for each type.
Slide
[Insert EF 1-38]
Removal of Sutures
38
Explain the important of knowing the suture pattern before
removal.
Review the basic criteria that should be followed when
removing sutures.
Refer learners to the various procedures as outlined in the
textbook for suture removal.
In-Class Activity: Stop here for the Removal of Suture
activity.
22
Module: Advanced Chairside Assisting
Slide
[Insert EF 1-39]
39
Slide
Bleaching Materials
Discuss the commonly used products for bleaching.
[Insert EF 1-40]
40
In Office Bleaching Techniques
Explain the reason for non-vital bleaching and review the
procedure as outlined in textbook for accomplishing this
procedure.
Describe how vital bleaching is accomplished.
Point out power bleaching and walking bleach technique.
Review the procedure for vital bleaching as outlined in the
textbook.
Slide
[Insert EF 1-41]
41
Home Bleaching
Discuss the advantages and disadvantages of home
bleaching.
Short Activity: Stop here and discuss the case studies in
Chapter ___ of the textbook (Phinney & Halstead).
In-Class Activity: Stop here for the Vital Tooth Bleaching
activity.
Homework Assignment: Stop here to assign and discuss
the homework.
Slide
42
[Insert EF 1-42]
Summary Of Module
Review entire module with the learners to insure
comprehension.
23