DENT 2005BHO - Dental Science and Practice II Part 2

Teaching Hospitals - Semester 2 - 2024

This stream has a patient care focus and builds on the knowledge acquired in first year. The aim is to develop an understanding of the changes that occur to the oral cavity when an imbalance develops in the oral ecosystem. The emphasis will be to maintain a healthy balance through prevention and minimal restoration where necessary. By working through a series of interactive learning activities, students will develop and integrate knowledge relating to evidence-based patient care including clinical skills and professional behaviours. These integrated learning activities will be supported by class meetings, laboratory, tutorial and clinical sessions. Learning will also be supported by independent study and discussion of findings in class. Students will work in a collaborative environment to learn to critically evaluate themselves, and plan and implement strategies for improvement. The stream emphasises the scientific basis of dentistry by integrating knowledge of the structure and function of the body, especially of the head and neck region, and also aspects of microbiology, immunology and pathology, with an emphasis on developing the skills to examine, assess risk and systematically manage healthy patients with minor oral conditions. There is a strong emphasis on the acquisition of manual dexterity skills relating to operative dentistry while building on knowledge relating to a preventive approach to oral health. Students will further their experience in behavioural science by examining and managing patients.

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Course Details

Course Code	DENT 2005BHO
Course	Dental Science and Practice II Part 2
Coordinating Unit	Dental
Term	Semester 2
Level	Undergraduate
Location/s	Teaching Hospitals
Units	24
Contact	Up to 28 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	DENT 2005AHO
Corequisites	DENT 2000HO
Restrictions	Available to BDS students only
Assessment	Formative assessment tasks, Summative Examinations/Tests/Case Scenarios, Clinical and Practical Assessments, Assignments

Course Staff

Course Coordinator: Associate Professor Dimitra Lekkas

Course Coordinators:

Name	Phone	Email	Location
Associate Professor Dimitra Lekkas	+61 8313 4229	dimitra.lekkas@adelaide.edu.au	AHMS Level 10

Course Timetable

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

Course Learning Outcomes

Professional Behaviours	1	comply with AHPRA, University and SA Dental policies by displaying appropriate professional and ethical behaviour through maintaining Academic Integrity, respecting colleagues, staff, patients and members of the oral health care team, ensuring patient safety, maintaining patient confidentiality, obtaining informed consent whilst maintaining professional boundaries in all learning environments
Column cell	2	apply critical thinking, evidence-based approach, clinical reasoning 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.
Column cell	3	understand the determinants of health, risk factors and behaviours that influence health
Column cell	4	critically reflect and evaluate their own performance, seeking feedback and implementing appropriate strategies for improvement and continuing professional development
	5	describe different approaches to respond to common occupational stressors and seeks assistance in developing effective management strategies for self and patients.
	6	establish a safe working environment in laboratory and clinical settings and identify, reports and rectify (as appropriate) unsafe practices.
	7	provide patient-centred care to support and enable pts to understand and co-manage their oral health needs.
	8	identify limits of professional and individual clinical skills/scope of practice and recommends referral where appropriate.
Interprofessional Skills	9	work and communicate effectively and respectfully with peers, staff, patients, carers, members of the public and members of the oral health care team in simulated and clinical setting, and adopt a leadership role when necessary.
	10	describe the principles of culturally safe and culturally competent practice that recognises the distinct needs of Aboriginal and Torres Strait Islander peoples.
	11	use effective patient-centred communication to competently manage the pain, anxiety, stress and oral care of healthy adult patients through appropriate use of questions, active listening, explanations, empathy, rapport building and feedback.
Clinical Examination, Diagnostic & Management Skills	12	obtain patient reason for visit, chief concern and medical history, relevant dental history and social history (using biomedical, biopsychosocial, and illness frameworks).
	13	perform comprehensive 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.
	14	select appropriate tests to identify specific risk factors leading to an imbalance in the oral ecosystem and use results to devise tailored preventive management plans in relation to common oral diseases in medically healthy adult patients.
	15	Interpret & evaluate gathered data, including selected other investigations to formulate diagnosis.
	16	explain the principles of identification of risk factors in relation to the development & management of common oral diseases in selected healthy adult patients.
	17	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.
Practical / Technical Skills	18	implement appropriate infection control and occupational health and safety procedures required when working within a clinical and simulated clinical environment.
	19	confirms correct patient, procedure; obtains informed consent, creates/maintains accurate dental clinical records.
	20	demonstrate effective practice management skills and time management and powers of observation.
	21	apply knowledge of risks associated with dental radiographs to safely and accurately take bitewing and periapical radiographs in simulated and clinic settings; examine and critique radiographs and recognise the appearance of normal imaged structures and associated basic pathology in bitewing, periapical and panoramic radiographs.
	22	perform simple preventive treatments, including remineralisation techniques eg professional or home fluorides, fissure sealants, oral hygiene instructions, dietary advice, diagnostic procedures in simulated and/or clinical situations.
	23	in accordance with Minimal Intervention (MI) principles, explains the principles of tooth conservation and relates these to the rationale for selection of different procedures required for the management of dental caries, toothwear, non-carious tooth loss.
	24	perform safe and effective simple periodontal debridement and can select an apply appropriately remineralisation techniques as part of preventive management plans for colleagues and healthy adult patients.
	25	perform safe and effective direct permanent restorations including use of liners/bases and effective moisture control on simulated patient (manikin) including safe administration of common pain control procedures on colleagues.
	26	apply integrated knowledge of biology, physiology, genetics, anatomy, microbiology, pathology, immunology and behavioural science in the management of patients.
	27	apply integrated knowledge of dental material science and digital technology to the management of patients.
	28	recognise and with tutor guidance manage complications of oral procedures.
	29	recognise and with tutor guidance manage dental and systemic life-threatening procedures including documentation and debriefing.
	30	write an appropriate referral letter to a dentist or another health professional.

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.	1,2,3,6,7,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25 ,26,27,28,29,30
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.	2,3,4,5,7,14,15,16,17,18,19,20,21,23,24,25,26,27,28,29,30
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.	1,4,5,9,11,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30
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.	1,2,3,4,5,6,7,8,9,11,18,19,20,21,22,23,24,25,26,27,28,29
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.	1,2,3,4,5,6,7,8,9,18,19,20,21,22,24,25,28,29
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.	1,2,3,7,9,10,11,26,27
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	1,2,3,9,26,27
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.	1,2,4,5,6,8,9,20,28,29

Learning Resources

Required Resources

All students should factor in the cost of their own e-device (e.g. laptop ). Required learning resources and readings will be provided on-line via the Learning Management System (MyUni). There are no prescribed textbooks, but students will need to access various online resources (including Therapeutic guidelines). Students may need to access other softwares or online resources via the University library (e.g. EndNote).

Recommended Resources

Recommended textbooks and peer-reviewed articles will be communicated by teaching staff via the Learning Management System (MyUni). Students are encouraged to choose their resources that take their learning style into account. Materials such as online videos, presentations and documents will be provided via MyUni. Students will be required to submit written assignments via a Turnitin digital submission portal which can be accessed through MyUni. Some online assignments will require the use of Cadmus which can be accessed through MyUni.

Online Learning

MyUni will be used as a digital platform to:

• host online lectures and other learning and teaching activities, resources including supporting documents, videos and external web-links.

• communicate course and program related announcements to students.

• promote student discussion and communication via Collborative Documents or Discussion Boards.

• enable students to access and complete formative and summative assessments and receive e-feedback.

These resources will be released at appropriate time points during the semester and available for the duration of the program.

Students will also be able to access the Barr Smith Library and access electronic databases, e-books and peer-reviewed resources.
Learning & Teaching Activities

Learning & Teaching Modes

A variety of learning modes will be used in this course including:

•Dentally-related situations/experiences focussing particularly on the stated learning outcomes (Integrated Learning Activities - ILAs)
• Class Meetings/Online Lectures & Modules including formative quizzes
• Clinic sessions
• Simulated Clinic sessions
• Learning Laboratories
• Clinical Communication Tutorials with Volunteer Patients
• Self-directed learning and Group work

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

To successfully complete courses, students will need to allocate an appropriate time commitment to their study. In addition to the formal contact the time required for each course [eg, ILAs, class meetings, tutorials, practicals, clinics] students will need to allocate non-contact time. Non-contact time will be required for a range of activities which may include, but are not limited to, assessment tasks, reading, researching, note-taking, preparing for clinic/simulated clinic sessions, revision, and writing, consultation with staff and informal discussions with other students.

While the relative proportion of contact and non-contact time may vary from course to course, as a guide, a full-time student would expect to spend, on average, a total of 48 hrs/wk on their studies during teaching periods to achieve a satisfactory level of performance.

The workload for undergraduate/postgraduate programs is 24 units per year (full-time).

Total workload (hrs/week) 48

Contact hours (hrs/week) up to 28:
Comprising ILAs, Class Meetings, Learning Laboratories, Simulated Clinic sessions, Clinic sessions, Clinical Communication Tutorials with Volunteer Patients, Tutorials, Radiography simulation sessions, Titanium training sessions

Non-Contact hours (hrs/week) up to 20:
Comprising Group and Individual Learning andPreparation for class meetings, learning laboratories, simulated clinic sessions, clinical communication tutorials with volunteer patients tutorials, clinics and assignments.

Learning Activities Summary

Students will engage in the following learning activities during semester 2

Face to Face (on campus)
- ILAs
- clinic sessions
- simulated clinic sessions
- Anatomy practicals
- Volunteer patient communication tutorials
- workshops

Learning activities - self directed/personal learning; group and peer learning

Specific Course Requirements

There are numerous Clinical Placement requirements that are mandated. Students are required to be up to date with all clinical placement requirements.

Refer to information at following location:
Laboratory coat:
You need to wear a coat in all learning laboratories in Dental Science and Practice II. You are required to wear this during your laboratory sessions, to conform with HW&S regulations.

Clinic coat:
You need to wear a clean and ironed clinic coat during clinic in Dental Science and Practice II.

Protective glasses:
You are required to wear protective glasses during your learning laboratories and in the clinic sessions, that conform with Australian HW&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.

Instrument Kit:
The dental instruments purchased for Dental Science and Practice I are also required for use in 2nd, 3rd and 4thyr for operative technique exercises.

Plastic tooth Models:
Plastic teeth, gums and bases are required. During 2nd yr additional plastic teeth will also be required for additional procedures. It is the responsibility of students to ensure they have adequate teeth prior to all operative technique laboratory sessions (as outlined in the simulated clinic program).

Practice Blocks and Wax Carving Teeth:
Practice blocks and wax carving teeth will be required as outlined in the simulation clinic program and advised by coordinator.

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

	DENT 2005AHO	DENT 2005BHO	Weighting	Overall end of year Weighting	Assessment Type	Learning Outcome(s)
Hurdle 1a: Practical component Clinic	Clinical performance (tutor assessment end of semester 1) (50% of Practical component) Including Clinic learning plan Including -Satisfactory completion of all SA Dental Service Online training modules/clinic induction	Clinical performance (tutor assessment end of semester 2) (50% of Practical component) Including Clinic learning plan Including	(10% of Practical component)	Hurdle 1a and Hurdle 1b: 30% of whole years’ work. Must pass both Clinic and Sim Clinic to pass the practical component	Summative	1 to 30
Hurdle 1b: Practical component Sim Clinic	Formative	Simulated clinic performance (tutor assessment end of semester 2) Including Sim Clinic learning plan (100%)	(20% of Practical component)		Summative	1 to 30
Hurdle 2: Written tests	2x Summative Tests 30%	3x Summative Tests (70%)	(60% of written component)	Hurdle 2 and Hurdle 3: 70% of whole years’ work Must achieve 55% Pass standard overall for Hurdle 2	Summative	1 to 30
Hurdle 3: Written assignments	Perio Case Assignment (30%)	Volunteer Patient program reflection submissions (30%) Indigenous Health course including online and reflective task submissions (40%)	(10% of written component)	Must achieve 55% Pass standard overall for Hurdle 3	Summative	1 to 30
Hurdle 4: Compulsory activities Must achieve a Satisfactory standard in each component	ILA participation and submissions Radiography practical session attendance and participation	ILA participation and submissions		NGP	Summative	1 to 30

Feedback (Formative Assessment)
Formative assessment activities are provided in each semester. These are to help students learn key concepts in DSP 2, and provide opportunities to seek and obtain feedback as part of monitoring the progress of their learning, and to experience in the question formats used in DSP 2. These activities are in the form of questions and other activities prior to and in classes, and on-line activities.

Summative Assessment
To achieve a satisfactory grade in DSP2: 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 School Assessment Board proceedings.

DSP2 Assessment activities comprise written and practical components. The written component includes written tests and written assignments and other tasks during semester, and at the end of each semester. The practical component includes activities undertaken in clinic and simulation clinic.

Written assessments (tests and assignments) falls under the University's rules and regulations re cheating, plagiarism etc.

The overall grade for the year will be determined by performance in the written component and performance in the clinic and simulation clinic. The final grade is comprised of written component (70%) and practical component (30%). A satisfactory grade will only be awarded to students who achieve a satisfactory standard in all components.

To pass DSP2 and the Second Annual Examination (Progressive Integrated Assessment: PIA), students must obtain:
• a satisfactory result in Hurdle 1 (both clinic and sim clinic performance must reach satisfactory standard)
AND
• a satisfactory performance in each of the Hurdle 2 , Hurdle 3 and Hurdle 4 all components
AND
• a satisfactory performance in the PIA Second Annual examination and OSCE assessments.

Must attain 55% Pass standard in DSP 2 overall

Assessment Related Requirements

Attendance at all classes eg clinic, sim clinic, ILA sessions, lab sessions, tutorials., Volunteer Patient clinical communication skills sessions.

All students in the BDS program are required to notify the School of absences. Students are reminded that the BDS programme is a professional degree, requiring the highest standards of professional behavior. Notification of any absence is also good professional conduct. International students need to be compliant and attend classes as a requirement of the visa obligations and responsibilities under the Education Services for Overseas Students (ESOS) Act 2000.

If you are unable to attend your scheduled session the following 3-step protocol must be followed:

1. Contact the clinic asap to inform them of your absence.

2. Email the BDS Yr level/clinic/sim clinic coordinator and inform them of your absence ASAP

3. Complete and lodge a “Non-Attendance” form. This step is mandatory.

Assessment Detail

For DSP 2 Semester 2
Final grades for your performance in this course will be awarded in accordance with the following scheme: GS8.

HURDLE 1

Students must achieve a satisfactory grade overall in the Practical component to pass DSP 2.

The practical component consists of

Clinical Performance and
Simulation Clinic Performance

Clinical Performance: Performance in clinical sessions will be based on tutor assessment. Assessment will cover application of knowledge, clinical examination, diagnostic and management skills, practical/technical skills professional behaviour and interpersonal skills (refer to Clinical Assessment Criteria and Standards Book). Students need to be familiar with the Clinical Assessment Criteria and Standards as you are responsible for monitoring your own learning. This includes identifying and implementing realistic and achievable strategies for improvement.

Students will also need to complete a Clinic Learning Plan during semester 1 and semester 2. This involves setting learning goals and self-monitoring. Completion and submission of the Clinic Learning Plan forms an integral part clinical performance.

Clinic tutors will provide feedback (verbal and written) to students during/at end of each session to assist your learning. Students need to be proactive with your tutors to seek feedback on your progress. This includes identifying and discussing areas that require improvement and seeking assistance in identifying strategies that you can implement.

At the end of semester 1, students will receive feedback regarding the standard of performance achieved. Students who are identified as performing below the required standard will be required to meet with clinic/year coordinators to discuss their progress. Mid-way through semester 2, coordinators will collect progress information from all tutors regarding students in the BDS2 year. Students who were not performing at a satisfactory standard in semester 1 will again be required to meet with coordinators to discuss their further progress. Additionally, students who achieved a satisfactory standard in semester 1 but have been identified as progressing at a lower standard at the time of the semester 2 progress reports will be asked to meet with coordinators. Students will need to identify and implement strategies for improvement supplemented by feedback from tutor/coordinator.

At the end of semester 2, tutors will submit a final written summative assessment and a provisional final grade for clinical performance.

The final grade in the clinical component of Dental Science and Practice 2 will be based on the students’ tutor assessment of a student’s ability to consistently perform to the required standard in the summative assessment component of the Clinic program, Semester 2. Your final assessment will be based on an overall review of your knowledge, clinical examination, diagnostic and management skills, practical/technical skills, professional behaviour and interpersonal skills in a simulation clinic context. Tutor assessment will consider overall professional behaviour including attendance and ability to monitor your own performance.

At the end of semester 2, tutors will submit a final written summative assessment and a provisional final grade for clinic performance. The final grade in the practical component of Dental Science and Practice 2 is not just the sum of individual assessments in your self-assessment booklet. These assessments provide feedback to help you with your learning.

Final clinic performance in DSP 2 is based on a criterion-based grading system (Well Above Expectations; Above Expectations; Met Expectations and Not Met Expectations). These grades are subsequently converted to a score that contributes to the 10% of the overall practical component for the year.

Students who at the end of the year been graded as “Not Met the Standard” in the Clinic Component of DSP 2 will not be offered any Additional Clinic Assessment

Simulation Clinic Performance: Performance in simulation clinical sessions will be based on tutor assessment. Assessment will cover application of knowledge, clinical examination, diagnostic and management skills, practical/technical skills, professional behaviour, and interpersonal skills (refer to Clinical Assessment Criteria and Standards Book). Students need to be familiar with the Clinical Assessment Criteria and Standards as you are responsible for monitoring your own learning. This includes identifying and implementing realistic and achievable strategies for improvement.

Students will also need to complete a Sim Clinic Learning Plan. This involves setting learning goals and self-monitoring. Completion and submission of the Sim Clinic Learning Plan forms an integral part clinical performance.

Simulation Clinic tutors will provide feedback (verbal and written) to students during/at end of each session to assist your learning. Students need to be proactive with your tutors to seek feedback on your progress. This includes identifying and discussing areas that require improvement and seeking assistance in identifying strategies that you can implement.

At the end of semester 1, students will receive feedback regarding the standard of performance achieved. Remedial sessions will be offered to those students identified as Not Yet Met Expectations or Not Met Expectations. Semester 1 assessment is formative and will not contribute to your final simulated clinic grade.

The final grade in the simulated clinical component of Dental Science and Practice 2 will be based on the students’ tutor assessment of a student’s ability to consistently perform to the required standard in the summative assessment component of the Simulation Clinic program, Semester 2. Your final assessment will be based on an overall review of your knowledge, clinical examination, diagnostic and management skills, practical/technical skills, professional behaviour, and interpersonal skills in a simulation clinic context. Tutor assessment will consider overall professional behaviour including attendance and ability to monitor your own performance.

At the end of semester 2, tutors will submit a final written summative assessment and a provisional final grade for simulation clinic performance. The final grade in the practical component of Dental Science and Practice 2 is not just the sum of individual assessments in your self-assessment booklet. These assessments provide feedback to help you with your learning.

Final simulation clinic performance in DSP 2 is based on a criterion-based grading system (Well Above Expectations; Above Expectations; Met Expectations; Not Yet Met Expectations and Not Met Expectations). These grades are subsequently converted to a score that contributes to the 20% practical component for the year.

The BDS 2 Assessment board may offer a Supplementary Practical Assessment (SPA) to those students who at the end of the year been graded as “Not Yet Met the Standard” in the Sim clinic Component of DSP 2.

Students who at the end of the year been graded as “Not Met the Standard” in the Sim Clinic will not be offered any Additional Sim Clinic Practical Assessment

NOTE: To pass the practical component of DSP 2 – a satisfactory standard at end of the year in both the Clinic and the Sim Clinic components is required to Pass the Practical Hurdle component of DSP 2.

HURDLE 2 - Written summative online supervised tests

Summative Test 3 - during Semester 2A

Summative Test 4 - during Semester 2B

Summative Test 5 - during Exam Period Semester 2

HURDLE 3 - Written assignments

Volunteer Patient program reflection submissions during semester 2

Indigenous Health course including online and reflective task submissions during semester 2

Students must achieve a Satisfactory standard 55% Overall for Hurdle 2 and a Satisfactory standard 55% Overall for Hurdle 3.
These written summative assessment tasks (Hurdle 2 and 3) will contribute 70% to the overall grade in DSP II

HURDLE 4

Performance in other summative assessment tasks that have final outcome as non-graded
- ILA participation and submissions

DSP II is a year long course - and hence Students must reach a satisfactory standard in each of the summative assessment tasks in Hurdles 1,2,3, and 4 (semester 1 and semester 2 collectively) to pass DSP II.

Students must also pass the Second Annual Examination course to pass overall.

Submission

Unless otherwise indicated, coursework should be submitted electronically via MyUni. Any students experiencing technical
difficulties should contact the course coordinators at the earliest opportunity. The deadline time will be strictly enforced according to the digital time displayed by the MyUni portal. Coursework submitted to any location other than those specified will not be accepted. This includes submissions to staff email addresses. Submission dates may be extended only under exceptional circumstances as per the Modified Arrangements for Coursework Assessment (MACA) policy.

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.

The School follows the University’s SELT policy regarding the use of SELTs to evaluate its programmes, courses and teachers. The results are reviewed with by Year and Course Coordinators and actions taken as appropriate. A summary of changes that have been made are circulated to staff and students after the review process.

The year co-ordinators will meet with students on a regular basis to discuss the delivery of the course, content, clinical and other matters.

Student representative across the BDS program also meet periodically with the Head of School.
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鈥檚 disciplinary procedures.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 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

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