Module: Prosthodontics
Faculty Teaching Guide for Dental Materials
Module - Prosthodontics
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Faculty Teaching Guide for Dental Materials
Faculty Teaching Guide for Dental Materials
Module: Prosthodontics
Review of Previous Module
Review topics from the previous module to confirm understanding prior to presenting new material.
Module Overview
Prosthodontics is the specialty concerned with replacement of teeth and missing or deformed oral structures. The
accuracy of crowns, inlays, bridges, or dentures, and therefore the dental health of the patient, depends on the
physical properties of the materials involved. The success of these prosthesis also rests with dental personnel
who manipulate the materials and equipment during the process of creating the prosthesis. Dental laboratory
technicians are partners with dental office personnel in the endeavor for maximum service for the patient. Strict
attention to detail, and knowledge of materials used, are essential for dental assistants in order to aid in this
process of fabricating oral structures.
The Big Picture
ResourcesThis module utilizes the following learner resources:
Textbooks: Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead.
Delmar Learning, 2004. ISBN 1-4018-3480-9.
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Faculty Teaching Guide forDental Materials
Module:Prosthodontics
Section 2:Removable
Prosthodontics
Section 1:Fixed
Prosthodontics
Part A: Removable Partial Dentures
Part B: Removable Complete Dentures
Part A: Types of Fixed Prosthetics
Part B: Fixed Prostheses Procedures
Module: Prosthodontics
Materials and Procedures for Today’s Dental Assistant, by Ellen Dietz, Delmar Learning, 2004. ISBN 1-4018-
3733-6.
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.
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 1-4018-3485-
X.
Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide the PowerPoint Presentation for Dental
Materials.
Additional ResourcesSafety Standards and Infection Control for Dental Assistants, by Ellen Dietz. Delmar Learning, 2002. ISBN 0-
7668-2659-7.
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: Fixed Prosthodontics
Section OverviewA fixed prosthesis is cemented permanently in place in the patient’s mouth, and if cared for properly by the
patient, is designed to last a lifetime. It is a restoration that replaces missing tooth structure, improves mastication,
prevents drifting of teeth, and promotes better oral health. The dental assistant’s meticulous responsibilities at
each phase of the procedure contribute to the success of the final product. There are many steps involved and
each one is vital to the ideal end result.
Outline of Section 1Part A: Types of Fixed Prosthetics
Part B: Fixed Prostheses Procedures
Learning Objectives and CompetenciesThese learning activities directly address the Learning Objectives and competencies as stated.
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Faculty Teaching Guide for Dental Materials
Knowledge
1. Define the Key Terms.
Comprehension
2. Describe various types of fixed prostheses and their functions.
3. Describe dental material used in fixed prostheses.
4. Explain the role of the dental assistant in fixed prosthodontic treatment.
Application
5. Demonstrate the knowledge and ability to assist during a crown preparation appointment.
6. Demonstrate the knowledge and ability to assist during a crown cementation appointment.
Learning ActivitiesThese learning activities directly address the Learning Objectives and Competencies as stated.
[Insert Homework Assignment icon] Key Term Glossary (Part A, All Objectives)
[Insert In-Class Activity icon] Porcelain Veneer Set Up (Part A, Objectives 2-5)
[Insert Homework Assignment icon] Textbook Assignment (Part A, All Objectives)
[Insert In-Class Activity icon] Crown Preparation (Part B, Objectives 2-5)
[Insert In-Class Activity icon] Crown Cementation (Part B, Objectives 2-4, and 6)
[Insert Homework Assignment icon] Interactive Skills and Procedures CD-ROM (Part B, Objective 5-6)
[Insert Homework Assignment icon] Workbook Assignment (Part B, All Objectives)
[Insert Homework Assignment icon] End of Chapter Activities (Part B, All Objectives)
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Be sure to explain each learning objective and demonstrate how obtaining this learning will increase their success in the workplace. Spend time on learning objectives before diving into the content.
Teaching Tip
Module: Prosthodontics
Part A: Types of Fixed Prosthetics OverviewThis part examines the various permanent fixed prostheses and materials used to restore missing tooth
structure. Each requires a certain amount of tooth reduction by the dentist, and is an investment for the
patient in their oral health. They are designed to provide maximum chewing efficiency and a lifetime of
service. These restorations are prepared outside of the patient’s mouth, in a dental lab, and therefore are
called indirect prosthetics. Dental assistants need to understand the various types of fixed prostheses and
how they are fabricated, in order to support the dentist, as well as to be able to educate the patient
regarding choices to improve the patient’s dentition.
Initial Questions and Activities1. Is there anyone here who has a permanent crown or bridge? If not, what do you
think a patient might experience if they were to have a permanent crown or
bridge?
There will be various answers depending on learners’ experiences. Ask
what they remember about having impressions done and wearing a
temporary restoration while the permanent prosthesis was being made.
Remind learners that relating to the patient’s experience will help them be
more caring dental assistants.
Key Concepts References and Activities SlidesIntroduction to Module Slides 1-2
Introduction to Section 1 Slides 3-4
Key Terms [Insert Home Ass icon] Key Term Glossary Slide 5
Types of Fixed Prosthetics Chapter ___, pgs. ____ (Phinney & Halstead)
[Insert Group Activity icon] Porcelain Veneer
Set Up
[Insert Home Ass icon] Textbook Assignment
Slides 6-15
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Act [ ] Evaluation
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has strong feelings about his/her educational experiences. Remember to provide him/ with the best experience possible. You might have to overcome previous bad experiences.
The Adult Learner….
Faculty Teaching Guide for Dental Materials
[Insert In-Class Act icon] In-Class Activities Porcelain Veneer Set Up (Part A, Objectives 2-5). Goal: To have learners set up for and understand Porcelain
Veneer procedures. Instructor should ensure enough materials and supplies are available for learners and
place them into teams. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter
____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized. Depending on
supplies available, grading may include verbal explanation of certain steps, by the learners to the evaluator.
Instructor should allow enough time for learners to practice steps before evaluating. The instructor should be
the operator during testing and grading of this procedure.
[Insert In-Class Dis Ques icon] In-Class Discussion1. Describe a good impression of a patient’s arch?
A good impression is an accurate negative reproduction of a persons teeth
and surrounding tissues.
2. What would happen if not enough material is used for the impression?
The impression may not acquire enough of all oral structures necessary,
if there isn’t enough material mixed, loaded into the tray, and then
placed properly in the patient’s mouth.
3. What could happen if too much material is used for an impression?
This could cause the patient to gag.
[Insert Home Ass icon] Homework AssignmentsKey Term Glossary. Learners will define key terms listed in the PowerPoint presentation. They are to enter this
glossary on disk, in a dedicated notebook or in a designated part of a notebook. They are expected to augment
information from text or lecture with other resources including any available in the school or public libraries or on
the Internet and will be graded at the end of the module on completeness and presentation.
Textbook Assignment. Learners are to read Chapter ____ (Phinney & Halstead).
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Pay attention to each learner individually. How do they do in group activities? How effective or independent are they in lab activities? Can you make any suggestions to assist in learning? Instead of looking at your entire class as a whole, assess each learner as an independent member of the group.
Teaching Tip
Module: Prosthodontics
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.Slide 1 [Insert DM 3-1]
DM – Stands for Dental
Materials. The 1st number “3”
indicates the Module called
Prosthodontics. The 2nd
number indicates the slide
number.
Power Point Presentation for Dental Materials
Module: Prosthodontics
Prior to introducing this module. Ask learners if any
questions remain from the previous module. If questions
remain review the material as needed.
Introduce this Module.
Slide 2 [Insert DM 3-2] Module: Prosthodontics
Introduce the sections and each part.
Slide 3 [Insert DM 3-3] Section 1: Fixed Prosthodontics
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 [Insert DM 3-4] Section 1: Fixed Prosthodontics (cont.)
Continue to discuss each objective in detail.
Slide 5 [Insert DM 3-5] Key Terms (cont.)
Continue to review each key term and discuss.
Homework Assignment: Stop here and go over the Key
Term Glossary assignment.
Slide 6 [Insert DM 3-6] Part A: Types of Fixed Prosthodontics
Review the definition of prosthodontics and introduce the
functions of these types of restorations.
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Faculty Teaching Guide for Dental Materials
Inform learners that these are the ideal replacements for
lost tooth structure.
Slide 7 [Insert DM 3-7] Contraindications for a Fixed Prosthesis
Explain the reasons why the dentist and patient may
decide against a fixed prosthesis.
Review the vital role DAs have in educating their patients
towards making an informed decision regarding their
dental health.
Explain that if a mouth shows habitual lack of care, and
the patient does not respond to counsel for improvement,
the effort, time, and expense may be wasted; or if the
patient is unable to follow strict oral hygiene, due to a
physical handicap, a fixed prosthesis is contraindicated.
Slide 8 [Insert DM 3-8] Cosmetic Dentistry
Explain how advances in technology and materials are
continually expanding in this field of dentistry.
Discuss how rewarding it is to give patients an improved
smile which often results in a boost of confidence and
self esteem.
Review each procedure on the slide, explaining the
meaning of each.
Point out that esthetics may also be spelled aesthetics.
Slide 9 [Insert DM 3-9] Types of Fixed Prostheses
Explain how full cast crowns, partial crowns, inlays, and
onlays are made in the dental lab from elastomeric
impressions taken of the patient in the dental chair.
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Module: Prosthodontics
Explain that the dental lab technician will construct a
restoration that is an exact replica of the tooth, and made
with precision to fit on or into the shape of the tooth
preparation.
Point out that a full cast crown covers the entire coronal
portion of a tooth and a partial crown covers the coronal
surface but leaves the natural facial surface intact.
Describe the difference between an inlay and an onlay.
Explain that the tooth being replaced is called a pontic,
and the tooth used to support or stabilize a bridge is
called an abutment.
Describe a Maryland bridge as a resin-retained fixed
bridge that replaces only one tooth.
Ensure learners understand that each tooth of a crown or
a bridge is called a unit, and that is how insurance
companies code the procedure, how the office will charge
the patient, and how the lab will charge the doctor – per
unit.
Explain that veneers improve the appearance of the
patient by using a conservative preparation on the facial
surface of the tooth and placing a thin layer of tooth-
colored material.
Address the difference between direct and indirect
veneers, as well as porcelain veneers.
Describe the reasons for these types of restorations.
Slide 10 [Insert DM 3-10] Materials Used for Fixed Prostheses
Discuss how pure gold would be too soft and that a
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Faculty Teaching Guide for Dental Materials
precious metal alloy is a stronger material.
Explain that porcelain may be attached to the metal alloy,
which adds strength to the ceramic material, or used
alone where the forces of mastication shouldn’t fracture
the restoration.
Point out that recent composite resin techniques are
becoming popular due to continuous improvement in
technology and materials.
Slide 11 [Insert DM 3-11] Retention of Restorations
Explain that core buildups and retention pins are used to
help retain the filling material on badly broken down
teeth, when not much tooth structure is left to restore.
Describe how pins are screwed into the dentin so the
amalgam, composite, or the silver alloy/glass ionomer
material has something to adhere to.
Point out that a post, placed inside of the root canal is
necessary to strengthen a tooth following endodontic
treatment.
Refer to the figure in Chapter ___ (Phinney & Halstead)
which illustrates a post and core with a pin.
Explain that dental implants are surgically inserted into
the bone, and following the healing process, provide
support for prostheses.
Point out that implants prevent resorption of the patient’s
alveolar ridge, and must be routinely cleaned to remove
plaque.
Discuss the use of devices used to clean under and
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Module: Prosthodontics
around implants as well as fixed bridges, such as bridge
threaders, proxi-floss, dental tape, and interproximal
brushes.
Explain that dental hygienists will scale implants with
plastic coated instruments so the precious metal won’t
become scratched.
Refer to the figure in Chapter _____ (Phinney &
Halstead) which illustrates the screw-retained implant
prosthesis and the cement-retained implant prosthesis.
Slide 12 [Insert DM 3-12] The Dental Laboratory
Explain that the dental lab technician uses the impression
and bite registration taken on the patient, and follows the
dentist’s written instructions on the lab prescription in
order to fabricate a prosthetic restoration.
Describe how the lab tech pours the elastomeric
impression with die stone, and constructs an exact
replica of the normal tooth in wax on the die.
Explain that this wax pattern is then invested and cast
into a metal alloy duplicating normal tooth form, just as
jewelers cast metal for jewelry. Point out that this is
called a precision cast restoration because each step
requires absolute accuracy.
Ensure learners understand that the lab can only work
with what is sent to them and that errors such as
distorted or inaccurate impressions will affect the final
prosthesis, and may not fit the patient’s tooth preparation.
Slide 13 [Insert DM 3-13] Dental Assistant Responsibilities
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Faculty Teaching Guide for Dental Materials
Explain that the DA has many responsibilities during fixed
prosthetic procedures, and that these duties vary
depending on the dentist as well as state regulations.
Point out that DAs, highly skilled in restorative
procedures, are always in demand.
In-Class Activity: Stop here for the Porcelain Veneer
Set Up activity.
Homework Assignment: Stop here to assign and
discuss the homework.
Part B: Fixed Prosthesis Procedures
Overview
Chairside procedures preparing for fixed prosthetics must be detailed and
accurate in order for the lab to create a quality product. The dental assistant’s
role is to set up for the procedure, assist the dentist, explain the process and oral
hygiene instructions to the patient, and to coordinate scheduling with the dental
lab. These tasks may be expanded depending on the dental office. Knowledge
of the many materials and equipment used are mandatory during each step.
Initial Questions and Activities1. How can the dental assistant help a patient feel more comfortable during a long crown preparation procedure?
The dental assistant should ensure all materials and supplies needed for the procedure are prepared
and ready, help the dentist work quickly and efficiently, and continue to ask the patient how they are
doing throughout the procedure, when appropriate. Ask the patient if they need a break.
Key Concepts References and Activities SlidesFixed Prosthesis Procedures Chapter ___, pgs. ___ (Phinney & Halstead) Slides 14-22
Assessment Questions [Insert Group Activity icon] Crown Preparation
[Insert Group Activity icon] Crown
Slide 23
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Pay close attention to learners who don’t participate in initial discussions. Try to determine the reasons for their lack of participation and address it.
Teaching Tip
Module: Prosthodontics
Key Concepts References and Activities SlidesCementation
[Insert Homework Ass icon] Interactive Skills
Procedures CD-ROM
[Insert Home Ass icon] Workbook
Assignment
[Insert Home Ass icon] End of Chapter
Activities
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon] In-Class Activities Crown Preparation (Part B, Objectives 2-5). Goal: For learners to have the opportunity to practice chairside
assisting skills during a crown preparation procedure. Place learners into teams. Learners should be graded on
the procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain
check off sheets that can be utilized. The instructor should allow enough time for learners to practice all steps
before evaluating and should perform as the operator during testing and grading of this procedure. The more
actual materials and supplies used, and hands-on practice learners are allowed, the better quality training they
will acquire. If possible this should be practiced on a live patient as much as possible, at least for the
elastomeric impression and bite registration.
Crown Cementation (Part B, Objectives 4-5). Goal: For learners to practice assisting during a crown
cementation procedure. Instructor should ensure enough materials are available for learners. Place learners
into teams. Learners should be graded on the procedure steps as outlined on pg. ____, Chapter ____(Phinney
& Halstead). Learner workbooks contain check off sheets that can be utilized. The instructor should allow
enough time for learners to practice all steps before evaluating and should perform as the operator during
testing and grading of this procedure. The more actual materials and supplies used, and hands-on practice
learners are allowed, the better quality training they will acquire.
[Insert In-Class Dis Ques icon] In-Class Discussion1. What were some problems found when manipulating elastomeric impression materials and bite registration?
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Faculty Teaching Guide for Dental Materials
Discuss problems learners had with these materials. Explain proper techniques regarding mixing or
using an extruding gun, loading the tray, and placing it in a patient’s mouth.
[Insert Home Ass icon] Homework AssignmentsInteractive Skills and Procedures CD-ROM. Learners should use the CD-ROM to practice the Crown
Preparation and Cementation Prosthodontic procedures.
Workbook Assignment. Learners are to complete the workbook Chapter ___questions. Learners should be
prepared to review these in class.
End of Chapter Activities. Have learners complete the Review Questions and Critical Thinking Questions at the
end of Chapter ____ (Phinney & Halstead).
Ideas for learners struggling with this material … Group Participation. Ask learners if they are a good participator in group activities? Encourage them to
ask themselves if they add to the group or inhibit its effectiveness? Suggest they conduct a short
assessment on their group participation, both in class discussion and in small groups. Tell them they
should make a plan of action if they see areas where they can improve.
Ideas for learners who are ahead and want to learn more … Web Research. Have learners go to http://www.ada.org to research more information on cosmetic dentistry.
Have them prepare a short paper on their findings to present to the class.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.Slide 14 [Insert DM 3-14] Part B: Fixed Prosthesis Procedures
Review Part A.
Review the homework and make sure any remaining
questions are answered.
Introduce Part B.
Inform learners that the crown preparation procedure is
fairly complicated as it has many steps to remember and
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Module: Prosthodontics
that they will have the opportunity to practice this procedure
following this part. Point out that diligence by the DA during
each step contributes to the quality of the final prosthetic
restoration.
Explain that the DA will need to retract the patient’s cheek
or tongue while the dentist prepares the tooth with the
handpiece.
Slide 15 [Insert DM 3-15] Selecting a Tooth Shade
Explain how important a proper shade is in order to match
existing dentition as closely as possible.
Point out that just as during the composite restoration
procedure, the shade should be taken before the tooth is
prepared, the shade guide moistened, and compared to the
natural teeth under natural light.
Ensure learners understand that the shade chosen must be
recorded in the patient’s chart as well as on the lab
prescription form.
Slide 16 [Insert DM 3-16] Margin Preparations.
Describe that where the cast restoration meets the tooth is
called the margin, and that the dentist will design the
margin carefully, with meticulous attention to detail.
Slide 17 [Insert DM 3-17] Tissue Retraction
Explain how necessary tissue retraction is in order to obtain
an accurate impression of the gingival margin. Point out
that the retraction cord is placed around the tooth and into
the gingival sulcus.
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Faculty Teaching Guide for Dental Materials
Explain that the cord may be impregnated with a chemical,
or dipped in a hemostatic solution which will control
bleeding and cause the gingiva to temporarily shrink in
order for the impression material to flow around the margin
of the preparation.
Slide 18 [Insert DM 3-18] Elastomeric Impressions
Ensure learners understand how important the impression
is, and that if there is an air bubble, or other distortion
detected in the impression, the dentist will want to retake it.
Explain that latex glove powder can interfere with the
setting of elastomeric materials, the impression can shift in
the patient’s mouth while it is setting, or the tray may not fit
properly.
Describe the various ways to obtain impressions.
Address how the lab tech will need an accurate occlusal
relationship from a bite registration in order to fabricate a
restoration that fits properly.
Slide 19 [Insert DM 3-19] Provisional Restorations
Explain that the temporary crown or bridge will provide
temporary coverage for the tooth or teeth while the dental
lab makes the permanent prosthesis.
Ensure learners understand that the provisional restoration
protects the tooth, while providing esthetics and comfort for
the patient.
Point out how important the provisional is for stabilizing the
contacts between the teeth as well as the occlusion.
Explain how the prosthesis may not fit if the temporary
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Module: Prosthodontics
restoration is not made correctly, or if the patient loses it.
Discuss how it must fit snugly at the gingival margin to
prevent plaque and debris away from the tooth.
Address the various types of provisional restorations.
Slide 20 [Insert IDA 3-20] The Laboratory Prescription
Explain that the lab prescription gives detailed instructions
to the lab technician regarding the prosthesis, including the
date the permanent crown or bridge is expected to be in
the dental office.
Slide 21 [Insert IDA 3-21] Crown Cementation
Explain that the temporary crown is removed from the
patient’s tooth, then the permanent restoration is tried on to
ensure it fits properly and that the occlusion is accurate. It
is then adjusted if necessary and permanently cemented
into place in the patient’s mouth.
Describe how the DA mixes the cement when the dentist is
ready, and places it in a thin layer within the dried
permanent prosthesis.
Point out that after the cement sets, the excess is removed
with instruments and dental floss.
Slide 22 [Insert IDA 3-22] Fixed Prostheses Maintenance
Ensure learners understand that the DA will be educating
the patient on how to care for the new investment in their
oral health.
Explain how each oral hygiene aid on this slide will be used
by the patient to keep the new prosthesis clean.
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Faculty Teaching Guide for Dental Materials
Discuss how to use a floss-threader to remove plaque from
under bridges.
Slide 23 [Insert IDA 3-23] Assessment Questions
Short Activity: Stop here and have learners answer the
questions on the slide. Review material as needed to
enhance understanding.
Short Activity: Stop here to discuss the case study in
Chapter ____ (Phinney & Halstead).
In-Class Activity: Stop here for the Crown Preparation
and Crown Cementation activities.
Homework Assignment: Stop here to assign and discuss
the homework.
Section 2: Removable Prosthodontics
Section OverviewRemovable prosthodontics is the art and science of dentistry that provides the replacement of lost dental tissues
and their components. This replacement for missing teeth is divided into two categories: removable partial
dentures and removable complete dentures. Intraoral factors such as muscular function, the shape of the alveolar
ridge, and the mucosa covering the residual ridge will be considered by the dentist when deciding whether a
partial denture, or a complete denture would be best for the patient. Extra oral factors to be considered are the
patient’s age, mental and physical health, as well as the attitude toward improved oral hygiene and retention of
natural teeth. In many instances a removable prosthesis must be used for a portion, or all of the replacement
dentition.
Outline of Section 2Part A: Removable Partial Dentures
Part B: Removable Complete Dentures
Learning Objectives and CompetenciesThese learning activities directly address the Learning Objectives and
Competencies as stated.
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Walk around during lab activities and give feedback to each individual learner. Encourage them to help each other and to write down exactly where they get stuck in a procedure or exactly what they do not understand. Participate fully in lab activities and monitor each learner closely.
Teaching Tip
Module: Prosthodontics
Knowledge
7. Define the Key Terms.
8. List the components of a partial denture.
Comprehension
9. Explain the reasons for removable prostheses.
10. Describe the consultation appointment for a removable prosthesis.
11. Explain the difference between a removable partial and a complete denture.
12. List and discuss the appointment steps for a partial denture and a complete denture.
13. Explain denture reline, repair, and adjustment procedures.
Application
14. Demonstrate partial denture final impressions and delivery.
15. Demonstrate setting up and assisting during a jaw relationship and a denture relining procedure.
Learning ActivitiesThese learning activities directly address the Learning Objectives and Competencies as stated.
[Insert Homework Assignment icon] Key Term Glossary (Part A, Objectives 7-9)
[Insert In-Class Activity icon] Partial Denture Final Impressions (Part A, Objective 14)
[Insert In-Class Activity icon] Delivery of a Partial Denture (Part A, Objective 14)
[Insert Homework Assignment icon] Textbook Assignment (Part A, All Objectives)
[Insert In-Class Activity icon] Field Trip (Part B, All Objectives)
[Insert In-Class Activity icon] Jaw Relationship Appointment (Part B, Objective 15)
[Insert In-Class Activity icon] Denture Reline (Part B, Objective 15)
[Insert Homework Assignment icon] Workbook Assignment (Part B, All Objectives)
[Insert Homework Assignment icon] End of Chapter Activities (Part B, All Objectives)
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Faculty Teaching Guide for Dental Materials
Part A: Removable Partial Dentures
Overview
A removable partial denture restores a large span of lost dentition. A fixed bridge is the ideal replacement for
missing teeth, but may not be feasible due to existing conditions in the patient’s mouth. Each patient’s individual
oral conditions must be evaluated, such as the extent of caries, the quality and quantity of remaining supporting
tissue, and tooth contours. Esthetics, mastication, phonetics, and comfort should be restored, while at the same
time preserving teeth, the alveolar process, gingival tissue, tooth position, occlusion, and oral as well as overall
systemic health. The DA will prepare diagnostic casts, radiographs, and visual aids for the denture consultation
appointment. Assisting the dentist during each phase of the process to ensure a quality partial will be part of DAs
responsibility as will patient education regarding how to care for the new appliance.
Initial Question and Activities
1. Why do you think a partial denture would be needed rather than a fixed
prosthesis?
A fixed prosthesis is the ideal restoration, but if there are too many
teeth missing already, especially on both sides of an arch, a partial
denture will restore function to both sides of the mouth.
Key Concepts References and Activities SlidesIntroduction to Section 2 Slides 24-25
Key Terms [Insert Homeword Ass icon] Key Term
Glossary
Slide 26
Removable Partial Dentures Chapter ____, pgs. ____ (Phinney & Halstead)
[Insert Group Activity icon] Partial Denture
Final Impressions
[Insert Group Activity icon] Delivery of a
Partial Denture
[Insert Home Ass icon] Textbook Assignment
Slides 27-32
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For good learner retention, keep an eye on both the struggling learners and the best in the class. Address each learner in appropriate ways to ensure that they are getting the most from the class and are not in danger of leaving because they are bored or struggling. Address any problems immediately.
Teaching Tip
Module: Prosthodontics
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon] In-Class Activities Partial Denture Final Impressions (Part A, Objective 14). Goal: For learners to practice setting up and
assisting during Final Impressions for a Partial Denture. Instructor should ensure there are enough materials
and supplies for the class and separate learners into teams. Instructor should be the operator for this
procedure. If possible this should be practiced on a live patient as much as possible, at least for the
elastomeric impression and bite registration. Some of the steps may be simulated and procedures verbalized
so the instructor knows the learner being evaluated understands the procedure. Learners should be graded
on the procedure steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks
contain check off sheets that can be utilized.
Delivery of a Partial Denture (Part A, Objective 14). Goal: For learners to practice setting up and assisting
during Delivery of a Partial Denture. Instructor should ensure there are enough materials and supplies for the
class and separate learners into teams. Instructor should be the operator for this procedure. Some of the
steps may be simulated and procedures verbalized so the instructor knows the learner being evaluated
understands the procedure. Learners should be graded on the procedure steps as outlined on pg. ____,
Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.
[Insert In-Class Dis Ques icon] In-Class Discussion1. What type of gypsum material is used by the lab technician for fabricating
crowns and bridges?
Die stone is used because it is stronger than plaster or lab stone. Die
stone is also used for partial denture modes because it is stronger and
shouldn’t be fractured by insertion and removal of the clasps.
[Insert Home Ass icon] Homework AssignmentsKey Term Glossary. Learners will define key terms listed in the PowerPoint presentation. They are to enter this
glossary on disk, in a dedicated notebook or in a designated part of a notebook. They are expected to augment
information from text or lecture with other resources including any available in the school or public libraries or on
the Internet and will be graded at the end of the module on completeness and presentation.
Textbook Assignment. Learners are to read Chapter ____ (Phinney & Halstead).
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21
Participate fully in lab activities. Watch learners carefully to see that they are understanding the information and keeping on track. Lab sections should be as informative as lecture sections
Teaching Tip
Faculty Teaching Guide for Dental Materials
Ideas for learners struggling with this material … Use Homework Wisely. Encourage learners to focus on their homework as a learning aid rather than one
more task to do to pass the course. Remind them their goal is to learn the information so they will be
successful in their new career and that studying more than necessary will enable them to excel and be proud
of their accomplishments.
Ideas for learners who are ahead and want to learn more … Web Research. Have learners go to http://www.nadl.org and find out if there is an accredited dental laboratory
education program in the area. Have them prepare a short report to share with the class regarding their
findings.
Presentation ToolsNote: If you change Objectives or Assignments, don’t forget to change the
slides accordingly.
Slide
24
[Insert DM 3-24] Section 2: Removable Prosthodontics
Discuss each objective in detail. Learners need to know
what they will be learning and why. Relate it back to their
careers as dental assistants.
Slide
25
[Insert DM 3-25] Section 2: Removable Prosthodontics (cont.)
Continue to discuss each objective in detail.
Slide
26
[Insert DM 3-26] Key Terms
Review each key term and discuss the importance of
knowing the definition of each.
Homework Assignment: Stop here to remind learners
about the importance of completing the Key Term
Glossary assignment.
Slide
27
[Insert DM 3-27] Part A: Removable Partial Dentures
Explain the purpose of a partial denture and what may
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Module: Prosthodontics
take placed during a consultation appointment.
Point out that the most important step in achieving a
quality partial denture is adequate preparation of the
mouth by the dentist before construction of the
prosthesis.
Explain that these preparations enable a mouth to accept
and support a partial denture for the maximum period of
time, and with minimal adverse reaction on the remaining
natural teeth and supporting tissues.
Inform learners that photographs of the patient may be
taken in order to provide before and after treatment
documents, and visual aids used to explain how the
prosthesis is inserted, removed, and maintained.
Explain how the DA will take alginate impressions of the
partially edentulous mouth and pour plaster study models
on which the dentist will draw the design for the partial
and decide locations for the partial framework
components.
Slide
28
[Insert DM 3-28] Advantages of a Removable Partial
Discuss advantages of a removable partial denture.
Slide
29
[Insert DM 3-29] Contraindications for a Partial
Discuss how important a sound foundation is in order for
a partial denture to be successful, and the reasons why it
may not be the best choice for the patient.
Slide
30
[Insert DM 3-30] Components of a Partial Denture
Explain each component of a partial denture to the
learners.
Point out that the framework is the skeleton that provides
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Faculty Teaching Guide for Dental Materials
the basic support for all other components.
Explain that the rests are metal projections, on or near
the clasps, and are designed to lie in a prepared recess
on the occlusal, lingual, or incisal surface of the tooth
crown.
Describe how the connectors may be a lingual or palatal
bar, and that the retainer is the clasp that provides
stability and enables the partial to be removed and
inserted easily by the patient.
Explain that the denture base or saddle is gingival-
colored acrylic that lies over the alveolar ridge and holds
the artificial teeth which teeth may be constructed of
either porcelain or acrylic.
Note to Instructor: Having a visual aid when describing
parts of a partial would be helpful.
Slide
31
[Insert DM 3-31] Metal Frameworks
Point out that the framework of a partial denture is
constructed in wax by a dental lab technician, according
to the dentist’s precise design, and then cast from
precious metals.
Explain that the framework may be tried in the patient’s
mouth before teeth are added to ensure proper
positioning of the clasps and the path of insertion.
Slide
32
[Insert DM 3-32] Appointments for a Partial Denture
Discuss the various types of appointments necessary for
a partial denture.
Explain that rest preparations are made by the dentist, on
the abutment teeth, with a high speed handpiece, and
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Module: Prosthodontics
that these recessed areas are prepared to receive the
extension of the rests on the clasps of the framework.
Point out that the patient doesn’t usually need anesthetic
as this is minor re-contouring of teeth to be used for
retention and support of the prosthesis, and to provide
enough depth for proper occlusion.
Ensure learners understand that an accurate final
elastomeric impression will be taken following the rest
preparations and sent to the lab.
Explain that it is the DA’s job to teach the patient proper
home care of the removable prosthesis during the
delivery appointment.
Point out that the DA will need to describe to the patient
how plaque accumulates and how the acid present in
plaque decalcifies enamel, making such areas soft and
readily abraded during removal and insertion of the
partial denture.
Discuss how the DA should instruct the patient to remove
the partial after eating, to remove debris from the clasps,
rests, and saddle, to vigorously brush the abutment teeth
to remove plaque, and when the partial is not worn, to
keep it moist in order to avoid warping.
In-Class Activity: Stop here for the Partial Denture Final
Impressions activity and the Delivery of a Partial Denture
activity.
Homework Assignment: Stop here to assign and
discuss the homework.
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Faculty Teaching Guide for Dental Materials
Part B: Removable Complete Denture
OverviewRemovable complete dentures, as with partial dentures require many exta oral procedures to be performed by the
dental assistant. These include coordinating appointments for the patient and communicating with the dental lab.
The dental assistant will also teach the patient how to care for their prosthesis and assist the dentist during
chairside, lab, and other associated procedures. It is often traumatic to lose teeth and learn how to use facial
muscles to control a prosthesis during chewing and speaking. The patient may need reassurance that they are
making the correct decision regarding their health.
Initial Questions and Activities1. Why would extracting teeth and replacing them with a denture always be the last option considered?
Anytime a tooth is removed, bone loss occurs. Keeping teeth, as well
as the bone surrounding them, is the healthiest result for us all.
2. How do you think a denture stays in place in the mouth during mastication?
The denture will fit the alveolar ridge and sit on top of it. The mucosa will
become tough over time, but the patient will struggle when first losing
their teeth, both physically and mentally. The dental assistant can reassure the patient during this
period of adjustment.
Key Concepts References and Activities SlidesRemovable Complete Dentures Chapter ___, pgs. ____ (Phinney & Halstead)
[Insert Group Activity] Field Trip
Slides 33-43
Assessment Questions [Insert Group Activity icon] Jaw Relationship
Appointment
[Insert Group Activity icon] Denture Reline
Slide 44
Summary of Module [Insert Home Ass icon] Workbook Assignment
[Insert Home Ass icon] End of Chapter
Activities
Slide 45
26
Remind learners that homework activities are not busy work and that they will get out of them as much learning as they put into them. Encourage learners to excel in their homework.
Teaching Tip
Module: Prosthodontics
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon] In-Class Activities Field Trip (Part B, All Objectives). Goal: For learners to see a working dental laboratory. Instructor should call
a dental laboratory and set up a time for the dental assisting learners to tour as a group. During the tour,
learners should write down what they see. They then should prepare a report to present and discuss in class.
Jaw Relationship Appointment (Part B, Objective 15). Goal: For learners to practice setting up and
assisting during a Jaw Relationship Appointment. Instructor should ensure there are enough materials and
supplies for the class and separate learners into teams. Instructor should be the operator for this procedure.
Some of the steps may be simulated and procedures verbalized. Learners should be graded on the procedure
steps as outlined on pg. ____, Chapter ____(Phinney & Halstead). Learner workbooks contain check off
sheets that can be utilized.
Denture Reline (Part B, Objective 15). Goal: For learners to practice setting up and assisting during a
Denture Reline. Instructor should ensure there are enough materials and supplies for the class and separate
learners into teams. Instructor should be the operator for this procedure. Some of the steps may be simulated
and procedures verbalized. Learners should be graded on the procedure steps as outlined on pg. ____,
Chapter ____(Phinney & Halstead). Learner workbooks contain check off sheets that can be utilized.
[Insert In-Class Dis Ques icon] In-Class Discussion1. What is rest preparation for a partial denture?
The dentist prepares the teeth so there are recessed areas on the
occlusal, lingual, or incisal edge, in order for enough depth for proper
occlusion after the partial is seated in place.
2. Why would the dental assistant construct a custom tray for impressions rather than to use a stock tray?
A custom tray will fit just one patient’s dentition for a more accurate impression.
[Insert Home Ass icon] Homework AssignmentsWorkbook Assignment. Learners are to complete the workbook Chapter ___ questions. Learners should be
prepared to review these in class.
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27
Remind learners that there are opportunities to meet with you individually to help clear up those fuzzy learning points.
Teaching Tip
Faculty Teaching Guide for Dental Materials
End of Chapter Activities. Have learners complete the Review Questions and Critical Thinking Questions at
the end of Chapter ____ (Phinney & Halstead).
Ideas for learners struggling with this material …
Review Learning Objectives. Suggest that learners continue to refer back to the learning objectives and
check them off when they are confident that they have achieved the objective. Tell them that they should
review these often to ensure that they have retained the information in their long term memory and to realize
how much they have retained.
Ideas for learners who are ahead and want to learn more… Web Research: Have learners go to http://www.ada.org, oral health care topics, and under “dentures” find
questions patients frequently ask about removable dentures. Have them write a short report of their findings
to present to the class.
Presentation ToolsNote: If you change Objectives or Assignments, don’t forget to change the
slides accordingly.
Slide
33
[Insert DM 3-33] Part B: Removable Complete Denture
Review Part A and make sure that any remaining questions
are answered.
Review the homework and address questions as needed.
In-Class Activity: Prior to beginning Part B, complete the
Field Trip activity.
Introduce Part B.
Explain that complete dentures are for patients without
teeth, or who will be having teeth extracted, and will
become edentulous.
Slide
34
[Insert DM 3-34] Indications for a Complete Denture
Discuss the reasons a patient may need a complete
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Module: Prosthodontics
denture.
Ensure learners understand that this treatment is a last
resort and that if there is any possibility of preserving some
teeth, and therefore bone, it should be considered and
communicated to the patient.
Slide
35
[Insert DM 3-35] Components of a Complete Denture
Point out that there are fewer components in a complete
denture than there are for a partial denture.
Explain that the denture base must sit on the mucosa,
which must support it, and that the patient’s facial muscles
must help hold it in place, during mastication as well as
when speaking.
Describe the flange as the part of the acrylic base that
extends to the areas of retention on the natural landmarks
of the alveolar ridge.
Explain that the flange extends to the retromolar area, the
oblique ridge, and the mylohyoid ridge on the mandible.
Point out that on the maxillary arch, the flange conforms to
the curvature of the residual ridge, and fits into the
vestibule.
Slide
36
[Insert DM 3-36] Appointments for a Complete Denture
Discuss the appointments necessary for construction of a
complete denture and the procedures that will take place at
each.
Explain that photographs of the patient, before they lost
teeth, may be used in order to evaluate the mold, or shape,
of the original dentition, or to provide before and after
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Faculty Teaching Guide for Dental Materials
treatment documents.
Point out that the posterior teeth may be removed, and that
the mouth allowed to heal before the final impression
appointment, or all the teeth may be extracted at one time,
and the immediate denture delivered then.
Explain that the immediate denture will act as a bandage
over the surgical area and that the patient will need to
return to the office in a few days so that the dentist can
make any adjustments to the denture. Any sutures placed
during the extraction appointment would also be removed
at this time.
Slide
37
[Insert DM 3-37] Final Impressions
Discuss how important the final impression is to a quality
final prosthesis.
Explain that the impression compound will be added onto
the custom tray and used to acquire an accurate
impression of the periphery.
Ensure learners understand that the periphery is the
outermost part of the patient’s mucosa, where the denture
must fit, including fitting properly onto the frenum muscle
attachments in the vestibule of the mouth.
Slide
38
[Insert DM 3-38] Construction of Complete Dentures
Explain that the baseplate is a preformed shape made of
shellac, or acrylic resin that temporarily represents the
base of the denture, and that the wax bite rims are built to
represent vertical dimension.
30
Module: Prosthodontics
Discuss vertical dimension as the space provided by the
normal teeth.
Slide
39
[Insert DM 3-39] Jaw Relationship Set-Up
Inform learners that the base plate-bite rim assembly is
tried into the patient’s mouth and vertical and centric
relationships recorded by the dentist.
Explain that the patient will be asked to move their jaw
forward, backward and from side-to-side.
Discuss how the tooth shade is taken and recorded, as well
as the mold, or shape of the teeth.
Slide
40
[Insert DM 3-40] Try-in Appointment
Explain that if the patient is edentulous, the teeth may be
set in wax and tried in the patient’s mouth to evaluate how
they look, and how well they will function, before they are
finished in the dental lab.
Slide
41
[Insert DM 3-41] Delivery Appointment
Discuss the procedures completed during the delivery of
the complete denture.
Ensure learners know that the DA will explain to the patient
how to care for removable prostheses.
Refer to the home care instructions illustration found in
Chapter ___ (Phinney & Halstead).
Slide
42
[Insert DM 3-42] Denture Relines, Adjustments, and Repairs
Explain the importance of denture relines, and the
difference between a tissue conditioner, temporary reline,
and a permanent reline.
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Faculty Teaching Guide for Dental Materials
Ensure they understand that the bone will shrink, or resorb,
following tooth extractions, and that the prosthesis will no
longer fit.
Point out that the patient may come to the office for several
soft relines, before the tissue has resorbed to a point when
the dental lab will permanently reline the denture.
Explain that as the bone and other tissues change, the
patient may develop sore areas that must be adjusted. The
dentist, or dental assistant, will use an acrylic bur to relieve
the sore areas, and the patient instructed to return if more
sores occur.
Discuss how some repairs to dentures can be done in the
office whereas other repairs may require the denture to be
sent to the lab.
Ensure learners understand that removable prostheses
must be kept moist to avoid distortion.
Slide
43
[Insert DM 3-43] Implants and Overdentures
Discuss with learners how important it is to keep the
alveolar bone from resorbing. Explain that teeth can be
treated with endodontics and restorative procedures, or
implants may placed in the alveolar ridge, and therefore
used to stabilize a prosthesis.
Explain to learners that the patient will need to clean the
retained teeth at home, and schedule regular recall visits to
the dental office.
Slide
44
[Insert DM 3-44] Assessment Questions
Short Activity: Ask the group to answer these questions to
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Module: Prosthodontics
assess their comprehension of the material recently
presented. Review any material that does not seem clear.
Short Activity: Stop here to discuss the case study in
Chapter ____(Phinney & Halstead).
In-Class Activity: Stop here to complete the Jaw
Relationship Appointment activity and the Denture Reline
activity.
Slide
45
[Insert DM 3-45] Summary of Module
Review with learners all they learned during this module,
from fixed to removable prosthodontics, and the diverse
intra oral and extra oral procedures performed in the dental
office, as well as and those completed in conjunction with
the dental laboratory.
Homework: Stop here to assign and discuss the
homework assignment.
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