ORALHLTH 5000 - Clinical Practice (Adult Therapy) IV OH
North Terrace Campus - Semester 2 - 2022
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General Course Information
Course Details
Course Code ORALHLTH 5000 Course Clinical Practice (Adult Therapy) IV OH Coordinating Unit Oral Health Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 6 Contact 24 hours per week, blended learning, external clinical practice, intensives Available for Study Abroad and Exchange N Corequisites ORALHLTH 5001 Restrictions Students enrolled in Graduate Certificate in Oral Health Science Assessment Participation, simulation and clinical assessment, oral examinations Course Staff
Course Coordinator: Dr Jennifer Gray
Ms Katrina PlastowCourse Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1. perform detailed clinical examinations of the extra-oral and intra-oral hard and soft tissues of adult patients, identifying disease, abnormalities and possible complications to care for the adult patient
2. formulate comprehensive integrated management/treatment plans specific to individual patient’s needs, integrating knowledge relating to the age-related changes in teeth and supporting structures
3. employ a good understanding of the range of restorative options in the provision of simple, direct tooth restoration in the adult patient
4. apply an understanding of the multidisciplinary issues and an appreciation of the complex clinical disciplines in adult care through the provision of effective clinical patient management
5. recognise conditions, or likely outcomes of treatment, that require referral for consultation with and/or management by dentists/specialists
6. integrate knowledge of medical disorders, therapeutic and adverse effects of drugs, and their implications, and incorporate in patient management as relevant to topics coveredUniversity 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.
1-6 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.
2-6 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.
2,4,5 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.
2,4,5 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.
1,2,6 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.
4 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
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Learning Resources
Required Resources
NoneRecommended Resources
n/aOnline Learning
Online:
All resources will be available via MyUni and will include: journal articles, government reports, video resources, online data bases, web-based tutorials and activities -
Learning & Teaching Activities
Learning & Teaching Modes
Clinical Practice (Adult Therapy) IV OH is a blended learning course including:
• One to two week intensive blocks
• Simulation and clinical activities
• Workshops
Throughout the intensive blocks students attend:
• Practical sessions
• Workshops
The workshops will be facilitated by a range of guest speakers and university staff with expertise in range of areas of adult oral health, providing students with practical/clinical approaches and workplace examples. The clinical components of the course are an application of the scientific aspect of the program.
Information and communication technology will be used to enhance student learning and will be integral to the design and delivery of the course.
Face to face learning: The face-to-face learning will include class meetings, tutorials, workshops and resource sessions. The class meetings and resource sessions will be used for traditional and interactive lectures as well as seminars. There will also be workshops and small group tutorials where students can ask questions and clarify concepts.
Simulation/practical: These sessions have the primary purpose of demonstrating and developing skills, incorporating new knowledge and application. Prior to commencing clinical sessions, during which students will deliver patient care, students will complete a number of simulation exercises/procedures and be required to perform to pre-set levels of competenceWorkload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The course is based on a blended learning approach over 18 weeks. The structure of the course incorporates an initial 2 week intensive followed by a 4 week block of distance learning and observation, a further 1 week intesive, an 8 week mentored clinical practicum, 1 week review, swot vac and an exam week.
The 8 week clinical practicum would involve 2 days a week of clinical practice on adults undertaking simple restorative careLearning Activities Summary
Week 1
Sim clinic
– Cariology
– Dental materials
– Comprehensive adult oral health exams
Workshops
– Cariology
– Comprehensive adult oral health exams
– Management of the older adult
Week 2
Sim clinic
– Large amalgam restorations
– Large posterior adhesive restorations
–Large anterior adhesive restorations
Workshops
– Patient cases 1 & 2
Week 3
Sim clinic
– Local anaesthesia
– Dental emergency management
Workshops
– Patient cases 3 & 4
– Periodontology
– Prosthodontics
– Medically compromised patients
– Oral medicine and pharmacology
Weeks 4-11
8 weeks clinical practicum with clinic mentor
Week 12 – Review week
• Sim clinic review
Weeks 13-14
Swot vac and exam weekSpecific Course Requirements
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Assessment
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
Attendance and participation (Formative NGP)
Simulated clinical assessment (Summative 10%)
Clinical assessment (Summative 50%)
Patient case review (oral viva) (Summative 20%)
Objective Structured Clinical Assessment (OSCA) (Summative 20%)Assessment Related Requirements
not applicableAssessment Detail
All assessment tasks are designed to enable students to develop and demonstrate their understanding of core concepts and principles related to managing the adult dental patient within the oral health therapists’ scope of practice. Student assessment, both formative and summative, will be closely matched to the integrated learning and teaching activities and to the clearly defined outcomes and objectives. An emphasis will be placed on the development of self-assessment skills.
Students will work throughout the semester on the assessment tasks outlined here. Assessment asks will be guided by marking rubrics and the course handbook available on MyUni.
Attendance and participation
Student participation, attendance and involvement in the practical and face to face sessions are necessary to develop cooperative, participative and applied learning. Group discussion and feedback from peers and facilitators will be a key feature of the theoretical and practical sessions.
Simulated clinical assessment
Continuous written assessment on all simulated clinical sessions incorporating a reflective diary that encourages logical self-evaluation and critical analysis of own work.
A uniform system of simulated and clinical assessment is used in in the School of Dentistry. It is based on self-assessment and it:
• gives students direct input into their clinical assessment and learning experiences
• encourages students to reflect on the learning process as a whole
• teaches students to reflect on and assess the quality of their clinical work using a standardised assessment procedure
• encourages students to learn by receiving regular feedback
• encourages students to accept responsibility for what they say and do in the clinic
• includes objective measures of clinical performance in each discipline
• helps develop life-long learning skills
Clinical assessment
Continuous written assessment on all clinical sessions incorporating a reflective diary that encourages logical self-evaluation and critical analysis of own work.
A uniform system of simulated and clinical assessment is used in in the School of Dentistry. It is based on self-assessment and it:
• gives students direct input into their clinical assessment and learning experiences
• encourages students to reflect on the learning process as a whole
• teaches students to reflect on and assess the quality of their clinical work using a standardised assessment procedure
• encourages students to learn by receiving regular feedback
• encourages students to accept responsibility for what they say and do in the clinic
• includes objective measures of clinical performance in each discipline
• helps develop life-long learning skills
Patient case review (oral viva)
This is a barrier assessment where students are required to demonstrate critical analysis and reflective practice applying their learning in a scenario-based oral viva assessment. Students will be provided with information on clinical patient situations (with images, models or radiographs where appropriate). There will be allocated preparation time to consider a number of aspects regarding the management of these patients including identifying patient chief concern, highlighting key issues in history, risk assessment, formulating a treatment plan including prevention and long term needs. This will form the basis for a 45 minute oral viva with a panel of examiners (including external/non-成人大片). Grade descriptors and criteria are used to assess.
Objective Structured Clinical Assessment (OSCA)
This is a barrier assessment where students are required to demonstrate a satisfactory level of knowledge and ability to apply learning holistically to clinical scenarios. The aim is to assess whether students can apply their knowledge, skills and attitudes to clinical scenarios that validates readiness for professional practice and certification.
The format consists of a number of 10 minute stations and some rest stations for a total of approximately 2 hours. Some stations may involve student interaction with a staff member – either as a role-play or based on an exhibit eg. tooth/description of a situation – while other stations may involve models, radiographs or clinical photographs and associated questions.
Students will be expected to demonstrate a satisfactory level of knowledge and ability to integrate material holistically in a clinical context. The aim is to assess whether the students have a systematic approach to situations, the application of knowledge and integration of information, as well as communication skills. It will test problem solving abilities and have a strong clinical emphasis. Grade descriptors and criteria are used to assessSubmission
The clinical assessments will be reviewed at the completion of every session and a copy retained by both student and mentor.
Mentors will provide formative feedback in week 12 and a summative grade at the end of the semester.
Both the patient review case and the OSCA are face to face assessments not requiring any submission.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.
Not applicableFinal results for this course will be made available through .
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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.
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