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J Barnes

J Barnes

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Published by Jon Barnes

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Published by: Jon Barnes on Aug 24, 2011
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LABORATORY LEARNING EXPERIENCESUPPLEMENTAL INSTRUCTIONAL GUIDELaboratory Session #1
PROCEDURE:
Complete a full gold crown (FGC) or what is also called a full veneer crownpreparation in typodont on tooth #30
IN PREPARATION FOR LAB EXPERIENCE:
1) Student should be familiar with all reading assignments in Fundamentals of Tooth Preparation (FTP) and Fundamentals of Fixed Prosthodontics (FFP) onFGC preparation2) Student should be familiar with all lecture PDF slides on FGC preparationtechniques3) Student should have viewed all the self-instructional video tutorial on FullVeneer Crown preparation provided on the Fixed Web Site paying close attentionto techniques used in each aspect of the preparations features4) Student should be familiar with the large scale 3-D rotational full veneer crownpreparation model image, being able to visualize and identify all the preparationfeatures of the prepared tooth5) Student should be familiar with the taper guide available on the Fixed WebSite in PDF format for printing off a copy for use in analyzing taper of thestudents FGC preparation6) Student should be familiar with the operation and maintenance of the dentalunit located at their assigned laboratory bench and operation and maintenance of “Boomer” dental head. (See operation manual in pre-course readings)
LEARNING OBJECTIVES:
1) Student should be able to identify all features of a FGC preparation2) Student should be able to identify the function and purpose for each featureon the FGC preparation3) Student should be able to identify the proper sequence of instrumentationrequired to prepare FGC preparation4) Student should be able to critically evaluate for the presence or absence of adequate clinical features in FGC preparation5) Student should be able to critically evaluate if a FGC is clinically acceptable or not clinically acceptable6) Student should be capable of critically evaluating the taper of a FGCpreparation
LABORATORY PLAN:
Each student will locate tooth #30 on their typodont.Each student will place typodont into “Boomer’s” head on their dental unit at their assigned seat in laboratory.
 
Each student will fill water bottle from distilled water tap in “wet” laboratoryEach student will sequentially prepare the features of a FGC preparation after viewing a demonstration of each that features preparation in a video, with eachinstructor providing feedback on the students’ progress.Each student will complete the video assisted FGC preparation on tooth #30 inclass and have it evaluated by their bay instructor.Each student will empty waste water bottle and clean the simulator head andtheir work area before leaving the laboratory.Each student will start and complete another FGC preparation on tooth #30 outof class to be graded at the next laboratory session.
ARMAMENTARIUM REQUIRED:
High speed hand pieceSlow speed motor with contra-angle standard hand piece bur attachmenthead(HP)Fixed Prosthodontic (FPD) Bur and Diamond KitFixed Prosthodontic diamonds and carbide burs placed into FPD Kit (Match thenumbers and pictures of diamonds and carbide burs printed on kit)Intra-oral mouth mirror Periodontal probeA 1.0 mm & a 1.5 mm wide hand chiselPolyvinylsiloxane putty material (PVS)Textbook FTPViade models
PURPOSE:
This laboratory learning experience is designed to give the student a jump startinto preparing teeth for FGC restorations in blue clinic. The emphasis on thiscourse is on developing the students’ preparation skills. The self-intructionalvideo tutorial with narration are available to the student 24/7 for enhancing thestudents learning of preparation technique. The clinician that demonstrates theFGC preparation in the self-instructional video features a recent graduate fromOUCOD and was participating in the Advanced Education in General Dentistry(AEGD) residency. The student clinician prepared this FGC preparation justexactly as we expect each student to do in this course, in “Boomer” with thesame typodont that you have. There was no tooth preparation done outside of “Boomer” for the video demonstration. The video was done to give students theopportunity to observe this preparation technique, so all aspects of thepreparation can be seen as if from the perfect vantage point. The preparationtime used for the preparation is exactly the time required to do the preparation toan acceptable level by a student, and should be your goal to achieve the sameoutcome by the end of this course.
CLINICAL CORRELATION:
For the rest of your dental career as a dentist you will have to prepare teeth for prosthodontic restorations. The time required to develop these skills to an
 
acceptable level will vary quite a lot between students. Some have very stronghand skills, while others require considerable effort and repeated preparations toachieve an acceptable level of hand skill. So do not feel like you are beingpicked on if the instructor feels like you need to prepare another tooth, or severalteeth until you understand the technique to be able to accomplish the preparationwithout assistance. Spending time after class and in the lab preparing teeth isthe norm and not the exception in this class. Practice produces a better preparation and one that is eventually done faster at an acceptable level.Unfortunately, to complete this course, you must develop a minimal acceptablelevel of preparation skills to promote to FPD II course. So learning these skillswhatever it takes is essential. The student must prepare the preparations withtheir hands and brain, and no one else can do that for the student to pass thiscourse. It is totally up to the student to put the time and effort into preparationtechnique success. Because this course is so compressed the student will notbe able to prepare only the preparations done during the lab session, where aninstructor gives feedback. You will be required to do preparations between classsessions, and then have them graded by your instructor during the next labsession. Instructors will give you feedback on your preparations so you can gainknowledge of the areas to improve. Use all this feedback to refine your preparation technique. I encourage all students to use the self-instructional videotutorials as your personal instructor to walk you through each step of thepreparation as you practice and prepare extra teeth. Try to copy, or model whatis demonstrated in the video. Remember rarely if ever does one prep get you tobeing at a highly skilled level of preparation ability. The course director, assistantcourse director, or any of the clinical instructors will be glad to critique your extrapreparations during their office hours, but you need to ask the Fixed Secretary for these scheduled office hours.
SUPPLEMENTAL INSTRUCTIONS FOR TODAY IN LABORATORY:
Prepare a matrix of your unprepared tooth #30 using PVS (Reprosil Putty) bymaking a cylindrical segment of material that can be laid over the arch from #28 – 31 area. Make sure the two parts of the putty are mixed thoroughly until ahomogenous purple color is obtained without streaks. This index can besectioned from mesial to distal along the central groove and used to compare theamount of reduction that has been accomplished. A second index can be madeand sectioned from facial to lingual at the mesio-buccal cusp and at the distal-buccal cusp to make two segments that can be used to determine how muchreduction has been done in the central groove and at the functional cusp andlingual cusp areas. Remember to look at the already existent space that ispresent between cusp tips and central fossa of the opposing teeth beforepreparing tooth #30. If there is no contact present then you will have to reduceonly enough space to get to the desired reduction. If you reduce the amountneeded from the index to ideal depth on the tooth being prepared withoutconsidering space that was present, you may find that you have over reduced thetooth.

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