ORALHLTH 2202AHO - Clinical Practice IIOH Part 1
Teaching Hospitals - Semester 1 - 2023
General Course Information
Course Code ORALHLTH 2202AHO Course Clinical Practice IIOH Part 1 Coordinating Unit Oral Health Term Semester 1 Level Undergraduate Location/s Teaching Hospitals Contact Up to 21 hours per week Available for Study Abroad and Exchange N Prerequisites ORALHLTH 1201AHO, ORALHLTH 1201BHO, ORALHLTH 1202AHO, ORALHLTH 1202BHO, ORALHLTH 1203AHO, ORALHLTH 1203BHO, 1204AHO, ORALHLTH 1204BHO and ORALHLTH 1200HO Corequisites ORALHLTH 2201AHO, ORALHLTH 2203AHO and ORALHLTH 2204HO Restrictions Available to Bachelor of Oral Health students only Course Description This course aims to build upon Clinical Practice I with regard to the consolidation of preventive, periodontal and restorative clinical skills, through manikin exercises and provision of treatment for selected patients. Strong emphasis is placed on the ability to consistently apply quality assurance principles and processes in oral health practice.
Topics include clinical dental hygiene practice, operative dentistry (theory & practical), pedodontics, clinical dental therapy practice and periodontics.
Course Coordinator: Dr Jennifer GrayCourse Coordinator: Dr Jennifer Gray
Ms Sue Aldenhoven
Mrs Elvina Bonnici
Ms Kyla Burman
Ms Poppy Anastassiadis
Dr Sabine Selbach (Periodontics)
Location: Level 10, AHMS Building
Dr Wendy Chueng (Paedodontics)
Location: Level 10, AHMS Building
Phone: +61 8 8313 5256
Location: Level 10, AHMS Building
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Practice within legislative parameters for oral health professionals and apply this knowledge in practice 2 Abide by the principles of health care ethics and demonstrate these principles in the delivery of clinical services 3 Apply the principles and techniques of quality assured examination & diagnostic processes including clinical photography, applied intra-oral radiography & personalized dental care concepts to customising patient care and treatment plans 4 Describe the physical and psychological behaviour management theories and apply communication strategies supportive of these theories to enhance acceptance of dental treatment 5 Explain effective attributes of successful change management and apply this information to foster patient behaviour that is favourable to dental health 6 Explain the range of preventive procedures within a defined scope of practice and apply this knowledge in the clinical setting by targeting and performing preventive procedures on patients 7 Explain the interrelating principles of cavity preparation, material selection and placement, pulp therapy and the use of liners for the deciduous and permanent dentition and apply this knowledge to operative techniques scenarios in the laboratory and simple treatments with patients 8 Compare and contrast glass ionomer cement & resin based fissure seal materials and techniques, including appropriate tooth selection and surface preparation, and apply this knowledge when managing the pits & fissures of patients 9 Compare and contrast the pharmaceutical properties of the three main types of local anaesthetic agents used by dental therapists and hygienists, apply this knowledge to potential complications (local and systemic), utilise appropriate preventative strategies and select the appropriate technique for each clinical procedure requiring a local anaesthetic 10 Recognise and describe the anatomical, histological and physiological features of the oral tissues (including hard and soft tissue, bones, muscles, nerves and blood supplies) and apply this knowledge to deliver safe & effective inferior alveolar block, periosteal infiltration and interpapillary injections 11 Recognise radiographically, clinically and histologically the normal and abnormal cellular, fibre and molecular components of the periodontal ligament, and apply this knowledge to describe and identify features of initial, early and moderate periodontal lesions, and the associated therapeutic and prognostic implications 12 Apply the knowledge of periodontal pathogenesis to the clinical implications of biofilm, calculus, modifying factors, trauma, systemic and local risk factors 13 Provide dental hygiene care and prevention for patients presenting with simple to moderate periodontal, hard and soft tissue diseases and conditions 14 Practice in a culturally competent manner with a diverse range of individuals and community groups 15 Implement brief intervention strategies within an oral and general health context.
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, 6, 7, 8, 9, 10, 11, 12
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.
3, 4, 5, 15
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.
4, 14, 15
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, 7
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.
1, 2, 3, 4. 5, 14, 15
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.
3, 4, 5, 14
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
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.
1, 2, 4, 5, 14
Required ResourcesCameron A & Widmer R (2013) Handbook of Paediatric Dentistry, 4th ed, Mosby-Wolfe: London
Mount, GJ & Hume WR (2005) Preservation and Restoration of Tooth Structure, 2nd edition, Knowledge Books and Software: Queensland
Noble, SL (editor) (2012) Clinical Textbook of Dental Hygiene and Dental Therapy, Wiley-Blackwell: Oxford
Wolf, HF (2006) Colour Atlas of Dental Hygiene Periodontology, Thieme: Stuttgart
• The regulation laboratory and clinical coats must be good order, and must be worn at all times in the clinic and simulation clinic
• Appropriate footwear to be worn at all times in the clinic and simulation clinic
• Safety glasses in clinic and simulation are obligatory at all times
• A full set of permanent plastic teeth – purchased in 1st year
At the start of semester 1, students will need to purchase wax carving teeth and Denta Prac block (approximate cost is $125), as well as a direct fit mouthguard from a pharmacy (approx cost $10).
In addition, you will need to purchase a mixed dentition model and plastic pulpotomy teeth for activities in semester 2 (approximate cost $400). Further information will be provided during semester 1.
• SADS Clinic manual for undergraduate dental students
Remember that the clinics are under the control of the SA Dental Service. You are admitted as a student to practise in these clinics under their terms and conditions (as per the University Calendar). The SA Dental Service has set down a summary of these rules for conduct and dress code, conditions, and policies in the SA Dental Clinic Manual. You will be given a copy during your induction sessions. Make sure you read it thoroughly as observance of these rules and codes is essential for students who wish to be permitted use of the clinics and laboratories.
Recommended Resources• Johnson OM and Thomson EM (2007) Essentials of Radiography for Dental Assistants and Hygienists, 8th edition,
Pearson Prentice Hall: New Jersey
• Kidd, EAM (2005). Essentials of Dental caries, 3rd edition, Oxford University Press: Oxford
• Nield-Gehrig JS (2011) Foundations of Periodontics for the Dental Hygienist, Lippincott Williams and Wilkins: Philadelphia
Online LearningAll resources for this course will be uploaded on My Uni under Combined Clinical Practice II Semester 1 and Semester 2. MyUni will be used extensively for learning and communication, so you are strongly urged to check your emails and MyUni announcements on a regular /daily basis.
Learning & Teaching Activities
Learning & Teaching Modes1. Class meetings
3. Printed and web-based media
4. Case study reports and oral presentations
5. Clinical placements
6. On-line learning
9. Self-directed learning
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
- Clinical Practice IIOH occupies the majority of your time in second year. It is presented in a number of different learning environments:
• Class Meetings
• Simulation clinic
• Pre-Clinical and Clinical Sessions
• Online learning activities and assignments
In Semester 1, there will be:
• 4 week Pre-Clinical program at Nth Tce Campus
• Clinical Dentistry - 2x three hour class (practical sessions per week in the Simulation clinic on North Tce campus (sem 1A & 1B) and, either Marion or Elizabeth GP Plus clinics (students are rostered at either location) to introduce the student to clinical practice – (more information will be provided during commencement weeks).
• MI Restorative Dentistry
A three hour class meeting and/or resource session each week at the University of Adelaide, with the second year BDS students, which will be used for introducing topics which form the background of dental therapy clinical practice. These sessions will include interactive learning; student presentations; discussions and assessments. Many of the topics covered will supplement and complement the topics covered in Dental & Health Science IIOH.
Resource session/s each week at the University of Adelaide. Tutorials will also be scheduled to help support your learning
Learning Activities Summary• Structure and properties of teeth, and their relationship to restorative dentistry
• The caries process
• Cavity classification and nomenclature
• Minimum Intervention PhilosophyDiagnostic aidsFluoride• Introduction to instrumentation in restorative dentistry
• Introduction to dental materialsComposite resinsFissure sealantsBonding agents/ linersGlass Ionomer CementsAmalgam• Cavity preparations and restoration of permanent teethOcclusalsProximal posteriorsProximal anteriorsCervicalIncisal edgeCusp protectionBonded amalgams• Management of the occlusal lesion
• Management of the proximal lesion
• Pulp therapies – primary and permanent teethCaries controlPulp cappingPulpotomiesPulpectomies• Deciduous cavity preparation and restoration
• Management of traumatic injuries to anterior teeth
• Dental emergencies
• Local anaesthesia
• Instrument sharpening
• Supra and sub-gingival hand scaling (instrumentation)
• Ultrasonic scaling
• Application of remineralising gels, solutions and pastes
• Impressions/mouth guards
• Dental law and ethics
• Scope of practice/duties of Dental Hygienists and Dental Therapists
• Intra-oral radiography
• Clinical photography
• Patient examination and history taking
• Oral diagnosis
• Treatment planning (including preventive options)
• Patient education and oral hygiene instruction
• Dietary considerations for oral health
• Care of fixed and removable prostheses
• Periodontal indices
• Polishing and recontouring restorations
• Calculus detection
• Prophylaxis and stain removal
• Saliva testing and other diagnostic aids
Pre-Clinical MI Dentistry Operative Techniques:
Operative technique practical sessions are held in the Simulation Clinic, Barr Smith South building.
Specific Course RequirementsClinic Sessions
Pre-Clinic and Clinic
Pre-clinical activities will be held in in a 4 week block. Clinic sessions commence in Semester 1a at Marion GP Plus clinic and Elizabeth GP Plus clinic. Students will practice and extend their skill acquisition from CP IOH – with simple patient care sessions scheduled to consolidate these clinical skills. Local anaesthesia is taught and students will perform preventive and restorative procedures on manikins.
- Clinical Practice IIOH occupies the majority of your time in second year. It is presented in a number of different learning environments:
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 Map
Assessment Task Description Hurdle Yes/No % Contribution to final grade Course
Semester 1 Clinical - OHT Paediatric Care & Adult Care Formative - 1-16 Simulation Clinic Summative No 5% 1-16 Written Test Summative No 10% 1-16 Semester 2 Clinical - OHT Paediatric Care Formative - 1-16 Clinical - OHT Adult Care Formative - 1-16 Case Study Presentation Summative No 10% 1-16 Simulation Clinic - Tutorials Formative No NGP 1-16 Simulation Clinic - Practical Summative Yes - Hurdle 1 15% 1-16 Clinic - OHT Paediatric Care & Adult Care Summative Yes - Hurdle 2
You must reach a satisfactory standard in both Paedo and Adult OHT clinical practice to pass Clinical Practice II OH.
40% 1-16 Written Test Summative Yes - Hurdle 3
You must reach a satisfactory standard in both Paedo and Adult OHT Care component to pass the exam.
Assessment Related RequirementsStudents are responsible for monitoring their own learning and should therefore be familiar with the Clinical Assessment Criteria and Standards. Clinic and sim clinic tutors provide verbal and written feedback related to the assessment criteria and standards to students during each session to assist their learning and development. Students should be proactive with their tutors to seek feedback on their progress. This includes identifying and discussing areas that require improvement and seeking assistance to identify and implement realistic strategies for improvement.
Assessment DetailDescription of assessment types
Ongoing feedback on your performance during your assessment tasks is for your benefit and allows you to assess how you are progressing in CP I OH. It also provides the staff with opportunities to monitor your performance, both theoretical and practical. It is your responsibility to incorporate this feedback into your approach and strategies for your learning.
You should use each source of formative feedback that you receive to monitor your own performance and implement strategies to address any issues. Students that have not achieved a satisfactory standard may be required to meet with the course coordinators and present strategies for improvement.
Written assessments and their weightings are detailed in the table above.
Further information about the practical assessment component will be given during class meetings. However, you should be aware that your final grade in the clinical component of Clinical Practice is not just the sum of individual assessments in your self-assessment booklet. These assessments are formative comments and provided to help you with your learning. It is also important to note that the final assessment for each semester is based upon the standard obtained towards the end of the assessment period. It is not based on an average of the entire semester.
Your final assessment will be based on an overall review of your knowledge, skills, attitudes and professional behaviour in a clinical context. You should discuss your overall performance with your tutors and mentors throughout the year.
Hurdle 1: Practical component – Simulation clinic
Assessment addresses application of knowledge, clinical information review, diagnostic and management skills, practical/technical skills, professional behaviour and interpersonal skills (refer to Simulation Clinic Assessment Criteria and Standards Book).
You are responsible for monitoring your own learning and therefore you should be familiar with the Simulation Clinic Assessment Criteria and Standards (refer to MyUni). Sim clinic tutors provide verbal and/or written feedback related to the assessment criteria and standards to you during each session to assist your learning and development. You should be proactive with your tutors to seek feedback on your progress. This includes identifying and discussing areas that require improvement and seeking assistance to identify and implement realistic strategies for improvement.
Hurdle 2: Practical component – Clinic
Assessment addresses application of knowledge, clinical examination, diagnostic and management skills, practical/technical skills, professional behaviour and interpersonal skills (refer to Clinical Assessment Criteria and Standards Book).
You are responsible for monitoring your own learning and therefore you should be familiar with the Clinical Assessment Criteria and Standards. Clinic clinic tutors provide verbal and/or written feedback related to the assessment criteria and standards to you during each session to assist your learning and development. You should be proactive with your tutors to seek feedback on your progress. This includes identifying and discussing areas that require improvement and seeking assistance to identify and implement realistic strategies for improvement.
The final standard rating in the Clinical component of CPIOH is not just the sum of individual assessments in your self-assessment booklet. These assessments provide feedback to help you with your learning. Your final assessment is based on an overall review of your clinical examination, diagnostic and management skills, practical/technical skills, professional behaviour, and interpersonal skills in the clinic context across the whole academic year. This includes overall professional behaviour, such as attendance and monitoring your own performance.
Hurdle 3: Written Assessment – Semester 2
To pass the CPIOH course overall you must achieve a satisfactory standard and therefore a grade of a Pass or above in the written assessment at the end of semester 2. The written examination covers material from both semesters 1 & 2. It assesses understanding relating to theoretical aspects of Semester 1 & 2 content and addresses application of knowledge, diagnostic and management skills. The satisfactory standard for this hurdle assessment is set at a minimum 60%.
SubmissionAssignments must be submitted with the dental school’s official cover sheet. Submission will be made electronically via Turnitin, unless otherwise advised. Any requests for extension must be made in writing to the relevant assessor no later than 7 days before the due date; marks will be deducted for any late submission of work, unless an extension has been granted.
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.In the BOH Program, criterion-based assessment is used with reporting of results wherever possible using a graded system rather than a 0-100 marking scheme. A non-graded scheme (satisfactory or unsatisfactory) may also be used to report performance within some components of the course.
During the year the School uses the following grades to indicate categories of performance for written examinations, clinics and simulation clinic sessions: E, G, S, B and U (see Table 1).
It is important to understand that if your performance is deemed borderline, you have not obtained a satisfactory grade i.e., your performance demonstrates a range of concerns because you are not yet meeting the learning outcomes and performance standards at that stage.
Refer to section ‘End of Year results’ for information regarding final grades which are included in your Academic transcript.
Table 1: Categories of performance
Grade | Category of performance | Score: for pass standard = 55%
E | Excellent | >80%
G | Good | 70-79%
S | Satisfactory | 60-69%
B | Borderline* | 50-59%*
U | Unsatisfactory | <50%
* NB this category is not used at the end of year.
End of year results
Final grades for performance in BOH 2 are awarded in accordance with the University Grade Scheme 8. At the end of semester 2, the grades E, G, S and U are used to indicate categories of performance in all Year 2 courses. The School Assessment Board converts the categories of performance into an overall grade for each course (HD, D, C, P, F) for reporting to the University and for inclusion on your academic transcript. For example, an excellent level of achievement in CP IIOH would equate to a university grade of high distinction or a distinction. An unsatisfactory result would equate to a fail grade in CP IIOH.
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.
- Academic Support with Maths
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- 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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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
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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