CQUniversity Unit Profile.

The objective of this assessment is to apply your knowledge of dental direct restorative materials, including their properties, indications, and techniques. This assignment will help you demonstrate your understanding of the materials used in restorative dentistry and their practical applications.

Component A - Individual Work (10 marks)

Create a short video demonstrating the complete restorative technique for a designated restoration.

There are two restorative tasks to choose from below, including the requirements for each task. 

You must record the task during the designated SIM session on Monday of Week 4. 

• Please prepare your cavity preparation and do the restoration on the benchtop rather than intraorally.
• As you will need to buddy with someone to assist with recording, you must choose a different task to your buddy. The supervisor must approve your task before you commence. 
• The cavity prep should be a large enough size for demonstration, but not excessive. The cavity preparation is not assessed, but check suitability for the task with the unit coordinator on the day.
• As it will be too noisy in the SIM lab to record effectively, it is best to record your narration over the video separately afterwards. You may create this using any software of your choosing, however the output needs to be a video file natively supported by browsers .fmp4 .m4v .mov .mp4 .ogv .webm 
• Ensure your video has comprehensive narration and clear visibility of all procedural steps. There is no need to discuss rationale in the video narration, it should simply be a narration of the steps performed eg Placement of the dentine conditioner to the entire cavity. This will be left in place for xx seconds and rinsed…… etc. You do not need to actually leave the materials in place for the designated time, as this will make the video long and dull!
• Your video should not exceed 5 minutes. You are allowed to edit to remove “dead time”, however you must not alter the speed. 

Task Option 1: 17MO Closed Sandwich Technique using Vitrebond Plus, Flowable Composite and Composite Resin. 

Vitrebond Plus Placement:

How will you prepare the cavity surface for placement of the Vitrebond Plus? As relevant, include in your answer: 

• • Product name
  • Active ingredient including %
  • What surfaces you place it on
  • Time on tooth
  • Removal of product

Vitrebond Plus Placement:

• • What surfaces you place it on
  • Thickness of product
  • Setting procedure

Composite Resin (including flowable composite) placement:

How will you prepare the cavity surface for placement of the composite resin? As relevant, include in your answer:

Product name #1

• • Active ingredient including %
  • What surfaces you place it on
  • Time on tooth
  • Removal of product

Product name #2

• • What surfaces you place it on
  • Additional steps prior to placement of composite resin

Flowable Composite Placement:

• • What surfaces you place it on
  • Thickness of product
  • Setting procedure

Composite Resin Placement: 

Demonstrate your incremental layering technique including setting procedure. There is no need to demonstrate polishing and finishing. 

Task Option 2: 17MO Open Sandwich Technique using Fuji 8 and Composite Resin.

Fuji 8 Placement:

How will you prepare the cavity surface for placement of the Fuji 8? As relevant, include in your answer:

• • Product name
  • Active ingredient including %
  • What surfaces will you place it on
  • Time on tooth
  • Removal of product

Fuji 8 Placement:

• • What surfaces you place it on
  • Thickness of product (and how you determine thickness)
  • Setting procedure

Composite Resin placement:

How will you prepare the cavity surface for placement of the composite resin? As relevant, include in your answer:

Product name #1

• • Active ingredient including %
  • What surfaces will you place it on
  • Time on tooth
  • Removal of product

Product name #2

• • What surfaces will you place it on
  • Additional steps prior to placement of composite resin

Composite Resin Placement: 

Demonstrate your incremental layering technique including setting procedure. There is no need to demonstrate polishing and finishing. 

Component B - Group Work (17 marks)

Work as a group (4-5 students in each group - unit coordinator to allocate groups).

Step 1: Your group will be designated a clinical scenario. From this clinical scenario, determine your choice of restorative material/s and techniques (eg open/closed sandwich if relevant). If GIC/RMGIC is a material selection, you should also include which one you would use from the Fuji range of products. Submit your choice via the assignment task in Moodle. This step is ungraded, however is necessary to ensure you complete Step 2 correctly.

Step 2: Based on the above, prepare a written report including the following:

• Detailed step-by-step procedure e.g. placement of etch, conditioner, bond etc.
• Rationale for why you would recommend the selected restorative material and techniques for this specific case. Include here why you use conditioner, prime, bond, incremental technique etc.
• Discuss the material's properties that make it suitable and the advantages it offers. 
• Mention any other restorative materials that could be considered for the same case and explain why you have not chosen these alternatives.

Your report should be concisely written in an academic style and should not exceed 3 pages (excluding references). You are welcome to use images as appropriate, however these should be original to demonstrate your understanding. You are not expected to do an in-depth literature search, as the resources provided in ORAL11006 and ORAL12002 should be sufficient to answer the majority of this assessment. However, ensure that you review and cite the original sources in your written report.

Level of GenAI use allowed: Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.

The 72 hour grace period does not apply to this assessment.

Component C - Self and Peer Assessment (5 marks)

The self and peer assessment  involves completing a questionnaire form, presented in a set of questions. Students are to evaluate their own and peer’s contributions during group-work exercises. The completed evaluations will NOT be provided to other students.  Evaluation responses will ONLY be accessible by teaching staff,  conducting the Self and Peer Assessment activity. The purpose for which the responses will be used is to assess teamwork performance.

Level of GenAI use allowed: Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.

The 72 hour grace period does not apply to this assessment.

The final grade for this assessment comprises the combined grade of all three components. The assessment criteria for your group and individual components are defined on the rubrics below.

ORAL12002 Component A - Individual Work ASSESSMENT RUBRIC

ORAL12002 Component B - Group Work ASSESSMENT RUBRIC 

Self-reflection is an important practice for personal and professional development. You will be required to write daily self-reflective entries in your ePortfolio based on your work-integrated learning experiences (clinic).

Include a brief summary of procedures OR A brief summary of placement.
Which procedures were performed well? OR Expectation of learning on the placement.
What procedures could be improved? OR What did you learn today on placement?
Strategies for improvement OR Strategies to enhance learning on placement.
What did I learn today?
The completion of the personal reflective blog is a compulsory assessment, and each entry must be completed to a satisfactory standard. 

There are two places you are to enter your reflective blog. 

1. ePortfolio: Firstly, in your ePortfolio, complete a separate reflection entry for each placement day. Entries must be completed for every placement day, including DA and FTAs.

Here is an example of an entry in the ePortfolio for week 6:

2. Moodle Submission: Then at the end of the week, copy these entries into the Moodle submission for the week eg "Week 1 Reflective Blog Entry". NOTE: There is no need to copy these onto and upload a word document. You can simply copy and paste directly into the Moodle assignment. These Moodle Submissions are due by 11.59pm Sunday night each week. A reviewer will view these each week on Moodle and assign a satisfactory/unsatisfactory for each week.

At the end of the term, there will be a final check of your submissions on your ePortfolio to ensure all assessment criteria have been met. 

Please be aware that the teaching team will read your weekly reflections. This is used to triangulate data from ORAS to monitor your performance throughout the term. You will not be provided detailed feedback on your reflections as feedback is provided at the time of the student-client interaction.  Additionally, reflections are very personal, and this is why they are not given a quantitative grade, nor the level of feedback that would be expected of a quantitative grade. 
  
It is important that you use your reflections to reflect on your own learning. If you have concerns regarding the performance of another student or a supervisor, please use other forms of communication.

Level of GenAI use allowed: Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.

There are four components in this Practical Assessment. Each component must be passed in order to pass the assessment.

Component 1 Pre-Clinical Practice:

There are two 3 hour operative pre-clinical sessions per week. In each pre-clinical session, you are required to complete tasks. These exercises are designed to introduce you to practice as an Oral Health Therapist.

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.

Summative assessment for this component commences Monday of Week 4. Prior to that, performance is completed on a formative basis.

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).

Students are responsible for checking ORAS daily. If there are any errors or omissions, they should contact the clinical assessor within 2 working days. If the clinical assessor does not resolve the issue within a further 2 working days, the student should contact the unit coordinator. 
To maintain academic integrity, modifications or additions after more than 5 working days will not be considered. 

Component 2 Pre-SIM MCQ quizzes:

Prior to each simulation session, you will complete a multiple-choice online quiz related to the learning material for that session.

You must complete each quiz in a limited time within the quiz open period. Your attempt for each quiz will be submitted automatically, but no more questions can be answered once the time limit expires.

To prepare for this assessment you can study the learning resources for the relevant quiz.

If you are unable to complete the quiz by the due date, you must apply for an extension before the due date.

In order to achieve a grade of pass in this component, you are required to achieve a minimum cumulative score of 60%.

Component 3 Pre-Clinical Skills Assessment:

Students will undergo a pre-clinical skills assessment during Week 12. The pre-clinical skills assessment assesses your restorative dentistry skills to ensure you are safe to commence treatment on patients from the general public. Students are graded against a criterion-referenced rubric. Students must achieve a satisfactory score in all criteria to pass the pre-clinical skills assessment.

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 before you can progress to new learning or participate in subsequent learning activities.

If you do not pass the pre-clinical skills assessment, you will be given an opportunity to re-attempt the assessment task within a week. 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 ORAL12002.

Component 4 Attendance:

Attendance at pre-clinical placements is compulsory. You are required to attend a minimum of 90% of pre-clinical placement days. This allows you approximately 2-3 days of absence without penalty. Absences are required to be supported with a medical certificate or negotiated with the Unit Coordinator/s in advance.

Note that ALL tasks must be completed for the term. If you miss a session, it is your responsibility to contact the unit coordinator and make an arrangement to complete the missed tasks. Absences are to be made up at operational convenience.

The 2-week intensive requires 100% attendance.

A pass for satisfactory attendance is defined as 100% attendance at the 2-week intensive, as well as maintaining and fulfilling the 90% pre-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

If you require an extension for this assessment please refer to the Assessment Policy and Procedure (Higher Education Coursework)

Level of GenAI use allowed: Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.

The 72 hour grace period does not apply to this assessment.

See information in Task Description, which includes assessment criteria.

Part A In-Class test - Dental Materials (90 minutes)

Part B In-Class test - Local Anaesthesia (90 minutes)

You will be given an answer booklet in which to write your responses to the exam questions. At the end of the assessment, your answer booklet must be returned to the assessor. These in-class tests are closed book, so the only items you will be allowed to have on you are pens (black ink only) and your answer booklet. Only those answers that have been written in your answer booklet will be marked. 
NOTE: You are also able to bring your own noise-cancelling head/earphones if you prefer. 

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.

Level of GenAI use allowed: Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.

The 72 hour grace period does not apply to this assessment.

You will be assessed on your competence through short answer questions, based on the linked content.