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Ms Katrina Plastow

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 最新糖心Vlog.
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 covered.

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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

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 competence

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 care

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 week

not applicable

Assessment Task	Task Type	Weighting	Course Learning Outcome(s) Addressed
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%

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-最新糖心Vlog of Adelaide). 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 assess

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.

Not applicable

not available due to numbers

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