Unit Profile Correction added on 30-03-20
The end of term examination has now been changed to an alternate form of assessment. Please see your Moodle site for details of the assessment.
Overview
In this unit, you will study current approaches for the prevention, treatment and management of dental diseases such as dental caries (including root caries), periodontal diseases and non carious tooth structure loss. By recording and considering the patient’s medical, dental and social history you will be able to diagnose dental diseases and develop an appropriate treatment plan. You will use your clinical judgment skills with a wide range of patients, including child and adult patients, medically compromised adults, people with special needs and the elderly.
Details
Pre-requisites or Co-requisites
Prerequisites:ORAL11004 Oral Anatomy; ANDORAL11005 Dental Morphology and Microscopic Anatomy; ANDORAL11003 Oral Pathology and Diagnosis; ANDBIOH11006 Advanced Anatomy and Physiology; ANDHLTH12031 Community Engaged Learning.Co-requisites:ORAL12002 Oral Health Pre Clinical Practice 1; ANDORAL12003 Oral Health Clinical Practice 1.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2020
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from "Have your say" student evaluation
"I think we need more time going through treatment plans as a group" and "more student interaction"
Tutorial structure to be reviewed to allow student engagement on group problem based learning activities.
Feedback from "Have your say" student evaluation and the unit-coordinators self evaluation.
"Lectures are very lengthy, contents was of importance but long" "Content was a bit overwhelming"
Consider utilising a flipped classroom for the delivery of specific areas of content to allow group tutorial time.
- Explain the processes of risk assessment, nutritional advice and oral health education for the management of all patients, including children, adults, medically compromised, special needs and elderly patients.
- Describe current approaches to the prevention of dental diseases, dental caries (including root caries), periodontal diseases and non carious tooth structure loss.
- Explain the management of dental diseases including the appropriate selection and use of restorative dental materials.
- Form a definitive diagnosis from the information gathered and develop an appropriate treatment plan utilising the relevant treatment phases.
- Communicate information regarding oral health to patients of all ages.
- Satisfy the requirements of an evolving dental practitioner utilising appropriate interpersonal/team communication skills, professional attitudes and ethical behaviours.
All unit profiles in the Bachelor of Oral Health are made available to the Australian Dental Council for on-going accreditation purposes.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Group Work - 40% | ||||||
| 2 - Examination - 60% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Communication | ||||||
| 2 - Problem Solving | ||||||
| 3 - Critical Thinking | ||||||
| 4 - Information Literacy | ||||||
| 5 - Team Work | ||||||
| 6 - Information Technology Competence | ||||||
| 7 - Cross Cultural Competence | ||||||
| 8 - Ethical practice | ||||||
| 9 - Social Innovation | ||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Group Work - 40% | ||||||||||
| 2 - Examination - 60% | ||||||||||
Textbooks
Diagnosis and Treatment Planning in Dentistry 3rd
Edition: 3rd (2017)
Authors: Stephen J. Stefanac and Samuel P. Nesbit
Elsevier
St Louis St Louis , Missouri , USA
ISBN: ISBN -978-0-323-28730-2
Binding: eBook
Therapeutic Guidelines Oral and Dental
Edition: Version 2 (2012)
Authors: Oral and Dental Expert Group
Therapeutic Guidelines Limited
Melbourne Melbourne , Victoria , AUSTRALIA
Binding: Paperback
Foundations of Periodontics for the Dental Hygienist
Edition: 5th (2018)
Authors: Jill S. Gehrig, Daniel E. Shin and Donald E. Willmann
Lippincott Williams & Wilkins
Philadelphia Philadelphia , Pennsylvania , USA
ISBN: 9781496384027
Binding: Hardcover
Modern Dental Assisting
Edition: 12 (2018)
Authors: Doni L. Bird and Debbie S. Robinson
Elsevier
St Louis St Louis , Missouri , USA
ISBN: 978-0-323-43030-2
Binding: Hardcover
Preservation and Restoration of Tooth Structure
Edition: Third (2016)
Authors: Graham J Mount, Wyatt R Hume, Hien Ngo and Mark S Wolff
Wiley Blackwell
Chichester Chichester , West Suffex
ISBN: 9781118766590
Binding: Other
Additional Textbook Information
A new edition of the Therapeutic Guidelines Oral and Dental is scheduled to be released in January 2020. The paperback edition can be purchased by emailing sales@tg.org.au or calling 1800 061 260 (within Australia).
Other texts are available for purchase at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
k.smart@cqu.edu.au
Module/Topic
Ethical and legal considerations
Patient evaluation and assessment
Chapter
See moodle for links
Stefanac, Stephen J. & Nesbit, Samuel P. (2017) Diagnosis and Treatment Planning in Dentistry 3rd Ed., Mosby Elsevier.
- Chapter 6 - Ethical and legal considerations when treatment planning.
- Chapter 1 - Patient evaluation and assessment.
- Chapter 3 - Evidence based treatment planning
Gehrig, J.S., Shin, D.E & Willmann, D.E. (2018) Foundations of Periodontics for the Dental Hygienist, 5th Ed., Chap 19. p 321 and Chapter 23. Wolters Kluwer/Lippincott Williams & Wilkins.
Events and Submissions/Topic
Compulsory two week residential intensive
Module/Topic
Caries management system
Chapter
See Moodle for links
Mount, GM., Hume, W.R., Ngo, H.C. and Wolff, M.S. (2016) Preservation and Restoration of Tooth Structure, 3rd Edition. Wiley Blackwell.
Events and Submissions/Topic
Module/Topic
Treatment planning and developing a diagnosis
Phases of treatment plan
- Systemic phase
- Acute phase
- Disease control phase
- Definitive phase
- Maintenance phase
Chapter
Stefanac, Stephen J. & Nesbit, Samuel P. (2017) Diagnosis and Treatment Planning in Dentistry 3rd Ed., Mosby Elsevier.
- Chapter 4 - Developing the treatment plan
- Chapter 7 to 11 - Phases of the treatment plan
Events and Submissions/Topic
Module/Topic
Oral health education for the individual and community
Chapter
See Moodle for links
Events and Submissions/Topic
Module/Topic
Interprofessional practice
Chapter
See Moodle for links
Stefanac, Stephen J. & Nesbit, Samuel P. (2017) Diagnosis and Treatment Planning in Dentistry 3rd Ed., Mosby Elsevier.
- Chapter 5 - Interprofessional treatment planning
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Treatment planning for the medically compromised client
Chapter
See Moodle for links
Stefanac, Stephen J. & Nesbit, Samuel P. (2017) Diagnosis and Treatment Planning in Dentistry 3rd Ed., Mosby Elsevier.
- Chapter 12 - Patients with special needs.
Oral and Dental Expert Group (2019) Therapeutic Guidelines: Oral and Dental Version 3. Melbourne: Therapeutic Guidelines Limited.
Events and Submissions/Topic
Module/Topic
Treatment planning for the anxious client and client experiencing substance abuse
Chapter
See Moodle for links
Stefanac, Stephen J. & Nesbit, Samuel P. (2017) Diagnosis and Treatment Planning in Dentistry 3rd Ed., Mosby Elsevier.
- Chapter 13-15.
Events and Submissions/Topic
Module/Topic
Treatment planning for the elderly client and client with special needs
Chapter
See Moodle for links
Stefanac, Stephen J. & Nesbit, Samuel P. (2017) Diagnosis and Treatment Planning in Dentistry 3rd Ed., Mosby Elsevier.
- Chapter 12 - Patients with special needs
- Chapter 17 - Geriatric patients
Events and Submissions/Topic
Module/Topic
Treatment planning for the child and adolescent client
Chapter
See Moodle for links
Stefanac, Stephen J. & Nesbit, Samuel P. (2017) Diagnosis and Treatment Planning in Dentistry 3rd Ed., Mosby Elsevier.
- Chapter 16 - Adolescents patients.
Events and Submissions/Topic
Module/Topic
Submit and present assessment
Chapter
Events and Submissions/Topic
Assessment task 1 due for submission
Case study, Research and Oral Presentation Due: Week 10 Monday (18 May 2020) 9:00 am AEST
Module/Topic
Dental Materials Revision
Chapter
See Moodle for links
Events and Submissions/Topic
Module/Topic
Revision week
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Group Work
- 4-5 students in each group.
- Choose one of the prepared case studies (clinical examination and patient history obtained) and research topics.
- Individually complete the patient case study.
- As a group conduct research on a specific topic and present a 15 minute rapid fire presentation.
- Individually complete an evaluation of the group work and delivery of a peer groups presentation.
- This assessment task is worth 40% of your overall grade.
Week 10 Monday (18 May 2020) 9:00 am AEST
Electronic submissions must be submitted by Monday 9am, oral presentations will be in the allocated lecture times.
Group feedback will be provided.
1. Individually complete a patient case study:
- Identify modifying factors.
- Formulate a risk assessment and diagnosis/diagnoses.
- Develop a treatment plan.
- Explain the rationale for risk assessment, diagnosis, and treatment plan.
- Provide information regarding consultation with other professionals and /or referrals.
2. Work as a group to research and deliver a 15-minute rapid fire oral/visual presentation:
- Research – research the specific topic and its impact on oral health and the systemic phase management considerations in the dental provision of dental care. A list of reference should be in a consistent style.
- Presentation skills - 15-minute rapid fire oral/visual presentation to your peers and 2 examiners. The resources available in the room are a computer, screen, document camera and internet access. All student must speak. There will be time allocated after the oral presentation allowing for questions from the audience.
3. Evaluation:
- Individual written evaluation - (500 words) Critically reflect upon the role you have played during the group assessment. In your observations, comment upon the team dynamic, the role you have played, what went well and how performance could be improved in your group next time. Use the Gibb’s reflective cycle to complete the evaluation.
- Peer evaluation - The individual will be assessed on their ability to give constructive (strategies for improvement) feedback to other student groups. This is completed individually at the Week 10 rapid fire oral presentations, the unit-coordinator will provide this form on the day.
- Self and Peer Assessment (SPA) via Moodle (formative feedback to the unit coordinator regarding the group work). A link will be sent to you via Moodle to complete the SPA.
Submission and Due Dates:
- All students must complete the SPA: to be completed on Moodle (link with be sent via Moodle by the unit coordinator).
- All students must submit the individually completed treatment plan for the provided case study – due Monday Week 10 at 9am.
- All students must submit the individual written evaluation on group work – due Monday Week 10 at 9am.
- One student from each group will submit an electronic copy of their group rapid fire presentation by Monday Week 10 at 9am.
- The rapid fire oral presentation will be held in the lecture time during Week 10.
- The peer evaluation will be completed individually in the lecture time in Week 10. The unit coordinator will provide all necessary resources for this component of the assessment.
Detailed assessment criteria and mark allocation is available to the students on Moodle.
- Explain the processes of risk assessment, nutritional advice and oral health education for the management of all patients, including children, adults, medically compromised, special needs and elderly patients.
- Describe current approaches to the prevention of dental diseases, dental caries (including root caries), periodontal diseases and non carious tooth structure loss.
- Form a definitive diagnosis from the information gathered and develop an appropriate treatment plan utilising the relevant treatment phases.
- Communicate information regarding oral health to patients of all ages.
- Satisfy the requirements of an evolving dental practitioner utilising appropriate interpersonal/team communication skills, professional attitudes and ethical behaviours.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
Examination
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
