ORALHLTH 2201AHO - Dental & Health Science IIOH Part 1

Teaching Hospitals - Semester 1 - 2018

This course aims to build upon the knowledge gained in first year, as well as introduce new areas of contemporary dental practice. It consolidates the role of the oral health practitioner in community dental health issues and further develops the knowledge of cariology, tooth wear and fluoride. Topics include: social determinants of disease, community health, risk assessment, association versus causation, the impact of public water fluoridation and fluoride vehicle efficacy.

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Course Details

Course Code	ORALHLTH 2201AHO
Course	Dental & Health Science IIOH Part 1
Coordinating Unit	Oral Health
Term	Semester 1
Level	Undergraduate
Location/s	Teaching Hospitals
Contact	Up to 7.5 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	ORALHLTH 1201A/BHO & ORALHLTH1200HO
Corequisites	ORALHLTH 2202AHO/BHOH, ORALHLTH 2203AHO/BHO & ORALHLTH 2204AHO/BHO
Restrictions	Available to Bachelor of Oral Health students only
Assessment	assignments, a written exams, online modules

Course Staff

Course Coordinator: Mr Clinton Kempster

Teaching staff:

Clinton Kempster
clinton.kempster@adelaide.edu.au

Jenny Miller
jennifer.miller@adelaide.edu.au

Course Timetable

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

Course Learning Outcomes

On completion of the stream you will be expected to be able to:

1. Recognise and explain the complex multi-factorial aetiology of dental caries (including the development of the initial lesion), factors relating to the process of the demineralisation and remineralisation of teeth and broader social determinants including family, community and environmental factors.

2. Demonstrate knowledge of the role of fluorides particularly with regard to historical background, physiology, the effect on the oral ecology and tissue changes observed over time.

3. Understand and explain the natural phenomenon of toothwear and to be competent in assessment and management when this is occurring at a rate beyond normal.

4. Define the terms health, health education, health promotion and apply them to the general and dental health setting in the management of individual patients and community groups.

5. Describe the Ottawa Charter and Jakarta Declaration through the process of planning, developing, implementing and evaluating a group health education / promotion project.

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
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, 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	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	1, 2, 3, 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	4, 5
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	4, 5

Learning Resources
Required Resources
Texts:
1. HarrisNO&Garcia-GodoyF(2004)PrimaryPreventiveDentistry6th EdPearson Prentice Hall
1. Kidd E (2005) EssentialsofDentalCaries – ThirdEdition,Oxford,UK
1. Naidoo J & Wills J (2009) Health Promotion: Foundations for Practice (3rd Ed) London:BailliereTindall
Recommended Resources

Cariology& Prevention:

- Burt B & Eklund S (1992), Dentistry, Dental Practice and the Community (4thEd), WB Saunders Co.: Pennsylvania.

- Fejerskov O & Kidd E (2008), Dental Caries: The disease and its Clinical Management.

– Second Edition, Blackwell Munksgaard, Oxford, UK.

- Newbrun E (1989), Cariology, Quintessence Publishing Company.

- Ekstrand J, Fejerskov O & Silverstone L M (1988), Fluoride in Dentistry, Munksgaard.

- Elderton R J (1989), Positive Dental Prevention, Heinemann Medical Books.
Learning & Teaching Activities

Learning & Teaching Modes

Class meetings/Case based activity

2 -3 hours of class meetings, case base activities and/or resource sessions per week.

These sessions will be used for introducing and exploring topics, but may also be used for interactive learning, student presentations, discussions and assessments. The times of the sessions and room allocations will vary depending on the structure of the session. Students will be advised of these as necessary throughout the course of the year.

Research Skill Development Framework

The RSD framework has been instrumental in helping to align the development of your academic skills with your clinical competencies to promote students to become evidence based, holistic practitioners. Dental & Health Science IIOH will again be using the RSD framework to inform curriculum design, plan student activities, provide a vehicle for evaluation and drive student assessment. We are looking for students to have skills developed at level 3 by the completion of this course.

One of the key advantages of using the RSD framework is that it challenges you to continue todevelop your own ‘curiosity’ as a health practitioner. It maps out the skills required (or the ‘6 sides of clinical problem solving’ if you like) to be able to provide the level of patient care that the public demands in Australia today. Whether you are find yourself in health care administration, management, providing clinical services or researching and analytics, the RSD paves the way for you to identify certain skills required for you to reach your personal goals. If you weren’t familiar with it enough in first year, you will have a good opportunity to review it again in BOH 2.

Workload

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

On average students should expect 2-3 hours per week of face to face contact time and approximately 2-3 hours per week in preparation and assessment.

Learning Activities Summary

Details will be made available on MyUni.

Small Group Discovery Experience

Students do undertake a Small Group Discovery Experience (SGDE in Part 2 of this course).
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

Assignment 1

Format: Essay - Dental caries

Grade: Individual mark

Weighting: 25%

Assignment 2

Format: Online Module - Toothwear

Grade: NGP

Assignment 3

Format: Literature review and tutorial participation - Fluoride

Grade: Individual mark

Weighting: 25%

Assessment Related Requirements

ASSESSMENT RULES

You will be required to complete individual and group based assessments. Individual assessments are your own work and reflect the University Policy on Academic Honesty. Please review this policy carefully. There will be no exceptions to how cases of plagiarism if detected are to be handled.

http://www.adelaide.edu.au/elc/policy/plagiarism.html

Individual assessment will include a range of assessments on three different topics with clinical application.

Each written assessment task is to be submitted electronically via Turnitin (unless authorised otherwise by you coordinator).

To obtain a pass grade over all in this stream you must obtain an average mark of 50% or more for the year's work, and you must obtain a mark of 55% or more for your work in Semesters 1 and 2. Redemption of any unsatisfactory assessment tasks will be at the discretion of the course coordinator and may be dependent on other results.

The requirements are that you must sit for / attend / and perform to a satisfactory standard all specified assessment pieces.

Attendance to and participation in case or problem based learning activities (including tutorials) and research based exercises are also a problem.

FEEDBACK

You will receive feedback from a variety of sources. Onging feedback of your performance during your assessment tasks is for your benefit and allows you to validate how you are progressing in DHSIIOH Part 1. 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.
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Assessment Detail

Assessment detail will be provided on enrollment via MyUni.

Submission

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