ORALHLTH 3204AHO - Oral Health Elective IIIOH Part 1

Teaching Hospitals - Semester 1 - 2024

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 3.5 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	ORALHLTH 2201AHO, ORALHLTH 2201BHO, ORALHLTH 2202AHO, ORALHLTH 2202BHO, ORALHLTH 2203AHO, ORALHLTH 2203BHO, ORALHLTH 2204HO and ORALHLTH 2200HO
Corequisites	ORALHLTH 3201AHO and ORALHLTH 3202AHO
Restrictions	Available to Bachelor of Oral Health students only
Assessment	Written reports, presentations

Course Staff

Course Coordinator: Dr Kostas Kapellas

Course Coordinator:
Dr Kostas Kapellas

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 mentors and will be able to:

1	Critically analyse/consolidate/synthesise knowledge
2	Assess and translate a body of knowledge of sufficent depth to commence practice
3	Apply research methodologies related to oral health
4	Apply logical/critical/creative thinking to an area of Oral Health Therapy practice
5	Work autonomously/collaboratively as professionals in developing research outputs
6	Demonstrate 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)
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, 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, 3, 4, 5, 6
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, 4, 5, 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.	3, 4, 5, 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.	1, 4, 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.	1, 4, 6
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	1, 3
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.	3, 4, 5, 6

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/individual mentor meetings (SGDE)
- on-line learning
- Online resources
- written reports
- self directed research
- oral presentations
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 with mentors/supervisor (up to an hour each fortnight or as required)

Self-directed 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
- communicating research findings
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 Task	Task Type	Due	Weighting	Course Learning Outcome(s)
Research proposal & Learning contract	Formative/Summative	Due mid Semester 1	10%	1 - 6
Progress report & Discussion of objectives in learning contract	Formative/Summative	Due end Semester 1	15%	1 - 6
Journal article and Reflection on achievement of objectives	Formative/Summative	Due end Semester 2	50%	1 - 6
Presentation	Summative	BOH Research Day - during exam week Semester 2	25%	1 - 6

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 and background to the selected issue and how it fits with oral health therapy
·          a description of the tasks/activities/placements related to 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 your project
·          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/Inclusion criteria
·        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)

The Final work report includes:
2 parts:
Part A - Journal article (option 1 and option 2)
Part B - Reflection on learning contract

Part A Journal Article – option 1
Literature based research project
Introduction:
Aim:
Methods (search strategy):
Discussion: (20-30 articles: including and building on the first 2 iterations of the literature review)
Implications for practice
Implications for 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
Implications for research
Conclusion
References

***Other negotiated OHE projects may include the development of an Interactive Learning Module, or an educational resource to be used by allied health professionals

Part B Reflection on learning contract
Introduction:
General overview of project and reflection on learning and processes (refer MyUni for OHE aims and objectives as a guide)
For example:
Development of research skills, relevance of research to practice, development of 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, or what could have been done differently
Conclusion
Appendices (where relevant)

Assignment 4 – Presentation
Weighting:      25%
Length: up to 20 minutes + 5 minutes for questions

Submission

All written work must be submitted through Turnitin, an plagiarism detection tool.
Further 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 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.

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