Unit name | Year 2 BDS |
---|---|
Unit code | ORDS20028 |
Credit points | 120 |
Level of study | I/5 |
Teaching block(s) |
Academic Year (weeks 1 - 52) |
Unit director | Dr. Cunningham |
Open unit status | Not open |
Pre-requisites |
Successful progression from Year 1 BDS. |
Co-requisites |
None |
School/department | Bristol Dental School |
Faculty | Faculty of Health Sciences |
Year 2 develops Year 1 themes of Practitioner, Person and Citizen, Scientist and Scholar, and Professional and Agent of Change.
During Term 1, students work on clinic with BDS peers and BSc hygienist/therapists to further develop their skills in history taking and examination, communication, preventive care, and clinical periodontal procedures all underpinned by application of knowledge of ethics, law and professionalism. Chairside assisting skills are also developed. Much of the Year 2 unit aims to develop students’ understanding of, and manual skills in, periodontology (Term 1) and operative restorative dentistry (Terms 1 and 2) through interprofessional learning with BSc students in the clinical skills laboratory. This is supported by parallel teaching in closely related subjects such as periodontal disease, tooth morphology, oral biology, and dental caries. Removable prosthodontics teaching in the laboratory also commences later in Year 2.
Students develop Year 1 foundations of scientific heath and disease by studying patients’ medical conditions (human diseases), particularly those likely to be encountered in adult clinics. Pharmacology is taught concurrently to maximise its relevance and support safe patient care. Students develop a wider appreciation of patients’ health and the importance of ‘whole person care’ through attendance at a disability awareness workshop. Case-based sessions aim to assimilate and consolidate learning, particularly its clinical relevance, using interactive peer discussion and presentation-based formative assessment. Students are taught radiography theory to IRMER requirements, learn to take radiographs, and interpret common dental pathology on radiographs.
Successful completion of ‘Gateway to First Patient Care’ assessments allows students to begin treating adult patients in Term 2. Students take patient histories, examine new patients, and provide periodontal and preventive care. They also learn how to administer local anaesthesia, supported by pharmacology teaching and revision of relevant oral anatomy. Following successful completion of the operative skills course, students carry out first restorative procedures for patients.
Students further develop their early clinical and team-working skills by sharing patient care where appropriate with senior BDS and BSc colleagues. Students’ understanding of evidence-based practice also develops through a series of termly workshops. Year 2 retains a strong focus on student wellbeing and study skills, and students are encouraged to engage with Bristol Futures.
Unit Aims:
Year 2 continues the delivery of the GDC Preparing for Practice (2015) intended learning outcomes which commenced in Year 1.
A. Knowledge and Understanding
OVERARCHING OUTCOME
CLINICAL
COMMUNICATION
B. Intellectual skills and attributes
OVERARCHING OUTCOMES
CLINICAL
C. Other skills and attributes (practical/professional/transferable)
OVERARCHING OUTCOMES
CLINICAL
COMMUNICATION
PROFESSIONALISM
MANAGEMENT AND LEADERSHIP
The teaching and learning methods in Year 2 reflect the aim of developing students as adult learners, whilst recognising that this takes time to develop. Students should be aware that approaches to teaching are designed to encourage the transition from undergraduate student to professional heath care practitioner. They should learn to study with the support of their peers, mentors and lecturers. All students will have access to dentists, scientists, researchers, allied health professionals and community health teams as appropriate.
Year 2 will utilise a variety of teaching methods as listed below:
Teaching will use a blended learning approach delivered through a combination of synchronous and asynchronous activities. Students will be expected to engage with all learning.
Clinical skills laboratory teaching will provide simulated 'phantom heads' and teeth for students to practice the necessary practical procedures to the required standard prior to patient care. These laboratory sessions will be supported by preparatory material, review of on-line Year 1 Biomaterial sciences teaching, viewing images/video clips and demonstrations, and regular formative assessment and feedback by supervising staff.
Clinical sessions carrying out practical procedures with peers will take the same format as those in Year 1, including pre-session preparation, session briefing, closely supervised practice of key clinical procedures, reflection and peer/staff feedback. Students will be pre-allocated to act as patients for a variety of their peers during the course of these sessions. This teaching approach enables students to develop the necessary skills and attitudes required for treating the diverse range of patients that will be encountered during the programme and within the wider population. Using peers as patients effectively supports the development of practical and patient management skills required for the transition to first patient care, and is underpinned by a range of General Dental Council Learning Outcomes within the domains of clinical care, communication, professionalism, and management and leadership (see 'Intended Learning Outcomes' above). Procedures where students will be required to act as patients include: history taking, examination of the head and neck, examination of the oral cavity (including the charting of teeth and periodontium), recording plaque indices, oral health advice, removal of dental deposits (as appropriate), suction practice, impression taking, and the delivery of local anaesthesia. This teaching approach will be fully supported by a process of informed consent, and an appropriate level of supervision by clinical teaching staff.
Professional actors will act as patients in small group sessions for clinical communication and ethics, law & professionalism teaching. Clinical observation and assisting opportunities will continue in Year 2, with opportunities for integration between Y2 BDS21 and senior BSc H&T students. This will enhance teamworking and provide teaching and leadership opportunities for students.
Case-based sessions in Terms 1 and 2 will integrate key concepts and reinforce links between clinical dentistry and scientific basis of dentistry topics. A disability awareness workshop will help to build students' understanding of the relevance of patients' medical conditions and their 'whole person care' needs.
Summative assessment
An integrated, programmatic assessment delivered at the end of Year 2, comprising four parts.
The End of Year 2 Summative Assessments will be taken as a first attempt in May/June and, if required, as a second attempt (resit) in July.
Part 1) Multiple Short Answer (MSA):
Part 2) Single Best Answer (SBA) e-Assessment:
Part 3) Objective Structured Clinical Examination (OSCE):
Part 4) Unseen Clinical Case:
Students will be required to achieve a minimum aggregate score of 50% between Parts 1 and 2 in order to pass the Unit. Compensation will be allowed between Parts 1 and 2, providing a minimum score of 45% in either Part is achieved.
Students will be required to achieve a minimum score of 50% and have passed two thirds of the OSCE stations for Part 3 in order to pass the Unit.
Students will be required to achieve a minimum score of 50% for Part 4 in order to pass the Unit.
There is no compensation permitted with Parts 3 and 4.
Formative assessments & engagement milestones
Students must satisfy all engagement requirements and successfully complete all 'must pass' assessments, as set out in the student progression requirements for Year 2 in the BDS Assessment Handbook.
Satisfactory and appropriate engagement with the programme will be determined by the Progress Committee which will normally meet termly. The committee will monitor engagement against the engagement and progression criteria, review performance in formative and 'must pass' assessments and monitor levels of professionalism.
A student who has not demonstrated satisfactory and appropriate engagement with the programme, nor reached a satisfactory level of professionalism (as determined by level of engagement and any other evidence relating to professionalism presented to the Progress Committee) will not be permitted to sit the End of Year 2 Summative Assessments and thus will not be able be progress to Year 3.
In accordance with University regulations, students will be permitted two attempts at summative assessments in Year 2 BDS21. Dependent on extenuating circumstances, a student may be permitted a second attempt at Year 2 or otherwise will be required to withdraw from the programme.
Progression to Year 3
In order to progress to Year 3 of the BDS programme students must pass the End of Year 2 assessments at first or second (resit) attempt as determined by the Board of Examiners. The pass marks for the End of Year 2 assessments (Parts 1-3) will be determined by a formal standard setting process. The pass mark for Part 4 (which is criterion marked) will be set at 50%.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. ORDS20028).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.