Oral Structure and Function 1

This subject has the following teaching availabilities in 2016:

124 contact hours (indicative), 56 non-contact (indicative)

None

None.

None.

N/A.

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject (which will be continued as "Oral Structure and Function 2" in blocks 3 and 4) facilitates learning of head and neck anatomy, the embryology and histology of the head, neck and oral structures, tooth development and morphology, oral anatomy, masticatory function including associated muscles, the nervous system, the relationship between structure and function in dentition and the origins of calcified tissue. Student learning will also include aspects of neuroscience (the structure and function of the brain, nervous system) relevant to dentistry. The subject also integrates the development of the orofacial tissues from the embryonic stages through to completion of growth.

On completion of this subject, the students should:

be able to explain:

1. the processes of growth and development of the head and neck region;
2. the anatomical structure and related functions of the head and neck region;
3. the structure and function of all components of the oral cavity;
4. relevant neurological pathways;
5. the relationship between form and function in the dentitions of humans and other animals.

be able to demonstrate:

1. skills in the use of correct terminology and nomenclature of head, neck and oral anatomy essential for the practice of dentistry;
2. skills in discussing and visualising the three dimensional shape of teeth;
3. skills in identifying and describing the structure and development of dental hard tissues;
4. the ability to differentiate between normal and pathological anatomy of the jaws and dentition at a basic level.

be able to analyse:

1. the pathways of pain from orofacial structures;
2. processes of development of the orofacial structures and teeth;
3. the structure of a tooth and its biomechanical function in the oral cavity;
4. the nature of masticatory function.

• 2 x 40 minute MCQ exams on Dental Head and Neck Anatomy, 10% each - (20%);
• Dental Head and Neck Anatomy and Oral Anatomy practical books, which must be completed and signed off for a minimum of 80% of practicals (10%);
• 1 x 60 minute MCQ exam covering all material taught in Blocks 1 and 2 - to be held at the end of Block 2 (15%);
• 1 x 2 hr written examination on Dental Head, Neck and Oral Anatomy, masticatory function and Neuroscience at the end of Teaching Block 2 (55%).

Formative assessments will be conducted to provide feedback to students.

Hurdle Requirements:

• 75% attendance at Lectures; 100% attendance at Seminars/Tutorials (including Computer Assisted Learning [CAL]), Practical Classes (including Computer Assisted Learning [CAL]), and Clinical & Case Simulations/Discussions

Avery JK, Chiego DJ 2006 Essentials of Oral Histology and Embryology, 3rd ed Mosby Elsevier

OR

Nanci A 2013 Ten Cate's Oral Histology, 8th ed Elsevier

OR

Berkovitz BKB, Holland GR and Moxham BJ 2009 Oral Anatomy, Histology and Embryology, 4th ed Mosby Elsevier

AND

Hiatt JL, Gartner P 2010 Textbook of Head and Neck Anatomy, 4th ed Lippincott Williams & Wilkins

This subject is not available as a breadth subject.

Students should:

1. be able to access new knowledge from a variety of relevant sources, analyse and interpret it in a critical manner and develop scholarly literacy to an appropriate level;
2. develop skills in effective communication with teaching staff and peers;
3. develop effective organisational skills and time management;
4. develop skills in team work;
5. be able to identify and address their own learning needs.