ORALHLTH 2201AHO - Dental & Health Science IIOH Part 1

Teaching Hospitals - Semester 1 - 2017

This course aims to build upon the knowledge gained in first year, as well as introduce new areas of contemporary dental practice. It consolidates the role of the oral health practitioner in community dental health issues and further develops the knowledge of cariology, toothwear and fluoride. Topics include: social determinants of disease, community health, risk assessment, association versus causation, the impact of public water fluoridation and fluoride vehicle efficacy.

  • General Course Information
    Course Details
    Course Code ORALHLTH 2201AHO
    Course Dental & Health Science IIOH Part 1
    Coordinating Unit Oral Health
    Term Semester 1
    Level Undergraduate
    Location/s Teaching Hospitals
    Contact Up to 7.5 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites ORALHLTH 1201A/BHO & ORALHLTH1200HO
    Corequisites ORALHLTH 2202AHO/BHOH, ORALHLTH 2203AHO/BHO & ORALHLTH 2204AHO/BHO
    Restrictions Available to BOH students only
    Course Description This course aims to build upon the knowledge gained in first year, as well as introduce new areas of contemporary dental practice. It consolidates the role of the oral health practitioner in community dental health issues and further develops the knowledge of cariology, toothwear and fluoride. Topics include: social determinants of disease, community health, risk assessment, association versus causation, the impact of public water fluoridation and fluoride vehicle efficacy.
    Course Staff

    Course Coordinator: Mr Clinton Kempster

    Teaching staff:

    Clinton Kempster
    clinton.kempster@adelaide.edu.au



    Jenny Miller
    jennifer.miller@adelaide.edu.au
    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 stream you will be expected to be able to:

     
    1. Recognise and explain the complex multi-factorial aetiology of dental caries (including the development of the initial lesion), factors relating to the process of the demineralisation and remineralisation of teeth and broader social determinants including family, community and environmental factors.

    2. Demonstrate knowledge of the role of fluorides particularly with regard to historical background, physiology, the effect on the oral ecology and tissue changes observed over time.

    3. Understand and explain the natural phenomenon of toothwear and to be competent in assessment and management when this is occurring at a rate beyond normal.

    4. Define the terms health, health education, health promotion and apply them to the general and dental health setting in the management of individual patients and community groups.

    5. Describe the Ottawa Charter and Jakarta Declaration through the process of planning, developing, implementing and evaluating a group health education / promotion project.
    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2, 3, 4, 5
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1, 2, 3, 5
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    4
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1, 2, 3, 4
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    4, 5
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    4, 5
  • Learning Resources
    Required Resources
    Texts:
    1. HarrisNO&Garcia-GodoyF(2004)PrimaryPreventiveDentistry6th EdPearson Prentice Hall
    1. Kidd E (2005) EssentialsofDentalCaries – ThirdEdition,Oxford,UK
    1. Naidoo J & Wills J (2009) Health Promotion: Foundations for Practice (3rd Ed) London:BailliereTindall
    Recommended Resources

    Cariology& Prevention:



    - Burt B & Eklund S (1992), Dentistry, Dental Practice and the Community (4thEd), WB Saunders Co.: Pennsylvania.




    - Fejerskov O & Kidd E (2008), Dental Caries: The disease and its Clinical Management.



    – Second Edition, Blackwell Munksgaard, Oxford, UK.




    - Newbrun E (1989), Cariology, Quintessence Publishing Company.




    - Ekstrand J, Fejerskov O & Silverstone L M (1988), Fluoride in Dentistry, Munksgaard.




    - Elderton R J (1989), Positive Dental Prevention, Heinemann Medical Books.

     


  • Learning & Teaching Activities
    Learning & Teaching Modes


    Class meetings/Case based activity



    2 -3 hours of class meetings, case base activities and/or resource sessions per week.

    These sessions will be used for introducing and exploring topics, but may also be used for interactive learning, student presentations, discussions and assessments. The times of the sessions and room allocations will vary depending on the structure of the session. Students will be advised of these as necessary throughout the course of the year.



    Research Skill Development Framework



    The RSD framework has been instrumental in helping to align the development of your academic skills with your clinical competencies to promote students to become evidence based, holistic practitioners. Dental & Health Science IIOH will again be using the RSD framework to inform curriculum design, plan student activities, provide a vehicle for evaluation and drive student assessment. We are looking for students to have skills developed at level 3 by the completion of this course.



    One of the key advantages of using the RSD framework is that it challenges you to continue todevelop your own ‘curiosity’ as a health practitioner. It maps out the skills required (or the ‘6 sides of clinical problem solving’ if you like) to be able to provide the level of patient care that the public demands in Australia today. Whether you are find yourself in health care administration, management, providing clinical services or researching and analytics, the RSD paves the way for you to identify certain skills required for you to reach your personal goals. If you weren’t familiar with it enough in first year, you will have a good opportunity to review it again in BOH 2.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    On average students should expect 2-3 hours per week of face to face contact time and approximately 2-3 hours per week in preparation and assessment.
    Learning Activities Summary
    Details will be made available on MyUni.
    Small Group Discovery Experience
    Students do undertake a Small Group Discovery Experience (SGDE in Part 2 of this course).
  • 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

     
    Assignment 1

    Format: Essay - Dental caries
     
    Grade: Individual mark 

    Weighting: 25%
     



    Assignment 2

    Format: Online Module - Toothwear

    Grade: NGP




    Assignment 3

    Format: Case Study Analysis - Fluoride

    Grade: Individual mark
     
    Weighting: 25%
     

    Assessment Detail
    Assessment detail will be provided on enrollment via MyUni.
    Submission
    All written assessment will be submitted electronically via Turnitin.
    Submission of online modules occurs automatically on completion of the module and associated quiz.

    Feedback will provided electronically through the same porthole.

    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.