So today we got into charting. I.e. documenting the condition of patients’ teeth using the different types of charts common to the dental practice in the U.S.. There are three of us in the class for whom this is the first term; for the rest, it’s the second term, and they’ve already learned charting in a previous class. Their impatience at repeating the topic, I think, combined wis our lack of time before lab-time, made us rush a little, and we three n00bs weren’t quite getting it as fluidly as we could wish. Bethany decided, therefore, to put off today’s lab until tomorrow or next week and just continue working on charting for the rest of today.
Then in comes Alexx.
Alexx cannot enter a room where a lecture is going on wisout commandeering said lecture. I’d be willing to bet that she could walk into a class on glass-blowing or abnormal psychology and still get up and interrupt the actual teacher to rephrase things in her… uh… unique fashion. Anyway, she starts talking about charting as incoherently as she talks about anything else, and, as usual, somehow gets off on a tangent. Sinuses are a concern in dentistry due to their proximity to the oral cavity, but are not involved in charting. She was trying to remember some video she saw at some point of a bone graft involving a sinus lift. Somebody in the class made the mistake of mentioning that she could surely find it on YouTube, so she decides we just have to see this sinus lift and sits down to find the video or one similar.
So we watch this oral surgery video. Yeah, it was somewhat interesting (though it was just a bone graft and an implant wis no sinus lifting involved, because Alexx is an idiot and can’t find anything on the internet, mostly because she is incapable of spelling anything correctly), but, once again, unrelated to charting — and now taking up our charting time, and did I mention we’re testing on charting first thing Monday morning (i.e. the next time we have today’s class)?
So since there was no sinus-lifting in that particular video, Alexx clicks on the next one. So we watch another oral surgeon performing the same graft/implant procedure on another patient, again wis no sinus-lifting. Now we’ve gone 25 minutes into the hour we had left to keep going over charting. But since this video also didn’t contain the specific tangent Alexx was looking for, she clicks on the third video in the search results, and this third one is almost 15 minutes long.
“Do we really need to see this right now?” I ask as we begin watching the same surgical procedure a third time (again wis no sign of sinus-lifting; she probably misspelled “sinus” in the search). “Because it’s eating into our charting time.”
“Yes!” she replies. “You’ll need to know about this for charting.”
“WE DON’T NEED TO KNOW ABOUT INCISIONS FOR CHARTING. WE DON’T NEED TO KNOW ABOUT BONE GRAFTS FOR CHARTING. WE DON’T NEED TO KNOW ABOUT SINUSES FOR CHARTING. WE DON’T NEED TO WATCH YOU FAIL AT THE INTERNET FOR CHARTING. I AM NOT PAYING $13,000 FOR YOU TO FORCE US TO WATCH A SUCCESSION OF UNRELATED AND NEARLY IDENTICAL VIDEOS ON YOUTUBE, YOU STUPID BITCH.”
I didn’t actually say that.
I am getting so tired of her. We got our schedules for next term (which starts the week after next), and both classes are technically taught by Bethany. I suspect Alexx will still come in and preempt the lectures at times, but it can’t possibly be as bad as when she’s actually the teacher of one of the classes.
Some highlights from today’s PowerPoint: “intianls,” “persoanlly,” “ansethitic,” “expample” (twice), “perscription,” “remeoved.” What I really don’t understand is how you can write a PowerPoint presentation IN MICROSOFT WORD and come out wis this many spelling errors. You’d think even someone that writes sentences like, “It is common to see several class V in one quadrant, because patients take medications, chew gum, or lots of soda pop drinks over LONG periods of time > Patients who chew often like all day have this problem,” would still at least see all the red underlines.