Course Coordinator: Katrina Plastow
Phone: +61 8 8313 8068
Email: katrina.plastow@adelaide.edu.au 
Location: Level 10, AHMS Building
Work days: Mon-Tues, Thurs-Fri

Further information will be made available in MyUni.

1	describe the healthy oral cavity and the normal appearance of the morphology of teeth, using basic dental terminology, by utilising your developing clinical reasoning skills to analyse a patient's clinical presentation and explain the range of normal variability in the appearance, development and relationships of oral tissues and teeth
2	discuss the nature and aetiology of common dental anomalies and diseases, and the approaches used to prevent the common dental diseases (eg caries and gingivitis) at both the individual patient and community level
3	discuss theories of behavioural science and lifespan development in the context of oral health, explain factors influencing communication and anxiety, and the principles of behaviour modification, motivational strategies and approaches used to facilitate positive oral health behaviours in patients within their developmental context
4	explore the role of nutrition for a variety of age groups, relate this to cultural factors and lifestyle choices, explain why modifications may need to be made and develop recommendations and alternatives for patients to optimise their oral and general health using your developing knowledge of current Australian dietary guidelines
5	pro-actively manage your own learning, including self-evaluation, organisation, accessing and evaluating information, seeking advice and assistance, and working collaboratively

Textbooks

Highly recommended – semester 2:

Barkway P & O'Kane D 2019 Psychology: an introduction for health professionals Australia: Elsevier

Casamassimo PS, Fields HW, McTigue DJ & Nowak A 2013 Pediatric dentistry: Infancy through adolescence 5th ed. St Louis: Elsevier Saunders

Welbury RR, Duggal MS & Hosey M-T (Eds) 2018 Paediatric dentistry 5th ed. Oxford: Oxford University Press

Whitney E, Rolfes SR, Crowe T & Walsh A 2019 Understanding nutrition: Australia and New Zealand edition 4th ed. Australia: Cengage Learning

General references – semester 2

See MyUni for details

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.

A variety of learning modes will be used in this course including:

•    a number of dentally related situations and cases
•    small group meetings related to patient cases and SGDE, including discussions and presentations
•    resource sessions
•    on-line resources
•    practical exercises
•    tutorials
•    research and assignments

Contact Time

60h/semester, 5-6 hours per week consisting of:

Semester 2 | Topics Covered

•    Behavioural science in dentistry
•    Theories of learning
•    Principles of behaviour change
•    Management of dental fear and anxiety
•    Developmental psychology: development across the lifespan
•    Nutrition and oral health

None.

Assessment Task	Assessment Type	Due Date	Weighting	Learning Outcome(s) being addressed
Tests of understanding	Formative	Semester 1 Weeks 4, 7, 10	NGP	1, 2
Journal club – prevention	Formative/Summative	Semester 1 Weeks 7-11	15%	1, 2
Practical exercise – Tooth identification	Summative (Hurdle)	Week 10	NGP	1
Patient cases and tutorial exercises incl. tooth drawings	Formative/Summative	Semesters 1 & 2 Weeks 1-12	10%	1-5
Combined Semester Assessment – DHS & ClinPrac	Summative (Hurdle)	Semester 1 Exam week	40%	1-2, 5
Written assignment – developmental psychology report	Summative (Hurdle)	Semester 2 Week 8	25%	3, 5
Nutrition & oral health presentations - discovery learning	Formative/Summative	Semester 2 Week 12	10%	4-5

This is a year-long subject across two semesters, with foundation knowledge taught earlier in the course, then developed and applied in the second.

Formative Assessment
The formative assessment activities in each semester include questions and activities in classes, discussion board, on-line activities and quizzes. These are designed to help you learn and apply key concepts, to give you feedback on your progress, and to provide experience in the question formats used. You should use each source of formative feedback to monitor your own performance and implement strategies to address any issues.

Summative Assessment
The summative assessment consists of written, practical and presentation components. The written component comprises summative online tests, workbook and journal club, written reports and a written examination at the end of semester 1. The practical component consists of tooth drawing and identification. The presentation component comprises of a small group presentation at the end of semester 2.
DHS IOH assessment overall consists of three hurdle requirements, see below. These are core assessment tasks (compulsory elements) that must be attempted and passed in order to pass the course.

Hurdle 1: Tooth Identification test
Assessment comprises a practical test of understanding relating to theoretical aspects of dental anatomy and tooth morphology. The satisfactory standard is set at a minimum 8 out of 12 teeth correctly identified.

Hurdle 2: Semester 1 assessment (part 1)
This component comprises a written assessment at the end of first semester. Due to the integrated nature of the content of Dental & Health Science IOH and Clinical Practice IOH, both courses are assessed in one assessment paper – part 1 is attributed to assessment for this course, and part 2 contributes to the Clinical Practice IOH course results.
It assesses understanding relating to theoretical aspects of semester 1 content and addresses application of knowledge, diagnostic and management skills. The satisfactory standard for this hurdle assessment is set at a minimum 60%.

Hurdle 3: Developmental psychology report
This component comprises a written report. You will be expected to demonstrate a satisfactory level of knowledge and ability to integrate material from all courses in a clinical context. The aim is to assess whether you have a systematic approach to research, the application of knowledge, integration of information and written communication skills (including referencing) in academic writing.
This written component contributes 25% to the overall grade in DHS IOH (see Table 2 for details). To pass this assessment, you must complete a written report to a satisfactory standard, and achieve an overall mark of 60% or more.

For students who obtain a Borderline Fail grade (50-59%) in an assessment exercise, an opportunity for redemption may be provided at the end of the year.

Tests of understanding | Semester 1
To assist you in achieving the course’s objectives and to offer you ongoing feedback opportunities, tests of understanding will be scheduled in semester 1. These tests are formative and will not count towards your grade, but will assist you in the consolidation of the knowledge you will have gained in the course up until that point. They will also give you feedback as to your areas of strength and weakness, and will assist in the preparation for the end of semester examination.

Journal club - Prevention | Semester 1
Journal club has been designed to complement your studies related to the aetiology and prevention of caries and gingivitis. It also supports your learning in evidence-based dentistry (EBD1). For this assessment activity, you are required to undertake more general research on a number of preventive strategies. You will need to read relevant journal articles, undertake additional research, prepare responses to focus questions and demonstrate your knowledge and understanding by participating in class discussions.

Practical exercise - Tooth identification | Semester 1
Your knowledge of dental morphology will be assessed in semester 1 – you will be given a number of natural teeth (including permanent and deciduous teeth) and be required to identify each of these correctly.

Patient cases and Tutorial exercises | Semester 1 and 2
These sessions are designed to provide you with a range of exercises that allow you to explore the content material in a more applied approach. Some sessions will require preparation and pre-reading, whilst others will allow you to undertake workbook exercises with tutor support and direction. Your preparation for and participation in case-based learning and tutorial sessions contributes to your grade in this course.

You are required to complete tutorial exercises prior to each tutorial. These exercises, tooth drawings and revision quizzes enable you to assess your progress in this course as well as provide opportunities to receive feedback from facilitators.

Combined Semester Assessment DHS & Clinical Practice assessment | Semester 1 (Exam week)
The mid-year assessment will consist of a number of questions relating to both the D&HSc and Clin Prac courses. The aim is to assess whether you have a systematic approach to situations, and can demonstrate the application of knowledge and integration of information across courses. It is to your benefit to make sure that you are working consistently throughout the semester and have a good grasp of the course content and learning processes. There is no end of year examination for this course.

Written assignment - Developmental psychology report | Semester 2
This report will provide you with the opportunity to overview more challenging stages of the lifespan, and relate these to strategies for improving health and care for dental patients. For this report you are required to research and review the theories which impact on the development of learning and behaviour at various stages of the lifespan, and consider how these theories assist in understanding and managing the dental patient.

Nutrition & oral health presentations – discovery learning | Semester 2
In a small group, you will research a cultural group in Australia (this may be a religious, migrant or refugee group), or a group with particular needs relating to their oral condition, or a group for whom nutritional requirements may need to be specifically considered as a result of their age or medical condition. You are required to describe the considerations of nutritional intake applicable to this group and the relationship with, or impact on, oral health in conference-style class presentations.

Submission of assignments varies depending on the assessment activity.
Written assignments are required to be submitted via Turnitin.
More detailed information on submission process and requirements will be available through MyUni.

In the BOH Program, criterion-based assessment is used with reporting of results wherever possible using a graded system rather than a 0-100 marking scheme. A non-graded scheme (satisfactory or unsatisfactory) may also be used to report performance within some components of the course.

During the year the School uses the following grades to indicate categories of performance for written examinations, clinics and simulation clinic sessions: E, G, S, B and U (see Table 1).

It is important to understand that if your performance is deemed borderline, you have not obtained a satisfactory grade i.e., your performance demonstrates a range of concerns because you are not yet meeting the learning outcomes and performance standards at that stage.

Refer to section ‘End of Year results’ for information regarding final grades which are included in your Academic transcript.

Table 1: Categories of performance

Grade | Category of performance | Score: for pass standard = 55%
E | Excellent | >80%
G | Good | 70-79%
S | Satisfactory | 60-69%
B | Borderline* | 50-59%*
U | Unsatisfactory | <50%
* NB this category is not used at the end of year.

End of year results
Final grades for performance in BOH 1 are awarded in accordance with the University Grade Scheme 8 (see Table 3). At the end of semester 2, the grades E, G, S and U are used to indicate categories of performance in all Year 1 courses. The School Assessment Board converts the categories of performance into an overall grade for each course (HD, D, C, P, F) for reporting to the University and for inclusion on your academic transcript. For example, an excellent level of achievement in DHS IOH would equate to a university grade of high distinction or a distinction. An unsatisfactory result would equate to a fail grade in DHS IOH.

Table 3: GS8: Grade Scheme 8*

Grade | Grade Description (% Mark) | Reported outcome
High Distinction | 85+ | HD
Distinction | 75-84 | D
Credit | 65-74 | C
Pass | 50-64 | P
Fail | 49 or less | F

Students can access final results via Access Adelaide. It is important that all assessment components are completed successfully. If an assessment item is not completed successfully a review meeting with the course and/or year co-ordinator may be scheduled in order to discuss the possibility of remedial strategies. For students who obtain a Borderline grade in a component of Dental & Health Science, an opportunity for redemption may be provided at the end of the academic year.

Replacement/Additional Assessments

Students are also advised to become familiar with the University’s Modified arrangements for Coursework policy related to Replacement and Additional Assessments https://www.adelaide.edu.au/policies/3303/

NOTE: It is critical that students remain in Adelaide until final BOH 1 results are made available in Access Adelaide, or be prepared to return to Adelaide if offered the opportunity to sit a Replacement/Additional Assessment/examination.
Dates for R/AA examinations are set by the University Exams Office in advance. Please refer to the Examinations website for key exam dates at https://www.adelaide.edu.au/student/exams/examinations/examination-timetable-release-dates

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
•    patient cases – format and content revised
•    Mid-year exam integrated with Clinical Practice – format and content revised
•    Introduction of journal article reviews to support learning in prevention and evidence-based dentistry (EBD 1)
•    Additional on-line resources