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Student Handbook
Bachelor of Dental Surgery
Academic year 2015-
Dr Nic Hodson
School of Dentistry
Please read this document alongside the School Assessment handbook, which can be found in the School of Dentistry Student Office area on Blackboard
All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.
UCLan Mission statement
WE PROMOTE ACCESS TO EXCELLENCE ENABLING YOU TO DEVELOP YOUR
POTENTIAL
We value and practise equality of opportunity, transparency and tolerance. We strive for excellence in all we do: locally regionally, nationally and internationally. We work in partnership with business, the community and other educators. We encourage and promote research innovation and creativity.
Student Charter
The Student Charter has been developed by the University and the Students’ Union so that students gain the maximum from their UCLan experience. It is a two-way commitment or
‘contract’ between the University and each individual student. It acts as a means of establishing in black and white what students can expect from the University and the Union
in terms of support, and in return what we expect from our students. Read the full Student
Charter
Supporting Diversity at UCLan
UCLan recognises and values individual difference and has a public duty to promote equality and remove discrimination in relation to race, gender, disability, religion or belief, sexual orientation and age. During your time at UCLan we expect you to be able to
- experience "an integrated community based on mutual respect and tolerance where all staff and students can feel safe, valued and supported."
- contribute to creating a positive environment where discriminatory practices and discrimination no longer happen.
Please review the UCLan Equality and Diversity Policy for further information.
- UCLan Mission statement
- Student Charter.....................................................................................................................
- Supporting Diversity at UCLan
- Contents page.......................................................................................................................
- Overview from the Director of the BDS programme
- Introduction to the course
- 1.1 Welcome to the course
- 1.2 Rationale, aims and learning outcomes of the course
- 1.3 Course Team
- Dental Education Centres
- 1.4 Academic Advisor
- 1.5 Campus Administration Services
- 1.6 Communication..........................................................................................................
- 1.7 External Examiner
- Structure of the course
- 2.1 Overall structure
- 2.2 Modules available
- 2.3 Study Time
- 2.3.1 Weekly timetable
- 2.3.2 Expected hours of study
- 2.3.3 Attendance Requirements..............................................................................
- 2.4 Data Protection
- Approaches to teaching and learning
- 3.1 Expertise of staff
- 3.2 Learning and teaching methods.................................................................................
- 3.3 Study skills
- 3.4 Learning resources
- 3.4.1 Learning Information Services (LIS)
- 3.4.2 Electronic Resources
- 3.5 Personal development planning.................................................................................
- 3.6 Preparing for your career
- Student support, guidance and conduct
- 4.1 Academic Advisors
- 4.2 Student Support.........................................................................................................
- 4.3 Students with disabilities............................................................................................
- Assessment arrangements for students with a disability
- 4.4 Health and Safety
- 4.5 Conduct
- 4.5.1. General
- 4.5.2. Course-specific Regulations
- 4.5.3 Fitness to Practise
- 4.5.3.1 Declaration of Good Character and Good Health
- 4.5.3.2 Procedure for the Consideration of Fitness to Practise
- 4.5.3.3 Disclosure of Information
- 4.6 Students’ Union
- Assessment
- 5.1 Assessment Strategy - 5.2 Notification of assignments and examination arrangements
- 5.3 Referencing
- 5.4 Confidential material
- 5.5 Dealing with difficulties in meeting assessment deadlines
- 5.5.1 Extenuating circumstances
- 5.5.2 Late submissions
- 5.6 Feedback Following Assessments
- 5.7 Cheating, plagiarism, collusion or re-presentation
- 5.8 Appeals against assessment board decisions
- Course regulations
- 6.1 Course requirements
- 6.2 Classification of Awards.............................................................................................
- Student voice
- 7.1 Course Representatives and School Presidents
- 7.2 Student Staff Liaison Committee Meetings (SSLC)
- 7.3 Complaints
- Appendices
- 8.1 Programme Specification
- Tuition Fees……………………………………………………………………………………….
This is very important, you are learning to be a dentist and even as a student you must not do anything that would result in you being reported to the General Dental Council – drugs, fraud, falsification of absence, bullying, assault, cheating, drink driving etc. We are not allowed to let you qualify if you are not “Fit to Practise” and you don’t normally get a second chance. Be very aware that what may have been perfectly innocent at the time can appear very different when it gets onto Facebook and is seen by staff or patients. Do not under any circumstances put pictures or information about any other student, or member of staff, on these multimedia sites without their specific permission.
We want you to enjoy the course and learn to be good dentists. Please don’t say “will this be in the exam” - that’s not what it’s all about. Every now again you’ll make mistakes and that will make you feel bad. Never be frightened to report a mishap – we all have them and we all know that when it happens it helps to share it with others. The staff will tell you that we make mistake as well – even now. We will work with you; please work with us.
1. Introduction to the course
1.1 Welcome to the course
Welcome to the BDS graduate entry pathway at UCLan. If you are committed to learning to be a dentist we are committed to helping you. There are only 29 students in each year so the staff will get to know you and support you. We want it to be an enjoyable course so work hard, play hard and stick to the rules. There can be times when it gets frustrating. As graduate students you’ve already confirmed that you are academically bright; but now you have to learn the surgical skills of a dentist. At the start of the course some of you may struggle a bit with manual dexterity and may need to spend more time practicing on simulators - that’s normal. Some of you may find dealing with the public quite a challenge – that’s normal as well and we’ll help develop your way of communicating with patients. As a dental student you will benefit enormously from the help and knowledge of dental nurses, dental technicians and dental therapists. Don’t ever think you are better than them because, as professionals, we all work together as a team for the benefit of our patients. As a professional person you must put your patient’s interests first. During the course this means doing your best to learn to be a good dentist. Of course, we all have a family life and a social life; but you have chosen a career where the patient always comes first.
1.2 Rationale, aims and learning outcomes of the course
The BDS course is designed to give you the ability to graduate with a degree in dentistry that is recognised by the General Dental Council and allows your name to be placed on the dental register.
The course comprises modules (page 15) arranged in 5 themes.
- Developing clinical skills (including communication and leadership skills)
- Developing the clinical knowledge
- Health Promotion and Population Studies
- Professional Awareness
- Human and Oral Diseases
The modules are all interlinked. The assessments in Final Year are designed to see if the knowledge and skills developed in the previous three years have been brought together into the integrated skills and knowledge required by a dentist.
Clinical Skills and Knowledge
These first two themes are mutually supporting and continue throughout the course. They develop 10 essential clinical learning outcomes which cover all the clinical work provided by dentists.
Students must be able to provide advice for health promotion and disease prevention Students must be able to undertake routine dental restorations They must be able to manage periodontal disease. They must be able undertake appropriate investigations for the diagnosis of dental and oral disease They must be able to manage toothache They must be able to extract teeth and manage any associated complications They must be able manage medical emergencies that may occur in the surgery They must be able to manage gaps, spaces and the edentulous patient They must be able to recognise and manage abnormal lesions in the mouth They must be able to communicate with patients
Professional Awareness
The Professional Awareness teaching runs throughout four years of the course but is assessed separately in 2BDS-4BDS in the Professional Awareness modules 1, 2 & 3.
In 2BDS the module introduces you to the concept and practice of professionalism within the dental profession. It aims to develop your understanding of the importance of communication with in a team and the practice and recording of reflective practice as part of a personal development plan. It will also introduce you to the concept and practice of professionalism within the dental profession and the standards and attitudes expected of a dental student as laid down in the GDCs “Student Fitness to Practice” document.
You will be assessed on your contribution to Problem Based Learning both as a leader and team member and will need to show evidence of meeting minimum attendance requirements. You will have to account for any Professionalism Alerts you have been given throughout the year.
In 3BDS the module now introduces you to the concept and practice of professionalism within the primary care environment of the Dental Education Centre. It aims to develop your understanding of the importance of communication with in a clinical team and the use of evidence based practice. You will need to understand and comply with the GDCs “Scope of Practice” and “Standards document”.
You will further develop your professional portfolio, which will now include evidence of reflective practice in the primary care clinical environment and its place in the development of your personal development plans.
You will be assessed on your contribution to the dental team through both peer and nurse lead assessments and will be expected to show that you can manage your own time and resources through their completion of clinical logbooks and evidence of meeting minimum attendance requirements and any professional alerts given.
In 4BDS this module extends your concept and practice of professionalism within the extended healthcare team in both the primary and secondary care, which will include Enhanced Training Practices and the local general hospitals, and the need to liaise with other professionals outside the healthcare sector in the best interests of the patient.
You will further develop the skills needed to accurately assess your capabilities and limitations in the interest of high quality patient care and utilise the provision and receipt of feedback to further develop these abilities.
You will be assessed on your contribution to the dental team through peer, patient and nurse lead assessments and your professional portfolio which will now also include the use of audit to help provide evidence of reflective practice in both the primary and secondary care clinical environment and its place in the development of your personal development plan.
Human Health and Disease
This theme runs throughout the course. It complements the two clinical themes because the patient must be considered as a whole and medical complications affect dental care. The first module covers development and structure of the head and neck region and the other body systems are covered in module two. In the second year the emphasis is on human disease and how this affects the dental treatment of patients. The Pharmacology and Infection module introduces you to the modes and actions of common drugs encountered in dentistry.
1.3 Course Team
Head of School of Dentistry
Mrs A.P. Magee
Tel: 01772 895915 Email: [email protected]
Director of the BDS programme
Dr N. Hodson
Tel: 01772 895868 Email: [email protected]
Senior Clinical Teacher – Clinical Skills Co-Ordinator
Miss S. Groves
Tel: 01772 895929 Email: [email protected]
Senior Clinical Teacher
Mr L. O’Brien
Tel: 01772 895913 Email: [email protected]
Lecturer
Ms B. Littlemore
Tel: 01772 895098 Email: [email protected]
Instructor in Dental Technology
Mr A. Brook
Tel: 01772 895909 Email: [email protected]
Dental Nurse/Technician
Miss A. Wallbank
Tel: 01772 895908 Email: [email protected]
Business Manager
Ms E. Austin
Tel: 01772 895570 Email: [email protected]
IT /Video Conference Technician
Mr J. Llevo
Tel: 01772 895355 Email: [email protected]
Dental Education Centres
Accrington Oakhouse Dental Centre 34 Church Street Accrington BB5 2ED
Telephone:
01254 282600
Senior Clinical Teacher – Mrs S. Cromie Senior Clinical Teacher – Mr R. Smith
Blackpool Whitegate Drive Health Centre 150-158 Whitegate Drive Blackpool FY3 9ES
Telephone:
01253 953013/ 953075
Senior Clinical Teacher – Mr I. Burn Senior Clinical Teacher – Mr P. Knott
Morecambe Queen Victoria Hospital Thornton Road Morecambe LA4 5NN
Telephone:
01524 405775
Senior Clinical Teacher – Mrs S. Page Senior Clinical Teacher – Mr J. Kerr
Carlisle Cumberland Infirmary Infirmary Street Carlisle CA2 7HY
Telephone:
01228 608199/ 608043
Senior Clinical Teacher – Mr M. Wallwork Senior Clinical Teacher – Mr K. Datla
1.4 Academic Advisor
The purpose of this role is to develop a supportive relationship with you and facilitate personal and academic growth within your programme of study. Your Academic Advisor will:
- provide general academic advice
- support you to identify a personal development plan
- monitor your attendance
- offer general and personal support
- put you in touch with any specialist help / advice you may need
- prepare references for you on course completion
UCLan is committed to providing access to and removing barriers where possible for students with special needs. A range of policies and information about disability matters have been produced and can be accessed via the link below:
http://www.uclan.ac.uk/students/life/disability_services.php
Tutor meetings
In 2BDS, you will be given the name of your Academic Advisor during the induction week. A meeting will be arranged with you during induction week and on two further occasions.
My Academic Advisor is………………………………….…………….
Contact details:…………………………………………..…………
During 3BDS-Final BDS, a Dental Education Centre based Academic Advisor will be identified to support you for the duration of the three years you will spend at that Centre, meeting with you at least twice each year.
You are encouraged to prepare for each meeting with your Academic Advisor using guidelines available within the UCLan student organiser. Your Academic Advisor will let you know how they can be contacted e.g. telephone, email or appointments available posted on their door. Your Academic Advisor may prompt your initial meeting if you do not contact him/her within the first 3 weeks of the programme – it is wise to plan the date of your next meeting at the end of each meeting.
Dr Dominic Stewardson
Senior Lecturer/ Honorary Consultant in Restorative Dentistry
School of Dentistry, University of Birmingham
Dr Susie Whiten Senior Lecturer University of St Andrews
Professor Michael Manogue
Director of Student Education
School of Dentistry, University of Leeds
Professor Keith Milsom Consultant in Dental Public Health
NHS Merseyside
Dr David Felix Postgraduate Dental Dean
NHS Education for Scotland
Dr Michaelina Macluskey
Senior Lecturer and Honorary Consultant
University of Dundee Dental School
Professor Nick Grey Professor of Dental Education/Faculty Associate Dean for Teaching & Learning
School of Dentistry, University of Manchester
Professor Fraser McDonald
Professor of Orthodontics King’s College London Dental Institute
Mr Andrew Camilleri Consultant in Oral & Maxillofacial Surgery
Luton and Dunstable University Hospital NHS Foundation Trust
Professor Deborah White
Associate Professor and Director of Education
School of Dentistry, University of Birmingham
2. Structure of the course
2.1 Overall structure
In 2BDS students are based predominantly in the School, which is located on the Preston campus; however teaching sessions occur on a regular basis at your nominated Dental Education Centre (DEC). Towards the end of this year, after successful completion of the Clinical Progression Test, you will start to undertake treatment on patients in your DEC.
In 3BDS, you are based at your DEC with lectures being delivered by video conferencing. The academic support is provided by the Clinical Teachers based at the DEC, who will also supervise clinical practice. You will return to the Dental School for block courses in Phantom Head.
In 4BDS, as well as clinical practice in the DEC you will start to undertake secondary care placements in oral and maxillofacial surgery, orthodontics and restorative dentistry. You will again return to the Dental School for block courses in Phantom Head.
In Final BDS, as well as continuing clinical practice in the DEC and secondary care placements, you will undertake clinical sessions in an Enhanced Training Practice.
2.2 Modules available
YEAR CODE TITLE CREDIT^ LEVEL
2BDS DG1001 Foundation Clinical Skills 10 4
DG1002 Foundation Clinical Knowledge 10 4
DG2001 Oral Development and Anatomy 20 5
DG2002 Clinical Skills 1 15 5
DG2003 Clinical Knowledge 1 15 5
DG2004 Human Health & Disease 1 Part 1 40 5
DG2010 Professional Awareness 1 40 5
DG2012 Prosthetics Skills and Knowledge 10 5
3BDS DG2005 Clinical Skills 2 40 5
DG2006 Clinical Knowledge 2 20 5
DG2007 Heath Promotion and Population Studies Part 1
DG2008 Pharmacology and Therapeutics 20 5
DG2009 Human Health & Disease Part 2 30 5
DG2011 Professional Awareness 2 40 5
4BDS DG3002 Clinical Skills 3 40 6
DG3003 Clinical Knowledge 3 20 6
DG3004 Heath Promotion and Population Studies Part 2
DG3005 Minor Oral Surgery Knowledge 10 6
DG3006 Oral Diseases 30 6
DG3007 Professional Awareness 3 40 6
that students are normally expected to remain engaged in formal programmes of activity until the end of each term. No student may be absent from lectures, classes or other form of prescribed work without the express written permission of the Course Director.
In the last three years of the course when you are based at your Dental Education Centres your clinical sessions will require you to be on clinic from 08:30 to 17:00. In 4BDS and 5BDS your secondary care placements will also normally be within these times but may require extra travelling time.
2.3.3 Attendance Requirements
The minimum attendance requirement for all sessions is 95% attendance. Levels below this, due to unauthorised absences, will result in academic failure of any affected modules. A record of all absences is maintained by the CAS Hub, as this information is required for future employment references.
You are required to attend all timetabled learning activities for each module. In 2BDS notification of illness must be made on the first day of illness before 9.00 a.m. via telephone to the Campus Admin Services. Upon your return to study, you must complete a Sickness Absence form and return this to the CAS Hub.
In 3BDS-5 BDS, notification of illness must be made to the Senior Clinical Teacher at your DEC, before 08:30 via telephone and the appropriate sickness absence form completed upon your return.
For exceptional requests for leave of absence, this must be made by completing a Leave of Absence form in advance of the event, which must be authorised by your Senior Clinical Teacher and also by the Course Director.
If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance.
The university monitors student attendance by the SAM system (Student Attendance Monitoring). Your UCLan student ID card is used to register your attendance in class. The University expects you to attend all your timetabled sessions. Your UCLan card is used to register your attendance in class.
Most teaching rooms have electronic card readers outside, if this is one of the rooms in which your teaching event is taking place you must pass your UCLan card across the front of the electronic card reader; this records your presence in that room at that time. Please note that you must not scan earlier than 20 minutes prior to your timetabled session; otherwise it will not be recognised and you will be marked as absent.
If you forget your card you will be marked absent for that session and you should therefore carry your UCLan card with you on a daily basis.
If there is good reason why you cannot attend a class then please contact Campus Admin Services hub to let them know.
We monitor attendance as research has shown that regular attendance and academic achievement are closely linked; it is therefore important that we know you are attending
regularly. By monitoring student attendance we hope to be able to identify students who need support at an early stage and put in place measures to help them continue their studies
Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations.
2.4 Data Protection
All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please contact the Information Governance Officer, Clark to the Board Service, University of Central Lancashire, Preston, PR1 2HE or email [email protected].
As this is a clinical course leading to a professional qualification with the General Dental Council (GDC), there is a requirement to provide relevant personal information with the GDC and NHS Trusts, which host the DECs and secondary care placements.
3. Approaches to teaching and learning
3.1 Expertise of staff
Details of the course team and their qualifications, research and publications are provided on the school’s web page, which can be found at: http://www.uclan.ac.uk/schools/medicine_and_dentistry/staff.php
3.2 Learning and teaching methods
The school recognises that it is important that students have the opportunity to experience many different approaches to teaching and learning during the programme. Most modules on the course are extremely practical, with students working at first using simulations and later in DEC clinics on patients under supervision. Lectures, tutorials, seminars and practical teaching in the human sciences maintain interest through the use of models, electronic resources and clinical input in the university setting. The DEC provides a clinical environment which closely resembles the one students will experience when qualified. You will spend three years of the course based at your DEC where you will undertake both academic and clinical studies.
The dental school and DECs are linked through a bespoke videoconferencing facility providing students with on-demand access lectures and tutorials with the additional facility to watch previous lecture recordings. The staff have purposefully designed modules that present independent learning tasks, small group work (scenario based learning) and portfolios to both enhance and enrich the breadth in styles of teaching and assessment. A variety of assessments styles are used throughout each year of the programme.
These various approaches to teaching and assessment are designed to provide students with key opportunities for feedback and reflection. Students will be able to verify their own progress in becoming an effective dental practitioner.
Information technology (IT) is used throughout the course to support learning. The online eLearn (Blackboard) platform hosted at the university is the main repository of custom made
