Unit information: Personal and Professional Development - Year 1 in 2019/20

Unit name	Personal and Professional Development - Year 1
Unit code	ORDS10018
Credit points	20
Level of study	C/4
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Miss. Caesley
Open unit status	Not open
Pre-requisites	N/A
Co-requisites	N/A
School/department	Bristol Dental School
Faculty	Faculty of Health Sciences

Description including Unit Aims

Year 1:

Subject areas:

1. Law and Ethics
2. Professional Development
3. Personal Development (including Reflective Practice)
4. Protection of Vulnerable Patients (including dementia awareness)

Aims:

• To provide an understanding of the requirements as a registrant for lifelong learning and Continuing Professional Development (CPD) with relevance specifically to the working practice of the dental hygienist and therapist and the consequences of professional malpractice.
• To promote an awareness in the student of the legal and ethical obligations of the practice of dental hygiene and therapy.
• To provide students with an introduction to law and ethics, reflective practice, communication and research skills applicable to dentistry with a specific focus on the needs of different patient groups including children, adults, older people, and those with special care requirements.

Intended Learning Outcomes

Intended Learning Outcomes

1. Be familiar with the social and psychological issues relevant to the care of patients.
2. To be knowledgeable in the tenets and values surrounding obtaining appropriate reliable consent for dental procedures and care.
3. Understand the legal and ethical obligations and responsibilities of the practice of dental hygiene and therapy.
4. Have knowledge of the role of the dental team in the facilitation, provision and care of patients.
5. Have an awareness of the tools required to promote a positive attitude to working as a valued member of the dental team.
6. The student should appreciate the need to collaborate in prevention, treatment and management of disease with other healthcare professionals and patients themselves.
7. Recognise the signs of abuse or neglect, describe local and national systems that safeguard welfare and understand how to raise concerns and act accordingly.
8. Be able to discuss the importance of feedback and the benefits of reflective learning and to understand why personal development is essential throughout the registrants career in practice.
9. To describe the principles of an evidence-based approach to learning, clinical and professionals practice and decision making.

Teaching Information

Teaching methods include:

• Lectures
• Small group Seminars
• Tutorials
• Clinical Practice (Work based learning)
• Guided Independent study
• Continuous Clinical Assessment logbook/portfolio (CCA) including Reflective Practice

Assessment Information

Summative assessment

Professional Development

1. OSCE stations (1 hour; Communication Skills) (50% of unit total)

2. E-Assessment (1 hour; Law and Ethics) (50% of unit total)

Formative assessment

Students are supported in their learning by a variety of directed formative assessments with which they must engage within this unit. Overall performance will be reviewed and discussed at the School Progress committee at regular meetings x 1 per term.

Law and Ethics

E-assessment (Law and ethics).

Ongoing Clinical Assessment for each individual Patient seen, graded with feedback given by clinical staff.

Personal Development

Reflective Practice – ongoing personal journal and self-reflection discussed with Tutors.

Ongoing Clinical Assessment for each individual Patient seen, graded with feedback given by clinical staff.

Feedback from role play sessions (Communication Skills) and outcome questions at the end of lectures.

Protection of Vulnerable Patients

Ongoing Clinical Assessment for each individual Patient seen, graded with feedback given by clinical staff

Combine with Law & Ethics essay and encompasses aspects of disability, consent and mental capacity (3 hour workshop with case studies and feedback).

Marks obtained in formative assessments above do not contribute to the overall unit mark but failure to complete by the stated end of term deadlines will be raised at the Progress Committee, and may be a barrier to progression.

Reading and References

Brennan M, Oliver R, Harvey B, Jones G (2006) Ethics and Law for the Dental Team. Knutsford, Pastest.

Fabiano, J.A., Waldrop, D.P., Nochajski, T.H., Davis, E.L. Goldberg, L.J., (2005) Journal of Dental Education 69(4) 419-433

Sabbah, W., Tsakos, G., Chandola, T., Sheiham, A., Watt, R.G. (2007) J Dent Res. 2007 Oct;86(10):992-6.

Scambler, G. (ed.) (2008) Sociology as Applied to Medicine. 6th edn. Edinburgh: Saunders Elsevier.

Daly B, Watt R, Batchelor P, Treasure E (2002) Essential Dental Public Health. OUP.

Pine C. (1996) Community Oral Health. Butterworth Heinemann.

Patel M and Patel N. (2006) Dental Public Health: A Primer. Radcliffe Publishing Ltd.

Delivering Better Oral Health - updated November 2014

https://www.gov.uk/government/publications/delivering-better-oral-health-an-evidence-based-toolkit-for-prevention

General Dental Council (GDC) Standards for the Dental Team - Effective from 30 September 2013

GDC Scope of Practice – September 2013.