| Unit name | Year 3 BDS |
|---|---|
| Unit code | ORDS30013 |
| Credit points | 120 |
| Level of study | H/6 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Professor. Tim Peters |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
Successful progression from Year 2 BDS21 |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | Bristol Dental School |
| Faculty | Faculty of Health Sciences |
The unit aims to build on Year 1-2 teaching, developing the breadth and depth of students’ clinical and patient management skills, deepening their understanding of human and oral diseases and their scientific basis. Students will consolidate their existing knowledge of the medical conditions affecting their patients, particularly those in Oral Surgery and Urgent Dental Care. Pharmacology will be aligned to human disease to support the safe care of patients. Students will develop a wider appreciation of whole person care through a two week block release to a medical hospital placement.
In the clinical skills lab, students will develop skills in Endodontics and Fixed Prosthodontics whilst continuing removable prosthodontics laboratory teaching. As they demonstrate competence in these skills, they will broaden their scope of practice in adult dental care, commencing removable denture cases and advanced restorative procedures. Students will be introduced to periodontal surgery, and implants.
Urgent Dental Care clinics will introduce students to the management of patients with acute oral disease enabling them to build on prior learning in the diagnosis and management of patients with dental pain.
Where opportunities allow, students attend local schools to promote oral health, otherwise students will undertake observations on the Paediatric Clinic. Paediatric clinical teaching is supported by small group tutorials. Before transferring to paediatric patients' clinics, students must demonstrate their competence in core procedures.
Social Science teaching will be integrated into clinical topics and communication skills will be aligned to Urgent Dental Care, Restorative Dentistry and Oral Surgery. Students will develop their understanding of evidence-based dentistry through critical appraisal workshops.
Students develop knowledge in local oral surgery clinical governance and infection control policies and procedures, as well as their ability to identify and manage medical emergencies that may occur in dental practice. Students will learn basic extraction and associated oral surgery techniques using simulators and must demonstrate their competence prior to extracting teeth from patients.
Unit Aims:
Year 3 continues the delivery of the GDC Preparing for Practice intended learning outcomes (2015)
A. Knowledge and Understanding
B. Intellectual Skills and Attributes
C. Other Skills and Attributes
The teaching and learning methods to be adopted in Year 3 reflect the aim of developing students as adult learners, whilst recognising that this process takes time. Students should be aware that approaches to teaching are designed to encourage the transition from undergraduate student to professional heath care practitioner. They should learn to study with the support of their peers, mentors and lecturers.
Year 3 will utilise a variety of teaching methods as listed below:
Group sessions may include interactive approaches, such as Turning Point student voting systems, ‘flipped classrooms’, break-out discussion and activity groups. Those who teach scientific basis of heath and disease topics will identify and emphasise the dental and clinical relevance of any content they cover.
Clinical skills laboratory teaching will provide simulated ‘phantom heads’ and teeth for students to practice necessary practical procedures in order to reach the required standard prior to patient care. These sessions will be supported by preparatory material, review of on-line materials from Years 1 and 2 including Biomaterial sciences teaching, viewing images/video clips and demonstrations; students will also undertake regular formative assessment and receive feedback from supervising staff.
Clinical sessions will commence with clinical discussion of students’ patient cases, either individually or within small groups. Each supervisor will be responsible for a small group of students and provide chairside teaching relevant to the clinical procedure as appropriate to the level and experience of the student. Feedback and grading of the student (clinical skills, knowledge and professionalism) will be provided for each patient case, both through verbal discussion and in writing using an electronic portfolio system.
Integrated teaching
Professional actors will act as patients in small integrated group sessions for clinical communication and ethics, law and professionalism teaching. Clinical assisting and peer learning opportunities between Year 3 BDS students and BSc students will continue. Similarly, practical procedures and integrated learning with the full dental team are highly valued for their teamwork opportunities and to further develop students’ understanding of each other’s scope of practice, treatment planning and how to refer to other members of the team.
Case-based sessions in terms 1 and 2 will integrate key concepts and reinforce links between clinical dentistry and scientific basis of dentistry topics. Block release placements at local medical hospitals will help to consolidate students’ understanding of the dental relevance of patients’ medical conditions and their ‘whole person care’ needs.
Summative assessment
An integrated, programmatic assessment delivered at the end of Year 3, comprising three parts.
The End of Year 3 Summative Assessments will be taken as a first attempt in May/June and, if required, as a second attempt (resit) in July.
Part 1) Knowledge examinations
This consists of two components whereby marks are combined to give an aggregate for the Part.
Part 2) Objective Structured Clinical Examination (OSCE)
Part 3) Unseen clinical case
Parts 1 and 2 will be standard set and scaled to 50%. Part 3 will be intention marked. There is no compensation permitted between the parts. In order to pass the unit, for Part 1, students must achieve a minimum standard set pass mark (scaled to 50%). For Part 2, students must achieve a minimum standard set pass mark (scaled to 50%) and pass two-thirds (rounded up) of the stations. For Part 3, students must achieve a minimum score of 50%.
In accordance with University regulations, students will be permitted two attempts at summative assessments in Year 3. Dependent on extenuating circumstances, a student may be permitted a second attempt at Year 3 or otherwise will be required to withdraw from the programme.
Demonstrating satisfactory engagement
Students must demonstrate satisfactory engagement with the programme, as set out in the student progression requirements for Year 3 in the BDS Assessment Handbook.
Satisfactory engagement with the programme will be determined by the Progress Committee which meets termly. The committee will monitor engagement against the engagement and progression criteria, review performance in 'must pass' assessments and monitor levels of professionalism.
A student who has not demonstrated satisfactory and appropriate engagement with the programme, nor reached a satisfactory level of professionalism (as determined by level of engagement and any other evidence relating to professionalism presented to the Progress Committee) will not be permitted to progress to Year 4.
Progression to Year 4
In order to progress to Year 4 of the BDS programme students must pass the End of Year 3 summative assessments at first or second (resit) attempt as determined by the Board of Examiners and demonstrate Satisfactory Engagement with the programme as determined by the Progress Committee.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. ORDS30013).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
