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Lesson Plan
Lesson
plan
No.
1.
Contact
hours
Diagnostic process
3 hours
2.
Examination of swelling
2 hours
3.
Examination of ulcer
2 hours
4.
Clinical differential
diagnosis of oral
mucosal lesions.
Oral biopsy
2 hours
Maxillofacial Diagnosis
of Reactive lesions.
Maxillofacial Diagnosis
of Fibro-osseous lesions.
Maxillofacial Diagnosis
of Odontogenic cysts
Maxillofacial Diagnosis
of Osteomyelitis.
Writing a biopsy form
2 hours
5.
6.
7.
8.
9.
10.
2 hours
2 hours
2 hours
2 hours
2 hours
Tentative Date
Tentative time
05th April,
2016
05th April,
2016
06th April,
2016
06th April,
2016
08-11
07th April,
2016
07th April,
2016
08th April,
2016
11th April,
2016
12th April,
2016
13th April,
2016
08-10
01-03
08-10
08-10
10-12
10-12
10-12
10-12
10-12
Lesson Plan I
COURSE: Clinical Preparation
COURSE CODE: DENT 4423
TOPIC: Diagnostic process
GROUP: Year Four, semester two
TIME: 3 hours
LEARNING OUTCOMES:
By the end of the teaching and learning session students will be able to:
i.
ii.
iii.
iv.
v.
vi.
vii.
listing chart.
Analyse the importance of radiological and histopathological investigations in securing
final diagnosis.
INSTRUCTIONAL MATERIALS:
i.
ii.
iii.
iv.
v.
vi.
Textbook,
Reference journal,
PowerPoint presentation,
Prepared case studies,
Radiograph,
Microscopic glass slides, and
vii.
Website.
Step 5: Guided discussion using the reference journals, and website to incorporate the evidence based
teaching and learning in the dental education at The University of the West Indies.
CULMINATING ACTIVITIES
a. Minute flash card exercise on case studies.
b. Minute exercise on recall memory on radiographic images one of the oral pathologies.
c. Small Group Activities on Problem listing
EVALUATION
Lesson Plan II
COURSE: Clinical Preparation
ix.
x.
xi.
xii.
xiii.
INSTRUCTIONAL MATERIALS:
viii.
ix.
x.
xi.
PowerPoint presentation,
Prepared case studies,
Radiograph,
Website: https://www.dentistry.utoronto.ca/dpes/diagnostic/patients/extraoral-and-intraoralsoft-tissue-examination-patient
three main areas: (1) General examination, (2) The extra-oral head and neck soft
tissue examination and (3) the Intra-oral soft tissue examination. The students will
be taught about examination of above mentioned three areas and examination
details of the swellings under two categories i.e. Inspection and palpation. The
clinical importance of size, type, color, location, surface texture and consistency of
swollen area will be emphasized. During this lesson the student should be able to
link the concepts of case history taking to the knowledge on oral disease that was
previously taught in Oral and Maxillofacial Pathology, Oral Medicine and Oral
radiology.
PROCEDURES
Step 1: The teacher introduces the lesson by sharing clinical experience of patient with swelling. In this
process, teacher will ask students about the demographical or pathological details of some oral
disease. Teacher will also ask students to share about their knowledge on dental and oral
swellings. (if any)
Step 2: Use PowerPoint presentation to present major points for discussion
Step 3: Teacher student discussion (using question and answer approach) to further elucidate the
importance of clinical, radiological and histopathological investigations in patient with swelling.
Step 4: Case Study (This will involve breaking the class into groups/teams) to bring out diagnosis and
examination concepts of swellings.
Step 5: Guided discussion using the reference journals, and website to incorporate the evidence based
teaching and learning in the dental education at The University of the West Indies.
CULMINATING ACTIVITIES
d. Small Group Discussion on case studies
By the end of the teaching and learning session students will be able to:
k.
xiv.
xv.
xvi.
xvii.
xviii.
xix.
INSTRUCTIONAL MATERIALS:
xii.
xiii.
xiv.
xv.
PowerPoint presentation,
Prepared case studies,
Radiograph,
Website: https://www.dentistry.utoronto.ca/dpes/diagnostic/patients/extraoral-and-intraoralsoft-tissue-examination-patient
previously taught in Oral and Maxillofacial Pathology, Oral Medicine and Oral
radiology.
PROCEDURES
Step 1: The teacher introduces the lesson by sharing clinical experience of patient with oral ulcerations. In
this process, teacher will ask students about the demographical or pathological details of some
oral disease. Teacher will also ask students to share about their knowledge on dental and oral
ulcerations. (if any)
Step 2: Use PowerPoint presentation to present major points for discussion
Step 3: Teacher student discussion (using question and answer approach) to further elucidate the
importance of clinical, radiological and histopathological investigations in oral ulcerations.
Step 4: Case Study (This will involve breaking the class into groups/teams) to bring out differential
diagnostic concepts of oral ulcerations.
Step 5: Guided discussion using the reference journals, and website to incorporate the evidence based
teaching and learning in the dental education at The University of the West Indies.
CULMINATING ACTIVITIES
f. Small Group Discussion on case studies
g. Minute exercise on recall memory on clinical images of oral ulcerations.
EVALUATION
Lesson Plan IV
COURSE: Clinical Preparation
COURSE CODE: DENT 4423
TOPIC: Clinical differential diagnosis of oral mucosal lesions.
GROUP: Year Four, semester two
TIME: 2 hours
LEARNING OUTCOMES:
By the end of the teaching and learning session students will be able to:
1. Classify oral lesions into surface lesions and soft tissue enlargements using a
decision tree (flowchart).
2. Formulate a step-by-step clinical differential diagnosis, using the decision
tree, for patients with oral mucosal lesions.
INSTRUCTIONAL MATERIALS:
xvi.
xvii.
xviii.
xix.
PowerPoint presentation,
Prepared case studies,
Biopsy and/or Radiograph,
Website: https://www.dentistry.utoronto.ca/dpes/diagnostic/patients/extraoral-and-intraoralsoft-tissue-examination-patient
Step 4: Case Study (This will involve breaking the class into groups/teams) to bring out differential
diagnostic concepts of oral ulcerations.
Step 5: Guided discussion using the reference journals, and website to incorporate the evidence based
teaching and learning in the dental education at The University of the West Indies.
CULMINATING ACTIVITIES
h. Small Group Discussion on case studies
i. One minute paper.
EVALUATION
Lesson Plan V
COURSE: Clinical Preparation
COURSE CODE: DENT 4423
TOPIC: Oral Biopsy
GROUP: Year Four, semester two
TIME: 2 hours
LEARNING OUTCOMES:
By the end of the teaching and learning session students will be able to:
3.
4.
5.
6.
7.
INSTRUCTIONAL MATERIALS:
xx.
xxi.
PowerPoint presentation,
Prepared case studies,
xxii.
xxiii.
Step 5: Guided discussion using the reference journals, and website to incorporate the evidence based
teaching and learning in the dental education at The University of the West Indies.
CULMINATING ACTIVITIES
j. Small Group Discussion on a case study.
EVALUATION
Lesson Plan VI
COURSE: Clinical Preparation
COURSE CODE: DENT 4423
TOPIC: Maxillofacial Diagnosis of Reactive lesions.
GROUP: Year Four, semester two
TIME: 2 hours
LEARNING OUTCOMES:
By the end of the teaching and learning session students will be able to:
8. Recognize and recall various types of reactive lesions of oral cavity.
9. Understand the clinical and histological features of pyogenic granuloma.
10.Differentiate between pyogenic granuloma and squamous cell carcinoma (both clinically and
histologically)
11.Analyze the importance of biopsy in the diagnosis of pyogenic granuloma.
12.Create the list of possible diagnosis in differential diagnostic panel.
INSTRUCTIONAL MATERIALS:
xxiv.
xxv.
xxvi.
xxvii.
PowerPoint presentation,
Journal article,
Clinical, Histopathological and/or Radiograph reports.
Venue: Dental Technique Laboratory, Level I, Block B, FMSTRC, The UWI-Mona.
The primary goal of this lesson is to help a student in understanding the concepts of diagnosis in pyogenic
granuloma. The students of the class will be divided into four groups, and each group will be given with
one research paper. One of the groups will receive a research paper on the topic Pyogenic granuloma
for the case discussion. The students will then make a presentation on the given research topic and case
discussion will follow by the supervision of lecturer.
PROCEDURES
Step 1: The teacher will provide the guidelines to present the research paper. Teacher will also ask
students to present the research paper with a focus on diagnostic importance.
Step 2: Use PowerPoint presentation to present major points for discussion
Step 3: Student will present a Case Study to bring out the importance of clinical and pathological
information in dental diagnosis.
Step 4: Teacher student discussion (using question and answer approach) to further elucidate the
importance of clinico-pathological correlation in achieving diagnosis in Pyogenic granuloma.
CULMINATING ACTIVITIES
k. Small Group Discussion on a case study.
EVALUATION
PowerPoint presentation,
Journal article,
Clinical, Histopathological and/or Radiograph reports.
Venue: Dental Technique Laboratory, Level I, Block B, FMSTRC, The UWI-Mona.
The primary goal of this lesson is to help a student in understanding the concepts of diagnosis in cemental
dysplasias. The students of the class will be divided into four groups, and each group will be given with
one research paper. One of the groups will receive a research paper on the topic cemental dysplasia for
the case discussion. The students will then make a presentation on the given research topic and case
discussion will follow by the supervision of lecturer.
PROCEDURES
Step 1: The teacher will provide the guidelines to present the research paper. Teacher will also ask
students to present the research paper with a focus on diagnostic importance.
Step 2: Use PowerPoint presentation to present major points for discussion
Step 3: Student will present a Case Study to bring out the importance of clinical and pathological
information in dental diagnosis.
Step 4: Teacher student discussion (using question and answer approach) to further elucidate the
importance of clinico-pathological correlation in achieving diagnosis in Cemental dysplasia.
CULMINATING ACTIVITIES
l. Small Group Discussion on a case study.
EVALUATION
PowerPoint presentation,
Journal article,
Clinical, Histopathological and/or Radiograph reports.
Venue: Dental Technique Laboratory, Level I, Block B, FMSTRC, The UWI-Mona.
The primary goal of this lesson is to help a student in understanding the concepts of diagnosis in
odontogenic cysts. The students of the class will be divided into four groups, and each group will be given
with one research paper. One of the groups will receive a research paper on the topic Odontogenic cysts
for the case discussion. The students will then make a presentation on the given research topic and case
discussion will follow by the supervision of lecturer.
PROCEDURES
Step 1: The teacher will provide the guidelines to present the research paper. Teacher will also ask
students to present the research paper with a focus on diagnostic importance.
Lesson Plan IX
COURSE: Clinical Preparation
COURSE CODE: DENT 4423
TOPIC: Maxillofacial Diagnosis of Osteomyelitis.
GROUP: Year Four, semester two
TIME: 2 hours
LEARNING OUTCOMES:
By the end of the teaching and learning session students will be able to:
23.Recognize and recall osteomyelitis.
24.Understand the pathogenetic concepts of osteomyelitis
25.Differentiate between suppurative and non-suppurative forms of osteomyelitis.
26.Analyze the clinical signs and symptoms in formulating the diagnosis.
27.Create the list of possible diagnosis in differential diagnostic panel.
INSTRUCTIONAL MATERIALS:
xxxvi. PowerPoint presentation,
xxxvii. Journal article,
xxxviii. Clinical, Histopathological and/or Radiograph reports.
xxxix. Venue: Dental Technique Laboratory, Level I, Block B, FMSTRC, The UWI-Mona.
CONTENT SUMMARY: (optional, you might referenced the text)
The primary goal of this lesson is to help a student in understanding the concepts of diagnosis in
Osteomyelitis. The students of the class will be divided into four groups, and each group will be given
with one research paper. One of the groups will receive a research paper on the topic Osteomyelitis for
the case discussion. The students will then make a presentation on the given research topic and case
discussion will follow by the supervision of lecturer.
PROCEDURES
Step 1: The teacher will provide the guidelines to present the research paper. Teacher will also ask
students to present the research paper with a focus on diagnostic importance.
Step 2: Use PowerPoint presentation to present major points for discussion
Step 3: Student will present a Case Study to bring out the importance of clinical and pathological
information in dental diagnosis.
Step 4: Teacher student discussion (using question and answer approach) to further elucidate the
importance of clinico-pathological correlation in achieving diagnosis in osteomyelitis.
CULMINATING ACTIVITIES
n. Small Group Discussion on a case study.
EVALUATION
Lesson Plan X
COURSE: Clinical Preparation
COURSE CODE: DENT 4423
TOPIC: Writing a biopsy form.
GROUP: Year Four, semester two
TIME: 2 hours
LEARNING OUTCOMES:
By the end of the teaching and learning session students will be able to:
28.Understand the University of the West Indies Mona Dental Poly Clinic (UMDP) Biopsy form.
29.Differentiate between incisional and excisional biopsies.
30.Evaluating the clinical details that have diagnostic relevance and judge the value of clinicopathological information in attaining final diagnosis.
31.Combining the clinical, radiological and gross specimen details while presenting a biopsy
specimen to histopathologist.
INSTRUCTIONAL MATERIALS:
xl.
xli.
xlii.
xliii.
PowerPoint presentation,
Journal article,
Clinical, Histopathological and/or Radiograph information
Venue: Dental Technique Laboratory, Level I, Block B, FMSTRC, The UWI-Mona.
The primary goal of this lesson is to help a student in understanding the UMDPs biopsy form. The
students of the class will be informed about the process of on biopsy form writing and biopsy submission.
The students will be provided a case study and will be instructed to analyze the case study to fill a sample
biopsy form.
PROCEDURES
Step 1: The teacher will provide the guidelines to write the biopsy paper. Teacher will also ask students to
present the biopsy form.
Step 2: Use PowerPoint presentation to present major points for discussion
Step 3: Student will present a Case Study to bring out the importance of clinical and pathological
information in dental diagnosis.
Step 4: Teacher student discussion (using question and answer approach) to further elucidate the
importance of filling the biopsy form and understand the importance of clinico-pathological
details in histo-pathological details.
CULMINATING ACTIVITIES
o. Small Group Discussion on a case study.
EVALUATION