| 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 | Dr. Waylen |
| Open unit status | Not open |
| Pre-requisites |
Successful progression from Year 2 BDS21 |
| Co-requisites |
None |
| School/department | Bristol Dental School |
| Faculty | Faculty of Health Sciences |
The unit aims to build on Year 1 and 2 teaching by 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 revisit and consolidate their existing knowledge of the medical conditions affecting their patients, particularly those most likely to be encountered in Oral Surgery and Urgent Dental Care. Pharmacology teaching will be closely aligned to human disease teaching 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 and further teaching on patient disability.
In the clinical skills lab, students will learn and develop skills in Endodontics and Fixed Prosthodontics. Students will continue removable prosthodontics laboratory teaching. As they achieve and 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 also be introduced to periodontal surgery, and implants.
Urgent Dental Care clinics will introduce students to the management of patients with acute oral disease and enable them to build on prior learning in the diagnosis and management of patients with dental pain.
Students attend local schools to promote oral health and commence paediatric dentistry patient care. Paediatric clinical teaching is supported by small group tutorials. Before transferring skills to paediatric patients on clinic, students are required to demonstrate their competence in core procedures.
Social Science teaching will be integrated into lectures on clinical topics and communication skills will be aligned to Urgent Dental Care, Restorative Dentistry and Oral Surgery. Students will continue to develop their understanding of evidence-based dentistry through critical appraisal workshops.
Teaching in clinical governance emphasise local oral surgery clinical governance and infection control policies and procedures. Students will develop 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 will be required to demonstrate their competence in these skills prior to extracting teeth from patients.
Unit Aims:
Year 3 continues the delivery of the GDC Preparing for Practice intended learning outcomes (2015) ILOs will continue to be delivered throughout subsequent years of the programme and all will be fully met by the end of Year 5.
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 (dental students from same and different year cohorts and BSc Dental Hygiene and Therapy students), mentors and lecturers. All students will have access to dentists, scientists, researchers, allied health professionals and community health teams as appropriate.
Year 3 will utilise a variety of teaching methods as listed below:
Lecture-style sessions may include interactive approaches, such as Turning Point student voting systems, ‘flipped classrooms’, break-out discussion and activity groups. Those who teach topics that comprise the scientific basis of heath and disease will be required to 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 laboratory 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.
The teaching and supervision of students as they treat patients on clinic will be provided by dentally qualified clinical supervisors. 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 to 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 as appropriate. Clinical assisting and peer learning opportunities between Year 3 BDS students and BSc students will continue in Year 3. 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 four 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. These examinations test students’ application of the knowledge they have derived from all Year 1, 2 and 3 learning opportunities. The assessments are as follows:
Part 1) Multiple Short Answer (MSA)
Part 2) Single Best Answer (SBA) eAssessment:
Part 3) Objective Structured Clinical Examination (OSCE)
Part 4) Unseen clinical case
Students will be required to achieve a minimum aggregated score of 50% between Parts 1 and 2 in order to pass the Unit. Compensation will be allowed between Parts 1 and 2, providing a minimum score of 45% in either Part is achieved.
Students will be required to achieve a minimum score of 50% and have passed two thirds of the OSCE stations for Part 3 in order to pass the Unit. Students will be required to achieve a minimum score of 50% for Part 4 in order to pass the Unit.
There is no compensation permitted between Parts 3 and 4.
Formative assessments &engagement milestones
Students must satisfy all engagement requirements and successfully complete all 'must pass' assessments, as set out in the student progression requirements for Year 3 in the BDS Assessment Handbook.
Satisfactory and appropriate engagement with the programme will be determined by the Progress Committee which will normally meet termly. The committee will monitor engagement against the engagement and progression criteria, review performance in formative and '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 sit the End of Year 3 Summative Assessments and thus will not be able be progress to Year 4.
In accordance with University regulations, students will be permitted two attempts at summative assessments in Year 3 BDS21. 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.
Progression to Year 4
In order to progress to Year 4 of the BDS programme students must pass the End of Year 3 assessments at first or second (resit) attempt as determined by the Board of Examiners. The pass marks for the End of Year 3 assessments (Parts 1-3) will be determined by a formal standard setting process. The pass mark for Part 4 (which is criterion marked) will be set at 50%.
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 Faculty 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. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
