DENT 2005AHO - Dental Science and Practice II Part 1
Teaching Hospitals - Semester 1 - 2014
General Course Information
Course Code DENT 2005AHO Course Dental Science and Practice II Part 1 Coordinating Unit School of Dentistry Office Term Semester 1 Level Undergraduate Location/s Teaching Hospitals Contact Up to 28 hours per week Prerequisites DENT 1005A/BHO Restrictions Available to BDS students only Course Description This stream has a patient care focus and builds on the knowledge acquired in first year. The aim is to develop an understanding of the changes that occur to the oral cavity when an imbalance develops in the oral ecosystem. The emphasis will be to maintain a healthy balance through prevention and minimal restoration where necessary.
By working through a series of interactive learning activities, students will develop and integrate knowledge relating to evidence-based patient care including clinical skills and professional behaviours. These integrated learning activities will be supported by class meetings, laboratory, tutorial and clinical sessions. Learning will also be supported by independent study and discussion of findings in class. Students will work in a collaborative environment to learn to critically evaluate themselves, and plan and implement strategies for improvement. The stream emphasises the scientific basis of dentistry by integrating knowledge of the structure and function of the body, especially of the head and neck region, and also aspects of microbiology, immunology and pathology, with an emphasis on developing the skills to examine, assess risk and systematically manage healthy patients with minor oral conditions.
There is a strong emphasis on the acquisition of manual dexterity skills relating to operative dentistry while building on knowledge relating to a preventive approach to oral health. Students will further their experience in behavioural science by examining and managing patients.
Course Coordinator: Associate Professor John Kaidonis
Course Coordinator Contact Details
Name Phone Location A/Prof John Kaidonis +61 8313 3297 email@example.com 6.103b ADH Dr Poppy Anastassiadis +61 8313 2911 firstname.lastname@example.org 6.103e, ADH Dr Dimitra Lekkas +61 8313 4229 email@example.com 6.103c ADH
Name Phone Location Dr Poppy Anastassiadis +61 8313 2911 firstname.lastname@example.org 6.103e, ADH A/Prof David Brennan +61 8313 4046 email@example.com 122 Frome Rd Dr Elizabeth Beckett +61 8313 5311 firstname.lastname@example.org 4.17 MSN Dr Ian Bastian Dr Elizabeth Farmer +61 8313 3272 email@example.com 5.101, ADH A/Prof Janet Fuss +61 8313 0778 firstname.lastname@example.org 5.08 Oliphant A/Prof Neville Gully +61 8313 3887 email@example.com S317 MSS A/Prof Toby Hughes +61 8313 3295 firstname.lastname@example.org 6.301 ADH Dr Kelly Jones +61 8313 4946 email@example.com 122 Frome Rd A/Prof John Kaidonis +61 8313 3297 firstname.lastname@example.org 6.103b ADH Dr Sushil Kaur +61 8313 3774 email@example.com 2.20 ADH Dr Dimitra Lekkas +61 8313 4229 firstname.lastname@example.org 6.103c ADH Prof Richard Logan +61 8313 3066 email@example.com 5.13 Oliphant Dr Suzanna Mihailidis +61 8313 6788 firstname.lastname@example.org 6.103d ADH Dr Vicki Skinner +61 8313 4229 email@example.com 6.103c ADH Prof Grant Townsend +61 8313 5968 firstname.lastname@example.org 6.102 ADH A/Prof Tracey Winning +61 8313 5968 email@example.com 6.103a ADH Dr Robin Yong +61 8313 6788 firstname.lastname@example.org 6.103d ADH
Administrative Contact Details
Name Phone Location Dee Rapaic +61 8313 3286
+61 8313 3283
email@example.com Level 5, Oliphant Building
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1. complies with Uni and SADS policies by displaying appropriate professional and ethical behaviour through respecting colleagues and patients, maintaining patient confidentiality and obtaining informed consent in all learning environments
2. complies with Australian Dental Board requirements for student registration and professional conduct in all learning environments
3. applies an evidence-based approach to inform decisions at all levels of interaction with healthy adult patients by applying the hierarchy of evidence and basic statistical concepts when critically evaluating relevant literature
4. applies an evidence-based approach by critically evaluating studies of diagnostic tests, disease frequency and risk, prevention and treatment, and applying principles of risk assessment, treatment evaluation and decision making in clinical dental practice
5. describes the complimentary functions and roles of all involved in patient care eg, dental assistant, dental therapist and dental hygienist
6. critically evaluates own performance, seeking feedback and implementing appropriate strategies for improvement
7. describes different approaches to respond to common occupational stressors and seeks assistance in developing effective management strategies for self and patients
8. identifies limits of clinical skills and recommends referral where appropriate
9. establishes a safe working environment in laboratory and clinical settings and identify and rectify unsafe practices
10. demonstrates a patient centred approach by reviewing their patient’s reason for visit, information and other needs and context
11. produces and maintains an accurate, complete and confidential record of the care of medically healthy adult patients
12. demonstrates an understanding of patients’ problem(s), and agreed management that emphasises prevention and health promotion and supports an ongoing patient dentist relationship
13. obtains informed consent for relevant investigations and treatments related to the preventive management of gingivitis, non-cavitated carious lesions and, toothwear as well as the management of cavitated lesions in medically healthy adults
14. describes the distribution of oral health and
disease/illness/disability at a population level in Australia and relates this to contributory factors and their importance
15. communicates effectively to competently manage the oral care of healthy adult patients of diverse backgrounds through active listening, clarity in explanations and ability to seek feedback
16. works and communicates effectively and respectfully with other members of the oral health care team in simulated and clinical settings
17. effectively uses stress management strategies for self
18. communicates effectively to support patients to understand their oral health care needs
19. communicates effectively to assist management of pain and stress in patients
20. prepares patient by explaining the steps of their treatment plan and at each appointment provides an accurate explanation of the procedures, including what the patient should expect to experience (informing the patient of what to expect)
Diagnostic and Management Skills
21. discusses the factors eg, behavioural and social, that contribute to the maintenance of a balance within the oral ecosystem, including the normal oral microflora and their relation to the host under normal healthy conditions, and can apply this to the management of healthy adult patients
22. describes characteristics/ factors that are associated with good general and oral health at a population level
23. applies your integrated knowledge of the structure and function of selected body systems and key functions of a healthy body such as nutrient supply and waste removal, respiration, transport and movement, as a basis for analysis of patients' oral health
24. safely and accurately takes a medical, dental and social history, examines extraoral, intraoral soft, periodontal and hard tissues, performs a simple occlusal analysis including the collection and interpretation of additional clinical information, appropriately recognises the range of normality and records normal findings and clinical signs of common oral diseases for selected healthy adult patients
25. explains the principles of identification of risk factors in relation to the development of common oral diseases in selected healthy adult patients
26. applies understanding of the oral ecosystem, patient education, behaviour change and remineralisation materials to develop preventive recommendations to restore and maintain oral health for selected healthy adult patients
27. applies knowledge of how various factors contribute to the imbalance in the oral ecosystem, that increase the risk of disease in healthy adults and relates these to the different levels of effective health promotion and prevention for patients and populations
28. interprets histories and examinations and selects appropriate further investigations to formulate diagnoses of common oral diseases/conditions eg, gingivitis, caries and toothwear, for selected medically healthy adult patients
29. applies knowledge of the aetiology and pathogenesis of gingivitis, including microbiology and histopathology, and relates these to clinical examination results, diagnosis and management for healthy adult patients
30. applies knowledge of the aetiology and pathogenesis of caries, including microbiology and histopathology, and relates these to clinical examination results, diagnosis and management following principles of minimal intervention for healthy adult patients
31. able to identify toothwear during a clinical examination and recognise the need for management if required, following principles of minimal intervention for healthy adult patients
32. discusses and implements appropriate infection control and occupational health and safety procedures required when working within a clinical environment and laboratory environment
33. maintains patient comfort and privacy throughout all aspects of patient care
34. safely and effectively manipulates dental instruments (dental mirror, explorer, periodontal probe, and the slow speed handpiece) whilst working on a patient colleague
35. explains to patients the rationale and risks associated with dental radiographic procedures: accurately exposes, processes, critiques and interprets bitewing and periapical radiographs, and uses the results to inform patients and develop their management plans
36. applies knowledge of risks associated with dental radiographs to safely and accurately take bitewing and periapical radiographs in simulated settings; examines and critiques bitewing and periapical radiographs and recognises the appearance of normal imaged structures and associated basic pathology (eg., restorations, caries, calculus) in bitewing, periapical and panoramic radiographs
37. safely and effectively explains and performs simple preventive treatments, including remineralisation techniques eg, professional or home fluorides, fissure sealants (under rubber dam), oral hygiene instructions, dietary advice in simulated and/or clinical situations
38. describes the composition, setting reactions and technical handling procedures for preventive materials used to restore and maintain balance in the oral ecosystem, including fluorides, remineralising agents, fissure sealants and chemical plaque control
39. applies knowledge of the composition, setting reactions and technical handling procedures of dental materials in the selection and manipulation of appropriate materials in the management of caries in simulated settings, including remineralising agents, amalgam, composite resin, glass ionomer cements, liners/bases and local anaesthetics
40. in accordance with Minimal Intervention (MI) principles, explains the principles of tooth conservation and relates these to the rationale for selection of different procedures required for the management of dental caries, from minimal to large lesions
41. develops the manual dexterity skills required to follow basic operative procedures in the laboratory
42. satisfactorily restores plastic or natural teeth with adhesive and amalgam restorations in simulated settings
43. safely and effectively manipulates dental instruments (dental mirror, explorer, periodontal probe, periodontal scalers and curettes and handpiece) whilst working in the laboratory or on a patient in the clinic
44. safely and effectively performs supragingival and subgingival scaling & cleaning, management of dentine hypersensitivity, and can select an apply appropriately remineralisation techniques as part of preventive management plans for colleagues and medically healthy adult patients
45. safely and effectively performs common pain control procedures on colleagues
46. applies integrated knowledge of the structure and function of selected body systems and key functions of a healthy body such as immunity and endocrine control, as a basis for analysis of patients' oral health
47. applies knowledge of the topographical anatomy of the head and neck region, including the oral cavity and provides local anaesthesia for patients
48. applies knowledge of microbiology, pathology and immunology in the management of patients
49. selects appropriate tests to identify specific risk factors leading to an imbalance in the oral ecosystem and uses these results to devise tailored preventive management plans in relation to common oral diseases in medically healthy adult patients
50. is able to demonstrate a thorough understanding of the physiological principles underlying cardio-pulmonary resuscitation (CPR), can recognise the signs and symptoms of associated with emergency situations in the clinic an collapse of a patient, and can perform the recommended emergency CPR procedures.
51. able to write an appropriate referral letter to a dentist or another health professional
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. 3-4,12, 14, 21-51 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 3-4 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 7, 21, 26-27 Skills of a high order in interpersonal understanding, teamwork and communication. 5-8, 15-20 A proficiency in the appropriate use of contemporary technologies. 3, 4, 10, 28, 40 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1, 2, 6, 32 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1-4, 6, 8-11, 13, 21, 32- 33, 35, 40, 49 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1-4, 21, 26
Required ResourcesEnsure you obtain the latest editions of texts. Other readings will be made available during the year via MyUni: Dental Science and Practice II, Part 1 & 2.
Dental Science and Practice I & II Resources (2013). School of Dentistry, University of Adelaide
Fuss J, Ghabriel M & Townsend G (2012) Cranial Nerves. School of Dentistry, University of Adelaide.
Lekkas D, Winning T, Parker E & Rupinskas L (2014) DSP 2 Assessment criteria and standards. School of Dentistry, University of Adelaide
Townsend G (2014) Local Anaesthesia in Dentistry. School of Dentistry, University of Adelaide
Townsend G (2013) Learning anatomy applied to dentistry: an enjoyable journey. School of Dentistry, University of Adelaide
Richards LC (2012) Biology of Occlusion. School of Dentistry, University of Adelaide
Townsend G, Innes P, Fuss J & Ghabriel M (2013) Anatomy for Dental Students Learning Laboratories and MCQs. School of Dentistry, University of Adelaide
Recommended ResourcesBaker EW (ed), Schuenke M, Schulte E, Schumacher U (2010) Head and neck anatomy for dental medicine. Thieme Medical Publishers Inc. New York
Campbell NA, Reece JB and Meyers N (2009) Biology. 8th edition, Pearson Education Australia
Ramseier C, Suvan J (2010) Health Behaviour change in the dental practice, Wiley-Blackwell, Ames, Iowa Silverman J, Kurtz S, Draper J (2005) Skills for communicating with Patients 2nd edn., Radcliffe Publishing, Oxford
Silverman J, Kurtz S, Draper J (2005). Skills for Communicating with Patients 2nd edn. Radcliffe Publishing, Oxford, UK.
Ten Cate AR and Nanci A (2008) Ten Cate’s oral histology: development, structure and function. 7th ed. Mosby Elsevier
Whaites E and Drage N (2007) Essentials of Dental Radiography and Radiology, 4th Edition. Edinburgh ; Sydney : Churchill Livingstone/Elsevier. (There is now a 5th edition, 2013 which I bought as an eBook but it’s not in the BSL).
Highly recommended DVDs
Acland’s DVD Atlas of Human Anatomy. The Head and Neck, Parts 1&2. Lippincott Williams and Wilkins
Champe, P..M. and Harvey, R.A. (1994) Lippincott’s illustrated reviews: Biochemistry. 2nd ed. Philadelphia, Lippincott Co.
Humphris G, Ling M (2000) Behavioural Sciences for Dentistry. Churchill Livingstone, Edinburgh Lloyd M, Bor R (2004) Communication Skills for Medicine 2nd edition, Churchill Livingstone, Edinburgh
Kidd EAM (2005) Essentials of Dental Caries: The Disease and its management. 3rd edition Oxford, New York, Oxford University Press
Kidd and Smith (2003) Pickard’s Manual of Operative Dentistry.8thedition Oxford Medical Publications
Mount GJ and Hume WR (2005).Preservation and Restoration of Tooth Structure.2nd Edition. Knowledge Books and Software
A 3rd Edition of Preservation and Restoration of Tooth Structure is likely to be available in the middle of 2014. Exact details on release date and the cost of this text book are not able to be confirmed at this stage.
Powers JM and Sakaguchi RL (2006) Craig’s Restorative Dental Materials. 12th ed. Mosby Elsevier
Tortora GJ, Principles of anatomy and physiology. 10th or 11th ed. New York: John Wiley & Sons.
Yip K and Smales R (2012). A clinical guide to oral diagnosis and treatment planning. London: British Dental Association
Yip K, Smales RJ, Kaidonis (2006). Tooth Erosion: Prevention and Treatment. Jaypee Brothers Medical Publishers Ltd, New Delhi
Online LearningAcland's Video Atlas of Human Anatomy
This online resources from the US may also be helpful for 2nd semester (http://www.lsusd.lsuhsc.edu/DentalRadiographicDiagnosis.html)
Dental Radiographic Diagnosis by Dr. Kavas H. Thunthy LSU Health New Orleans School of Dentistry
Communications about the course will be via the Announcements section on MyUni and/or by email. Please read the Announcements section and your email regularly to keep up to date.
Additional course-related material, such as the detailed lecture and tutorial schedule, assessment schedules plus topics for oral presentation will be available through MyUni.
Learning & Teaching Activities
Learning & Teaching ModesA variety of learning modes will be used in this stream including:
• a number of dentally-related situations/experiences focussing particularly on the stated learning outcomes (Integrated Learning Activities - ILAs)
• Class Meetings
• Clinic sessions
• Simulated Clinic sessions
• Learning Laboratories
• Clinical Communication Tutorials with Volunteer Patients
• Tutorials & library research and assignments
• Formative quizzes
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.To successfully complete courses, students will need to allocate an appropriate time commitment to their study. In addition to the formal contact the time required for each course [eg, ILAs, class meetings, tutorials, practicals, clinics] students will need to allocate non-contact time. Non-contact time will be required for a range of activities which may include, but are not limited to, assessment tasks, reading, researching, note-taking, preparing for clinic/simulated clinic sessions, revision, and writing, consultation with staff and informal discussions with other students.
While the relative proportion of contact and non-contact time may vary from course to course, as a guide, a full-time student would expect to spend, on average, a total of 48 hrs/wk on their studies during teaching periods to achieve a satisfactory level of performance. The teaching periods for BDS 2 are:
• 19 weeks for Semester 1 (ie week 1 to the end of the examination period); and
• 17 weeks for semester 2 (ie week 1 to the end of the examination period).
The workload for undergraduate/postgraduate programs is 24 units per year (full-time).
Total workload (hrs/week) 48
Contact hours (hrs/week) up to 28:
Comprising ILAs, Class Meetings, LearningLaboratories, Simulated Clinic sessions, Clinic sessions, Clinical Communication Tutorials with Volunteer Patients, Tutorials, Radiography simulation sessions, Titanium training sessions
Non-Contact hours (hrs/week) up to 20:
Comprising Group and Individual Learning andPreparation for class meetings, learning laboratories, simulated clinic sessions, clinical communication tutorials with volunteer patients tutorials, clinics and assignments.
Learning Activities SummarySocial context of dentistry
Social determinants of indigenous health
Physiology – Endocrine system
Tooth development – process, timing and sequence of tooth development/tooth emergence
Tooth development – genetic and environmental causes of enamel defects; management
Embryology of the head, face and oral cavity including developmental disturbances
Oral mucosa, salivary glands and masticatory system including the TMJ
Head and neck anatomy
Rheumatic heart disease/rheumatic fever
Clinical Communication Skills
Minimal Intervention DentistryPreventive dentistryPatient centred comprehensive examination and management plannningCariologyDental materialsSaliva and role in oral healthRadiography and radiology (periapical, occlusal, panoramic)
Periodontology – chronic gingivitis and introduction to periodontitis
Anxiety and management of acute pain
Dental local anaesthesia and pain control
Specific Course RequirementsEquipment Required
This kit is required for learning laboratories in Anatomy in semester 2. Details will be provided during semester 1.
Extracted natural teeth:
You will need to have your natural tooth manikins that were constructed in first year during semester 2 for second year operative technique sessions. Please ensure you keep the manikins moist in water. Do not let them dry out as they will become brittle and unusable.
You need to wear a coat in all learning laboratories in Dental Science and Practice II. You are required to wear this during your laboratory sessions, to conform with HW&S regulations.
You need to wear a clean and ironed clinic coat during clinic in Dental Science and Practice II.
You are required to wear protective glasses during your learning laboratories and in the clinic sessions, that conform with Australian HW&S regulations. The eyewear should be close fitting and not have gaps at the side of the eyes or above the brow. Students who wear prescription glasses need to purchase an overshield from Lucy Hatch, 5th floor Adelaide Dental Hospital or consider, if applicable, wearing contact lenses with protective glasses.
Dental loupes play a vital role in the delivery of a high standard of dental care by improving vision for greater accuracy in diagnoses and in providing greater precision in operative dental procedures in general and specialist areas of dentistry. Correctly fitted dental loupes allow improved posture with less eye strain facilitating healthy musculo-skeletal functioning. It is highly recommended that students purchase dental loupes during second year of the BDS program. Dental loupes must conform to the Australian Standards in terms of HW&S.
The dental instruments purchased for Dental Science and Practice I are also required for use in 2nd, 3rd and 4thyr for operative technique exercises.
Plastic Columbia teeth, gums and bases are required. During 2ndyr additional plastic teeth will also be required for additional procedures. It is the responsibility of students to ensure they have adequate teeth prior to all operative technique laboratory sessions (as outlined in the simulated clinic program).
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 Clinical performance Summative at end of semester 1 and 2 Combined semester 1 and 2 is 10% of whole years’ work. Must pass this practical component to pass DSP 2. 1-14; 15-20; 21-31; 32-39; 43-51 Simulated Clinical performance Formative at end of semester 1
Summative at end of semester 2
Semester 2 is 20% of whole years’ work.
Must pass this practical component to pass DSP 2.
1-4, 6, 7, 9, 17, 37-43; DSP 2 Semester 1 examination Summative 40% of the written component of DSP 2. The written component of DSP 2 is 70% of the whole years’ work. All learning outcomes DSP 2 Semester 2 examination Summative 60% of the written component of DSP 2.
The written component of DSP 2 is 70% of the whole years’ work.
Must pass the overall written component (combined semester 1 and semester 2) to pass DSP 2.
All learning outcomes DSP 2 Progressive Integrated Examination Summative Must pass this component to pass DSP 2. All learning outcomes + DSP 1 Learning outcomes Assignment 1: Test of understanding
Formative Must achieve a pass standard 1-2, 35-36 Assignment 2: Social context of dentistry - social history Formative Must achieve a pass standard 1-4, 12, 14, 22 Assignment 3: Evidence-based dentistry - case study Formative Must achieve a pass standard 1-4 ILA small group tutorial session participation Formative semester 1 and summative semester 2 Must achieve a pass standard 1-4, 6-7, 9, 14, 17, 21-23, 25, 27, 29-30, 46-49 Simulated radiography session: Attendance Formative Must achieve a pass standard 1-2, 6-7, 9, 17, 35-36 Titanium training Formative Must attend and complete 1-2, 6-7, 9, 11, 17 CPR training Formative Must attend and complete 1-2, 6-7, 9, 17 Social context of dentistry tutorial participation Formative Must attend 1-2, 6-7, 9, 17 Evidence-based dentistry tutorial participation Formative Must attend 1-2, 6-7, 9, 17 Clinical communication tutorials with volunteer patients tutorials Formative Must attend 1-2, 6-7, 9, 17 Biology of occlusion learning laboratory sessions Formative Must attend and participate 1-2, 6-7, 9, 17 Anatomy learning laboratory sessions Formative Must attend and participate 1-2, 6-7, 9, 17 Anatomy quiz Formative Must complete 23, 47 Clinic, simulated clinic and Minimal intervention quizzes Formative Must complete All learning outcomes
Assessment Related RequirementsThere is one major stream in second year which has specific requirements relating to assessment that are detailed in the following pages of the Course Profile. The assessment for this stream has been developed based on some important over-riding principles. We have also developed a coordinated approach to assessment for the whole year.
The main features of the assessment approach for 2014 are:
• a reduction in the number of summative assessments and an increase in the number of formative assessments with appropriate feedback compared with the previous program
• use of integrated assessments
• the inclusion of a progressive integrated assessment (PIA). This is a key aspect of the School‟s assessment approach and it is important that you understand what is involved in a PIA. Refer below for more details.
• use of a criterion-based form of assessment and reporting of results wherever possible using a graded system rather than a 0-100 marking scheme.
There are good educational reasons for using a criterion-based, graded approach for reporting results. Given that we need to be consistent with the grading systems used throughout the University, we will use the following grades during the year for written examinations:
• Excellent (equates to a high distinction HD or distinction level D in the university: these grades would relate to marks of 85-100% and 75-84%)
• Good (credit level C: 65-74%)
• Satisfactory (clear pass level P: 55-64%)
• Borderline (students who have not satisfied all the criteria relating to an assessment exercise will be included in this category: 45-55%).
• Unsatisfactory (clear fail F: less than 45%)
It is important to understand that students in the borderline category have not obtained a pass grade. They may be offered an opportunity for redemption depending on the areas in which they have failed to perform satisfactorily.
• A 3-grade scheme (satisfactory, borderline, unsatisfactory) will be used to report performance in components of the stream, including assignments, throughout the year.
• there will be two written examinations at the end of semester 1 and semester 2. These exams will draw on material covered in the semester (i.e. they are integrated). The examinations in semester 2 will draw on and may include material covered in first semester.
• in designing our assessments, the second year staff have worked together as a team. This has included attention to blueprinting, standard setting and use of „recommended‟ forms of assessment (see BDS Assessment Strategy)
• we will offer redemptions where deemed appropriate if students fail to reach a satisfactory level in summative assessment components during semester.
At the end of first semester, the Year Coordinator and DSP II Coordinators will meet and review formally the results of each student in the different components. They will then determine an overall category of result for the stream as described above, i.e. excellent, good, satisfactory, borderline or unsatisfactory.
Students who are not progressing satisfactorily will receive a letter from the School at the end of semester 1 and will be required to meet with the Associate Dean (Student Affairs) or the Year Coordinator.
At the end of the year, the categories of performance will be converted into grades (HD, D, C, P, F) by the Board of Examiners for reporting to the university and for inclusion on your academic transcript.
For example, an excellent level of achievement in DSP II would relate to a university grade of high distinction or a distinction. A good level of achievement would relate to a credit level result. A satisfactory level of achievement would relate to a pass. An unsatisfactory result would relate to a fail.
Progressive Integrated Assessment (PIA)
This examination will provide students with the opportunity to demonstrate that they have sufficient understanding of key aspects of the second year program to enable them to proceed to third year. A trial PIA will be offered during the year. This exam will focus on knowledge that students should be “carrying in their heads” by the end of second year. 11.
The PIA will be an additional exam to the other two exams but it will form part of the assessment for DSP II. It will draw on key concepts and understanding of material covered during the year.
A student must obtain a satisfactory result in the PIA to pass the Second Annual Examination. If a student fails the PIA, then they will fail the year and also fail DSP II.
The Board of Examiners will determine whether a supplementary examination may be offered to a student on academic, medical or compassionate grounds at the end of the year.It is also important to point out that you are expected to attend all classes and participate in associated exercises and activities in DSP II. Non attendance at classes without valid reasons may result in preclusion from examinations.
Research into second-year students has shown that attendance at classes is associated with academic achievement (Newman-Ford et al., 2008). Specifically, this study confirmed earlier findings that high levels of attendance (more than 80% of classes) were associated with lower failure rates and higher grades across a range of assessment tasks.
Assessment DetailFormative Assessment (Feedback)
A range of formative assessment activities will be provided in several sessions in each semester. These have been designed to help you learn key concepts in DSP II as well as give you feedback on your progress and to gain experience in the question formats used in DSP II. These activities will be in the form of questions in class meetings, learning laboratories, tutorials and online. In addition during each session in the simulation clinic and clinic, students are required to reflect on their performance, in verbal and written format, using criteria as per the DSP 2 Assessment Criteria and Standards. Tutors then provide written feedback in the students’ self-assessment booklet. There are also a range of other activities where students are provided formative feedback – refer to Section 5.2.
This table provides a summary of the summative assessment tasks for 2014.
Semester 1 Semester 2 Clinic performance Clinic performance
Simulated clinic session performance
ILA small group tutorial performance
End of Semester 1 End of Semester 2 2 X 2 Hour Written Examinations 2 X 2 Hour Written Examinations (Whole Year)
Progressive Integrated Assessment (PIA)
SubmissionDetails on submission processes/requirements will be provided in the documentation for any work that is to be submitted. These will be posted on MyUni.
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.
- 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
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.