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Module: Communication

Faculty Teaching Guide for Dental Office

Management

Module - Communication

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Faculty Teaching Guide for Dental Office Management


Module: CommunicationReview of ModuleReview topics from the previous module to confirm understanding prior to presenting new material.

Module OverviewThe dental office manager has a wide communication constituency. He or she must convey concepts and

information to the members of the dental team as well as to patients and potential patients. This module

introduces learners to communication and marketing skills necessary for running a successful dental practice.

The Big Picture

ResourcesThis module utilizes the following learner resources:

Textbook: Dental Office Management, by Ellen Dietz. Delmar Learning, 1999. ISBN 0-7668-0731-2.

Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide and the PowerPoint Presentation for Dental

Office Management.

The Internet: It is strongly recommended that faculty and learners alike have a working knowledge of the Internet.

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Faculty Teaching Guide forDental Office Management

Module:Communication

Section 2:Communicating with the

Dental Patient

Section 1:Communicating Within

the Dental Practice Outside Agencies

Part A: Relating to the Dental Patient

Part B: Marketing to the Dental Patient

Part A: Working with Outside Agencies

Part B: Communicating with the Dental Team


Note to Instructor:

To make the best use of this module, it is recommended that the instructor make the following preparations:

Inform learners that they are to read Chapter ____, pgs. ____ in the textbook in preparation for the first class

of the module.

The instructor will provide case histories for all activities that call for them.

The instructor may also write case histories based on real-life management situations arising in the dental

office. However, instructors should be careful not to include identifying information including names and

locations.

In any simulations that occur in this course, the instructor will take the following steps: (1) Introduce the

theory or concept; (2) Conduct a simulation; (3) Ask learners to evaluate what they have learned about the

theory or concept through simulation; (4) Apply the principles learned to actual dental office case histories; (5)

Compare learners’ action on the case histories to the actual outcomes; and (6) Have learners critique the

simulation/case history experience as a learning tool.

Poll area dental practices in preparation for class to help focus your material

The instructor will obtain at least three Material Safety Data Sheets for the most common chemical products

used in the dental office and make copies of these to distribute to learners.

The instructor will obtain a copy of OSHA’s Bloodborne Pathogens Final Standard.

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Section 1: Communicating within the Dental PracticeSection OverviewPublic concern about the dangers of infection and the movement to protect

employees from hazardous exposure on the job have moved local, state, and

federal governments to legislate regulations that directly impact the dental office

manager. The dental office manager serves as a conduit through which outside

government organizations and professional associations reach the members of

the dental team.

Outline of Section 1Part A: Working with Outside Agencies

Part B: Communicating with the Dental Team

Learning Objectives and CompetenciesThese learning activities directly address the Learning Objectives and Competencies as stated.

Knowledge

1. Define the key terms.

2. List hazards and hazard reducers.

3. Enumerate the essentials of safety training.

Comprehension

4. Describe the manager’s safety-recordkeeping duties and how they relate to HIPAA requirements.

5. Distinguish among outside agency roles.

6. Comprehend use of the MSDS when using a new product.

Application

7. Employ knowledge of the BP Final Rule.

8. Dramatize and report on a hazard incident.

9. Apply knowledge of practice compliance.

Analysis

10. Compare exposure control plans.

Synthesis and Evaluation

11. Develop a safety compliance plan for a fictional dental office.

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Help break the ice. When asking learners to work together in a group, arrange for them to get to know one another. Have the class play a fun game together completely unrelated to school. Encourage the more outgoing learners to stand back a bit and urge the quieter learners to go ahead and jump in.

.

Teaching Tip


Learning Activities

These learning activities directly address the Learning Objectives and Competencies as stated.

[Insert In-Class Activity icon] Skills Mastery Assessment (Parts A-B, All Objectives)

[Insert In-Class Activity icon] Your State Here (Part A, Objective 5)

[Insert In-Class Activity icon] Outside Agency Board Game (Part A, Objective 5)

[Insert Homework Assignments icon] Textbook Assignment (Parts A-B, All Objectives)

[Insert Homework Assignments icon] Researching PPEs (Part A, All Objectives)

[Insert In-Class Activity icon] Drafting the Exposure-Control Plan (Part B, Objectives 3 and 10)

[Insert In-Class Activity icon] Safety First (Part B, Objectives 3 and 10)

[Insert In-Class Activity icon] Simulated Safety Training (Part B, Objectives 2-4, 7, and 9)

[Insert In-Class Activity icon] Speaking of Safety (Part B, All Objectives)

[Insert In-Class Activity icon] Exposure Incident (Part B, Objective 8)

[Insert In-Class Activity icon] Bringing a Practice Back into Safety Compliance (Part B, Objectives 9 and 11)

[Insert Homework Assignments icon] Designing Managers (Part B, Objectives 14, 18, and 22)

Part A: Working with Outside AgenciesOverviewOutside agencies may look like alphabet soup at first glance. However, the smart

dental office manager realizes that OSHA, EPA, CDC, FDA, and HHS all contribute to

effective management of safety risks or privacy issues within the dental practice. The

smart office manager also knows that OSHA means business and that regulations

must be followed and properly documented. Non-governmental organizations such as

OSAP also provide information helpful to maintaining the safety of dental team

members. Consideration must also be given to HIPAA regulations as it relates to the

dental patients and their privacy.

Initial Questions and Activities

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Can be fun to teach because often they are focused and well organized. They also tend to be demanding because the time they have available is so compressed. If an adult learner in the class is getting wound a little too tight, take a moment to help her unwind. A little humorous perspective make take off the edge.

The Adult Learner…


1. What do you think the differences might be between the guidelines of a government regulatory

agency and those of a professional association?

Ask learners to use what they have learned in previous classes about regulation and licensure

to answer this question. What do they know from exposure to professional associations?

2. How many government agencies would you guess regulate the dental office?

Answers will vary. Urge learners to brainstorm what they know

from previous classes, work experience, and general knowledge to

come up with a possible list of agencies. Follow up this question

by reviewing the list of government agencies provided in Chapter

____ pp. ____ of the textbook.

Key Concepts References and Activities SlidesIntroduction to Module Slides 1-2

Introduction to Section Slides 3-4

Key Terms Chapter ____, p. ____ Slide 5

Introduction to Outside Regulatory

and Advisory Organizations

Addressing Hazard Control in the

Dental Office

Chapter ____, pp. ____

[Insert InClass Activity icon] Skills Mastery

Assessment

[Insert InClass Activity icon] Your State Here

[Insert InClass Activity icon] Outside Agency

Board Game

[Insert Home Ass icon] Textbook Assignment

[Insert Home Ass icon] Reseraching PPEs

Slides 6-8

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Act [ ] Evaluation

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[Insert In-Class Act icon] In-Class Activities Skills Mastery Assessment (Parts A-B, In-Class Activity, All Objectives). Goal. To remind learners how

much they already know and to set the stage for further learning. Ask learners to take the Skills Mastery

Assessment in Chapter ____ of the textbook at the beginning of class. Reassure them that this is an

ungraded activity and that, in fact, only they will know their score. They are to compare their answers to the

answer key located at the back of the textbook. They are then to re-take the assessment at the conclusion of

the section to check their progress.

Your State Here (Part A, In-Class Activity, Objective 5). Goal: To connect learners with their state’s

particular regulatory position on dental office safety. Learners are to locate and browse their state’s dental

regulatory office website. (If the learner’s state does not have a website, learners will call the office for the

information either during class or as homework.) Learners are to search for information about hazard and

safety regulations in the dental office. Learners may wish to research the regulatory environment of a

neighboring state and compare this to their state. Learners are to record this information and give it to the

instructor on paper or via e-mail.

Outside Agency Board Game (Part A, In-Class Activity, Objective 5). Goal. To reinforce learners’ awareness

of the purpose of each agency and how they relate to one another in reference to the dental office. The

instructor will compose questions about the purview of local, state, and federal government agencies

regulating the dental office and write these on index cards. The instructor will set up the classroom using

chairs as board spaces. Each chair will have wild-card instructions taped under the seat for the player who

lands in it. Learners will roll the dice and proceed to that chair. The instructor will randomly choose an index

card and ask the learner the question. The learner must answer it correctly to stay in the game. However,

learners’ progress toward the winning chair can be either impeded or assisted depending on the chair’s wild-

card instructions (e.g. Move two spaces ahead or Return to Start).

[Insert In-Class Dis Ques icon] In-Class Discussion1. What is the focus of OSHA’s Hazard Communication Standard and what elements must be included in an

effective written compliance response to this standard?

The Hazard Communication Standard focuses on the right of every employee to know the dangers

associated with harzards and hazardous materials in the workplace. The law requires corrective

action on the part of the employer. A written compliance program in the dental office would include

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usually responds to having what they are learning placed into a real-world context. Point out the things that can go wrong in the field if learners do not master key skills. Emphasizing the negatives of not learning may prompt learners to pay more attention.



an exposure-control plan (including the Bloodborne Pathogens Final Standard, a written hazard

communication program, waste and sharps handling and management, and injury and illness

prevention. Hazardous chemicals in the office must be properly labeled and have Material Safety Data

Sheets available to the staff. The dentist or dental employer must designate a safety program

coordinator to make sure that the plan is enforced and updated.

2. How have current HIPAA regulation changed how dental practices function?

Changes in how schedule is displayed, how electronic transactions must

occur, and management of patient records are examples. Brainstorm with

learners to discuss the other various areas affected in the dental office.

[Insert Home Ass icon] Homework AssignmentsTextbook Assignment. Read pgs. ____ in the textbook.

Researching PPEs. Learners are to conduct an online search for companies that

make personal protective equipment (PPE). They are to gather information about

each company’s line including, but not limited to, design, special safety factors, cost,

comfort, allergy alternatives, maintenance and laundering considerations, and

expected use life. Learners are to cite the web addresses of three of the best sites

and bring this information to class for group discussion.

Presentation ToolsNote: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

Slide 1 [Insert DOM 2-1]

DOM – Stands for Dental

Office Management. The 1st

number “2” indicates the

Module called Communication.

The 2nd number indicates the

slide number.

Power Point Presentation for


Introduce the module.

Start by asking learners what they expect from this

module.

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Slide 2 [Insert DOM 2-2] Module: Communication (cont.)

Introduce the sections and each part.

Slide 3 [Insert DOM 2-3] Section 1: Communicating within the Dental Practice

Discuss each objective in detail. Learners need to know

what they will be learning and why. Try to relate it back to

their careers in the health care field.

Slide 4 [Insert DOM 2-4] Section 1: Communicating within the Dental Practice

(cont.)

Continue to discuss each objective in detail.

Slide 5 [Insert DOM 2-5] Key Terms

Review each key term and discuss.

In-Class Activity: Stop here for the Skills Mastery

Assessment activity.

Slide 6 [Insert DOM 2-6] Part A: Working with Outside Agencies

Make sure learners are clear about the differences

between government regulation and association

recommendation.

Explain the office manager’s role in mediating the

requirements of government agencies and

communicating these effectively to the dental team.

Point out the three levels of government regulation: local,

state, and federal.

Discuss the newest regulations currently in force and the

impact that HIV/AIDs has had on government

involvement in the regulation of the dental office.

Delineate the hazards that government regulators are

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most concerned with.

Point out that hazard management involves the well-

being of the dental team as well as patients.

Make clear the role that association groups, particularly

OSAP, play in developing industry standards and

communicating standards and information to assist in

managing infection control programs.

Explain the purpose of both national headquarters and

local chapters of professional organizations.

In-Class Activity: Stop here for the Your State Here

activity.

Slide 7 [Insert DOM 2-7] Federal Regulatory Agencies

Discuss the relationship of the CDC, EPA, and FDA in

relation to OSHA.

Explain that OSHA is the government organization with

that most direct federal government connection

regulating the dental office.

Review OSHA’s mandate to protect the health of the

dental office employee.

Review OSHA’s Bloodborne Pathogens Final Standard

and explain what this means to the dental office manager

and employees.

Discuss the federal organization HHS and the mandated

requirements enacted through the HIPAA regulations

established in 2003.

Review the types of forms that are required by an office

to inform the patient of HIPAA privacy standards.

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Explain how HIPAA has affected how dental offices

function.

In-Class Activity: Stop here for the Outside Agency

Board Game activity

Slide 8 [Insert DOM 2-8] Professional Dental Organizations

Repeat the distinction between government regulation

and the role that professional dental organizations play in

exposure and infection control within the dental office.

Introduce the mission and purpose of each of these

professional associations and what membership in these

organizations means for the dental office manager.

Homework Assignment: Stop here to assign and

discuss the homework.

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Part B: Communicating within the Dental Team OverviewThe dental office manager is the one usually charged with administrating a

practice’s hazard communication program. In this capacity, the dental manager must

convey to the staff how to protect themselves from toxic exposure and infectious

agents. This means developing a training program, training all new employees and

updating the training of established employees. Learners will learn that hazard

communication is an ongoing process that must be thoroughly documented.

Initial Questions and Activities1. Have you ever participated in a medically related safety program? In any type of safety program?

Encourage learners to relate previous experiences they have had in safety training of any kind.

Did they learn enough to protect themselves and others? What improvements would they like to

have seen in the safety training they’ve received.

2. What would you expect to learn from a safety supervisor? What would type of presentation would cause

you to take the information seriously, remember it, and use it when needed?

Ask learners what impresses them most in training presentations and

which approaches are the most effective. Answers will vary.

Encourage learners to discuss their different perceptions. What

causes each of them to pay attention and remember safety

information? How well have they remembered and carried out safety

training when a hazardous event has occurred?

Key Concepts References and Activities SlidesCommunicating Hazard Control to Chapter ____, pp. ____ Slides 9-13

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Model the professional demeanor you wish to instill in learners. Dress as a successful dental office manager would dress. Inform learners of organizations that provide professional apparel free or at minimal cost. If none exists in your area, consider starting a “Dress for Success closet” within your department or school-wide.

Teaching Tip


Key Concepts References and Activities SlidesMembers of the Dental Office Team [Insert InClass Activity icon] Skills Mastery

Assessment

[Insert Group Activity icon] Drafting the

Exposure Control Plan

[Insert In-Class Activity icon] Safety First

[Insert In-Class Activity icon] Simulate Safety

Training

[Insert In-Class Activity icon] Speaking of

Safety

[Insert Group Activity icon] Exposure Incident

[Insert Group Activity icon] Bringing a

Practice Back into Safety Compliance

[Insert Homework Ass icon] Textbook

Assignment

[Insert Homework Ass icon] Designing

Managers

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Act [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities Skills Mastery Assessment (Parts A-B, In-Class Activity, All Objectives). Goal. To show learners how much

they already know and to set the stage for further learning. Ask learners to retake the Skills Mastery

Assessment in Chapter ____ of the textbook at the beginning of class. They are then to compare their

answers to the answer key located at the back of the textbook. Have learners assess their progress of

learning the material from their answers given in this activity in Part A of this section.

Drafting the Exposure-Control Plan (Part B, In-Class Activity, Objectives 3 and 10). Goal: To have learners

begin to put their knowledge of safety management to use. Break learners into groups. Each group will use

the information in both textbooks to draft an exposure control plan for the typical dental office using

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information they have learned in class to date and in previous classes. They may use any resource they wish

including on-line resources. At completion of the draft, learners are to re-group and share what they have

developed. They are to keep this exercise for use in a later activity.

Safety First (Part B, In-Class Activity, Objectives 3 and 10). Goal: To learn more about safety programs as

they exist in local dental offices. The instructor is to obtain hazard communication and exposure-control plans

from a sampling of large and small dental offices in the area. Learners are to contrast and compare the

safety plans and compare them to the information about hazard control in both textbooks and to the

exposure-control plan drafts that they have already written.

Simulated Safety Training (Part B, In-Class Activity, Objective 2-4, 7, and 9).

Goal. To have learners experience the demands of employee safety training.

Using the safety information they have accumulated to date as well as the

practice compliance checklist in Chapter ____ in the textbook, learners are to

create a safety-training plan. Learners are to decide how long they wish the

training program to be. Once each learner has finished developing the safety

training program, they are to use it to train another classmate. Learners may

use any means and materials they wish to accomplish this, including

PowerPoint. Once everyone in the class has finished training another

classmate, the group is to re-assemble and discuss what they have learned.

Speaking of Safety (Part B, In-Class Activity, All Objectives). Goal: To allow an expert working in the field a

chance to share real-life expertise with learners. The instructor will arrange for a guest lecturer who manages

the OSHA safety program for a local dental office. The lecturer will discuss how he or she approaches the

interpretation of OSHA rulings and the documentation, training, and re-training required by law. The lecturer

also will discuss the role that professional associations such as OSAP play in the ongoing effort to ensure

employee safety in the dental workplace. In addition, the lecturer may describe what’s new in safety, both in

rulings and regulations, new, less-toxic chemicals, and in PPE design and development. A Q&A period will

follow the lecture, and learners will be ready with prepared questions. At the next class, learners will discuss

what they now know that they did not before about hazard control and safety planning

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likes a certain measure of control in life as well as in the classroom. Consider allowing learners to establish the guidelines for in-class discussions. Adults often participate more fully when they have real input and a say in their learning experiences. Monitor the guidelines they set to make sure that goals are being met.



Exposure Incident (Part B, In-Class Activity, Objective 8). Goal: To give learners a feel for handling an event

that requires their response in the actual workplace. Break learners into small groups. Give each a copy of

the Sample Exposure Incident Report Form shown in Chapter ____, pg. ____ of the textbook. Play the part

of a chairside dental assistant who has sustained a needlestick and has a droplet of blood oozing out of your

glove (simulate this with red food dye). Each group will discuss the steps they are to take to respond to this

incident and will complete the incident report form. At the completion of this exercise, learners will re-group to

discuss what they have learned.

Bringing a Practice Back into Safety Compliance (Part B, In-Class Activity, Objectives 9 and 11). Goal: To

have learners apply what they have learned about OSHA compliance. Give learners a scenario of a fictitious

dental practice that has several safety compliance issues noted by OSHA and has been ordered to get into

compliance immediately or face stiff fines. Learners are to use lecture, classwork, and outside research to

develop a detailed plan for returning the practice to compliance. Learners will present their plans to the class

and re-group to discuss what they have learned.

[Insert In-Class Dis Ques icon] In-Class Discussion1. Who is ultimately responsible to communicate hazard information to the dental team?

The dentist or dental-office owner ultimately is responsible for safety communication and training.

However, these duties usually are delegated to a member of the dental team. Often, this person is the

dental office manager.

2. What are MSDS’s, what is their purpose, and where do they come from?

Material Safety Data Sheets contain information about the potential hazards of specific products.

Each product has its own sheet and if a product is used in a practice, the corresponding sheet must

be kept on file in the dental office. The sheets are provided by product manufacturers or suppliers.

Although the dentist ultimately is responsible for ensuring that the sheets are kept up to date and

available to employees, the office manager usually manages this task.

3. What is OSHA’s Bloodborne Pathogens Final Standard designed to do?

This standard was developed to protect healthcare workers on the job. According to the standard, a

dental office worker must have his or her occupational exposure to potentially infectious

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microorganisms via blood or saliva limited. A practice’s written exposure plan explains bloodborne

pathogen transmission and steps to take should an exposure occur.


Designing Managers. Learners are to have some fun researching aromatherapy systems available for dental

practices as well as furniture and materials for a children’s corner in the practice reception area. Learners are

encouraged to search out new and unusual methods for putting the dental patient at ease and reducing anxiety

including the latest research on calming colors, tastes, textures, sounds, and so on.

Ideas for learners who are ahead and want to learn more… Working with the Difficult Patient. Ask the learner to inteview one or more

dental office managers about how he or she handles difficult patients. The

difficult patient might include not only anxious, angry, or phobic patients but also

those patients who are chronically late, have a no-show history, and/or who

have payment issues. How does the office manager turn the situation around to

the advantage of both the patient and the practice? When does it become

apparent that a patient must be fired? What are the procedures that must be

followed to avoid patient abandonment of the fired patient? The learner will

return to the classroom with specific experiences as the basis for further class

discussion.

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides

accordingly.

Slide 9 [Insert DOM 2-9] Part B: Communicating within the Dental Team

Review Part A. Make sure that any remaining questions are

answered.

Go over the homework assignment in Part A.

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Encourage learners in active class discussion. Ask a lot of questions, wait for answers, query learners by name, use appropriate eye contact, thank learners for responding, and establish a safe and inclusive atmosphere for discussion. Assess the quality of your class discussion and improve it as needed.

Teaching Tip


Introduce Part B.



Slide

10

[Insert DOM 2-10] Administration

Explain the relationship between OSHA’s Hazard

Communication Standard, based on the Employee Right to

Know Law and the hazard compliance program that the

dental office manager is charged with developing,

implementing, and documenting.

Stress that the compliance program must be in writing and

must include:

An exposure-control plan

A hazard communication program

Waste and sharps handling and management

Injury and illness prevention.

Slide

11

[Insert DOM 2-11] Labeling and Written Plans

Emphasize that the hazard communication compliance and

exposure-control plans and a hazardous materials log must

be in written form.

Examine the responsibility that the dental office manager

has to maintain Material Safety Data Sheets for all

corresponding hazardous substances in the office, to

update sheets, to add sheets as new chemicals are added

to the clinic repertoire, and to make the sheets available to

staff.

Review the information that OSHA requires each MSDS to

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contain.

Short Activity: Stop here to provide learners with at least

three Material Safety Data Sheets for the most common

products found in the dental office.

Point out the importance of communicating visually with

staff by making sure that hazard stickers are appropriately

applied.

Discuss what the office manager must remember when

labeling including making the label easily visible.

Review the information that a hazard label must have in

order to comply with OSHA regulations.

Detail those products or items that do not have to receive

labels.

Question: Ask learners how many know what to do when

there is a mercury spill, and then go over the ADA mercury

spill procedures.

In-Class Activity: Stop here for the Drafting the Exposure

Control Plan activity and for the Safety First activity.

Slide

12

[Insert DOM 2-12] Safety Training

Point out that staff safety training is required by law and

that although the dentist is ultimately responsible the dental

office manager is most often the one who does the training.

Examine the various points that OSHA wants the office

manager to cover including:

Methods for detecting hazardous substance release

Training in PPEs

How employees are to make use of written information

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Emphasize that employees cannot be charged for

attending safety training and must be trained on practice

time.

In-Class Activity: Stop here for Simulated Safety Training

activity.

Slide

13

[Insert DOM 2-13] Hazard Reduction Planning

Explain that a hazard safety plan is most useful when if

prevents or reduces the possibility of an exposure incident.

Point out that the entire dental team must be involved in

actively attempting to reduce hazards.

Examine the methods listed for reducing hazards, and

comment on the level of compliance that exists in the

average dental practice in the learners’ locale.

Explain the uses of barrier devices and why they make a

difference in controlling the spread of infectious disease

during patient treatments.

Consider OSHA’s Bloodborne Pathogens Final Standard

and explain what it means to the dental employee as well

as the dental office manager.

Short Activity: Stop here to have learners examine a copy

of the BP Final Standard.

Review the tasks, procedures, and job classifications that

make up a written exposure-control plan.

In-Class Activity: Stop here for the Speaking of Safety

activity, the Exposure Incident activity, and the Bringing a

Practice Back into Safety Compliance activity.

Homework Assignment: Stop here to assign and discuss

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the homework.

Section 2: Communicating with the Dental Patient Section OverviewThe successful dental office manager enjoys contact with patients. After all, they

are the reason the manager has a job. This section takes ideas about patient

contact further by examining the art of patient relations and the business of practice

marketing.

Outline of Section 2Part A: Relating to the Dental Patient

Part B: Marketing to the Dental Patient

Learning Objectives and CompetenciesThese learning activities directly address the Learning Objectives and Competencies as stated.Knowledge

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May be self-conscious about being in class with learners half their age. If adult learners voices anxiety about this, remind them that the issue of age tends to disappear as soon as the class becomes involved in course work. Remind learners that youth and age each have advantages that are better when shared.



12. Define the key terms.

13. Enumerate the goals of dental marketing.

Comprehension

14. Understand the scope of internal/external communications.

15. Discuss the uses of printed communication.

16. Explain the importance of tracking.

17. Examine the uses of referral source analysis.

Application

18. Demonstrate nonverbal communication.

19. Dramatize techniques to diffuse patient anger.

20. Apply chairside marketing techniques.

Analysis

21. Examine verbal/nonverbal communication.

Synthesis and Evaluation

22. Propose a communication makeover of a fictional practice.

23. Create examples of printed communications.

24. Critique the pros and cons of dental marketing.

Learning ActivitiesThese learning activities directly address the Learning Objectives and Competencies as stated.

[Insert In-Class Activity] Skills Mastery Assessment (Parts A-B, Objectives 12-24)

[Insert In-Class Activity] Showdown at Dysfunction Junction (Part A, Objective 19)

[Insert In-Class Activity] Design the Dental Office of the Future (Part A, Objectives 18, 21, and 22)

[Insert Homework Assignments icon] Textbook Assignment (Part A, Objectives 12-24)

[Insert Homework Assignments icon] Local Dental Marketing Poll (Part A, Objective 14)

[Insert In-Class Activity] Chairside Marketing Simulation (Part B, Objective 20)

[Insert In-Class Activity] Create Your Own Marketing Packet (Part B, Objective 23)

[Insert In-Class Activity] Nip/Tuck: Dental Practice Image Makeover (Part B, Objective 22)

[Insert In-Class Activity] Panel of Experts, The Sequel (Part B, Objective 24)

Part A: Relating to the Dental PatientOverview

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Learners who are struggling with some part of the course may be experiencing an instruction style that doesn’t match their learning style. Everyone has a preferred style – auditory, tactile, visual and so on. Suggest those struggling with a concept try to re-approach it per their learning preference.

Teaching Tip


Patients benefit from dental care, but it is the rare person who does not bring some

level of anxiety to the encounter. This part introduces learners to methods for

recognizing and managing the anxiety levels of patients. Verbal and nonverbal

techniques are examined in detail.

Initial Questions and Activities1. What do the words “patient relations” mean to you?

Answers will vary. If learners are stumped, encourage them to break the phrase into two parts: patient

and relations. What state of mind might a patient be in when coming to a dental office? Does the kind

of the patient make a difference? For example, might a young patient have more anxiety than a mature

person? Would a person who hasn’t been to the dentist in years have issues that differ from the

patient who comes for every six-month checkup? Follow up this discussion by asking learners to talk

about how they appreciate being related to when they are anxious, uncomfortable or embarrassed.

What kinds of behavior do they tend to exhibit under these stressors? What would they like another

person to know about them when they are in these situations?

2. Can you recall a particularly enjoyable interaction you have had with someone providing you a service?

Keep replies focused. Learners should give a brief description of what they have experienced but then

quickly move on to analyzing the specifics, identifying why the interaction brought about their positive

reaction. After they have identified the elements that can result in a pleasant interaction, ask learners

to synthesize what they have learned from one another is this discussion in order to begin thinking

about actively and effectively relating to dental patients.

3, How did you feel concluding the interaction compared to how you were feeling when the interaction began?

Again, urge learners to be specific or to work toward identifying specifics. Ask learners to think about situations

in which they began their interaction with the service provider. How were they feeling that day? Had they just

come from a good or bad encounter? Were they worried about something else in their lives? Were they in a

good mood? Explore with learners if their mood was affected by the interaction and how and why this might

have happened.

Key Concepts References and Activities SlidesIntroduction to Section Slides 14-15

22


Key Concepts References and Activities SlidesKey Terms Chapters ____, pp. ____

[Insert In-Class Activity icon] Skills Mastery

Assessment

Slide 16

Introduction to Patient Relations in the

Dental Office

Chapter ____, pp. ____ Slides 17-19

Working with the Anxious, Phobic,

and Angry Patient


[Insert Group Activity icon] Showdown at

Dysfunction Junction

Slides 20-23

Communicating Nonverbally with the

Dental Patient

Chapter ____ , pp. ____

[Insert In-Class Activity icon] Design the

Dental Office of the Future

[Insert Home Ass icon] Textbook Assignment

[Insert Home Ass icon] Local Dental

Marketing Poll

Slide 24

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation [Insert In-Class Act icon] In-Class Activities Skills Mastery Assessment (Parts A-B, In-Class Activity, Objectives 12-24). Goal. To show learners how


Assessment in Chapter ____ of the textbook at the beginning of class. Reassure them that this is an

ungraded activity, and that, in fact, only they will know their score. They are then to compare their answers to

the answer key located at the back of the textbook. They are then to re-take the assessment at the

conclusion of the section to check their progress.

Showdown at Dysfunction Junction (Part A, In-Class Activity, Objective 19). Goal: To simulate the

experience of applying anger diffusing techniques with a difficult patient. The instructor will prepare three

scenarios based on actual dental office encounters (using fictitious names) between an angry or agitated

patient and an office manager. Split the class in two. Half the learners will play the part of the upset patient.

The other half will play the role of the dental office manager and will use the five steps to diffuse patient anger

23


shown in Table ____, Chapter ___ in the textbook. Each patient-manager team will prepare for no more than

10 minutes and then ad lib their encounter before the class, spending no more than 15 minutes on each

dramatization. After all teams have presented, learners will re-group to review the scenes and to discuss their

reactions to the experience and what they may have learned from it.

Design the Dental Office of the Future (Part A, In-Class Activity, Objectives 18, 21-22). Goal: To allow the

learner to have some fun creating the “perfect patient relations practice.” Learners may work individually or in

small groups. They are to use what they have learned in lecture and class about nonverbal communication

and patient psychology to create an ideal physical atmosphere. This will include designing a floor plan,

choosing furniture, wall and window treatments, designating signage, selecting reading material, specifying

lighting, ventilation, a sound system, and aroma therapy. They also will consider the pros and cons of offering

a courtesy phone and refreshment. They also will include a children’s area in the design and specify its

furnishings. Learners may use any resource they wish including the Internet. As an option, learners may also

obtain cost estimates for their design. Learners will re-group to make a design presentation to the class.

[Insert In-Class Dis Ques icon] In-Class Discussion1. Why is a patient relations program especially important in the dental office?

Anxiety seems to be a significant component of the dental visit experience for most people. Anxiety

can prevent people from coming in for checkups or having procedures performed. While a dental

practice can be a busy place, an organized patient relations program doesn’t leave positive contact

with patients to chance. By establishing goals for making the dental office experience as anxiety-free

as possible, the office manager and the staff can routinely diffuse patient anxiety and improve patient

flow into the practice.

2. When do patient relations begin?

Patient relations begins as soon as a patient is aware of the dental practice’s existence. This could

be through word of mouth, mention in a newspaper, a lecture given by a member of the dental team,

and so on. The next significant moment in patient relations is when the patient calls for the first

appointment. That first call to the office provides the practice an invaluable opportunity to make a

good impression and make the patient feel as if he or she has made the right choice in calling. The

next significant moment occurs when the patient walks through the door. The ambience of the

24


reception area and the greeting they receive from the dental team cannot be underestimated in

establishing excellent patient relations.


Local Dental Marketing Poll. Learners are to create a checklist that asks

questions about a dental practice’s marketing plan. Questions should include,

but are not limited to:

Whether the practice has a marketing plan

How long the plan has been in place

If the practice uses a computerized practice database for marketing

Whether the plan includes focus groups

Whether the practice tracks results

What the practices uses to communicate in print.

Learners are to call at least 10 area dental offices and ask to speak with the office manager. They are to explain

to the manager that they are learners and are conducting a poll as a class project. They should assure the

manager that they will keep the information confidential. They should not insist if the manager does not wish to

share the information. When the learners have compiled as much information as they can, they are to bring their

checklists to class. Ask learners to tabulate their poll results and use the results as the basis for a class

discussion.


Slide

14

[Insert DOM 2-14] Section 2: Communicating with the Dental Patient

Discuss each objective in detail. Learners need to know

what they will be learning and why. Try to relate it back to

their careers in the health care field.

Slide

15

[Insert DOM 2-15] Section 2: Communicating with the Dental Patient

(cont.)

25

Consider periodically pausing class to give learners a chance to turn to their classmates to explain a concept that you have presented. Ask learners to describe areas that were difficult to explain. Use this as a red flag for discussing with learners how to make the information clearer.

Teaching Tip


Continue to discuss each objective in detail.

Slide

16

[Insert DOM 2-16] Key Terms

Review each key term and discuss.



Slide

17

[Insert DOM 2-17] Part A: Relating to the Dental Patient

Explain why developing good patient relations skills and

an effective patient relations policy are essential for the

office manager.

Review the goals of a patient relations policy and using

learners’ input expand on these goals.

Describe what it means to focus on the patient, manage

the patient experience and control the surroundings to

ensure the patient has a good experience in the office.

Re-emphasize the idea that the patient’s well being

animates all policies and procedures regarding patient

care.

Slide

18

[Insert DOM 2-18] Patient Relations Policy

Emphasize the opportunities that exist in the first contact

a patient has with the office and how an office manager

should prepare staff to take full advantage of these.

Explain that managing patient relations does not mean

that mistakes never happen.

Explore the process of problem solving should the office

fail in relating well to a patient.

Give examples of how a bad experience can be turned

around to make the patient into a loyal customer.

Explain what is involved in managing patient flow and

26


address the importance of doing so.

Discuss how paying attention to the patient’s

environment can ensure comfort and security.

Slide

19

[Insert DOM 2-19] Introducing a Patient to the Practice

Talk to learners about the continuum of the patient’s

experience from the first contact, usually by phone before

the patient has stepped into the office, to the release of

the patient from the practice.

Explain the importance of putting the anxious patient at

ease including greeting the patient by name, making sure

that the reception area is comfortable, and providing a

place for children to play.

Point out the importance of helping patients with the

forms that accompany third-party payment and why this

has an affect on the patient’s comfort level.

Talk about the affect that posting patient rights in the

office can have on the patient-office relationship and why

this is so.

Examine the benefit of introducing the patient to the

dental team and touring the office.

Mention that this step can increase familiarity and prove

a positive and convenient way to introduce the subject of

infection control.

Slide

20

[Insert DOM 2-20] Recognizing the Distressed Patient

Discuss the fear that patients often feel when they go to

the dentist, particularly the anxiety that can occur when

the patient steps into the office.

Point out that understanding anxiety is the key to an

27


effective patient relations effort.

Explain the many reasons for anxiety, including fear of

pain, fear of cost, and unwillingness to take the time for

treatment.

Distinguish between the anxious patient and the phobic

patient.

Characterize the agitated or angry patient and explore

the possible motivations underlying expressions of anger.

Emphasize that the office manager is the person to work

with the angry or agitated patient and why this is so.

Slide

21

[Insert DOM 2-21] Helping the Anxious Patient

Explain what the office manager can do to calm the

anxious patient.

Point out that letting the patient know that his or her

reactions are normal can be very helpful in relaxing the

patient.

Slide

22

[Insert DOM 2-22] Helping the Phobic Patient

Explain that, on the other hand, the phobic patient’s

anxiety is not normal and cannot be handled the same

way.

Discuss ways the office manager can approach the

phobic patient about getting the help they need to deal

with their phobia.

Remind learners that the dental team should understand

the extent and nature of the phobic’s fear and respond to

it appropriately.

Slide

23

[Insert DOM 2-23] Helping the Angry Patient

Discuss methods of working successfully with the angry

28


patient.

Give examples of how to apply the five steps for diffusing

a patient’s anger.

Urge learners to practice holding on to their tempers,

learning to breath, and avoiding argument.

Place discussion of the relating to the angry patient to

risk management issues.

Examine the issue of protecting the staff from an angry

patient’s outbursts and attacks.

Talk about communicating limits to the angry patient.

In-Class Activity: Stop here for the Showdown at

Dysfunction Junction activity.

Slide

24

[Insert DOM 2-24] Nonverbal Communication

Ask learners how they form first opinions and how much

is due to the nonverbal experience – how things appear,

sound, smell, feel, and taste.

Review the basics of appearance including the

importance of grooming and the part that the office

manager plays as a role model for the dental team.

Discuss what an office manager must do to address

grooming problems with employees.

Relate the communication of authority with the grace with

which how staff members hold themselves.

Talk about discussing awareness of body language with

the dental team and how to train them in proper

comportment.

Segue into the importance of clothing.

Explain to learners that appropriate attire does not have

29


to equate to expensive clothes.

Show learners how to educate employees on how to

dress appropriately but within a budget.

Relate the appearance of the dental team’s clothing with

the upcoming section on patient marketing.

In-Class Activity: Stop here for the Design the Office of

the Future activity.

Homework Assignment: Stop here to assign and

discuss the homework.

30


Part B: Marketing to the Dental PatientOverviewThe dental office manager could think of marketing as a form of patient education.

Marketing informs the patient of services and amenities that are valuable,

convenient, and affordable. The successful dental office manager uses basic

business principles to build the dental practice by educating patients to valuable

dental services that can be convenient and affordable.

Initial Questions and Activities1. What does the word “dental marketing” mean to you?

Answers will vary. If learners have a hard time getting started, ask them to break the phrase in two

into “dental” and “marketing.” Ask learners what they think marketing means. Then explore what

they think it means in relationship to a dental office. Do they have an opinion on medical marketing?

Ask learners if they have received anything in the mail from a dental practice and how they reacted to

it. Did it make them want to see that dentist?

2. Does a logo and a professional letterhead affect your perception of a business? If so, in what way? Do your

initial impressions usually match your actual experience with a company?

If a logo and letterhead do affect perception, ask learners to explain what their reaction has been and

why. Does the perception change with circumstances? Are there times when a polished image

actually makes someone or something seem less appealing? Ask learners to comment on the

trustworthiness of image.

3. What kind of image do you think a dental practice should project, and why?

Ask learners to be as specific as they can and to give examples of what

the kind of image they prefer in a dental practice.

31

While leadership skills may be innate, they can be learned. The dental office manager should develop skills in foresight, persuasion, and advocacy. Identify learners with born leadership skills and ask them to mentor those whose talents are strong in other areas (e.g., greater technical capability).

Teaching Tip


Key Concepts References and Activities SlidesIntroduction of the Concept of Dental

Marketing


[Insert In-Class Activity icon] Ongoing Skills

Mastery Assessment

Slides 25-30

Marketing Infection Control [Insert Group Activity icon] Chairside

Marketing Simulation

Slide 31

Creating a Marketing Plan Chapter ____, pp. ____ Slides 32-35

Marketing the Dental Practice via Print

Communications


[Insert In-Class Activity icon] Create Your Own

Marketing Packet

[Insert In-Class Activity icon] Nip/Tuck: Dental

Practice Image Makeover

Slides 36-37

Summary of Module [Insert In-Class Activity icon] Panel of Experts,

the Sequel

Slide 38

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities Skills Mastery Assessment (Parts A-B, In-Class Activity, Objectives 12-24). Goal. To show learners how


Assessment in Chapters ____of the textbook at the beginning of class. Reassure them that this is an

ungraded activity, and that, in fact, only they will know their score. They are then to compare their answers to

the answer key located at the back of the textbook. They are then to re-take the assessment at the

conclusion of the section to check their progress.

Chairside Marketing Simulation (Part B, In-Class Activity, Objective 20). Goal: To give learners a chance to

better understand how to conduct this type of marketing. Divide learners into two groups. One group will be

chairside dental assistants and the other will be patients. At midpoint, each group will switch roles so that the

DAs will play patients and vice versa. Learners playing the chairside DAs are to use the information

contained in both textbooks to educate and inform patients as they sit in the chair. They are to practice how

32


to open a dialogue with patients, answer HIV/AIDs policy questions, market the infection control measures of

the practice, and so on. After the exercise, learners will re-group to assess what they have learned or would

like to understand better.

Create Your Own Marketing Packet (Part B, In-Class Activity, Objective 23).

Goal: To have learners experience the process of creating and assembling an

important form of dental marketing. Learners will use the word processing

capability to develop a logo and to design letterhead, envelopes, business

cards, appointment cards, practice statements, and a brochure. Learners will

re-group and choose one draft. They will then break into groups to finalize this

design and produce a mockup of each printed piece. They will re-group again,

refine the mockups, produce final examples and assemble the pieces into one

sample dental practice marketing packet. They also will research what it would

actually cost a real practice to produce this print marketing piece. At the

completion of this exercise, learners will re-group one more time to assess

what they have learned.

Nip/Tuck: Dental Practice Image Makeover (Part B, In-Class Activity, Objective 22). Goal: To apply

everything learned about practice marketing to date in one final exercise. The instructor will create a detailed

description of a dental practice (this may be based on a real practice but real names must not be used). This

practice has many verbal and nonverbal communication problems and is missing out on many opportunities

to build the practice through marketing. The instructor will give this information to learners so that they can

create an image makeover plan using all the information they have learned in reading, research, and lecture

regarding communications, including patient relations, dental marketing, and print communications. Learners

will conduct a before and after presentation of their respective plans, and then hold a group discussion about

what they have learned.

Panel of Experts, the Sequel (Part B, In-Class Activity, Objective 24). Goal: To have learners re-connect

with the original panel of experts after having learned much more about dental office management. The

instructor will invite the original panel of experts back to meet with learners at the close of the module.

Learners should be prepared to ask much more specific and informed questions of the panel members. In

33

comes in all temperaments. Some learners enjoy working in groups, others prefer to work alone. When assigning team projects, encourage learners in effective group participation. Point out that the dental setting is predominately team oriented and that good team skills are critical to success in the field.



particular, learners will be prepared to discuss a critique of dental marketing with the panel members. If

possible, before or after the panel discussion, learners will re-introduce themselves to the panel members in a

social setting (perhaps with simple refreshments) and will continue to practice their networking skills.

Learners will follow up the event with a thank you note to each panel participant.

[Insert In-Class Dis Ques icon] In-Class Discussion1. What is the difference between patient relations and practice marketing?

Patient relations most often is accomplished by telephone or face-to-face

contact with patients who already know about the practice. Practice

marketing is accomplished by addressing a practice’s current patient

population in order to inform them of available services as well as

individuals outside the practice – potential patients or potential sources of

referral.

2. Name the types of printed communications used in patient marketing and give at

least one reason that each type can benefit a dental practice.

Types include: Logo, Letterhead stationery, Business card, Appointment card, Practice statements,

Brochures and information packets, Newsletter, Business letter, Imprinted giveaways.

3. Is it important to market infection control to patients? If so, why?

The general media publishes stories about failures of medical infection control, and patients

understandably may be anxious about the possibility of acquiring an infection such HIV/AIDs and

hepatitis in a dental office. Therefore, it is important that the dental office use this opportunity to allay

fears and impress patients with the level of infection control that the dental team works hard to

maintain every day.

Ideas for learners struggling with this material … Marketing 101. Speak with the learner about what might be confusing about this material. Perhaps the

learner is not comfortable with writing, spelling, grammar, or the building blocks of graphic design. Break the

elements of print communications down and review them with the learner. Encourage the learner to become

comfortable with them one by one. Show learners how they can compensate for less-developed language and

visual design skills by utilizing a wide range of resources. (However, clearly explain plagiarism and how the

34

Could have their level of success in class hindered by less- developed computer and technical skills. If your school has a computer department, consider asking advanced computer learners to mentor and/or hold workshops for learners who would like more training in the technical area.



learner can avoid this.) After you have helped the learner break the subject down, ask him or her to create

sample print materials. Review these with the learner and emphasize areas in which the learner has shown

progress.


Slide

25

[Insert DOM 2-25] Part B: Marketing to the Dental Patient

Review Part A. Make sure that any remaining questions are

answered.

Go over the homework assignment in Part A.

Introduce Part B.



Explore the idea of marketing dental services.

Slide

26

[Insert DOM 2-26] Key Elements of Marketing

Present the basics of marketing.

Examine the reasons why marketing may be necessary for

a dental practice including the increasing competition for

patients.

Discuss the ethics of marketing and advertising medically

related care.

Delineate the difference between marketing and

advertising.

Short Activity: Stop here to have learners go to the ADA

website to research ethical dental marketing.

Slide [Insert DOM 2-27] Key Elements of Marketing (cont.)

Relate the marketing concept of creating a need with the

35


27 realities of American dental care.

Mention that only half of the American population makes

regular dental visits.

Ask learners how they would approach marketing to the

other half.

Explore the dynamics of cosmetic dentistry and how this is

being marketed in the learners’ area.

Slide

28

[Insert DOM 2-28] Key Elements of Marketing (cont.)

Connect the creation of a need with demonstration of

expertise.

Explain that potential patients may be breaking old habits

of avoiding the dentist and need to feel that they are putting

themselves in the hands of experts who can solve their

problems.

Slide

29


Point out that once the patient perceives a need and has a

level of trust established, the next step is to overcome the

potential patient’s resistance by demonstrating that dental

treatment need not be inconvenient if a practice offers

extended hours, more treatment days, and multiple

locations.

Slide

30


Discuss the ease of payment as an attractive way to close

the deal with a potential patient.

Examine the many ways that a practice can make dental

care affordable including payment plans and financing.

Slide [Insert DOM 2-31] Marketing Infection Control

Note to the Instructor: If available as a resource, for this

36


31 slide refer to the Delmar textbook, Safety Standards and

Infection Control for Dental Assistants, by Ellen Dietz,

2002.

Point out that a dental practice, which recognizes the public

concern about infection transmission in the dental office,

has an edge in marketing infection control.

Discuss the various methods that the dental office manager

can use to market infection control, including office

brochures, signage, and the dental assistant demonstrating

infection control measures at chairside.

Review the importance of communicating an AIDS

treatment policy to patients.

Ask learners to consider the point of view of the patient

who is afraid of HIV/AIDS versus the point of view of the

patient who has HIV/AIDS.

Slide

32

[Insert DOM 2-32] Creating a Marketing Plan

Go over the steps required to establish a marketing plan.

Stress the advantages marketing using a computerized

database.

Discuss the reports that an office manager can pull that

provide the information for setting practice goals and

selecting an audience from the patient population.

Examine the process of establishing a marketing budget.

Slide

33

[Insert DOM 2-33] Internal versus External Marketing

Distinguish between marketing to the current patient

population of the practice versus marketing to attract

potential patients.

Expand upon the use of target mailing to reach the internal

37


audience and other forms of marketing, including event

marketing and public speaking, to attract the attention of

potential patients.

In-Class Activity: Stop here for the Chairside Marketing

Simulation activity.

Slide

34

[Insert DOM 2-34] Measuring Patient Satisfaction

Investigate the uses of patient satisfaction surveys

including using the survey results to assess patient

perceptions and improve care in line with these

perceptions.

Explain that survey tools can include: the telephone, face-

to-face, mail, and focus groups.

Explore the value of focus groups for obtaining information

that cannot be obtained in any other way.

Discuss the role of the dental office manager in creating

and maintaining an ongoing patient satisfaction

measurement program.

Slide

35

[Insert DOM 2-35] Tracking Marketing Results

Ask learners why they think tracking is essential to the

success of a marketing program.

Discuss the cost-benefit ratio and how tracking marketing

results aids budget decision-making.

Examine methods in which the office manager can track

marketing results. These can include: asking new patients,

compiling list of new patients, looking for specific procedure

trends.

Assess the importance of referral source analysis and why

38


this can be helpful to the office manager.

Explain the power of referrals in practice growth and why

monitoring referrals provides valuable information for future

marketing campaigns.

Discuss the many ways that surveying can be

accomplished and the pros and cons of each method.

Slide

36

[Insert DOM 2-36] Print Power

Establish the idea that the office manager is the primary

communications director of the practice.

Review the components of communicating and marketing

to patients through the medium of print.

Examine the considerations that should go into choosing a

practice logo and why a logo is such a powerful factor in a

practice’s presentation to the public.

Short Activity: Stop here so that learners can have some

fun designing a logo or letterhead using the word-

processing program on their computers.

Slide

37

[Insert DOM 2-37] Print Materials

Discuss the many uses of print materials in a dental

practice including nonverbal communication, education,

and as a way to generate referrals.

Relate the logo to development of a formal practice letter

head design, business cards, appointment cards, and all

other print materials including statements and brochures.

Summarize the purposes of printed materials in marketing

the practice to potential patients and current patients.

Examine the education uses of printed materials.

Detail the components of a practice information packet, and

39


discuss the circumstances in which such a packet can be

useful to the office manager.

In-Class Activity: Stop here for the Create Your Own

Marketing Packet activity and for the Nip/Tuck: Dental

Practice Image Makeover activity.

Slide

38

[Insert DOM 2-38] Summary of Module

Summarize the module and make sure that all learner

questions and concerned have been addressed.

In-Class Activity: Stop here for the Panel of Experts, the

Sequel activity.

40

Documents

Faculty Teaching Guide for Health Information Management€¦ · Web viewThis module utilizes the following ... a copy of OSHA’s Bloodborne Pathogens Final Standard. ... the movement