2016

DENT 4423: Clinical

Preparation

Arvind Babu RAJENDRA SANTOSH

The University of the West Indies
8/2/2016

Lesson Plan

Lesson
plan
No.
1.

Title of the lesson

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.

Understand the importance of case history taking in diagnostic process.

Define the terms signs and symptoms in oral and maxillofacial diagnosis.
List and categorize the sections of case history or patient docket.
Differentiate between provisional, differential and final diagnosis.
Differentiate between inclusion and exclusion criteria.
Critically evaluate the importance of clinical signs and symptoms and formulate problem

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.

Venue: Dental Technique Laboratory, Level I, Block B, FMSTRC, The UWI-Mona.

CONTENT SUMMARY: (optional, you might referenced the text)
This is a lesson that introduces the concepts of taking a history from a dental
patient. Case history taking is a skill necessary for examinations and afterwards as a
practising dentist. It tests both your communication skills as well as your knowledge
about what to ask. Specific questions vary depending on what type of history you
are taking but if you follow the general framework below you should gain good
marks in these stations. In practice you may sometimes need to gather a collateral
history from a relative, friend or carer. This may be with a child or an adult with
impaired mental state. 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 case history taking. 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 pain. (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 diagnostic process.
Step 4: Case Study (This will involve breaking the class into groups/teams) to bring out problem listing
activity and/or differential diagnostic concepts of oral disease.

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

COURSE CODE: DENT 4423

TOPIC: Examination of Swelling.
GROUP: Year Four, semester two
TIME: 2 hours
LEARNING OUTCOMES:
By the end of the teaching and learning session students will be able to:
j.
viii.

Understand the history taking of swelling in oral cavity.

Understand the components of swelling examination that includes: Color, Shape, Size,

ix.
x.
xi.
xii.
xiii.

Surface, edge, number and pulsation.

List and categorize the examination methods of patients with swelling.
Differentiate between soft and hard tissue swelling information.
Differentiate between Developmental, Traumatic, Inflammatory and neoplastic swellings.
Critically evaluate the importance of lymph node examination in patients with swelling.
Analyse the importance of radiological and histopathological investigations in patients
with swelling for securing final diagnosis.

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

Venue: Dental Technique Laboratory, Level I, Block B, FMSTRC, The UWI-Mona.

CONTENT SUMMARY: (optional, you might referenced the text)
This is a lesson that introduces the concepts of examination of swelling for a dental
patient. An important part of a patients first visit to a dental office is the
examination of the head and neck. The oral cavity examination for swelling covers

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

e. Minute exercise on recall memory on radiographic images of mandibular and maxillary

swellings.
EVALUATION

Lesson Plan III

COURSE: Clinical Preparation
COURSE CODE: DENT 4423
TOPIC: Examination of Ulcer.
GROUP: Year Four, semester two
TIME: 2 hours
LEARNING OUTCOMES:

By the end of the teaching and learning session students will be able to:
k.
xiv.

Understand the history taking of ulcers in oral cavity.

Understand the components of ulcer examination that includes: Color, Shape, Size,

xv.
xvi.
xvii.
xviii.
xix.

Surface, edge, number and pulsation.

List and categorize the examination methods of patients with ulcer.
Differentiate between malignant and non-malignant ulcer.
Differentiate various types of ulcer edges.
Critically evaluate the need for special investigations in oral ulcer.
Analyse the importance of radiological and histopathological investigations in patients
with swelling for securing final diagnosis.

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

Venue: Dental Technique Laboratory, Level I, Block B, FMSTRC, The UWI-Mona.

CONTENT SUMMARY: (optional, you might referenced the text)
This is a lesson that introduces the concepts of examination of ulcer for a dental
patient. An important part of a patients first visit to a dental office is the
examination of the head and neck. The oral cavity examination for swelling covers
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 ulcer under two categories i.e. Inspection and palpation. The clinical
importance of size, type, color, location, surface texture and consistency of
ulcerated 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 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

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 to learn the process of clinical
differential diagnosis of diseases and lesions of the oral mucosa. The first step in
successful therapeutic management of a patient with an oral mucosal disease or
lesion depends upon creating a differential diagnosis. During this lesson the student
should be able to link the concepts of diagnosis 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 demonstrating the overview of decision making tree in the
process of clinical diagnosis. In this process, teacher will ask students about the clinical and other
pathological details of some oral disease. Teacher will also ask students to share about their
knowledge on classifying dental and oral disease. (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
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.

Understand the importance of biopsy in dental diagnosis.

Evaluate the significance of biopsy in benign, premalignant and malignant lesions.
Differentiate between excisional and incisional biopsy.
Analyze the pitfalls in oral mucosal diagnosis that arise due improper biopsy procedures.
Create the list of the lesions that require biopsy for oral diagnosis.

INSTRUCTIONAL MATERIALS:
xx.
xxi.

PowerPoint presentation,
Prepared case studies,

xxii.
xxiii.

Biopsy and/or Radiograph,

Website: https://www.dentistry.utoronto.ca/dpes/diagnostic/patients/extraoral-and-intraoralsoft-tissue-examination-patient

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 to alert about the clinical faults arising pre-operatively,
intraoperatively and post operatively while dealing with oral biopsy procedure. Many oral lesions may
need to be diagnosed by removing a sample of tissue from the oral cavity. Biopsy is widely used in the
medical field, but the practice is not quite widespread in dental practice. Many artifacts in the tissue
specimen are due to the poor biopsy technique or handling, which has led to diagnostic pitfalls and misery
to both the patient and the clinician. During this lesson the student should be able to link the concepts of
biopsy 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 demonstrating the overview of biopsy process in dental
diagnosis. In this process, teacher will ask students about the clinical and other pathological
details of some oral disease. Teacher will also ask students to share about their knowledge on the
importance of biopsy in clinical diagnosis. (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 clinico-pathological correlation in achieving final diagnosis.
Step 4: Case Study (This will involve breaking the class into groups/teams) to bring out the importance
of biopsy in dental practice.

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.

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 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

Lesson Plan VII

COURSE: Clinical Preparation
COURSE CODE: DENT 4423
TOPIC: Maxillofacial Diagnosis of Fibro-osseous 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:
13.Recognize and recall various types of cemental dysplasias
14.Understand the pathogenetic concepts of odontogenic cysts.
15.Differentiate between focal, florid and periapical cemental dysplasias.
16.Analyze the radiological features of periapical cemental dysplasia in formulating the diagnosis.
17.Create the list of possible diagnosis in differential diagnostic panel.
INSTRUCTIONAL MATERIALS:
xxviii.
xxix.
xxx.
xxxi.

PowerPoint presentation,
Journal article,
Clinical, Histopathological and/or Radiograph reports.
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 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

Lesson Plan VIII

COURSE: Clinical Preparation
COURSE CODE: DENT 4423

TOPIC: Maxillofacial Diagnosis of Odontogenic cysts

GROUP: Year Four, semester two
TIME: 2 hours
LEARNING OUTCOMES:
By the end of the teaching and learning session students will be able to:
18.Recognize and recall various odontogenic cystic lesions.
19.Understand the pathogenetic concepts of odontogenic cysts.
20.Differentiate between cysts and tumors by radiological investigation support.
21.Analyze the clinical signs and symptoms in formulating the diagnosis.
22.Create the list of possible diagnosis in differential diagnostic panel.
INSTRUCTIONAL MATERIALS:
xxxii.
xxxiii.
xxxiv.
xxxv.

PowerPoint presentation,
Journal article,
Clinical, Histopathological and/or Radiograph reports.
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
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.

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 Odontogenic cystic
conditions.
CULMINATING ACTIVITIES
m. Small Group Discussion on a case study.
EVALUATION

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.

CONTENT SUMMARY: (optional, you might referenced the text)

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