ORALHLTH 3201AHO - Dental & Health Science IIIOH Part 1
Teaching Hospitals - Semester 1 - 2019
General Course Information
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 2201A/BHO & ORALHLTH 2200HO Corequisites ORALHLTH 3202AHO/BHO & ORALHLTH 3204AHO/BHO Restrictions Available to Bachelor of Oral Health students only Course Description 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.
Course Coordinator: Dr Jennifer GrayCourse Coordinator: Katrina Plastow
The full timetable of all activities for this course can be accessed from Course Planner.
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 develop understanding of the development of normal occlusion and the role of the oral health therapists in recognising occlusal abnormalities 5 define and describe traumatic dental injuries and the correct emergency and long-term treatment options 6 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 7 recognise and identify early childhood caries, with particular reference to aetiology and clinical features 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)
Required ResourcesColumbia teeth purchased in 1st year, lab coat, clinic jacket, safety glasses.
Recommended ResourcesResources recommended in 1st and 2nd year will be useful in 3rd year - no additional resources are required
Online LearningOnline 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
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 SummaryTopics covered
• Population Health
• Geriatric Dentistry
• Panoramic Radiography
• Paediatric Dentistry
• Early Childhood Caries
• Dental Emergencies
• Law & Ethics
• Tooth Whitening
• Special Needs Dentistry
Small Group Discovery ExperienceThis year the Population Health topic will be a part of the University’s small group discovery experience (SGDE) where experienced academics will work with you in small groups to help you develop key research interests and skills, consequently enabling you to become life long and reflective learners, and evidence-based practitioners. The workshops are designed as collaborative ‘discovery’ learning where you explore and generate ideas related to your assignment questions. The workshops will be facilitated by an academic who will support discussion around the topics and assignment questions.
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 Early childhood caries assignment Summative 15% 1, 2, 7 Geriatric dentistry assignment Summative 15% 1-3 Orthodontics Formative NGP 1, 4 Panoramic radiography Formative/Summative NGP 2, 8 Population health report Formative/Summative 15% 9-10 Debates Formative NGP 1-8 Written examination Summative 30% 1-10 End of year viva voce Summative 25% 1-10
Assessment Related RequirementsFeedback
You will receive feedback from a variety of sources - yourself, peers and facilitators – during PBL and group discussions, research and tutorial exercises, and assignments. Ongoing feedback on your performance during your assessment tasks is for your benefit and allows you to assess how you are progressing in D&HS III OH. 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 DetailEarly 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.
Discuss aged care in Australia, ageing and related risk factors and provide an overview of the role of oral health practitioners in the provision of oral health services in the context of the aged care setting.
Your assessment will be a group report 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.
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 and complete a workbook and case studies for submission.
You are required to complete on-line tests of understanding relating to theoretical aspects of panoramic radiography. You will be given more information in class and on MyUni.
You are required to participate in a formal debate on an allocated topical and/or controversial issue as part of a team. 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.
You are required to successfully complete a written 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.
You will be expected to demonstrate a satisfactory level of knowledge and ability to integrate material from all streams in a clinical context. The aim is to assess whether you have a systematic approach to situations, the application of knowledge, integration of information across streams and communication skills. It will test your problem solving abilities and have a strong clinical emphasis.
End of year oral viva
You are required to successfully complete a viva voce during Semester 2. You will be provided with information on two clinical patient situations (with images, models or radiographs where appropriate). The patient scenarios will include one child and one adult patient. You will have allocated preparation time to consider a number of aspects regarding the management of these patients including identifying patient chief concern, highlighting key issues in history, risk assessment, formulating a treatment plan including prevention and long term needs. This will form the basis for a 30 minute oral viva with a panel of examiners (including external/non-University of Adelaide).
No information currently available.
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.
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 tolls 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
• Format for final oral vivas reviewed, duration 30 minutes
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
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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