DENT 7242B - Specialist Clinical Paediatric Dentistry I Part 2
North Terrace Campus - Semester 2 - 2017
General Course Information
Course Code DENT 7242B Course Specialist Clinical Paediatric Dentistry I Part 2 Coordinating Unit Dental Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 18 Contact Up to 30 hours per week Available for Study Abroad and Exchange N Prerequisites DENT 7242A Restrictions Doctor of Clinical Dentistry only Course Description The University of Adelaide's postgraduate Doctor of Clinical Dentistry program in Paediatric Dentistry 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: Sumant Gue
Associate Professor Sam Gue
Dr Michael Malandris
Dr Wendy Cheung
Dr Ninna Estrella Yuson
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 deleivered at the commencement of the course
Course Learning OutcomesThe learning outcomes for the year are to provide students with the skills and knowledge to progess into the higer 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 intellegence
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
Required ResourcesTextbooks, scientific journals, website, Women's and Children's Library, University of Adelaide Library, MyUni, Access to materials to undertake research, Women's and Children's Hospital Clinics, Theatre complex
Recommended ResourcesRecommended resources for the course are a high level of committment and dedication to paediatric dentistry and paediatrics in general
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. 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. Postgraduate students are appointed as Specialist registrars in Paediatric Dentistry through the Division of Paediatric Surgery, Women's and Children's Hospital. These appointments are in general 5-6 sessions per week and are paid clinical appointments.
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.
Students will also participate in a range of interdisciplinary activities with students from other specialist areas at the Women's and Children's Hospital.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.This is a full-time course and the work load is significant and requires a high degree of committment, dedication, passion and endurance
Learning Activities Summary
Clinical Component – 5-6 clinical sessions per week
Clinical Seminar – Diagnosis and treatment planning (5-6 per week )
Departmental Seminar – Departmental journal and case reviews / presentations (13 sessions per semester)
Contemporary Didactic Seminars (12 per semester) (topics included below. These run for the full three years and are also included in the Clinical Components, the Clinical Seminars and Departmental Seminars)
The seminar topics below are broad topics only and each is broken down into specific components.
These broad topics recur throughout the entire programme, but in each semester they are developed into sub topics.
Seminar – Basic Sciences
Seminar – Research methodology and Biostatistics
Seminar – Health Education, Promotion and Epidemiology
Seminar – Evidenced based Diagnosis and Treatment planning
Seminar – Behaviour Science/Patient management
Seminar – Preventive Dentistry
Seminar – Restorative Dentistry
Seminar – Orthodontics
Seminar – Craniofacial and Cleft Lip and Palate conditions
Seminar – Dental Traumatology
Seminar – Oral Medicine, Oral Pathology, Oral and Maxillofacial Surgery
Seminar – Children with Special Needs and Medically compromised Children
Seminar – Dental Anomalies and Genetics
Seminar – General Paediatric Medicine and Surgery
Seminar – Specialist Paediatric Practice
Seminar – Dental Practice in Australia
Each semester students receive a detailed didactic / seminar roster of all the topics prior to the start of the new calendar year of teaching which is highly detailed and this gives them specific reference to what will be examined. The management and execution of significant research project leading to dissertation.
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.
Assessment Summary1. Clinical assessment /Case Reports/Log Book
Hurdle barrier Competency required 1,2,3,4
2. Assignment / Presentations
Hurdle barrier Satisfactory required 1-4
Hurdle barrier Satisfactory required 1-4
4. Clinical 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 clinical staff.
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 addition, there are regular short 30 minute test papers and/or viva voce-style assessments aimed at consolidating the clinical topics covered previously.
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 1st semester.
Achievement Case Reports:
Twelve “achievement” case presentations are required at the end of the 3rd year.
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 literature. 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 in accordance with the Guidelines for Accreditation and Training in Paediatric Dentistry, 2010. The patient logbook is computerised and satisfies the requirements of the Dental Board of Australia and other registering authorities overseas such as the Royal Australasian College of Dental Surgeons. 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 semester and will form part of their overall assessment during their final examination in October 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. Both the literature review and the power point presentation will be assessed. A fail in a specific component of the review will result in the need for the student to repeat this until the appropriate standard is achieved. At the conclusion of the review, a viva voce session, or short written assessment may be held to ensure that the topic is fully understood by all students involved. The end of semester examination will assess the specific topics from that semester. In following semesters, examinations will include all relevant information covered by the student to provide a continuous assessment of knowledge related to paediatric dentistry.
Comprehensive internal written and oral examinations are held at the completion of each semester (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 semester or year, or withdrawal of the candidate from the programme. During the final year in October of the 3rd year, a comprehensive external examination will be conducted. Students must complete the examination satisfactorily before proceeding to the next semester. All second semester examinations and the final examination will be conducted jointly between an external examiner and programme director.
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
Grades for your performance in this course will be awarded in accordance with the following scheme:
GS8 (Coursework Grade Scheme) Grade Description CN Continuing FNS Fail No Submission NFE No Formal Examination F Fail NGP Non Graded Pass P Pass C Credit D Distinction HD High Distinction RP Result Pending
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.