成人大片

Teaching staff:

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

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

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.

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.

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.

Activities are designed to:

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.

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: /policies/700/?dsn=policy.document;field=data;id=1044;m=view. This policy sets out the principles which underpin the 成人大片'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: /policies/700/. 

Final results for each course, including the SAOHE, will be made available through Access Adelaide – see: . 

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.

/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.

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.

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.

 

Each assessment task is to be submitted electronically via Turnitin through the Learning Management System - MyUni (unless authorised otherwise by your coordinator).

Other forms may be in the way of oral presentation to colleagues.

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