Programme Title

BDS Bachelor of Dental Surgery

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Bachelor of Dental Surgery

Programme Code

DEN-BDS-S

UCAS Code

A200

HECoS Code

100275

ATAS Clearance Required

No

Mode of Study

Full Time

Type of Programme

Single Honours

Length of Programme

5 Academic Year(s)

Total Credits for Programme

610

Exit Awards available

Teaching Institution

Queen's University Belfast

School/Department

Medicine, Dentistry and Biomedical Sciences

Framework for Higher Education Qualification Level 
www.qaa.ac.uk

Level 7

QAA Benchmark Group
www.qaa.ac.uk/quality-code/subject-benchmark-statements

Dentistry (2002)

Accreditations (PSRB)

General Dental Council

Date of most recent Accreditation Visit 06-06-14

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

Yes 1.4.23 The pass mark for the professional examinations in Dentistry shall be 50%. The degree is not classified. The programme is therefore exempt from all regulations relating to classification, predominance and the undergraduate conceptual equivalents scale. 1.4.40 Regulations for award of an Aegrotat do not apply

Programme Specific Regulations

1. The degree of BDS is the primary degree in dentistry in the Faculty of Medicine, Health and Life Sciences. No student shall be admitted to the final examination for this degree until he/she has shown (1) that he/she is a matriculated student of the University, (2) that he/she has satisfactorily completed the prescribed courses of study in the School extending over a period of not less than five academic years and (3) that he/she has passed the several examinations prescribed.
2. The primary degree of BDS in the Faculty of Medicine, Health and Life Sciences shall not be conferred upon any person who has not attended in the University during three academic years.
3. Attendance: Students are expected to attend all scheduled sessions and other forms of instruction as defined by the programme of study. This is a general University regulation. The pathway of dentistry includes courses with practical, as well as theoretical elements. Practical courses will include clinical procedures for which a student must be present to enable the School to discharge its statutory duty regarding satisfactory standards of training for the care and safety of patients. In keeping with the professional nature of the course, students are thus expected to record a satisfactory level of attendance at all classes, whether or not this is stated in the individual course study guides. Consideration will be given to students experiencing genuine difficulties eg illness. For all other students, 100% attendance is normally required. In cases of occasional absence, students must normally consult the module co-ordinator and/or their Adviser of Studies (or equivalent) prior to the absence for advice on remedial action. Where a student's attendance is unsatisfactory, Advisers of Studies (or equivalent) will normally interview the student and advise on the best course of action. Where attendance at a clinical module is unsatisfactory the Board of Examiners will require the student to attend additional sessions as necessary.
4. Every candidate for the primary degree in Dentistry shall be required to have attained the age of 21 years on or before the day of graduation.
5. It should be noted that modules referred to in the dental course are clinical modules and not standard University modules.
6. The degee of BMedSc Honours is only available to medical or dental students who successfully completed a minimum of the first three years of the course but do not complete the full degree for whatever reason. The degree of BMed Sc Honours is only awarded on the recommendation of the Board of Examiners.

7. Every candidate for the degree of BDS shall be required to have satisfied the examiners in all modules of the BDS degree programme.
8. Notwithstanding the Regulations for formal written examinations, students will not normally be permitted to enter an Objective Structured Clinical Examination (OSCE) after the appointed start time.

9. No candidate may sit the Final Examination until he/she has satisfactorily completed all other components of the dental curriculum in the University.
10. Compulsory elements are constituents of a module which must be satisfactorily completed or passed. They are specified in the module proforma. They do not contribute to the final grade for the module but they do impact on progress as students cannot successfully complete a module if they have not completed/passed the relevant compulsory elements. The Board of Examiners will be responsible for making all decisions regarding progress.
11. Students will not be permitted to proceed from one year of the course to the next unless a satisfactory performance has been achieved in all elements of the preceding year.
12. Students who fail their end of year module assessments will be required to take their resit examinations during the August resit period, irrespective of the number of resit examinations required. Students will not be permitted to defer their resit examinations unless this is approved by the Board of Examiners following consideration of an Exceptional Circumstances application.
13. Unless there are extenuating circumstances, a student may repeat only one academic year during the undergraduate dental course.
14. Standard Setting is used, when appropriate, in modules throughout the dental course and will be noted in the relevant Study Guide. Students must reach the standard set pass mark for all elements. In addition for the Objective Structured Clinical Examinations (OSCEs) and the Clinical Reasoning Examinations (CRE), students will have to achieve the standard set cut score plus the application of one standard error of measurement (SEM).
15. Concern Reporting: In clinical assessments examiners may use a Concern Report form to record instances of unprofessional behaviour or clinical practice that may compromise patient safety. These forms will be reviewed by the dental Senior Management Team (SMT). Where the student has achieved an overall pass in the examination but there remains serious cause for concern, SMT may recommend to the Board of Examiners that a student should be referred pending feedback and remediation. Where the student has failed the examination there will be separate feedback and remediation relating to the specific concern, over and above that required for a repeat of the examination. In exceptional circumstances in Finals Part 3 the Board of Examiners may decide to fail a student if the concern is such that the student is not able to satisfactorily remediate the problem before graduation.

Sponsio Academica
All graduands in dentistry are required to make the following declaration before graduation:

"I do solemnly declare that as a graduate in Dentistry of Queen's University Belfast, I will:
Make the care of my patients my first concern, keep my professional knowledge up to date, and recognise the limits of my professional competences;
Treat each patient with respect and dignity;
Treat each patient considerately, respect their views, provide them with information and involve them in decisions about their care;
Work collaboratively with colleagues in other healthcare professions in ways that best serve my patients' interests;
Treat with respect and willingly assist all students and trainees in their learning so that they may acquire skills and competences necessary for good clinical care;
Be honest and trustworthy, protect confidentiality, ensure that my personal beliefs do not compromise my patients’ care, act quickly to protect my patients from risk, and will never abuse my position as a dentist.
In all these matters I will never discriminate unfairly against my patients or colleagues.
I will hold in due regard the honourable obligations of the dental profession doing nothing which would bring it into disrepute.
Above all, I dedicate my professional life to the service of those entrusted to my care."

First Year
1. All students are required to take 3 modules.
2. Examinations will be held at the end of the academic year with supplementary examinations in August.
3. Candidates who fail the end of year examinations will be allowed to proceed to resit examinations in August.
4. Candidates who fail any module after the second attempt will normally be required to withdraw from the course.

Second Year
1. All students are required to take 5 modules.
2. Examinations will be held at the end of the academic year with supplementary examinations in August.
3. Candidates who fail the end of year examinations will be allowed to proceed to resit examinations in August.
4. Candidates who fail any module after the second attempt will normally be required to withdraw from the course.

Third Year
Students are required to take 7 modules.
Regulations Governing Progress
1. Candidates who fail any module at the first attempt will be allowed to resit the examination in August.
2. Candidates who have achieved less than the minimum standard in any particular element will be required to repeat that element.
3. Candidates who fail any module after the second attempt will normally be required to withdraw.
4. 100% attendance at clinical sessions in each of the clinical modules is normally required. Where attendance is not satisfactory the Board of Examiners will require students to attend additional clinical sessions. If it is not possible to redeem the attendance students may be required to re-enter third year in order to achieve a satisfactory level of clinical experience.

Fourth Year
Students are required to take 7 modules:
- 3 clinical modules in Conservation, Prosthetics and Periodontics which make up Final BDS Part 1 in Restorative Dentistry;
- 3 clinical modules in the Dental Specialties: Paediatric Dentistry & Special Care Dentistry, Orthodontics and Oral Medicine, Oral Surgery and Oral Pathology
- 1 further clinical related module - Evidence Based Dentistry.
Regulations Governing Progress
1. Students who have achieved an overall pass mark in any module but have achieved less than the minimum standard in any particular element will be required to repeat that element.
2. Candidates who fail any module(s) at the first attempt will be allowed to resit the outstanding module(s)
3. Supplementary examinations for the modules associated with Final BDS Part 1 in Restorative Dentistry and the end of 4th year Dental Specialties will be held in August.
4. Supplementary examinations for Evidence Based Dentistry module will be held in August.
5. Candidates who have not successfully completed any module(s) after two attempts will normally be required to withdraw.
6. 100% attendance at clinical sessions in each of the clinical modules is normally required. Where attendance is not satisfactory the Board of Examiners will require students to attend additional clinical sessions. If it is not possible to redeem the attendance students may be required to re-enter fourth year in order to achieve a satisfactory level of clinical experience.

Fifth Year
Students are required to take 4 modules:
- 3 modules in Paediatric and Preventive Dentistry, Orthodontics and Oral Medicine, Oral Surgery and Oral Pathology which make up Final BDS Part 2 in Dental Specialties.
- 1 module in Practice of Dentistry which constitutes Final BDS Part 3.
Regulations Governing Progress
1. The Final BDS Part 2 Examinations will be held in January/February with supplementary examinations in April.
2. Students who have achieved an overall pass mark in any final year module but have achieved less than the minimum standard in any particular element will be required to repeat that element.
3. Candidates who fail any of the Final BDS Part 2 in Dental Specialties modules will be allowed to resit the outstanding module(s) in April.
4. Candidates who have not passed all modules of Final BDS Part 2 in Dental Specialties after two attempts will normally be required to withdraw.
5. Candidates will not be permitted to sit the examination associated with Final BDS Part 3 until all modules which make up Final BDS Parts 1 and 2 have been completed successfully.
6. The Final BDS Part 3 examination will be held in May/June with supplementary examinations in August.
7. A candidate who has not passed the examination after two attempts will normally be required to withdraw.


Distinctions and Honours (entering prior 2011/12)
1. Distinctions will be awarded in modules/subjects/defined courses of study where the appropriate standard has been achieved at the first attempt.
2. Distinctions will be awarded to the top 10% of students providing they achieve at least 70%.
3. Candidates who achieve the appropriate standard as indicated in course handbooks will be awarded 1 distinction in Years 1 and 2 (combined) a maximum of 3 distinctions in Year 3 and a maximum of 7 distinctions in Final BDS Parts 1, 2 and 3.
4. Candidates will be awarded the degree of BDS with Honours if they achieve 4 distinctions in Final BDS Parts 1, 2 and 3 or a total of 7 distinctions throughout the course of which at least 3 are in Final BDS Parts 1, 2 and 3.

Distinctions and Honours (entering from 2011/12)
1. Distinctions will be awarded in modules/subjects/defined courses of study where the appropriate standard has been achieved at the first attempt.
2. Distinctions will be awarded to the top 10%* of students providing they achieve at least 70%.
3. Candidates who achieve the appropriate standard as indicated in course handbooks will be awarded 1 distinction in Years 1 and 2 (combined) 1 distinction in Year 3 and a maximum of 7 distinctions in Final BDS Parts 1, 2 and 3.
4. Candidates will be awarded the degree of BDS with Honours if they achieve 4 distinctions in Final BDS Parts 1, 2 and 3 or a total of 5 distinctions throughout the course.
* More than 10% of the cohort can be awarded on those occasions when students obtain the same result.

Students with protected characteristics

This programme includes the requirement for students to provide operative care for their own adult and child patients. Therefore, patient safety must be the primary consideration. Applications will be considered on an individual basis and in conjunction with professional guidelines, Occupational Health and Disability Services.

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

Yes
Fitness to Practise programmes are those which permit students to enter a profession which is itself subject to Fitness to Practise rules

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Recognise the importance of learning that is based on curiosity and exploration of knowledge rather than its passive acquisition.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, laboratory-based practicals, clinical simulation, role-play and discussion, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, essays, clinical logbooks, group reports and oral presentations. Laboratory-based and clinical practicals, Objective Structured Clinical Examination (OSCE) and Structured Clinical Operative Test (SCOT) and Clinical Reasoning Examination (CRE).

Obtain relevant information, assess its validity, reason through problems, set priorities and plan effective solutions.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, laboratory-based practicals, clinical simulation, role-play and discussion, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, essays, clinical logbooks, group reports and oral presentations. Laboratory-based and clinical practicals, OSCE, SCOT and CRE.

Act with integrity, honesty and trustworthiness.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, laboratory-based practicals, clinical simulation, role-play and discussion, clinical observation, case presentations and chair-side teaching.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, clinical logbooks, group reports and oral presentations. Clinical practicals, OSCE, SCOT and CRE.

Recognise moral and ethical responsibilities involved in the provision of care to individual patients and to populations.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical simulation, role-play and discussion, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, clinical logbooks, group reports and oral presentations. Clinical practicals, OSCE, SCOT and CRE.

Appreciate and understand patients’ rights, particularly with regard to confidentiality and informed consent, and of patients’ obligations.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical simulation, role-play and discussion, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, clinical logbooks, group reports and oral presentations. Clinical practicals, OSCE, SCOT and CRE.

Respect patients and colleagues, encompassing without prejudice, diversity of opportunity, language and culture.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical simulation, role-play and discussion, clinical observation, case presentations and chair-side teaching.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, clinical logbooks, group reports and oral presentations. Clinical practicals, OSCE, SCOT and CRE.

Recognise personal limitations and be willing to seek help as necessary.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, laboratory-based practicals, clinical simulation, role-play and discussion, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, clinical logbooks, group reports and oral presentations. Clinical practicals, OSCE, SCOT and CRE.

Recognise the importance of intellectual rigour, self-reflection, self-audit and participation in peer review.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, laboratory-based practicals, clinical simulation, role-play and discussion, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, essays, clinical logbooks, group reports and oral presentations. Laboratory-based and clinical practicals, OSCE, SCOT and CRE.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

Acquire, analyse, process and communicate information in a scientific manner to solve problems and guide clinical decision-making.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical observation, clinical simulation, case presentations, clinical observation, chair-side teaching
and self-directed learning.

Methods of Assessment

Clinical logbooks, group reports and presentations, OSCE, SCOT and CRE.

Manage learning in the context of establishing a philosophy of continuing professional development.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical observation, chair-side teaching and self-directed learning.

Methods of Assessment

Clinical logbooks, group reports and presentations.

Make decisions based on sound ethical, moral and scientific principles.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical observation and chair-side teaching.

Methods of Assessment

Written papers, SAQ, clinical logbooks, group reports and presentations, OSCE, SCOT and CRE.

Manage time, set priorities and work to prescribed time limits.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical observation, chair-side teaching and self-directed learning.

Methods of Assessment

Clinical logbooks, group reports and presentations, OSCE, SCOT and CRE.

Analyse and resolve problems, and deal with uncertainty.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical observation, chair-side teaching and self-directed learning.

Methods of Assessment

Clinical logbooks, group reports and presentations, OSCE, SCOT and CRE.

Work as an effective member of a team in caring for patients.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical observation and chair-side teaching.

Methods of Assessment

Clinical logbooks, group reports and presentations, OSCE, SCOT and CRE.

Use information technology as a means of communication, for data collection and analysis, and for self-directed learning.

Teaching/Learning Methods and Strategies

Lectures, tutorials and workshops, group work, project work and self-directed learning.

Methods of Assessment

Clinical logbooks, group reports and presentations.

Communicate effectively at all levels in both scientific and professional contexts using verbal, non-verbal and written means.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical simulation, role-play and discussion, case presentations, clinical observation and chair-side teaching.

Methods of Assessment

Scenario-based written papers, SAQ, clinical logbooks, group reports and oral presentations. Clinical practicals, OSCE, SCOT and CRE.

Exercise initiative and personal responsibility.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical observation and chair-side teaching.

Methods of Assessment

Clinical logbooks, group reports and presentations, OSCE, SCOT and CRE.

Recognise the need to limit interventions to the minimum necessary to achieve the desired outcomes.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical observation, chair-side teaching and self-directed learning.

Methods of Assessment

Clinical logbooks, group reports and presentations, OSCE, SCOT and CRE.

Recognise the importance of his or her own health and its impact on the ability to practice as a dentist.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical observation, chair-side teaching and self-directed learning.

Methods of Assessment

Clinical logbooks, group reports and presentations, OSCE, SCOT and CRE.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Recognise the importance of appropriate communication in healthcare at all times and through all media.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical simulation, role-play and discussion, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, essays, clinical logbooks, group reports and oral presentations. Clinical practicals, OSCE, SCOT and CRE.

Describe and evaluate the broader issues of dental practice, including ethics, medico-legal considerations, teamwork, management and leadership and the maintenance of a safe working environment.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical simulation, role-play and discussion, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, clinical logbooks, group reports and oral presentations. Clinical practicals, OSCE, SCOT and CRE.

Explain and evaluate the organization and provision of healthcare in the community and in hospital.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, clinical logbooks, group reports and oral presentations.

Describe and utilise the principles of health promotion and diseases prevention.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical simulation, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, clinical logbooks, group reports and oral presentations. Clinical practicals, OSCE, SCOT and CRE.

Recognise and explain disease processes such as infection, inflammation, disorders of the immune system, degeneration, neoplasia, metabolic disturbances and genetic disorders.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, laboratory-based practicals, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, clinical logbooks, group reports and oral presentations. Laboratory-based and clinical practicals, OSCE, SCOT and CRE.

Apply to the practice of dentistry the principles that derive from biomedical, behavioural and materials sciences, the mechanisms of knowledge acquisition, scientific method and evaluation of evidence.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, laboratory-based practicals and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, clinical logbooks, group reports and oral presentations. Laboratory-based and clinical practicals.

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Recognise the importance of self-management, managing and working with others and managing the clinical and working environment.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, laboratory-based practicals, clinical simulation, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, clinical logbooks, group reports and oral presentations. Laboratory-based and clinical practicals, OSCE, SCOT and CRE.

Use contemporary methods of electronic communication and information management.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, clinical observation, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including clinical logbooks, OSCE, SCOT and CRE.

Demonstrate a wide range of skills, including research, investigative, analytical, problem-solving, planning, communication, presentation and team skills.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, laboratory-based practicals, clinical simulation, role-play and discussion, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, essays, clinical logbooks, group reports and oral presentations. Laboratory-based and clinical practicals, OSCE, SCOT and CRE.

Apply evidence-based treatment.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, clinical logbooks, clinical practicals, OSCE, SCOT and CRE.

Share with patients provisional assessment of their problems and formulate plans for the further investigation and management.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including clinical logbooks, group reports and oral presentations. OSCE, SCOT and CRE.

Communicate appropriately, effectively and sensitively at all times with and about patients, their representatives and the public, and with colleagues from dental and other health profession.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, role-play and discussion, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including clinical logbooks, group reports and oral presentations. OSCE, SCOT and CRE.

Undertake a range of clinical procedures which are within a dentist’s area of competence, including techniques for preventing and treating oral and dental diseases and disorders.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical simulation, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including clinical logbooks, group reports and oral presentations. Laboratory-based and clinical practicals, OSCE, SCOT and CRE.

Identify the signs of abuse or neglect, explain local and national systems that safeguard welfare and raise concerns where appropriate.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical observation, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, clinical logbooks, group reports and oral presentations. OSCE, SCOT and CRE.

Identify, assess and manage medical emergencies

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, clinical simulation, role-play and discussion, clinical observation, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, clinical logbooks, Clinical practicals, OSCE and CRE.

Identify the risks around the clinical environment and manage these in a safe and effective manner.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical simulation, role-play and discussion, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, clinical logbooks, group reports and oral presentations. Clinical practicals, OSCE, SCOT and CRE.

Obtain and record a comprehensive and contemporaneous patient history, perform an appropriate physical examination, interpret the findings, organise appropriate further investigations, synthesise results and formulate a differential and subsequently a definitive diagnosis.

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical simulation, role-play and discussion, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, clinical logbooks, group reports and oral presentations. Clinical practicals, OSCE, SCOT and CRE.

Recognise and take account of the needs of different patient groups including children, adults, older people and those with special care requirements throughout the patient care process

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, clinical simulation, role-play and discussion, clinical observation, case presentations, chair-side teaching and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, clinical logbooks, group reports and oral presentations. Clinical practicals, OSCE, SCOT and CRE.

Apply to the practice of dentistry principles that derive from biomedical, behavioural and materials sciences

Teaching/Learning Methods and Strategies

Lectures, case-based tutorials and workshops, group work, project work, laboratory-based practicals and self-directed learning.

Methods of Assessment

Formative and summative assessment including scenario-based written papers, SAQ, MCQ, EMQ, clinical logbooks, group reports and oral presentations. Laboratory-based and clinical practicals.