ORALHLTH 1204BHO - Professional Studies IOH Part 2

Teaching Hospitals - Semester 2 - 2015

This course has been designed to introduce concepts of academic and health communication designed to develop student's research skills to support study, the students' role as a graduate oral health professional and the requirement for continual professional development/research. Evidence-based dentistry will provide students with an appreciation of the nature and scope of statistics applied to dentistry. It will provide the students with an understanding of different study designs used in dental research and a working knowledge of basic statistics, interpretation and data analysis. Topics will be introduced in resource lectures, online learning mediums and workshops. Problem-based learning topics will be presented where applicable and student learning will be supported by independent and group research and discussion. The student is also required to monitor their own learning by providing feedback to each other as well as incorporating feedback from colleagues and staff.

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Course Details

Course Code	ORALHLTH 1204BHO
Course	Professional Studies IOH Part 2
Coordinating Unit	School of Dentistry Office
Term	Semester 2
Level	Undergraduate
Location/s	Teaching Hospitals
Units	4
Contact	Up to 4 hours per week
Available for Study Abroad and Exchange	N
Corequisites	DENT 1201AHO/BHO, DENT 1202AHO/BHO & DENT 1203AHO/BHO
Restrictions	Available to BOH students only
Assessment	Written reports, test paper, tutorial participation and group assignments

Course Staff

Course Coordinator: Mr Clinton Kempster

Other Teaching Staff

Ms Sue Gardner
sue.gardner@adelaide.edu.au

Mr Richard Warner
richard.warner@adelaide.edu.au

Mr Michael Draper
michael.draper@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

On completion of the Professional Studies I OH students should be able to:

•    Explain the principles of learning as applied to contextualised scenarios and
experiential learning.

•    Demonstrate skills and attitudes required of a self-directed learner, including time management,evaluation and monitoring of your own learning.

•    Identify and utilise flexible learning concepts and strategies.

•    Demonstrate skills to work and communicate effectively with peers and staff.

•    Demonstrate an ability to use the contemporary Harvard referencing system.

•    Demonstrate the use of the Barr Smith Library and other learning resource facilities to locate appropriate references from textbooks, journals and electronic media for written assignments, group work, presentations and individual research.

•    Explain the importance of effective communication in dental practice and describe ways in which communication is achieved.

•    Be able to plan presentations effectively and communicate confidently in a public forum.

•    Demonstrate basic skills in identifying, accessing, interpreting and evaluating scientific literature effectively from a range of sources including those online.

•    Critically review a research paper by identifying a research problem, the study hypotheses, aims and types of study.

•    Understand purpose and relevance of study design and being able to assess common statistical methods presented in journal articles.

•    Discuss the concept of hypothesis testing and be able to interpret levels of
significance.

•    Have a good understanding of the personal requirements for health professionals today in an Australian context.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.	1, 7, 13
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	1-8
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	9-13
Skills of a high order in interpersonal understanding, teamwork and communication.	4, 7, 8, 13
A proficiency in the appropriate use of contemporary technologies.	3, 8
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	2, 13
A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community.	2, 4, 7, 13
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	4, 7, 13

Learning Resources

Required Resources

Hoffman T, Bennett S & Del Mar C 2010, Evidence-Based Practice: Across the Health Professions, Elsevier, Australia (BSL Call number:
ISBN: 0729539024
O’Toole, G 2008, Communication – Core Interpersonal Skills for Health Professionals, Elsevier, Australia
Burt BA, Stevens AE, Dentistry, Dental Practice, and the Community, St. Louis, Miss.; [Edinburgh]: Elsevier Saunders, 2005, 6th Edition (Barr Smith Library call number: 617.6S917d.5)

Recommended Resources

Hoffman T, Bennett S & Del Mar C 2010, Evidence-Based Practice: Across the Health Professions, Elsevier, Australia
Barkway P 2009, Psychology for Health Professionals, Elsevier, Australia
Humphris, G & Ling, M 2000, Behavioural Sciences for Dentistry, Harcourt, UK.
O’Toole, G 2008, Communication – Core Interpersonal Skills for Health Professionals, Elsevier, Australia
Purtilo, R & Haddad, A 2002, Health Professional & Patient Interaction, 6th Ed, W.B. Saunders Company, USA.
Rollnick, S, Mason, P & Butler, C 1999, Health Behavioural Change- A guide for practitioners, Churchill Livingstone, UK.
Summers, J & Smith, B 2004, Communication Skills Handbook: How to succeed in written & oral communication, Wiley, Australia
Bretag T, Crossman J & Bordia S 2009, Communication Skills Revised, McGraw Hill, Australia
Anderson J & Poole M 2001, Assignment & Thesis Writing 4th Edition, Wiley, Australia

Online Learning

There will be detailed information on the online learning requirements of this course given by the coordinator.
Learning & Teaching Activities

Learning & Teaching Modes

•    Classmeetings & lectures
•    Tutorials
•    Workshops
·     Experiential learning
•    Contextualised scenarios and learning exercises
•    Group activities
•    Hands-on workshops & library research

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Approximately 2-3 hours contact per week plus 2-3 hours per week non-contact preparation, online activity, research and review.

Learning Activities Summary

Small group work, oral presentation, simulated communication experiences, research skill development, writing and reading skill
development, essay and report preparation

Specific Course Requirements

None

Small Group Discovery Experience

No SGDE in this course of study

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment in Professional Studies IOH is multi-modal in that you will be involved in a wide range of types of assessment. This creates a more equitable assessment where there are opportunities for students to demonstrate existing strengths and perhaps develop others through involvement in a range of alternative formats.

Assessment Related Requirements

As some of the assessment tasks are online, student will need access to a device with internet connectivity

Assessment Detail

Research skills diagnostic task
Submit in class
Formative      NGP

Writing skills task
Formative   NGP

All online modules and quizzes
Formative    NGP

PubMed & BOH Library Skills Online Tutorials (MyUni)
Online Summative 10%

Assessment 1Report writing & academic referencing
Summative 20%

Assessment 2 Summative       30%
1.   EBD workshop attendance, participation & contribution
2.   EBD case study

Assessment 3 Group Communication Project
Summative    20%

Assessment 4 Reflective learning report – communication skills
Summative 20%

Submission

Submission of all summative written assessments via Turnitin / MyUni.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

GS8 (Coursework Grade Scheme)
Grade	Description
CN	Continuing
FNS	Fail No Submission
NFE	No Formal Examination
F	Fail
NGP	Non Graded Pass
P	Pass
C	Credit
D	Distinction
HD	High Distinction
RP	Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator