ORALHLTH 3204AHO - Oral Health Elective IIIOH Part 1

Teaching Hospitals - Semester 1 - 2017

This course aims to provide the student with the necessary research skills to undertake a major study and the opportunity to focus on a major research assignment to enhance their role as an oral health practitioner. Topics include research methodology and a major assignment.

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Course Details

Course Code	ORALHLTH 3204AHO
Course	Oral Health Elective IIIOH Part 1
Coordinating Unit	Oral Health
Term	Semester 1
Level	Undergraduate
Location/s	Teaching Hospitals
Contact	Up to 7 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	ORALHLTH 2200HO
Corequisites	ORALHLTH 3201AHO/BHO & ORALHLTH 3202AHO/BHO
Restrictions	Available to BOH students only
Assessment	written reports, presentations

Course Staff

Course Coordinator: Dr Suzanne Gardner

Course Timetable

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

Course Learning Outcomes

On the successful completion of this course, the graduate should attain the cognitive skills to critically analyse, consolidate and synthesise knowledge and work cooperatively with peers and will be able to:

1 Assess and translate a body of knowledge of sufficient depth to begin professional practice

2 Apply research methodologies, policy and scholarly research related to oral health issues to generate a scientific journal article and presentation

3 Demonstrate effective problem solving skills, applying logical, critical and creative thinking to a chosen area of oral health practice

4 Work both autonomously and collaboratively as a professional in the development of research outputs demonstrating effective communication, ethical principles and social responsibility

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
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
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	3,4
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	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	1,4
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	3,4

Learning Resources

Required Resources

Nil

Recommended Resources

Nil

Online Learning

Nil
Learning & Teaching Activities

Learning & Teaching Modes

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

·        resource sessions

·        small group meetings related to SGDE

·        on-line resources

·        research and assignments

Workload

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

Contact Hours

40h/semester, consisting of:

4-5 class meetings (during preclinical academic weeks)

Small group meetings (upto an hour each fortnight or as required)

Self-directed group and individual study (up to 3 hours allocated each week)

Learning Activities Summary

Topics Covered:

·        scientific methods and research questions

·        research/study design

·        literature review and critical analysis

·        report writing

Specific Course Requirements

None

Small Group Discovery Experience

The University of Adelaide has committed to a pedagogical approach that incorporates several aspects of scholarship. A key component of the Beacon of Enlightenment strategic pedagogical approach is that all students commencing in 2014 will experience a "Small-Group Discovery Experience" (or SGDE for short) in at least one course in every year of their degree program.

The Core Concepts upon which the SGDE pedagogical approach is based include goals that students will discover (or rediscover) learning as Intellectual Challenge, and develop a Scholarship of Discovery to inspire them toward learning and lifelong learning

To accomplish this learning journey, students will develop research skills, and learning and teaching delivery modes used will require students to engage actively with their discipline content. This active learning process will engender a commitment to knowledge for its own sake, and consequently learning to follow an investigation, in a disciplined fashion, wherever it may lead.

You will undertake SDGE to explore a new or expanding area of practice in an oral related area. Working with an experienced academic, you will undertake small group work as a collaborative project culminating in the group developing a scientific journal article and presenting and sharing their research with the larger class.
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

Research proposal
Formative/Summative
Week 7, semester 1 10%
Learing outcomes 1-4

Progress report
Formative/Summative
Week 13, semester 1   15%
Learning outcomes 1-4

Journal article and reflection
Formative/Summative
Week 9, semester 2    50%
Learning outcomes 1-4

Presentation
Summative
Exam week, semester 2   25%
Learning outcomes 1-4

Assessment Related Requirements

Nil

Assessment Detail

Assignment 1 - Research Proposal (including Learning Contract)
Weighting:      10%
Length:            1000 words approx

Research proposal would include:
·          title
·          introduction
·          review of the evidence base and background literature
·          aim of the project
·          contract table
·          rationale for the project - description andbackground to the selected issue and how it fits with the oral healththerapy
·          a description of the tasks/activities/placements relatedto the project
·          key stakeholders who might be involved
·          clarification of the support requirements(including expertise, liaison with other staff)
·          timeline for tasks required
·          any potential ethical issues associated with yourproject
·          conclusion
·          reference list

Assignment 2 – Progress report
Weighting:      15%
Length:            2000 words approx

Progress report would include:
·      Title
·        Introduction
·        Extended literature review: (10-15 articles: using the first literature review but adding additional information and critical analysis)
·        A review of each of the objectives and progress on work to be completed
·        SearchStrategy
·        Exclusion/InclusionCriteria
·        Timetable
·        Conclusion
·        Reference List

Assignment 3 - Final work report

Weighting:      50%
Length:            Approx. 5000 words(no more than 5500 words) (including an electronic copy of the journal article)

TheFinal work report includes:

2 parts:
Part A - journal article (option 1 and option 2)

Part B - reflection on learning contract

Title:
Part A Journal Article – option 1     Literaturebased research project

Introduction:
Aim:
Methods(search strategy):
Discussion: (20-30 articles: including and building on the first 2 iterations of the literature review)
Implicationsfor practice
Implicationsfor research
Conclusion
References

Part A   Journal Article – option 2     Experiment, survey or data analysis research project

Introduction:
Background: (Literature review)
Aim:
Material & Methods:
Results:
Discussion: (linking literature with
your results and interpreting your results)
Implications for practice
Implicationsfor research
Conclusion
References

Part B   Reflection on learning contract

Introduction:
Generaloverview of project and reflection on learning and processes (use the objectives and aims from the OHE Yearbook information as a guide)
For example:
development of research skills, relevance of research to practice, developmentof critical thinking skills, team collaboration
Overview of each specific objective and reflection on learning and processes including a Reflective analysis: things that worked, things that didn’t work as well what could you have done differently
Conclusion
Appendices

Assignment 4 – Presentation
Weighting:      25%
Length:                        15minutes + 5 minutes for questions

Submission

Information on submission process and requirements will be available through 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.

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.

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
•   electronic submission and marking
•   Designated scheduling of SGDE meetings
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.

NOG (No Grade Associated)
Grade	Description
CN	Continuing

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