ORALHLTH 1204AHO - Professional Studies IOH Part1
Teaching Hospitals - Semester 1 - 2016
The course information on this page is being finalised for 2016. Please check again before classes commence.
General Course Information
Course Code ORALHLTH 1204AHO Course Professional Studies IOH Part1 Coordinating Unit Oral Health Term Semester 1 Level Undergraduate Location/s Teaching Hospitals Contact Up to 4 hours per week Available for Study Abroad and Exchange N Corequisites ORALHLTH 1201AHO/BHO, ORALHLTH 1202AHO/BHO & ORALHLTH 1203AHO/BHO Restrictions Available to BOH students only Course Description This course has been designed to introduce concepts of academic and research skill development 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 epidemiology and 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.
Course Coordinator: Mr Clinton Kempster
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 studentsshould be able to:
• Explainthe principles of learning as applied to contextualised scenarios andexperiential 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 writtenassignments, 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 publicforum.
• Demonstrate basic skills in identifying, accessing, interpreting and evaluating scientific literatureeffectively 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
No information currently available.
Required ResourcesHoffman T, Bennett S & Del Mar C 2010, Evidence-Based Practice: Across the Health Professions, Elsevier, Australia (BSL Call number: ISBN: 0729539024ï·
O’Toole, G 2008, Communication – Core Interpersonal Skills for Health Professionals, Elsevier, Australiaï·
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 ResourcesHoffman 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 LearningThere will be detailed information on the online learning requirements of this course given by the coordinator.
Learning & Teaching Activities
Learning & Teaching Modes
• Classmeetings & lectures
· Experiential learning
• Contextualised scenarios and learning exercises
• Group activities
• Hands-on workshops & library research
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 SummarySmall group work, oral presentation, simulated communication experiences, research skill development, writing and reading skill development, essay and report preparation
Specific Course Requirementsnone
Small Group Discovery ExperienceNot in this 1st yr course in the BOH
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 SummaryAssessment 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 RequirementsAs some of the assessment tasks are online, student will need access to a device with internet connectivity
Assessment DetailResearch skills diagnostic task
Submit in class Formative NGP
Writing skills task
All online modules and quizzes
PubMed & BOH Library Skills Online Tutorials (MyUni)
Online Summative 10%
Report writing & academic referencing
1. EBD workshop attendance, participation & contribution
2. EBD case study
Group Communication Project
Reflective learning report – communication skills
SubmissionSubmission of all summative written assessments via Turnitin / 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.
Final results for this course will be made available through Access Adelaide.
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.
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- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
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- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
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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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