1 Practical Assessment
Conditions: This is a Pass/Fail assessment.
There are four 3 hour clinical practice sessions per week. Clinical practice will consolidate, apply and extend the theory learnt throughout your Bachelor of Oral Health course.
Placement sites may include:
- CQUniversity Oral Health Clinic
- SACCR at CQUniversity Health Clinic
- Residential Care Facilities
- Oral Health Education at community groups, childcare centres, schools and community health centres.
- Private Hosptials
- Private Dental Clinics
- Specialist Dental Clinics
- Public Health Districts
A list of contacts and placement site addresses is at the bottom of the Google Drive Student Roster (link on unit Moodle page).
Week 12 Friday (7 Oct 2022) 11:45 pm AEST
Tasks are ongoing throughout the term and will be completed by the end of Week 12.
Results will returned to students with end of unit results, however feedback will be ongoing.
There are two components in this Practical Assessment. Each component must be passed in order to pass the assessment.
Component 1 Clinical Performance:
A criterion-referenced analytical assessment rubric for evaluation of student performance of procedures is provided in the Online Real-time Assessment System (ORAS). ORAS records all work-integrated learning experiences, including a number of assessed student-client interactions and performance of procedures. Placement supervisors are required to complete an entry into ORAS for each student-client interaction assessed.
Each student-client interaction is graded on a rubric, which will reflect a grade of Not Yet Competent (0), Approaching Competent (1), Competent (2), and Highly Competent (3) for each procedure part (see example below). An average grade is given at the end of each student-client interaction assessment for all procedures completed.
In each student-client interaction assessment there are also Critical Competencies. A Not Yet Competent (NYC) in one or more of the Critical Competencies results in a mark of 0 overall for that student-client interaction.
The data is collated over the term to monitor performance and as a “log” of the procedures and student-client assessments completed by the student. The unit teaching team will assess the data aggregated in ORAS over the period of the term to form a longitudinal comprehensive picture of the achievement and development of competence by the student.
In order to achieve a grade of pass in this component, you are required to achieve a minimum average score of Competent (2).
Re-attempt
Re-attempt is where you are given a second opportunity to demonstrate your achievement of one or more of the unit’s learning outcomes.
If you achieve a minimum average score of 1.8-1.99, you will be offered a re-attempt:
- Three additional student-client interactions will be offered on a mutually agreeable day.
- This task is to be completed no later than one week before the release of grades.
- You must achieve an average minimum score of 2 in ALL three student-client interactions.
- These additional sessions will be offered at the CQUniversity Oral Health Clinic based in Rockhampton. It is your responsibility to arrange transport and accommodation if needed to attend these additional sessions.
- Note that only one opportunity to do a re-attempt will be given.
- If you do not pass the re-attempt, you will be unable to pass ORAL12003.
Component 2 Attendance:
Attendance at clinical placements is compulsory. You are required to attend a minimum of 95% of rostered clinical placement days. This allows you approximately 2 days of absence without penalty. Absences are required to be supported with a medical certificate or negotiated with the Unit Coordinator/s in advance. Absences are to be made up at operational convenience.
A pass for satisfactory attendance is defined as maintaining and fulfilling the 95% clinical placement attendance for the days rostered during the term. Not meeting attendance requirements may result in a placement outstanding until the next available unit offering, which may delay your progress through the course and graduation.
Who to contact if you are sick: The unit coordinator/s (via email), Libby Warlow (via phone/text) and Kelly Hennessy (via phone/text).
If you require an extension for this assessment please refer to the Assessment Policy and Procedure (Higher Education Coursework)
- Integrate medical and dental history taking, dental examination, screening for oral pathologies and risk assessment for adult patients in a clinical environment, including identification of patients who require referral for care outside one's scope of practice
- Diagnose, prevent and manage non-carious tooth structure loss, dental caries (including root caries) and periodontal diseases in a clinical environment
- Implement effective pain management and administer dental local anaesthesia
- Manage patients with fixed and removable prosthodontic appliances including implant-related pathology
- Effectively utilise extra-oral and intra-oral diagnostic radiography in the clinical situation
- Communicate information regarding oral health in oral and written formats
- Satisfy the requirements of an evolving dental practitioner utilising appropriate interpersonal / team communication skills, professional attitudes, appropriate reflective practices and ethical behaviours.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
You are to use critical and reflective practice to enrich your learning experience. Self-reflection is an important practice for personal and professional development. This requires you to document your work-integrated learning experience through daily self-reflections. The daily self-reflections in the ePortfolio and self-reflective essays will be monitored and graded by the unit teaching team.
There are 2 components to this assessment:
Component 1: Daily reflective practice (ePortfolio)
A reflective entry must be uploaded on the ePortfolio Site on Google Drive weekly (by midnight Sunday night for the preceding week). Entries can include evidence of application of knowledge and skills for example a set of radiographs with the radiographic findings, photos or recording of simulation tasks, and/or videos. Please ensure you have gained the patient's consent to use the dental clinical records and the records are de-identified prior to placing on the personal blog). You should also include in the reflection the feedback from the clinical supervisor from a procedure or placement in which you were graded as not yet competent, performed poorly or in which your performance could be improved. The Gibbs’ Reflective Cycle is an example of a reflective model you could use. The completion of the personal reflective blog in your ePortfolio is a compulsory assessment and each entry must be completed to a satisfactory standard.
Component 2: Written self-reflective essay
An 800 word self-reflective essay based on your practical experiences, submitted Sunday Week 12.
Weekly online blog submissions. Reflective Essay due Sunday Week 12.
Results will returned to students with end of term results, however feedback will be ongoing.
The Reflective Online Blog is pass/fail. To achieve a pass a blog entry must be completed weekly (by midnight Sunday night for the preceding week). 100% participation, every week, is required to pass this component.
The self-reflective essay is graded according to the below rubric:
| Reflective practitioner 4/4 | Aware practitioner 3/4 | Reflection novice 2/4 | Unacceptable 1/4 | Not attempted 0/4 | |
| Clarity | The language is clear and expressive. The reader can create a mental picture of the situation being described. Explanation of concepts makes sense to an uninformed reader. No lapses in clarity, accuracy, spelling and grammar. | Minor, infrequent lapses in clarity, accuracy, spelling and grammar. | There are frequent lapses in clarity or accuracy or spelling and grammar. | Language is unclear and confusing throughout. Concepts are either not discussed or are presented inaccurately. There are frequent lapses in clarity, accuracy, spelling and grammar. | Not attempted |
| Relevance | Multiple learning experiences are reflected upon and are relevant and meaningful to student and unit learning goals. | The learning experience being reflected upon is relevant and meaningful to student and unit learning goals. | Student makes attempts to demonstrate relevance, but the relevance is unclear to the reader. | Most of the reflection is irrelevant to student and/or unit learning goals. | Not attempted |
| Analysis | The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or unit concepts. | Some analysis of how the experience contributed to student understanding of self, others, and/or unit concepts. but analysis lacks depth. | Limited analysis of how the experience contributed to student understanding of self, others, and/or unit concepts. and analysis lacks depth. . | Reflection does not move beyond description of the learning experience(s). | Not attempted |
| Strategies for Improvement | There is development of comprehensive strategies for improvement as well as evidence of success with these strategies. | There is development of some strategies for improvement as well as evidence of success with these strategies. | There is development of some comprehensive strategies for improvement but no evidence of success with these strategies. | There is limited development of comprehensive strategies for improvement. | Not attempted |
- Satisfy the requirements of an evolving dental practitioner utilising appropriate interpersonal / team communication skills, professional attitudes, appropriate reflective practices and ethical behaviours.
- Communication
- Problem Solving
- Critical Thinking
- Information Technology Competence
- Ethical practice
3 Oral Examination
Week 12 Thursday (6 Oct 2022) 9:00 am AEST
Results will be added to final results..
Standards for oral assessment tasks
Each oral assessment is marked according to how well the student has met the specified requirements for the assessment task, and in accordance with the assessment standards outlined below. An Assessment Feedback Sheet is provided for each oral assessment.
A high distinction oral response to questions demonstrates competence and shows conviction in addressing all aspects of the questions and area of inquiry. The response is highly relevant and valid throughout, and provides clear evidence of mastery of the subject matter. It is coherent, flows clearly from point to point, and drawn from extensive research that is creative and thorough in its use of supporting evidence. The oral response exhibits a high level of critical thought, using extensive analysis, explanation and interpretation as bases for formulating arguments. It includes some original thinking throughout, based on clearly evaluated evidence and logical carefully framed assertions.
A distinction oral response to questions demonstrates competence, and thoughtfully and critically addresses the questions and area of inquiry. Discussion is relevant and valid. The response is presented in a logical, coherent manner and uses supporting evidence accurately. Depth of knowledge of subject matter is evident i.e., it demonstrates high level of critical thinking in the way points of view are presented through sound explanations and analyses. While the work is focused, some areas lack creativity and/or originality in the interpretations of ideas.
A credit oral response to questions demonstrates competence, and attempts to address critical points purposely. Discussion is mostly relevant and valid. The oral response shows critical thought and coherence in most parts, i.e., discussion contains some critical analysis of the subject matter and of the relevant evidence presented. Some areas of discussion have marginal value and/or relevance. Balance between critical appraisal and mere description of ideas is not consistently evident. Some potential connections between ideas are not established clearly and/or are overlooked.
A pass oral response to questions demonstrates developing competence, and a conscientious effort to address the questions adequately. Discussion has some degree of relevance and validity. The oral response shows minimal or no critical thought and, while it is generally coherent in some parts, the lack of clarity in expressions in other parts causes confusion and ambiguity. The oral response may demonstrate some evidence of research and/or may contain several erroneous assertions and/or irrelevant materials. The approach is mostly descriptive and reproductive; it provides little or no evidence of analysis or synthesis.
A fail oral response to questions demonstrates lack of competence, and little or no attempt to address the questions. The discussion is poorly conceived, shows minimal or no relevance to the task at hand and fails to establish validity for the work. The oral response contains too many significant faults to be regarded as a University standard piece of work. The oral response does not demonstrate engagement in and understanding of coursework materials and shows little or no evidence of research.
- Discuss the theoretical basis of oral health practice and dental procedures for the diagnosis, prevention and management of oral diseases
- Integrate medical and dental history taking, dental examination, screening for oral pathologies and risk assessment for adult patients in a clinical environment, including identification of patients who require referral for care outside one's scope of practice
- Diagnose, prevent and manage non-carious tooth structure loss, dental caries (including root caries) and periodontal diseases in a clinical environment
- Implement effective pain management and administer dental local anaesthesia
- Manage patients with fixed and removable prosthodontic appliances including implant-related pathology
- Effectively utilise extra-oral and intra-oral diagnostic radiography in the clinical situation
- Communicate information regarding oral health in oral and written formats
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Ethical practice
4 In-class Test(s)
- You are allowed one attempt only at each summative online quiz(zes) and must be completed within the allocated time frame
- Open attempts are submitted automatically. This means that if you have technical difficulties, it will save any questions you have already answered
There are a number of support and technology mechanisms of which you need to be aware.
- If you experience any technical difficulties accessing or during the in-class test, please contact TASAC (Moodle assistance option) on 1300 666 620.
- Notify the unit coordinator as soon as physically possible (same day) with details of the technical issues. If you are able, take a screenshot of any error message received and include that in your email to the unit coordinator.
- If you are unable to undertake the online quiz at the set time and date you will need to apply for an extension in Moodle (in the support area on the top of the page and supply supporting documentation as per normal extension requests.
The online quiz times are available under the assessment tile on Moodle.
The online quiz results will be available 2 weeks after the close of each quiz and the final quiz results made available on certification of grades day.
The online quiz/zes will assess the integration of knowledge, skills and experience in oral health clinical practice. The quiz/zes will consist of multiple-choice, short answer questions that require a paragraph or short answers to a list of questions relating to one topic and case studies.
- Discuss the theoretical basis of oral health practice and dental procedures for the diagnosis, prevention and management of oral diseases
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Ethical practice
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?
