ORALHLTH 2203BHO - Human Biology IIOH Part 2
Teaching Hospitals - Semester 2 - 2017
General Course Information
Course Code ORALHLTH 2203BHO Course Human Biology IIOH Part 2 Coordinating Unit Oral Health Term Semester 2 Level Undergraduate Location/s Teaching Hospitals Units 4 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Prerequisites ORALHLTH 1203A/BOH & ORALHLTH 1200HO Corequisites ORALHLTH 2201AHO/BHO, ORALHLTH 2202AHO/BHO & ORALHLTH 2204AHO/BHO Restrictions Available to BOH students only Course Description This course aims to prepare the student to understand the medical aspects of clinical dentistry, pharmacology, local anaesthetics and the role of the oral health practitioner in the management of medical and dental emergencies in dental practice. Topics include applied oral microbiology, medicine and pharmacology, pathology, applied oral pathology.
Course Coordinator: Asha StarrCourse Coordinator: Dr Asha Starr
Phone: +61 8 8313 3625
Tutor: Sue Aldenhoven
Phone: +61 8 8313 6454
Location: Room 4.03, Oliphant Building
Tutor: Dr Elizabeth Farmer
Phone: +61 8 8313 3272
Location: Level 5, ADH
Tutor: Dr Neville Gully
Phone: +61 8 8313 3887
Tutor: Sophie Karanicolas
Phone: +61 8 8313 3287
Location: Room 2.26, ADH
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Apply an understanding of the physical and chemical nature of the oral microflora to explain the formation of dental plaque and calculus and relate these to the development of dental caries and periodontal disease in your patients 2 Explain the process of inflammation, healing and repair and relate this to the management of caries, periodontal disease, pulpal infection and other inflammatory conditions of the oral cavity in your patients 3 Accurately recognize record and describe deviations from normal appearance and normal function in the oral tissues and present a comprehensive descriptive report to the dentist for verification 4 Identify, describe and discuss the implications of a range of medical conditions, including developmental disturbances and systemic diseases, that influence your patients' oral tissues and dental treatment, and recognise, implement and evaluate any necessary precautions and/or modifications that need to be made to dental hygiene and therapy treatment within the scope of duties 5 Briefly explain actions of administered drugs for related medical conditions that may affect your patient’s course of dental treatment, and demonstrate the investigative skills required to determine possible contraindications in consultation with the dentist where required 6 Demonstrate the ability to recognise and manage a medical emergency and/or disorder in the dental environment within the role of the dental hygienist and dental therapist 7 Briefly describe the aetiology and classification of neoplasias for both systemic and oral tissues, and recognise in your patients related oral manifestations that require referral to the dentist 8 Recognise oral manifestations of human infectious diseases and conditions with immunologic pathogenesis and discuss the implications of these on treatment and care plans for your patients 9 Describe the aetiology and pathology of conditions associated with the Temporomandibular joint, relate these to the limitations these conditions place on a course of dental treatment, and implement possible therapeutic strategies at the direction of a dentist
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, 3-5 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
1-8 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
1-8 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, 3-8 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
1-8 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
Required ResourcesAustralian Medicines Handbook or access available through University of Adelaide website.
Cameron A & Widmer R Handbook of Paediatric Dentistry, 3rd edition Mosby-Wolfe, London
Therapeutic Guidelines, Oral and Dental: 2007 Version 1: + Supplement 2008, ADA
Gandolfo, Scully, Carrozzo (2006) Oral Medicine: Churchill Livingstone
Langlais Miller; Colour Atlas of common oral diseases 4th edition (2009)
Recommended ResourcesEster M Wilkins: (2005) Clinical Practice of the Dental Hygienist, Ninth Edition, Lippincott Williams& Wilkins
Daniel & Harfst: (2004) Mosby’s Dental Hygiene; Concepts Cases and Competencies: Mosby
Darby, Walsh: Dental Hygiene Theory and Practice, Third edition (2010), Saunders
Bagg, MacFarlane et al: Essentials of Microbiology for Dental Students, Oxford
Bryant, Knights (2007) Pharmacology for Health Professionals, Second edition, Mosby/Elsevier Requa-Clark (2000) Applied Pharmacology for the Dental Hygienist, Fourth Edition
Sapp, Eversole, Wysocki (2004) Contemporary Oral and Maxillofacial Pathology, Second Edition, Mosby
Online LearningHuman Biology II OH, Part 2
Learning & Teaching Activities
Learning & Teaching ModesLearning Modes
• Class meetings
• Resource lectures
• Printed and Web-based resources
• Written assignments and oral presentations
• Learning laboratories
• Self-directed learning
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Contact Hours
Semester 1 & 2
42 hours per semester / 3.0 hours per week consisting of:• 1 class meeting ( up to 2 hours ) Tuesdays 9.00-11.00am• 1 learning laboratory/case study review ( 1 hour ) Tuesdays 11.00-12.00pm
Learning Activities SummaryTopics Covered
Inflammation, healing and repair
Diseases and disorders of the following systems:Endocrine systemSkeletal systemCardiovascularRespiratoryDigestiveNeurological disorders
Blood and Bleeding disorders
Dental and Medical emergencies
Medicine and Pharmacology
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 Task Assessment Type Weighting Learning Outcome(s) being addressed Tutorial assignment Summative 10% Case study Summative 10% Semester 1 Exam Summative 45% Semester 1 Topics Semester 2 Exam Summative 35% Semester 2 Topics
Assessment Related RequirementsYou will receive feedback from a variety of sources:
Self evaluation – during learning laboratories, role-play, case studies and tutorials
Peers – during group discussions and presentations, role-play, case studies, and tutorials
Facilitators – during learning laboratories, role-play, case studies, tutorials, group presentations, assignments and examinations
It is your responsibility to incorporate this feedback into your learning.
Learning laboratories/case study reviews/tutorials
These sessions are designed to provide you with a range of exercises that will allow you to explore the content material in a more of a “hands on” approach through the use of clinical scenarios and different learning modalities. These sessions will be designed to assist you with the development of the knowledge, skills and attitudes for this stream.
Assessment DetailMarks for your assessment will be based on a combination of the written assignment, presentation of tutorial assignments from the workbook, and on selective subject examinations.
(Semester 1 OSCA and Semester 1 and 2 written examinations)
ALL assessment tasks must be completed to a satisfactory standard (this should generally be considered as a minimum of 55%), in order to achieve an overall passing grade in the Human Biology IIOH stream. Redemption opportunities may be provided throughout the year.
Any supplementary assessment will be by written examination or OSCA.
In addition to the clinical assessments, there will be an OSCA at the end of Semester 2. You will be expected to demonstrate satisfactory knowledge of concepts related to work in the Human Biology II OH stream. It will test your problem solving abilities and have a strong clinical emphasis.
No information currently available.
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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