成人大片

Course Coordinators:
Dr Paul Sambrook
Ph: +61 8313 5103
Email: paul.sambrook@adelaide.edu.au 
Location: 5th floor Adelaide Dental Hospital

Dr Patrick Collette
Ph: +61 8222 8309
Email: pat.collette@health.sa.gov.au
Location: 3rd floor Adelaide Dental Hospital


School of Dentistry - Reception
Ph: +61 8 8313 5256
Email: dentistry.reception@adelaide.edu.au 
Location:

Key student learning objectives for Dental Science and Practice V are:

1.  To adopt a holistic approach to the delivery of patient care.
2.  To demonstrate an ability to integrate concepts and topics relevant to dentistry, drawing on material that is covered within the year and in previous years.
3.  To take responsibility for identifying, implementing and monitoring their own learning goals.
4.  To understand the principles of research and scholarship; to undertake evidence-based practice and quality assurance activities; and to explore important topics in depth.    
5.  To demonstrate effective interpersonal skills; communication and team-working skills; appropriate professional behaviours and personal development.   


Other course objectives:

6. The Dental Science and Practice V course will ensure substantial opportunities to learn and to practise in the Adelaide Dental Hospital and suburban clinics of the South Australia Dental Service (SADS), and in the 成人大片’s new simulation laboratory. The students will comply with University and SADS policies.
7. The Dental Science and Practice V course will be structured to provide clinical experiences that will be of increasing complexity throughout the year.
8. The scientific and medical components of the DSP5 course will underpin and integrate with the clinical components of the course.
9. The instructional approach in Dental Science and Practice V will consist of a variety of integrated learning activities (ILAs) complemented by other learning and teaching activities, including class meetings, tutorials, workshops, simulation laboratory, and clinical sessions during which students provide patient care.
10. Information and communication technology will be used to enhance student learning and will be integral to the design and delivery of the course.  
11. Student assessment, both formative and summative, will be closely matched to the integrated learning and teaching activities and to their clearly defined outcomes objectives.  An emphasis will be placed on the development of self-assessment skills.
12. A quality assurance system will monitor the implementation and evaluate the outcomes of the course.

Information will be provided to students during the 'Preparation for clinic' block.

Information about textbooks and other resources will be provided to students during the 'Preparation for clinic' block. 

Information about the materials available on MyUni will be provided to students during the 'Preparation for clinic' block. 

In the new DSP5 course there will be reinforcement of topics covered in previous years to ensure maximal integration and coordination between class meetings, ILAs and clinic/laboratory sessions.

The overarching rationale behind the shift of content to earlier years of the programme is to create an extensive comprehensive care model in the final year during which students spend the majority of their time on clinical placements (city, metropolitan and regional).

The distinctive PBL based philosophy of the Adelaide BDS programme is being built on, with Integrated Learning Activities (ILAs) providing an opportunity for students to apply and to integrate their knowledge in realistic clinical situations.  The ILAs may also be used for open sessions on topical issues and to review clinical presentations and management of patients. ILAs are a feature of every year of the revised BDS.  Approximately 10 ILAs will be presented during the year, running over 3 weeks each, and the students will be expected to analyse, research and assimilate information both in individual and group settings.

Apart from ILAs and class meetings (which will be used for traditional, online and interactive lectures as well as seminars), there will also be workshops and small group tutorials where students can ask questions and clarify concepts.  

The focus of the clinical experience will be a patient-centred approach where the students will be expected to provide holistic care through comprehensive care plans rather than focussing on procedural items.

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

Contact Hours:  
26 hours/week
A typical weekly timetable will include:
7 x 3 hour clinical sessions for delivery of patient care
1 x 4 hour Integrated Learning Activity (ILA) sessions
1 x 1 hour practice meeting

Please note that attendance at other sessions may occasionally be required (e.g. hospital ward rounds, practice visits).

Self-Directed Learning:
approximately 23 hours/week
A significant amount of time is required for learning activities outside of clinic and away from the campus in order to prepare for classes and for individual and group study.

The pre-clinical component of DSP5 will run over 1 week covering the extended clinical competencies, patient management, cardiopulmonary resuscitation and mandatory reporting.

Students will be further prepared for the delivery of patient care through a series of orientation sessions covering patient management policies and protocols, record keeping, cultural awareness and orientation to specific clinics and the wards of the Royal Adelaide Hospital.  

A typical weekly timetable during the extended clinical semesters will include clinical sessions for delivery of patient care, morning class meetings, a small group tutorial, Integrated Learning Activity (ILA) sessions and a practice meeting.

Disciplines to be reinforced during DSP5

Dental & Human Disorders
Scientific Basis of Dental Practice
Health & the Community

Extended Clinical Competencies
Comprehensive Oral Care Practice:
•    Preventive Minimum Intervention
•    Surgical Minimum Intervention
•    Oral Diagnosis & Radiology
•    Periodontology
•    Minor oral surgery including routine dental extractions
•    Observe major oral surgical procedures (day stay and in patients) and maxillofacial surgical procedures
•    Endodontics & Dental Traumatology
•    Fixed Prosthodontics
•    Geriatric Dentistry
•    Orthodontics
•    Paediatric Dentistry
•    Removable Prosthodontics
•    Temporoamndibular Disorders

Criminal History Clearance, PCI, TB and other mandated checks are required for dental students on clinical placements.

Clinical Placements will be held at suburban Community Dental Service and interstate clinics and travelling will be required.

Other specific information will be provided in the 5th year BDS handbook.

Assessment Task	Type of Assessment Task	Weighting (%)	Learning course objective(s) being addressed
End-of-semester written examinations	Formative & Summative	Graded  20% Satisfactory required (Replacement and Additional Assessment offered)	1,2,4
End-of-semester Progressive Integrated Assessment	Sem 1 - Formative Sem 2 - Summative	Non-graded Satisfactory required (Replacement and Additional Assessment offered)	1,2,4
Performance in ILAs, tests of understanding, tutorials and other assessment activities	Formative or Summative	Non-graded Satisfactory required (Replacement Assessment offered)	1,2,3,4,5
Clinical performance	Formative & Summative	Graded  80% Hurdle (additional clinics may be provided for under performing students during the semesters but Additional Assessment will not be offered)	1,2,4,5

Attendance at all classes is compulsory.

Absence from classes must be notified to the School of Dentistry Reception Desk phone (voice mail) +61 8 8313 5256 as well as to the clinic to which you are rostered.  Please see MyUni and the 5th year Bachelor of Dental Surgery handbook for details and clinic phone numbers.

Details of specific assessment tasks and their timing will be provided to students in the 5th year BDS handbook during the “Preparation for clinic” week.

There will be four components to the assessment:

1)     Written Examinations
Two written examinations will be held at the end of semester 1 and at the end of Semester 2.  The Semester 2 exams will draw on topics from the whole year. Various question formats will be used in the written exams including single best answers (SBAs), extended matching questions (EMQs), key feature problems (KFPs), clinical reasoning short-answer questions and Observed Structured Clinical Exam (OSCE).  Blueprinting and standard setting procedures will be applied.  Results will be presented as grades not as marks (GS8). An end-of-year Progressive Integrated Assessment (PIA) that will assess knowledge and understanding that students should be ‘carrying in their heads’.  The PIA will address key topics from BDS1, 2,3 and 4.  Students must pass to obtain a satisfactory result in the PIA and Replacement Assessment will be allowed.  An opportunity for redemption will be offered in the PIA.  A ‘practice’ PIA will be scheduled earlier in the year to provide formative feedback.

2)     Performance in the ILAs tutorials, tests of understanding and other activities will be assessed by tutors/facilitators following criteria that have been developed to assess student participation in small and larger group settings and to assess the quality of written assignments such as case reports.

3)    Assessment of performance in clinical sessions will be based on tutor assessment and student self-assessment, including log books.  Assessment will cover a range of clinical skills, patient management skills and professional conduct.  Apart from direct observations of performance/behaviour in these sessions, mini-CEX or other clinical assessments may be used, especially for students whose performance is borderline.  Replacement Assessment may be provided for under performing students during the year by way of additional clinic sessions but Additional Assessment with not be offered.

4)    All tests of understanding will be non-graded assessments with opportunities for redemption.(Hurdle)

5)    All summative assessments during the year  include the borderline grade, and final year results will be recorded as High Distinction , Distinction, Credit, Pass and Fail.

6)    Formal summative written examination comprises two written examinations at the end of each semester and one end-of-year Progressive Integrated Assessment. (Hurdle.)

7)    Assessment of performance in Integrated Learning Activities, tests of understanding, tutorials and other assessment activities will be summative and formative. (Hurdle)

8)    Continuous formative assessment and end-of-semester summative assessment of patient care in clinical sessions will comprise student self-assessment and tutor assessment.  (Hurdle.)

9)    Students will not be eligible for the final end of year examinations unless they have passed the clinical component and all hurdles outlined above of the course.

Details regarding submission of specific assessment tasks, clinical self assessments and logbooks will be provided to students in the 5th year BDS handbook during the “Preparation for clinic” week.

The School follows the University’s SELT policy regarding the use of SELTs to evaluate its programmes, courses and teachers.  The School has developed its own SELT/Evaluation policy in line with that set out by the University but forms include additional questions to provide more detailed feedback to staff.  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.

Students returning from a period of leave or repeating the year will have their ‘special program’ documented in writing following discussion with the Assistant Dean (Undergraduate – Student Affairs).  Regular follow-up meetings will be required.