ORALHLTH 2201BHO - Dental & Health Science IIOH Part 2
Teaching Hospitals - Semester 2 - 2019
General Course Information
Course Code ORALHLTH 2201BHO Course Dental & Health Science IIOH Part 2 Coordinating Unit Oral Health Term Semester 2 Level Undergraduate Location/s Teaching Hospitals Units 4 Contact Up to 7.5 hours per week Available for Study Abroad and Exchange N Prerequisites ORALHLTH 2201BHO in previous Semester, ORALHLTH 1201A/BHO & ORALHLTH 1200HO Corequisites ORALHLTH 2202AHO/BHOH, ORALHLTH 2203AHO/BHO & ORALHLTH 2204AHO/BHO 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 develops the knowledge of community needs assessment and health promotion. Topics include: community health needs assessment, health education, health protection, health prevention, program design and program evaluation.
Course Coordinator: Dr Jennifer Miller
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn completion of this course, students should be able to:
- 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.
- 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 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 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
1, 2 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 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
1, 2 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
Recommended ResourcesHealth Promotion:
- Fleming M L & Parker E (2009) Introduction to Public Health, Elsevier, Australia.
- Scriven A (2010) Promoting Health: A Practical Guide 6th Ed, Elsevier.
- McMurray A (2003), Community Health & Wellness 2nd Ed Griffith: Mosby.
- O’Connor M L & Parker E (1995), Health Promotion: Principles & Practice in the Australian Context NSW, Allen & Unwin.
- Oliver S & Peersman G (2001), Using Research for Effective Health Promotion, England: Open University Press.
- Talbot and Verrinder (2010), Promoting Health: The primary health care approach, 4th Ed Sydney, Churchill Livingstone.
- Wass A (2000), Promoting Health: The primary healthcare approach. 2nd Ed, Sydney, Harcourt Saunders.
Online LearningAn online learning module is used to support students knowledge development in this topic area. Recordings of past class meeting are also available for students to review certain concepts. Readings are provided online and students are offered links to extenal online content relevant to the discipline and genre.
Learning & Teaching Activities
Learning & Teaching ModesTeaching and learning activities provided in this course are multi-modal. Staff acknowledge that our student body is has a diverse array of learning styles and hence try to facilitate a learning environment that supports a range of approaches.
Activities are designed to promote students to:
- enable students to understand major health problems (with particular reference to dental health) in Australian society, and the associated social and environmental factors.- provide an opportunity for students to apply the principles ,philosophies and role of health promotion to the community with particular emphasis the role of the oral health practitioner, and- assist students to continue to develop their research skills in a way that will lead to increased confidence and student autonomy (see the Research Skill Development Framework, page 16 of your yearbook).
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Students will spend approximately 2-3 hours per week working face to face in class meetings for the first 4 weeks of the course. The next 6 weeks of the program see the students working with a mentor semi-independently on their Small Group Discovery Experience project.
It is anticipated that students will spend 2-3 hours per week during these times in preparation and assessment.
Learning Activities SummaryPlease refer to MyUni.
Small Group Discovery Experience
Small Group Discovery Experience (SGDE): Health education / promotion
Students will collaborate with organisations both internally and external to The University of Adelaide on a student lead but mentor facilitated health education / health promotion project. This SGDE requires you to design (or assist in the design), plan, implement and evaluate a sustainable health promotion activity according to the principles of health promotion and evaluation.
Students are assessed by way of the submission of a formal written plan and final report. More information provided on this exciting opportunity will be provided on enrollment/commencement of this course.
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.
Format: Health promotion online modules/quizzes
Grade: Individual mark
Learning Outcomes: 1, 2
Format: Written Plan
Grade: Group mark
Learning Outcomes: 1, 2
Format: Final report
Grade: Group mark
Learning Outcomes: 1, 2
Please note: The course coordinator reserves the right to review individual performances throughout group assessment and individual assessment / results may differ within the context of the group grading.
Assessment Related RequirementsASSESSMENT RULES
You will be required to complete individual and group based assessments. Individual assessments are your own work and reflect the University Policy on Academic Honesty. 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).
To obtain a pass grade over all in this stream you must obtain an average mark of 50% or more for the year's work, and you must obtain a mark of 55% or more for your work in Semesters 1 and 2. Redemption of any unsatisfactory assessment tasks will be at the discretion of the course coordinator and may be dependent on other results.
The requirements are that you must sit for / attend / and perform to a satisfactory standard all specified assessment pieces.
Attendance to and participation in case or problem based learning activities (including tutorials) and research based exercises are also a problem.
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 DetailPlease refer to MyUni.
All written works will be submitted via Turnitin through the Learning Management System - Canvas.
Other forms may be in the way of verbal presentation to colleagues.
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.
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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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
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