FEDERAL COLLEGE OF DENTAL TECHNOLOGY

AND THERAPY,
TRANS-EKULU, ENUGU.

DEGREE AWARDING INSTITUTION.

STANDARD OPERATING PROCEDURES FOR

LABORATORY/CLINICAL PRACTICAL
WORKSHOP.

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 2020 EDITION.

Table of Content

About the College 1

Mission and Vision Statement

Objectives of the College

Introduction to SOP

Benefits of SOP

Laboratory/Clinic Practical set Standard

Laboratory/Clinic Management

Students Management

Practical Examinations

Materials Management

Do’s and Don’ts in the Laboratory/Clinic

Conclusion

References.

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STANDARD OPERATING PROCEDURES FOR LABORATORY/CLINICAL
PRACTICAL WORK.
INTRODUCTION
Standard Operating Procedures are written step-by-step instructions that describe
how to perform a routine activity. Laboratory/Clinic practicals should follow laid
down process builds on continuum expected to achieve the acceptable learning that
will ensure standard within the rules of engagement. Facilitators in the
Laboratory/Clinic should endeavor to take pain to follow through and complete the
exercise in the exact and same manner at all time so that the activity can remain
consistent, measurable with ease of learning. Standard Operating Procedures help
maintain safety, efficiency and also save time. With SOPs, an instructor must first be
acquainted with the document and understand techniques of operation. The SOPs, is
expected to unify the Laboratory/Clinic activities no matter the venue and location of
exercise.
Though professionals in the Laboratories/Clinics are trained personnel on specific
fields, however, SOPs are machineries needed to impart uniform knowledge in
practicals. Advantages of SOPs are not limited to Facilitators only but students will
also benefit from observing and mastering rules of work.

BENEFITS OF SOP
 Saves time and money
Having a standard operating procedure in place streamlines the process so both
Facilitator and students can accomplish more in lesser time.

 Ensures consistency

Having a standard operating procedure in place ensures that regardless of who is

handling the practical, the processes are being followed

 Consistently communication skills

Standard operating procedures make Facilitators’ jobs easier because no longer do

they have to guess as to how to do the jobs. And they don’t have to try to rack
brains to remember what to do and how to do them.

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  Ensures accountability

Standard operating procedures enable the Head to assess the Facilitator properly
while at job; using SOP. Without standard to measure efficiency, evaluation becomes
a matter of subjectivity and not objectivity.

 Creates a safe work environment

Standard operating procedures ensure that Facilitators perform their functions in a

safe and conducive environment. SOP not only focuses on procedures, it also
addresses how materials & equipment’s are arranged. It calls the attention of
Facilitators to sitting arrangement of the students as well.

 Create check and reference between domesticated Practicals and

universal standard recorded

Every Laboratory/Clinic work has the universally/accepted standard of practice.

There are specific materials and instruments meant for each procedure. Standard
Operating Procedures simply mean that one should not work within the limit of their
environment. But compare expertise with others outside the environment through
the use of already established standard of practical procedures.

 Provides opportunity to students to learn within global process.

Standard practical review enables students to learn the same demonstration

Facilitators perform in their local Laboratories/Clinics with reference to an
international process.

 Provides check

Measure of effectiveness and understanding for both the Instructors and Students is
of essence. SOPs with its in-built mechanisms make it easy to measure both
Facilitators and Students for effective and efficient lecture delivery.

 Ease of assessment

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Assessment of degree of understanding of what was taught to students is critical.
This can come in periodical test or semester examinations. The cumulative of the
scores determine the students’ grade and the level of understanding. In any form of
formal education, ease of assessing students after the taught exercise is important
which SOPs excellently provides.

Part A

LABORATORY/CLINIC PRACTICAL.

Facilitators’ roles

i). Laboratory/Clinic Arrangement/Inspection

Facilitator is first expected to enter the Laboratory/Clinic for inspection and

arrangement of instruments and equipments needed for the procedures. Make sure
that they are in good condition and also be sure of the conditions before the
students are seated.

At this level if there is any machine that is not functioning well or the Facilitator does
not understand its operation or how to set it, it should be removed or kept just for
the purpose of identification of students.

ii). Arrangement of revert equipment and material

Arrangement of instruments and equipments identified or selected for use are placed
at appropriate position of use. Electrically powered one/ones are placed where
current exist or extension is provided without creating obstructions or encouraging
any form of accident.

Materials for the procedure are also inspected and placed at reach in the appropriate
container. This is to be sure that all needed items i.e instruments, equipments and
materials are available and are in good quality and quantity.

iii). Testing of equipment where applicable (note; no students yet)

All instruments, equipments are put into test to be sure they work and perform
functions as expected. Materials are also expected to be tested. In the course of
this, if one has expired, one can make change of it before laboratory work with

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students commences. This will also enable check on the available materials and
quantity.

Part B

iv). Reception and admission of student to seat or stand

Students are to be received when they must have been checked by the appropriate
persons. As student files into Laboratory/Clinic one after the other, the Facilitator
allocate space to them as appropriate. Good distribution of students can be based on
height, gender etc to be sure that sitting arrangement does not affect views of
others. Proper allocation will also break clusters that students might have formed
among themselves. Crowding in the laboratory/Clinic should be avoided to enable
students concentrate and Facilitators must take full charge be responsible for both
management and discipline.

v). Introduction of self/ course

Opening session of the practical is very important. This can start with simple
salutation to self introduction. The Instructor should introduce self to the students
by mentioning own name, qualifications, the course and the particular
procedure/demonstration for the day. Before dwelling into the practical lesson of the
day, a brief review of the last demonstration or procedure is necessary if any. By so
doing, students will enter in the present with a good background from the last class.

vi). Standard Practical Review (film/video, slide etc)

Standard Practical Review (SPR) is the showing of film, slide, video (any recorded
materials) etc of the same procedure prepared using international standard. This can
be from foreign institution where standard in terms of materials and operating
procedures are observed but such materials must first obtain necessary approval
prior to use. It will expose students to know how the particular Laboratory/Clinical
works are done in a standard situation for observation of acceptable methods. It will
also enable them compare SPR with the physical demonstration they will watch. The
confidence and assurance that what they produce is at international standard is
instilled. During the viewing of the video, Facilitator is advised to intermittently
pause and ask for question or observations. On the other way round, students may

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be asked to note down important question till the end of the viewing. Students
should be encouraged to jot down what can be useful to them after the lectures for
discussion, review and further explanation.

In summary, the viewing session is not for fun, jokes, entertainment, rather, for
learning. It is therefore advised that it must be strictly managed in a strict learning
condition.

vii). Life / physical demonstration

At the end of the recorded lesson comes the life/physical demonstration. Facilitator
should endeavour to follow every steps observed in the video. If he must jump any
step, he must equally be ready to explain why and possible effect if any. Materials
and instruments/equipments used in the video are also expected to be used where
possible. If for any reason they are not available for use, students should be made
to know and the implications as well. But effort should be made to use what were
used and do everything that was done for learning purpose. It is advisable that
Instructor explains each step as being carried out in simple form. Questions may not
be entertained from students until the end of demonstration but there should be
clarity and understanding of what is being done.

viii). Question and answer session

At the end of procedure/demonstration, it is expected that the stage finished

demonstration is passed round the students for thorough examination, observation
and to enable them note down any observation for questions. In good shape the job
should be returned to demonstration table (Meaning that there must be handling
instructions before passing round).

When it’s now time for questions, questions are moderated and limited to the
practicals at hand. The questions should cover materials, techniques, equipments,
structure of the job and functionality of it. Facilitator should endeavour to answer all
questions students asked and refer where necessary. Critical review of life
demonstration (job) and the one in the standard demonstration is expected to be
made either by the student or the Facilitator where need arise.

ix). Hands on-deck/assignment

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When students have assessed the Facilitator by comparing demonstration with what
they viewed by way of asking questions, they made to produce what they have
viewed and also demonstrated right in the Laboratory/Clinic while Facilitator
supervises or it can be inform of assignment to be submitted in the next practical
session.

x). Assessment

Assessment determines how students understand and can produce what was taught.
This is weighted depending on standard adopted by the Department and must be in
line with the curriculum standard. Practical assessment can be structured according
to the number of practical jobs on the particular course for each semester. But effort
should be made to spread assessment to cover major practical work prescribed. In
some cases where there are many practicals in a course for the particular semester,
the Facilitator will have to list out the most important ones and allocate score. This
will encourage students to be serious with their practical’s.

LABORATORY MANAGEMENT

Introduction

Laboratory-based learning allows students to experience first-hand basic practical

principles first hand. Experience has shown that, practical content and equipment
may have changed over time, but teaching methods largely remain the same,
typically involving; whole class introduction with a demonstration, students
emulating the demonstration in small groups, gathering and analysing data, and
concluding with a plenary discussion. It is most important to move away from whole
class demonstrations and instead encourage a more student-focused learning of
procedures to enhance autonomous learning. Using SOPs developed expertise in
videos to support demonstrations, if students followed the video guides
systematically and practical demonstrations, they will produce practicals more
efficiently and effectively. Benefits included: development of more autonomous
learners; more time to pool and analyse class data; demonstrators’ time being used
for higher-level interaction with students; and production of reusable learning
objects forming the basis of more enquiry-based laboratory learning.

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Handling and management of all equipments related to dental and other science
laboratories are updated from time to time because of technological development.
Several techniques are automated nowadays which can be controlled by the use of
various softwares. These new technologies make performance of any operation less
stress and time conscious. Laboratories and Clinics’ management is the complete
setting up of laboratory/clinic along with complete equipments’ need of laboratories
and clinics.

Apart from professional skill acquired by the Facilitator, it is also important to acquire
basic managerial skill to enable one take control and ownership of the
laboratory/clinic during the exercise.

STEPS IN LABORATORY MANAGEMENT

i). Taking ownership

Planning practical and laboratory-based work demands the same level of planning
and preparation as for any other types of learning sessions. An average Facilitator
should plan to take full ownership and control of the laboratory/clinic before
students file in. In particular, Facilitator should:

 establish aims and intended learning outcomes for the session and link them
to the wider programme of learning
 choose and design appropriate, safe and feasible learning tasks
 design supportive resources, including instructions, procedures, a manual or
worksheets as appropriate.

 what students need to know to carry out practical tasks appropriately, and
safely
 which skills students are expected to develop
 what equipment will be needed
 which problems students may encounter during the session.

These among others must be provided for and place appropriately.

ii). Taking inventory (equipments/ material)

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Although it can be easily forgotten, it remains one of the single most effective ways
to reduce costs and improve productivity in the laboratory and clinic. No matter the
size of the laboratory/clinic, controlling inventory is one of the most important things
one can do to make everything run smoothly. Monitoring consumable supplies
(materials), chemicals, equipments, and instruments can be a big task. But doing so
efficiently will increase productivity and reduce costs. Types and quantity of
materials, instruments and equipments supplied for the procedures are inspected to
be sure no one is missing and that the required quantity is available. List of those
items is made on a designed form for each practical session inventory form. The
Facilitator, Laboratory Officer and the students’ cohort head are the signatories to
the form. After proper documentation, the next stage is checking functionality of the
equipments.

iii). Classification of functional conditions of material and equipment.

Classification of materials and equipments refers to sorting into category of use.

Materials should be tested to be sure they are not expired. Equipments and
instruments must also be tested to be sure they work as expected. If anyone
develop fault, immediate replacement/repair must be made before students are
allowed in. Strategically, the equipments and instruments should be position as
appropriate.

iv). Determination of holding capacity

Holding capacity of Laboratory/clinic plays important role on student effective control

and concentration. Number of students that forms a particular cohort is the function
of laboratory space, available sit and working bench. Cross ventilation and other
facilities for their use without interruption determine holding capacity. This must be
decided and agreed before students are allowed in.

v). Determination of servicing process

Servicing process simply refers to electrical sockets, running water (sinks), fire
extinguisher, cross ventilation, alternative exit good lighting and other facilities that
will complement the exercise. Sure should make sure that the environment is in
good condition. Inspection of the facilities is expected to be done earlier before

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students are ready for checking. In essence, there must be preparation for practicals
ahead of time.

vi). Checking routine

Students are grouped into cohort depending on the total number of the class and
the carrying capacity of the laboratory/clinic. At the stage of checking routine, the
cohort is lined up outside the laboratory/clinic while the Cohort Representatives with
other professional will check/inspect all belongings of the cohort members. This will
be discussed more under students’ management.

MANAGEMENT OF STUDENT BEHAVIOURAL PATTERN TO PRACTICALS

Introduction

In the rapid changing technological age that were in, the importance of science and
technology (practical) to national development like Nigeria cannot be
overemphasized. Consequently great attention is required to be given to the
teaching and learning of practical oriented science so as to yield the desired results
and achieve the national goals on science and innovation. The promotion of social
and economic development through science and technology has been vigorously
pursued by developed countries, and this has given rise to their rapid development
and innovation ahead of other Countries. Second to these developed Nations are
Asian Countries. Technologically, they are more or less the base of innovations.

Laboratory and Clinical knowledge is a part of science and technology because

application of science of materials and good use of machines are bases of acceptable
and functional practical/clinical work. The contribution of practical/clinical knowledge
and skills that have made economic and industrial progress of our modern society
are too obvious to be underestimated. A sufficient practical training is believed to
have been provided as long as the students have been introduced to the
laboratory/clinic in the preparation and identification of the various principles and
practices. Therefore, the nature, the type of laboratory and SOPs play an important
role in influencing students’ attitude towards laboratory/clinic praticuum and more
importantly, mastering of practical skills.

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Learning is a gradual behavioral change. This can be manifested through the way
one acts (feeling, expressions, and communications), what one can do and the way
one can offer others to act. It develops through different level of ages. The lower
level education serves as the development of experience for welcoming of the upper
level of learning.
However, studies show that students may have difficulties in understanding scientific
concepts and its application to practicals across all levels. This gets more serious in
schools where Standard Operating Procedures is not in use. Hence it needs that
Practical Facilitators understand the principles of SOPs to support students explore
the concepts and process of practical skills. To effectively achieve this, Facilitator
needs basic knowledge of human management, and adherence to use of SOPs.
Listed below are the basic procedure to observe to enable Facilitator get hold and
manage students effectively.

i). Cohort formation

The term cohort refers to a group of individuals who have something in common.
In education, cohort is typically applied to students who are at the same grade level
at the same period of time—a grade level or class of students could be an example
of a student cohort. It is a collection of people who share an experience or
characteristic over time and is often applied as a method of defining a population for
the purposes of leaning.

The concept of a cohort is an important teaching and learning tool in education. The
use depend on the field study. In studying social change cohort is useful over time
by comparing the attitudes, values, and practices on average of different birth
cohorts, and it is valuable to those seeking to understand the long-term effects of
shared experiences. It is a part of population under study.

Dividing population of students into cohorts helps coordinate, control and manages
them effectively. It helps the Facilitators to impart practical knowledge and at the
same time assess them accurately. Not only that, cohort formation helps students to
have conducive laboratory/clinic environment. It also helps to facilitate ease of
learning.

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Numbers of cohorts depend on the students’ population, Laboratory/Clinic capacity
and availability of equipments. Each cohort is expected to have a representative who
gives account of the members before, during and after practical/clinical session.
Facilitator is advised to form the cohorts at the beginning of semester to ensure
good planning.

ii). Assembling for practical

At about two (2) hours to the commencement of the practical, the cohort is
expected to file-up outside the laboratory/clinic. Dressed in their acceptable
costumes as prescribed by the department. At this point the Cohort Representative
checks instruments, equipments and any other items in the Laboratory/Clinic for use.
S/he checks their quantity and signs the inventory document earlier prepared. The
Cohort Head comes out again, check students’ hand tools, materials and any other
thing on them. Any unauthorized material and equipments are seized and handed
over to the Laboratory/Clinic Officer. Any student that is not eligible for the practical,
not part of that cohort, not properly dressed, failed to follow rules shall be turned
back and may carry that procedure over. All eligible students files in one after the
other while Facilitator allocates seat as appropriate.

iii). Check on equipment for exist/ reconciliation by same cohort

Representatives

At the end of practical session, (Standard Practical Review, Life demonstration,

Questions and Answers and general Recap), the cohort Representative is invited to
check and reconcile the instruments and equipments earlier recorded on inventory
list. Should there be any missing or damaged item, announcement is made
immediately and if finally not found, it’s booked down against the members of the
cohort for replacement.

iv) Exit of students

Before students are allowed to start filing out, each must clean where s/he worked
thoroughly and satisfied by the laboratory/clinic officer. After the clearance, each
students start signing out on the same attendance sheet they earlier signed in. The
Facilitator and the Cohort Representative may decide on split cleaning schedule for
each Cohort.
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 PRACTICAL EXAM

Practical examinations test students’ practical skills and techniques usually in laboratory,
clinical or field settings. They can be administered individually, in cohort or in general.
The choice depends on factors earlier mentioned. A Structured Laboratory/Clinical
Practical Examinations (SLCPE) is designed to test practical performance and competence
in skills that are deemed essential for practice after certification.

The purpose is to demonstrate acquired skills, capabilities and knowledge in a practical

and clinical practice. Students are expected to perform well in a practical examination
and report methodology and observations accurately where necessary or required.

i). Examination is administered on cohort basis

Easy and well coordinated practical examination is conducted in Student Cohort. Number
of laboratory/clinic and the number of students determine number of cohorts. Facilitator
may decide to use the cohorts earlier formed, new Cohort can also be formed for the
purpose of examination. This will possibly break any illegal cohort among Cohorts if need
be.

ii). Cohort is based on capacity of facility

In this case, capacity of facility may dictate number of cohorts. The implication of this is
that each cohort is tested of same procedure. It is important to note that Facilitator
MUST have taken all Cohorts (students) through same procedures successfully. Where
cohort system is adopted, test by procedure is the best.

iii). Examination is based on semester procedure

Adherence to the dictate of curriculum for the semester as it concerns the practical is
essential. Practical examinations must be based on what students were taught for that
semester. Students are not expected to be judged from practical lessons of the previous
semesters except for the purpose of review.

iv). Examination is cumulative and built on previously past procedures

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 Practical procedures are broken down to semesters. As two semesters makes an
academic year, so summation of two semesters’ result determines progression of the
students. So also the cumulative results of all academic years of the programme
determine students’ graduation. Therefore, Facilitator should not bring up previous
practical lesson in to new semester during examination. Distinction between previous and
new semester must be observed.

MATERIAL MANAGEMENT

Introduction

Materials management is a specialized area of management which concerns itself

with the management of Material Resources. An attempt of material management is
to manage materials to reduce and control the cost relating to this important
resource, which normally accounts for about 50 per cent on average, of the cost of
production. In other words if it costs ` 100 per cent to produce an item one may
take it for granted than ` 50 is likely to be related to material which, it will be
appreciated, is a very high percentage of the total cost. It is an essential business
function. It is concerned with planning, acquisition, usage and flow of materials
within the supply chain. Material is one of the four basic resources. Materials
management creates a competitive edge by delivering quality product(s) or service
on time and offering lower cost by cutting its own cost as well as cutting purchased
item costs, which account for over fifty per cent of the sales revenue, thus imparting
superior value. Material management in laboratories/clinics have vast importance on
the practice. Considering the cost of this resource, waste is of unavoidable. The
consequence of material wastage is beyond the cost. It places unnecessary stress
during the next stage of procedure, it places wear and tear on the equipments, it
waste time consumption.

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 Importance of Material Management

i). Measure/dispense appropriate quantity of material for particular

procedure

It may not be ethically sound to teach students how to manage materials if bulk of
materials is left to students for their use. It is appropriate to measure and dispense
to students the quantity of materials required for a particular procedure. Facilitator
must have practiced the procedure and aware of the types and quantity needed for
the job. If by careless attitude of the students, any material is not enough, the
student should be made to stop his/her job. It is not a good practice to allow
students source for extra materials for the same job at any point in time.

ii). Seizure of excess materials from student

Where practical/clinical materials are provided, students should not be allowed with
his/her personal materials. Where also students are instructed to come with their
materials, quality and quantity must be determined and checked. Seizure of excess
materials can also accompany punishment. This measure will not only teach
materials management, it will also ensure uniformity of the finished procedures.

DO’S AND DON’T

Introduction

Laboratory/Clinical procedures are mandatory and there are no make-up

Laboratory/Clinic. A crisis or severe illness requiring attention from the medical
centre prohibiting one from practical/clinical work are acceptable reasons for missing
laboratory/clinic and every effort should be made to accommodate it. This is
considered as exceptional circumstances, the student here is entitled to re-
examination.

1). Every student in the laboratory/clinic must be properly dressed in prescribed

practical costumes.

2). Noise making and use of phones and other electronic gadgets not permitted.

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3). Only practical/clinical items are allowed into the Laboratory/Clinic for practicals
and examinations.

4). All laboratory/clinical instruments/equipments must be handled with care as

defaulters will be penalized/ surcharged in the case of recklessness and damages.

5). No student is allowed to remove or change the position of any Laboratory/Clinic

equipments, instruments and materials without the permission/directive of the
Facilitator or the Laboratory/Clinic Officer.

6). Student must not leave their assigned laboratory cohort without the permission
from their Facilitator

7). All working spaces must be cleaned after use.

CONCLUSION

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