ORALHLTH 3204AHO - Oral Health Elective IIIOH Part 1

Teaching Hospitals - Semester 1 - 2018

This course aims to provide the student with the necessary research skills to undertake a major study and the opportunity to focus on a major research assignment to enhance their role as an oral health practitioner. Topics include research methodology and a major assignment.

  • General Course Information
    Course Details
    Course Code ORALHLTH 3204AHO
    Course Oral Health Elective IIIOH Part 1
    Coordinating Unit Oral Health
    Term Semester 1
    Level Undergraduate
    Location/s Teaching Hospitals
    Contact Up to 3.5 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites ORALHLTH 2200HO
    Corequisites ORALHLTH 3201AHO/BHO & ORALHLTH 3202AHO/BHO
    Restrictions Available to Bachelor of Oral Health students only
    Course Description This course aims to provide the student with the necessary research skills to undertake a major study and the opportunity to focus on a major research assignment to enhance their role as an oral health practitioner. Topics include research methodology and a major assignment.
    Course Staff

    Course Coordinator: Dr Suzanne Gardner

    Dr Jenny Miller
    Dr Suzanne Gardner 

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On the successful completion of this course, the graduate should attain the cognitive skills to critically analyse, consolidate and synthesise knowledge and work cooperatively with peers and will be able to:


    1. Critically analyse/consolidate/synthesise knowledge
    2. Assess and translate a body of knowledge of sufficent depth to commence practice
    3. Apply research methodologies related to oral health 
    4. Apply logical/critical/creative thinking to an area of Oral Health Therapy  practice
    5. Work autonomously/collaboratively as professionals in developing research outputs
    6. Demonstrate effective communication, ethical principles and social responsibility



    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)
    1,2,3,4,5,6
    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
    1,2,3,4,5,6
    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
    3,4,5,6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    3,4,5,6
    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
    1,4,6
    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
    3,4,5,6
  • Learning Resources
    Required Resources
    Nil
    Recommended Resources
    Nil
    Online Learning
    Nil
  • Learning & Teaching Activities
    Learning & Teaching Modes
    • A variety of learning modes will be used in this course including:
    •  resource sessions
    • small group mentor meetings  (SGDE)
    • on-line resources
    • Written reports
    • Self directed research 
    • Oral presentations  





    Workload

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

    Contact Hours

    40h/semester, consisting of:

    4-5 class meetings (during preclinical academic weeks)

    Small group meetings (upto an hour each fortnight or as required)

    Self-directed group and individual study (up to 3 hours allocated each week)

    Learning Activities Summary
    Topics Covered:

    ·        scientific methods and research questions

    ·        research/study design

    ·        literature review and critical analysis

    ·        report writing

    Specific Course Requirements
    None
    Small Group Discovery Experience
    The University of Adelaide has committed to a pedagogical approach that incorporates several aspects of scholarship. A key component of the Beacon of Enlightenment strategic pedagogical approach is that all students commencing in 2014 will experience a "Small-Group Discovery Experience" (or SGDE for short) in at least one course in every year of their degree program.

    The Core Concepts upon which the SGDE pedagogical approach is based include goals that students will discover (or rediscover) learning as Intellectual Challenge, and develop a Scholarship of Discovery to inspire them toward learning and lifelong learning

    To accomplish this learning journey, students will develop research skills, and learning and teaching delivery modes used will require students to engage actively with their discipline content. This active learning process will engender a commitment to knowledge for its own sake, and consequently learning to follow an investigation, in a disciplined fashion, wherever it may lead.

    You will undertake SDGE to explore a new or expanding area of practice in an oral related area. Working with an experienced academic, you will undertake small group work as a collaborative project culminating in the group developing a scientific journal article and presenting and sharing their research with the larger class.

  • 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
    Research proposal & Learning Contract
    Formative/Summative
    Calendar Week 16,  Semester 1 10%
    Learning outcomes 1-6

    Progress report & Discussion of Objectives in Learning Contract 
    Formative/Summative
    Calendar Week 23, Semester 1   15%
    Learning outcomes 1-6


    Journal article and Reflection on achievement of objectives
    Formative/Summative
    Calendar Week 40, Semester 2    50%
    Learning outcomes 1-6


    Presentation
    Summative
    Calendar week 44, Semester 2   25%
    Learning outcomes 1-6




    Assessment Related Requirements
    Nil
    Assessment Detail


    Assignment 1 - Research Proposal  (including Learning Contract)
    Weighting:      10%
    Length:            1000 words approx

    Research proposal would include:
    ·          title
    ·          introduction
    ·          review of the evidence base and background literature
    ·          aim of the project
    ·          contract table
    ·          rationale for the project - description andbackground to the selected issue and how it fits with the oral healththerapy 
    ·          a description of the tasks/activities/placements relatedto the project
    ·          key stakeholders who might be involved
    ·          clarification of the support requirements(including expertise, liaison with other staff)
    ·          timeline for tasks required
    ·          any potential ethical issues associated with yourproject
    ·          conclusion
    ·          reference list

     
    Assignment 2 – Progress report
    Weighting:      15%
    Length:            2000 words approx

     Progress report would include:
    ·        Title
    ·        Introduction
    ·        Extended literature review: (10-15 articles: using the first literature review but adding additional information and critical analysis)
    ·        A review of each of the objectives and progress on work to be completed
    ·        SearchStrategy
    ·        Exclusion/InclusionCriteria
    ·        Timetable
    ·        Conclusion
    ·        Reference List
     

    Assignment 3 - Final work report

    Weighting:      50%
    Length:            Approx.  5000 words(no more than 5500 words) (including an electronic copy of the journal article)

    TheFinal work report includes:

    2 parts: 
    Part A - journal article (option 1 and option 2)

    Part B - reflection on learning contract

    Title:
    Part A   Journal Article – option 1     Literaturebased research project

    Introduction:
    Aim:
    Methods(search strategy):
    Discussion: (20-30 articles: including and building on the first 2 iterations of the literature review)
    Implicationsfor practice
    Implicationsfor research
    Conclusion
    References


    Part A   Journal Article – option 2     Experiment, survey or data analysis research project

    Introduction:
    Background: (Literature review)
    Aim:
    Material & Methods:
    Results:
    Discussion: (linking literature with
    your results and interpreting your results)
    Implications for practice
    Implicationsfor research
    Conclusion
    References

     
    Part B   Reflection on learning contract

    Introduction:
    Generaloverview of project and reflection on learning and processes (use the objectives and aims from the OHE Yearbook information as a guide)
    For example:
    development of research skills, relevance of research to practice, developmentof critical thinking skills, team collaboration
    Overview of each specific objective and reflection on learning and processes including a Reflective analysis: things that worked, things that didn’t work as well what could you have done differently
    Conclusion
    Appendices

     
    Assignment 4 – Presentation
    Weighting:      25%
    Length:                        15minutes + 5 minutes for questions

    Submission
    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 their learning and teaching experience. Teaching staff reflect on the SELT, the outcomes achieved and processes implemented to identify necessary changes 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:
    •    Assessment tasks and schedule revised
    •    electronic submission and marking
    •    Designated scheduling of SGDE meetings
  • 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.