ORALHLTH 5001 - Dental & Health Science (Adult Therapy) IV OH
North Terrace Campus - Semester 2 - 2017
General Course Information
Course Code ORALHLTH 5001 Course Dental & Health Science (Adult Therapy) IV OH Coordinating Unit Oral Health Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 6 Contact 19 hours, blended learning, 3 week intensive, online and clinical Available for Study Abroad and Exchange N Restrictions Students enrolled in Graduate Certificate in Oral Health Science Course Description The academic program aims to provide an overview and development of comprehensive oral health examination, treatment planning, prevention and restorative care for adults.
This course will involve an interdisciplinary approach to management of the ageing dentition. In addition to a cariology and root caries update, students will learn to identify and understand the nature of the forms of non-carious loss of tooth structure including erosion, attrition and abrasion. The principles of examination, diagnosis and treatment planning for periodontal disease are also covered. The course will focus on how to clinically assess patients, identify their risk factors and plan short and long-term management.
Oral pathology, TMJ disorders and emergency management of oral conditions are reviewed and further developed. Additional topics covered include physiology of pain, oral and dental pain pathways, local anaesthesia, psychology, chronic pain and referral.
This course will help students acquire an appreciation of reasonable treatment goals, dental management, and ethical and legal issues in relation to medically-challenged, intellectually-disabled, psychiatrically-disabled and functionally-impaired aged patients, including patients requiring hospital management.
Course Coordinator: Dr Jennifer MillerDr Jennifer Miller
Dr Derek Lerche
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. review and critique the theoretical basis of dental diseases underlying the provision of simple, direct tooth restorative care to adults
2. apply an understanding of interdisciplinary issues and an appreciation of the complex clinical disciplines that relate to adult restorative care by being able to explain contemporary views on clinical patient management
3. critically evaluate the principles of managing the older adult, incorporating medical and pharmacological factors and the possible complications when restoring teeth
4. prepare and present a series of case studies exploring the management of the older adult including communication, psychological and motivational factors
5. clarify the professional responsibilities for care of the adult patient incorporating the roles of the various dental practitioners
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)
1-5 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
2-5 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
2,4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2,4 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
2,4 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
All resources will be available via MyUni and will include: journal articles, government reports, video resources, online data bases, web-based tutorials and activities
Learning & Teaching Activities
Learning & Teaching ModesDental & Health Science (Adult Therapy) IV OH is a blended learning course including:
• Case-based integrated learning activities
• On-line learning modules
• One to two week intensive blocks
Throughout the intensive blocks students attend:
• Class meetings
Facilitated by a range of guest speakers and university staff with expertise in range of areas of adult oral health, providing students with theoretical approaches and or workplace examples. The scientific components of this course will underpin and integrate with the clinical components of the course.
Information and communication technology will be used to enhance student learning and will be integral to the design and delivery of the course.
TEACHING AND LEARNING MODES
The course will use a variety of delivery modes to provide flexibility and a range of learning experiences that will enhance and develop the students understanding and experiences. It will incorporate face to face (including small group discovery, class meetings and resource sessions), case-based learning, interactive e-learning modules, simulation and practical and self-directed learning.
Face to face learning: The face-to-face learning will include small group discovery session, class meetings, tutorials, workshops and resource sessions. The sessions will be based on a structured activity where the purpose is the mix of presentation of new information/ideas/skills by the facilitator and teacher guided activities related to that information/ideas/skills incorporating clarification, exploration, development and reinforcement of new learning. The sessions will be reliant on student-facilitator and student-student interaction and discussion of key learning outcomes.
Case-based learning: A series of clinically-based situations will be used for a portion of the curriculum. Case-based scenarios aim to provide a realistic context for student learning and have been designed to integrate with material presented in other formats in a coordinated approach. The cases will require students to discuss, explore and review the material through individual and group research. The case-based approach is designed to allow guided individual and group explorations of a clinical situation or patient case that is realistic and meaningful. Academics work as facilitators to guide students through the case. Students need to discuss and synthesise their learning and evaluate their research/investigation.
Small-group discovery experience (SGDE): The University of Adelaide has committed to a pedagogical approach that incorporates "Small-Group Discovery Experience" (SGDE). The Graduate Certificate students will undertake SDGE to discover the various relationships between health / oral health and the ageing dentition. Working with an experienced academic, they will undertake small group work as a collaborative project culminating in the group presenting and sharing their research with the larger class.
On-line learning modules: There will be a number of on-line Learning Modules developed for specific topics in DHS IVOH. These modules will further develop knowledge introduced during the face-to-face sessions and will include a variety of clinical and patient situations, supported by additional information, readings and quizzes. The modules can be undertaken at a time to suit individual students. The modules will be created and made available via MyUni to students and incorporated as part of the assessment
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The course is based on a blended learning approach over 18 weeks. The structure of the course incorporates an initial 2 week intensive followed by a 4 week distance learning approach, a further 1 week intesive, an 8 week clinical period, 1 week review, swot vac and an exam week.
During the distance learning weeks students are expected to complete the e-Learning modules and associated readings
Learning Activities SummaryWeek 1
Comprehensive oral health examination and treatment planning for adults – overview
Ageing dentition – cariology update, root caries, non-carious tooth loss
Oral pathology / TMJ disorders
Module 1 – Ageing dentition
• cariology update
• root caries
• non-carious tooth loss
Module 2 – Periodontology
• periodontology update
Management of the older adult – communication, motivation/psychology, geriatric dentistry
Management of ageing dentition – OVD/orthodontics, root caries, non-carious tooth loss, prevention, incomplete dentition
Module 3 – Management of the older adult
• geriatric dentistry
Module 4 – Management of ageing dentition
• Loss of OVD – causes and impact, management
• Ortho – overview adult ortho
• Third molars and their management – overview
• Management root caries
• Management non-carious tooth loss
• Endodontics – overview of RCT
• Management of incomplete dentition
Module 5 – Prosthodontics
Module 6 – Medically compromised patients
Module 7 – Oral medicine and pharmacology
Module 8 – Professional responsibility
• clinical decision making
Module 9 – Local anaesthesia
Module 10 – Emergency management of oral conditions
Week 7 – One week intensive
Emergency management of oral conditions
Professional responsibility – referral, clinical decision making
Weeks 8-15– 8 weeks clinical practicum with clinic mentor
• Self-directed, independent student learning
• Discussion board, webinars
Week 16 – Review week
• Patient cases – 1-4
• Review workshops
Swot vac and exam week
Specific Course RequirementsNone
Small Group Discovery ExperienceNot applicable in this course
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 SummaryAttendance and participation (Formative NGP)
Clinical pharmacology report (Summative 40%)
Clinical case report (Summative 30%)
Written examination (Summative 30%)
Assessment Related RequirementsNone
Assessment DetailAll assessment tasks are designed to enable students to develop and demonstrate their understanding of core concepts and principles related to managing the adult dental patient within the oral health therapists’ scope of practice. Student assessment, both formative and summative, will be closely matched to the integrated learning and teaching activities and to the clearly defined outcomes and objectives. An emphasis will be placed on the development of self-assessment skills.
Students will work throughout the semester on the assessment tasks outlined. Assessment tasks will be guided by marking rubrics and the course handbook available on MyUni.
Attendance and participation
Student participation will be assessed through attendance and involvement in all aspects of the face to face intensives.
Clinical pharmacology assignment - Incorporating current research, critical analysis, reflective practice and development of applied learning.
Clinical case report
Students are required to prepare and present a patient case report based on a patient for whom they have undertaken an examination, developed a treatment plan and undertaken treatment. The report will be 2000 words and should incorporate current research, critical analysis and reflective practice.
This is a 90 minute barrier assessment where students are required to demonstrate a satisfactory level of knowledge and ability to integrate material from all aspects of the programme in a clinical context. The aim is to assess whether students have a systematic approach to situations, the application of knowledge, problem solving and communication skills with a strong clinical emphasis. The exam will be supervised by School of Dentistry staff
SubmissionThe assignments will be submitted electronically via MyUni Turnitin.
A statement will be provided on the assignment page that states that by submitting the assignment the student acknowledges responsibility for the work contained in the assignment. Assignments must be submitted by 5.00pm on the due date.
Word count will be specified in the handbook and on MyUni.
Students must keep copies of all assignments submitted.
No assignments will be accepted by mail, email or fax without prior written agreement from the course coordinator.
Feedback will be provided on the marked assignment. Assignments will be returned via the MyUni assignment submission system.
Re-submission/redemption of work will be considered according to the University policy
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.
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