成人大片

Ms Elvina Bonnici
Dr Derek Lerche

1	Review and critique the theoretical basis of dental diseases underlying the provision of simple, direct tooth restorative care to adults.
2	Apply an understanding of interdisciplinary issues and an appreciation of the complex clinical disciplines that relate to adult restorative care by being able to explain contemporary views on clinical patient management.
3	Critically evaluate the principles of managing the older adult, incorporating medical and pharmacological factors and the possible complications when restoring teeth.
4	Prepare and present a series of case studies exploring the management of the older adult including communication, psychological and motivational factors.
5	Clarify the professional responsibilities for care of the adult patient incorporating the roles of the various dental practitioners.

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

Dental & Health Science (Adult Therapy) IV OH is a blended learning course including:
• Case-based integrated learning activities
• On-line learning modules 
• Pre-readings
• One to two week intensive blocks

Throughout the intensive blocks students attend:
• Class meetings
• Tutorials
• Seminars
• Workshops

Facilitated by a range of guest speakers and university staff with expertise in range of areas of adult oral health, providing students with theoretical approaches and or workplace examples. The scientific components of this course will underpin and integrate with the clinical components of the course.
Information and communication technology will be used to enhance student learning and will be integral to the design and delivery of the course.

TEACHING AND LEARNING MODES
The course will use a variety of delivery modes to provide flexibility and a range of learning experiences that will enhance and develop the students understanding and experiences. It will incorporate face to face (including small group discovery, class meetings and resource sessions), case-based learning, interactive e-learning modules, simulation and practical and self-directed learning.
Face to face learning: The face-to-face learning will include small group discovery session, class meetings, tutorials, workshops and resource sessions. The sessions will be based on a structured activity where the purpose is the mix of presentation of new information/ideas/skills by the facilitator and teacher guided activities related to that information/ideas/skills incorporating clarification, exploration, development and reinforcement of new learning. The sessions will be reliant on student-facilitator and student-student interaction and discussion of key learning outcomes.

Case-based learning: A series of clinically-based situations will be used for a portion of the curriculum. Case-based scenarios aim to provide a realistic context for student learning and have been designed to integrate with material presented in other formats in a coordinated approach. The cases will require students to discuss, explore and review the material through individual and group research. The case-based approach is designed to allow guided individual and group explorations of a clinical situation or patient case that is realistic and meaningful. Academics work as facilitators to guide students through the case. Students need to discuss and synthesise their learning and evaluate their research/investigation.

Small-group discovery experience (SGDE): The 成人大片 has committed to a pedagogical approach that incorporates "Small-Group Discovery Experience" (SGDE). The Graduate Certificate students will undertake SDGE to discover the various relationships between health / oral health and the ageing dentition. Working with an experienced academic, they will undertake small group work as a collaborative project culminating in the group presenting and sharing their research with the larger class.

On-line learning modules: There will be a number of on-line Learning Modules developed for specific topics in DHS IVOH. These modules will further develop knowledge introduced during the face-to-face sessions and will include a variety of clinical and patient situations, supported by additional information, readings and quizzes. The modules can be undertaken at a time to suit individual students. The modules will be created and made available via MyUni to students and incorporated as part of the assessment.

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 distance learning approach, a further 1 week intesive, an 8 week clinical period, 1 week review, swot vac and an exam week.

During the distance learning weeks students are expected to complete the e-Learning modules and associated readings

Week 1& 2
Online presentations and resources

Week 3
Face-to-face
Comprehensive oral health examination and treatment planning for adults – overview
Ageing dentition – cariology update, root caries, non-carious tooth loss
Periodontology
Oral pathology / TMJ disorders
Module 1 – Ageing dentition
• cariology update
• root caries
• non-carious tooth loss
Module 2 – Periodontology
• periodontology update

Week 4
Face-to-face
Management of the older adult – communication, motivation/psychology, geriatric dentistry
Management of ageing dentition – OVD/orthodontics, root caries, non-carious tooth loss, prevention, incomplete dentition
Week 3
Module 3 – Management of the older adult
• Communication
• motivation/psychology
• geriatric dentistry

Module 4 – Management of ageing dentition
• Loss of OVD – causes and impact, management
• Ortho – overview adult ortho
• Third molars and their management – overview
• Management root caries
• Management non-carious tooth loss
• Endodontics – overview of RCT
• Prevention
• Management of incomplete dentition
• Prosthodontics
• Medically compromised patients
• Oral medicine and pharmacology
• Professional responsibility
• Referral
• clinical decision making
• Local anaesthesia
• Emergency management of oral conditions

Week 7 – One week intensive
Face-to-face
Local anaesthesia
Emergency management of oral conditions
Professional responsibility – referral, clinical decision making

Weeks 8-15– 8 weeks clinical practicum with clinic mentor
• Self-directed, independent student learning
• Discussion board, webinars

Week 16 – Review week
Face-to-face
• Patient cases – 1-4
• Review workshops
Weeks 17-18
Swot vac and exam week

None

Assessment Task	Task Type	Weighting	Learning Outcomes Addressed
Attendance and participation	Formative	NGP
Clinical pharmacology report	Summative	40%
Clinical case report	Summative	30%
Written examination	Summative	30%

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. Assessment tasks will be guided by marking rubrics and the course handbook available on MyUni.

Attendance and participation
Student participation will be assessed through attendance and involvement in all aspects of the face to face intensives.

Clinical pharmacology assignment - Incorporating current research, critical analysis, reflective practice and development of applied learning.

Clinical case report
Students are required to prepare and present a patient case report based on a patient for whom they have undertaken an examination, developed a treatment plan and undertaken treatment. The report will be 2000 words and should incorporate current research, critical analysis and reflective practice.

Written examination
This is a 90 minute barrier assessment where students are required to demonstrate a satisfactory level of knowledge and ability to integrate material from all aspects of the programme in a clinical context. The aim is to assess whether students have a systematic approach to situations, the application of knowledge, problem solving and communication skills with a strong clinical emphasis. The exam will be supervised by School of Dentistry staff

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.