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 children and adults, medically compromised patients, people with special needs and the elderly.
Details
Pre-requisites or Co-requisites
Prerequisites: ORAL11003 Introduction to Oral Disease ORAL11005 Oral Anatomy 2; AND ORAL11006 Introduction to Oral Health Practice; AND Co-requisites: ORAL12002 Oral Health Pre Clinical Practice 1; AND ORAL12003 Oral Health Clinical Practice 1; AND ALLH12006 Evidence Based Practice for Health Professionals BMSC11001 Human Anatomy and Physiology 2
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 - 2025
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 SUTE comments and informal feedback
The students would appreciate extension of the quiz times by 5 to 10 minutes.
It is recommended to review the quiz timeframes.
Feedback from SUTE comments
The students enjoyed the unit and felt supported.
It is recommended to continue the unit delivery in a similar format.
- Explain the processes of assessment, prevention and management of dental diseases, including non-carious tooth structure loss, dental caries (including root caries), and periodontal diseases on patients of all ages
- Develop a diagnosis and appropriate treatment plan for patients of all ages, including medical compromised and special needs patients
- Advocate for, and promote, oral health to individuals and groups across diverse community settings in a variety of formats
- Recognise and act upon the legal, ethical, and safeguarding issues involving dental practitioners and patients as defined by the relevant professional regulatory bodies in Australia and overseas.
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 | |
| 1 - Group Work - 20% | ||||
| 2 - Online Quiz(zes) - 40% | ||||
| 3 - Case Study - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 | ||||
Textbooks
Diagnosis and Treatment Planning in Dentistry
Edition: 4th (2024)
Authors: Stephen J. Stefanac and Samuel P. Nesbit
Elsevier
St Louis St Louis , Missouri , USA
ISBN: 9780323809788
Paperback ISBN: 9780323809757
eBook ISBN: 9780323809788Binding: eBook
Paperback ISBN: 9780323809757
eBook ISBN: 9780323809788
Therapeutic Guidelines Oral and Dental
Edition: Version 3 (2019)
Authors: Oral and Dental Expert Group
Therapeutic Guidelines Limited
Melbourne Melbourne , Victoria , AUSTRALIA
ISBN: 9780980825312
Binding: Paperback
Foundations of Periodontics for the Dental Hygienist
Edition: 6th (2024)
Authors: Gehrig, J.S and Shin, D.E.
Lippincott Williams & Wilkins
Philadelphia Philadelphia , Pennsylvania , USA
ISBN: 9781284291520
Print ISBN 9781284261059, 1284261050
eText ISBN 9781284291520, 1284291529Binding: eBook
Print ISBN 9781284261059, 1284261050
eText ISBN 9781284291520, 1284291529
Modern Dental Assisting
Edition: 14th (2024)
Authors: Debbie S. Robinson
Elsevier
St Louis St Louis , Missouri , USA
ISBN: 9780323882422
Print ISBN 9780323824408, 0323824404
eText ISBN 9780323882422, 0323882420Binding: eBook
Print ISBN 9780323824408, 0323824404
eText ISBN 9780323882422, 0323882420
Additional Textbook Information
Textbooks may be available as eBooks through the library and eReading lists.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Webcam and headset for on-line sessions
All submissions for this unit must use the referencing styles below:
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 to additional resources.
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 (2 weeks prior to the commencement of Term 1)
Module/Topic
Detecting Dental Disease
- Caries management system
- Risk assessment tools
Chapter
See Moodle for links to additional resources.
Events and Submissions/Topic
Module/Topic
Developing a problems list and diagnosis
Common diagnoses in dentistry
Introduction to diagnostic radiography
Chapter
See Moodle for links to additional resources.
Stefanac, Stephen J. & Nesbit, Samuel P. (2017) Diagnosis and Treatment Planning in Dentistry 3rd Ed., Mosby Elsevier.
- Chapter 2 - Common Diagnoses in Dentistry
Events and Submissions/Topic
Module/Topic
Developing the Treatment Plan
Interprofessional Practice
Chapter
See Moodle for links to additional resources.
Stefanac, Stephen J. & Nesbit, Samuel P. (2017) Diagnosis and Treatment Planning in Dentistry 3rd Ed., Mosby Elsevier.
- Chapter 4 - Developing the treatment plan
- Chapter 5 - Interprofessional treatment planning
- Chapter 7 to 11 - Phases of the treatment plan
Events and Submissions/Topic
Module/Topic
Communication for behaviour change
- Health education
- Health promotion
Chapter
See Moodle for links to additional resources.
Stefanac, Stephen J. & Nesbit, Samuel P. (2017) Diagnosis and Treatment Planning in Dentistry 3rd Ed., Mosby Elsevier.
- Chapter 18 - Patients who are motivational compromised or financially limited.
Events and Submissions/Topic
Online Quiz - Part 1
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Systemic Phase Considerations
Chapter
See Moodle for links to additional resources.
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 client experiencing substance abuse
Chapter
See Moodle for links to additional resources.
Stefanac, Stephen J. & Nesbit, Samuel P. (2017) Diagnosis and Treatment Planning in Dentistry 3rd Ed., Mosby Elsevier.
- Chapter 13 - Patients who are substance dependent
Events and Submissions/Topic
Module/Topic
Treatment planning for the older client
Chapter
See Moodle for links to additional resources.
Stefanac, Stephen J. & Nesbit, Samuel P. (2017) Diagnosis and Treatment Planning in Dentistry 3rd Ed., Mosby Elsevier.
- Chapter 17 - Geriatric patients
Events and Submissions/Topic
Module/Topic
Treatment planning for the child and adolescent client
Chapter
See Moodle for links to additional resources.
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
Treatment planning for clients of all ages
Chapter
See Moodle for links to additional resources.
Stefanac, Stephen J. & Nesbit, Samuel P. (2017) Diagnosis and Treatment Planning in Dentistry 3rd Ed., Mosby Elsevier.
Events and Submissions/Topic
Group Work assessment due for submission
Group Work Due: Week 10 Monday (19 May 2025) 11:45 pm AEST
Module/Topic
Treatment planning for clients of all ages
Chapter
See Moodle for links to additional resources.
Events and Submissions/Topic
Case study assessment due for submission
Module/Topic
Revision
Chapter
Events and Submissions/Topic
Online quiz - Part 2
Individual Case Study Due: Week 12 Monday (2 June 2025) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Group Work
Part A - Group Research and Oral/Visual Presentation (20 marks)
Task 1: Research Topic (12 marks)
- Objective: Research a specific topic such as its impact on oral health, and the systemic phase management considerations in the provision of dental care.
- Topic Selection: The group can select the topic, but it must be approved by the unit coordinator.
- Group Formation: Form groups of 5 students and notify the unit coordinator of your group members and 3 possible topics. Enter the information here. The group will then schedule a time after week 2 with the unit coordinator to confirm the topic.
Task 2: Presentation Development (8 marks)
- Format: Develop and pre-record a 20-minute rapid-fire oral presentation on your selected topic. This could be an e-poster, PowerPoint with voice recording, or a video.
- Target Audience: Your peers.
- Participation: All students in the group must speak during the presentation.
These tasks are designed to assess your research skills, ability to present information clearly, and engage with your peers. Good luck!
Part B - Individual Component (19 marks)
Task 3: Oral Presentation Communication Skills in the Group Presentation (5 marks)
- Objective: Demonstrate effective communication skills during your group presentation.
- Assessment: You will be evaluated on your ability to clearly and confidently present your topic, engage with the audience, and collaborate with your group members.
Task 4: Fact Sheet or Tri-Fold Pamphlet (8 marks)
- Objective: Individually develop a one-page fact sheet or tri-fold pamphlet targeted at patients or clinicians.
- Content: This should relate to your group topic and include more than just infographics. Ensure the information is clear, concise, and informative.
- Approval: The focus of the fact sheet must be approved by the unit coordinator before you begin.
- Submission: Submit your completed fact sheet or pamphlet by the specified deadline.
Task 5: Constructive Feedback and Q&A Engagement (6 marks)
- Objective: Provide written constructive feedback to other student groups and actively participate in the Q&A session.
- Feedback: Watch the oral presentations and provide constructive feedback to one other group. Your feedback should include strategies for improvement and be constructive and respectful.
- Engagement: All students must attend and engage in the Q&A session. View the recorded presentations prior to the Q&A and have some questions or comments ready for the groups.
- Peer Evaluation: Complete the peer evaluation document provided by the unit coordinator and upload it to Moodle by the specified deadline.
Part C - Self and Peer Assessment (SPA) (5 marks)
Task 6: Self and Peer Assessment (5 marks)
- Complete the SPA via a link sent through Moodle. The SPA provides feedback to the unit coordinator regarding the group work. This must be completed before the due date in Week 10.
There will be an online discussion board for each oral presentation allowing for questions from the audience. Members of the group will be asked to respond to these questions.
Use of generative AI (for example ChatGPT) for the completion of assessment tasks, is not permitted in this unit.
Week 10 Monday (19 May 2025) 11:45 pm AEST
Results will be made available on certification of grades day.
The final grade for this assessment consists of both a group grade and an individual grade.
- Part A (Group Work): Two examiners will evaluate Part A. The grade will be the average of their marks.
- Part B (Individual Work): One examiner will mark Part B.
- Part C: Graded in the Self and Peer Assessment (SPA) on Moodle.
Assessment Criteria:
Part A (Group Work): 20 Marks
- Research Content and Critical Analysis
- Visual Components of the Presentation and Communication (structure and organization), length of presentation
Part B (Individual Work): 19 Marks
- Communication
- Fact Sheet/Pamphlet Content and Visual Presentation
- Constructive Feedback and Engagement in Q&A Session
Part C (SPA): 5 Marks
- Explain the processes of assessment, prevention and management of dental diseases, including non-carious tooth structure loss, dental caries (including root caries), and periodontal diseases on patients of all ages
- Advocate for, and promote, oral health to individuals and groups across diverse community settings in a variety of formats
2 Online Quiz(zes)
- Part A - Week 5
- Part B - Week 12
Your assessment is to be your own individual work and not a result of collaboration with other students. Any identified cases of potential collusion will result in a breach of academic integrity case being raised.
- 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.
- Use of generative AI (for example ChatGPT) for the completion of assessment tasks, is not permitted in this unit.
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 in-class test 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.
Use of generative AI (for example ChatGPT) for the completion of assessment tasks, is not permitted in this unit.
2
Other
Week 5 and Week 12. Time and date to be advised by unit coordinator.
The Week 5 quiz results will be available at the end of Week 8 and the final quiz results made available on certification of grades day.
- Explain the processes of assessment, prevention and management of dental diseases, including non-carious tooth structure loss, dental caries (including root caries), and periodontal diseases on patients of all ages
- Develop a diagnosis and appropriate treatment plan for patients of all ages, including medical compromised and special needs patients
- Advocate for, and promote, oral health to individuals and groups across diverse community settings in a variety of formats
- Recognise and act upon the legal, ethical, and safeguarding issues involving dental practitioners and patients as defined by the relevant professional regulatory bodies in Australia and overseas.
3 Case Study
Each student will analyse and write a report on a patient case history provided by the unit coordinator. The report should include:
- An overview of the patient case history.
- Identify disease risk factors.
- Formulate a risk assessment, problems list and diagnosis/diagnoses.
- Develop a treatment plan considering further investigations, prognosis, patient and clinician modifiers, treatment goals and objectives.
- Explain the rationale for risk assessment, prognosis, diagnosis, and treatment plan according to the treatment phases.
- Provide information regarding consultation with other professionals and /or referrals.
When preparing the report the student is required to appraise published literature and apply evidence-based knowledge in terms of justifying the treatment decisions as well as relevant pathways, protocols and guidelines.
Use of generative AI (for example ChatGPT) for the completion of assessment tasks, is not permitted in this unit.
Week 12 Monday (2 June 2025) 11:45 pm AEST
Individual written feedback will be provided by the certification of grades date.
The assessment criteria for your case study is defined in the rubric.
| STUDENT NAME: | ||||
| IDIVIDUAL CASE MANAGEMENT PLAN | 0-1 | 2-3 | 4-5 | 6-7 |
| PATIENT HISTORY ANALYSIS | Clinical notes were not analysed to integrate salient points into the case management plan. | Clinical notes were summarised and integrated into the case management plan. | Clinical notes were analysed, and the best information incorporated into the case management. | Provides a critical analysis of clinical notes with the best information synthesisesd into the case management |
| PROBLEM LIST/ DIAGNOSIS/PROGNOSIS | Cannot formulate a problem list/diagnosis or prognosis for the patient. | Identifies some (not all) problems/diagnosis/prognosis. | Identifies problems/diagnosis/prognosis | Identifies a complete problem list and diagnosis without unnecessary information included. |
| RISK ASSESSMENT | No or very limited attempt to complete the risk assessments | Risk assessments are partially complete | Risk Assessment completed with creditable resources | |
| CLINICAL REASONING | Cannot formulate treatment plan or provides incorrect treatment plan. Recommendations/options are vague, confusing and /or irrelevant. Clinical reasoning is vague or not evident in terms of evidence-based reasons for clinical decision-making. |
Provides basic recommendations/options that are applicable to every case, however, are not individualised to this specific case. Clinical reasoning is basic or general in terms of evidence-based reasons for clinical decision-making. |
Displays good evidence of clinical reasoning of a specific case. Recommendations/options are case justified and and evidence based. |
Complete treatment planning presented in a thoughtful and in-depth manner. Provides highly individualised recommendations/options in terms of evidence-based reasons for clinical decision-making. |
| CRITICAL THINKING | No evidence of critically appraised published scientific literature and no application of the relevant evidence-based knowledge in terms of justification of treatment decisions and choices | Provided minimal evidence of critically appraised published scientific literature and /or minimal application of the relevant evidence-based knowledge in terms of justification of treatment decisions of choices | Provided evidence of critically appraised published scientific literature and minimal application of the relevant evidence-based knowledge in terms of justification of treatment decisions and choices | Independently critically appraised published scientific literature. Applied the relevant evidence-based knowledge in terms of justification of treatment decisions and choices, as well as relevant pathways, protocols and guidelines. |
| ORGANISATION |
The treatment plan is not logically organised.
|
In general, the treatment plan is arranged logically, although occasionally ideas fail to make sense together. The reader is fairly clear about what writer intends. | The treatment plan is arranged logically to support appropriate management. Components are usually clearly linked to each other. For the most part, the reader can follow the line of reasoning. | The treatment plan is arranged logically to support the purpose or goal of treatment. Components flow smoothly from one to another and are clearly linked to each other. The reader can follow the line of reasoning. |
| 1 | 2 | 3 | ||
| GRAMMAR, SPELLING, WRITING MECHANICS | There are so many errors that meaning is obscured. | There are occasional errors, but they don't represent a major distraction or obscure the meaning. | The writing is free or almost free of errors. | |
| Case study grade (out of 43) |
- Develop a diagnosis and appropriate treatment plan for patients of all ages, including medical compromised and special needs patients
- Recognise and act upon the legal, ethical, and safeguarding issues involving dental practitioners and patients as defined by the relevant professional regulatory bodies in Australia and overseas.
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?
