Module: Communication
Faculty Teaching Guide for Dental Office
Management
Module - Communication
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Faculty Teaching Guide for Dental Office Management
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
Module: Communication
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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Faculty Teaching Guide for Dental Office Management
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
Module: Communication
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…
Faculty Teaching Guide for Dental Office Management
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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Module: Communication
[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.
The Adult Learner…
Faculty Teaching Guide for Dental Office Management
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
Module: Communication
Introduce the module.
Start by asking learners what they expect from this
module.
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Module: Communication
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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Faculty Teaching Guide for Dental Office Management
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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Module: Communication
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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Faculty Teaching Guide for Dental Office Management
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
Module: Communication
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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Faculty Teaching Guide for Dental Office Management
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.
The Adult Learner…
Module: Communication
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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Faculty Teaching Guide for Dental Office Management
microorganisms via blood or saliva limited. A practice’s written exposure plan explains bloodborne
pathogen transmission and steps to take should an exposure occur.
[Insert Home Ass icon] Homework AssignmentsTextbook Assignment. Read pgs. ____ in the textbook.
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
Module: Communication
Introduce Part B.
In-Class Activity: Stop here for the Skills Mastery
Assessment activity.
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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Faculty Teaching Guide for Dental Office Management
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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Module: Communication
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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Faculty Teaching Guide for Dental Office Management
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.
The Adult Learner…
Module: Communication
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
Faculty Teaching Guide for Dental Office Management
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
Module: Communication
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
Chapter ____, pp. ____
[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
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 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
Faculty Teaching Guide for Dental Office Management
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
Module: Communication
reception area and the greeting they receive from the dental team cannot be underestimated in
establishing excellent patient relations.
[Insert Home Ass icon] Homework AssignmentsTextbook Assignment. Read pgs. ____ in the textbook.
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.
Presentation ToolsNote: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
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
Faculty Teaching Guide for Dental Office Management
Continue to discuss each objective in detail.
Slide
16
[Insert DOM 2-16] Key Terms
Review each key term and discuss.
In-Class Activity: Stop here for the Skills Mastery
Assessment activity.
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
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Module: Communication
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
Faculty Teaching Guide for Dental Office Management
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
Module: Communication
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
Faculty Teaching Guide for Dental Office Management
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
Module: Communication
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
Faculty Teaching Guide for Dental Office Management
Key Concepts References and Activities SlidesIntroduction of the Concept of Dental
Marketing
Chapter ____, pp. ____
[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
Chapter ____, pp. ____
[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
much they already know and to set the stage for further learning. Ask learners to take the Skills Mastery
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
Module: Communication
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.
The Adult Learner…
Faculty Teaching Guide for Dental Office Management
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.
The Adult Learner…
Module: Communication
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.
Presentation ToolsNote: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
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.
In-Class Activity: Stop here for the Skills Mastery
Assessment activity.
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
Faculty Teaching Guide for Dental Office Management
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
[Insert DOM 2-29] Key Elements of Marketing (cont.)
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
[Insert DOM 2-30] Key Elements of Marketing (cont.)
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
Module: Communication
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
Faculty Teaching Guide for Dental Office Management
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
Module: Communication
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
Faculty Teaching Guide for Dental Office Management
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