成人大片

Phone: +61 8 8313 1294
Email: lauren.stow@adelaide.edu.au 
Location: Level 10, Adelaide Health and Medical Sciences Building

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
	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.
	3	understand health promotion strategies to promote oral and general health and design, implement and evaluate evidence based health promotion.
	4	critically reflect and evaluate their own performance, seeking feedback and implementing appropriate strategies for improvement and continuing professional development
	5	implement, seek assistance and self-evaluate management approaches to respond to common occupational stressors and seeks assistance 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	provide culturally safe and culturally competent practice that recognises the distinct needs of Aboriginal and Torres Strait Islander peoples in relation to oral health care provision.
	11	use effective patient-centred communication to competently manage pain, anxiety, stress and oral care of medically healthy and medically & socially compromised adult patients through appropriate use of questions, active listening, explanations, empathy, and feedback including breaking bad news and defusing situations.
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 to develop and implement emergency or comprehensive plans for medically health and medically compromised adult patients and monitors effectiveness.
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, including referrals and prescriptions.
	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, smoking cessation, nightguards, mouthguards, perio splints, and diagnostic procedures in clinic.
	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 (and temporary) restorations including use of liners/bases, caries removal using MI approach and effective moisture control including safe administration of common pain control procedures on adult patients.
	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 including undertaking Open Disclosure and documenting and debriefing.
	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 and with tutor guidance the prescription of pharmaceutical agents.

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 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.

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.

A variety of learning modes will be used in this stream including:
 
•   Integrated Learning Activities - ILAs. [Case-Based Learning]
•   in person Class meetings and Online lectures and Online resources
•   Clinic sessions
•   Simulated Clinic sessions
•   Clinical communication tutorials with volunteer patients
•   Workshops/Learning Laboratories
•   Assignments

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, Clinic sessions, Simulated clinic sessions and Workshops/Tutorials

Non-contact hours (hrs/week) up to 20:
Comprising Group and Individual Learning and Preparation for ILAs, class meetings/online modules/lectures, clinics, simulated clinic sessions, tutorials, and assignments.

Students will engage in the following learning activities 

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

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

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:

	DENT 3005AHO Assessment Task Weighting	DENT 3005BHO Assessment Task Weighting	End of year Weightings Assessment	Assessment Type	Learning Outcome(s)
Hurdle 1a: Practical Performance - Clinic	Continuous Clinic assessment Clinic Learning Plan PCPC clinic activities and self reflection submissions Periodontal debridement and splinting workshop attendance: NGP SA Dental service online training modules/clinic induction/clinic assessment	Continuous Clinic assessment Clinic Learning Plan Log of clinic procedures submission Radiology Lab book submission	Hurdle 1a and 1b: Practical component 40% of whole years work Must pass both Clinic and Sim Clinic	Summative	1-30
Hurdle 1b: Practical Performance - Sim clinic	PCPC sim clinic activities and self reflection submissions Sim clinic quizzes Continuous Sim Clinic assessment Sim Clinic Learning Plan	Sim Clinic assessment - Fixed Pros, Endo and Paediatric Dentistry -each must achieve Pass standard NGP Endodontics workbook completion and submission -NGP		Summative	1-30
Hurdle 2: Written Test Performance	Summative Test 1 & Summative Tests 2: 40%	Summative Test 3: 60%	Hurdle 2 and 3: Written component 60% of whole years work Must achieve 55% Pass standard overall for Hurdle 3	Summative	1-30
Hurdle 3: Written Assignment Performance	Online case 1-2: 30%	Online cases 3-4 & Health Promotion Assignment: 70% Volunteer patient program reflection submssions - NGP	Must achieve 55% Pass standard overall for Hurdle 3	Summative	1-30
Hurdle 4: Non-graded pass	ILA attendance, participation and submissions, radiography practical session attendance and participation	ILA attendance, participation and submissions	NGP	Summative	1-30

Feedback (Formative Assessment)
A range of formative assessment activities will be provided during each semester. These have been designed to help you learn key concepts in DSP III as well as give you feedback on your progress and to gain experience in the question formats used in DSP III, These activities will be in the form of questions in class meetings, ILAs, workshops, clinic/sim clinic and online materials accessible via MyUni.

Attendance at all classes eg clinic, sim clinic, ILA sessions, tutorials/workshops, subrosters (ie, radiography) are compulsory.

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 “Clinic Non-Attendance” form. This step is mandatory. This form is located in SONIA.

SUMMATIVE ASSESSMENT

DENTAL SCIENCE AND PRACTICE III (DENT3005AHO/BHO)

HURDLE  1 Practical Performance Assessment

“Preparation for Comprehensive Patient Care (PCPC)”: The assessment of performance in PCPC will be based on tutor assessment and student self-monitoring of procedural skills during clinic and simulation clinic, tutorial and online training participation, periodontal workshop performance and relevant self-monitoring, formative quiz submissions and a written PCPC test.  Students will be required to perform to pre-set levels of competency prior to being allowed to commence patient care.  Students must reach a satisfactory level of achievement in PCPC activities. If after a period of PCPC a student’s performance is not deemed to be satisfactory to commence patient care, a meeting will be held to discuss performance with the year coordination team.

 

Simulation Clinic Performance: Performance in simulation clinic sessions will be based on tutor assessment, sim clinic quiz completion and Simulation Clinic Learning Plan completion/submission.  Assessment will cover application of knowledge, clinical examination, diagnostic and management skills, practical/technical skills professional behaviour and interpersonal skills as detailed in the Clinical Assessment Criteria and Standards (available via MyUni).

Students need to be familiar with the Clinical Assessment Criteria and Standards as you are responsible for monitoring your own 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.Simulation clinic tutors will provide feedback to students during/at end of each session to assist your learning and development.

At the end of semester 1, all 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 coordinators to discuss their progress and strategies for improvement.

Assessment in simulation clinic covers specialist disciplines during semester 2; please see the Assessment map for further details.

Clinical Performance: Performance in clinical sessions will be based on tutor assessment, along with completion/submission of the Log of Clinical Procedures, Radiography log and Clinic Learning Plans.  Assessment will cover application of knowledge, clinical examination, diagnostic and management skills, practical/technical skills professional behaviour and interpersonal skills as detailed in the Clinical Assessment Criteria and Standards (available via MyUni).

Students need to be familiar with the Clinical Assessment Criteria and Standards as you are responsible for monitoring your own learning. Students need to be proactive with your tutors to seek feedback on progress.  This includes identifying and discussing areas that require improvement and seeking assistance in identifying strategies that you can implement.Clinic tutors will provide feedback to students during/at end of each session to assist your learning and development.

You should discuss your overall performance with your tutors throughout the year.  If you have any concerns, you should make arrangements to meet with the Year Coordinator as soon as possible.

During the year if a student is deemed to be placing patient safety at risk/not clinically competent, a meeting will be held to discuss performance and to discuss an improvement plan with the co-ordinators/discipline coordinator(s).

At the end of semester 1, all 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 coordinators to discuss their progress and strategies for improvement. Mid-way through semester 2, coordinators will collect progress information from all tutors regarding all students in the BDS3 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 for clinical performance, along with a provisional final grade for practical performance.

Final practical performance in DSP III 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 40% of the overall practical component for the year. 

The final grade in the practical component of Dental Science and Practice III is not just the sum of individual assessments in your self-monitoring booklet.  These assessments provide feedback to help you with your learning.  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 clinic/sim clinic context across the whole academic year  and taking into account  overall professional behaviour including attendance and monitoring your own performance.

Replacement/Additional Assessment in the Clinical Component of DSP III is not offered.

 

HURDLE  2 

Integrated Written summative tests will be held at the end of the PCPC block, Semester 1 and Semester 2. Various test question formats will be used (single-best answer, extended matching questions, short answer and scenario-based questions). Blueprinting and standard setting procedures will apply.

HURDLE 3

Online Clinic Case Assignments (1 formative and 1 summative during first semester, 1 summative during second semester). These present students with a clinically-relevant patient case with which to integrate current learning.

ILA case report details to be provided during ILA sessions.This will comprise a report on a clinical patient that has been managed throughout the year in your clinic sessions, inclusive of relevant images.

Oral Health Promotion assignment presents students an opportunity to review Oral Health Promotion interventions and outcomes. 

HURDLE  4

This hurdle comprises performance in (and completion of) other assessment tasks (eg., ILA attendance, participation and submissions, radiography practical session attendance and participation) that have a final outcome of Non-graded Pass.

Students must achieve a satisfactory grade overall in the Written component (both Hurdles 2 and 3, combined across semester 1 and 2) to pass DSPIII. These written summative assessment tasks contribute 60% to the overall grade in DSPIII.

To pass DSP III (DENT3005AHO/BHO) and the Third  Annual Examination (DENT3000HO) students must obtain:

• a satisfactory result in each of the FOUR (4) Hurdles of the summative assessment in semesters 1 and 2 and
• an overall standard of at least 55% in DSPIII by the end of the regular academic year (DENT3005AHO/BHO)
• a satisfactory performance in the cumulative PIA, DOPS (Direct Observation of Procedural Skills) and OSCEs (Objective Structured Clinical Examinations) as part of DENT3000HO

The overall grade for the year will be determined by performance in the written integrated/oral examinations (60%) and by performance in the clinic (40%).  A pass grade in DSPIII will only be awarded to students who achieve a satisfactory standard in all summative components.

 

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

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.