ORALHLTH 3201BHO - Dental & Health Science IIIOH Part 2

Teaching Hospitals - Semester 2 - 2015

This stream aims to further develop and consolidate the student's paedodontic clinical role. In addition the topics of gerodontology and dental public health will also give the student the opportunity to broaden their dental focus. Topics include paedodontics, gerodontology, dental public health, panoramic radiography, early childhood caries, orthodontics, oral pathology, panoramic radiology and clinical dentistry for dental therapy practice.

  • General Course Information
    Course Details
    Course Code ORALHLTH 3201BHO
    Course Dental & Health Science IIIOH Part 2
    Coordinating Unit School of Dentistry Office
    Term Semester 2
    Level Undergraduate
    Location/s Teaching Hospitals
    Units 8
    Contact Up to 3.5 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites DENT 2201A/BHO & DENT 2200HO
    Corequisites DENT3202AHO/BHO & DENT3204AHO/BHO
    Restrictions Available to BOH students only
    Course Description This stream aims to further develop and consolidate the student's paedodontic clinical role. In addition the topics of gerodontology and dental public health will also give the student the opportunity to broaden their dental focus.
    Topics include paedodontics, gerodontology, dental public health, panoramic radiography, early childhood caries, orthodontics, oral pathology, panoramic radiology and clinical dentistry for dental therapy practice.
    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 periodontal 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 dental health) in Australian society, and the associated social and environmental factors
    10 examine the changing demography and dental health of the community and its 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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-10
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1-10
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1-5, 10
    Skills of a high order in interpersonal understanding, teamwork and communication. 1-3, 5-7, 9
    A proficiency in the appropriate use of contemporary technologies. 1-3, 6, 8
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1, 9-10
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1, 10
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 9-10
  • Learning Resources
    Required Resources
    Columbia teeth purchased in 1st year, lab coat, clinic jacket, safety glasses.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    •    Class meetings and tutorials
    •    Problem-based learning and small group discovery
    •    Written assignments and oral presentations
    •    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, PBL/small group discovery, resource sessions and/or tutorials are scheduled per week, predominantly in semester 1. 

    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

    •    Dental Public Health
    •    Periodontology
    •    Geriatric Dentistry
    •    Panoramic Radiography
    •    Paediatric Dentistry
    •    Early Childhood Caries
    •    Dental Emergencies
    •    Exodontia
    •    Orthodontics
    •    Minimal Intervention
    •    Law & Ethics
    •    Tooth Whitening
    •    Special Needs Dentistry
    Small Group Discovery Experience
    This year the Dental Public 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.
  • 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 Learning Outcome(s) being addressed
    Early childhood caries assignment Summative 15% 1, 2, 7
    Geriatric dentistry assignment Summative 15% 1-3
    Orthodontics Formative/Summative 5% 1, 4
    Panoramic radiography Formative/Summative 5% 2, 8
    Dental public health report Formative/Summative 15% 9-10
    Debates Formative/Summative 5% 1-8
    OSCA Summative 20% 1-10
    End of year viva voce Summative 20% 1-10
    Assessment Related Requirements
    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 Detail
    Early childhood caries assignment
    Discuss the risk and protective factors for ECC, and give an overview of your role in providing anticipatory guidance to parents of young children.
    Length: 2000-2500 words, with adequate referencing of your sources

    Geriatric dentistry assignment

    You are required to write a report on one of the following topics discussing ageing, preventive oral care, the role of OHTs and implications for practice
    •    Frail dependent older adults living in their own home
    •    Functionally dependent older adults living a nursing home or supported care facility
    Length: Maximum 2000 words, with adequate referencing of your sources


    You are required to complete self-directed study on the topic of orthodontics. It will require you to undertake research, analyse the information you have gathered and complete a workbook for submission.

    Panoramic radiography

    You are required to complete 2 on-line tests of understanding relating to theoretical aspects of panoramic radiography. You will be given more information in class and on MyUni.

    Dental Public Health

    You will be given the assignment details during the first class meeting scheduled for dental public health. It will require you to undertake research, analyse the information you have gathered and discuss the question demonstrating your understanding and application of the information.


    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 an Objective Structured Clinical Assessment (OSCA) during Semester 2. The format consists of a number of 10 minute stations and some rest stations. Some stations may involve student interaction with a staff member – either as a role-play or based on an exhibit eg tooth/description of a situation – while other stations may involve models, radiographs or clinical photographs and associated questions.
    You will be expected to demonstrate a satisfactory level of knowledge and ability to integrate material from all courses 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 courses 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 45 minute oral viva with a panel of examiners (including external/non-University of Adelaide).

    No information currently available.

    Course Grading

    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.

  • 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 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:

    •    Debates on topical and/or controversial issues
    •    Assessment tasks, weightings and schedule revised
    •    Revisions to OSCAs – station content, time allocation
    •    Format reviewed for final oral vivas
    •    Increased opportunities for self-directed learning.
  • 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.