DENT 7264A - Specialist Clinical Prosthodontics III Part 1
North Terrace Campus - Semester 1 - 2021
General Course Information
Course Code DENT 7264A Course Specialist Clinical Prosthodontics III Part 1 Coordinating Unit Dental Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Contact Up to 23 hours per week Available for Study Abroad and Exchange N Prerequisites DENT 7263A/B Assumed Knowledge DENT 7262A/B Restrictions Doctor of Clinical Dentistry Course Description The Doctorate in Clinical Dentistry in Prosthodontics is a three-year, full time training program leading to a specialist qualification in Prosthodontics. The program comprises a mix of the following:
- Clinical treatment of patients referred for specialist prosthodontic treatment, under the supervision of prosthodontic teaching staff
- Didactic, clinical and case presentation seminars
- A major research project in prosthodontics culminating in a thesis and journal article submitted for publication.
The program conforms to the educational requirements of the University of Adelaide and is accredited by the Australian Dental Council.
Course Coordinator: Associate Professor James DudleyPhone: +61 8 8313 6546
Location: AHMS, University of Adelaide, Adelaide Dental School
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. Development of the necessary advanced clinical skills expected of a specialist Prosthodontist
2. Appreciation of the scientific basis for successful clinical practice
3. Development of scientific and research methodology
4. Develop research skills to underpin clinical competency
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 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
2,3 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
1,4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-4 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
1-4 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
Learning & Teaching Activities
Learning & Teaching Modes
Supervised clinical sessions, small group teaching, seminars/tutorials, laboratory sessions, self-directed learning, prescribed reading, essays and literature reviews.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.4 tutorials per week (duration 2 hours each)
4.5 clinical sessions per week (duration 3 hours each)
1 undergraduate teaching session per week (duration 3 hours)
Clinical case preparation
Attendence at a block maxillo-facial teaching program
Learning Activities SummaryClinical work focuses mainly on:
- Fixed prosthodontics
- Removable prosthodontics
- Tempromandibular disorders
- Maxillofacial prosthodontics
Through reading, tutorials, seminars and case discussions students gain knowledge and understanding in the areas of patient examination, assessment and management in prosthodontics, diagnosis, treatment planning and a range of prosthodontic techniques.
Students also participate in a range of interdisciplinary activities with students from other specialist areas.
For tutorial, resource session, assignment deadlines, tests and online activities consult the detailed timetable available on MyUni.NB. For tutorial, resource session, assignment deadlines, tests and online activities consult the detailed timetable available on MyUni.
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 Task Assessment Type Weighting Learning Outcome(s)
Clinical assessment Summative 50% Hurdle 1 Seminar performance and presentation Summative 50% Hurdle 1 - 4
The assessment of this component of the programme is composed of the following:
Clinical performance and the presentation and participation in seminars are continuously assessed by staff with formative feedback provided by the Course Director every three months.
The summative assessment activities are defined by the Academy of Australian and New Zealand Prosthodontists (AANZP) and endorsed by the Australian Dental Council and the Dental Council (New Zealand) for accreditated specialist training programmes in Prosthodontics. These activities extend over the three years of the programme and include:
Satisfactory progress in acquiring and demonstrating clinical knowledge and skills which is assessed:
· at the end of Semester One each year by a review of case notes and clinical logbooks undertaken by the Course Director, senior academic staff and clinical consultants.
· During the Semester, clinical work is overseen on a continuing basis by supervising tutors and feedback provided. At the end of semester students are assessed on their management of patients with prosthodontic needs, in particular the areas of patient examination, diagnosis, treatment planning, prosthodontic management and a range of prosthodontic techniques.
· Satisfactory presentation of and performance in seminars
· A written examination on all aspects of prosthodontics at the end of Semester Two each year
SubmissionSeminar assessment - submissions and assessment as per individual seminar programs as detailed on MyUni, feedback from individual coordinators to Program Director in accordance with program assessment requirements
Written assessments - assignments, essays as per individual seminar programs as detailed on MyUni, end of year written papers
Clinical assessments - presentation of patient treatment in a Powerpoint (or similar) format, examiner assessment of clinical patient treatment provided, end of year/mid-course viva
Log book - in person review, electronic submission
End of Year Clinical and Written Assessments are provided to the examiers for assessment against the course requirements.
Further details are available on MyUni.
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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