ORALHLTH 1201BHO - Dental and Health Science IOH Part 2
Teaching Hospitals - Semester 2 - 2014
General Course Information
Course Code ORALHLTH 1201BHO Course Dental and Health Science IOH Part 2 Coordinating Unit School of Dentistry Office Term Semester 2 Level Undergraduate Location/s Teaching Hospitals Units 6 Contact Up to 7 hours per week Corequisites DENT 1202AHO/BHO, DENT 1203AHO/BHO & DENT 1204AHO/BHO Restrictions Available to BOH students only Course Description This stream aims to introduce students to the oral cavity. It also provides an introduction to the areas which support the practice of an oral health practitioner. Problem-based learning allows students to use a systematic approach to investigating various oral conditions which will affect their prospective client group. In addition to this, students are introduced to the behavioural sciences and psychology relevant to their role in the dental team. Topics include: dental terminology and morphology, preventive dentistry, cariology, fluoride, developmental psychology, behavioural science in dentistry, and nutrition.
Course Coordinator: Ms Katrina PlastowCourse Coordinator: Katrina Plastow
Phone: +61 8 8313 8068
Location: Room 4.06a, Oliphant Building
Tutor: Sue Gardner
Phone: +61 8 8313 5873
Location: Room 4.06, Oliphant Building
Tutor: Clinton Kempster
Phone: +61 8 8313 8279
Location: Room 4.04, Oliphant Building
Tutor: Janet Messer
Tutor: Vicki Skinner
Phone: +61 8 8313 8129
Location: Room 2.28, ADH
Tutor: Mignon Watson
Phone: +61 8 8313 3115
Location: Room 4.19, Oliphant Building
Administrative Contact: Dee Rapaic
Phone: +61 8 8313 3286
Location: Level 5, Oliphant Building
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 demonstrate an understanding of the healthy oral cavity, 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, using basic dental terminology 2 use your developing knowledge of the normal characteristics of the oral cavity to analyse a patient’s problems by describing the changes that are evident in the teeth and their relationships, and explain how these may be altered under the influence of various oral conditions or common oral diseases 3 apply your developing knowledge of common dental diseases to the analysis of patients’ problems to devise and explain appropriate preventive plans and controls for these common diseases 4 demonstrate an understanding of behavioural science as it applies to oral health professional practice by explaining a patient's psychological development, and factors influencing communication, anxiety, learning and behaviour modification and how these influence the use of strategies for patient education and management 5 using your developing knowledge of current Australian dietary guidelines to analyse a patient’s diet, explain why modifications may need to be made and develop recommendations and alternatives for patients to optimise their oral and general health 6 Pro-actively manage your own learning, including self-evaluation, organisation, accessing and evaluating information, seeking advice and assistance, and working collaboratively
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. 1-5 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 6 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2-6 Skills of a high order in interpersonal understanding, teamwork and communication. 4, 6 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 6
Highly recommended – semester 2:
Barkway P (Ed) 2009 Psychology for health professionals Australia: Elsevier
Casamassimo PS, Fields HW, McTigue DJ & Nowak A 2013 Pediatric dentistry: Infancy through adolescence 5th ed. St Louis: Elsevier Saunders
Palmer CA 2007 Diet and nutrition in oral health 2nd ed. New Jersey: Pearson, Prentice Hall
Welbury RR, Duggal MS & Hosey M-T (Eds) 2012 Paediatric dentistry 4th ed. Oxford: Oxford University Press
Whitney E et al 2011 Understanding nutrition: Australia and New Zealand edition 1st ed. Australia: Cengage Learning
Recommended ResourcesGeneral references – semester 2
Berk LE 2010 Development through the lifespan 5th ed. Boston: Pearson
Berk LE 2009 Child development 8th ed. Boston: Pearson
Myers DG 2006 Psychology 8th edition. New York: Worth
Palmer CA 2007 Diet and nutrition in oral health 2nd ed. New Jersey: Pearson Education
Peterson C 2010 Looking forward through the lifespan 5th ed. Pearson Education Australia
Pinkham JR Pediatric dentistry 4th ed. St Louis: Elsevier saunders
Santrock JW 2004 Life-span development 9th ed. New York: McGraw -Hill
Saxelby C 2006 Nutrition for life 20th ed. Hardie Grant Books
Stegeman CA & Davis JR 2009 The dental hygienists guide to nutritional care 3rd ed. USA: Saunders Co.
Wahlqvist M (Ed) 2002 Food and nutrition Australasia, Asia and the Pacific 2nd ed. NSW: Allen and Unwin
Whitney EN, Rolfes SR, Crowe T, Cameron-Smith D & Walsh A 2011 Understanding nutrition: Australian and New Zealand edition Melbourne: Cengage Learning
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 PBL and SGDE, 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 Time
60h/semester, 5-6 hours per week consisting of:2 class meeting (2 hours)1 PBL session (up to 1.5 hours)1 tutorial (up to 2 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
Small Group Discovery ExperienceThe University of Adelaide has committed to a pedagogical approach that incorporates several aspects of scholarship. A key component of the Beacon of Enlightenment strategic pedagogical approach is that all students commencing in 2014 will experience a "Small-Group Discovery Experience" (or SGDE for short) in at least one course in every year of their degree program.
The Core Concepts upon which the SGDE pedagogical approach is based include goals that students will discover (or rediscover) learning as Intellectual Challenge, and develop a Scholarship of Discovery to inspire them toward learning and lifelong learning.
To accomplish this learning journey, students will develop research skills, and learning and teaching delivery modes used will require students to engage actively with their discipline content. This active learning process will engender a commitment to knowledge for its own sake, and consequently learning to follow an investigation, in a disciplined fashion, wherever it may lead.
You will undertake SDGE to discover the various relationships between nutrition, health and oral health. Working with an experienced academic, you will undertake small group work as a collaborative project culminating in the group presenting and sharing their research with the larger class.
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 Practical exercise – Tooth identification Summative Week 10 10% 1-2 Practical exercise – Tooth morphology drawings Formative/Summative Week 12 10% 1-2 Journal club – prevention Formative/Summative Weeks 8-11 15% 3 Integrated Semester Exam – combined DHS & ClinPrac Summative Exam week 20% 1-3, 6 Written assignment – developmental psychology report Summative week8, semester 2 20% 4, 6 SGDE – Nutrition presentations Formative/Summative Weeks 11-12, semester 2 15% 5-6 PBL exercises,Tutorial exercises & quizzes Formative/Summative Weeks 1-12, semesters 1 & 2 10% 1-3, 6
You will receive feedback from a variety of sources – self-evaluation, peers and facilitators – during PBL and group discussions, research, tutorial exercises, assignments and examinations. Ongoing feedback on your performance is for your benefit and allows you to assess how you are progressing in this course. It is your responsibility to incorporate this feedback into your learning.
This exercise is designed to consolidate and apply your developing tooth morphology knowledge and understanding by sketching and highlighting key features of permanent and deciduous teeth.
Your knowledge of dental morphology will be assessed mid 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 has been designed to complement your studies related to the aetiology and prevention of caries and gingivitis. It should also support 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.
Mid year examination – combined DHS & Clinical Practice assessment
The mid-year examination 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.
Developmental psychology report
This report will provide you with the opportunity to overview two 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 these two stages of the lifespan, and consider how these theories assist in understanding and managing the dental patient.
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 class presentations.
Problem-based learning exercises – Semester 2
Your participation in PBL sessions contributes to your grade in this course. In additon, these sessions provide a range of opportunities for yourself, peers and facilitators to provide feedback on your progress in this course. In particular, feedback related to your knowledge base, self-directed learning and research, and oral communication (including presentation skills) will be provided.
Tutorial exercises – Semester 2
Your preparation for and participation in tutorial sessions contributes to your grade in this course. During these sessions, you will have the opportunity to discuss your responses to a range of exercises that have been designed to help you learn the knowledge and skills required for this course. You are required to complete these exercises prior to each tutorial. These exercises enable you to assess your progress in this course as well as provide opportunities to receive feedback from facilitators.
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:
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.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.
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
• PBL case 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)
- 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
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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