ORALHLTH 1201AHO - Dental and Health Science IOH Part 1
Teaching Hospitals - Semester 1 - 2022
General Course Information
Course Code ORALHLTH 1201AHO Course Dental and Health Science IOH Part 1 Coordinating Unit Oral Health Term Semester 1 Level Undergraduate Location/s Teaching Hospitals Contact Up to 7 hours per week Available for Study Abroad and Exchange N Corequisites ORALHLTH 1202AHO, ORALHLTH 1203AHO & ORALHLTH 1204AHO Restrictions Available to Bachelor of Oral Health students only Course Description This course has been designed to provide students with opportunities to learn aspects of oral and dental anatomy, common dental diseases and their prevention, behavioural science and nutrition. The course introduces students to the oral cavity and provides a foundation for understanding the context of professional practice for oral health therapists, oral health and disease, and patient management. Topics include dental terminology and morphology, cariology and preventive dentistry. In addition to this, students are introduced to the behavioural sciences and developmental psychology relevant to their role in the dental team. By using case-based learning and investigating a range of patient situations, students will have the opportunity to begin to develop skills for patient examination, diagnosis and management.
Course Coordinator: Ms Katrina PlastowCourse Coordinator: Katrina Plastow
Phone: +61 8 8313 8068
Location: Level 10, AHMS Building
Work days: Mon-Tues, Thurs-Fri
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 describe the healthy oral cavity and the normal appearance of the morphology of teeth, using basic dental terminology, by utilising your developing clinical reasoning skills to analyse a patient's clinical presentation and explain the range of normal variability in the appearance, development and relationships of oral tissues and teeth 2 discuss the nature and aetiology of common dental anomalies and diseases, and the approaches used to prevent the common dental diseases (eg caries and gingivitis) at both the individual patient and community level 3 discuss theories of behavioural science and lifespan development in the context of oral health, explain factors influencing communication and anxiety, and the principles of behaviour modification, motivational strategies and approaches used to facilitate positive oral health behaviours in patients within their developmental context 4 explore the role of nutrition for a variety of age groups, relate this to cultural factors and lifestyle choices, explain why modifications may need to be made and develop recommendations and alternatives for patients to optimise their oral and general health using your developing knowledge of current Australian dietary guidelines 5 pro-actively manage your own learning, including self-evaluation, organisation, accessing and evaluating information, seeking advice and assistance, and working collaboratively
University Graduate Attributes
No information currently available.
There are no required texts for this course
Highly recommended – semester 1
See MyUni for details
Recommended ResourcesGeneral references – semester 1
See MyUni for details
Online LearningCommunications about the course will be via the Announcements section on MyUni and/or by email. Please read the Announcements section and your email regularly to keep up to date.
Additional course-related material, such as the detailed lecture and tutorial schedule, assessment schedules plus topics for oral presentation will be available through MyUni.
Learning & Teaching Activities
Learning & Teaching ModesA variety of learning modes will be used in this course including:
• a number of dentally related situations and cases
• small group meetings related to case-based and discovery learning, including discussions and presentations
• resource sessions
• on-line resources
• practical exercises
• research and assignments
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Contact Hours
60h/semester, 5-6 hours per week consisting of:1 online lecture (up to 1 hour)1 CBL session (up to 2 hours)1 tutorial (up to 3 hours)
Learning Activities SummaryTopics Covered
• Dental terminology
• Dental morphology
• Dental development and emergence
• Supporting tissues
• Dental occlusion and functions of the masticatory system
• Dental diseases: introduction to caries and gingivitis
• Preventive dentistry: caries and gingivitis (introduction)
• Behavioural science in dentistry
• Theories of learning
• Principles of behaviour change
• Management of dental fear and anxiety
• Developmental psychology: development across the lifespan
• Nutrition and oral health
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 Task Assessment Type Due Date Weighting Learning Outcome(s) being addressed Tests of understanding Formative Weeks 4, 7, 10 semester 1 NGP 1, 2 Journal club – prevention Formative/Summative Weeks 7-11 sem 1 15% 1, 2 Practical exercise – Tooth identification Summative (Hurdle) Week 10 NGP 1 Patient cases and tutorial exercises Formative/Summative Semester 1 & 2 10% 1-5 Combined Semester Assessment – DHS & ClinPrac Summative (Hurdle) Sem 1 Exam week 40% 1-2, 5 Written assignment – developmental psychology report Summative (Hurdle) Week 8, sem 2 25% 3, 5 Nutrition presentations - discovery learning Formative/Summative Week 12, sem 2 10% 4-5
Assessment Related RequirementsThis is a year-long subject across two semesters, with foundation knowledge taught earlier in the course, then developed and applied in the second.
The formative assessment activities in each semester include questions and activities in classes, 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.
The summative assessment consists of written, practical and presentation components. The written component comprises summative online tests, workbook and journal club, written reports and a written examination at the end of semester 1. The practical component consists of tooth drawing and identification. The presentation component comprises of a small group presentation at the end of semester 2.
DHS IOH assessment overall consists of three hurdles, see below.
Assessment DetailTests of understanding | Semester 1
To assist you in achieving the course’s objectives and to offer you ongoing feedback opportunities, tests of understanding will be scheduled in semester 1. These tests are formative and will not count towards your grade, but will assist you in the consolidation of the knowledge you will have gained in the course up until that point. They will also give you feedback as to your areas of strength and weakness, and will assist in the preparation for the end of semester examination.
Patient cases and Tutorial exercises | Semester 1 and 2
These sessions are designed to provide you with a range of exercises that allow you to explore the content material in a more applied approach. Some sessions will require preparation and pre-reading, whilst others will allow you to undertake workbook exercises with tutor support and direction. Your preparation for and participation in case-based learning and tutorial sessions contributes to your grade in this course.
You are required to complete tutorial exercises prior to each tutorial. These exercises, tooth drawings and revision quizzes enable you to assess your progress in this course as well as provide opportunities to receive feedback from facilitators.
Tooth identification | Semester 1
Your knowledge of dental morphology will be assessed in semester 1 – you will be given a number of natural teeth (including permanent and deciduous teeth) and be required to identify each of these correctly.
Journal club - Prevention | Semester 1
Journal club has been designed to complement your studies related to the aetiology and prevention of caries and gingivitis. It also supports your learning in evidence-based dentistry (EBD1). For this assessment activity, you are required to undertake more general research on a number of preventive strategies. You will need to read relevant journal articles, undertake additional research, prepare responses to focus questions and demonstrate your knowledge and understanding by participating in class discussions.
Mid-year assessment – combined DHS & Clinical Practice assessment | Semester 1
The mid-year assessment will consist of a number of questions relating to both the D&HSc and Clin Prac courses. The aim is to assess whether you have a systematic approach to situations, and can demonstrate the application of knowledge and integration of information across courses. It is to your benefit to make sure that you are working consistently throughout the semester and have a good grasp of the course content and learning processes. There is no end of year examination for this course.
Developmental psychology report | Semester 2
This report will provide you with the opportunity to overview more challenging stages of the lifespan, and relate these to strategies for improving health and care for dental patients. For this report you are required to research and review the theories which impact on the development of learning and behaviour at various stages of the lifespan, and consider how these theories assist in understanding and managing the dental patient.
Nutrition & oral health presentations – discovery learning | Semester 2
In a small group, you will research a cultural group in Australia (this may be a religious, migrant or refugee group), or a group with particular needs relating to their oral condition, or a group for whom nutritional requirements may need to be specifically considered as a result of their age or medical condition. You are required to describe the considerations of nutritional intake applicable to this group and the relationship with, or impact on, oral health in conference-style class presentations.
SubmissionInformation on submission process and requirements will be available through MyUni.
Grades for your performance in this course will be awarded in accordance with the following scheme:
NOG (No Grade Associated) Grade Description CN Continuing
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.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.
Table 1: Categories of performance
Grade | Category of performance | Score: for pass standard = 55%
E | Excellent | >80%
G | Good | 70-79%
S | Satisfactory | 60-69%
B | Borderline* | 50-59%*
U | Unsatisfactory | <50%
* NB this category is not used at the end of year.
End of year results
Final grades for performance in BOH 1 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 1 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 IOH would equate to a university grade of high distinction or a distinction. An unsatisfactory result would equate to a fail grade in DHS IOH.
Table 3: GS8: Grade Scheme 8*
Grade | Grade Description (% Mark) | Reported outcome
High Distinction | 85+ | HD
Distinction | 75-84 | D
Credit | 65-74 | C
Pass | 50-64 | P
Fail | 49 or less | F
Final results for this course will be made available through Access Adelaide.Students can access final results via Access Adelaide. It is important that all assessment components are completed successfully. If an assessment item is not completed successfully a review meeting with the course and/or year co-ordinator may be scheduled in order to discuss the possibility of remedial strategies. For students who obtain a Borderline grade in a component of Dental & Health Science, an opportunity for redemption may be provided at the end of the academic year.
Students are also advised to become familiar with the University’s Modified arrangements for Coursework policy related to Replacement and Additional Assessments https://www.adelaide.edu.au/policies/3303/
NOTE: It is critical that students remain in Adelaide until final BOH 1 results are made available in Access Adelaide, or be prepared to return to Adelaide if offered the opportunity to sit a Replacement/Additional Assessment/examination.
Dates for R/AA examinations are set by the University Exams Office in advance. Please refer to the Examinations website for key exam dates at
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.Each year we ask students to complete an assessment of their learning and teaching experience. Teaching staff reflect on the SELT, the outcomes achieved and processes implemented to identify necessary changes for future years. These are important tools in the Dental School’s aim for excellence in teaching and learning.
The following changes have been made as a result of these processes:
• Assessment tasks and schedule revised
• patient cases – format and content revised
• Mid-year exam integrated with Clinical Practice – format and content revised
• Introduction of journal article reviews to support learning in prevention and evidence-based dentistry (EBD 1)
• Additional on-line resources
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.
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