Course Coordinator: Katrina Plastow
Email: katrina.plastow@adelaide.edu.au 

1	develop the principles of preventive and restorative dentistry gained in the first two years of the program and apply them to those aspects of clinical dentistry that fall within the range of duties for oral health therapists
2	describe different methods for diagnosis of dental disease and select appropriate intervention
3	further develop understanding of the causes, prevention and treatment of periodontal diseases and the role of the oral health therapist in relation to oral diseases
4	develop the principles of preventive and restorative dentistry gained in the first two years of the program and apply them to those aspects of clinical dentistry that fall within the range of duties for oral health therapists
5	develop understanding of the development of normal occlusion and the role of the oral health therapists in recognising occlusal abnormalities
6	define and describe traumatic dental injuries and the correct emergency and long-term treatment options
7	apply appropriate methods for the reduction and control of pain in children and perform emergency treatment for the alleviation of pain and control of infection in the primary or young permanent dentition
8	demonstrate competency with equipment preparation (including the setting of parameters), patient preparation and exposure of panoramic images
9	develop an understanding of the major health problems (with particular reference to oral health) in Australian society, and the associated social and environmental factors, and the impact on dental services

Nissin teeth purchased in 1st year, lab coat, clinic jacket, safety glasses.

Resources recommended in 1st and 2nd year will be useful in 3rd year - no additional resources are required

Online learning resources are utilised for many topics in this course - see MyUni for additional information

• Class meetings and tutorials
• Case-based learning and small group discovery
• Written assignments and oral presentations
• Interactive on-line modules and self-directed learning

Class Meetings

•    Up to 9 hours of class meetings, case-based learning/small group discovery, resource sessions and/or tutorials may be scheduled per week, there is also a mid-year common campus block.

These sessions will be used for introducing and exploring topics, but may also be used for interactive learning, student presentations, discussions and assessments.

Topics covered

•    Population Health
•    Periodontology
•    Geriatric Dentistry
•    Panoramic Radiography
•    Paediatric Dentistry
•    Early Childhood Caries
•    Dental Emergencies
•    Exodontia
•    Orthodontics
•    Law & Ethics
•    Tooth Whitening
•    Special Needs Dentistry

Assessment Task	Assessment Type	Weighting	Hurdle	Learning Outcome(s) being addressed
Early childhood caries	Written report	15%	No	1, 2, 7
Orthodontics	Complertion of workbook/case study	10%	No	4
Population health	Presentation	15%	No	9
Special Needs	Workshop & presentation	NGP	No	1-3, 9
Clinical issues - Cultural safety	Workshop, online modules and reflection	5%	No	1-3, 9
Geriatric dentistry assignment	Written report	15%	No	1-3
Panoramic radiography	On-line test of understanding	NGP	Yes	2, 8
Final written assessment	2.5-3 hr paper	40%	Yes	1-9

Assessment
Assessment is a core academic activity and an essential component of the learning process. Its main purposes are to encourage student learning, to make judgements about student achievements, and to monitor the effectiveness of the learning environment.

The University has a policy governing Assessment for Coursework Programs:
https://www.adelaide.edu.au/policies/700/?dsn=policy.document;field=data;id=1044;m=viewLinks to an external site.
This policy sets out the principles which underpin the University of Adelaide's approach to assessment.

Formative Assessment
The formative assessment activities in each semester include questions and activities in classes, pre-clinical activities in clinic and/or sim clinic, discussion board, on-line activities and quizzes. These are designed to help you learn and apply key concepts, to give you feedback on your progress, and to provide experience in the question formats used. You should use each source of formative feedback to monitor your own performance and implement strategies to address any issues.

Summative Assessment
The summative assessment consists of written and presentation components. The written component comprises summative online tests, workbook and case study, written reports and a written examination at the end of semester 2. The presentation component comprises of two small group presentations, delivered either face to face or in video format.

Hurdle assessments
Hurdle 1: Panoramic radiography
Hurdle 2: Final examination
See MyUni for more details

Assessment Summary & Table
In the BOH Program, criterion-based assessment is used with reporting of results wherever possible using a graded system rather than a 0-100 marking scheme. A non-graded scheme (satisfactory or unsatisfactory) may also be used to report performance within some components of the course.

During the year the School uses the following grades to indicate categories of performance for written examinations, clinics and simulation clinic sessions: E, G, S, B and U (see Table 1).

It is important to understand that if your performance is deemed borderline, you have not obtained a satisfactory grade i.e., your performance demonstrates a range of concerns because you are not yet meeting the learning outcomes and performance standards at that stage.

Refer to section ‘End of Year results’ for information regarding final grades which are included in your Academic transcript.


End of Year Results
Final grades for performance in this course are awarded in accordance with the University Grade Scheme 8 (see Table 3). At the end of semester 2, the grades E, G, S and U are used to indicate categories of performance in all Year 3 courses. The School Assessment Board converts the categories of performance into an overall grade for each course (HD, D, C, P, F) for reporting to the University and for inclusion on your academic transcript. For example, an excellent level of achievement in DHS IIIOH would equate to a university grade of high distinction or a distinction. An unsatisfactory result would equate to a fail grade in DHS IIIOH.


Grade Descriptors are available on the University website and provide a general guide to the standard of work that is expected at each grade level – see: https://www.adelaide.edu.au/policies/700/Links to an external site.

Final results for this course will be made available through Access Adelaide – see: https://access.adelaide.edu.au/sa/login.aspLinks to an external site.

Early childhood caries assignment
You will be required to complete e-learning modules, readings and participate in small group discovery workshops, undertake research and analyse the information you have gathered. You will need to be prepared to discuss the risk and protective factors for ECC, and give an overview of your role in providing anticipatory guidance to parents of young children, demonstrating your understanding and application of the information in response to questions in the modules.

Geriatric dentistry assignment
It is well documented the Australian population is living longer resulting in an increased need for aged care services. Demand for health services, including dental services, has increased resulting in private and government sector initiatives to meet the increased demand. The recent Royal Commission into Aged Care will have far-reaching implications on the delivery of services, including dental services, in the aged care setting. You will be required to discuss aged care in Australia, ageing and related risk factors and provide an overview of the role of oral health practitioners, including your role as an oral health therapist, in the provision of oral health services in the context of the residential aged care setting. Details will be provided in class and on MyUni.

Population Health
Your assessment will be a presentation as outlined in the PH introduction. You will be required to complete e-learning modules, readings and undertake research and analyse the information you have gathered. More details will be provided in class and on MyUni.

Orthodontics
You are required to complete self-directed study on the topic of orthodontics in addition to your clinical placements. It will require you to undertake research, analyse the information you have gathered, complete a workbook for discussion and case studies for submission. You will be given more information about the workbook questions for discussion during your clinical rotations and the case study information will be available on MyUni

Special Needs Dentistry
You are required to participate in a workshop in the on-campus week and working in a small group, research and present a short case summary to the class for a patient with special needs. More details will be provided in class and on MyUni.

Panoramic radiography
You are required to complete an on-line test of understanding relating to theoretical aspects of panoramic radiography to a satisfactory standard – this is a licensing requirement. You will be given more information on MyUni.

'Debates'
You are required to research and report on an allocated topical and/or controversial issue. The goal of this experience is for you to learn to construct a coherent argument by framing an issue, making claims about the issue, and supporting claims with evidence. You will be given more information in class and on MyUni.

Final written assessment
You are required to successfully complete a written/online assessment during Semester 2B. The format consists of a number of clinically applied questions. Questions may be based on dental scenarios, radiographs or clinical photographs and have a strong clinical emphasis.

All written work must be submitted through Turnitin, an plagiarism detection tool.
Further information on submission process and requirements will be available through MyUni.

Each year we ask students to complete an assessment of theirlearning and teaching experience. Teaching staff reflect on the SELT, the outcomes achieved and processes implemented to identify necessary hanges for future years. These are important tolls in the Dental School’s aim for excellence in teaching and learning.The following changes have been made as a result of these processes:

•    Increased opportunities for class meetings, small group discovery and on-line learning
•    Content, delivery and assessment tasks for PH revised
•    Debates on topical and/or controversial issues
•    Revisions to final examinations – changed from OSCA to written exam with clinical application, held in sim clinic with images enlarged on screens