Course coordinator: Sinead Wright
Email: sinead.wright@adelaide.edu.au 

Clinic & Simulation Clinic Tutor: Ms Katrina Plastow

Simulation Clinic Tutor: Ms Bree Buttress

Lecturer: Dr Derek Lerche (Radiology & Radiography)

Lecturer: Dr Sabine Selbach (Periodontology)

Please view the Course Timetable for Clinical Practice IOH Part 2 (CP IOH Pt 2) on the relevant MyUni Canvas Course website.

Timetables generated on the 'Course Planner' via Access Adelaide provide minimal information of your required study committment for CP IOH Pt 2.

The Course Coordinator will provide a PROGRAM PLAN on MyUni, which details all Clinical Practice activities, times and venues across the academic weeks of Semester 2.

1	Develop professional attitudes and behaviours; respect for colleagues, staff and empathy for your ‘patient’ whilst working as part of a collaborative team
2	Develop accurate and critical self-evaluation skills by completing a self-monitoring feedback form at the end of each clinic session using specific criteria, to identify strengths, areas that require improvement and to identify strategies to implement in order to improve your performance for the next session
3	Develop the ability to work safely and effectively in the clinic and simulation clinic, and work with a dental assistant as part of a collaborative team whilst undertaking various clinical and simulation activities; applying Standard Precautions and maintaining appropriate patient and operator positions
4	Develop diagnostic skills and apply developing knowledge; using appropriate dental terminology, during clinical and simulation activities; identify normal oral soft, periodontal and hard tissues, the individual variation that can occur and identification of how these tissues can be altered under the influence of common oral diseases; the use and interpretation of dental radiographs, diagnostic casts and dietary histories as adjunctive diagnostic aids
5	Develop an understanding of the role of preventive dentistry in the management of common dental problems; dental caries, gingivitis, tooth wear and dental trauma and be able to implement various preventive measures clinically
6	Develop safe and effective manual dexterity skills; using correct instrument grasps, finger rests and indirect vision, whilst performing a range of simulated and clinical exercises; soft, periodontal and hard tissue charting, alginate impression making, topical fluoride application, prophylaxis, simple scaling, rubber dam and fissure sealant (on natural manikins only) application on manikins and your colleagues

Textbooks

Highly Recommended
Harris NO, Garcia-Godoy F & Nathe CN (2013) Primary Preventive Dentistry 8th ed. Pearson: Prentice Hall, New Jersey

Highly Recommended - Semester 2
Gehrig J, Sroda R, Saccuzzo D (2016) Fundamentals of Periodontal Instrumentation and Advanced Root Instrumentation Eighth Edition | Wolters Kluwer

See MyUni for details

Communications about this course will be via the ANNOUNCEMENTS area on the Clinical Practice IOH MyUni Canvas website and/or via email. Please view Clinical Practice IOH Announcements and check your emails regularly to keep up to date.

Additional course-related resources, such as timetables/programs, lecture handouts/recordings, learning guides/manuals, and group rosters - as well as assessment schedules, assignments, quizzes and student grades are available through MyUni Canvas.  

Research of relevant Journal articles, library resources and wider reading will be an invaluable approach to consolidating integrated learning across all Courses in the 1st year Bachelor of Oral Health program.

MyUni Canvas provides an online opportunity for students to communicate between each other via discussions, group allocations, assignment posts and students are encouraged to utilise when reviewing and discussing topics in preparation for all assessments.

A variety of teaching & learning modes will be used in this stream including:

•    Practical exercises within a: •    Resource sessions
•    Library research, written assignments, group oral presentations and dental practice visits
•    Participation in clinical/simulation tutorial discussions
•    Pre-reading and written activities completed
•    Self, peer and tutor assessment
•    Completion of portfolios, exercises and reflective/summative performance assessment


Learning Guides/Portfolios
Your Learning Guides are a record of each session's activities, and answers to specific questions are to be completed before, during and after the session. Answers may be descriptive and/or require diagrams. You are encouraged to make extra notes about the topics covered, paste in and/or highlight photocopies from relevant journals or books you have resourced.  Be creative!  The more time and effort you put into your learning guides, the greater your depth of knowledge about clinical dentistry will be. This will stand you in good stead for exams and for future revision.

Contact Time

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

100-120 hours in Semester 1 (8-10 hours per week) consisting of:
• 2 resource sessions (2 x 1-2hrs) - either face-to-face or online
• 1 clinical session (3hrs)
• 1 simulation session (2-3hrs)

80-100 hours in Semester 2 (8-9 hours per week) consisting of:
• Variable resource sessions (1-2hrs)
• 1 clinical session (3hrs)
• 1 simulation session (3hrs)
• 8 hours Radiography practicals

Topics Covered

•    Introduction to the clinical environment
•    Infection control
•    Ergonomics and Occupational Health and Safety
•    Patient histories and Oral soft tissue examination and recording
•    Dental Alginate and Impression making
•    Radiology: an introduction and interpretation of intra-oral and extra-oral films•    Radiography: intra-oral practical technique sessions
•    Introduction to Forensic odontology
•    Hard tissue examination and charting
•    Cariology, and non-carious damage to teeth (tooth wear, enamel developmental defects and staining)
•    Plaque (dental biofilm) and its role in dental diseases
•    Introduction to Dental Instruments and Hand pieces
•    Preventive dentistry: •    Introduction to anatomy and function of the TMJ, mandibular movements and occlusal analysis
•    Introduction to dental materials: introduction to composite resin, sealants, glass ionomer cement and alginate
•    Introduction to diagnosis and treatment planning
•    Structure and physico-chemical properties of teeth
•    Introduction to Minimal Intervention Dentistry
•    Rubber dam application
•    Fissure sealants
•    Periodontal tissue examination
•    Periodontal hand instrumentation

Equipment Needed
Tooth Models:    
They are required during Semester 1 & 2 for CP IOH.      

Clinical Coat with Uni logo:    
Available from the Uni Store/Co-op, Adelaide University Campus. Required at the beginning of Week 2 of Semester 1. 

Laboratory Coat with Uni logo:    
Available from the Uni Store/Co-op, Adelaide University Campus. Required at the beginning of Week 2 of Semester 1.       

Safety glasses:    
All students are required to wear safety glasses or safety prescription glasses when working in the clinic or laboratory that comply with Occupational Health and Safety requirements.  Students will be fitted in Week 1 - Required from Week 2 of Semester 1.    

Instrument Kits:    
All students are required to purchase dental instruments for Clinical Practice. These instruments are required for various simulation exercises in the 1st and 2nd year of the BOH program. The purchase of these instruments will be organised in preparation for Semester 1 & 2 activities. More information will be available from Adelaide Dental School and University communications upon enrolment in the Course.

Clinic feedback book:    
All students are required to bring it to all clinic sessions for clinical feedback. This book of feedback forms is used throughout the BOH program. It is provided to students by the Adelaide Dental School.

Assessment Format	Task Type	Weighting	Learning Outcome(s) being addressed
Infection Control assignment	Clinic Group assignment	NGP	1-3
Dental Simulation Clinic – Semester 1	Incorporates all aspects of performance – Refer to the CP IOH Assessment Criteria & Standards	NGP	2-6
Clinic – Semester 1	Incorporates all aspects of performance – Refer to the CP IOH Assessment Criteria & Standards	5%	1-6
Integrated Semester 1 written assessment	Combined D&HS and Clin Prac 2.5 hr paper	25%	4-6
Clinic visits assignment	Written assignment	NGP	1-4
Radiography	Portfolio (NGP) & practical assessment (5%)	5%	3-6
Dental Simulation Clinic – Semester 2	Incorporates all aspects of performance – Refer to the CP IOH Assessment Criteria & Standards	10% (Hurdle 1)	2-6
Clinic – Semester 2	Incorporates all aspects of performance – Refer to the CP IOH Assessment Criteria & Standards	15% (Hurdle 2)	1-6
Semester 2 written assessment	2 hour written paper	40% (Hurdle 3)	4-6

A uniform system of clinical performance is used in all years of both BDS and BOH programs. It is based on self-assessment and it:
• gives you direct input into your clinical feedback and learning experiences
• encourages you to reflect on the learning process as a whole
• teaches you to reflect on and assess the quality of your clinical work using a standardised assessment procedure
• encourages you to learn by receiving regular feedback
• encourages you to accept responsibility for what you say and do in the clinic
• includes objective measures of clinical performance in each discipline
• helps develop life-long learning skills.

Wherever possible, each session will have time allocated for you to:
• review with your tutor what you propose to do for each patient for the session
• debrief to self-assess your performance and discuss feedback with your tutor.

You need to follow up learning issues that have been raised during the assessment process by researching the relevant information or by taking steps to improve aspects of your clinical work that have been identified as requiring improvement.

You will have further opportunity for reflection and sharing experiences with peers during regular debriefing sessions.

You are required to keep and maintain detailed up-to-date information about your work in the clinic throughout the year. You will be issued with a clinic feedback booklet, which you must have with you at each clinic session.

Learning can be defined as a change in understanding. Therefore it is your responsibility to demonstrate improved understanding in relation to your knowledge, skills and attitudes throughout the year. The assessment process is designed to provide you with feedback on your progress.

You will be given a Clinical Assessment Criteria & Standards booklet describing specific skills criteria for the clinical procedures that you undertake in the Clinical Practice course. The criteria for the assessment of Infection control, Knowledge base, Interpersonal skills and Professional behaviour are common to all procedures and disciplines.

Please have the Clinical Assessment Criteria booklet with you in the clinic during every session.

Both you and your tutor will use these standard criteria. If your assessment differs significantly from that of your tutor’s, the reason(s) should be recorded during the self-assessment process.

On completion of a clinical procedure, you are required to self-assess your work in your clinic feedback booklet. You should identify strengths, areas needing improvement and strategies for improvement. You are then required to seek feedback from your tutor about your clinical performance.

It is your responsibility to seek these assessments from your tutors.

If you choose not to carry out self-assessment, your tutor will mark your performance as unsatisfactory.

Tutors will record details of student activities in the clinic and whether or not you have self-assessed your work regularly.

You need to follow up learning issues that have been raised during the assessment process by researching the relevant information or by taking steps to improve aspects of your clinical work that have been identified as requiring improvement.

Note: You should be aware that your final grade in the clinical component of Clinical Practice is not just the sum of individual assessments in your clinic feedback booklet. These assessments are formative comments and provided to help you with your learning. Your final assessment will be based on an overall review of your knowledge, skills and attitudes in a clinical context. You should discuss your overall performance with your tutors and coordinators throughout the year.

• Clinic, Simulation Clinic, Perio and MI Clinic will have approximately equal weighting
• The Clinical/Practical component will contribute 35% and the written assessments will contribute 65% towards your final mark in Clinical Practice I OH.

However you must reach a satisfactory standard in each area to pass Clinical Practice I OH.

Further information about the practical assessment component will be given during resource sessions. However, it is important to note that the final assessment for each semester is based upon the standard obtained towards the end of the assessment period. It is not based on an average of the entire semester.

Every effort will be made to help students identify areas in which difficulty is being experienced, and to provide help to remedy problems. If you are aware that you are having difficulty with any part of the course, please see one of your tutors or the Course Co-ordinator.

Students are responsible for monitoring their own learning and should therefore be familiar with the Clinical Assessment Criteria and Standards. Clinic and sim clinic tutors provide verbal and written feedback related to the assessment criteria and standards to students during each session to assist their learning and development. Students should be proactive with their tutors to seek feedback on their progress. This includes identifying and discussing areas that require improvement and seeking assistance to identify and implement realistic strategies for improvement.

Description of assessment types

Formative Assessment
Ongoing feedback on your performance during your assessment tasks is for your benefit and allows you to assess how you are progressing in CP I OH. It also provides the staff with opportunities to monitor your performance, both theoretical and practical. It is your responsibility to incorporate this feedback into your approach and strategies for your learning.

You should use each source of formative feedback that you receive to monitor your own performance and implement strategies to address any issues. Students that have not achieved a satisfactory standard may be required to meet with the course coordinators and present strategies for improvement.

Summative Assessment
Written assessments and their weightings are detailed in the table above.

Further information about the practical assessment component will be given during class meetings. However, you should be aware that your final grade in the clinical component of Clinical Practice is not just the sum of individual assessments in your self-assessment booklet. These assessments are formative comments and provided to help you with your learning. It is also important to note that the final assessment for each semester is based upon the standard obtained towards the end of the assessment period. It is not based on an average of the entire semester.

Your final assessment will be based on an overall review of your knowledge, skills, attitudes and professional behaviour in a clinical context. You should discuss your overall performance with your tutors and mentors throughout the year.

Assessment Overview

Hurdle 1: Practical component – Simulation clinic
Assessment addresses application of knowledge, clinical information review, diagnostic and management skills, practical/technical skills, professional behaviour and interpersonal skills (refer to Simulation Clinic Assessment Criteria and Standards Book).

You are responsible for monitoring your own learning and therefore you should be familiar with the Simulation Clinic Assessment Criteria and Standards (refer to MyUni). Sim clinic tutors provide verbal and/or written feedback related to the assessment criteria and standards to you during each session to assist your learning and development. You should be proactive with your tutors to seek feedback on your progress. This includes identifying and discussing areas that require improvement and seeking assistance to identify and implement realistic strategies for improvement.

Hurdle 2: Practical component – Clinic
Assessment addresses application of knowledge, clinical examination, diagnostic and management skills, practical/technical skills, professional behaviour and interpersonal skills (refer to Clinical Assessment Criteria and Standards Book).

You are responsible for monitoring your own learning and therefore you should be familiar with the Clinical Assessment Criteria and Standards. Clinic clinic tutors provide verbal and/or written feedback related to the assessment criteria and standards to you during each session to assist your learning and development. You should be proactive with your tutors to seek feedback on your progress. This includes identifying and discussing areas that require improvement and seeking assistance to identify and implement realistic strategies for improvement.

The final standard rating in the Clinical component of CPIOH is not just the sum of individual assessments in your self-assessment booklet. These assessments provide feedback to help you with your learning. Your final assessment is based on an overall review of your clinical examination, diagnostic and management skills, practical/technical skills, professional behaviour, and interpersonal skills in the clinic context across the whole academic year. This includes overall professional behaviour, such as attendance and monitoring your own performance.

Hurdle 3: Written Assessment – Semester 2
To pass the CPIOH course overall you must achieve a satisfactory standard and therefore a grade of a Pass or above in the written assessment at the end of semester 2. The written examination covers material from both semesters 1 & 2. It assesses understanding relating to theoretical aspects of Semester 1 & 2 content and addresses application of knowledge, diagnostic and management skills. The satisfactory standard for this hurdle assessment is set at a minimum 60%.

All assignments should comply with instructions given in each assignment. Please see the Student Undergraduate Handbook or MyUni for detailed assignment requirements. Assignments should have the School of Dentistry Cover sheet attached which are available from the Adelaide Dental School office located on the 5th Floor, ADH. Submission may be made through the electronic drop box, (if applicable) or in the assignment box located on the 5th floor of the Adelaide Dental Hospital.

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. 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 CP IOH would equate to a university grade of high distinction or a distinction. An unsatisfactory result would equate to a fail grade in CP IOH.

Changes made to CP IOH (based on teaching staff and SELT reflection)   

Each year we ask students to complete an evaluation 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 School of Dentistry’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
•    Mid-year exam integrated with Dental & Health Science IOH – format and content revised
•    Focus on assessing appropriate professional and ethical behaviour in all learning environments
•    Use of Non-graded pass and group assignments to encourage collaboration and teamwork
•    Scheduled periodontal instrumentation tutorials in a simulation environment
•    Students purchase own instrument kits (Periodontal scalers and Minimal Intervention) to allow self-directed learning as an adjunct to clinic and simulation sessions.