Concepts of the Exploring Technique

Shepherd hook design

Resembles the long curved stick used by shepherds to catch sheep

Supragingival use

Examinations for dental caries (decay)

Examination of the margins of restorations

Opposite side of probe

Explorer 11/12

Tip bent at 90-degree angle to lower shank

Long, complex shank design

Can access deeper pockets

Complex=posterior and anterior teeth use

Supra + sub due to rounded back

 An assessment instrument with a flexible wire-like working-end

 Used to detect subgingival calculus deposits

 Made of flexible metal that conducts vibrations from the working-end to the clinician’s fingers

Shank design of explorer

Long Functional Shank

Long, curved working end

Only terminal 2mm of the side of the tip is adapted to the tooth

surface

Uses of an explorer

 Calculus deposits

 Decalcified and carious lesions

 Dental anomalies

 Anatomic features of the teeth

Don't put direct tip into carious lesions

Determine if there's dental anomalies

Help feel anatomical features (CEJ)

Supragingival

use of an instrument coronal to(above) the gingival margin

Subgingival

Use of an instrument apical to(beneath) the gingival margin

Advantages of 11/12 explorer

Smooth back of tip is in contact with soft tissue base

of sulcus or pocket

Complex shank excellent for anterior and posterior teeth

Can access deeper pockets due to long shank

Disadvantages of 11/12 explorer

 NONE!

This explorer works well throughout the mouth and can be used in healthy sulci and deep periodontal pockets.

Assessment/exploratory stroke

Used to detect calculus deposits or other tooth surface irregularities on the tooth surface

During subgingival instrumentation, the clinician relies on his or her sense of touch to locate calculus deposits hidden beneath the gingival margin.

Technique tips for exploring

 Grasp - relaxed grasp, middle finger rests lightly on shank

 Adaptation - 1 to 2 mm of side of tip

 Lateral Pressure - feather-light pressure against tooth

 Strokes - fluid, sweeping strokes that overlap to cover the surface

Tactile sensitivity

the ability to detect calculus deposits by feeling vibrations transferred from the explorer tip to the instrument shank and handle.

Select the correct working end

Observe the relationship of the lower shank to the distal surface of a premolar tooth.

Use the premolar tooth, for selection, as this tooth is easily seen.

V to the D for posterior teeth

Correct working end

 The lower shank is parallel to the distal surface.

 The functional shank goes “up and over” the tooth.

 Instrument handle comes “outside the mouth”

Incorrect working end

 The lower shank crosses the facial surface (not parallel)

 The functional shank is “down and around” the tooth.

Tooth surface sequence

Start at the distofacial line and work back toward the distal surface

Steps for using the explorer

• Place the explorer tip in the Get Ready Zone (distofacial line angle)

• Lower the instrument handle. Gently insert beneath the gingival margin; Make feather-light strokes toward the distal surface

• As you approach the distal surface, roll the instrument handle slightly to maintain adaptation; Explore at least halfway across the distal surface.

• Begin at the distofacialline angle; Get Ready and position the tip in the middle-third of the crown

• Lower the instrument handle. Gently insert beneath the gingival margin. Make a series of feather- light strokes across the facial surface.

• Roll the instrument handle as you approach the mesiofacial line angle to maintain adaptation. Explore at least halfway across the mesial surface from the facial aspect.

Subgingival exploring

Assessment strokes should be short in length and involve

many overlapping strokes

Cover every square mm of the root surface as if “coloring the surface”

Sequence for posterior pic

Technique errors Exploring

 AVOID a firm, tense, “death grip”.

 AVOID applying pressure with the middle finger against the shank.

 Both these errors reduce tactile information to the fingers.

•Do NOT remove the explorer tip from the sulcus or pocket as you

make an upward stroke. Keep the tip beneath the gingival margin.

•Removing and reinserting the tip repeatedly can injure the gingival tissue.

Calculus

not pathogenic itself, but the live bacteria/biofilm on top of it

Calcified plaque biofilm

 Forms on teeth and prosthesis

 “tartar”

 Built up layer by layer over time

Plaque retentive=outer surface is typically covered with plaque

 Supragingival deposits (above the gingiva)

 Subgingival deposits (below the gingiva)

 Residual (left over after instrumentation)

Common calculus formations

 Spicule-isolated minute speck

 Nodule-larger spicule-type with crusty or spiny surface

 Ledge-long ridge running parallel to the gingiva

 Ring-ridge that encircles the tooth

 Veneer-thin, smooth sheet

 Finger-like formation-runs parallel to long axis of tooth

Normal conditions

Your fingers do not feel any interruptions in the path of the explorer.

Small calculus deposits

 You will feel a gritty sensation as the explorer passes over the small calculus deposit.

 “Inline skating over a few pieces of gravel”

Large ledge of calculus

 You will feel the tip move out and around the raised bump and return back to the tooth surface.

 “Skating over a speed bump in a parking lot”

Overhanging restoration

 Explorer must move away from tooth and over the restoration

 “Skating over a section of a sidewalk that is higher than the adjacent section”

Deficient margin on restoration

 Explorer dips into trace the restoration

 “Skating onto a section of pavement that is lower than the surrounding pavement”

Carious lesion

Explorer tip dips in to a rough depression

“Skating into a pot hole”

Helpful tips

 Lead with the tip, do not “back into” or “ out of ” an

area.

 Light grasp! Lighter than you think

 Roll the instrument handle between the fingers to keep the tip closely adapted as the tooth contour changes.

 DON’T STOP....Continue strokes under the tooth contact into the interproximal area.

See pg. 313 for common errors and fixes