成人大片

ORALHLTH 1204BHO - Population Health & Professional Practice IOH Part 2

Teaching Hospitals - Semester 2 - 2025

This course has been designed to introduce concepts of health communication designed to develop interprofessional communication as well as, the students' role as a graduate oral health professional Topics will be introduced in resource lectures, online learning mediums and workshops. Simulated exchanges between students and members of the public are offered in a safe environment featuring opportunities for peer review and experiential learning. 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.

  • General Course Information
    Course Details
    Course Code ORALHLTH 1204BHO
    Course Population Health & Professional Practice IOH Part 2
    Coordinating Unit Oral Health
    Term Semester 2
    Level Undergraduate
    Location/s Teaching Hospitals
    Units 4
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites ORALHLTH 1201AHO, ORALHLTH 1202AHO, ORALHLTH 1203AHO and ORALHLTH 1204AHO
    Corequisites ORALHLTH 1201BHO, ORALHLTH 1202BHO, ORALHLTH 1203BHO and ORALHLTH 1200HO
    Restrictions Available to Bachelor of Oral Health students only
    Assessment Assignments, case studies and test
    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 .

  • Learning Outcomes
    Course Learning Outcomes
    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


    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
    University Graduate Attributes

    No information currently available.

  • 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 scenarious 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
  • 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
    Assessment task Due 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 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 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 written assessments via MyUni. Do not submit via email unless instructed to do so by course staff.

    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.

    Final results for this course will be made available through .

  • 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鈥檚 disciplinary procedures.

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