Elements and Performance Criteria

The range statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Structures of the head include:
teeth:
incisors
canines
premolars and molars
salivary glands
cavities, including sinuses
lymph nodes
bones
major muscles of the head
major arteries and veins
sensory and motor nerves.
Functions of head and oral structures may include:
prehension of food
mastication of food bolus
ingestion of food bolus
production and effects of saliva.
Consequences of poor dental and oral health on nutrient absorption may include:
weight loss
decreased resistance to illness
diarrhoea
passage of undigested food
failure to thrive including:
poor coat condition
poor body score
poor hoof health.
Dental and oral trauma may include:
loose, fractured or damaged teeth, fractured tooth roots, dental alveoli and cranial bones
Dental and oral related conditions may include:
calculus ("tartar")
caries
cementum, dentine and enamel defects
retained deciduous teeth or tooth fragments
endodontic disease
periodontal disease
nasal discharge
sinus infections.
Dental congenital and genetic abnormalities may include:
abnormal tooth eruption angle or position
absence of teeth (oligodontia)
cementum or enamel hypoplasia
diastemata
parrot mouth (brachygnathia)
sow/monkey mouth (prognathia)
supernumerary teeth
wry nose (campylorrhinus lateralis).
Other abnormal conditions may include:
fractured maxilla or mandible
fractured pre maxilla or rostral mandible
osteopathies such as bighead
restricted lateral excursion of mandible
restricted rostro-caudal movement
tumours.
Potential impact on general health of dental injuries, diseases, dental abnormalities and other conditions may include:
abnormal temperature
choke, quidding or other masticatory anomalies
colic
epistaxis
facial distortion and deformity
head shaking syndrome (excessive shaking of the head)
inability to masticate effectively
metastatic transmission of organisms
reluctance to accept a bit, bridle or head collar
stomach ulcers
supereruption of teeth.
Potential consequences related to no dental care may include:
behavioural problems
choke
gastrointestinal tract impaction and/or colic
death
decreased resistance to illness
diarrhoea
failure to thrive
inability to achieve soft lateral or vertical flexion of the horse
lacerated oral tissue
quidding
resisting bit, tack or riding aids
starvation
shortened life and use
supereruption of teeth
weight loss and other bodily signs of ill thrift.
Consequences of unskilled or inappropriate dental techniques may include:
absence of appropriate referral
bony fractures
choke
colic
inability to masticate effectively after dental procedure
inability to graze
infection
neglect due to the absence of appropriate care by owner or carer
nerve damage
psychological trauma
pulp inflammation or pulp necrosis (tooth death) due to pulp exposure or thermal or mechanical damage
retained tooth or root fragments post extraction
retention of sharp enamel buccal and lingual points
severing of nerves or blood vessels, such as palatine artery
soft tissue damage
tooth fracture from speculum use
fracture of the pre maxilla or rostral mandible from incorrect speculum use
treatment of the incorrect teeth
untreated pathology including periodontal disease.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this Unit
The evidence required to demonstrate competence in this Unit must be relevant to workplace operations and satisfy all of the requirements of the performance criteria, required skills and knowledge and the range statement of this Unit. Assessors should ensure that candidates can:
describe the process of mastication and nutrient absorption and the impact of poor occlusion or masticatory action on the health of the horse
condition score the horse
evaluate a range of ailments, diseases and injuries that could occur as a result of unskilled or inappropriate dental care
identify evidence of unskilled or inappropriate dental care.

The skills and knowledge required to identify potential health impacts of equine oral conditions must be transferable to a range of work environments and contexts and include the ability to deal with unplanned events.
Context of and specific resources for assessment
Assessment for this Unit is to be practical in nature and will be most appropriately assessed in an equine dental workplace or in a situation that reproduces normal work conditions.

There must be access to a range of horses and anatomical models and the relevant equipment and resources to enable one to demonstrate competence.
Method of assessment
To ensure consistency in performance, competency should be demonstrated, to industry standards, on more than two occasions over a period of time in order to cover a variety of circumstances, cases and responsibilities and over a number of assessment activities.

The assessment strategy must include assessment of competency in a work environment. Suggested strategies for this Unit are:
written and oral assessment of candidate’s required knowledge
observed, documented and first-hand testimonial evidence of candidate’s application of practical tasks
simulation exercises that reproduce normal work conditions
case studies
third-party evidence
workplace documentation.

This Unit may be assessed in a holistic way with other units of competency relevant to the industry sector, workplace and job role.
Guidance information for assessment
Assessment methods should reflect workplace demands (e.g. literacy and numeracy demands) and the needs of particular target groups (e.g. people with disabilities, Aboriginal and Torres Strait Islander people, women, people with a language background other than English, youth and people from low socio-economic backgrounds).