Course Redesign Worksheet - CETLA | Center for … · Periodontal charting exercise Activities to...

Course Redesign: Flipping the Classroom with Tegrity, 2014 Resources: http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/

Worksheet inspired by “The Flipped Approach to a Learner-Centered Class” B. Honeycutt, Magna Online Seminars

1 CETLA: Design Your Flipped, Hybrid, or DL Course Worksheet

4Applicant’s Name: _Sandra D. Osborne____ Course: Periodontics________________ Online Category: 30% ______ 60%___X____ 100%_______ School/College: _____Dentistry_________ Department: Dental Hygiene __________ Semester: _____Fall 2015______________

Course Redesign Worksheet

Lesson: 3A: Clinical Examination: Gingival Assessment Date: 9/11/15 Purpose and Assessment

What will students be able to do at the end of the lesson? A. Explain the Dental Hygiene Process of Care B. Describe clinical features of the gingiva in health and disease C. Differentiate bleeding at the gingival margin from bleeding on probing Lesson

Selected course content that will be moved to an online environment:

Lecture outline

Powerpoint lecture

Tegrity video

Activities to be used online A mock patient medical/dental/periodontal history will be posted online for the students to study. The patient is taking multiple medications which the student must research to determine the risk to the patient’s periodontal/dental health, and list any medical implications for dental hygiene treatment. Students will submit assignment via e-mail by 9/18/15

http://sites.dartmouth.edu/itd/2013/06/11/flipped-classroom-101/




Assessment Method:

Mastery Quiz (based on performance

agreement: evaluation of the objectives)

Mock Medical/Dental/Periodontal History-

turned in completed analysis

Activities to be used in the classroom: In the week 5 face to face class the students will form into small groups to collaborate and discuss the findings of the mock assessment to be shared with the whole class.





What are some things that might be challenging, and how will you address them? One of the challenges could be students exchanging answers and not working independently online to research the medications and medical implications to treatment. To address this, I will emphasize the honor code and explain the benefits of developing good research skills for evidence-based decision making. INSTRUCTOR ASSESSMENT & REFLECTION

Reflect on the lesson after teaching it

Things that worked well:

Why did they work?

What didn’t work well:

Why didn’t they work?

Solutions:





Applicant’s Name: _Sandra D. Osborne____ Course: Periodontics________________ Online Category: 30% ______ 60%___X____ 100%_______ School/College: _____Dentistry_________ Department: Dental Hygiene __________ Semester: _____Fall 2015______________


Lesson: 3B: Clinical Examination Periodontal Assessment Date: 9/11/15 Purpose and Assessment

What will students be able to do at the end of the lesson? A. Explain the rationale for the Periodontal Assessment B. Differentiate the significance of measuring clinical attachment level from probing depth C. List several factors that can affect the accuracy of probe readings Lesson


Lecture Outline

Powerpoint lecture handout

Tegrity video

Activities to be used online: Provide a case study vignette where the student has to look at pictures and a narrative then illustrate areas of furcation involvement on the clinical chart using the proper symbols.





Assessment Method:

Mastery quiz on blackboard with multiple

attempts allowed ( the quiz is based on

performance agreement- evaluation of the

objectives)

Periodontal charting exercise

Activities to be used in the classroom: The knowledge learned in this lecture will be used in the week 5 face to face class to solve a case study.





What are some things that might be challenging, and how will you address them? None INSTRUCTOR ASSESSMENT & REFLECTION



Why did they work?



Solutions:







Lesson: 4A: Radiographic Assessment Date: 9/18/15 Purpose and Assessment

What will students be able to do at the end of the lesson? A. Identify and discuss the periodontal structures seen on a radiograph B. Name the common conventional radiographs used in periodontics C. Discuss the benefits and limitations of radiographs used in periodontics Lesson


Lecture outline

Powerpoint lecture

Tegrity video lecture

Tegrity video radiograph diagram

Activities to be used online: After viewing the Tegrity Lecture, the students will view a radiograph on Tegrity video displaying the following conditions: 1. Moderate periodontal disease 2. Vertical and Horizontal bone loss 3. An overhanging restoration 4. Visible calculus They will be asked a total of 5 questions about the radiograph to be submit to the instructor via e-mail by 11pm the same day of the lecture.





Assessment Method:

Tegrity video: diagram of radiograph quiz

A Mastery quiz is based on performance

agreement: evaluation of the objectives

Activities to be used in the classroom: The knowledge learned in this lecture will build on previous knowledge and will be used in the week 5 face to face class to solve a comprehensive case study.

What are some things that might be challenging, and how will you address them? The student recalling and applying the information just learned from the Tegrity video to answer the questions the radiograph diagram quiz on the same day. This activity is formative and will not be graded. It will be an exercised implemented to reinforce the material just learned. INSTRUCTOR ASSESSMENT & REFLECTION


Things that worked well: Why did they work?



Solutions:







Lesson: 4B: Advances in Detecting and Monitoring Periodontal Diseases Date: 9/18/15 Purpose and Assessment

What will students be able to do at the end of the lesson? D. Determine the type of patient that would benefit from using the adjunctive diagnostic aids E. Compare the various adjunctive diagnostic aids for detecting periodontal disease activity

Lesson


Lecture Outline

Tegrity video

Case study exercise

Activities to be used online: Case study: A middle aged patient with no remarkable health history. Is on a 3 month periodontal maintenance schedule and had periodontal surgery but continues to have increasing pocket depths and bleeding. The student will determine the periodontal classification for this patient and if adjunctive microbial testing would be appropriate for this patient, and if so which one.

Assessment Method:

A mastery quiz (based on performance

agreement: evaluation of the objectives)

Case study analysis

Activities to be used in the classroom: None





What are some things that might be challenging, and how will you address them? INSTRUCTOR ASSESSMENT & REFLECTION



Why did they work?



Solutions:







Lesson: 6B: Healing After Nonsurgical Periodontal Therapy Date: 10/16/15 Purpose and Assessment

What will students be able to do at the end of the lesson? A. Define: scaling, root debridement, coronal polishing and selective polishing

B. Discuss the rationale for periodontal debridement C. Describe the healing response and outcome in gingivitis and periodontitis after periodontal debridement D. Discuss the rationale for re-evaluation of initial therapy.

Lesson


Lecture Outline

Tegrity video

Case Study

Activities to be used online: 1. The student will discuss the healing response that occurs after periodontal debridement, and illustrate the formation of long junctional epithelium on the root surface of a tooth after observing figure 21-3b in the Weinberg textbook. 2. Analyze a case study and answer questions in a quiz on Bb.





Assessment Method:

A Mastery quiz (based on performance

agreement:evaluation of the objectives.)

Activities to be used in the classroom: Small group discussion in week 9 of a case study to evaluate the objectives in this lecture.








Why did they work?



Solutions:







Lesson: 7A: Topical and Local Drug Delivery Date: 10/23/15 Purpose and Assessment

What will students be able to do at the end of the lesson?

A. Describe chemotherapeutic rinses and therapy for in-office and self-care

B. Discuss the alcohol content of Listerine and Peridex mouthrinse

C. State the concentration of chlorhexidine in Peridex mouthrinse

D. Identify the chemotherapeutic agents used in sustained local delivery

Lesson


Lecture outline

Tegrity video

Mastery quiz

Activities to be used online: Students will go to Arestinprofessional .com website using the student/professional portal, then go to Prescribing Information at the top of the Menu bar on the website to study the content of the chemotherapeutic agent Arestin and its recommendation for use.

Assessment Method: A mastery quiz on Bb (based on performance agreement- evaluation of the objectives) Case study analysis and quiz on Bb






What are some things that might be challenging, and how will you address them? Students not completing their work independently INSTRUCTOR ASSESSMENT & REFLECTION



Why did they work?



Solutions:







Lesson: 7B: Systemic Antibiotics, and Enzyme Suppression Therapy Date: 10/23/15 Purpose and Assessment

What will students be able to do at the end of the lesson?

E. Identify the agents used in enzyme suppression therapy F. Describe the mechanism of enzyme suppression therapy G. Discuss systemic antibiotics used to in the treatment of periodontal disease

Lesson


Lecture outline

Tegrity video

Journal article

Activities to be used online: Student will read and critique an article on the use of antibiotics in the treatment of periodontal disease from the peer-review Journal of Periodontology. The article will be posted on Blackboard. Student will be divided into two groups to summarize the article using a wiki Students will analyze a Case Study of a patient with Localized Aggressive Periodontitis





Assessment Method:

Mastery quiz

Wiki Article summary

Activities to be used in the classroom:








Why did they work?



Solutions:







Lesson: 8A: Implantology Date: 10/30/15 Purpose and Assessment

What will students be able to do at the end of the lesson? A. Describe the types of Implants B. Define osseointegration C. Define the criteria for determining success with implant placement D. Define the steps of supportive periodontal maintenance for implant patients

Lesson

Selected course content that will be moved to an online environment: Lecture outline Tegrity video Mastery quiz

Activities to be used online: The student will go to the American Academy of Periodontology website to access and view the video “Introduction to Periodontal Surgery for the dental hygienist.” The video displays the steps in dental implant surgery. This activity will reinforce the lecture material and improve the students information seeking skills. The student will also post a summary of the implant steps displayed of the implant surgery in the Blackboard Discussion Board





Assessment Method: Mastery quiz Summary of Implant Surgery on the AAP website









Why did they work?



Solutions:







Lesson: 8B: Implantology Date: 10/30/15 Purpose and Assessment

What will students be able to do at the end of the lesson? E. Discuss risk factor for Peri-Implantitis F. Identify the aids for self-care of the implant Lesson

Selected course content that will be moved to an online environment: Lecture outline Tegrity video Mastery quiz

Activities to be used online: Viewing and Tegrity video and taking the Mastery quiz

Assessment Method: Mastery quiz









Why did they work?



Solutions:


Course Redesign Worksheet - CETLA | Center for … · Periodontal charting exercise Activities to...

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