DENT 7242A - Specialist Clinical Paediatric Dentistry I Part 1
North Terrace Campus - Semester 1 - 2020
General Course Information
Course Code DENT 7242A Course Specialist Clinical Paediatric Dentistry I Part 1 Coordinating Unit Dental Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Contact Up to 30 hours per week Available for Study Abroad and Exchange N Restrictions Doctor of Clinical Dentistry only Course Description The University of Adelaide's postgraduate Doctor of Clinical Dentistry program in Paediatrics is of three years duration and leads to the degree of Doctor of Clinical Dentistry. This is a specific program plan designed to lead to a specialist registration in the field of Paediatrics. The course comprises a mix of coursework, clinical work, action/clinical research, search training and a research project and is designed to conform to the Educational Requirements of the Australasian Academy of Paediatric Dentistry.
Course Coordinator: Dr Wendy Cheung
Dr Wendy Cheung
Dr Ninna Yuson
Dr Gwendolyn Huang
Dr Gabrielle Allen
Dr Kelly Oliver
The full timetable of all activities for this course can be accessed from Course Planner.This course timetable varies on an annual basis. The course timetable will be delivered at the commencement of the course
Course Learning OutcomesThe learning outcomes for the year are to provide students with the skills and knowledge to progress into the higher years of the course.
1. Development of the necessary advanced clinical skills expected of a specialist Paediatric Dentist
2. Appreciation of the scientific basis for successful clinical specialist practice
3. Development of scientific and research methodology relating to clinical specialist practice
4. Development research skills related to clinical specialist practice
Ultimately, the learning outcome is to provide students with the abilities to practice independent clinical paediatric dentistry
The outcomes to be acquired are:
GA1 Deep discipline knowledge
GA2 Critical thinking and problem solving
GA3 Teamwork and communication skills
GA4 Career and leadership readiness
GA5 Intercultural and ethical competency
GA6 Self-awareness and emotional intelligence
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1,3 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
3,4,5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,2,3,4,5,6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
2 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Scientific journals, University of Adelaide Library, Women’s and Children’s Library, MyUni, access to materials to undertake research
Recommended ResourcesOther resources would be recommended by course coordinator and other supervisors during the course
Online LearningOnline learning is not applicable to this course
Learning & Teaching Activities
Learning & Teaching ModesTeaching and learning will be largely self directed.
Learning & Teaching Modes:
Hands-on clinical sessions, seminars/tutorials, self-directed learning,
prescribed reading, literature reviews, case reports and case presentations,
log book record, ward rounds, department/discipline case audits and case
reviews, research – regular interaction with research supervisors.
Clinical Experience: The clinical component provides experience within the
discipline of Paediatric Dentistry. Clinical sessions occur at the Department
of Paediatric Dentistry, Women's and Children's Hospital and at the SA Dental
Service. Sessions consist of Specialist Consultation Clinics, Specialist Recall
Clinics, Outpatients Treatment Clinics, Inpatient Theatre Sessions, Ward
rounds, On call and after hours clinical expereinces and other clinically
related activities which form part training programme.
Coursework: Through reading, tutorials, didactic seminars, interdisciplinary
clinics, medical seminars and case discussions students will gain knowledge and
understanding in the areas of patient examination, assessment, diagnosis,
treatment planning and overall management of patients in paediatric dentistry.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.This is a full-time course with after hours on-call clinical component
Learning Activities Summary
As a guide (sessions per week) *minimum requirement only and
may change during the duration of the course
Clinical sessions 4
Reading and other studies 1
Undergraduate teaching 1
Clinical Component – Clinic sessions at Women's
and Children's Hospital and SA Dental Service
Didactic Seminars - AHMS
WCH Seminars – WCH internal clinical seminaros
Teaching - Undergraduate tutoring
Specific Course RequirementsAs per learning summaries
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
1. Clinical assessment /Case Reports/Log Book
Competency required 1,2,3,4
2. Assignment / Presentations
Satisfactory required 1-4
Satisfactory required 1-4
4. Clincial performance (continual)
Competency required 1,2
ASSESSMENT OF THE STRUCTURED PROGRAM
The assessment of this component of the programme is composed of the following:
The emphasis of this program is self-motivated learning and evaluation.
However, regular formative review is also held with senior teaching and
Postgraduate students are assessed continuously throughout their training.
Assessment reviews clinical case mix, amount of clinical experience and
standard of patient care. Deficient areas are discussed with clinical
supervisors and remedied together with the postgraduate student.
In all years, students are assessed on a continuing basis in the conduct of
their clinical activities, patient management, treatment planning, case report
presentation, presentations of patient seen in the clinics and the log book.
Clinical assessment will include pre-operative, peri-operative and
post-operative management in lines with the specialist discipline and
established guidelines on the overall management of paediatric dentistry patients.
Students will receive continuous assessment of their clinical work, clinical
case presentations and log book.
These form the overall clinical assessment and led to the clinical barrier
written examinations and viva voce examinations at the end of each year.
Achievement Case Reports:
Six to twelve “achievement” case presentations are required at the end of the 3rd
These “achievement” cases are cases selected by the student to highlight their
achievements during the program and the range of cases managed. The principle
of the “achievement” cases is to ensure a broad range of clinical cases is
obtained and treatment is provided and supported by current research and
During each semester, students will be expected to prepare and present their
clinical achievement cases.
There is an expectation that students present five to six clinical cases each
semester, the most comprehensive of these will be included in the “twelve
achievement cases” submitted for their final assessment in third year.
These case reports will be assessed based on the presentation style,
pre-operative, peri-operative and post-operative management. In addition,
appropriate literature to support their respective management of each case.
Students will complete a comprehensive logbook of patients. The logbook will
serve as a reference of the relative clinical case mix of patients seen;
treatments performed and will aid continual assessment of each postgraduate. The
registrar logbooks will be audited at the end of each semester. This process
will aid in the clinical experience all postgraduate students receive and to
expose the postgraduate students to a wide variety of cases. The logbook will
also form part of the clinical assessment for each year and will form part of
their overall assessment during their final examination of the third year.
Assignments / Presentations:
In each semester there are a series of traditional didactic teaching seminars,
as well as fortnightly departmental / discipline meetings. Students will be
required to present comprehensive reviews of selected topics as directed on
their individual didactic roster, and departmental / discipline meetings.
Students will be assessed on their ability to review the literature and prepare
an appropriately written, referenced literature review related to the specific
topic. In addition, students are expected to present their review in the form
of a power point presentation. An unsatisfactory in a specific component of the
review will result in the need for the student to repeat this until the
appropriate standard is achieved.
Comprehensive internal written and oral examinations are held at the completion
of each year (exceptions to this will be at the direction of the programme
director). In each semester there is a three hour written examination, one hour
oral examination and one hour presentation of their log book and achievement
case reports. These examinations will serve as a barrier examination and
failure to pass this will require a supplementary examination, repeating of
that year, or withdrawal of the candidate from the programme. During the final
year in of the 3rd year, a comprehensive external examination will be
Summary: In order to fulfil the requirements for this course, the student will
need to have satisfactorily completed all components of the program.
SubmissionThe submission of a research thesis occurs at the end of the programme and need not be considered here.
Discussion regarding the research topic and proposal will be held with the course co-ordinator early in the programme
Grades for your performance in this course will be awarded in accordance with the following scheme:
NOG (No Grade Associated) Grade Description CN Continuing
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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