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ORALHLTH 2201BHO - Dental & Health Science IIOH Part 2

Teaching Hospitals - Semester 2 - 2022

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 in addition to the previous year core courses
    Corequisites ORALHLTH 2200HO, ORALHLTH 2202BHO & ORALHLTH 2203BHO
    Restrictions Available to Bachelor of Oral Health students only
    Assessment A group assignment, online modules
    Course Staff

    Course Coordinator: Dr Jennifer Gray

    Teaching staff:


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




    Dr Jenny Miller
    jennifer.miller@adelaide.edu.au




    Ms Cathy Nelson
    cathy.nelson@health.sa.gov.au

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On completion of this course, students should be able to:



    - 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.



    - 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

    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.

    1, 2

    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

    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, 2

    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, 2
  • Learning Resources
    Recommended Resources
    Health Promotion:



    - Fleming M L & Parker E (2009) Introduction to Public Health, Elsevier, Australia.




    - Scriven A (2010) Promoting Health: A Practical Guide 6th Ed, Elsevier.




    - McMurray A (2003), Community Health & Wellness 2nd Ed Griffith: Mosby.




    - O’Connor M L & Parker E (1995), Health Promotion: Principles & Practice in the Australian Context NSW, Allen & Unwin.




    - Oliver S & Peersman G (2001), Using Research for Effective Health Promotion, England: Open University Press.



    - Talbot and Verrinder (2010), Promoting Health: The primary health care approach, 4th Ed Sydney, Churchill Livingstone.



    - Wass A (2000), Promoting Health: The primary healthcare approach. 2nd Ed, Sydney, Harcourt Saunders.
    Online Learning
    An online learning module is used to support students knowledge development in this topic area. Recordings of past class meeting are also available for students to review certain concepts. Readings are provided online and students are offered links to extenal online content relevant to the discipline and genre.
  • 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 promote students 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
    Please refer to MyUni.
  • 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 modules/quizzes
    Grade: Individual mark
    Weighting: 15%
    Learning Outcomes: 1, 2

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

    Assignment 3
    Format:  Conference poster
    Grade: Group mark
    Weighting: 20%
    Learning Outcomes: 1, 2


    Active Participation
    Active paticipation and engagement in all health promotion tasks and activities including community outreach.
    Weighting: 5%

    Please note: The course coordinator reserves the right to review individual performances throughout group assessment and individual assessment / results may differ within the context of the group grading.

    Individual Requirements
    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 (/policies/230). Please review this policy carefully. There will be no exceptions to how cases of plagiarism if detected are to be handled.

    Each assessment task is to be submitted electronically via Turnitin (unless authorised otherwise by you coordinator).

    Grading
    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 performance NGP
    Pass Non-Graded^ Satisfactory performance PNG
    Result Pending An interim result RP
    Continuing  Continuing CN
    No Formal Examination No Formal Examination 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 the 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.

    Evidence of originality and
    independent
    thought
    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


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

    Assessment Related Requirements
    ASSESSMENT RULES

    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 if detected are to be handled.

    http://www.adelaide.edu.au/elc/policy/plagiarism.html

    Individual assessment will include a range of assessments on three different topics with clinical application.

    Each written assessment task is to be submitted electronically via Turnitin (unless authorised otherwise by you coordinator).

    To obtain a pass grade over all in this stream you must obtain an average mark of 50% or more for the year's work, and you must obtain a mark of 55% or more for your work in Semesters 1 and 2. Redemption of any unsatisfactory assessment tasks will be at the discretion of the course coordinator and may be dependent on other results.

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

    Attendance to and participation in case or problem based learning activities (including tutorials) and research based exercises are also a problem.

    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 Detail
    Please refer to MyUni.
    Submission

    All written works will be submitted via Turnitin through the Learning Management System - Canvas.
    Other forms may be in the way of verbal presentation to colleagues.

    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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