ORALHLTH 2201BHO - Dental & Health Science IIOH Part 2

Teaching Hospitals - Semester 2 - 2024

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 develops the knowledge of community needs assessment and health promotion. Topics include: community health needs assessment, health education, health protection, health prevention, program design and program evaluation.

  • General Course Information
    Course Details
    Course Code ORALHLTH 2201BHO
    Course Dental & Health Science IIOH Part 2
    Coordinating Unit Oral Health
    Term Semester 2
    Level Undergraduate
    Location/s Teaching Hospitals
    Units 4
    Contact Up to 7.5 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites ORALHLTH 2201AHO, ORALHLTH 2202AHO, ORALHLTH 2203AHO and ORALHLTH 2204HO
    Corequisites ORALHLTH 2200HO, ORALHLTH 2202BHO and ORALHLTH 2203BHO
    Restrictions Available to Bachelor of Oral Health students only
    Assessment A group assignment, online modules
    Course Staff

    Course Coordinator: Mr Clinton Kempster

    Teaching staff:

    Mr Clinton Kempster
    clinton.kempster@adelaide.edu.au

    Ms Bree Buttress
    brianna.holman@adelaide.edu.au 

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    In order to demonstrate competency in both Parts 1 & 2 of the DHSIIOH course, students will need to meet the learning outcomes for both parts of the course as set out below.


    Semester 1
    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.
    Semester 2
    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)

    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, 2, 3, 4, 5

    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, 3, 5

    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.

    4

    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, 4

    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.

    4, 5

    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.

    1

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    1, 2, 3, 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.

    4, 5
  • Learning Resources
    Required Resources

    All students should factor in the cost of their own e-device (e.g. laptop ). Required learning resources and readings will be provided on-line via the Learning Management System (MyUni). There are no prescribed textbooks, but students will need to access various online resources (including Therapeutic guidelines). Students may need to access other softwares or online resources via the University library (e.g. EndNote).

    Recommended Resources

    Recommended textbooks and peer-reviewed articles will be communicated by teaching staff via the Learning Management System (MyUni). Students are encouraged to choose their resources that take their learning style into account. Materials such as online videos, presentations and documents will be provided via MyUni. Students will be required to submit written assignments via a Turnitin digital submission portal which can be accessed through MyUni. Some online assignments will require the use of Cadmus which can be accessed through MyUni.

    Online Learning

    MyUni will be used as a digital platform to:
    • host online lectures and other learning and teaching activities, resources including supporting documents, videos and external web-links. • communicate course and program related announcements to students.
    • promote student discussion and communication via Collborative Documents or Discussion Boards.
    • enable students to access and complete formative and summative assessments and receive e-feedback.
    These resources will be released at appropriate time points during the semester and available for the duration of the program. Students will also be able to access the Barr Smith Library and access electronic databases, e-books and peer-reviewed resources.

  • Learning & Teaching Activities
    Learning & Teaching Modes
    Teaching and learning activities provided in this course are multi-modal. Staff acknowledge that our student body is has a diverse array of learning styles and hence try to facilitate a learning environment that supports a range of approaches.


    Activities are designed to:

    - enable students to understand major health problems (with particular reference to dental health) in Australian society, and the associated social and environmental factors.

    - provide an opportunity for students to apply the principles, philosophies and role of health promotion to the community with particular emphasis the role of the oral health practitioner, and

    - assist students to continue to develop their research skills in a way that will lead to increased confidence and student autonomy (see the Research Skill Development Framework, page 16 of your yearbook).
    Workload

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

    Students will spend approximately 2-3 hours per week working face to face in class meetings for the first 4 weeks of the course. The next 6 weeks of the program see the students working with a mentor semi-independently on their Small Group Discovery Experience project.

    It is anticipated that students will spend 2-3 hours per week during these times in preparation and assessment.
    Learning Activities Summary
    Assessment is a core academic activity and an essential component of the learning process. Its main purposes are to encourage student learning, to support staff in making judgements about student learning / performance, and to monitor the effectiveness of the learning environment.

    The University has a policy governing Assessment for Coursework Programs: https://www.adelaide.edu.au/policies/700/?dsn=policy.document;field=data;id=1044;m=view. This policy sets out the principles which underpin the University of Adelaide's approach to assessment.

    Assessment Summary & Table
    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).

    Table 1
    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%

    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.

    End of Year Results
    Final grades for performance in BOH 2 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 2 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 IIOH would equate to a university grade of high distinction or a distinction. An unsatisfactory result would equate to a fail grade in DHS IIOH.

    University Grade Scheme 8
    Grade Grade reflects following criteria for
    allocation of grade:
    Reported outcome
    Fail no submission No work submitted for assessments FNS
    Fail A mark between 1-49 F
    Pass A mark between 50-64 P
    Credit A mark between 65-74 C
    Distinction A mark between 75-84 D
    High Distinction A mark between 85-100 HD
    Non-Graded Pass Satisfactory Performance NGP
    Result Pending An interim result RP
    Continuing Continuing CN
    No Formal Examination No Formal Examination NFE

    Grade Descriptors are available on the University website and provide a general guide to the standard of work that is expected at each grade level – see: https://www.adelaide.edu.au/policies/700/

    Final results for each course, including the SAOHE, will be made available through Access Adelaide – see: https://access.adelaide.edu.au/sa/login.asp

    Assessment Activities
    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 / collusion if detected are to be handled.

    https://www.adelaide.edu.au/learning/resources-for-educators/academic-integrity 

    Individual assessment will include a range of assessments on three different topics with clinical application. Individual grades for group assignments may be moderated pending evidence of individual participation.

    Each written assessment task has its own marking criteria. Please check these carefully as you complete each assignment piece. Written work is to be submitted electronically via Turnitin in MyUni (unless authorised otherwise).

    Hurdle Assessments
    As with most health related vocations that include a clinical scope, Oral Health Therapists must possess certain competencies before being permitted to practice. The curriculum in the Bachelor of Oral Health course is designed such that it will support the development of these competency standards for each of its students.

    To identify whether a student has reached a certain level of competency within Dental & Health Science IIOH, all individual assessment pieces are hurdle assessments and have a requirement that students MUST pass in order to move forward onto the next stage of the course. These assessments mandate a minimum level of performance from each student as a condition of passing the course outright.

    Group assessments in the course are NOT hurdle assessments.

    The Assessment for Coursework Policy sets out clear rules for the setting and undertaking of hurdle assessments. It is advisable that students familiarise themselves with these rules along with any hurdle assessments / examinations being used in each of the four BOH Year 2 courses. Where these are in use, teaching staff will provide specific reference and detail in the relevant assessment descriptors on MyUni.

    For more specific information related to assessment tasks, please click on the 'Assessment' tab below. Or, review your BOH Year 2 Yearbook and each associated MyUni site.

    Should a student fail a hurdle assessment, there may be opportunity for students to be offered an 'Additional Assessment' if certain criteria are met. Decisions in relation to the offering of 'Additional' or 'Replacement Assessments' are made at the end of each academic year following both school and faculty academic review.
  • 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: Health promotion online module/quizzes
    Grade: Individual mark
    Weighted: 20%
    Learning Outcomes: 1, 2

    Assignment 2
    Format: Written Plan 
    Grade: Group mark
    Weighted: 10%
    Learning Outcomes: 1, 2

    Assignment 3
    Format:  Conference Poster
    Grade: Group mark
    Weighted: 15%
    Learning Outcomes: 1, 2

    Engagement & Participation
    Active engagement in health promotion group planning, implementation, evaluation and assessment development.
    Weighted: 5%

    Individual Assessment
    Individual assessment across the full year of DHSIIOH are hurdle assessments and must be passed to a Performance Standard of 'Satisfactory' or above. An individual assessment that results in a 'Borderline' assessment may be conceded to a Pass at the end of the year based on other results. An individual assessment that results in a Performance Grade to that below a Borderline result, will be referred to Academic Board for review, where decisions will be made relating to Replacement / Additional Assessment (R/AA) eligibility.

    Student Engagement and 'Active Participation'
    Engagement and participation in group, case or problem based learning activities (including tutorials) are also an assessable requirement.

    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.

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

    You will be required to complete individual and group based assessments. Individual assessments are your own work and reflect the 
    University Policy on Academic Integrity 

    Please review this policy carefully. There will be no exceptions to how cases of plagiarism if detected are to be handled.
    Assessment Detail
     
    Submission

    Unless otherwise indicated, coursework should be submitted electronically via MyUni. Any students experiencing technical difficulties should contact the course coordinators at the earliest opportunity. The deadline time will be strictly enforced according to the digital time displayed by the MyUni portal. Coursework submitted to any location other than those specified will not be accepted. This includes submissions to staff email addresses. Submission dates may be extended only under exceptional circumstances as per the Modified Arrangements for Coursework Assessment (MACA) policy.

    Course Grading

    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.

    This course uses Grade Scheme 8 (shown below). To obtain a pass grade over all in Dental & Health Science IIOH you must obtain an average mark of 50% or more across all assessment.

    * Please note, that some courses may set an assessment achievement 'standard' above that of the reported minimum pass mark under Grade Scheme 8. Where this occurs, there will be explicit reference in both the Course Outline and Year 2 BOH Yearbook.

    Grade Grade reflects following criteria for allocation of grade Reported Outcome
    Fail No Submission No work submitted for assessment FNS
    Fail A mark between 1 - 49 F
    Pass A mark between 50 - 64 P
    Credit A mark between 65 - 74 C
    Distinction A mark between 75 - 84 D
    High Distinction A mark between 85 - 100 HD
    Non-Graded Pass Satisfactory NGP
    Pass Non-Graded^ Satisfactory PNG
    Result Pending An interim result RP
    Continuing Continuing CN
    No Formal Examination No Formal Exam NFE

    Note that the award of the NGP or PNG grade does not allow indication of higher levels of performance than a minimum passing grade.

    The Pass Non Graded (PNG) grade is a temporary grade introduced as part of the University’s efforts to support students during a period of significant disruption caused by COVID-19’.

    Grade Descriptors
    The descriptors are to be interpreted within the context of the year-level of the course and within the scope of the assessment task. (Assessment tasks include examinations, essays, assignments, etc.)

    The descriptors provide a general guide to the standard of work that is expected at each grade level. 

      High Distinction Distinction Credit Pass / NGP / PNG Fail
    General Description Outstanding or
    exceptional work in terms of
    understanding,
    interpretation and
    presentation
    A very high
    standard of work
    which demonstrates
    originality and
    insight
    Demonstrates a
    high level of
    understanding and
    presentation and a degree of originality
    and insight
    Satisfies the
    minimum requirements
    Fails to satisfy the
    minimum requirements
    Reading Strong evidence of
    independent
    reading beyond
    core texts and
    materials
    Evidence of reading
    beyond core texts and materials
    Thorough
    understanding of
    core texts and
    materials
    Evidence of having
    read core texts and
    materials
    Very little evidence
    of having read any
    of the core texts
    and materials
    Knowledge of the topic Demonstrates
    insight, awareness
    and understanding
    of deeper and more subtle aspects of the topic. Ability to consider topic in the broader context of
    the discipline.
    Evidence of an
    awareness and
    understanding of deeper and more
    subtle aspects of
    the topic. 
    Sound knowledge of principles and 
    concepts.
    Knowledge of principles and concepts at least
    adequate to communicate
    intelligently in the topic and to serve as a basis for further study
    Scant knowledge of
    principles and concepts
    Articulation of the argument Demonstrates
    imagination or flair.
    Demonstrates originality and independent thought 
    Evidence of
    imagination or flair.
    Well-reasoned
    argument based on
    broad evidence
    Sound argument based on evidence Very little evidence
    of ability to construct coherent argument
    Analytic and evaluative skills Highly developed
    analytical and evaluative skills
    Clear evidence of analytical and
    evaluative skills
    Evidence of
    analytical and
    evaluative skills
    Some evidence of
    analytical and
    evaluative skills
    Very little evidence
    of analytical and
    evaluative skills
    Problem solving Ability to solve very
    challenging problems
    Ability to solve non-routine problems Ability to use and
    apply fundamental
    concepts and skills
    Adequate problem solving skills Very little evidence
    of problem-solving
    skills
    Expression and presentation appropriate to the discipline Highly developed
    skills in expression and presentation
    Well-developed
    skills in expression and presentation
    Good skills in
    expression and
    presentation.
    Accurate and 
    consistent 
    acknowledgement 
    of sources
    Adequate skills in
    expression and presentation
    Rudimentary skills
    in expression and
    presentation.Inaccurate and inconsistent
    acknowledgement
    of sources

     

    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
  • 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.