ORALHLTH 2201AHO - Dental & Health Science IIOH Part 1

Teaching Hospitals - Semester 1 - 2022

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, tooth wear 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
    Corequisites ORALHLTH 2202AHO, ORALHLTH 2203AHO and ORALHLTH 2204HO
    Restrictions Available to Bachelor of Oral Health 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, tooth wear 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

    Jenny Miller
    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)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1, 2, 3, 4, 5

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    1, 2, 3, 5

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.


    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    1, 2, 3, 4

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    4, 5

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.


    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    1, 2, 3, 4

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    4, 5
  • Learning Resources
    Required Resources

    Recommended Resources

    Cariology& Prevention:

    - HarrisNO&Garcia-GodoyF(2004)PrimaryPreventiveDentistry6th EdPearson Prentice Hall

    - Kidd E (2005) EssentialsofDentalCaries – ThirdEdition,Oxford,UK

    - Naidoo J & Wills J (2009) Health Promotion: Foundations for Practice (3rd Ed) London:BailliereTindall

    - 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.

    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.
  • 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 


    Assignment 2

    Format: Online Module - Toothwear

    Grade: NGP

    Assignment 3

    Format: Literature review  - Fluoride

    Grade: Individual mark


    Active Paticipation

    Engagement assessed throughout the Semester.

    Assessment Related Requirements


    You will be required to complete individual and group based assessments. Individual assessments are your own work and reflect the University Policy on Academic Integrity (https://www.adelaide.edu.au/policies/230). Please review this policy carefully. There will be no exceptions to how cases of plagiarism if detected are to be handled.

    Individual assessment will include a range of assessments on three different topics with clinical application.

    Each written assessment task is to be submitted electronically via Turnitin (unless authorised otherwise by you coordinator).

    This course uses Grade Scheme 8 (shown below). To obtain a pass grade over all in Dental & Health Science IIOH you must obtain an average mark of 50% or more across all assessment. Please note, that some courses may set an assessment achievement 'standard' above that of the reported minimum pass mark under Grade Scheme 8. Where this occurs, there will be explicit reference in both the Course Outline and Year 2 BOH Yearbook.

    Grade Grade reflects following criteria for
    allocation of grade:
    Reported outcome
    Fail No Submission No work submitted for assessment FNS
    Fail A mark between 1-49 F
    Pass A mark between 50-64 P
    Credit A mark between 65-74 C
    Distinction A mark between 75-84 D
    High Distinction A mark between 85-100 HD
    Non-Graded Pass Satisfactory performance NGP
    Pass Non-Graded^ Satisfactory performance PNG
    Result Pending An interim result RP
    Continuing Continuing CN
    No Formal Examination No Formal Examination NFE

    Generic Grade Descriptors

    The descriptors are to be interpreted within the context of the year-level of the course and within the scope of the assessment task. (Assessment tasks include examinations, essays, assignments, etc.)

    The descriptors provide a general guide to the standard of work that is expected at each grade level. 

    High Distinction Distinction        Credit               Pass / NGP / PNG         Fail                      
    General description Outstanding or
    exceptional work in
    terms of
    interpretation and
    A very high
    standard of work
    which demonstrates
    originality and
    Demonstrates a
    high level of
    understanding and
    presentation and a degree of originality
    and insight
    Satisfies the
    Fails to satisfy the
    Reading Strong evidence of
    reading beyond
    core texts and
    Evidence of reading
    beyond core texts
    and materials
    understanding of
    core texts and
    Evidence of having
    read core texts and
    Very little evidence
    of having read any
    of the core texts
    and materials
    Knowledge of the topic Demonstrates
    insight, awareness
    and understanding
    of deeper and more
    subtle aspects of
    the topic. Ability to
    consider topic in the
    broader context of
    the discipline
    Evidence of an
    awareness and
    understanding of
    deeper and more
    subtle aspects of
    the topic
    Sound knowledge
    of principles and
    Knowledge of
    principles and
    concepts at least
    adequate to
    intelligently in the
    topic and to serve
    as a basis for
    further study
    Scant knowledge of
    principles and
    Articulation of the argument Demonstrates
    imagination or flair.
    Demonstrates originality and independent
    Evidence of
    imagination or flair.
    Evidence of originality and
    argument based on
    broad evidence
    Sound argument
    based on evidence
    Very little evidence
    of ability to
    construct coherent
    Analytic and evaluative skills Highly developed
    analytical and
    evaluative skills
    Clear evidence of
    analytical and
    evaluative skills
    Evidence of
    analytical and
    evaluative skills
    Some evidence of
    analytical and
    evaluative skills
    Very little evidence
    of analytical and
    evaluative skills
    Problem solving Ability to solve very
    Ability to solve nonroutine problems Ability to use and
    apply fundamental
    concepts and skills
    Adequate problemsolving skills Very little evidence
    of problem-solving
    Expression and presentation appropriate to the discipline Highly developed
    skills in expression
    and presentation
    skills in expression
    and presentation
    Good skills in
    expression and
    Accurate and
    of sources
    Adequate skills in
    expression and
    Rudimentary skills
    in expression and
    Inaccurate and
    of sources

    Note that the award of the NGP or PNG grade does not allow indication of higher levels of performance than a minimum passing grade.

    The Pass Non Graded (PNG) grade is a temporary grade introduced as part of the University’s efforts to support students during a period of significant disruption caused by the COVID-19’.

    Student Engagement and 'Active Participation'

    Engagement and participation in group, case or problem based learning activities (including tutorials) are also an asseable requirement.


    You will receive feedback from a variety of sources. Onging feedback of your performance during your assessment tasks is for your benefit and allows you to validate how you are progressing in DHSIIOH Part 1. It also provides staff with opportunities to monitor your performance, both theoretical and practical. It is your responsibility to incorporate this feedback into your learning.

    Assessment Detail
    Assessment detail will be provided on enrollment via MyUni.
    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.