成人大片

Course Coordinator: Dr Elizabeth Farmer
Phone: +61 8 8313 3272
Email: elizabeth.farmer@adelaide.edu.au
Location: 5 101 ADH

Course Coordinator: Dr Loreta Rupinskas
Phone: +61 8 8313 3059Email: loreta.rupinskas@adelaide.edu.au
Location: Room 4.15 Oliphant Building

Course Coordinator: Dr Vicki Skinner
Phone: +61 8 8313 4229
Email: vicki.skinner@adelaide.edu.au
Location: ADH 6103c


School Office
Phone: +61 8 8313 5256
Email: dentistry.reception@adelaide.edu.au
Location: Level 5 Oliphant Building, North Terrace Campus

1	comply with Uni and SADS policies by displaying appropriate professional and ethical behaviour through respecting colleagues and patients, maintaining patient confidentiality and obtaining informed consent in all learning environments
2	comply with AHPRA requirements for student registration and professional conduct in all learning environments.
3	apply an evidence-based approach to inform decisions at all levels of interaction with healthy adult patients by applying the hierarchy of evidence and basic statistical concepts when critically evaluating relevant literature.
4	describe the complimentary functions and roles of all involved in patient care (eg dental assistant, dental therapist and dental hygienist).
5	critically evaluate their own performance, seeking feedback and implementing appropriate strategies for improvement.
6	describe different approaches to respond to common occupational stressors and seeks assistance in developing effective management strategies for self and patients.
7	use effective patient-centred communication to competently manage the oral care of healthy adult patients through appropriate use of questions, active listening, explanations, empathy, and feedback.
8	work and communicate effectively and respectfully with other members of the oral health care team in simulated and clinical setting, and adopt a leadership role when necessary.
9	discuss the factors, eg, behavioural and social, that contribute to the maintenance of balance of the oral ecosystem, including the normal oral microflora and its relation to the host under normal healthy conditions and applies this to the management of healthy adult patients.
10	describe the complimentary functions and roles of all involved in patient care (eg dental assistant, dental therapist and dental hygienist).
11	apply integrated knowledge of the structure and function of selected body systems and key functions of a healthy body such as nutrient supply and waste removal, respiration, transport and movement, as a basis for analysis of patients' oral health.
12	safely and accurately take a medical, dental and social history, examine extraoral, intraoral soft, periodontal and hard tissues, perform a simple occlusal analysis including the collection and interpretation of additional clinical information, appropriately recognise the range of normality and record normal findings and clinical signs of common oral diseases for selected healthy adult patients.
13	explain the principles of identification of risk factors in relation to the development of common oral diseases in selected healthy adult patients
14	apply understanding of the oral ecosystem, patient education, behaviour change and remineralisation materials to develop preventive recommendations to restore and maintain oral health for selected healthy adult patients.
15	discuss and implement appropriate infection control and occupational health and safety procedures required when working within a clinical environment.
16	safely and effectively manipulate dental instruments (dental mirror, explorer, periodontal probe, and the slow speed handpiece) whilst working on a patient colleague.
17	apply knowledge of risks associated with dental radiographs to safely and accurately take bitewing radiographs in simulated settings; examine and critique bitewing radiographs and recognise the appearance of normal imaged structures and associated basic pathology (eg restorations, caries, calculus) in bitewing, periapical and panoramic radiographs.
18	safely and effectively explain and perform simple preventive treatments, including remineralisation techniques eg professional or home fluorides, fissure sealants (under rubber dam - lab only), oral hygiene instructions, dietary advice in simulated and/or clinical situations.
19	safely and effectively explain and perform simple preventive treatments, including remineralisation techniques eg professional or home fluorides, fissure sealants (under rubber dam - lab only), oral hygiene instructions, dietary advice in simulated and/or clinical situations.

Harris NO, Garcia-Godoy F, Nielsen C (2009) Primary preventive dentistry. 7th ed. Pearson: Upper Saddle River, N.J.Junqueira LC, Mescher AL (2012)

Junqueira’s Basic Histology.13th edition, McGraw Hill/Lange: New York.

Sherwood L (2013) Human Physiology - From Cells to Systems. 8th edition. Brooks/Cole: Belmont CA.

Townsend GC, Winning T (2014) Dental Science & Practice I & II Resources. School of Dentistry, The 成人大片: Adelaide (purchased from Image and Copy Centre).

Whaites E (2007) Essentials of dental radiography and radiology. 4thed. Churchill Livingstone: New York.
OR
Iannucci JM, Howerton LJ (2012) Dental Radiography Principles and Techniques. 4th ed. Elsevier/Saunders: St Louis (alternative to Whaites 2007).

Wolf HF, Hassell TM (2006) Color Atlas of Dental Hygiene. – Periodontology. Thieme Stuttgart: New York.

Ensure you obtain the latest editions of texts.

Other resources will be made available during the year via MyUni: Dental Science and Practice I, Part 1 & 2.

Highly recommended textbooks:

Campbell NA et al., (2013) Biology, 13th ed. Pearson Education Inc: San Francisco.
Edited by Ole Fejerskov and Edwina Kidd (2012) Dental Caries The Disease and its Clinical Management, 2nd edition. Blackwell Munksgaard.
Kevin HK Yip, Roger J Smales (2012) Oral Diagnosis and Treatment Planning in Contemporary Clinical Practice. 1st edition. Stephen Hancocks Ltd.
Kevin HK Yip, Roger J Smales, John A Kaidonis (2006) Tooth Erosion Prevention and Treatment, 1st edition. Jaypee Brothers, New Delhi.
Kidd EAM (2005) Essentials of dental caries. 3rd ed. Oxford University Press: Oxford.
Mount GJ and Hume W (2005) Preservation and restoration of tooth structure. 2nd ed. Knowledge books & software: Brighton, Queensland. NB 3rd edition will be available mid – late 2014.
Nield-Gehrig JS (2013) Fundamentals of periodontal instrumentation & advanced root instrumentation. 7th ed Lippincott Williams & Wilkins: Philadelphia.
Tortora G.J, Derrickson B (2013) Principles Of Anatomy And Physiology. 13th ed. Harper Collins: New York. (Students who have not studied biology will find this text useful).
Ross MH, Kaye GI, Pawlina W. (2011) Histology, A Text and Atlas. 6th ed. Wolters Kluwer/ Lippincott-Williams and Wilkins: Philadelphia.


Reference Books:

Berkovitz BKB, Holland GR, Moxham BJ (2009) A color atlas and textbook of oral anatomy, histology and embryology. 4th ed. Mosby: New York.
Burkitt HG et al (2006) Wheater’s Functional Histology - A Text And Colour Atlas. 5th ed.  Churchill Livingstone: Edinburgh.
Chang R (2007) Chemistry. 9th ed. McGraw-Hill: New York
Cormack DH (2001)  Essential histology  2nd ed.  J.B. Lippincott Co: Philadelphia.
Curtis H, Barnes NS (1995) Biology. 5th ed.  Worth Publishers: New York.
Fawcett DW (1997) Bloom and Fawcett: Concise Histology. Chapman and Hall: New York.
Ferguson DB (1988) Physiology for Dental Students.   Wright: London
Ferguson DB (1999) Oral Bioscience.  Churchill Livingstone: London.
Ferracane JL (1995) Materials in Dentistry: principles and applications. JB Lippincott: Philadelphia
Gould SJ (1984) The mismeasure of man.  Penguin, Hammondsworth: Middlesex.
Harrison GA et al. (1988) Human Biology: an introduction to human evolution, variation, growth and adaptability 3rd ed.  Oxford University Press: Oxford.
Humphris G, Ling MS (2000) Behavioural Sciences for Dentistry. Churchill: Edinburgh  (out of print: available in Barr Smith Library (BSL)
Jordan RE, Abrams L (1992) Kraus' oral anatomy and occlusion. Mosby Year Book Inc: St Louis  (out of print: available in BSL
Kent GG, Croucher R (1998) Achieving oral health: the social context of dental care. 3rd ed. Wright: Oxford
Ladiges P, Knox B (2006)  Biology: an Australian Focus. 3rd ed.  McGraw Hill Australia: Sydney
Locker D (1989) An introduction to behavioural science and dentistry. Routledge; London (out of print: available in BSL
Mitchell DA, Mitchell L (2005)  Oxford handbook of clinical dentistry. 4th ed.:Oxford University Press: Oxford
Molnar S (1983) Human variation: races, types and ethnic groups.  Prentice-Hall: Englewood Cliffs New Jersey.
Mostofsky DI, Forgione AG, Giddon DB (2006) Behavioural Dentistry. Blackwell Munskgaard: Ames, iowa.
Nanci A (2012) Ten Cate’s Oral Histology: development, structure and function,8th Mosby: St Louis
Scheid RC (2005) Woelfel’s dental anatomy : its relevance to dentistry. 7th ed. Lippincott Williams & Wilkins: Philadelphia.
Scott EM, Waterhouse JM (1986)  Physiology and the scientific method.  Manchester University Press: Manchester
Thexton AJ  (1992)  Mastication and swallowing: an overview.  British Dental Journal 173:197-206.
Timberlake KC (2007) General Organic and Biological Chemistry: structures of life. 2nd ed. Pearson Education: San Francisco
Wilson TG, Kornman KS (2003) Fundamentals of Periodontics 2nd ed. Quintessence Publishing Co: Chicago

Communications about the course will be via the Announcements section on MyUni and/or by email. Additional course-related material, such as a detailed class meeting and tutorial schedule, assessment schedules will be available through MyUni.

A variety of learning modes will be used in this course including:
•    Dentally-related situations/experiences focussing particularly on the stated stream objectives (Integrated Learning Activities - ILAs)
•    Class Meetings
•    Clinic sessions
•    Learning Laboratories
•    Tutorials
•    Resource Sessions
•    Assignments
•    Library research/ literature searches

To enable successful completion of the course, students need to allocate an appropriate time commitment to their study. In addition to the formal contact time [eg, class meetings, tutorials, practicals, ILA] students need to allocate non-contact time to their studies. Non-contact time is required for a range of activities which may include, but are not limited to, assessment tasks, reading, researching, note-taking, revision, writing, informal discussions with other students, ILA group discussions and consultation with staff.

While the relative proportion of contact and non-contact time may vary between courses. As a guide to achieve a satisfactory level of performance, however, a full-time student would expect to spend, on average, a total of 48 hrs/wk on their studies during learning periods. This includes contact and non-contact hours (see below).

The learning periods for BDS I are:
•    19 weeks for Semester 1 (ie O'Week to the end of the examination period); and
•    17 weeks for semester 2 (ie week 1 to the end of the examination period).

The workload for undergraduate/postgraduate programs is 24 units per year (full-time). Total workload (h/week): 48

Contact hours (h/week): up to 26: Comprised of ILA, Class Meetings, Learning Laboratories, Resource Sessions, Clinic sessions and Tutorials.

Non Contact hours (h/week): approx 22: Comprised of Group Meetings; Group and Individual Learning, and Preparation for ILAs, class meetings, laboratory, resource sessions, clinic, tutorial activities, assignments and assessment.

Week	Topic	Lecture
1	ILA 1.5 Alicia Jackson	•    Oral ecosystem: balance, biofilms & tooth deposits •    Occlusion & functions of the masticatory system •    Cartilage and bone structure & function •    Osteology of the skull & muscles for mastication
2	ILA 1.5 Alicia Jackson	•    Histology of teeth: Enamel, dentine, pulp •    A population health perspective •    Chemistry of remin/demin •    Composition and biochemistry of hard tissues
3	ILA 1.6 Alicia Jackson follow-up appointment	•    Oral ecosystem (demin/remin) •    Introduction to ethics in dentistry •    Systemic & masticatory function: Reflexes •    Periodontium & hard tissue: Resorption •    Control of movement & the chewing cycle
4	ILA 1.6 Alicia Jackson follow-up appointment	•    Fluorides:Mechanisms of action •    Blood Clotting and The bleeding client •    Moisture control •    Patient-centred care: Explaining and providing information
5	ILA 1.7 Mr Crudus	•    Renal system: structure and function •    Preventive strategies •    Fluid balance: The regulation of salt & water •    Principles approach to ethics
6	ILA 1.7 Mr Crudus	•    Ionic issues in the body – case study •    Fissure sealants: Prevention of imbalance •    The balance of immunity & defence: Inflammation & innate immunity •    Homeostasis of acid-base balance in the body
7	ILA 1.8 Peter Pascoe	•    What is respiration? Structure and function of respiratory system •    The client with shortness of breath •    The balance of immunity & defence: acquired immunity •    Prevention: Restoring the remin/demin balance
8	ILA 1.8 Peter Pascoe	•    Population  fluoride & Fluorosis  •    Tipping the balance towards remineralisation •    Periodontal defences in healthy gingival •    Diet and dental health
9	ILA 1.8 Peter Pascoe	•    Microbiology/gingival crevicular fluid in healthy gingival tissues •    The GIT: tissues working together; beyond the oral cavity •    Population health: Diet
10	ILA 1.9 Sally Accuro	•    Ethical reasoning cases •    Structure & function of carbohydrates & Carbohydrate Metabolism •    Preventive cases
11	ILA 1.9 Sally Accuro	•    Ethical reasoning cases •    GIT: pancreas, gall bladder and liver •    Lipid, amino acid, and nucleotide metabolism •    Control of metabolism
12	ILA 1.9 Sally Accuro	•    Biochemistry of digestion & absorption •    Food to energy •    Patterns of preventative care in Australian dental care

Annual CPR Update  (SA Health directive)
SA Health has advised the School of Dentistry that all BDS students must hold a current CPR certificate. This needs to be renewed each calendar year by the completion of an accredited, nationally recognised First aid or CPR course. A CPR or CPR refresher course is run by the Adelaide Health Simulation and Skills Centre (AHSSC) that is located in the Medical School.There is a cost of $25.00 for each student.

Equipement Provided
Enlarged/Oversized plaster models: provided (loan) in Tuesday am Learning Laboratory, semester 1.These must be returned to the simulation clinic at the BEGINNING OF SEMESTER 2.

Equipment Required
Extracted natural teeth:
You will need to contact your local dentist and/or mentor and ask them to collect extracted teeth for use in the program. Information about the procedure that should be followed for collection of extracted natural teeth will be provided in O’Week and on the Dental Science and Practice I MyUni site.

Laboratory coat:
You are required to purchase a laboratory coat that should be worn in all learning laboratories in Dental Science and Practice I. You are required to wear this during your Tuesday, Wednesday, Thursday/Friday morning laboratory and resource sessions, to conform with OH&S regulations.

Clinic Coat:
All students will be required to purchase a blue clinic coat to wear in the clinic during all clinic procedures.

Protective glasses:
You are required to wear protective glasses during your learning laboratories and in the clinic sessions, that conform to Australian OH&S regulations. The eyewear should be close fitting and not have gaps at the side of the eyes or above the brow. Students who wear prescription glasses need to purchase an overshield or consider if applicable wearing contact lenses with protective glasses. More information will be provided during O week.

Instrument Kit:
All students are required to purchase a kit of dental instruments for DSP1. These instruments will be required for exercises carried out on Columbia Models and Natural Tooth Manikins and will also be required for use in 2nd, 3rd and 4th year of operative technique exercises. Further information will be provided during O Week.

Plastic tooth Models:
The purchase of plastic models of teeth, gums and bases is required for use in Dental Science & Practice I. The same set of teeth will also be used in later years of the program. In previous years second hand models were available for purchase from senior students, but due to major changes to the teaching laboratories, the previously used models will no longer be suitable. You will be informed during O week of the cost of the articulated plastic tooth models and when the models will be available for purchase.

The combined cost for the instrument kit and plastic tooth models in 2014 was approximately $1400.

Dental Loupes:
The purchase of dental loupes is highly recommended from BDS2 onwards.  The cost is approximately $1000 upwards.

Student learning from the SGDE activities involve the  following processes as part of participating in ILAs:

•    learning the systematic scientific approach to patient investigation, ie, consistent with students current and future professional practice;
•    identifying, critiquing and referencing relevant evidence derived from the literature and interactions with School researchers;
•    researching answers to questions they identify using this evidence related to clinical, population health, behavioural and biodental sciences.  

As a result of their research, students develop, structure and apply their knowledge so they can understand their patient’s situation and recommend appropriate care.

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Clinic/ Sim clinic	Summative	20%	All
Class Meeting/ILA/Resource Session /Tutorial participation	Summative	NGP Satisfactory Required	All
Radiography Test of Understanding	Summative	NGP Satisfactory Required	All
2x 2-Hour Written Examinations	Summative	80%	All
1 X 2 Hour Progressive Integrated Assessment	Summative	NGP Satisfactory Required	All

Feedback (Formative Assessment)
A range of formative assessment activities will be provided in several sessions in each semester. These have been designed to help students learn key concepts in DSP I as well as give feedback on student progress and to gain experience in the question formats used in DSP I. These activities will be in the form of questions in class meetings, learning laboratories, tutorials and on-line. The formative PIA at the end of Semester 1 will also provide students with feedback on their progress at the end of Semester 1.

To achieve a satisfactory grade in DSPI: students must demonstrate professional behaviour throughout the year. This includes punctual attendance and participation in ALL SCHEDULED CLASSES and in ALL INTERACTIONS with student colleagues and academic and support staff within the University. Professional behaviour is reviewed as part of the Board of Examiner’s proceedings.

Written assessment (including exams) fall under the University's rules and regulations re cheating, plagiarism etc.

To pass DSPI and the First Annual Examination students must obtain:
•    a satisfactory result in each of the components of the summative assessment in semesters 1 and 2; and
•    a satisfactory performance in the written examinations overall and a satisfactory performance in the PIA.

If a borderline grade is achieved in the clinic/lab, a student may be given an additional opportunity to demonstrate a satisfactory performance. If an overall borderline grade is achieved in the examinations or the PIA, a student may be offered an opportunity to sit a Replacement/Additional Assessment examination.

The overall grade for the year will be determined by performance in the written examinations and moderated by performance in the clinics and clinical laboratories. The final grade is comprised of examinations (80%) and clinic/laboratory (20%). A satisfactory grade will only be awarded to students who achieve a satisfactory standard in all components.

Details on submission processes/requirements will be provided in the documentation for any work that is to be submitted. These will be posted on MyUni.

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 Course Experience Questionnaire (completed after graduation) 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, course SELTs are mandated and must be conducted every year. 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 can be found at: http://www.adelaide.edu.au/sp/selt/aggregates

The School of Dentistry has a Student Support team who can be contacted at dentisty.studentsupport@adelaide.edu.au or phone (08) 8313 5256.