ORALHLTH 1204AHO - Professional Studies IOH Part1

Teaching Hospitals - Semester 1 - 2017

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.

  • General Course Information
    Course Details
    Course Code ORALHLTH 1204AHO
    Course Professional Studies IOH Part1
    Coordinating Unit Oral Health
    Term Semester 1
    Level Undergraduate
    Location/s Teaching Hospitals
    Contact On average 3-4 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 Staff

    Course Coordinator: Mr Clinton Kempster

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On completion of the Professional Studies I OH studentsshould be able to:

    • Demonstrate skills and attitudes required of a self-directed learner, including the ability to: identify a researchable question, to find and generate reliable data, to evaluate collected material, to organise information, to analyse and synthesise that material then communicate messages / findings effectively.
    • Understand the requirements for academic honesty and demonstrate an ability to use the contemporary Harvard Referencing system as a basic level of information source acknowledgment.
    • Demonstrate the ability to plan and execute effective communication in a range of settings and describe ways in which effective communication is achieved.
    • Understand the necessity for and implement foundational steps involved with evidence based practice, including hypothesis testing, studydesign, data interpretation and application toward patient care.
    • Implement into practice the personal requirements for health professionals today (including cultural sensitivity and patient centered care) in an Australian context.







    University Graduate Attributes

    No information currently available.

  • Learning Resources
    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
    Not in this 1st yr course in the BOH
  • Assessment

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

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. 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
    PubMed & BOH  Library Skills Online Tutorials (MyUni)  -  Formative Multiple Choice Quizes
     
     
    Assessment 1
    Report writing & academic referencing 
    Summative 25%

    Assessment 2 
    Summative       15%
    1.   EBD workshop active participation 5% 
    2.   EBD case study NGP
    3.   EBD Test of understanding 10%
     
     
     
     


     



    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:

    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.

  • 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
  • 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.