1 How to Use EagleSoft: a clinical dental software Raquel Rico EDTC 6321
2 The Instructional Strategy Goal Statement Given the opportunity to adopt computer technology in the dental office, the dental hygiene students will be able to demonstrate their ability to 1) review patients medical history 2) perform a clinical exam 3) chart existing restorations and dental probe readings 4) record plaque scores, provide patient education, and fill out treatment plan, and 5) take digital x-rays using Patterson EagleSoft. Overview Thus far, I have targeted the audience, developed the instructional goal, completed a task analysis, identified performance objectives, and developed assessment instruments; therefore, I am ready to develop the instructional strategy for this unit. The instructional strategy will be important to help the learners achieve their instructional goal. The learners goal will be to be able to use digital technology using Patterson EagleSoft. This instructional unit will consist of three parts. 1. Instructional Strategy 2. Media Selection and Delivery System 3. First Draft of Instructional Materials (.pptx)
3 I. Instructional Strategy-Observational Learning For this instructional unit, I will utilize the Observational Learning Theory. Observational learning, also known as Social learning, is implemented through four steps, 1)attention, 2)retention, 3)reproduction, and 4)motivation. This theory was developed by Albert Bandura, a psychologist in Congnitive Theory. After performing one of his most important studies, the bobo doll studies, he concluded that learning occurs through observation, retention, and replication of a certain task. Motivation then has to be implemented as the fourth step in order to encourage the learners to want to replicate the same task. For this instructional unit, I will utilize this type of strategy because it relates to the intellectual skills performance that I expect from the target audience. The learners attention will be captured by emphasizing the need for learning EagleSoft. During patient treatment, the transition from paper charts to digital format is always very confusing and frustrating for the students because it causes them to slow down and, therefore, fall behind with clinic requirements. The learners will appreciate an instructional unit that they can access outside of the clinic before providing patient treatment. Pre-Instructional Materials 1. This instructional training will be uploaded into Moodle Management System. Moodle is an open-source learning management system that we use at Texas State Technical College for our students. It is a free web application site used by
4 instructors to create online learning modules. The courses are uploaded into this website and therefore, the students are able to view everything from their courses, including the course syllabus, their schedules, assignments, etc. The students are also able to communicate to their instructors through discussion forums especially designed to ask questions about any concerns or issues. The students must be able to access Moodle in order to view this instructional unit. 2. Objectives a. Access Patterson EagleSoft. The learners will log on to EaglesSoft using the computers in the Dental Hygiene Clinic cubicle when providing patient treatment. b. Select Smart Doc. The learners will first collect all of their patients personal information and ask for permission from the patients to provide dental treatment. Patients will verify permission granted by signing the appropriate forms. c. Select Medical History. The learners will collect all appropriate medical information from their patients including any medical concerns, medications taken, physician s name and phone number, and dentist s name and phone number. d. Select Clinical Exam. The learners will perform a thorough intra-oral and extraoral inspection of their patients. The learners will then document all findings in the appropriate boxes. e. Select Charting. The learners will perform an inspection of their patients existing restorations, including any proposed restorative treatment. f. Select Perio Charting. The learners will perform an inspection of their patients current periodontal status. The learners will document any findings and compare them to their patients last visit appointment. g. Obtain a Plaque Score and New Treatment Plan. After obtaining a plaque score and reviewing oral hygiene instructions for their patients, the learners will propose a new treatment plan to the patients based on their needs. The patients will confirm their agreement to the proposed treatment plan by signing it.
5 h. Select Note History. The learners will document all of their patients findings, including assessment, medical history, dental history, concerns, needs, and treatment provided throughout the appointment. 3. The pre-requisite skills that were identified during the development of the in-depth analysis are: a. Dental hygiene student. Learners need to be 2nd year students in the Dental Hygiene Program and already be knowledgeable about providing patient treatment and understand patient records. b. Basic computer concepts. Learners should be familiar with basic concepts like logging in, keyboarding, etc. c. Launch EagleSoft Patterson software. Learners should know how to start the program. They will need to be familiar with logging in to Eaglesoft and be able to access the patient s name from the Patient s List which will be entered by our front desk secretary at the beginning of each clinic session. Content Presentation The presentation will be sub-divided into 8 major tasks. Each task will be recorded using Camtasia software. I have chosen Camtasia to develop the tutorial because it is very user friendly and it will allow the learners to pause, stop, re-play, rewind, and forward the training as judged convenient. The tutorial will have video and audio to guide the learners through the training. The training tutorial will then be uploaded to the students clinic course using Moodle. All of the students in the program should have access to Moodle, therefore, they will be able to look at the tutorial when convenient for them and as many times as necessary. The tasks are as follows:
6 Task 1: Select patient s name. This task will consist of two steps to ensure that the learners understand how to find their patients records. 1. Go to the toolbar and select Patient tab. 2. Highlight the patient s name and click use. Task 2: Select Smart Doc. This task will consist of four steps where the student will read the HIPPA regulations and bill of rights to the patients before they can sign their authorization allowing them to provide oral care. 1. Go to the toolbar and select Smart Doc tab. 2. Fill out information for HIPPA requirements. 3. Fill out patient s Consent & Agreement. 4. Sign patient s Bill of Rights. Task 3: Select Medical History Tab. This task will consist of three steps to include all of the patient s medical information. 1. Go to the toolbar and select Medical History tab. 2. Add medications names, uses, and contraindications on dialogue box. If more space is needed, add them under comments (remember to review comments and add additional information as needed). 3. Save. Task 4: Select Clinical Exam on Toolbar. This task will consist of seven steps to ensure that the learners understand the appropriate sequence of treatment. 1. Select Clinical Exam on Toolbar. There will be different tabs to select. Record any abnormal findings. TMJ: include clicking, popping, and locking of the jaw. Head & neck: include normal and abnormal findings. Habits: include any and all patients habits. Cancer screening: include all findings. Occlusion: Record patient s occlusion. Use the comments section to document occlusion based on molar relationship (class I, II, III). For children, select molar relation tab. Select crossbite, midline deviation, overbite, and/or overjet tabs and document your findings. Perio: record periodontal findings to determine periodontal status.
7 Save. Task 5: Select Charting. This task will consist of two steps to help the student document all of the existing restorations and findings in the oral cavity of the patient. 1. Select the Chart tab on the operatories page and document all of your findings. 2. Save. Task 6: Select Perio Chart. This task will consist of two steps to help the student document the periodontal status of the patient. 1. Select the Perio Chart tab on the operatories page and document all of your findings. 2. Save. Task 7: Take Plaque Index and fill out treatment plan. This task will consist of seven steps that will provide information for the students which will allow them to implement an optimal, individualized treatment plan for their patients. 1. Select Note History tab on tool bar. On the note history, select Auto Note tab. Select Plaque Index Auto Note, record the plaque index score for your patient. Click OK. 2. Stay on the note history page. Select Auto Note tab. Select Risk Assessment Auto Note, record your findings. Click OK. 3. Select the Treatment Plan tab on tool bar. Place a check mark by each box of proposed treatment and name it Dental Hygiene Plan. 4. Select the Acquire New tab under informed consent on the treatment plan page. Select Auto Note and click on Treatment Plan. Fill out treatment details. 5. Have the patient sign their treatment plan with the signature pad. 6. Have the instructor sign as a witness for the treatment plan with the signature pad. 7. Save.
8 Task 8: Select Note History on Toolbar. This task will consist of two steps to help the learners understand the importance of recording all the treatment provided to their individual patients and keeping it in their records. 1. Select Note History on toolbar. On the note history, select Auto Note tab. Select Progress Notes Auto Note, record all findings and information gathered throughout the appointment. 2. Save. Learner Participation The major sources of this instructional unit will be Camtasia and Moodle. Considering that the learners will have access to both, the training tutorial and Moodle, the learners will be able to go through the instruction as many times as they wish in order to successfully learn the material. The Camtasia tutorial will review each one of the tasks and subordinate skills, thus, allowing the students to follow and learn each step at their own pace. Learner Feedback The learners will provide feedback to the designer using the Moodle Management System. The learners will have discussion forums on Moodle allowing them to provide, both, positive and negative feedback. These discussions will focus on the learners feelings towards the instructional unit, the major difficulties they encountered, and any other confusion that the learners might be experiencing with this lesson. This feedback will allow for modifications and corrections to the instructional unit.
9 Assessments Short answer questions will be built into the Camtasia training module at the end of each task. These questions will help emphasize the major concepts illustrated in each task. A short survey and a rubric will be available to help assess the learners knowledge. Some of the short answer questions that will be incorporated to the tutorial will be as follows: 1. What do you have to do to select the patient from the patient s list? 2. Which forms need to be signed by the patient before continuing with patient treatment? 3. Is there a place to document any medical conditions and/or medications for the patient? 4. Under the cancer tab, what do you have to do if you find a lesion? 5. Where do you go to select any other conditions not listed under the named tabs? 6. Will you be able to document recession areas, mobility, and furcation involvement on this page? 7. Where do you go to access the treatment plan? 8. Where will you and your instructor need to verify your documentation with a signature? For the assessment the learners will get instant feedback when they answer those questions. A check mark will appear when they answer a question correctly or an X when incorrect with a chance to try again. Follow-through Activities This instructional unit has been designed to help the Dental Hygiene students become comfortable when transitioning from patient paper records to computer records using Patterson EagleSoft software. This training will be uploaded to Moodle so the learners can access the unit at any time and from any place. The learners will be able to review the unit as many times as needed in order to learn the material. The learners will also be given handouts of
10 the steps to follow along with the training. This handout will be the order of patient treatment that the students must follow and it will show them step by step what they should be doing. II. Media Selection and Delivery System The primary media that will be utilized for this instructional unit will be Camtasia software. Camtasia is a video-based screen capturing software with high quality audio and, therefore, will enhance this instructional lesson. The learners will be able to play, pause, rewind, and stop the tutorial at any time, thus, allowing them to dissipate any confusion. This instructional unit will be self-paced and will be uploaded into Moodle; therefore, allowing easy access for the students from home or school. III. First Draft of Instructional Materials The first draft materials have been developed using Microsoft PowerPoint. The following elements of this unit are included in this first draft. These include the content, illustrations, and assessment questions. The lesson storyboard can be found on: http://raqueleportfolio.pbworks.com/instructional-strategy-lesson-storyboard
11 Summary This training module will allow the dental hygiene students to become familiar with digital technology for the dental practice. It is very hard and time consuming to be coaching the students during their clinic sessions; therefore, the training module will be very beneficial for the students and will avoid any confusion and/or frustration when they are working on patient treatment. The Dental Hygiene students will be able to use Patterson EagleSoft software for patient treatment in any dental office. References Boeree, G. C. (2006). Albert Bandura. Retrieved July 23, 2010, from http://webspace.ship.edu/cgboer/bandura.html Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction (sixth ed., pp. 122-140). Boston: Pearson. GNU. (n.d.). Moodle. Retrieved July 25, 2010, from http://moodle.org/about/