DENT 1005AHO - Dental Science and Practice I Part 1

Teaching Hospitals - Semester 1 - 2016

From a patient care focus, this stream introduces students to the practice of dentistry and provides a foundation for understanding the normal structure and function of the oral cavity, evidence-based maintenance of patients' health and dentistry as a career. By working through a series of interactive learning activities, students develop an integrated knowledge base related to evidence-based patient care and related clinical skills and professional behaviours. These integrated learning activities present various practice situations that focus on the initial phases of patient care and are supported by class meetings, laboratory, tutorial and clinical exercises. Learning is also supported by independent study and discussion of findings in class. Students work in a collaborative environment to learn to critically evaluate themselves, and plan and implement strategies for improvement. The stream emphasises the scientific basis of dentistry and integrated knowledge of the structure and function of selected body systems, including the normal appearance of oral soft and hard tissues, and main features of the masticatory system and key functions of a healthy body such as nutrient supply and waste removal, respiration, transport and movement, as a basis for the analysis of patients' oral health; reviews important ethical issues in dentistry; develops individual and group learning skills; provides clinical experiences related to the review of occupational health and safety, creation of dental records from patient histories and oral examination, the oral ecosystem in terms of balance and imbalance, preventive dentistry and maintenance of patients' oral health, at both individual and population health levels; and introduces students to behavioural sciences as applied to dentistry.

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Course Details

Course Code	DENT 1005AHO
Course	Dental Science and Practice I Part 1
Coordinating Unit	Dental
Term	Semester 1
Level	Undergraduate
Location/s	Teaching Hospitals
Contact	Up to 24 hours per week
Available for Study Abroad and Exchange	N
Restrictions	Available to BDS students only
Assessment	Formative assessment tasks, assignments, short tests, practical exercises, short answer integrated exams

Course Staff

Course Coordinator: Dr Elizabeth Farmer

Course Coordinator: Dr Elizabeth Farmer
Phone: +61 8 8313 3272
Email: elizabeth.farmer@adelaide.edu.au
Location: 5 101 ADH

Course Coordinator: Dr Loreta Rupinskas
Phone: +61 8 8313 3059
Email: loreta.rupinskas@adelaide.edu.au
Location: Room 4.15 Oliphant Building

Course Coordinator: Dr Vicki Skinner
Phone: +61 8 8313 4229
Email: vicki.skinner@adelaide.edu.au
Location: ADH 6103c

School Office
Phone: +61 8 8313 5256
Email: dentistry.reception@adelaide.edu.au
Location: Level 5 Oliphant Building, North Terrace Campus

Course Timetable

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

Course Learning Outcomes

1	comply with Uni and SADS policies by displaying appropriate professional and ethical behaviour through respecting colleagues and patients, maintaining patient confidentiality and obtaining informed consent in all learning environments
2	comply with AHPRA requirements for student registration and professional conduct in all learning environments.
3	apply an evidence-based approach 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.
4	describe the complimentary functions and roles of all involved in patient care (eg dental assistant, dental therapist and dental hygienist).
5	critically evaluate their own performance, seeking feedback and implementing appropriate strategies for improvement.
6	describe different approaches to respond to common occupational stressors and seeks assistance in developing effective management strategies for self and patients.
7	use effective patient-centred communication to competently manage the oral care of healthy adult patients through appropriate use of questions, active listening, explanations, empathy, and feedback.
8	work and communicate effectively and respectfully with other members of the oral health care team in simulated and clinical setting, and adopt a leadership role when necessary.
9	discuss the factors, eg, behavioural and social, that contribute to the maintenance of balance of the oral ecosystem, including the normal oral microflora and its relation to the host under normal healthy conditions and applies this to the management of healthy adult patients.
10	describe the complimentary functions and roles of all involved in patient care (eg dental assistant, dental therapist and dental hygienist).
11	apply integrated knowledge of the structure and function of selected body systems and key functions of a healthy body such as nutrient supply and waste removal, respiration, transport and movement, as a basis for analysis of patients' oral health.
12	safely and accurately take a medical, dental and social history, examine 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.
13	explain the principles of identification of risk factors in relation to the development of common oral diseases in selected healthy adult patients
14	apply understanding of the oral ecosystem, patient education, behaviour change and remineralisation materials to develop preventive recommendations to restore and maintain oral health for selected healthy adult patients.
15	discuss and implement appropriate infection control and occupational health and safety procedures required when working within a clinical environment.
16	safely and effectively manipulate dental instruments (dental mirror, explorer, periodontal probe, and the slow speed handpiece) whilst working on a patient colleague.
17	apply knowledge of risks associated with dental radiographs to safely and accurately take bitewing radiographs in simulated settings; examine and critique bitewing radiographs and recognise the appearance of normal imaged 最新糖心Vlog and associated basic pathology (eg restorations, caries, calculus) in bitewing, periapical and panoramic radiographs.
18	safely and effectively explain and perform simple preventive treatments, including remineralisation techniques eg professional or home fluorides, fissure sealants (under rubber dam - lab only), oral hygiene instructions, dietary advice in simulated and/or clinical situations.
19	safely and effectively explain and perform simple preventive treatments, including remineralisation techniques eg professional or home fluorides, fissure sealants (under rubber dam - lab only), oral hygiene instructions, dietary advice in simulated and/or clinical situations.

Learning & Teaching Modes

A variety of learning modes will be used in this course including:

•   Dentally-related situations/experiences focussing particularly on the stated stream objectives (Integrated Learning Activities - ILAs)
•   Class Meetings
•   Clinic sessions
•   Learning Laboratories
•   Tutorials
•   Resource Sessions
•   Assignments
•   Library research/ literature searches.

Workload

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

To enable successful completion of the course, students need to allocate an appropriate time commitment to their study. In addition to the formal contact time [eg, class meetings, tutorials, practicals, ILA] students need to allocate non-contact time to their studies. Non-contact time is required for a range of activities which may include, but are not limited to, assessment tasks, reading, researching, note-taking, revision, writing, informal discussions with other students, ILA group discussions and consultation with staff.

While the relative proportion of contact and non-contact time may vary between courses. As a guide to achieve a satisfactory level of performance, however, a full-time student would expect to spend, on average, a total of 48 hrs/wk on their studies during learning periods. This includes contact and non-contact hours (see below).

The learning periods for BDS I are:
• 19 weeks for Semester 1 (ie O'Week to the end of the examination period) and
• 17 weeks for semester 2 (ie week 1 to the end of the examination period)

The workload for undergraduate/postgraduate programs is 24 units per year (full-time).
Total workload (h/week): 48

Contact hours (h/week): up to 26: Comprised of ILA, Class Meetings, Learning Laboratories, Resource Sessions, Clinic sessions and Tutorials.

Non Contact hours (h/week): approx 22: Comprised of Group Meetings; Group and Individual Learning, and Preparation for ILAs, class meetings, laboratory, resource sessions, clinic, tutorial activities, assignments and assessment.

Learning Activities Summary

Week	Topic	Lecture
1	ILA 1.1 Mr Peel	• What is Health? • The requirements of life: Living functions • The language of dentistry & introduction to dental morphology
2	ILA 1.1 Mr Peel	• Professionalism • Homeostasis & the balance of life
3	ILA 1.1 Mr Peel	• Patient-centred care & models of health • The cell as a ‘factory’ • The basis of inheritance • Infection Control • Epithelium • What keeps us healthy?
4	ILA 1.1 Mr Peel's examination	• Ergonomics • The pitfalls of plagiarism and how to avoid it • Specialised epithelium • Connective tissues
5	ILA 1.2 Mr Peel's examination concludes	• What tooth is that? • Connective tissue & epithelium • Skin
6	ILA 1.2 Mr Peel's examination concludes	• Occupational stress and its impact • Dental Records; Legal aspects of records & consent • Hard tissues of the body • pH - Buffers in living systems • Patient-centred care & the dentist-patient relationship • Self-monitoring and external feedback
7	ILA 1.2 Mr Peel's examination concludes	• Nervous tissue • Patient-centred care • Membrane physiology & action potentials • Neuromuscular transmission • Blood - the cellular & fluid connective tissue • The ANS: Autonomic control of the body
8	ILA 1.3 Mr Peel's consultation continues	• Oral surface anatomy & Gingiva structure and function • Introduction to dental imaging and radiation safety • Endocrine signalling • Evidence-based practice
9	ILA 1.3 Mr Peel's consultation continues	• The cardiovascular transport system • How does the heart beat? • Bitewing radiography • Conducting evidence-based practice using PubMed
10	ILA 1.3 Mr Peel's consultation continues	• Patient-centred care: Examination • Periodontal attachment 最新糖心Vlog – form and function • Radiographic image formation • Physiology of the mouth • Critical review of the literature
11	ILA 1.4 Mr Johnson's sudden collapse	• Introduction to gingivitis • Structure and function of salivary glands • Managing occupational stress in dentistry • Introduction to statistics
12	ILA 1.4 Mr Johnson's sudden collapse	• Saliva- A vital Fluid • Periodontal examination • Interpretation of Bitewings • Statistical inference
13	ILA 1.4 Mr Johnson's sudden collapse	• Maninkin construction • Clinic review and Feedback • Biodental review and feedback

Specific Course Requirements

Annual CPR Update (SA Health directive)
SA Health has advised the School of Dentistry that all BDS students must hold a current CPR certificate. This needs to be renewed each calendar year by the completion of an accredited, nationally recognised First aid or CPR course. A CPR or CPR refresher course is run by the Adelaide Health Simulation and Skills Centre (AHSSC) that is located in the Medical School.
There is a cost of $25.00 for each student.

Equipment provided
Enlarged/Oversized plaster models: provided (loan) in Tuesday am Learning Laboratory, semester 1.
These must be returned to the simulation clinic at the BEGINNING OF SEMESTER 2.

Equipment required
Extracted natural teeth:
You will need to contact your local dentist and/or mentor and ask them to collect extracted teeth for use in the program. Information about the procedure that should be followed for collection of extracted natural teeth will be provided in O’Week and on the Dental Science and Practice I MyUni site.

Laboratory coat:
You are required to purchase a laboratory coat that should be worn in all learning laboratories in Dental Science and Practice I. You are required to wear this during your Tuesday, Wednesday, Thursday/Friday morning laboratory and resource sessions, to conform with OH&S regulations.

Clinic Coat:
All students will be required to purchase a blue clinic coat to wear in the clinic during all clinic procedures.

Protective glasses:
You are required to wear protective glasses during your learning laboratories and in the clinic sessions, that conform to 最新糖心Vlogn OH&S regulations. The eyewear should be close fitting and not have gaps at the side of the eyes or above the brow. Students who wear prescription glasses need to purchase an overshield or consider if applicable wearing contact lenses with protective glasses. More information will be provided during O week.

Instrument Kit:
All students are required to purchase a kit of dental instruments for DSP1. These instruments will be required for exercises carried out on Columbia Models and Natural Tooth Manikins and will also be required for use in 2nd, 3rd and 4th year of operative technique exercises. Further information will be provided during O Week.

Plastic tooth Models:
The purchase of plastic models of teeth, gums and bases is required for use in Dental Science & Practice I. The same set of teeth will also be used in later years of the program. In previous years second hand models were available for purchase from senior students, but due to major changes to the teaching laboratories, the previously used models will no longer be suitable. You will be informed during O week of the cost of the articulated plastic tooth models and when the models will be available for purchase.

The combined cost for the instrument kit and plastic tooth models in 2014 was approximately $1400.

Dental Loupes:
The purchase of dental loupes is highly recommended from BDS2 onwards. The cost is approximately $1000 upwards.

Small Group Discovery Experience

Student learning from the SGDE activities involves the following processes as part of participating in the ILAs:
•   learning the systematic scientific approach to patient investigation, ie, consistent with students current and future professional practice;
•   identifying, critiquing and referencing relevant evidence derived from the literature and interactions with School researchers;
•   researching answers to questions they identify using this evidence related to clinical, population health, behavioural and biodental sciences.

As a result of their research, students develop, structure and apply their knowledge so they can understand their patient’s situation and recommend appropriate care.

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

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Clinic/ Sim clinic	Summative	20%	All
Class Meeting/ILA/Resource Session/Tutorial participation	Summative	NGP	All
Library Database Assignment using PUBMED Assignment 1	Summative	NGP	All
2x 2-hour Written Examinations	Summative	80%	All

Assessment Detail

Feedback (Formative Assessment)
A range of formative assessment activities will be provided in several sessions in each semester. These have been designed to help students learn key concepts in DSP I as well as give feedback on student progress and to gain experience in the question formats used in DSP I. These activities will be in the form of questions in class meetings, learning laboratories, tutorials and on-line. The formative PIA at the end of Semester 1 will also provide students with feedback on their progress at the end of Semester 1.

To achieve a satisfactory grade in DSPI: students must demonstrate professional behaviour throughout the year. This includes punctual attendance and participation in ALL SCHEDULED CLASSES and in ALL INTERACTIONS with student colleagues and academic and support staff within the 最新糖心Vlog. Professional behaviour is reviewed as part of the Board of Examiner’s proceedings.

Written assessment (including exams) fall under the 最新糖心Vlog's rules and regulations re cheating, plagiarism etc.

To pass DSPI and the First Annual Examination students must obtain:
• a satisfactory result in each of the components of the summative assessment in semesters 1 and 2; and
• a satisfactory performance in the written examinations overall and a satisfactory performance in the PIA.

If a borderline grade is achieved in the clinic/lab, a student may be given an additional opportunity to demonstrate a satisfactory performance. If an overall borderline grade is achieved in the examinations or the PIA, a student may be offered an opportunity to sit a Replacement/Additional Assessment examination.

The overall grade for the year will be determined by performance in the written examinations and moderated by performance in the clinics and clinical laboratories. The final grade is comprised of examinations (80%) and clinic/laboratory (20%). A satisfactory grade will only be awarded to students who achieve a satisfactory standard in all components.

Submission

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

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

NOG (No Grade Associated)
Grade	Description
CN	Continuing

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.

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 Course Experience Questionnaire (completed after graduation) 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, course SELTs are mandated and must be conducted every year. 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 can be found at: http://www.adelaide.edu.au/sp/selt/aggregates
Student Support
The School of Dentistry has a Student Support team who can be contacted at dentisty.studentsupport@adelaide.edu.au or phone (08) 8313 5256.
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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