ORALHLTH 3204BHO - Oral Health Elective IIIOH Part 2
Teaching Hospitals - Semester 2 - 2016
The course information on this page is being finalised for 2016. Please check again before classes commence.
General Course Information
Course Code ORALHLTH 3204BHO Course Oral Health Elective IIIOH Part 2 Coordinating Unit Oral Health Term Semester 2 Level Undergraduate Location/s Teaching Hospitals Units 4 Contact Up to 7 hours per week Available for Study Abroad and Exchange N Prerequisites ORALHLTH 2200HO Corequisites ORALHLTH 3201AHO/BHO & ORALHLTH 3202AHO/BHO Restrictions Available to BOH 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 Coordinator: Dr Suzanne GardnerAdministrative Contact: Dee Rapaic
Phone: +61 8 8313 3286
Location: Level 5, Oliphant Building
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn the successful completion of this course, the graduate should attain the cognitive skills to critically analyse, consolidate and synthesise knowledge, work cooperatively with peers, and be able to:
1. Assess and translate a body of knowledge of sufficient depth to begin professional practice
2. Apply research methodologies, policy and scholarly research related to oral health issues to generate a scientific journal article and
3. Demonstrate effective problem solving skills, applying logical, critical and creative thinking to a chosen area of oral health practice
4. Work both autonomously and collaboratively as a professional in the development of research outputs demonstrating effective communication, ethical principles and social responsibility
University Graduate Attributes
No information currently available.
Online resource material pertaining to Research Methods, Research proposals, formulating Research questions and developing a Learning Contract will be available.
Learning & Teaching Activities
Learning & Teaching ModesA variety of learning modes will be used in this course including:
· resource sessions
· small group meetings related to SGDE
· on-line resources
· research and assignments
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 SummaryTopics Covered:
· scientific methods and research questions
· research/study design
· literature review and critical analysis
· report writing
Specific Course RequirementsNil
Small Group Discovery ExperienceThe 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
learningTo 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 projec culminating in the group developing a scientific journal article and presenting and sharing theirresearch with the larger class.
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 SummaryResearch proposal
Formative/Summative Week 7,
semester 1 10%
Learing outcomes 1-4
Week 13, semester 1 15%
Learning outcomes 1-4
Journal article and reflection
Week 9, semester 2 50%
Learning outcomes 1-4
Exam week, semester 2 25%Learning outcomes 1-4
Assessment Related RequirementsNil
Assessment DetailAssignment 1 - Research Proposal (including Learning Contract)
Length: 1000 words approx
Research proposal would include:
· 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
· 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
· Reference list
Assignment 2 – Progress report
Length: 2000 words approx
Progress report would include:
· 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
· Reference List
Assignment 3 - Final work report
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
Literature based research project
Introduction: Aim:Methods(search strategy):Discussion: (20-30 articles: including and building on the first 2 iterations of the literature review)
Implications for practice
Part A Journal Article – option 2
Experiment, survey or data analysis research project
Background: (Literature review)
Material & Methods:
Discussion: (linking literature withyour results and interpreting your results)
Implications for practice
Part B Reflection on learning contract
Introduction:General overviewof project and reflection on learning and processes (use the objectivesand 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.
Overviewof 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
Assignment 4 – Oral Presentation
Length: 15minutes + 5 minutes for questions
SubmissionInformation on submission process and requirements will be available through MyUni
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.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
- 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.
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.