ORALHLTH 3201AHO - Dental & Health Science IIIOH Part 1

Teaching Hospitals - Semester 1 - 2024

This course brings together material covered in the first two years, with an emphasis on clinical implications, to provide students with a richer understanding of oral health philosophies and practice. Additional topics related to oral health and diseases at individual and population levels are also discussed. The course is closely integrated with Clinical Practice IIIOH in which clinical experience will be gained. Topics include paedodontics, periodontics, population oral health, early childhood caries, panoramic radiography, orthodontics, oral pathology, geriatric and special needs dentistry.

  • General Course Information
    Course Details
    Course Code ORALHLTH 3201AHO
    Course Dental & Health Science IIIOH Part 1
    Coordinating Unit Oral Health
    Term Semester 1
    Level Undergraduate
    Location/s Teaching Hospitals
    Contact Up to 7 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites ORALHLTH 2201AHO, ORALHLTH 2201BHO, ORALHLTH 2202AHO, ORALHLTH 2202BHO, ORALHLTH 2203AHO, ORALHLTH 2203BHO, ORALHLTH 2204HO and ORALHLTH 2200HO
    Corequisites ORALHLTH 3202AHO and ORALHLTH 3204AHO
    Restrictions Available to Bachelor of Oral Health students only
    Assessment Assignments, tutorial & seminar presentations, presentation patients
    Course Staff

    Course Coordinator: Ms Katrina Plastow

    Course Coordinator: Katrina Plastow
    Email: katrina.plastow@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
    1 develop the principles of preventive and restorative dentistry gained in the first two years of the program and apply them to those aspects of clinical dentistry that fall within the range of duties for oral health therapists
    2 describe different methods for diagnosis of dental disease and select appropriate intervention
    3 further develop understanding of the causes, prevention and treatment of periodontal diseases and the role of the oral health therapist in relation to oral diseases
    4 Apply a patient-centered approach to oral health care for diverse populations, including children with early childhood caries, older patients with unique oral health needs, and individuals with special needs, by assessing risk factors, developing individualized treatment plans, and incorporating cultural and ethical considerations into their practice.
    5 develop understanding of the development of normal occlusion and the role of the oral health therapists in recognising occlusal abnormalities
    6 define and describe traumatic dental injuries and the correct emergency and long-term treatment options
    7 apply appropriate methods for the reduction and control of pain in children and perform emergency treatment for the alleviation of pain and control of infection in the primary or young permanent dentition
    8 demonstrate competency with equipment preparation (including the setting of parameters), patient preparation and exposure of panoramic images
    9 develop an understanding of the major health problems (with particular reference to oral health) in Australian society, and the associated social and environmental factors, and the impact on dental services
    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.

    1-9

    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.

    2-7, 9

    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.

    1, 9

    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, 9

    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, 9

    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.

    1, 9

    Attribute 7: Digital capabilities

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

    1, 2, 8

    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.

    1-9
  • Learning Resources
    Required Resources
    Columbia teeth purchased in 1st year, lab coat, clinic jacket, safety glasses.
    Recommended Resources
    Resources recommended in 1st and 2nd year will be useful in 3rd year - no additional resources are required
    Online Learning
    Online learning resources are utilised for many topics in this course - see MyUni for additional information
  • Learning & Teaching Activities
    Learning & Teaching Modes
    •    Class meetings and tutorials
    •    Case-based learning and small group discovery
    •    Written assignments and oral presentations
    •    Interactive on-line modules and self-directed learning
    Workload

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

    Class Meetings

    •    Up to 9 hours of class meetings, case-based learning/small group discovery, resource sessions and/or tutorials may be scheduled per week, there is also a mid-year common campus block. 

    These sessions will be used for introducing and exploring topics, but may also be used for interactive learning, student presentations, discussions and assessments.
    Learning Activities Summary
    Topics covered

    •    Population Health
    •    Periodontology
    •    Geriatric Dentistry
    •    Panoramic Radiography
    •    Paediatric Dentistry
    •    Early Childhood Caries
    •    Dental Emergencies
    •    Exodontia
    •    Orthodontics
    •    Law & Ethics
    •    Tooth Whitening
    •    Special Needs Dentistry
  • 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
    Assessment Task Assessment Type Weighting Hurdle Learning Outcome(s) being addressed
    Early childhood caries  Written report 15% No 1, 2, 7
    Orthodontics Complertion of workbook/case study 10% No 4
    Population health  Presentation 15% No 9
    Special Needs Workshop & presentation NGP No 1-3, 9
    Clinical Issues - Cultural Safety Workshop, online modules and reflection 5% No 1-3, 9
    Geriatric dentistry assignment Written report 15% No 1-3
    Panoramic radiography On-line test of understanding NGP Yes 2, 8
    Final written assessment 2.5-3 hr paper 40% Yes 1-9
    Assessment Related Requirements
    Assessment
    Assessment is a core academic activity and an essential component of the learning process. Its main purposes are to encourage student learning, to make judgements about student achievements, and to monitor the effectiveness of the learning environment.

    The University has a policy governing Assessment for Coursework Programs:
    https://www.adelaide.edu.au/policies/700/?dsn=policy.document;field=data;id=1044;m=viewLinks to an external site.
    This policy sets out the principles which underpin the University of Adelaide's approach to assessment.

    Formative Assessment
    The formative assessment activities in each semester include questions and activities in classes, pre-clinical activities in clinic and/or sim clinic, discussion board, on-line activities and quizzes. These are designed to help you learn and apply key concepts, to give you feedback on your progress, and to provide experience in the question formats used. You should use each source of formative feedback to monitor your own performance and implement strategies to address any issues.

    Summative Assessment
    The summative assessment consists of written and presentation components. The written component comprises summative online tests, workbook and case study, written reports and a written examination at the end of semester 2. The presentation component comprises of two small group presentations, delivered either face to face or in video format.

    Hurdle assessments
    Hurdle 1: Panoramic radiography
    Hurdle 2: Final examination
    See MyUni for more details

    Assessment Summary & Table
    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.

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    End of Year Results
    Final grades for performance in this course are awarded in accordance with the University Grade Scheme 8 (see Table 3). At the end of semester 2, the grades E, G, S and U are used to indicate categories of performance in all Year 3 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 DHS IIIOH would equate to a university grade of high distinction or a distinction. An unsatisfactory result would equate to a fail grade in DHS IIIOH.

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    Grade Descriptors are available on the University website and provide a general guide to the standard of work that is expected at each grade level – see: https://www.adelaide.edu.au/policies/700/Links to an external site.

    Final results for this course will be made available through Access Adelaide – see: https://access.adelaide.edu.au/sa/login.aspLinks to an external site.
    Assessment Detail
    Early childhood caries assignment
    You will be required to complete e-learning modules, readings and participate in small group discovery workshops, undertake research and analyse the information you have gathered. You will need to be prepared to discuss the risk and protective factors for ECC, and give an overview of your role in providing anticipatory guidance to parents of young children, demonstrating your understanding and application of the information in response to questions in the modules.

    Geriatric dentistry assignment
    It is well documented the Australian population is living longer resulting in an increased need for aged care services. Demand for health services, including dental services, has increased resulting in private and government sector initiatives to meet the increased demand. The recent Royal Commission into Aged Care will have far-reaching implications on the delivery of services, including dental services, in the aged care setting. You will be required to discuss aged care in Australia, ageing and related risk factors and provide an overview of the role of oral health practitioners, including your role as an oral health therapist, in the provision of oral health services in the context of the residential aged care setting. Details will be provided in class and on MyUni.

    Population Health    
    Your assessment will be a presentation as outlined in the PH introduction. You will be required to complete e-learning modules, readings and undertake research and analyse the information you have gathered. More details will be provided in class and on MyUni.

    Orthodontics

    You are required to complete self-directed study on the topic of orthodontics in addition to your clinical placements. It will require you to undertake research, analyse the information you have gathered, complete a workbook for discussion and case studies for submission. You will be given more information about the workbook questions for discussion during your clinical rotations and the case study information will be available on MyUni

    Special Needs Dentistry
    You are required to participate in a workshop in the on-campus week and working in a small group, research and present a short case summary to the class for a patient with special needs. More details will be provided in class and on MyUni.

    Panoramic radiography

    You are required to complete an on-line test of understanding relating to theoretical aspects of panoramic radiography to a satisfactory standard – this is a licensing requirement. You will be given more information on MyUni.

    'Debates'
    You are required to research and report on an allocated topical and/or controversial issue. The goal of this experience is for you to learn to construct a coherent argument by framing an issue, making claims about the issue, and supporting claims with evidence. You will be given more information in class and on MyUni.

    Final written assessment
    You are required to successfully complete a written/online assessment during Semester 2B. The format consists of a number of clinically applied questions. Questions may be based on dental scenarios, radiographs or clinical photographs and have a strong clinical emphasis.
    Submission
    All written work must be submitted through Turnitin, an plagiarism detection tool.
    Further information on submission process and requirements will be available through MyUni.
    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.

    Each year we ask students to complete an assessment of theirlearning and teaching experience. Teaching staff reflect on the SELT, the outcomes achieved and processes implemented to identify necessary hanges for future years. These are important tools in the Dental School’s aim for excellence in teaching and learning.

    The following changes have been made as a result of these processes:
    •    Increased opportunities for class meetings, small group discovery and on-line learning
    •    Content, delivery and assessment tasks for PH revised
    •    Debates on topical and/or controversial issues
    •    Revisions to final examinations – changed from OSCA to written exam with clinical application, held in sim clinic with images enlarged on screens

  • 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.