Calibration +/-

While reading "Article G" I felt that they hit the nose on the head with the new and old faculty. I remember first semester we only had the "seasoned faculty" they taught us the long over lapping slow method to detect calculus and of course for root planing. However I kind of liked the fact that we learned the slow and detecting method because once we were seniors they had younger and more private practice based clinical instructors teaching what they called the "real" way to scale. I am glad to learn the slow and long way for initial training but it was also nice to see what is being asked for in an office. I think the fast way did help me to scale an easy patient because the older teacher would have us bring in the easiest patient four times to clean their teeth but if you had a newer teacher she would say okay this patient has minimal calculus, you have a half an hour. So it was nice to get both sides of the field. This was by chance not on purpose that it happened in this order. I think if I were a first year hygiene student that I would be freaking out if a teacher showed me and told me to finish an easy patient super fast and I am sure I would miss all the calculus. I think calibration is important because it was stressful working on a patient but having to change you style for each teacher. Senior year we all talked about which teacher we wanted to grade us and which teacher to stay away from. It was almost more stressful to worry who was going to grade you then to actually scale. It would be nice if there was some sort of method to keep the faculty on the same page because all the students have to be on the same page.