Elective placement report

Tasmania

Kyrrolos Hanna 164989

2

Contents Chapter 1: Introduction

1.1 Personal motivation

1.2 Expectations

1.3 Pre-placement report

x Personal preparation

x Personal learning objectives

Chapter 2: The health care system

2.1 The oral health care system

2.2 Responsibilities of Team members

2.3 Group Photo

2.4 Benefits and disadvantages

2.5 The role of preventative care within the system

2.6 Course of care types

2.7 Oral health care services

x Free children health checks

x Free dental care for children and teens

x Co-payments for adult dental services

Chapter 3: The experience

3.1 Main description of experiences

x A short description of the experiences at the placement

x Mid placement report

x Post placement report

3.2 Reflections on acquired competencies and learning objectives

x Strengths and or weaknesses experienced during the placement

x Personal and professional development during the placement

x Barriers experienced in developing certain competencies

3.3 Feedback from supervisor at the placement

Chapter 4: Conclusion

4.1 Summary

Chapter 5: References

Cover photo: Artistic theme represented in the New Town clinic of Hobart, composed by Jacob Leary from his range of "more of the colorful things" in 2014, introduced by the Tasmanian government art site scheme, taken by Kyrrolos Hanna.

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Chapter 1: Introduction

1.1 Personal motivation

In choosing my elective placement I needed to consider what would be best for my growth and

experience. A door was opened for me to undertake my placement in Tasmania which I

immediately sought after. I could gain the experience of working in a public clinic and at the

same time be engulfed within my already present Australian roots.

A year ago I had the privilege of accompanying three of my classmates to Nepal where I was

thrown into the very rich culture of a third world country. This placement was an important

aspect of my growth, however, I endeavored to seek a different scenery that would equally

contribute to my studies. Knowing that this would be the first time this placement would be

offered, I considered myself privileged to become an ambassador for Latrobe and I hope that

this report will justify my aspirations.

1.2 Expectations

Having high expectations of myself on this journey, I mentally prepared myself to work to the

very best of my capabilities, within my scope of practice. With regards to the barriers I had

expected to encounter, I considered relations with my group members my first hurdle, seeing as

previous acquaintance has been restricted to the confinements of university. Having not had

much exposure to the demanding work days of a public clinic, I expect that this will be a great

chance to increase my work speed. By challenging myself I predict that this will be a great

benefit towards my future career.

Unlike other students, who have worked in the dental field as a chair side assistant, I have not

been so fortunate. Although this may be seen as a disadvantage, it has become the stepping

stone to excel in my clinical work and the basis to my ethos.

I hope that this placement will also lead to having good referees from the clinicians there so I

can really have some support when I graduate. This placement means a great deal to me

because my expectations are not only this placement as a point in time but a piece of the puzzle

that may just complete my growth in this course.

Pre-placement Report

Kyrrolos Hanna

#16498953

Tasmania

Personal preparation

In preparation for this placement I have been in contact with Dr. Iona Jones, Senior Clinician of Oral Health Services

Tasmania, where I was required to supply him with a letter of introduction, Resume’, Copy of my student ID and email

my Glove size or any other special requirements. A Facebook page was created called “Tasmania Group” as a space to

communicate with my colleagues and ensure that everyone is being notified of group progress. Flights were booked

online through Jetstar while accommodation and transport in Hobart have been organized through family. In the lead up

to the starting date I endeavored to do the research on Hobart’s demographic backgrounds, including socio-economic

status and social etiquettes, along with the estimated travel time to and from our specified location. Dr. Jones was then

notified of our intended plans and reassured of our enthusiasm as a formality.

In addition I have taken the time to develop an oral hygiene instruction folio comprised of pictures, step-by-step notes

and explanations of various disease process. This was done with the intention to utilize these materials on placement and

in turn enhance my skills in delivering optimum oral hygiene instruction.

I look forward to seeing the boats arrive in Hobart from Sydney, which is happening on our starting day. I have planned

days to go and see Salamanca Market and take in a few beaches while I’m there as well.

Objectives and specific interests

Throughout my placement I hope to be able to get a better understanding of my colleagues which may turn into future

friendships.

By the end of the first week I would like to have been exposed to more demanding work days. The working clinician can

see up to 8 patients a day so I will set 6 patients in a day as my bench mark.

By the end of my placement I would like to have increased my work speed via feedback from the staff.

By the end of my placement I hope to have achieved my goal to enhance my oral hygiene instruction via feedback from

the staff.

By the end of my placement I would like to really experience what Tasmanian social life has to offer by visiting my

planned destinations.

By the end of this placement my main objective is to obtain good referees from the clinicians there so I can really have

some support when I graduate.

ORH3IOH – Elective placement reports

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Chapter 2: The health care system

2.1 The oral health care system The School of Dental Nursing opened in 1966, making Tasmania the first state of Australia to

train Dental Nurses (Therapists). Initially, therapists were trained at Schools of Dental Therapy

operated by state health departments however today this has been replaced by the dental

therapist1.

Tasmania shares the same health care system as Victoria and is made up of both public and

private health providers. It is funded by a combination of state and federal governments2 where

private health cover or publicly funded health services were still found to be the common

similarities3.

Within the induction to oral health services Tasmania it was revealed that Tasmania

incorporates the use of the Child benefits scheme which involves providing access to basic

dental services to children aged 2-17 and replaces the existing Medicare Teen Dental Plan4.

Figure 1: Historical, the first training site for dental therapists in Australia, although it is now used as office space, the historical relevance is

unshakable, Taken by Alison Wark 2015

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2.2 Responsibilities of Team members Oral health services Tasmania states that within the scope of practice of a registered OHT or

DT is trained to treat children, adolescents and adults consistent with the guidelines provided by

the ADA. Treatments included within this scope are as follows:

• Radiography  (not  OPG’s)

• Preventative procedures such as Fissure sealants

• Mouthguards

• Restorations in the primary dentition in combination with simple restorations in the

permanent dentition.

• Extraction of deciduous teeth, Pulpotomy and management of trauma

• Diagnoses and clinical treatment of oral lesions and abnormalities

• Administration of local anaesthetic

• Health promotion within the community along with motivational interviewing

• Referrals within the oral health care service to Dental Operators, Specialists, Speech

Therapists and General Practitioners

Dental and Oral Health Therapists may practice publicly and privately through Oral Health

Services Tasmania (OHST) which may be co-located within community health centres, primary

schools or hospitals. Private Dental and Oral Health Therapists may work in general or

specialised dental practices and additionally have the right to independent private practice in

Tasmania, provided there is an established referral pathway with a practising dentist5.

2.3 Group Photo

Figure 2: New Town staff and Latrobe Boh3 students at the end of their placement

in Tasmania, (left) Jade Philips, Sue McLaughlin, Dr Jacinta Morrison, Rachel Botros, Alison Wark, Kyrrolos Hanna, Lisa Carpentier, Leigh Gorringe, Kerry

Geddes, Teresa Nicholls, Dr Ioan Jones, Lisa Henry, taken with OHST camera, by-stander 2015

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2.4 Benefits and disadvantages Tasmania’s  health  care  system  implement’s  the  use  of  the  Medicare  scheme,  which  is  a  public  

health insurance that provides either subsidized or free health care to the general population8.

This service generally provides access to  health  care  regardless  of  the  individual’s  circumstance  

or income. This also reduces the cost of many medications, making them more accessible to

the general public4.

2.5 The role of preventative care within the system “The  National  Oral  Health  Plan  states the importance of providing support and intervention in

the pre-natal, infant and early childhood years to achieve the best possible development and

health  outcomes” 5. Recent studies by the Australian institute of health and welfare have found a

71% increase in dental decay among the adolescents of Tasmania over a six year period6. Poor

diet, eating disorders, soft drink consumption, obesity and smoking were identified as important

risk factors where:

• 40-57% of 12-15 year olds have decay in their permanent teeth.

• 49% of 6 year old children had a history of decay in their deciduous teeth.

• 20% of 4 and 15 year olds have approximately 90% of total decay for their age group6.

Oral Health Services Tasmania also implement preventive programs and health promotion

within the community which emphasise the facts that treatment does not stop disease

progression and that recurrence is frequent, frustrating and costly. This is why the programs

implemented within OHTS are formed based on early intervention where preventative care is

directed specifically towards mothers and children with a 0 – 6 years initial focus5. These

approaches are modelled by the Healthy Mouth, Healthy Me initiative and include:

The Fluoride Varnish program - Consisting of Fissure Sealant programs and focusing on

promoting the consumption of tap water, limiting sugary drinks, brushing twice daily with fluoride

toothpaste and provision of resources to targeted areas5.

Spit Don’t  Rinse - Which supports the importance of using a fluoride tooth paste while

remembering to spit and not to rinse. Tasmania was actually the first state to incorporate

fluoride into their drinking water and this campaign aims to increase intake with the aid of

toothpaste7.

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Lift The Lip – Outlining the stages of caries development and urging the importance of regular

dental check-ups in the early years of life. This encourages parents to check their child’s teeth

and raises awareness to the early signs of caries within the 0 – 4 year and 4 – 6 year age

bracket8.

Move Well Eat Well – Educating communities to:

x “Tap  into  water  everyday”.

x “Plant  fruit  and  veg  in  your  lunchbox”.

x “Limit  occasional  foods”.

x “Move  play  and  go”.

x “Turn  off  switch  to  play”.

x “Stride  and  ride” 9.

Quit line – Identifying the Side-effects smoking has on the mouth as well as its effects on

general health and the benefits of taking the first steps towards smoking cessation10.

2.6 Course of care types The induction also consisted of a brief explanation of the types of codes and courses of care we

may encounter in the clinic. The general consensus was that patients could fit into the

categories of bulk billing or a child fee for those unable to be bulk billed. A course of care would

be  opened  with  a  letter  as  a  suffix  to  the  item  code  to  indicate  the  patient’s  eligibility.  For  

example an initial examination would read 011C – for a child that is eligible for the child dental

benefits scheme (CDBS). In comparison with the Anne Caudle clinic, recall status were of a

slightly longer duration until the review and were represented as high risk – 6 months, medium

risk – 12 months and low risk – 18 months1.

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2.7 Oral health care services

x Free children health checks

This was available to all children aged between 0-17 years where concession is not

required. This provided services from a dental therapist, Oral Health Therapists or

Dentists and was comprised of general care, special needs, acute care and General

anaesthetics4.

x Free dental care for children and teens

This included no fees for any child, regardless of eligibility

for CDBS where patients aged 2-17 were bulk billed to

Medicare. However If the patient does not have bulk billing

there is a 40% DVA schedule fee4.

x Co-payments for adult dental services

Concession card holders are eligible for general dental treatment involving private

sector care, after Hours, emergencies, special needs, and acute care11.

Chapter 3: The experience 3.1 Main description of experiences Throughout my placement in Tasmania I can honestly say that I had experienced more than I

expected. The teaching staff were proficient in asking what type of procedures I would like to

practice and what type of patients I would be more comfortable with (i.e.) children, teenagers or

adults. The majority of appointments were Fissure Sealants, where I learned that the most

important thing in the clinic is communication between the operator and the assistant. Having

patients with several cavities meant that in order to implement effective treatment planning, time

management was of the essence. I also had the opportunity to record pain, extract deciduous

teeth, use the ultrasonic scalar on heavy deposits of calculus and restore class 2 lesions in a

timely manner. My gratitude is to the staff that guided me throughout this placement, for without

them this would not have been possible.

Figure 3 - MTDP logo taken off Student BDS Children's Service Presentation, by Leigh Gorringe

Mid-placement Report

Kyrrolos Hanna

#16498953

Tasmania

The “State”: Arriving in to Hobart, I immediately understood what people meant by a beautiful landscape. As far as the eye could see

there were mountains and glittering street lights that you could only see in post cards. The roads are only one way and

portray a sense of adventure but can be confusing at times. The locals are very welcoming and enjoy a meaningful

conversation in a vibrant city-like lifestyle. After contact hours, Alison, Rachel and I endeavored to go and see Salamanca

Market, the Mona Art gallery and visited Wine Glass Bay, 3hrs north of Hobart. We were very impressed by how rich

Tasmanian culture is and I had successfully achieved my first two objectives by turning colleagues into future friendships

and experiencing what Tasmanian social life has to offer. In a nutshell I can describe this classic and yet modern state in

two words:

“Silent power”

The Program: On the opening of the first day we were introduced to the New Town public clinic and the enthusiastic staff that make it

work. The induction began with a tour of the clinic followed by a welcoming practice where we sat and discussed what we

hoped to achieve in the next two weeks. This was most helpful because I was given the opportunity to request that I be

exposed to some clinical procedures that I may be lacking in. The teaching staff were very welcoming and strived to help

us achieve our goals and make this experience worth-while. An introduction into oral health services Tasmania consisted

of presentations with regards to recording medical history, oral health promotion, SRLS (safety reporting learning

system), chair training, along with infection control, titanium training, customer service matters and finally reducing body

strain.

Within the second day I had achieved my next objective when I found myself working on 6 to 8 patients a day. The

following days, under the guidance of Jade Alecia Phillips, we were also introduced to the Bridgewater public clinic, where

the patients range from general check-ups to very time consuming and complex treatment. In summary of my first week

of placement, I consider myself very fortunate because I have definitely noticed the progress you can make when delved

deep within the work field. The Experience: I have now experienced treating patients with facial swelling, patients on antibiotic drug therapy as well as my first time

extracting root fragments and deciduous teeth and the use of the ultrasonic scalar for sub-gingival debridement. My

appointments vary from time to time however they are mainly comprised of class 2 restorations and fissure protection in

the permanent dentition. These experiences have already made a great deal of impact on my clinical work and I look

forward to my second week where I can further my skills and hopefully report that I have achieved my remaining

objectives.

ORH3IOH – Elective placement reports

Figure: “Theme art work utilized at the clinic to distract patients”

Post-placement Report Kyrrolos Hanna

#16498953

Tasmania

Experiences:

At the close of my placement in Tasmania I have been exposed to a range of new challenges. Seeing 8 patients a day was

my first challenge, where I endeavored to remain focused and well prepared. The majority of my appointments varied

from patient to patient, where the treatments included, fissure sealants, class 2 restorations in both permanent and

primary dentition, extractions and the use of the ultrasonic scalar. As outlined in my mid-placement report, many of these

treatments were areas I have not had the opportunity of doing and hence unable to feel confident enough. With the help

of the staff, I was able to experience much more than I thought I would and my efforts have really paid off. I now feel

more confident that I can produce a greater quality of work in a shorter amount of time and I hope that I can bring this

back with me to aid in my studies.

Personal Growth:

One of these experiences included working with children that have been exposed to extensive treatment at a young age

and have developed dental anxiety as a result. My initial thought was to create an understanding of these patients in order

to make them feel comfortable and form a relationship built on trust. Although this may have helped I soon realized that

this may not be the only factor that needed to be considered. Parents can share an equally important role in the

development of a child’s fears and apprehension to treatment. One parent in particular was adamant that her child would

not be compliant to treatment and this put me in a rather difficult situation. It is easy to form an acceptable restoration in

a child that is happy to have it, but what happens to the ability of the clinician when a child is not happy to have it? This

appointment ended on a good note however, where with the help of my assistant I was able to finish the treatment. What

I have learned from this experience is that it is just as important to prepare the parent as it is to prepare the child. For the

next few patients I endeavored to request that the mother “help” by encouraging her child to be well behaved and stress

the importance of the treatment. I found that this gives the parent a sense of responsibility to support the treatment and

not simply worry about their child and I would encourage other students to think alike.

I also had the opportunity to do a comprehensive exam on a 2 year old, which was another experience that had a big

effect on my personal growth. In this appointment it was more important that I focus on the parent while my assistant

distracted the patient by introducing them to the surgery. It was interesting to note that this patient had many habits that

needed attention such as, pouching of food, sugar for breakfast and thumb sucking habits. With regards to the food

pouching, some studies suggest the use of food redistribution, however I forced myself to think outside the box,

suggesting that the child simply have a glass of water to swirl around until she swallowed the food. This seemed to be a

much easier way of ceasing the habit and I will try my best to find out if this theory prospered for this particular case.

Professional Growth:

On the final day of our placement we were invited for a formal dinner and appreciation ceremony which was delightful.

As pointed out in my pre-placement report, my finial objective was to obtain referees from my supervisors and staff. This

placement has had a positive effect on my professionalism and it has become almost unbearable to leave this wonderful

place. For the first time I have felt what it is like to be part of a working team, and the support has been overwhelming. I

am glad to report that I have successfully conquered all of my pre-empted objectives and my confidence in myself has

increased tenfold. This placement has done a lot for my motivation as well and I hope that I can keep my momentum

rolling as I return back for commencement of the final year of my course.

ORH3IOH – Elective placement reports

Figure: “Climbing to the summit of Mt.Wellington reflects conquering my objectives on my placement in Tasmania”

Special case

This patient presented with no chief complaints or concerns. On examination the deciduous

molars and retained primary dentition were uncommonly large in proportion and this was initially

confusing however thanks to my studies, easily noticeable. As can be seen in the above Ortho

Pantomogram, there are fourteen missing successors which include the 18, 17, 15, 14, 24, 25,

27, 28, 38, 37, 35, 45, 47, and 48. The OPG was taken to determine the presence or absence of

these permanent successors and to assess the prognosis of the remaining primary dentition for

orthodontic Treatment. Retaining these teeth for a longer duration was essential for successful

treatment and in turn, this meant that immaculate plaque control and avoiding a cariogenic

lifestyle was of utmost importance for this patient. In particular, determining what the patient

wants with regards to aesthetics and duration of treatment was also an important factor in

providing optimum care. What I learned from this patient is that there is much more to caring for

a patient than just site specific conditions. This individual will have a long and fairly difficult life of

treatment in order to get the best possible outcome and neglecting the patient’s feelings about

this is, in my opinion, a breach of duty of care. I felt sympathy for this patient and her mother

who  would  have  to  pay  for  all  this  treatment.  The  fact  of  the  matter  is,  they  wouldn’t  be  able  to  

afford it and I could tell by the mother’s reaction to the OPG. With the help of the staff at OHST,

we sought out an alternative where the barriers of affordability could be dealt with. This was

very admirable of the staff and is a quality that lacks in many practices we have today. Truly

inspirational in the way care is provided to those who are desperately in need of it.

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3.2 Reflections on acquired competencies and learning objectives

x Strengths and or weaknesses experienced during the placement

Strengths:

x Motivation to achieve my objectives Without a motive I would have had no direction.

x Preparation While preparing myself I learned the importance of time management which will aid me in my future endeavors.

x Readiness to change / improve I believe that without being mentally prepared to re-create oneself, one cannot truly appreciate his success. This is to say figuratively.

x Confidence in my clinical work If I had not persisted to practice my skills I would not have achieved half of what has been done.

x Personality This has supported me in my communication with both the staff and patients at OHST.

Weaknesses:

x Income My experiences outside of the clinic were limited by this although I was able to enjoy myself none-the-less.

x Personal affairs I do believe that in some ways I was home sick and this could have affected my stamina on some days.

x Foreign to new procedures I was put into a new environment and surrounded by different views on certain procedures. In saying this, I should have done more research in my own time to develop an evidence based reply.

x Personal and professional development during the placement

At the beginning of my commencement date, the days had felt long and very tiring. I can reflect

on this now and still recall the amount of time and effort I had to put into every day to achieve

above my average, this was a challenging experience. To my fortune, I developed a steadily

growing consistency after the first few days of clinic. Setting the bar high from day one, brought

on a sense of doubt initially, and in turn forced me to seek more advice. This feeling of

hesitation has always lacked in my personality, but this time, I believe it is due credit towards

the confidence I have today.

x Barriers experienced in developing certain competencies After having a late cancellation on my first day, I had the opportunity to do assess a young boy

presenting with facial swelling. With the insight of my supervisor that day, Jade Philips, we had

determined that this was due to pulp necrosis of the 55. At the following appointment scheduled

for extraction of this tooth, I was in anticipation as this would be my first real extraction. I had

neither seen the level of tissue damage nor the type of patient management during an extraction.

Unfortunately, it was not the child but the mother that needed comfort at this appointment and I

soon learned a valuable lesson. It is just as important to prepare the parent to encourage the

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treatment as it is to prepare the child for the treatment. Upon reflection, my contention is that

this certain case needs to be a reminder to myself to determine the stability of the parent as well

as the patient and that this was a barrier that dramatically affected my skill levels that day. To

my dismay, the supervisor had taken over and I had yet to gain any familiarity in this procedure.

I  would  soon  experience  my  first  extraction  of  two  deciduous  C’s  the  following  week,  which  was  

a much better experience than my first.

Chapter 4: Conclusion

4.1 Summary

This placement has played an integral role in my growth as a person and in my professionalism.

By recognizing my potential I inevitably learned to have more confidence in myself which

primarily enforced my growth. As this is my final year of my course it was essential that I took

the time to reflect on my ambitions and what I hope to accomplish at the close of my studies.

With the guidance and support of the teaching staff I attained much more than I could have

thought myself capable of.

Upon departing I was overwhelmed with sorrow because I would not only be leaving such a

wonderful place but saying my farewells to a team of welcoming and respected clinicians. It was

interesting to see that each student from the group had formed a personal friendship with at

least one member of the staff. A specific moment of my journey illustrates my admiration

towards one person in particular, that is Lisa Carpentier, who was my assistant for the two week

placement. Her quiet nature had rubbed off on me until I found myself more refined by the end

of my trip. At first I was more concerned about how I would enhance in my skills as an oral

health therapist, however upon reflection I can now contemplate on all the skills Lisa had shown

me and in retrospect, I may also have learned to become a better assistant.

In addition I would recommend this placement be kept running and become a prosperous

investment or the future students of Latrobe. I hope this report has justified my gratitude for this

placement opportunity and I can most definitely see Tasmania as a place I would work in the

near future.

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Chapter 5: References

1. Gorringe L. Induction: Student BDS introduction to children services presentation

[unpublished lecture notes]: Tasmanian  Children’s  &  Adolescents’  Oral  Health  Service, Oral

Health Services Tasmania; lecture given 2015 Jan 5.

2. Australian Institute of Health and Welfare.  Australia’s  Health  2014.  Australia’s  Health  

System [Internet]. 2013 [cited 2014 Nov]. Available from: http://www.aihw.gov.au/australias-

health/2014/health-system/

3. Consumers Health Forum Australia. Our Health Our Community. Understanding the

Australian Health System [Internet]. Australia: 2014 [cited 2014 Nov]. Available from:

http://ourhealth.org.au/find-your-way/you-and-health-system/useful-

information/understanding-australian-health-system#.VH44ekstUdt

4. Department of Human Services. Medicare Services [Internet]. 2014 [updated 2014 Sep;

cited 2014 Nov]. Available from: http://www.humanservices.gov.au

5. Oral Health Services Tasmania. Oral Health Promotion Strategic Plan 2012-2017. [Internet].

2012 [cited 2015 Jan]. Available from:

http://www.dhhs.tas.gov.au/__data/assets/word_doc/0015/123324/ohst_OralHealthPromotio

nStrategicPlan_2012_2017.doc.

6. Epidemiology Unit. Health Indicators Tasmania 2013 [Internet]. Tasmania: Department of

Health and Human Services; 2013 [cited 2014 Dec]. Available from:

http://www.dhhs.tas.gov.au/__data/assets/pdf_file/0019/132283/Health_Indicators_Tasmani

a_2013.pdf

7. Department of Health and Human Services. Tips for a healthy mouth for life. [Internet]. 2012

[cited 2015 Jan]. Available from:

http://www.dhhs.tas.gov.au/oralhealth/healthy_mouth/tips_for_a_healthy_mouth_for_life2.

8. Department of Health and Human Services. Population Health Program - Lift the Lip. [Internet]. 2014 [cited 2015 Jan]. Available from:

http://www.dhhs.tas.gov.au/oralhealth/oral_health_promotion/lift_the_lip (accessed 20

January 2015).

9. Department of Health and Human Services. Early Childhood Services: Move Well Eat Well. [Internet]. 2014 [cited 2015 Jan]. Available from:

http://www.dhhs.tas.gov.au/mwew/early_childhood_services (accessed 20 January 2015).

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10. 4. Department of Health and Human Services. Tobacco Control. [Internet]. 2014 [cited 2015

Jan]. Available from: http://www.dhhs.tas.gov.au/peh/tobacco_control (accessed 20 January

2015).

11. 2. Oral Health Services Tasmania. Co-Payments for Adult Dental Services. [Internet]. 2012

[cited 2015 Jan]. Available from:

http://www.dhhs.tas.gov.au/__data/assets/pdf_file/0008/85850/OHST_Adult_Co-

Payments_DL_Nov14.pdf (accessed 20 January 2015).

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Placement experienceBeyond the southern coasts of Australia there exists a hidden

gem that is remarkable in its beautiful landscape and vibrant

atmosphere. A place where the best of all four seasons is at

your very doorstep and where the mountains almost seem life-

like. As you can see, Tasmania is a wonder all in itself, but my

experiences were something I will never forget.

In my two week placement with oral health services Tasmania I

had experienced the demanding work days, the teamwork and

the responsibilities that come with the career I chose to follow.

Within the events of this placement I was exposed to extractions

of deciduous teeth, fissure protection, the use of the ultrasonic

scalar and class two restorations in both the primary and

permanent dentition.

A student by day and an adventurer by night I was determined

to taste the sweet flavours that Tasmania had to offer. The first

attraction I visited was the Salamanca market which is famous

for its vast layout and applauded for its diversity in its products.

Stumbling across some very extrinsic characters was a common

occurrence in Salamanca. My interests were more in the local

artists that were displaying their creativity with whatever they

could get their hands on.

.

Learning objectivesMy overall aim for this placement was to return a better

and more confident clinician. In respect to this claim,

this meant that I had to self reflect, make rationalised

decisions on what I hope to achieve and face my fears.

You may be thinking, how could he be afraid of what he

has not yet experienced? But it is that very unknown

that I feared the most. Unlike many that have made the

choice to study oral health because they have had

previous experience as an assistant, my reasons were

more genuine than this. I started this course on the

basis that I would help others achieve a sustainable

level of oral health. I believe that this placement has

really given this perspective and I would highly

recommend it for future students who have a common

understanding of these ambitions.

Thank you

ChallengesAlthough the pictures can portray a sense of serenity,

this by no means suggests that there were no hard times

at the clinic.

Having dealt with challenging behaviours, severe oral

conditions and sometimes even in infants, it was

paramount that I stayed clam and collected. As a

student, income was an inevitable challenge from the

beginning along with having been placed within a setting

where there are so many varying professional views. I

believe this is a big issue that needs attention from a

higher source, to expose students to differences in

opinion. Having been confronted with these opinions in

the clinic, I found myself put in a rather difficult situation

and upon contemplation may have done things differently

if I had prepared myself for this kind of scenario.

1. A heartfelt farewell to a heart of gold, Kerry Geddes –senior DA at OHST, taken by Alison Wark.

2. A group photo of the Latrobe group for 2015 – Kyrrolos Hanna, Rachel Botros and Alison Wark, taken by Leigh Gorringe.

3. A beautiful scenery on our way to the highly anticipated Wine Glass Bay, taken by Alison Wark.

4.Gazing into the narrow Horizons at the peak of Mt.Wellington, taken by Alison Wark.

This was followed by a quick peak in the “modern”  artwork at the Mona Gallery. Originally the owner of the Venue

was a famous gambler that became so wealthy he decided to create his own tourist attraction, full of new and old

art. The following days Alison, Rachel and I went to see Wine Glass Bay, which required a three hour hike

through the mountain tracks of Freycinet National Park. The crystal clear, aqua coloured water blended with a

paper white shore that would never have existed in my wildest dreams. After catching a few waves at this blue

oasis, we made our way up Mt Wellington where I experienced what it feels like to view the world through the

eyes of an eagle. I remember looking out at the horizon before me and feeling like I was on the edge of the world.

I can reflect on this now and relate it to my dreams and goals in life for if there is anything I am certain of, is that

this placement was only the begging for me.

Kyrrolos Hanna BOH316498953

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