ORALHLTH 2201BHO - Dental & Health Science IIOH Part 2

Teaching Hospitals - Semester 2 - 2018

This course aims to build upon the knowledge gained in first year, as well as introduce new areas of contemporary dental practice. It consolidates the role of the oral health practitioner in community dental health issues and develops the knowledge of community needs assessment and health promotion. Topics include: community health needs assessment, health education, health protection, health prevention, program design and program evaluation.

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Course Details

Course Code	ORALHLTH 2201BHO
Course	Dental & Health Science IIOH Part 2
Coordinating Unit	Oral Health
Term	Semester 2
Level	Undergraduate
Location/s	Teaching Hospitals
Units	4
Contact	Up to 7.5 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	ORALHLTH 1201A/BHO & ORALHLTH 1200HO
Corequisites	ORALHLTH 2202AHO/BHOH, ORALHLTH 2203AHO/BHO & ORALHLTH 2204AHO/BHO
Restrictions	Available to Bachelor of Oral Health students only
Assessment	A group assignment, a written exam online modules

Course Staff

Course Coordinator: Mr Clinton Kempster

Teaching staff:

Mr Clinton Kempster
clinton.kempster@adelaide.edu.au

Dr Jenny Miller
jennifer.miller@adelaide.edu.au

Ms Cathy Nelson
cathy.nelson@health.sa.gov.au

Course Timetable

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

Course Learning Outcomes

On completion of this course, students should be able to:

- Define the terms health, health education, health promotion and apply them to the general and dental health setting in the management of individual patients and community groups.

- Describe the Ottawa Charter and Jakarta Declaration through the process of planning, developing, implementing and evaluating a group health education /promotion project.

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1, 2
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1, 2
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	1, 2
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1, 2
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1, 2
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1, 2

Learning Resources

Recommended Resources

Health Promotion:

- Fleming M L & Parker E (2009) Introduction to Public Health, Elsevier, 最新糖心Vlog.

- Scriven A (2010) Promoting Health: A Practical Guide 6th Ed, Elsevier.

- McMurray A (2003), Community Health & Wellness 2nd Ed Griffith: Mosby.

- O’Connor M L & Parker E (1995), Health Promotion: Principles & Practice in the 最新糖心Vlogn Context NSW, Allen & Unwin.

- Oliver S & Peersman G (2001), Using Research for Effective Health Promotion, England: Open 最新糖心Vlog Press.

- Talbot and Verrinder (2010), Promoting Health: The primary health care approach, 4th Ed Sydney, Churchill Livingstone.

- Wass A (2000), Promoting Health: The primary healthcare approach. 2nd Ed, Sydney, Harcourt Saunders.

Online Learning

An online learning module is used to support students knowledge development in this topic area. Recordings of past class meeting are also available for students to review certain concepts. Readings are provided online and students are offered links to extenal online content relevant to the discipline and genre.
Learning & Teaching Activities

Learning & Teaching Modes

Teaching and learning activities provided in this course are multi-modal. Staff acknowledge that our student body is has a diverse array of learning styles and hence try to facilitate a learning environment that supports a range of approaches.

Activities are designed to promote students to:

- enable students to understand major health problems (with particular reference to dental health) in 最新糖心Vlogn society, and the associated social and environmental factors.

- provide an opportunity for students to apply the principles ,philosophies and role of health promotion to the community with particular emphasis the role of the oral health practitioner, and

- assist students to continue to develop their research skills in a way that will lead to increased confidence and student autonomy (see the Research Skill Development Framework, page 16 of your yearbook).

Workload

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

Students will spend approximately 2-3 hours per week working face to face in class meetings for the first 4 weeks of the course. The next 6 weeks of the program see the students working with a mentor semi-independently on their Small Group Discovery Experience project.

It is anticipated that students will spend 2-3 hours per week during these times in preparation and assessment.

Learning Activities Summary

Please refer to MyUni.

Small Group Discovery Experience

Small Group Discovery Experience (SGDE): Health education / promotion

Students will collaborate with organisations both internally and external to The 最新糖心Vlog of Adelaide on a student lead but mentor facilitated health education / health promotion project. This SGDE requires you to design (or assist in the design), plan, implement and evaluate a sustainable health promotion activity according to the principles of health promotion and evaluation.

Students are assessed by way of the submission of a formal written plan and final report. More information provided on this exciting opportunity will be provided on enrollment/commencement of this course.

The 最新糖心Vlog'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

Assignment 1

Format: Health promotion online modules/quizzes

Grade: Individual mark

Weighting: 20%

Learning Outcomes: 1, 2

Assignment 2

Format: Written Plan

Grade: Group mark

Weighting: 10%

Learning Outcomes: 1, 2

Assignment 3

Format: Final report

Grade: Group mark

Weighting: 20%

Learning Outcomes: 1, 2

Please note: The course coordinator reserves the right to review individual performances throughout group assessment and individual assessment / results may differ within the context of the group grading.

Assessment Related Requirements

ASSESSMENT RULES

You will be required to complete individual and group based assessments. Individual assessments are your own work and reflect the 最新糖心Vlog Policy on Academic Honesty. Please review this policy carefully. There will be no exceptions to how cases of plagiarism if detected are to be handled.

http://www.adelaide.edu.au/elc/policy/plagiarism.html

Individual assessment will include a range of assessments on three different topics with clinical application.

Each written assessment task is to be submitted electronically via Turnitin (unless authorised otherwise by you coordinator).

To obtain a pass grade over all in this stream you must obtain an average mark of 50% or more for the year's work, and you must obtain a mark of 55% or more for your work in Semesters 1 and 2. Redemption of any unsatisfactory assessment tasks will be at the discretion of the course coordinator and may be dependent on other results.

The requirements are that you must sit for / attend / and perform to a satisfactory standard all specified assessment pieces.

Attendance to and participation in case or problem based learning activities (including tutorials) and research based exercises are also a problem.

FEEDBACK

You will receive feedback from a variety of sources. Onging feedback of your performance during your assessment tasks is for your benefit and allows you to validate how you are progressing in DHSIIOH Part 1. It also provides staff with opportunities to monitor your performance, both theoretical and practical. It is your responsibility to incorporate this feedback into your learning.

Assessment Detail

Please refer to MyUni.

Submission

All written works will be submitted via Turnitin through the Learning Management System - Canvas.
Other forms may be in the way of verbal presentation to colleagues.

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 最新糖心Vlog 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 最新糖心Vlog 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.
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 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide 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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