Unit information: Year 2 BDS in 2021/22

Unit name	Year 2 BDS
Unit code	ORDS20028
Credit points	120
Level of study	I/5
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Dr. Cunningham
Open unit status	Not open
Pre-requisites	Successful progression from Year 1 BDS.
Co-requisites	None
School/department	Bristol Dental School
Faculty	Faculty of Health Sciences

Description including Unit Aims

Year 2 develops Year 1 themes of Practitioner, Person and Citizen, Scientist and Scholar, and Professional and Agent of Change.

During Term 1, students work on clinic with BDS peers and BSc hygienist/therapists to further develop their skills in history taking and examination, communication, preventive care, and clinical periodontal procedures all underpinned by application of knowledge of ethics, law and professionalism. Chairside assisting skills are also developed. Much of the Year 2 unit aims to develop students’ understanding of, and manual skills in, periodontology (Term 1) and operative restorative dentistry (Terms 1 and 2) through interprofessional learning with BSc students in the clinical skills laboratory. This is supported by parallel teaching in closely related subjects such as periodontal disease, tooth morphology, oral biology, and dental caries. Removable prosthodontics teaching in the laboratory also commences later in Year 2.

Students develop Year 1 foundations of scientific heath and disease by studying patients’ medical conditions (human diseases), particularly those likely to be encountered in adult clinics. Pharmacology is taught concurrently to maximise its relevance and support safe patient care. Students develop a wider appreciation of patients’ health and the importance of ‘whole person care’ through attendance at a disability awareness workshop. Case-based sessions aim to assimilate and consolidate learning, particularly its clinical relevance, using interactive peer discussion and presentation-based formative assessment. Students are taught radiography theory to IRMER requirements, learn to take radiographs, and interpret common dental pathology on radiographs.

Successful completion of ‘Gateway to First Patient Care’ assessments allows students to begin treating adult patients in Term 2. Students take patient histories, examine new patients, and provide periodontal and preventive care. They also learn how to administer local anaesthesia, supported by pharmacology teaching and revision of relevant oral anatomy. Following successful completion of the operative skills course, students carry out first restorative procedures for patients.

Students further develop their early clinical and team-working skills by sharing patient care where appropriate with senior BDS and BSc colleagues. Students’ understanding of evidence-based practice also develops through a series of termly workshops. Year 2 retains a strong focus on student wellbeing and study skills, and students are encouraged to engage with Bristol Futures.

Unit Aims:

1. Continue to develop the student as an adult learner and inspire them in the study of dentistry
2. Encourage and enable students to apply underlying scientific principles to an understanding of human health, human diseases, and common dental diseases
3. Encourage students to view health, illness and health care within social, cultural and ethical contexts
4. Provide opportunities for students to commence the development of their practical skills in periodontal, operative, and removable prosthodontic procedures
5. Introduce students to the principles and practice of obtaining and recording a comprehensive patient assessment, and the synthesis of findings for clinical diagnosis, risk assessment and treatment planning
6. Ensure students have the required knowledge, skills and attributes to commence safe patient care within the clinical environment
7. Provide opportunities for students to interact effectively and appropriately within the NHS healthcare environment and dental healthcare teams
8. Further develop training in communication skills and use of dental terminology
9. Further develop students’ professional behaviour and understanding of the duty of candour
10. Continue to support students in dealing with the complexity, uncertainty and change that is inherent in dental practice.

Intended Learning Outcomes

Year 2 continues the delivery of the GDC Preparing for Practice (2015) intended learning outcomes which commenced in Year 1.

A. Knowledge and Understanding

OVERARCHING OUTCOME

1. Practise safely and effectively, making the high-quality long-term care of patients the first concern
2. Recognise the role and responsibility of being a registrant and demonstrate professionalism through their education, training and practice in accordance with GDC guidance
3. Recognise the importance of lifelong learning and apply it to practice

CLINICAL

1. Individual patient care - GDC ILO 1.1.5, 1.1.8, 1.1.10, 1.1.11, 1.1.12
2. Patient Management – GDC ILO 1.7.9, 1.7.10
3. Health promotion and disease prevention - GDC ILO 1.10.1
4. Hard and soft tissue disease - GDC ILO 1.12.1
5. Population-based health and care - GDC ILO 2.1

COMMUNICATION

1. Patients, their representatives and the public - GDC ILO 3.2
2. Ethical and legal - GDC ILO 7.4
3. Teamwork - GDC ILO 8.3

B. Intellectual skills and attributes

OVERARCHING OUTCOMES

1. Describe the principles of good research, how to access research and interpret it for use as part of an evidence-based approach to practice
2. Apply an evidence-based approach to learning, practice, clinical judgment and decision making and utilise critical thinking and problem-solving skills
3. Accurately assess their own capabilities and limitations, demonstrating reflective practice, in the interest of high-quality patient care and act within these boundaries

CLINICAL

1. Individual patient care - GDC ILO 1.1.1, 1.1.2

C. Other skills and attributes (practical/professional/transferable)

OVERARCHING OUTCOMES

1. Demonstrate effective clinical decision making

CLINICAL

1. Individual patient care - GDC ILO 1.1.3, 1.1.4, 1.1.6, 1.1.7, 1.1.9, 1.1.13
2. Comprehensive patient assessment - GDC ILO 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7
3. Diagnosis - GDC ILO 1.4.1, 1.4.2
4. Treatment planning - GDC ILO 1.5.1, 1.5.2, 1.5.3, 1.5.4, 1.5.5, 1.5.6
5. Patient management - GDC ILO 1.7.1, 1.7.2, 1.7.3, 1.7.4, 1.7.5, 1.7.8, 1.7.11
6. Patient and public safety - GDC ILO 1.8.1, 1.8.2, 1.8.3, 1.8.4, 1.8.5, 1.8.6, 1.8.7
7. Treatment of acute oral conditions - GDC ILO 1.9.1, 1.9.2, 1.9.3, 1.9.4
8. Health promotion and disease prevention - GDC ILO 1.10.2, 1.10.3, 1.10.4, 1.10.5, 1.10.7
9. Management and treatment of periodontal disease - GDC ILO 1.11.1, 1.11.2, 1.11.3, 1.11.4, 1.11.6
10. Hard and soft tissue disease - GDC ILO 1.12.2, 1.12.3
11. Management of the developing and developed dentition – GDC ILO 1.13.1, 1.13.2, 1.13.3
12. Restoration and replacement of teeth - GDC ILO 1.14.1, 1.14.2, 1.14.3, 1.14.4, 1.14.5, 1.14.6
13. Population-based health and care - GDC ILO 2.2, 2.3, 2.4, 2.5

COMMUNICATION

1. Patients, their representatives and the public - GDC ILO 3.1, 3.3, 3.4
2. Team and the wider healthcare environment - GDC ILO 4.1, 4.2, 4.3, 4.4
3. Generic communication skills - GDC ILO 5.1, 5,2, 5.3, 5.4, 5.5

PROFESSIONALISM

1. Patients and the public - GDC ILO 6.2, 6.3, 6.4, 6.5
2. Ethical and legal - GDC ILO 7.1, 7.2, 7.3, 7.5
3. Teamwork - GDC ILO 8.1, 8.2
4. Development of self and others – GDC ILO 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7

MANAGEMENT AND LEADERSHIP

1. Managing self - GDC ILO 10.1, 10.2, 10.3, 10.4, 10.5, 10.6, 10.7, 10.8
2. Managing and working with others - GDC ILO 11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.7, 11.8, 11.9
3. Managing the clinical and working environment - GDC ILO 12.1, 12.2, 12.3 12.5

Teaching Information

The teaching and learning methods in Year 2 reflect the aim of developing students as adult learners, whilst recognising that this takes time to develop. 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. All students will have access to dentists, scientists, researchers, allied health professionals and community health teams as appropriate.

Year 2 will utilise a variety of teaching methods as listed below:

• Lecture-style content and use of the 'flipped' classroom
• Small group tutorial teaching / clinical communication sessions
• Peer group work, including case-based learning
• Private study time, supported by library and electronic learning
• Electronic learning packages
• Practical teaching: simulated clinical skills laboratories, biomedical sciences laboratories
• Clinical environments: peer learning, observations, chairside assisting, supervised dental treatment of patients

Teaching will use a blended learning approach delivered through a combination of synchronous and asynchronous activities. Students will be expected to engage with all learning.

Clinical skills laboratory teaching will provide simulated 'phantom heads' and teeth for students to practice the necessary practical procedures to the required standard prior to patient care. These laboratory sessions will be supported by preparatory material, review of on-line Year 1 Biomaterial sciences teaching, viewing images/video clips and demonstrations, and regular formative assessment and feedback by supervising staff.

Clinical sessions carrying out practical procedures with peers will take the same format as those in Year 1, including pre-session preparation, session briefing, closely supervised practice of key clinical procedures, reflection and peer/staff feedback. Students will be pre-allocated to act as patients for a variety of their peers during the course of these sessions. This teaching approach enables students to develop the necessary skills and attitudes required for treating the diverse range of patients that will be encountered during the programme and within the wider population. Using peers as patients effectively supports the development of practical and patient management skills required for the transition to first patient care, and is underpinned by a range of General Dental Council Learning Outcomes within the domains of clinical care, communication, professionalism, and management and leadership (see 'Intended Learning Outcomes' above). Procedures where students will be required to act as patients include: history taking, examination of the head and neck, examination of the oral cavity (including the charting of teeth and periodontium), recording plaque indices, oral health advice, removal of dental deposits (as appropriate), suction practice, impression taking, and the delivery of local anaesthesia. This teaching approach will be fully supported by a process of informed consent, and an appropriate level of supervision by clinical teaching staff.

Professional actors will act as patients in small group sessions for clinical communication and ethics, law & professionalism teaching. Clinical observation and assisting opportunities will continue in Year 2, with opportunities for integration between Y2 BDS21 and senior BSc H&T students. This will enhance teamworking and provide teaching and leadership opportunities for students.

Case-based sessions in Terms 1 and 2 will integrate key concepts and reinforce links between clinical dentistry and scientific basis of dentistry topics. A disability awareness workshop will help to build students' understanding of the relevance of patients' medical conditions and their 'whole person care' needs.

Assessment Information

Summative assessment

An integrated, programmatic assessment delivered at the end of Year 2, comprising four parts.

The End of Year 2 Summative Assessments will be taken as a first attempt in May/June and, if required, as a second attempt (resit) in July.

Part 1) Multiple Short Answer (MSA):

• 2 hours
• Contributes 30% of the total unit mark.

Part 2) Single Best Answer (SBA) e-Assessment:

• 2 hours
• Contributes 30% of the total Unit mark.

Part 3) Objective Structured Clinical Examination (OSCE):

• 2 hours
• Held in the clinical environment
• Contributes 30% of the total Unit mark.

Part 4) Unseen Clinical Case:

• 10 minutes duration (following 10 minutes preparation time)
• Structured oral assessment
• Contributes 10% of the total Unit mark.

Students will be required to achieve a minimum aggregate 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 with 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 2 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 2 Summative Assessments and thus will not be able be progress to Year 3.

In accordance with University regulations, students will be permitted two attempts at summative assessments in Year 2 BDS21. Dependent on extenuating circumstances, a student may be permitted a second attempt at Year 2 or otherwise will be required to withdraw from the programme.

Progression to Year 3

In order to progress to Year 3 of the BDS programme students must pass the End of Year 2 assessments at first or second (resit) attempt as determined by the Board of Examiners. The pass marks for the End of Year 2 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%.

Resources

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. ORDS20028).

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.