Programme Specification UndergraduateSurgery,BDS.pdf · Programme Specification Undergraduate ......

Programme Specifcation UG

2014-15

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Programme Specification

Undergraduate

Applicable to all non-clinical undergraduate programmes*

Please click here for guidance on completing this specification template. *Excluding Integrated Masters degrees.

Part A: Programme Summary Information

1. Title of programme: BDS Bachelor of Dental Surgery

2. Programme Code: A200

3. Entry Award:

Credit: Level:

BA (Hons)

BSc (Hons)

Other (please specify below):

N/A QAA Level 6

BDS Bachelor of Dental Surgery

4.

Exit Awards: Credit: Level:

Diploma in Higher Education (Dip HE)

N/A QAA Level 5

Certificate in Higher

Education (Cert HE)

N/A QAA Level 4

5. Date of first intake: Prior to 1990

6. Frequency of intake: Annually in September

7. Duration and mode of

study:

FT5

8. Applicable framework: N/A

Framework exemption

required: Please indicate the applicable boxes:

No (please go to section 9)

Yes (please provide a brief summary below)

http://www.liv.ac.uk/tqsd/quality-and-enhancement-framework/programme-development/programme-approval/

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Date exemption approved

by AQSC:

9. Applicable Ordinance: 47- Ordinance for Degree of Bachelor of Dental

Surgery

New/revised Ordinance

required:

No (please go to section 10)

Please indicate the applicable boxes: Yes (please provide a brief summary below)

Date new/revised

Ordinance approved by

Council:

10. Faculty: Health and Life Sciences

11: Level 2 School/Institute: Institute of Learning and Teaching

12. Level 1 unit: School of Dentistry

13. Campus: Liverpool

14. Other contributors from

UoL:

School ofUG Medicine, Faculty of Health and

Life Sciences Research Institutes

15: Teaching other than at

UoL:

Students receive clinical training at various

locations on Merseyside (Dental and General

District hospitals; General Dental Practices,

Salaried Dental Services Clinics).

16: Director of Studies: Professor Luke Dawson

17: Board of Studies: School of Dentistry Board of Studies

18: Board of Examiners: School of Dentistry Board of Examiners

19. External Examiner(s):

Name

Institution

Position

1st BDS

Dr. Guy Carpenter, King's London

TBA

2nd BDS

Clinical Readiness Examinations Dr F Burke,

University of Cork

2nd and 3rd BDS

Radiology Mr Martin Payne, Sheffield Dental

Hospital Behavioural Sciences Dr S Scott, Kings College London

Anatomy Dr D Heylings, East Anglia

University

Clinical Laboratory Sciences Dr M Riggio,

Glasgow University &

Prof R Alaker, Barts and The London

3rd and 4th BDS

Restorative - Dr R Moazzez,Kings College


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London

Oral Diseases Dr Julie Burke, University of

Leeds

Oral Health - Dr M Moffat, Newcastle Dental

Hospital

Final BDS

Oral Diseases Dr T Hodgson, Eastman Dental

Hospital

Restorative Dentistry Prof Alan Gilmour,

Cardiff University

Oral Health Dr R John, Bristol Dental

Hospital

20. Professional, Statutory or

Regulatory body:

General Dental Council (GDC)

21: QAA Subject benchmark

Statements(s):

Subject Benchmark statement for Dentistry

(QAA, 2002).

22. Other reference points: Preparing for Practice (GDC, 1st edn 2012)

Standards for Education (GDC, 1st edn 2012)

Dentistry The First Five Years (GDC, 3rd edn

2008).

A Curriculum for UK Dental Foundation

Programme Training (Copdend, 2008).

The Framework for Higher Education

Qualifications in England, Wales and Northern

Ireland. (QAA, 2008).

QAA UK Quality Code for Higher Education

(2014)

Profile and Competences for the graduating

European Dentist (Association for Dental

Education in Europe 2009).

23. Fees: Standard Clinical

24. Additional costs to the

student:

None

25: AQSC approval: Major Modifications approved 2009

Part B: Programme Aims & Objectives

26. Aims of the Programme

The A200 BDS is a five-year, non-modular clinical programme that enables

graduates to apply for professional registration as a Dental practitioner and

subsequent entry into Foundation Training. Therefore, the programme has to

be structured not only to meet the high academic standards required by the

University of Liverpool for a bachelors degree, but also to fulfil the exacting

clinical and professional outcomes required by the General Dental Council (First

Five Years, 3rd edition 2008) and the QAA (Code of Practice for the Assurance

of Academic Quality and Standards in Higher Education, The Framework for

Higher Education Qualifications in England, Wales and Northern Ireland, 2008,

and Subject Benchmark statement for Dentistry, 2002). In addition, the BDS

has been designed to develop the undergraduate in all the aspects that


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underpin dental clinical competence to allow for a seamless transition for

graduate dentists to post-graduate training by mapping the curriculum and

assessments to the Committee of Postgraduate Dental Deans and Directors A

Curriculum for UK Dental Foundation Programme Training (COPDEND, 2008).

This Postgraduate Curriculum incorporated The Association for Dental

Education in Europe (ADEE, 2009) competencies that should be demonstrated

by a newly qualifying European dentist and so these are also fulfilled by the

Liverpool curriculum. In this way, the BDS can be considered the first 5 years

of a 6-year dental training curriculum. The BDS programme therefore provides

Liverpool students with a modern dental curriculum, preparing them for

postgraduate study.

The curriculum has been designed to achieve the following five broad aims:

No. Aim:

1. To produce a practitioner with the Clinical competence and ability of a Dentist to practise on initial qualification;

2. To promote the development of a Dentist with effective Communication skills capable of working collaboratively with other members of the dental team, health professionals, patients and their associates;

3. To promote the development of a practitioner with a level of inherent Professionalism expected of a Dentist to practise;

4. To promote the development of a Dentist with effective Management & Leadership skills capable of working with members of the dental team and other health professionals;

5. To produce a Dentist able to understand the scientific basis of dentistry, the mechanisms of knowledge acquisition, scientific method and evaluation of evidence, to ensure the application of evidence-based treatment.

27. Learning Outcomes

No. Learning outcomes Upon gaining BDS the student should be capable of

explaining and/or demonstrating:

1. Health promotion and disease prevention, and an ability to communicate these

principles to a patient (Aim 1)

2. The nonsurgical management of the hard and soft tissues of the head and neck

(Aim 1)

3. Management of the developing dentition (Aim 1)

4. The moral, legal and ethical responsibilities involved in the provision of care to

individual patients and to populations (Aim 3)

5. Key issues relating personal and practice organisation (Aim 4)

6. Broad legislative issues relating to dental practice (Aim 4)

7. Broad financial issues relating to dental practice (Aim 4)

8. Key leadership & management issues that relate to the members of the dental

team (Aim 4)

9. Biomedical and biomaterials sciences relevant to Dentistry (Aim 5)

10. Management of disease processes relevant to Dentistry (Aim 5)

11. Applying the scientific principles of health and safety aspects relevant to Dentistry

(Aim 5)

12. Approaches to teaching and learning that are based on curiosity and exploration

of knowledge and a desire for intellectual rigour (Aim 5)

Learning Outcomes


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No. Learning outcomes Bachelors Non-Honours degree

Learning Outcomes

No. Learning outcomes Diploma in Higher Education award

See Section 38

Learning Outcomes

No. Learning outcomes Certificate in Higher Education award

See Section 38

27a. Mapping of learning outcomes:

Learning

outcome

No.

Module(s) in which this will

be delivered

Mode of

assessing

achievement of

learning

outcome

PSRB/Subject

benchmark

statement (if

applicable)

SEE APPENDIX 1

28. Skills and Other Attributes

No. Skills and attributes:

13. Competent examination and diagnosis of a patient (Aim 1)

14. Competent treatment planning and management of a patient (Aim 1)

15. Competent management of medical and dental emergencies (Aim 1)

16. Competent management of anaesthesia, sedation, pain and anxiety control (Aim

1)

17. Competent management of periodontal therapy and management of soft tissues

(Aim 1)

18. Competent management of hard and soft tissue surgery (Aim 1)

19. Competent management of the restoration of teeth (Aim 1)

20. Competent management of the replacement of teeth (Aim 1)

21. Effective communication with patients and their families and associates (Aim 2)

22. Effective communication with their clinical team and peers (Aim 2)

23. Effective communication with other professionals (Aim 2)

24. Professionalism with regard to patients by: putting the patients' interests first

and acting to protect them; respecting patients' dignity and choices; and

protecting the confidentiality of patients' information (Aim 3)

25. Professionalism with regard to self by: displaying integrity, honesty and

trustworthiness, understanding the need for maintaining professional knowledge

and competence through CPD (Aim 3)

26. Professionalism with regard to clinical team and peers by: cooperating with other

members of the dental team and other healthcare colleagues in the interests of

patients (Aim 3)


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28a. Mapping of skills and other attributes:

Skills and other

attributes No.

Module(s) in which

this will be delivered

and assessed

Learning skills,

research skills,

employability

skills

Mode of assessing

achievement of

the skill or other

attribute

SEE APPENDIX 1

29

.

Career opportunities:

Successful completion of the BDS programme is a pre-requisite for being able to

seek formal registration as a Dental practitioner with the General Dental Council

(GDC). Following formal registration, by the GDC, graduates of the BDS

programme normally enter into a period of further professional training, termed

Foundation Training, which is a pre-requisite before being able to work within the

NHS as an independent Dental Practitioner. Employment prospects are currently

excellent with over 98% of all dentists gaining employment immediately on

qualification.

Part C: Entrance Requirements

30

.

Academic Requirements:

Typical offer

A level: AAA in 3 A levels (including Chemistry and Biology) taken at one sitting after 2 years of study

Scottish Higher/Advanced Higher:

AAAAB at Higher level and AAA at Advanced Higher level including Chemistry and Biology

International Baccalaureate:

36 Points including at least 6 in Chemistry and Biology at Higher level

Irish Leaving Certificate:

AAAABB at Higher level with A1 in Chemistry and Biology

BTEC National Diploma:

Distinction required in all modules and substantial Biology and Chemistry content

Access: Applications considered with significant Biology and Chemistry content. A distinction in 45 credits at level 3 is required

GCSEs A minimum of 7 Academic GCSE subjects at grade A including Maths and English Language. Vocational/Applied GCSEs are not accepted

General Studies: Not accepted

Key Skills: No

Subject requirements:

Biology and Chemistry are essential. The 3rd

subject may be from the arts or sciences, although General Studies, Critical Thinking and Vocational/Applied A levels are not accepted

Candidates whose first language is not English are required to have IELTS with no less than 7.0


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in every component or TOEFL (IBT only) 100 with no less than 22 in every component and at least 24 in speaking. Please see http://www.liv.ac.uk/study/undergraduate/courses/A200.htm for further details.

31

.

Work experience:

Applicants must demonstrate motivation and commitment to a career in

dentistry. Candidates are expected to show a range of skills and it is desirable

on all Dental programmes that candidates have completed a period of work

experience/shadowing in a local dental practice or hospital and preferably in

more than one establishment.

32

.

Other requirements:

Offers will be made subject to a satisfactory Criminal Records Bureau check,

references and health screening in accordance with professional requirements.

Part D: Programme Structure

33

.

Programme Structure:

The A200 BDS programme spans five years, comprising the 1st BDS, 2

nd BDS, 3

rd BDS, 4

th BDS

and Final BDS. It is a five year clinical programme that enables graduates to apply for professional registration as a Dental practitioner and subsequent entry into Foundation Training. Implicit within the structure of a degree programme of this nature is the need to demonstrate that students are developing their knowledge and skills in an integrated, sequential, longitudinal pattern (Figure 1). Consequently, the BDS programme does not conform to a non-clinical modular format, but rather is designed around an integrated spiral curriculum that focuses on clinical outcomes underpinned by integrated knowledge and skills.

http://www.liv.ac.uk/study/undergraduate/courses/A200.htm


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Figure 1: Diagrammatic representation of how key programme aims are developed over the five years

of the BDS programme. Vertical scale is a representation of the relative amount of teaching/training throughout the programme and is not to scale. Dotted line is drawn to highlight the shift in emphasis from knowledge-based skill training in the first three years to integrated clinical skills training in the final two years.

To illustrate the concept, of longitudinal development in a spiral curriculum, consider a basic clinical skill for a dentist, the diagnosis and treatment of tooth decay. At the end of the programme, for a student to be able to competently do this, all of the five programme aims (Figure 1) must simultaneously integrate as the student must have: knowledge and be able to apply it; a professional attitude toward the safe management of the patient; the clinical skill to be able to treat the problem; and leadership and management skills to work within the dental team. To ensure the aforementioned outcomes, during the programme the individual components are developed sequentially e.g. safe patient management requires an understanding of the interrelationship of oral disease with systemic disease. This understanding is acquired over the first 4 years of the BDS programme: During 1

st BDS the student will begin to learn about

the structure and function of the teeth and the major organ systems. In 2nd

BDS students start to appreciate the clinical application of this knowledge in relation to teeth, and an overview of disease processes begins to be developed through a PBL approach that revisits structural information gained in 1

st BDS and builds upon this to illustrate how disease can

arise through structural and functional changes. In 3rd

BDS students continue to develop their clinical skills and revisit some of the PBL scenarios from 2

nd BDS to use the prior knowledge

gained as the basis for the development of a critical understanding of human disease. In 4th

BDS the knowledge of human diseases gained in 2nd

and 3rd

BDS is revisited and built upon to facilitate the development of an understanding of how human diseases is related to Oral Disease. Final BDS, primarily, focuses on consolidation of the knowledge and clinical skills spirally acquired and assessed from years 1 through 4. The example above has been carefully worded to demonstrate the programme structure to ensure that the development of clinical skills is integrally linked with the acquisition and correct application of knowledge. In many clinical programmes this need for students to develop clinical skills, as well as knowledge, is often approached by running two arms within the clinical degree programme: One arm being concerned with knowledge delivery,


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acquisition, understanding and the assessment thereof; while the other arm is concerned with the development of clinical skills and professionalism, and their assessment. A potential problem with this approach is that by the end of a programme students know how to do something and they know about the thing that they are doing, but often they do not know why they are doing it. This latter point is crucial, as it is the difference between being competent and not competent. Therefore, to fulfil all of the above, the starting point for the design of the BDS programme structure was to focus on the final outcomes. This approach not only ensured that the programme is compliant with the statues set out by the University, QAA and GDC, but also made certain that it prepared the graduates for a seamless entry into Foundation Training because a process of reverse engineering enables:

Identification of the clinical outcomes that students must have acquired by completion of the programme through the use of Aims and Objectives, as well as making clear to students throughout the programme how these skills are being developed;

Demonstration of how these Outcomes are being developed longitudinally, over the five years of the programme, through the use of Learning Outcomes;

Linking the Learning Outcomes to: (a) sequential academic components within the programme delivering knowledge and understanding; and (b) interlaced clinical development activities.

An overview of the programme structure is shown in the figure below:

Figure 2: Diagrammatic representation of the BDS Programme Structure demonstrating how Aims and

Objectives are linked through the use of clearly defined Learning Outcomes to the Programme components designed to deliver knowledge and clinical development

As detailed above and illustrated in Figure 2, the BDS programme has five aims that are supported by twenty-six objectives. In turn, each objective is met through a series of specific learning outcomes (191 in total). These learning outcomes are delivered through student attendance at specific academic components (within the programme) to acquire knowledge, and attendance on designated clinics where the students apply the knowledge gained from the programme components, develop clinical skills, and identify further personal learning objectives. Figure 3 is a worked example that demonstrates how the structure in Figure 2 integrates the programmes Aims, Objectives, Learning Outcomes, academic components and clinical development. The programme Aim illustrated in Figure 3 is to To Promote the development


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of a practitioner with the level of Inherent Professionalism expected of a Dentist to practise (Aim 3). In the BDS programme this specific Aim is associated with four Objectives that in turn are met through five learning outcomes. These learning outcomes are developed throughout the five years of the BDS programme through student attendance at programme components and clinics (see Figure 3 below).

Figure 3: Diagrammatic representation of how a specific programme Aim is linked to Programme

Objectives. Over the five years of the BDS programme each Objective is supported by Learning Outcomes that are met through: (a) the use of Specific programme components to facilitate students acquiring the relevant knowledge (see above); and (b) through clinical activity where prior knowledge is applied, and associated skills are developed (see above). (To save space all the Objectives related to the specific Aim are shown, but only the learning outcomes, associated with one of the Objectives and then the Underpinning knowledge and clinical development for one of the learning outcomes, are shown).

Two fundamental educational aspects afforded by this programme structure (Figures 2 and 3) are: (a) it demonstrates to the student why they are undertaking a certain academic component and clinical activity at a particular time point within the programme; and (b) it allows the student to always have sight of their ultimate goal i.e. to develop competency in the skill they are working towards.

As the programme objectives are ultimately defined in terms of the Outcomes that need to be developed over the five years of the programme, they are by definition the same for each year of the programme. This requirement may seem to pose a potential problem in terms of defining how a students is to progress through the programme. Therefore, to directly address this issue we have defined 5 levels (based on QAA FHEQ 2008) that direct the expectation of student attainment through relevant assessment of the required learning outcomes:

Programme Year

Attainment Definition

1st BDS

Knowledge of the underlying concepts and principles and an ability to evaluate and interpret these within the context of Dentistry.


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2nd

BDS Knowledge and critical understanding of the well-established principles of Dentistry and their application to fundamental clinical skills

3rd

BDS Systematic understanding and application of key aspects in Dentistry and their application to integrated clinical skills

4th BDS

Further develop a systematic understanding and application of key aspects in Dentistry and their application to integrated clinical skills

5th BDS

Consolidate a systematic understanding and application of key aspects in Dentistry and their application to integrated clinical skills to the level of a BDS graduate

In terms of academic development, with reference to the QAA level, the BDS programme could be very simply regarded as 3 years of academic development with integrated clinical training, followed by 2 years of further clinical development and integrated knowledge acquisition at the same academic level as 3

rd BDS. Figure 1 shows how the relative importance of the aims of the

curriculum change over the 5 years of the programme. The first three years have a main focus of knowledge acquisition, understanding and application through the PBL components: Basic Medical Sciences for Dentistry and Oral Science and Medicine 1 and 2. In this way, the first three years of the curriculum mirrors a Bachelors programme, including critical reasoning and writing skills, which is reflected in the assessment. The final two years shift in focus to integrated clinical training including professionalism, communication and management skills. Students therefore spend the majority of the final two years on clinic or on placement and this is reflected in the assessment methods used.

Details of BDS Programme Structure 1

st BDS: The Basic Medical Sciences for Dentistry (BMSD) component (including practical

sessions in the Human Anatomy Resource Centre: HARC) serves as an introduction to the student-centred PBL based curriculum at the heart of the academic programme of the first three years of the BDS programme. Through PBL, students develop the skills of knowledge acquisition and application of knowledge. The knowledge base of this component of the programme focuses on normal anatomy, physiology, immunology and biochemistry and introduces some elements of pathology through study of disease. There is also considerable emphasis on, and integration with, the relevant social sciences, epidemiology and public health including understanding of statistics and data analysis. In addition, students study the theory and practice of communications in clinical practice. A unique aspect of the BDS programme at Liverpool is the Special Dental Component (SDC) where students begin to develop basic clinical skills in the Operative Skills Suite. The SDC also incorporates a practical introduction to professionalism and an opportunity to demonstrate analytical and critical writing skills. During semester 2, students are timetabled to attend key clinics, they also receive an introduction to community practice and have placements in Community Dental Health. During their clinical placements they are longitudinally assessed in the relevant areas, including professionalism. 2

nd BDS: This builds on the knowledge from 1

st BDS and students undertake basic clinical

work in restorative procedures on their first patients following successful completion of the Introduction to Clinical Practice programme component (Restorative 1). In addition, through a combination of PBL, lectures and practical sessions (in Human Anatomy Resource Centre: HARC) students continue to develop their analytical, reflective, communication and writing skills and build on their knowledge of pathology and behavioural sciences started in the Basic Medical Sciences Programme component, and commence studying psychology and the detailed anatomy of the Head and Neck. Professionalism, and Team working are embedded through the combination of the Introduction to Clinical Practice Programme component and PBL, employing a continuous and longitudinal assessment for learning approach 3

rd BDS: The major theoretical components include medicine and surgery delivered through

the Oral Sciences and Medicine Programme component 2 that draws extensively from knowledge gained in the Basic Medical Sciences for Dentistry Programme component and


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Oral Sciences and Medicine Programme component 1 (2nd

BDS). In addition, new more complex clinical skills and knowledge are developed through designated Programme components and/or clinical patient management in Oral Surgery, Radiology, Restorative Dentistry, Paediatric Dentistry and Orthodontics. Professionalism and team working aspects are further developed through continuous and longitudinal assessment for learning strategies embedded into both PBL and clinical activity. 4

th BDS: Clinical activity in the form of patient treatment continues in the areas developed in

3rd

BDS. However, further clinical skills are now developed. The major theoretical component of 4

th BDS is delivered through the Oral Diseases Programme component where students

develop a critical understanding of the aetiology and management of Oral Diseases. The Oral Diseases Programme component relies extensively on a critical understanding of the content of the Oral Sciences and Medicine Programme component 2 (3

rd BDS). In addition,

advanced clinical surgical skills are developed in Oral Surgery, which are combined with exposure to advanced methods of: pain and anxiety control through IV Sedation, and inhalation sedation in Paediatric Dentistry; endodontics, tooth replacement, and advanced periodontics in Restorative dentistry; dealing with medical emergencies; and integrated patient management developed through the Special Care Dentistry Programme component and subsequent clinical attendance at Special Care Dentistry clinics, consultant Oral Surgery clinics and Oral Medicine clinics, as well and Dental Accident and Emergency. Furthermore, students commence outreach placements to Maxillofacial surgery, where they attend consultant led clinics and observe major head and neck surgery for the management of facial deformity and cancer. During the 4

th BDS students are also exposed to aspects of NHS

infrastructure that reinforces their management, professionalism and team working skills developed through continuous and longitudinal assessment for learning strategies embedded into both PBL and clinical activity. Final BDS: is designed to allow the students to consolidate their knowledge and clinical skills prior to qualification, through continued clinical activity and attendance at events such as clinico-pathology programme and a Clinical Governance day. The only new programme components are advanced aspects of Dental Public Health and Law and Ethics, which are essential components that prepare the students for their Final BDS Outreach placements in the Primary Care dental sector. While in these placements, the students are exposed to a new clinical environment and patterns of working, team working, management, legislative and financial areas essential for their future careers.

Integrated Academic Programme Components of the A200 BDS Programme Please note that the BDS is a clinical, non-modular programme and so individual programme components do not have associated contact hours related to CATs points and assessment. Individual Programme Component timetables are provided in the year handbooks and in the Master Timetable.

FIRST BDS

Programme Component Title

Programme Component

Code

Academic Knowledge component

Clinical Skills Development

Learning Objectives

Basic Medical Sciences for Dentistry

BMSD

A PBL programme component supported by lectures. Includes normal human anatomy, physiology, immunology and biochemistry and introduces

NA

1,3,5, 9, 10, 12, 13, 14, 15, 16, 17, 21, 22, 23, 24, 25,

26


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some elements of pathology and therapeutics through study of disease. Anatomy and pathology in particular are presented in a dental context (e.g tooth morphology, caries & periodontal disease etc) and some aspects of oral biology are introduced. There is also considerable emphasis on relevant social sciences, epidemiology and public health, including dental public health and health education. The component also includes understanding of statistics and data analysis.

Special Dental Component (Restorative 1)

REST1

Programme component comprising lectures covering simple conservation, and an introduction to oral anatomy, dental materials and key aspects of cross infection control.

Operative Skills Suite based programme component developing simple clinical skills in conservative dentistry.

10, 13, 14, 17

Communication for Clinical Practice

COMMS

A series of scenarios with seminars and role play designed to provide a basis for clinical communication skills.

Clinical Communications

1, 13, 14, 17, 21, 22,

23

SECOND BDS


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Programme Component

Code



Learning Objectives

Oral Sciences and Medicine 1

OSM1

An integrated PBL programme component for dental students including tutorials, plenaries, clinicopathological conferences and a human anatomy programme component focussed on the Head and Neck. The PBL scenarios include aspects of Behavioural Sciences (Clinical psychology and sociology).

NA

2, 4, 5, 8, 9, 10, 12,

13, 14, 17, 23, 25

Introduction to Clinical Practice (Restorative 2)

REST2

The theoretical aspect of this programme component comprises a series of tutorials that builds upon BMSD and REST1, covering fundamental aspects of: cross infection control, local anaesthesia, restorative dentistry, prosthetics and periodontics. It includes a communication element and team working

Builds on the clinical skills developed in REST1 and introduces fundamental practical aspects of: treatment planning, local anaesthesia, periodontics and removable prosthodontics and cross infection control

1, 6, 13, 14, 15, 16, 17, 30, 31

Basic Life Support 1

BLS1 NA

Integrated within REST 2 this practical programme component maintains competence in BLS.

15

Paediatric Dentistry 1

PAED1

Integrated within REST 2, the theoretical aspect of this programme component comprises lectures and seminars covering aspects of: Prevention of dental caries, management of the child patient

A short intensive programme component in the Operative Skills Suite concerned with prevention and restorative treatment of the primary

1, 6, 13, 14, 15, 16, 17, 19, 20


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and Basic restorative treatment in the primary dentition

dentition.

Radiology Core of Knowledge

RAD1

A series of lectures containing within the REST 2 programme component covering theoretical and legal aspects of ionising radiation as specified by the Ionising Radiation (Medical Exposure) Regulations, 2000.

NA 6, 11, 13

Decontamination Training

STERDIS NA

Supportive for all clinical

components, providing essential practical

training in sterilisation

and disinfection

10, 49

THIRD BDS

Programme Component

Title

Programme Component

Code



Learning Objectives

Oral Sciences and Medicine 2

OSM2

A continuation of the 2nd Year PBL programme component (OSM 1) with a greater emphasis on clinical medicine.

NA

2, 4, 5, 8, 9, 10, 12, 13, 14, 17,

23, 25

Oral Surgery 1

OS1

The theoretical aspect of this programme component comprises symposia and tutorials covering aspects of Oral surgery: Assessment of teeth requiring extraction, cross infection control

This Operative Skills Suite based practical programme component teaching the fundamental principles for the extraction of teeth, haemorrhage control (including suturing), and

6, 13, 14, 15, 17, 18,

21


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and consent. cross infection control (reinforcing REST2)

Radiology 2 RAD2 NA

This Operative Skills Suite based programme component is where students apply knowledge gained from RAD1 and undertake practical aspects of intra and extra oral radiology

6, 13, 14, 15, 17, 18,

21

Basic Life Support 2

BLS2 NA

Integrated within OS 1 this practical programme component maintains competence in BLS and builds on BLS1 through the introduction of infant resuscitation

15

Restorative 3

REST3

The theoretical aspect of this programme component builds on REST 2 and fosters the development of new clinical skills. The programme component comprises clinical skills laboratory sessions, tutorials and integrated symposia covering: Periodontology, Management of Infection and Pain (builds on OS1), Endodontics, and builds on aspects of Dental Materials introduced in both BMSD and REST 2. The programme builds on REST 2 component to cover knowledge in: intermediate occlusion, dental materials for crowns and inlays, practical procedures in indirect restorations

In this component there are Operative Skills Suite programme elements where students learn the practical skills to undertake- basic endodontics intermediate level periodontics ( Including root surface instrumentation) indirect restorations: such as posts crowns and inlays Clinical Shade Taking

1, 2, 10, 13, 14, 17,

19


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(crowns, veneers, Inlays onlays and posts) appropriate restoration design considerations, colour and aesthetics


PAED2

Lecture-based programme component and series of seminars that builds on PEAD1 by covering fundamental theoretical aspects of clinical paediatric dentistry: Management of anxiety and pain, consent, caries management and treatment planning in children, the management of dental trauma in primary and permanent teeth and safeguarding of children

A short intensive programme component in the Operative Skills Suite concerned with pulp treatment and advance restorative techniques of the primary dentition

1, 13, 14, 17, 19

Orthodontics 1

ORTHO1

The theoretical aspect of this programme component comprises symposia covering: Malocclusion, Radiographic views, Dental development (builds on PAEDS 1), Management of crowding, deciding on extraction patterns, Dento-Skeletal relationships and the biology of Tooth Movement. These later aspects build on BMSD, REST 2, OSM 1 & OSM 2.

This practical programme component introduces key aspects of clinical examination and the diagnosing of malocclusion

3, 9, 13, 14, 17

FOURTH BDS

Programme Component

Title

Programme Component

Code



Learning Objectives

Oral Diseases

ORALD

This theoretical programme component builds upon the knowledge acquired through BMSD, OSM1 and OSM 2. The programme component comprises integrated seminars and e-learning materials (oral medicine, oral microbiology, therapeutics, maxillofacial, oral pathology and oral radiology) covering all aspects pertaining to the

NA

1, 2, 3, 4, 5, 8, 10,

12, 13, 14, 15, 16, 17,

18, 22


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diagnosis and management of oral diseases, and their relationship to systemic disease.

Oral Surgery 2

OS2

The theoretical aspect of this programme component is based on integrated symposia building on knowledge acquired from OS1. The programme component covers: Basic principles of minor oral surgery, general anaesthesia, the assessment and management of unerupted teeth, antral communications, antral surgery, apicectomy (supporting REST 4), biopsy and flap design.

The practical programme component is based in the Operative Skills Suite (building on the skills learned in OS1) Students undertake surgical techniques on dedicated models: Flap design, bone removal, tooth root elevation and suturing. In addition, advanced aspects of cross infection control in the theatre setting are covered

2, 6, 13, 14, 16, 18,

19

Restorative 4 REST4

This course component comprises symposia, tutorials and clinical skills laboratory sessions on advanced restorative techniques building on the knowledge acquired through REST 1, REST 2 and REST 3 covering theoretical knowledge in: Management of the elderly patient, treatment of advanced, toothwear, advanced endodontics, including surgical endodontics, periodontal surgery and basic Implantology. Further it covers dental materials for bridges, bridge design and occlusal considerations.

In this component there are Operative Skills Suite programme elements where students learn the practical skills to undertake- The use of Denar articulators / facebows and the Construction and use of anterior guidance tables, impressions and tooth preparation for bridge work. Basic occlusal analysis Treatment planning for the elderly /

1, 3, 10, 13, 14, 17, 18, 19, 20


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compromised patient. Advanced endodontic Techniques

IV Sedation IVS

The theoretical aspect of this programme component comprises lecture covering: consent (building on the knowledge acquired in PAED 2 and OS1), relevant pharmacology (adding to the knowledge of therapeutics acquired in ORALD and to be acquired in MEDEM), and patient monitoring (supporting the knowledge to be acquired in MEDEM).

The practical elements of this programme component comprise the development of key skills through the use of a series of skills stations covering: Drug preparation, B.P. monitoring, Pulse oximetry, Airway management and IV cannulation practice (Many of this practical skill underpin skills needed for MEDEM)

13, 14, 16

Medical emergencies

MEDEM

The theoretical aspect of the programme component are delivered through integrated symposia covering fundamental aspects of: Airway management; Emergency drugs and routes of

The practical elements of this programme component comprise the development of key skills

2, 13, 15


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administration; Cardiac Rhythm recognition (reinforcing knowledge gained in OSM 2); Cardiac arrest and defibrillation; Assessment of the sick patient (augmenting knowledge gained in OSM 1, OSM2, REST 3 and ORALD; and Paramedic protocols and handovers.

through the use of a series of skills stations covering: types of drugs and presentations, Drug routes of administration, Airway Management, BLS training.

Special Care Dentistry

SCD

This programme component comprises integrated symposia dealing with adult patients with special needs, augmenting the knowledge to be gained in PAED 3. The programme component also covers specific legislation (Disability Discrimination Act) and delivers fundamental knowledge to increase awareness in key areas such as: the impact that different types of impairment may have on patients social, psychological, medical and dental well-being; and the basis, extent and impact of a full range of physical, mental, medical and psychological disabilities. The programme component also provides students with the knowledge of when to refer patients for IV sedation or General anaesthesia, linking with IVS and OS 2.

NA 6, 13, 14,

17, 21


PAED3

Lectures on more advanced aspects of Paediatric Dentistry building on the knowledge acquired in PAED1 and PAED2. The theoretical programme component covers knowledge in: Dental care of children with disabilities or who are medically compromised (providing additional knowledge to that gained from SCD); Inhalational sedation (augmenting knowledge acquired in pain and anxiety control during REST2, REST3 and to be gained through IVS); dental anomalies (supporting

NA 1, 13, 14, 16, 17, 19


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knowledge acquired through BMSD, OSM1, OSM2 and ORALD); advance restorative procedures in children (adding to the knowledge acquired in REST4), safe guarding children building on knowledge acquired in PEAD2, selection and treatment planning for children under general anaesthesia and oral medicine in children, and Paediatric dentistry / orthodontic interface.

NHS Training Day

NHSTD

Lectures explaining how the NHS infrastructure works, concentrating on patient bookings and the management of records.

NA 25

Clinical Governance Day

CLINGOV

Attendance at 2 clinical governance sessions organised by the NHS trust to gain knowledge and insight

NA 25

FINAL BDS


Programme Component

Code


Clinical Skills

Development

Learning Objectives

Dental Public Health and Primary Dental Care

DPH

Lecture-based programme component in Dental Public Health building on BMSD covering: Principles of health care promotion, inequalities in Oral health, evidence based dentistry, NICE guidelines, governance and audit, patterns of health care delivery, the dental team and fluoridation programmes

NA 1, 13, 14, 17

Law and Ethics

LAW

Lectures and workshops focusing on aspects of the law, ethics and jurisprudence relating to dental practice

NA 4, 5, 6, 14, 22, 24, 25,

26


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Orthodontics 2

ORTHO2

Lecture-based programme component building on ORTHO1, covering: treatment of malocclusion and facial deformity

NA 1, 13, 14, 17

Clinico-path Programme

CLINSEM

Attendance at clinical oral pathology where students consolidate applied knowledge gained during ORALD

NA

1, 2, 3, 4, 5, 8, 10, 12,

13, 14, 15, 16, 17, 18,

22

Clinical Governance Day

CLINGOV

Attendance at 1 clinical governance sessions organised by the NHS trust to gain knowledge and insight

NA 25

Basic Life Support 3 BLS3 NA

Integrated within REST 2 this practical programme component maintains competence in BLS.

15

Decontamination Training

STERDIS NA

Supportive for all clinical components, providing essential practical training in sterilisation and disinfection

10, 49

The overall timetable for these programme components is shown below:


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Figure 4: Diagrammatic representation of how the integrated academic programme components and

assessments are timetabled throughout the BDS Years. Please note that this is a highly simplified representation and that students should refer to the master timetable for the individual times and dates. It is quite possible that the timetabling of individual components may change within the BDS Years.

34. Industrial placement/work placement/year abroad:

Progressively throughout years 2-5 students undertake clinical attachments within the Liverpool Dental Hospital. For one clinical term, students carry out the Outreach Programme with attachment to various forms of primary Dental Care service, including 1 day per week in a local General Dental Practice for a total of 10 weeks. This is carried out in terms 1 or 2 of the Final BDS or the summer term of the 4

th BDS. BDS students are

timetabled to visit University Hospitals Aintree to view Maxillofacial Surgery for multiple clinical sessions in each of the 4

th and Final BDS, and for multiple clinical sessions in

Medical A&E at the Royal Liverpool Hospital for 5th BDS.

Structure of Clinical Developmental Programme Components of the BDS Programme As stated earlier (and illustrated by Figures 2 and 3), the programme has been structured so that the Aims and Objectives are fixed over the five BDS Years. However, the outcomes (and hence the Aims and Objectives) are sequentially developed to the appropriate level through carefully timetabled academic programme components that underpin the promotion of increasingly demanding clinical skills. The clinical activities and the timetable for them are shown in the table below and in Figure 5:

Year Clinical Component


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1st BDS

Attendance on Dental Hospital clinics to shadow clinical dental students

2nd

BDS Restorative (2nd

)

3rd BDS

Oral Radiology (3rd

) Oral Surgery (3

rd)

Orthodontics(3rd)

Paediatrics (3rd)

Restorative (3rd)

4th BDS

Dental Accident and Emergency (4th)

IV Sedation (4th)

Maxillofacial Surgery (4th)

Oral Medicine (4th)

Oral Radiology (4th)

Oral Surgery (4th)

Orthodontics (4th)

Paediatrics (4th)

Restorative (4th)

Special Care Dentistry (4th)

Outreach

FINAL BDS

Dental Accident and Emergency (5th)

IV Sedation (5th)

Maxillofacial Surgery (5th)

Medical Accident and Emergency (5th)

Oral Medicine (5th)

Oral Pathology (5th)

Oral Radiology (5th)

Oral Surgery (5th)

Orthodontics (5th)

Paediatrics (5th)

Restorative (5th)

Special Care Dentistry (5th)

Outreach


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Figure 5: Diagrammatic representation of how clinical activity programme components and

assessments are timetabled throughout the BDS Years. Please note that this is a highly simplified representation and that students should refer to the master timetable for the individual times and dates. It is quite possible that the timetabling of individual components may change within the BDS Years.

35. Liaison between the Level 2 Schools/Institutes involved:

Human Anatomy and Cell Biology, Physiology, Clinical Psychology, Primary Care, Immunology, Medicine, Surgery, Pharmacology and Therapeutics, Psychiatry, Biochemistry, Pathology, Anaesthesia and Maxillofacial Surgery all contribute towards the BDS programmes.


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Part E: Learning, Teaching And Assessment Strategies

36. Learning, Teaching and Assessment Strategies:

Introduction The successful delivery of a BDS programme provides a unique challenge because by the end of the programme students must be able to independently undertake the treatment and management of patients to the standards prescribed by the General Dental Council. Furthermore, as well as knowledge and skills, students must also demonstrate the levels of professionalism, ethical behaviour, communication, self-directed learning, and reflection befitting of a Dental practitioner. To ensure that these significant challenges are met, it is essential that students demonstrate a critical understanding of the required knowledge to the academic level appropriate for the award of Bachelor Degree, in tandem with their developing clinical skills (both operative and non-operative) and professional behaviour. Therefore, the programme structure has been fully informed by the teaching, learning and assessment strategy.

Teaching and Learning Strategy

Figure 6: Diagrammatic representation of how the use of Outcomes (Programme Objectives) links all

the Aims of the BDS programme.

As discussed above, the programme Aims are realised through the Objectives that are defined in terms of Outcomes that need to be acquired, and therefore sequentially developed over the five years of the BDS. Figure 6 demonstrates how these Outcomes are central to the academic, clinical and professional development of BDS students. Therefore this focus on Outcomes is fundamental to the teaching and learning strategy of the BDS programme because it makes the acquisition of Outcomes the central driver for learning and understanding (Figure 6) i.e. linking the know how to do something with the why they are doing it.

Learning from the integrated academic programme components (see Tables for structure and description).


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This is promoted through a wide range of approaches that include: traditional lectures; practical sessions (in both HARC and the Operative Skills Suite); tutorials; small and large group teaching; interactive seminars; and technology-enhanced learning. Essential academic skills for any degree include the need for the student to develop abilities in self-directed learning, reflection, critical appraisal and writing. Development of these skills is embedded in the BDS programme through both the use of PBL scenarios which form the basis of the BMSD, OSM1 and OSM2 (The combined content of these programme components forms over 40% of the BDS programme), and a bespoke clinical development system developed at Liverpool, LIFTUPP (Longitudinal Integrative Foundation Training Undergraduate Postgraduate Pathway). Both these systems allow the developing clinical student to explore complex issues related to the knowledge and practice of dentistry such as ethics and professionalism. Furthermore, it is well established that the use of PBL engages students in cognitive and humanist approaches to learning that more frequently lead to the deep learning of a subject area. All programme components are supported throughout the BDS programme within the Universities virtual learning environment, VITAL (Virtual Interactive Teaching at Liverpool). In 4

th BDS year students participate in the Oral Disease programme component (ORALD),

a large applied theoretical component of the BDS programme. A pre-requisite for ORALD is students having critical understanding of the knowledge gained from BMS, OSM1 and OSM2. To be in keeping with the PBL based delivery of the earlier programme components a problem-based approach for large group teaching has been developed for ORALD. This approach utilises blended-learning resources (developed in-house) to facilitate students undertaking self-directed acquisition of the background knowledge, followed by interactive technology supported clinical case driven symposia for them to apply their knowledge and hone their diagnostic skills. Learning through clinical activity (see Tables for structure and description). With reference to the above, a large proportion of the learning that supports the understanding of the clinical skills occurs through 1

st to 3

rd BDS during the PBL-based

BMS, OSM1 and OSM2 programme components. Therefore, over the first three years of the BDS programme students are engaged in academic activities that encourage team working and engender cognitive and humanist approaches to learning. A potential problem is that traditional clinical environments encourage behavioural approaches to learning that focus on only performing the skill, or the recalling lists of facts with little or no emphasis on understanding, or developing a self-reflective practitioner inculcated in life-long learning practices. This approach is contrary to that expected on a degree programme, or of a Dentist. Therefore, this problem is avoided in the BDS programme: firstly, through the use of the integrated academic programme components where the essential clinical knowledge is delivered alongside the developing skills (see Tables for structure and description); and secondly as a result of the use of Outcomes (Figure 6) that are monitored during the students clinical activity and effectively utilised as a patient based PBL opportunity through the use of continuous formative and inter-dispersed summative assessment (see below). An additional component in the Teaching and Learning Strategy of the BDS programme is the timetabling of students from different years to work together on some of the clinics. This facilitates peer learning which has been shown to be a valuable approach to learning.

36a

.

Learning, Teaching and Assessment methods:

Outcome-based assessment is a requirement of the General Dental Council (Preparing for Practice 2012) that was embraced by the BDS programme at Liverpool in 2009. As with all other aspects of the programme the assessment strategy is based around


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assessing the learning outcomes that underpin the development of the programme objectives. Fundamental to the assessment strategy is constructive alignment. To facilitate this there has been centralisation of the management of assessment. Furthermore, the leaning outcomes are linked to both the knowledge attainment through the academic programme components and the clinical development (Figures 2, 3 and Assessment handbook). To progress from one BDS year to another, students must satisfy the academic AND clinical outcomes at the required level as stated in the assessment handbooks. Assessment of academic programme components The assessment strategy for the academic components of the programme adopts a varied and constructively aligned approach including: EMI (Extended Matching Items); SBA (Single Best Answer); Short Answer; Critical Reasoning, long answer; OSCE (Observed Structured Clinical Examination); and 1st, 2nd and 3rd BDS in-programme component essays to develop and assess critical writing skills. As the BDS programme progresses the assessments are carefully designed and appraised so that they assess application and understanding of knowledge as applied to the clinical situation, so as to link with the essential clinical skills ethos and ensure contextual learning that is known to be essential for clinical competence (Figure 6). Summative examinations are preceded by formative assessments, after which the students receive detailed personalised feedback over their performance in each of the outcomes assessed. In addition, the contents of all formative and summative assessments are: (a) formerly peer reviewed and standard set, to the required minimally competent level for the BDS year, using a modified Angoffs method; (b) individually blueprinted to the programme learning outcomes; (c) externally approved; and (d) undergo appropriate psychometric analysis to ensure aspects such as internal consistency, a key indicator of reliability. Following the assessments the results are formally assessed and appraised not only for quality assurance purposes but also to drive both programme component, and assessment development. Monitoring of clinical development As discussed above many of the integrated academic programme components are linked with the development of clinical skills. In these situations students must first formerly demonstrate basic clinical competence (Operative Skill Suite based) in the newly acquired skill before being allowed to use this skill on a patient, as the public must be protected. This is a stipulation made by the General Dental Council. Following the student demonstrating that they are safe, a crucial aspect of the BDS programme is the centralised monitoring of clinical development (Figure 6). This relationship was demonstrated in Figure 3. Therefore, by reference to Figure 3 it is possible to see that if the specified Learning Outcome is progressively met following the assessment of the knowledge gained from BMS, ORALD, MEDEM and LAW, combined with progressive demonstration of the clinical development on Restorative, Dental A&E, Oral Medicine, IV Sedation, Oral Radiology, Paediatric Dentistry and Orthodontics clinics, then ultimately the programme Objectives and hence programme Aims can be achieved by the end of the BDS programme. To facilitate the monitoring of this complex set of relationships the entire BDS programme (in conjunction with its relationship to the GDC First Five years, GDC Preparing for Practice, ADEE (2009) and the QAA benchmarking standards) has been mapped onto an electronic relational database (LIFTUPP Core, see Assessment Handbook). The monitoring of clinical development is undertaken using case reports, selected outreach reports and a purpose designed clinical development system, LIFTUPP. LIFTUPP is grounded in work-based assessment strategies that have been validated for use in postgraduate Dentistry and Medicine. An important aspect of the approach is integration and triangulation of the developmental areas monitored by LIFTUPP and its requirement to be used over multiple different clinics. This latter point is crucial to both transparency in decisions, and showing student attainment of the required Outcomes throughout the BDS


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programme. Furthermore, the robustness of this developmental monitoring, especially when combined with the knowledge assessments, identifies areas for focused development, and in rare instances provide detailed supporting evidence for the termination of studies (For a detailed description of LIFTUPP see the Assessment Handbook). All decisions on clinical progress are made by the Clinical Assessment Panel (CAP), which is a formal board of examiners. However, in the terms prior to the meeting of CAP, a formative Clinical Development Monitoring Panel (CDMP) (please see the BDS Assessment Handbook for further details), meets to help ensure that students are developing appropriately through providing feedback, and where necessary providing additional developmental support. LIFTUPP is used on the clinics on a daily basis to: (a) provide formative feedback to students to focus their development through modifying their self-regulation following self-reflection; and (b) provide information over their individual amount clinical experience. Crucially, all LIFTUPP components are not required to be observed at any one time, as this is compensated due to the multiple overlapping areas of clinical monitoring (See Assessment Handbook for more detail). Overall, LIFTUPP represents a core component of the BDS programme as it serves to: (a) integrate the clinical development with the knowledge delivery (Figure 6); (b) facilitate students identifying their personal learning outcomes, (c) develop communication, self- directed learning and reflective skills in students, and (d) link undergraduate to postgraduate development through the provision of a validated transferable portfolio (See Assessment Handbook for more detail).

37. Assessment information for students:

Code of Practice on Assessment

The University has a Code of Practice on Assessment which brings together the

main institutional policies and rules on assessment. The Code is an authoritative

statement of the philosophy and principles underlying all assessment activities

and of the University's expectations in relation to how academic subjects design,

implement and review assessment strategies for all taught programmes of study.

The Code of Practice includes a number of Appendices which provide more detail

on the regulations and rules that govern assessment activity; these include:

The University marks scale, marking descriptors and qualification descriptors;

;

Information about students progress, including guidance for students;

The procedure for assessment appeals;

Regulations for the conduct of exams;

The Universitys policy on making adjustments to exam arrangements for

disabled students.

The code of practice relating to external examining (see also below)

The Academic Integrity Policy, which covers matters such as plagiarism and

collusion and includes guidance for students;

The policy relating to mitigating circumstances which explains what you should

do if you have mitigating circumstances that have affected assessment; and

The policy on providing students with feedback on assessment.

Please click here to access the Code of Practice on Assessment and its

appendices; this link will also give you access to assessment information that is

specific to your cohort:

http://www.liv.ac.uk/tqsd/code-of-practice-on-assessment/


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A summary of key assessment information is also available in the Your University

handbook.

Full details of the assessment procedures can be found in the Year Handbooks.

Year Assessment Detail Length Timing Code

1st

BDS

Knowledge

Basic Medical Science for Dentistry Paper 1

Knowledge-based assessment in extended matching item (EMI) format

2.5 hours Summer BMSD1

Basic Medical Science for Dentistry Paper 2

A knowledge-based assessment with a series of critical reasoning questions in short answer format

2.5 hours Summer BMSD2

1st BDS

CAP

Clinical Assessment Panel to determine clinical competence at 1

st BDS level.

CAP will assess performance in: Knowledge Domain

Longitudinal Assessment of Knowledge during phantom head and clinical sessions Clinical Domain

Longitudinal Assessment of practical skills, both during phantom head and clinical sessions Communications

Domain

Longitudinal Assessment of Communications skills during PBL, Phantom Head Clinics. In addition - Presentation of Clinical Poster, and Presentation of report on Community Placements are to act as further

Various Summer 1

st BDS

CAP


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points of assessment along the longitudinal assessment continuum Professionalism

Domain

Longitudinal Assessment of Professionalism during PBL, Phantom Head and Clinics Management &

Leadership Domain:

Longitudinal Assessment of Communications skills during PBL, Phantom Head Clinics.

2nd

BDS

Knowledge

OSM Knowledge Paper (EMI 60% and Slide paper 40%)

EMI An assessment of core knowledge in multiple choice and extended matching item format

2 hours Summer OSM1.1

Slide A series of questions related to patients, projected images or sets of data relating to core knowledge in any of the subject areas

Approximately 1 hour

Summer OSM1.2

OSM Long Answer paper

An assessment of understanding, deeper knowledge and critical reasoning


Clinical

Clinical Readiness Exam

Multi-component assessment of Clinical Knowledge, Skills and Professionalism. The Radiology core of knowledge part of this exam is taken in November/December The whole of CRE must be passed before a student is allowed on clinic.

See Table below.

March/April CRE

2nd

BDS CAP


nd BDS level.

CAP will assess


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performance in: Knowledge Domain

Longitudinal Assessment of Knowledge during clinical sessions Clinical Domain

Longitudinal Assessment of practical skills during clinical sessions and Decontamination Training Communications

Domain

Longitudinal Assessment of Communications skills during PBL, clinics and Decontamination Training. Professionalism

Domain

Longitudinal Assessment of Professionalism during PBL, Clinics, and Decontamination Training Management &

Leadership Domain:

Longitudinal Assessment during PBL, clinical sessions and Decontamination Training

3rd

BDS

Knowledge

OSM Knowledge Paper (EMI 60% and Slide paper

EMI An assessment of core knowledge in multiple choice and extended matching item format



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40%) Slide A series of questions related to patients, projected images or sets of data relating to core knowledge in any of the subject areas

Approximately 1 hour

Summer OSM2.2

OSM Long Answer paper

An assessment of understanding, deeper knowledge and critical reasoning


Clinical knowledge paper

Clinical Core application of knowledge paper. An assessment of applied knowledge in Oral surgery, Oral Radiology, Restorative, Paedodontics and Orthodontics

1 hours Summer CCK

Clinical

3rd

Year CAP


rd BDS level.

CAP will assess performance on clinics including Oral Radiology, Oral Surgery, Paediatrics and Restorative Dentistry. In addition, CAP will assess a critical and reflective practice written assignment in Paediatric dentistry.

Various Summer 3

rd

CDMP

4th

BDS

Knowledge

Oral Diseases paper

Application of knowledge-based assessment, in single best answer (SBA) format

1 hours Summer OD

Restorative paper


1 hours Summer REST

Oral Health paper


1 hour Summer OH

Clinical


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4th Year

CAP


th BDS level. CAP

will assess performance on clinics including Dental A&E, IV Sedation, Oral Medicine, Oral Radiology, Oral Surgery, Paediatrics, Restorative and SCD.

Various Summer 4

th

CDMP

Final BDS

Knowledge

Final Knowledge Paper

SBA-style questions on General Dentistry, split over 4 papers

4 x 1.5 hours

Summer FINAL

KNOWL

Clinical

Final OSCE OSCE covering the whole of Dentistry

2 hours Summer FINAL OSCE

Final CAP

Clinical Assessment Panel to determine clinical competence at Final BDS level. CAP will assess performance on clinics including Dental A&E, IV Sedation, Oral Medicine, Oral Radiology, Oral Surgery, Paediatrics, Restorative, SCD, the Restorative Case Report and performance in Decontamination Training

Various March/April FINAL CDMP

Clinical Readiness Exam

Examination Based

Assessment Detail

Number of Questions

Length Date Marking Descriptor

Re-sits


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Radiology Core of Knowledge

Clinical Knowledge-based assessment of Core of Knowledge Radiology, in single best answer (SBA) format

60 1 hour Nov Standard set

Failure in this examination will result in a candidate re-taking this aspect

Clinical Core Knowledge Assessment

Clinical Knowledge-based assessment in single best answer (SBA) format

60 1 hours

Apr Standard Set


Clinical Core Skills Assessment

10 Stations covering clinical core skills to demonstrate clinical readiness

10 1 hr 40 mins

Apr Standard Set


Longitudinal Based Assessment

Clinical Assessment Panel Knowledge (A) Skills (B) Professionalism (C) Communication (D)

Continuous assessment of knowledge, practical clinical skills, professionalism and communication skills and observed in lectures, tutorials, the operative skills suite, the prosthetics teaching laboratory and the clinics.

Assessed in line with the school Longitudinal Assessment Matrix

Failure to develop in any domain of the Longitudinal Based Assessments will result in a candidate undertaking further training and being re-evaluated in the failed domain(s) at the end of the component

All results of the Longitudinal Based Assessments will be reviewed at the Clinical Assessment Panel and a decision made as to those students who are deemed clinically ready in all 4 domains. There is no cross-compensation between domains.

Pass marks The pass mark for each knowledge assessment of the BDS programme is normalised to 50%

All clinical assessments i.e. Clinical Readiness Exam, Clinical Development Monitoring Panels and Final OSCE are marked according to the expected level of a (minimally competent) student in the relevant BDS year. The Clinical Developmental and Experience indicators for each year can be found in the BDS Assessment Handbooks.


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Progress In order to progress to the next year of study, students must successfully meet the required standards for all knowledge and clinical assessments independently. All assessments outlined above 3 must be passed independently and there is no compensation between any paper. Details of University Progress Procedures can be found at: http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/appendix_E_cop_assess.pdf

Re-sits The actual marks achieved following a re-sit assessment will be recorded, but such marks will be recorded as having been achieved at the second attempt. For the purposes of determining progression, the actual marks achieved following re-sits will be used to calculate the average mark. For the purposes of arriving at the final mark for the award, marks achieved following re-sits will be capped at 50%.

Rules relating to the re-sitting of assessments can be found in the BDS Assessment Handbook. In the CRE a re-sit examination may also require a clinical skills test. Details can be found in the 2

nd BDS assessment handbook.

Marking descriptors The majority of knowledge-based assessments outlined are standard set with numerical outcomes and so do not have associated marking descriptors. Essay-based assessments will use the School of Dentistry marking descriptors. Details of these marking descriptors and a definition of the standard setting process can be found in the BDS Assessment Handbook. Final Degree Award The calculation of the final Award is based solely upon performance in the Final BDS Examination. Final BDS Examination 1. The Final BDS Examination comprises the Final Clinical Assessment Panel, Final

Knowledge Paper and Final Clinical OSCE. 2. Students must pass the Final Clinical Assessment Panel in order to sit the Final BDS

Knowledge Paper and Final BDS Clinical OSCE. The Final Clinical Assessment Panel shall meet not less than one month in advance of the Final Examination to consider the developmental attainment of all individual candidates, and thereby determine the list of candidates to be admitted to the Final Examination. Failure to pass the Clinical Assessment Panel would result in a student being required to undertake further clinical attachments in order to meet the developmental standards to proceed to the Final Examination.

3. The Final Knowledge Paper and OSCE assess general dentistry, covering the entire

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/appendix_E_cop_assess.pdf


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spectrum of knowledge studied over the five years of the BDS programme. Within these papers, the three main subjects of General Dentistry covered are Oral Health, Oral Diseases and Restorative Dentistry

For each subject there shall be a Senior Examiner appointed by the Head of School, and an External Examiner

1 nominated by the Board of Studies. The Board of

Examiners shall comprise the Head of the School of Dentistry (who shall be its Chairman), the Director of the BDS and the Senior Examiner and External Examiner for each subject. For the Final Knowledge Paper, marks will be identified for each of the three disciplines for the purpose of determining distinctions.

Criteria for the award of Bachelor of Dental Surgery In order to achieve a BDS, students must successfully pass the Final BDS Clinical Assessment Panel, the Final BDS Knowledge Paper and the Final OSCE, independently. Requirements for the Award of Bachelor of Dental Surgery with Honours Candidates must normally be attempting the Final Examination for the first time and should normally have passed each component of the preliminary year examinations at the first attempt.

Students with a combined mark (rounded to nearest integer) of 75% or more will be awarded honours. A combined mark will be calculated with the following weightings:

12.5% - OSM Core Knowledge (3rd

year)

12.5% - OSM Critical Reasoning (3rd

year)

6.25% - Clinical Core Knowledge (3rd

year)

6.25% - Oral Diseases (4th year)

6.25% - Oral Health (4th year)

6.25% Restorative (4th year)

25% - Single Best Answer papers (Finals)

25% - OSCE (Finals)

Requirements for the mark of Distinction in any Subject Candidates must normally be attempting the Final Examination for the first time and the mark of distinction is determined based on performance in the BDS Finals Knowledge Exam. Details are contained in the Assessment Handbook.

1 It is currently a requirement of the GDC for all BDS programmes that External Examiners participate in the clinical

assessment of patients for all Final BDS students.


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Criteria for the award of an alternative qualification If a student fails to meet the criteria for the award of a BDS degree, or is unable to complete his or her degree programme, he or she may be awarded one of the following qualifications: Certificate in Higher Education* this will be awarded provided that the student has passed the 1

st BDS, equivalent to the first year of an honours degree programme. Such

students will have demonstrated:

Knowledge of the underlying concepts and principles associated with their areas of study and an ability to evaluate and interpret these within the context of that area of study;

An ability to present, evaluate and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.

. Diploma in Higher Education* this will be awarded provided that the student has passed the 2

nd BDS, including the Clinical Readiness Examination, equivalent to the

second year of an honours degree programme. Such students will have demonstrated:

Knowledge and critical understanding of the well-established principles of their area(s) of study and the way in which those principles have developed;

Ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context;

Knowledge of the main methods of enquiry in their subject(s) and an ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study;

An understanding of the limits of their knowledge and how this influences analyses and interpretations based on that knowledge.

BSc in Biomedical Sciences (Dental)* This will be awarded provided that the student has passed the 3

rd BDS, excluding the 3rd BDS Clinical Assessment Panel. Students who are

awarded the degree of BSc in Biomedical Sciences (Dental) will not normally be allowed to return to the BDS programme. The award is governed by Degree of Bachelor of Science in Biomedical Sciences (Dental). Students who withdraw from the University of Liverpool may be awarded one of the above qualifications provided that they meet the necessary criteria. In should be noted that the degrees marked * do not provide eligibility for graduates to apply for GDC registration. Board of Examiners The role, membership and function of the School of Dentistry Board of Examiners operate in accordance with the University Codes of Practice and Guidelines. Please see the appropriate years Assessment handbook for further details or refer to: http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/appendix_D_cop_assess.pdf

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/appendix_D_cop_assess.pdf


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Role of the External Examiner External Examiners are responsible for ensuring that awards made by the University of Liverpool are of a comparable standard with those of similar subjects and awards of other Higher Education Institutions in the United Kingdom, as stated in the Code of Practice on External Examining: http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/appendix_H_cop_assess.pdf

There is a minimum of two External Examiners appointed to each undergraduate programme The term of office for the External Examiner is four years, annually renewable. The primary purposes of the external examiner system are:

To assist the University in monitoring the standards of its awards;

To verify that those standards are appropriate for the award or award elements which the external examiner has been appointed to examine. Such verification will require reference to national subject benchmarks, national qualifications frameworks as well as University programme specifications;

To ensure that awards made are comparable in standard with those for similar subjects and awards in other UK Universities and that performance of students is consistent with those awards;

To ensure that the assessment procedures are appropriate, rigorous, fair and fairly operated and are in line with both institutional regulations and published programme guidelines;

Where appropriate, to ensure that the accreditation requirements of any professional or statutory body are met.

The responsibilities and duties of the External Examiners include:

Ensuring that the approved assessment procedures are properly applied;

Ensuring that the students have reached the required standard of academic and professional competence;

Making visits to assess standards;

Making a specific contribution to the moderation procedures for marking of assessment;

Attending the Examination Boards;

Advising the programme management team of any areas that need review;

Commenting on proposed changes to assessment procedures;

Providing an annual report on the overall standards of the programme for the University.

Further information on the assessment policies and procedures, can be found in the University Handbook and BDS Assessment Handbook.

38. Student representation and feedback:

A range of external and internal stakeholders, including students, monitors the programme. Student evaluation of the programme will be gained through the following routes:

Formal written component evaluation forms;

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/appendix_H_cop_assess.pdf


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Informal discussion with academic staff;

Exit questionnaire for graduates;

Representatives on BDS Staff/Student Liaison committee;

Representatives on BDS Management Group;

Representatives on Student Experience Committee;

Representatives on the Board of Studies. The BDS Staff-Student Liaison Committee is established in accordance with the University Code of Practice on Student Representation (copy of the code can be accessed at: http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_on_student_representation.doc). This committee normally meets at least three times per year. The membership of the committee, its terms of reference, and the manner in which it conducts its business conforms to the requirements of the Annexe to the Code of Practice on Student Representation. Elections to the committee are carried out within the structure determined by the University Student Representation Steering Group and Programme Representatives are encouraged to attend the training provided for them through the Liverpool University Student Training Initiative. Students are also represented on the School of Dentistry BDS Management Group, Student Experience Committee and Board of Studies. Minutes and papers are circulated to the students by email.

Part F: Status Of Professional, Statutory Or Regulatory Body Accreditation

39. Status of Professional, Statutory or Regulatory Body Accreditation:

The programme was approved by the General Dental Council in 1995, 2005 and 2013.

Part G: Diversity & Equality Of Opportunity And Widening Participation

40. Diversity & Equality of Opportunity and Widening Participation:

The programme design, structure and content are consistent and compliant with the Universitys Diversity and Equality of Opportunity Policy.

Annex 1

Annex of Modifications Made to the Programme

Please complete the table below to record modifications made to the programme.

Description of

modification (please

include details of any

student consultation

undertaken or confirm that

students consent was

obtained where this was

required)

Minor or

major

modifications

Date

approved

by FAQSC

Date

approved

by AQSC (if

applicable)

Cohort

affected


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APPENDIX 1 Learning Outcomes Mapping

LO Supporting Competency BDS Knowledge Components KBA Clinical Assessment

GDC FFY

Number

1

Develop ability to recognise opportunities for and provide patients / parents / carers with comprehensive and accurate preventive education and instruction in self-care methods tailored to the individual needs of the patient.

Introduction to Oral Health, Dental Public Health

Essay Longitudinal, OSCE

18, 62, 64

1

Develop ability to perform preventive and restorative treatment procedures that will conserve the tooth structure, prevent hard and soft tissue disease and promote hard and soft tissue health.

Introduction to Clinical Practice (Restorative 2), Restorative 3, Paediatric Dentistry 2, Paediatric Dentistry 3, Restorative 4

Longitudinal, CRE

6, 18, 23

1 Develop ability to identify detrimental oral habits and provide patients with an effective strategy for their control.

Restorative 3, Oral Diseases, Restorative 4

SBA Longitudinal 6, 7, 13

1 Develop knowledge and understanding of the relationship between dental diseases in populations and risk factors.

Introduction to Oral Health, Oral Diseases, Dental Public Health

SBA Longitudinal 47, 64, 65, 66,

67

1 Develop knowledge and understanding of prevention of dental disease in populations including preventive programmes and water fluoridation.

Introduction to Oral Health, Dental Public Health

SBA Longitudinal 62, 65, 66, 67

1

Develop ability to provide preventive education for patients in a manner that they can understand and which encourages self-care and motivation, and check their understanding.

Introduction to Basic Medical Sciences, Communication skills, Communication skills GE

EMI Longitudinal, OSCE

18, 69, 70, 72

1

Develop ability to describe in appropriate detail the health risks of substances such as tobacco and alcohol on oral health, and provide the patient with appropriate advice.

Introduction to Basic Medical Sciences, Introduction to Oral Health, Restorative 3, Restorative 4, Dental Public Health

SBA, EMI Longitudinal, OSCE

62, 63, 64, 65, 66, 67, 68, 69, 70, 72, 85, 89,

91

1 Develop ability to provide health promotion advice within the contexts of diverse social norms, and value the diversity and ethnicity of the patient.

Introducti

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