ORALHLTH 1204AHO - Population Health & Professional Practice IOH Part 1

Teaching Hospitals - Semester 1 - 2024

This course has been designed to introduce concepts of academic and research skill development to support study, the students' role as a graduate oral health professional and the requirement for continual professional development/research. Evidence-based dentistry will provide students with an appreciation of the nature and scope of epidemiology and statistics applied to dentistry. It will provide the students with an understanding of different study designs used in dental research and a working knowledge of basic statistics, interpretation and data analysis. Topics will be introduced in resource lectures, online learning mediums and workshops. Problem-based learning topics will be presented where applicable and student learning will be supported by independent and group research and discussion. The student is also required to monitor their own learning by providing feedback to each other as well as incorporating feedback from colleagues and staff.

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Course Details

Course Code	ORALHLTH 1204AHO
Course	Population Health & Professional Practice IOH Part 1
Coordinating Unit	Oral Health
Term	Semester 1
Level	Undergraduate
Location/s	Teaching Hospitals
Contact	Up to 3-4 hours per week
Available for Study Abroad and Exchange	N
Corequisites	ORALHLTH 1201AHO, ORALHLTH 1202AHO and ORALHLTH 1203AHO
Restrictions	Available to Bachelor of Oral Health students only
Assessment	Assessments are multi-modal and include assignments, providing brief responses to case studies, quizzes, simulated patient interactions and presentations to peers.

Course Staff

Course Coordinator: Dr Kostas Kapellas

Other Teaching Staff:

Dr Dandara Haag dandara.haag@adelaide.edu.au

Dr Eleanor Parker eleanor.parker@adelaide.edu.au

Dr Dimitra Lekkas dimitra.lekkas@adelaide.edu.au

Course Timetable

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

Course Learning Outcomes

On completion of the Professional Studies I OH students should be able to:

1. Demonstrate skills and attitudes required of a self-directed learner, including the ability to: identify a researchable question, to find and generate reliable data, to evaluate collected material, to organise information, to analyse and synthesise that material then communicate messages / findings effectively.

2. Understand the requirements for academic honesty and demonstrate an ability to use the contemporary Harvard Referencing system as a basic level for information source acknowledgment.

3. Demonstrate the ability to plan and execute effective communication in a range of settings and describe ways in which effective communication is achieved.

4. Evidence Based Dentistry Summary:

• Describe the main types of measures of effect according to outcome types in oral health epidemiology

• Understand and interpret risk differences, risk ratios, prevalence ratios, odds ratios and mean differences

• Explain the differences, applicability and magnitude of absolute and relative measures of effect for binary and continuous outcomes

5. Population Health Summary:

• Discuss the concept of Public Health and its importance in preventing and managing health conditions

• Describe the main methods for epidemiological case definitions of dental caries, periodontal diseases and tooth loss

• Describe the global and Australian patterns of the most prevalent oral conditions

• Discuss the concept and importance of Epidemiology for Public health

6. Implement into practice the personal requirements for health professionals today (including cultural sensitivity and patient centered care) in an Australian context.

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)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1-6
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1,2
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	3,6
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1,2,3,6
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	6
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	6
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	1-4
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1,6

Learning Resources

Required Resources

None.

Recommended Resources

Hoffman T, Bennett S & Del Mar C 2010, Evidence-Based Practice: Across the Health Professions, Elsevier, Australia
Barkway P 2009, Psychology for Health Professionals, Elsevier, Australia
Humphris, G & Ling, M 2000, Behavioural Sciences for Dentistry, Harcourt, UK
O’Toole, G 2008, Communication – Core Interpersonal Skills for Health Professionals, Elsevier, Australia
Purtilo, R & Haddad, A 2002, Health Professional & Patient Interaction, 6th Ed, W.B. Saunders Company, USA.
Rollnick, S, Mason, P & Butler, C 1999, Health Behavioural Change- A guide for practitioners, Churchill Livingstone, UK.
Summers, J & Smith, B 2004, Communication Skills Handbook: How to succeed in written & oral communication, Wiley, Australia
Bretag T, Crossman J & Bordia S 2009, Communication Skills Revised, McGraw Hill, Australia
Anderson J & Poole M 2001, Assignment & Thesis Writing 4th Edition, Wiley, Australia

Online Learning

There will be detailed information on the online learning requirements of this course given by the coordinator.
Learning & Teaching Activities
Learning & Teaching Modes
- Class meetings & lectures
- Tutorials
- Workshops
- Experiential learning
- Contextualised scenarios and learning exercises
- Group activities
- Hands-on workshops and library research
Workload

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

Approximately 2-3 hours contact per week plus 2-3 hours per week non-contact preparation, online activity, research and review.

Learning Activities Summary

Small group work, oral presentation, simulated communication experiences, research skill development, writing and reading skill development, essay and report preparation

Specific Course Requirements

None

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 Summary

Assessment in Population Health & Professional Practice IOH is multi-modal. This creates a more equitable assessment where there are opportunities for students to demonstrate existing strengths and perhaps develop others through involvement in a range of alternative formats.

Assessment task	Due date	Weighting	Hurdle	Learning outcomes addressed
Library ADS Quiz, Academic Integrity Mandatory Quiz, and Harvard Referencing Quiz	Sem 1	NGP	Yes	1,2
Infection control assignment	Sem 1	NGP	No	1,2
EBD test of understanding 1	Sem 1	25%	No	1,4
EBD test of understanding 2	Sem 2	25%	No	1,4
EBD & Population health assignment	Sem 2	25%	Yes	1,2,4,5,6
VPP reflections	Sem 2	15%	No	3,6
Culture & Health assignment & presentation	Sem 2	10%	No	1,2,3,5,6

Assessment Related Requirements

As some of the assessment tasks are online, students will need access to a device with internet connectivity

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 assessments, clinics and simulation clinic sessions: E, G, S, B and U (see MyUni for descriptions).

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.

Assessment Detail

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, and assignments relating to the EBD & Population health and Culture & Health topics. The presentation component comprises of a small group presentation at the end of semester 2.

PH&PP IOH assessment overall consists of one hurdle, see summary table above. More details are provided in MyUni.

Hurdle 1: EBD & Population health assignment

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 PH&PP IOH (see summary table for details). To pass this assessment, you must complete the assignment 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.

Submission

Submission of all summative written assessments via Turnitin / MyUni.

Course Grading

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.

This course uses the Grade Scheme 8.

Final results for this course will be made available through Access Adelaide.

Student Feedback

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.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

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.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator