Course Handbook

MSc in Restorative Dentistry Two-Year Programme

Course Handbook

School of Dental Sciences

Faculty of Medicine

2009-2011

Table of Contents

Table of Contents 3

School Information 4

Introduction to Prospective and New Students 5

Map of School and Hospital 7

Teachers on the MSc Course 8

Aims and Learning Outcomes 10

Curriculum 12

Teaching and Learning 13

Student Assessment 17

Student Support and Progression 25

Teaching and Learning Resources 27

Quality Assurance and Enhancement 28

Benefits of the MSc 29

Appendices 30

MSc IN RESTORATIVE DENTISTRY - Course Handbook 3

School Information

The School of Dental Sciences

University of Newcastle

Newcastle upon Tyne NE2 4BW

Faculty of Medicine

Graduate School Office 0191-222-7002

MSc in Restorative Dentistry 0191-222-8195Programme Director

Dental Postgraduate Dean 0191-222-8925

University Switchboard 0191-222-6000

Fax Number Medical School 0191-222-6521

University Telex Number 53654 (UNINEW G)

Hospital Switchboard 0191-232-5131

Student Counselling Service 0191-222-7699

Student Advice Centre 0191-239-3979


Introduction to Prospective and New Students

Welcome to the School of Dental Sciences and the University of Newcastle upon Tyne. The object of the handbook is to give you practical information on the MSc in Restorative Dentistry. This is a two-year programme, which is normally full-time, but exemption may be given to allow part of the course to be taken whilst working in general practice or as a specialist registrar (see regulation 4, p 29).

The aim of the course is to enable dentists to acquire advanced skills and knowledge in the field of Restorative Dentistry. The course is designed to provide the foundations for:

Enhanced general dental practice Specialist practice (overseas) Specialist training in Restorative Dentistry Clinical academia

In order for it to be considered as part of an approved UK specialist training in Restorative Dentistry, candidates must be employed as a specialist registrar in Restorative Dentistry with a training number.

The MSc in Restorative Dentistry has been incorporated as part of the first two years of our 4 year mono-speciality training programmes in Endodontics, Periodontics and Prosthodontics. These programmes were approved by the Specialist Advisory Committee in Restorative Dentistry in February 2003. (see also p.22). It is important to note that the MSc programme also stands alone as a two year programme. Most applications are for the two year rather than the four year programme.

Students are selected on the basis of the quality of their applications, which should demonstrate commitment to postgraduate dentistry. There is no formal interview but prospective students are welcome to arrange an informal visit to view the facilities and discuss their studies.

Prospective students for whom English is not their first language are asked for documented evidence of IELTS or TOEFL scores. The minimum scores necessary for admission are: IELTS of 6.5; TOEFL 575/Computer TOEFL 233. The IELTS must also include the Test of Written English. Where scores are borderline, advice is taken from the Language centre as to the need for a pre-sessional English course or in-course support (e.g. tuition in thesis writing). Successful completion of any such pre-sessional course would be a condition of entry to the MSc programme.

Students accepted on the course will receive information from the University Accommodation Bureau and a Student Welfare Handbook, which provides information about a variety of welfare agencies and facilities, which are available in the University. It describes the University Student Office and introduces agencies such as the University Counselling Service, the


Chaplaincy and the Student's Union Advice Centre. For students from overseas there is also a separate section on the International Office and other organisations specifically concerned with overseas students.

The Programme Director is there to facilitate all aspects of the course including academic, clinical and student welfare matters. If a student is having difficulties the Programme Director should be the first person to consult. You will also be allocated a personal tutor who would normally be your research supervisor.

The two year course is intensive and covers three broad areas:

Theoretical training

Patient management and laboratory skills

Planning, undertaking and writing up a research project

These areas have a similar weighting and it is important to ensure that one aspect does not flourish at the expense of the others. A timetable is set out in appendix 1 to show the various deadlines and how the emphasis changes throughout the course.

Study skills and time management are essential. The Student Welfare Handbook gives useful hints on these and other aspects of academic life, which may have been forgotten since undergraduate days.

The Graduate School Office is situated on the ground floor corridor of the Catherine Cookson Building, which runs from the main entrance to the William Leech Building. Please do not hesitate to enquire at this office if you require any help with registration and documentation. You will be provided with shared office accommodation within the School of Dental Sciences where your mail will be delivered.

I hope you find this handbook helpful and wish you every success in your dental course.

Dr R W Wassell

Programme Director

The MSc programme is subject to a continual process of quality assurance and enhancement through its Curriculum Committee. To the best of our knowledge the contents of this guide are correct at the time of going to press. Occasionally it is necessary to make changes to the course (e.g. as a result of staff turnover). We reserve the right to make these changes, which will be notified immediately to participants. Permanent changes will be incorporated in the documentation for the following year.


Map of School and Hospital

MSc IN RESTORATIVE DENTISTRY - Course Handbook

Oral biology teaching lab Oral biology

Prosthodontic teaching laboratory

Cllinical skills laboratory

Conservation Periodontology

Conservation Conservation

Restorative dentistry Staff rooms

Initial treatment clinic

Prosthodontics

Nutrition and epidemiologyTeaching labStaff rooms

Child Dental Health

Radiology

Oral surgery

Hospital entrance

Examination and waiting area

Records and hospital administration

Child Dental Health

Oral pathology

Refectory

School entrance

Central sterile supply unitStaff changing

Immunology Electron microscopy

Admin.

Dental School Office

Deans Office

Student changing

Lecture theatre block

Dental materials Science labs

Photography and staff rooms

Ground floor

First floor

Second floor

Third floor

Fourth floor

Fifth floor

Dental students common room

7

Teachers on the MSc Course

Department of Restorative Dentistry

Mr. S.C. Barclay BDS, MSc, FDS RCPS (Glas), DRD, MRD RCS

Mrs M Corson BDS FDS RCPS MSc

Dr. J.E. Ellis BDS [Ncle], PhD [Ncle], FDS RCS [Ed]

Dr. N.M. Girdler BDS [Brist], BSc [Nottm], PhD [Lond], FDS RCS [Eng], FFDRCS [Irel]

Dr. P.A. Heasman BDS, MDS, PhD [Ncle], FDS RCPS, DRD RCS [Ed]

Mr. D.J.Jacobs BDS [Ncle], FDS RCS [Ed], DRD RCS

Dr. N.J.A. Jepson BDS [Lond], PhD [Ncle], FDS RCS

Mr J. Lillico

Professor J.F. McCabe BSc, PhD [Birm], DSc [Ncle], FADM

Dr G.I. McCracken BDS, MFDS, PhD

Dr. F. Nohl MBBS [Lond], BDS [Lond], FDS RCS [Eng], MSc, MRD

Professor P M Preshaw BDS FDS RCS

Professor R.A. Seymour BDS [Lond], PhD [Ncle], FDS RCS [Ed]

Mr. D.G. Smith BDS [Liv], FDS RCS [Ed], DRD RCS [Ed], FDS

RCS [Eng]

Professor . J.G. Steele BDS [Dund], PhD [Ncle], FDS RCPS [Glas]

Professor. J.M. Thomason BDS [Ncle], PhD [Ncle] FDS RCS [Ed]

Professor A.W.G.Walls BDS, PhD [Ncle], FDS RCS

Dr. R.W. Wassell BDS, MSc [Lond], PhD [Ncle], FDS RCS

Dr. J.M. Whitworth BChD [Leeds], PhD [Edin], FDS RCS [Ed]

Oral Biology

Professor R.R.B. Russell BA [Dub] PhD [Melb] FDSRCS


Oral Pathology

Dr. M. Robinson BDS, FDSRCS, MSc, PhD, MRCPath.

Radiology

Mrs. T Hallows DCR [R]

Please note that short profiles for the above teachers can be found at:

http://www.ncl.ac.uk/dental/staff/


http://www.ncl.ac.uk/dental/staff/

Aims and Learning Outcomes

The aim of the MSc programme is to enable dentists to acquire advanced skills and knowledge in the field of Restorative Dentistry. This education is built on a firm foundation of basic principles. With this in mind the learning outcomes of the programme are:

Specifically, the course aims to provide:

1. Clinical and laboratory practice involving treatment planning, clinical procedures and technical work for Restorative cases requiring both routine and complex treatments

2. An evidence base for Restorative Dentistry

3. Applied research within Restorative Dentistry (a trainee on a Monospeciality programme would be expected to carry out a project within that area of interest)

Knowledge and understanding

1. A systematic understanding of knowledge within and directly related to restorative dentistry, and a critical awareness of current problems and new insights, much of which is at, or informed by, the forefront of the field of study and area of professional practice;

2. A comprehensive understanding of techniques applicable to restorative clinical practice and their own research;

3. Originality in the application of clinical and scientific knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;

4. Conceptual understanding that enables the student:

to evaluate critically current research and advanced scholarship in the discipline; and

to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

Subject-specific/professional skills

1 The ability to diagnose and formulate appropriate treatment options including an organised sequence of delivery

2 The ability to assess prognosis of the preferred treatment option based on clinical outcome studies and audit

3 The ability to recognise the need for continuous reassessment of patient response as treatment progresses

4 The ability to undertake restorative treatment to advanced standards


5 The ability to formulate a clear laboratory prescription, understand the technical procedures involved and actively participate as appropriate in the laboratory work

6 The ability to specify or provide an appropriate maintenance programme based on risk assessment

7 The ability to treat patients with respect and without prejudice

8 The ability to appreciate your limitations and to take advice or refer a patient when appropriate

9 The ability to carry out a clinical audit (tested with Monospeciality trainees)

C Cognitive skills

Holders of the qualification will be able to:

a) deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;

b) demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;

c) continue to advance their knowledge and understanding, and to develop new skills to a high level;

Holders of the MSc will have the qualities and transferable skills necessary for employment / further study requiring:

the exercise of initiative and personal responsibility;

decision-making in complex and unpredictable situations; and

the independent learning ability required for continuing professional development.

Specifically:

The ability to use appropriate IT skills for data analysis and documentation

The ability to use efficiently the library and other information retrieval systems

The realisation that academic and clinical skills need to be constantly reviewed challenged and updated through continuing professional development in which you should play an active part in both receipt and delivery

The ability to work in harmony with peers, support staff and teachers with a view to becoming a team leader


Curriculum

In order to deliver the aforementioned objectives, the curriculum includes the following elements which run concurrently:

Fixed prosthodontics and Conservation (including laboratory techniques)

Removable prosthodontics

Endodontology

Periodontology

Dental materials science

Interrelated subjects

Research methods and statistics

Instruction in the use of personal computers

Detailed study guides are available for all but the last two elements. The Unit of Health Services Research provides additional statistical support. With respect to personal computers help is at hand, but students are encouraged to attend the courses run by the Computing Centre. Maxillofacial Prosthodontics and obturator construction are considered separate specialities and would not normally be covered by the course.

Dates for Academic Year 2009-2010

Term 1:

Sept 23rd (first year students),

Oct 5th (second year students) – Dec 18th, 2009

Term 2:

Jan 4th – March 26th

Term 3:

April 12th – July 16th

NB. 1st year students are required to submit their Literature Reviews by 30 th July, 2010. 2nd year students are required to submit their theses by 7th August, 2010 and sit their Final Examinations during the second week of September.

Students normally have access to library and research facilities out of term time.


Teaching and Learning

Introduction

Knowledge based objectives are met by a variety of teaching methods, including seminars, lectures, essays, a research project, computer assisted learning, practical classes (clinical skills and technical laboratories) and a log diary. In addition full-time students will be encouraged during their second year to consolidate their clinical knowledge by teaching undergraduates. These elements are described in more detail on the following pages. Skill based objectives, involving the treatment of patients, are developed in the clinical skills and technical laboratories before starting work in the clinical departments of conservation and periodontology. Patients are allocated to your care and you are expected to carry out some of the laboratory related work under supervision; such diagnostic skills are developed on these patients as well as on those seen on consultant-led diagnostic clinics. Those related to research, data analysis and the interpretation of research work are addressed by the course on medical statistics, seminars and by the experience of carrying out a research project. You prepare and process your own research project and log diary thus enhancing the skills of documentation and presentation. Attitude based objectives: an attitude of constructive self-criticism is engendered during seminars and clinical training. Although clinical work within the School of Dental Sciences is supervised, you are encouraged to decide on appropriate treatment strategies (which must be agreed with your supervisor), take responsibility for their implementation and seek guidance when appropriate.

Seminars

Most of the formal teaching is by means of seminars. The purpose of the seminars is to give you an opportunity to read, assimilate and criticise references from the scientific literature. A comprehensive list of seminar topics (see Appendix 2) has been devised so that the subject of Restorative Dentistry can be covered in depth. Seminars have also been arranged in other subjects that are of relevance to Restorative Dentistry, e.g. sedation, lesions of the oral mucosa. These are designed to give you a flavour of the current thinking in these fields.

A seminar leader has been allocated for each of the Restorative Dentistry subjects. He/she will provide you with a short reading list of key papers. You will be expected to trace these references (mainly from the library) and note the relevant facts on index cards. The reading lists will be kept purposely short to enable you to locate additional references relevant to the subject. This will normally involve following up references which crop-up during reading and a scan of the recent dental literature. Any new references found should be photocopied by you and the seminar leader provided with a copy.

The seminars will usually be about an hour in length. It is inevitable that some seminars will be held out of office hours because of the heavy teaching, research and treatment commitments of the seminar leaders. You may use


the index cards as an aide memoir for discussion points on the various papers.

Undergraduate Lectures

You may attend suitable undergraduate lectures in Restorative Dentistry, e.g. Occlusion, Dental Considerations of the Ageing Population and Dental Materials Science. These lectures are not intended to set the level of knowledge required by an MSc candidate but to give an overview, which must be supplemented by further study.

Essay Writing

Regular essays will test the information discussed at seminars or presented at lectures. These will be set either as an assignment for private study or under test conditions. Essay topics will be chosen which examine your overall understanding as well as their fact retention.

Research Dissertation

The research dissertation consists of two components:

1. a critical literature review

2. a laboratory or clinically based research project.

You will be allocated a supervisor who will oversee both items of work. The literature review would normally lead into the research project and would be expected to comprise 15-25 pages of double spaced type. Occasionally, it may be desirable not to have the literature review and project related; for example if the project requires only minimal literature review or if it becomes necessary at a later stage to change the area of research. The literature review is submitted for scrutiny by an internal examiner at the end of the first academic year.

The research project is written-up as a paper for submission to a research journal. The manuscript and literature review are soft bound together and the completed dissertation scrutinised by the external examiner and a nominated internal examiner (project only)

Detailed laboratory research notes must be accurately documented throughout the period of study and submitted with the final research manuscript.

Computer Assisted Learning

This aspect of learning is attracting increasing attention in Restorative Dentistry and you are encouraged to use the programs available.

Pre-clinical Exercises

An operative technique course will be undertaken at the beginning of the year to familiarise you with "state of the art" techniques and materials. Practical work will be carried out in the clinical skills laboratory using a clinical


simulator, after covering the relevant topics in seminars. The Programme Director will be available to discuss and criticise the resulting preparations.

A partial denture course will run during the second term.

The members of the Prosthodontic Division will give close supervision of both planning and treatment for partial denture cases.

Some of the procedures, which are difficult to simulate on the clinical simulator, will be dealt with during the clinical component of the course.

Laboratory Technique Course – Fixed Prosthodontics

One of the most important aspects of Restorative Dentistry is a working knowledge of the materials, techniques and procedures used in the dental laboratory.

A dental laboratory course has been arranged under the guidance of a senior technical instructor. This will give experience in: die and model construction, waxing, casting and finishing, fixed and moveable bridge connectors and porcelain application. You will construct restorations for tooth preparations and the resulting "demonstration model" can be retained by you.

Laboratory Work for Patients

You will be expected to undertake some of the laboratory work for patients under your care. This will consist of procedures such as:

Mounting diagnostic casts on a semi-adjustable articulator

Trial occlusal adjustments and diagnostic waxing

Indirect temporary restoration construction

Fabrication of working models including copper plating and die trimming

Mounting working models onto the articulator

Programming the articulator (including construction of custom guide table)

Instructors or technicians will undertake most of the casting, porcelain and acrylic work, although you will be expected to wax-up the less straightforward type of restoration.

Diagnosis and Treatment

The emphasis of the course will be very much on treatment planning. Seminars on this aspect will be given after the clinical simulator course and you will be expected to attend diagnostic clinics.

Patients with treatment needs in excess of those normally encountered at undergraduate level will be allocated following the initial 2-3 months in the clinical skills laboratory. This will be done on a graded basis so that your confidence and competence can be developed.


All treatment plans will be discussed with the Programme Director who will keep a record of patients under treatment. Occasionally, it is inevitable that some treatments take longer than the duration of the MSc course. Treatment must be scheduled suitably to avoid leaving the patient in an unstable condition. The internal examiners will review a selection of treated cases in July of both years. This will include patients with both fixed and removable prosthodontics, non-surgical periodontal management and radiographic evidence of having completed satisfactorily, molar endodontics.

Case Presentation

A log diary that documents the history, examination, diagnosis and treatment of a patient selected by you will be completed for submission as part of the examination requirements. You will be expected to produce your own colour photographs and appropriate records. You will also be expected to catalogue all your digital images for all of your patients in the MSc image database.

Undergraduate Teaching

One of the best ways of consolidating knowledge is to teach it to others. Full- time students (and part-time students with sufficient time available) will be encouraged during their second year to become involved in the teaching of undergraduates. You will be paired with an experienced clinical teacher and seminars on good teaching practice will be available.

Accreditation of Prior Learning

This programme offers non-modular, integrated training where accreditation of prior learning in not appropriate.


Student Assessment

Grading System

Assessed work will be graded Unsatisfactory, Borderline fail, Satisfactory or Merit (UBSM). Details of the grading system are contained in the document ‘Policy on standardization of marks’ which is available on Blackboard.

Continuous Assessment

Clinical simulator preparations

Laboratory work

Patient treatment (each treatment session is assessed and during July of each year the internal examiners review a selection of treated patients)

In course Essays.

Return of feedback on assessed work

The Faculty of Medical Sciences’ policy on the return of assessed work is as follows:

a) the policy applies to both undergraduate and postgraduate taught programmes in the Faculty. It refers to assessed coursework and the return of marks related to examinations on elements offered by Schools within the Faculty *. It does not apply to dissertations or project reports.

b) exemptions to the policy can only be granted by the Director of Studies/Degree Programme Director and only in exceptional circumstances. Where an exemption is granted, an alternative stated deadline for feedback must be given.

c) the maximum length of time an element leader should take to return feedback to students should be four term-time weeks from the date of submission. The marks returned in such cases may be provisional.

d) feedback should be designed so as to allow students to assess how well they are doing and what they need to do to improve performance

e) where exceptionally there are justifiable reasons as to why feedback cannot be given in line with the policy, the Director of Studies/Degree Programme Director is responsible for notifying students as soon as this is known and an alternative date should be given.

f) If an assessment is marked by multiple assessors and one of the assessors is unable to meet the deadline, all marked assessments will be returned to the student cohort by the given deadline. Affected students will be advised of the delay and an alternative deadline will be set for the unmarked assessments.

How the policy is implemented for the Degree Programme

The policy is implemented in line with the above recommendations. It applies essentially to the in course essays although other items may be included from time to time. Feedback summarising the marks from the written examinations at the end of year one within one week of the Board of Examiners meeting.

What students can do if feedback is not provided within the stated period


Students should ask the Director of Studies/Degree Programme Director, for the reason for the delay. They are advised to copy their e-mail to their Director of Studies/Degree Programme Director. If a) the reason for the delay is not provided within seven days, then the student has the right to take the complaint to the appropriate Dean (for undergraduate studies Dr Cholerton ([email protected]) and for postgraduate studies Professor Hirst ([email protected]) who will then investigate and try and ensure that feedback is provided as quickly as possible.

In addition Staff Student Committees and Boards of Studies should review how well the policy is operating, so you can also raise the issue with your student representatives.

Timed Examination

A one hour 40min Extended Matched Items examination consisting of 100 questions will be taken towards the end of the first year, early July. In addition, there is a two hour short answer paper of eight questions. The written examination must be passed before the student can enrol for the second year. Resits will be scheduled for either late August or early September.

Research Dissertation

The internal examiners will assess your literature review at the end of the first year. It must be handed in to the Degree Programme Director on or before 30 th July.

The bound dissertation consisting of the literature review and research project manuscript must be handed in to the examinations office on or before the 7th August of the second year. (You should hand in two soft-bound copies and keep one copy for yourself). The pass list will not be published until the projects have been corrected, checked by the project supervisor and rebound.

A copy of the laboratory/research records must also be submitted. This logbook must have dated entries and give a clear, detailed account of:

Experimental methods and adaptations,

Statistical analysis

Results/outcomes.

Case Presentation

A fully documented record of one of your restorative cases will need to be submitted along with your Research Dissertation no later than the 7th August 2011. You will need to submit two soft bound copies of the case presentation.

Good Academic Conduct (http://www.ncl.ac.uk/right-cite/)

What is good academic conduct and why does it matter?

Good academic conduct reflects the values which underpin academic life, such as honesty, integrity, a shared community of ideas and respect for others’ work. When you write at university, you will be expected to draw on the work of others and you will gain higher marks for doing so. We do not expect you to do it all on your own! However, we do expect you to be scrupulously honest about where the ideas have come from. Imagine how annoyed you might feel if someone stole your best ideas and


mailto:[email protected]

mailto:[email protected]

presented them as their own. We need to respect other people’s ideas in the same way we respect their possessions.

The University is also assessing your work and at the end of your studies awarding you a degree on the basis of your work. It is only fair to other students that this work is your own and properly acknowledges the use made of the work of others. How are employers to assess applicants for jobs, if they can’t rely on the marks and degree class as being a fair reflection of a student’s achievement? Everyone’s marks and awards are threatened by poor academic conduct.

Honesty about research findings is also vital. We rely every day on the honesty of researchers whose work affects our daily lives. We expect the same of those carrying out research at an earlier stage in their careers.

Good academic conduct may seem initially like a set of rules designed to catch you out and which you just have to navigate your way through. It does however reflect a set of important underlying values, to which we would all want to subscribe. It is also important to get into good habits and practices at university because the correct use of evidence and data will also be important in most jobs.

Unfair advantage

Taking unfair advantage is a very serious issue which undermines the basis of university study or work. It happens when a candidate uses improper means to try and improve their result. This can be in a number of ways, for example:

Plagiarism

Collusion

Falsifying or making up experimental or other results

Taking unauthorised material into an examination

Getting someone to write assessed work for you

Copying from someone else in an exam

Plagiarism

The University has a strict policy on plagiarism which applies particularly to the in course essays and research dissertation. It is considered as cheating and instances are dealt with in its Procedure for Assessment Irregularities.

Due To the Universities strict policy on plagiarism all essays are checked using an electronic plagiarism checker.

If you are still unsure about this issue you should consult the MSc DPD.


Late submission of work

It is vitally important for your academic career that you adhere to submission deadlines for all of your assessed work. You will be informed of your assessment and submission deadlines well in advance, and should try to plan your work to ensure submission BEFORE the final deadline. However, there may be occasions when you need to ask for an extension due to illness or other unfortunate circumstances. In order to make sure that all students are treated consistently, the University has a Policy on the Late Submission of Assessed Work:

http://www.ncl.ac.uk/aqss/qsh/examinations_and_assessment/Late_submission_of_work_policy_October_2009.pdf

The key points of the Policy are:

Late submission without good cause or without the granting of an extension will lead to a maximum mark of B for the assessment in question. The work will be marked normally and the mark which would have been achieved will be recorded for the Board of Examiners. Non-submission of work will result in a mark of zero, as per the relevant University Regulations.

A piece of work is regarded as late if it is not submitted by the published deadline (time and date) for the assessment in question. The period of late submission thereafter will be for a maximum of 7 days if no extension is granted after which the mark awarded for the piece of work will be zero.

Extensions will only normally be granted in the following situations:

Debilitating personal illness supported by a medical certificate Serious illness or death of a close relative Participation in a University-approved scheme for which strict guidelines for extensions/extra

time will be issued In the case of part-time or work-based students, unplanned and unavoidable work commitments

If a student has a legitimate reason that makes them unable to submit a piece of summative assessed work by the published deadline, a University Extension Request Form (together with supporting evidence) must be submitted to the Degree Programme Director, in advance of the assessment deadline if at all possible. An extension request form will not be accepted more than 7 days after the original assessment deadline.

The Extension Request Form is available from http://www.ncl.ac.uk/student-progress/studentinfo.HTM

The full University Policy on the Late Submission of Work is available from http://www.ncl.ac.uk/aqss/qsh/examinations_and_assessment/

Vivas


http://www.ncl.ac.uk/aqss/qsh/examinations_and_assessment/late_submission.pdf

http://www.ncl.ac.uk/student-progress/studentinfo.HTM



The three vivas will be with the external examiner and selected internal examiners. The vivas will be scheduled in the second week of September of your final year.

Log diary and treatment of a patient selected by you (both diary and patient will be seen at examination). The external examiner may inspect an appropriate item of laboratory work, undertaken by you. In addition, radiographic and case note evidence of molar root treatment and non-surgical periodontal treatment may be inspected

General restorative topics

The research dissertation (literature review, manuscript and research records)

Regulations

The regulations for the degree can be found in appendix 3 and at:

http://www.ncl.ac.uk/regulations/

The examination procedures comply with the University Conventions for taught degree programmes with the UBMS system used rather than percentages. Useful information regarding University examination procedures can be found at:

http://www.ncl.ac.uk/aqss/qsh/examinations_and_assessment/

Scrutiny Subcommittee

Each Board of Examiners within the University, including that for the MSc in Restorative Dentistry, has a Scrutiny Subcommittee to consider mitigating circumstances which may affect a student’s performance at examination. The committee will meet just in advance of the Meeting of the Board of Examiners in September and also just after the written examination in July. Any student who considers they have mitigating circumstances must inform the Scrutiny Committee in writing, providing appropriate evidence and using the PCAP (Personal Circumstances Affecting Performance) form which can be downloaded from:

http://www.ncl.ac.uk/student-progress/PCAP.doc

The Scrutiny Subcommittee will decide what level of support, if any, can be recommended to the Board of Examiners without divulging the nature of the individual circumstances.

Assessment Criteria

Clinical work will be graded as follows:

At the end of each session you will be given a grade for each patient treated. The grades are arrived at in joint consultation between you and your clinical teacher, bearing in mind the complexity of the task and the level of skill of the average student at a particular stage of the course. It should be born in mind that assessment criteria of postgraduate students will be set at a higher level than those for undergraduate students, as a basic level of competency should already have been attained in routine procedures. Furthermore postgraduate students will be expected to have not just knowledge of clinical MSc IN RESTORATIVE DENTISTRY - Course Handbook 21

http://www.ncl.ac.uk/student-progress/PCAP.doc

http://www.ncl.ac.uk/aqss/qsh/examinations_and_assessment/

http://www.ncl.ac.uk/regulations/

techniques but of relevant science underpinning those procedures. Such knowledge would be expected to increase as the course progresses.

At the end of each term, the gradings are collated so that a composite assessment can be made for each student. Dr Wassell meets with students with below average gradings to discuss any problems and their possible solutions.

The grading structure is given below:

Grade Clinical Grading Criteria

Merit A high standard of clinical work with minimal assistance from staff although advice may be sought. The ability to compile and follow accurately a treatment plan should be apparent. Efficient use of clinical time. Thorough knowledge of clinical techniques and relevant science. Accurate, thorough and legible documentation of case notes.

Satisfactory The aim for the session must be achieved although some clinical assistance is permitted. An efficient use of time, good knowledge of techniques and accurate and legible case notes should be apparent.

Borderline The work may have been undertaken slowly with an inefficient use of time. The aim for the session is not necessarily achieved, but clinical advancement should be apparent. Considerable assistance and guidance may have been necessary. Some inadequacies in knowledge or inaccuracy in note taking may be apparent. Inefficient use of time or late finishing.

Unsatisfactory A poor standard of work which may have to be repeated. Failure to get stages checked or notes signed. Unaware of medical history. Lack of control in clinical operations. Inadequate cross-infection control. Lack of clinical knowledge. Illegible or inaccurate case notes.


Descriptors for Marking of In Course Essays and Their Respective Weighting

Category U B S MEffective

Weighting

Content relevance

Fails to address the topic or answer the question.

Fails to address the topic or answer the question either by accurately reproducing material that is only partly relevant or by inaccurately using relevant material.

Contains relevant material and attempts to address the topic in a relevant manner.

Content that addresses the topic in an explicit and relevant manner.

50

Structure and analysis

Lacks a line of critical argument or analysis, has little or no structure and fails repeatedly to relate statements to each other.

There is no clear line of critical argument or analysis and a lack of structure or flow.

There is an apparent line of critical argument or analysis, with a discernible flow for the most part

There is a clearly defined critical argument or analysis that is logically structured, flows well. Draws a conclusion

Presentation Poor use of English accentuated by repeated grammatical and spelling errors. Citations and/ or bibliography are absent or incomplete, inconsistent and incorrectly formatted. The layout is unattractive and inconsistent. Not all text has been word-processed.

Generally acceptable use of English that is spoilt by repeated errors of grammar or spelling. Citations and bibliography are not complete and are incorrectly but consistently formatted. The text has been word-processed, and whilst the layout is presentable it is inconsistent.

Satisfactory or good use of English with only one or two grammar and spelling errors. There may be small errors in the format of citations and bibliography. The layout is attractive, easy to read and demonstrates for the most part good word processing skills.

Excellent use of English, grammatically correct and no spelling errors. Citations and bibliography are correctly formatted. The layout is very attractive, easy to read and demonstrates advanced word processing skills.

25

Evidence base Fails to use evidence to support statements that are made.

Many of references not relevant

References drawn only from standard texts.

Some references are only partly relevant. The majority are drawn from standard texts rather than current literature.

References that are relevant to the essay content and are drawn in the main from current literature.

References that are relevant, drawn from the current literature and strongly support the essay content.

25

Word Count 2000 words: If outside word limit to drop one grade on “Presentation”.


Grading

The individual grades for the criteria within each category will be combined according to the following rules:

Failure to submit essay on date due = U

U B S M O/all

2 U

1 3 U

1* 2 1 U

1** 1 2 B1** 1 1 1 B

2*** 2 B3 1 B 4 B

2 2#M

1 3 M

4 M

All other combinations = S

* Overall score B if ‘U’ in ‘presentation’.

** Overall score S if ‘U’ in ‘presentation’

*** Overall score S if a ‘B’ in ‘presentation’

# Overall score S if a an ‘M’ in ‘presentation’


Student Support and Progression

Induction

In the induction during the first week of term there are formal induction sessions in the School of Dental Sciences as well as in the Robinson Library and Faculty Computing Department. All students are given a copy of the Degree Programme Handbook, and taken through the aims, intended learning outcomes, and other key features of the programme.

Support

The Programme Director should be approached first with regard to all aspects of teaching or clinical matters. The Admin Assistant, Graduate School Office, may also be of help especially with problems of registration and documentation. Thereafter, further reference to personal tutors, other members of staff, Head of Department, Dean of Dentistry or Post Graduate Sub Dean may be made if necessary.

Problems or concerns of a more personal nature can also be discussed with the Programme Director or with your tutor who will also provide help, guidance or reassurance in respect of your research project.

Should you wish to change your personal tutor this should be discussed with the Programme Director or Head of Department as appropriate. Students may be advised to attend or refer themselves to the Student Counselling Service.

Progression

You are required to make satisfactory progress in the programme of study. Progress will be reviewed at the end of each term through consultations within the Curriculum Committee, MSc in Restorative Dentistry. Whilst we recognise that almost all postgraduate students are highly motivated and conscientious it is worth emphasising that the following is taken into account when assessing a student's case:

failure to attend examinations or to satisfy the examiners in the examinations prescribed

failure to dress and behave in a professional manner

failure to attend regularly the programme of work

failure to attend appointments with the Programme Director, Head of Department or Dean to discuss progress

failure to perform adequately in work prescribed for the Higher Degree Programme


failure to submit work on time (whether or not that work counts for assessment purposes)

In addition, progression from clinical simulator exercises to clinical work is dependent on a satisfactory performance in those exercises. You will also be required to provide valid medical evidence of fitness to practice (in line with current requirements for our undergraduate students).

As stated in the previous section, it will be necessary to pass the written examination at the end of the first year and hand-in the literature review before enrolling for the second year.

Attendance

In the event of illness or absence, please be advised that you should inform the appropriate member of Academic staff prior to the start of clinic; also you must contact the Departmental Secretary and the relevant Clinic Nurse at the numbers below:

Restorative Secretary 0191 222 7825

Cons 1 0191 282 5135

Cons 2 0191 282 5137

Cons 3/ARC 0191 282 5132

Endo 0191 282 4439

Perio 0191 282 5130

Prostho 0191 282 5124


Teaching and Learning Resources

MSc dedicated classroom

On the fifth floor in the Prosthodontic Laboratory. This is used for all first year seminars. A dedicated digital projector is available for presentations and patient case reports. The first year students use the room for accommodation but it is also available to second year students.

Lecture Theatres

On the ground floor opposite the refectory

Clinical Skills Room and Prosthodontic Laboratory

Fifth floor (loan of semi adjustable articulator)

Diagnostic Clinics in:

Prosthodontics (3rd floor), Conservation and Periodontology (4th floor)

Treatment Clinics:

Conservation (4th floor) and Periodontology (4th floor)

Dental Materials Science Laboratory

first floor

Computing facilities

All computers utilise Windows XP on the University Common Desk Top, which allows students to store their files on one of the main servers and access them from any of the following:

Six shared MSc computers (4 of which are in the MSc classroom on floor 5) with Internet access

Fell PC computer cluster (fifth floor, Catherine Cookson Building) which supplies student support and courses in running various applications e.g. word processing.

School of Dental Sciences cluster on floor 5

Medical and Dental Library

(Fifth floor, Catherine Cookson Building) having facilities for computer literature searches and Inter Library Loans

Main University Library

(Robinson Library) non medical texts and journals

Where your dissertation (paper and literature review) can be bound


Quality Assurance and Enhancement

Students are seen individually by the Programme Director on a bi-weekly basis to discuss progress with the clinical component of the course. Clinical performance and professional performance are graded after every clinical session by the supervising clinical teacher.

A research seminar is held in March of the first year to assess the viability and progress of a student's research project. This is done independent of the assigned project supervisors.

The MSc Curriculum Committee meets each term to discuss all aspects of the course and to troubleshoot any problems. The Committee comprises the Programme Director, six of the principal University teachers, three of the principal Consultant teachers and an elected student representative from each of the two years.

The Curriculum Committee receives, and where appropriate acts upon, comments from the external examiner.

Students will be invited to evaluate the course by questionnaire.

The questionnaire is distributed at the end of the course (Appendix 4).


Benefits of the MSc

The MSc provides an excellent foundation for enhanced practice within Restorative Dentistry and the potential to be incorporated as part of specialist training [in the UK the MSc per se does not imply speciality status]. The two-year programme has been upgraded from the previous one-year programme to include:

Greater clinical exposure

More teaching in Prosthodontics and Endodontics

More time for research

The opportunity to submit a manuscript to be considered for publication.

Student intake is from both home and overseas, providing a broad spectrum of backgrounds and interests. Whilst on the course, students benefit from being able to discuss the clinical and academic assignments in a friendly and supportive environment. On qualifying, our MSc graduates always comment on how hard they have had to work but the benefits of a more critical approach and enhanced clinical skills make the effort completely worthwhile. MSc graduates can be found in many fields of dentistry, including specialist practice, general practice, hospital dentistry, academic dentistry and community dentistry.

Those who might wish to benefit from mono-speciality training must have completed General Professional Training and hold MFDS, FDS or equivalent. They would also need to obtain a training number from the Post Graduate Dean. Please note that students enrolled on the MSc course may not subsequently transfer to Monospeciality Training.


Appendices

APPENDIX 1OUTLINE TIMETABLE: FIRST YEAR

The following outline gives some indication of the timing of the various activities during the academic year which starts in October and finishes during the following September.

OCT NOV JAN

Restorative seminars (conservation, periodontology and endodontology) and related clinical skills/laboratory exercises commence. The seminars will continue until May while the clinical skills exercises will terminate after 2-3 months.

Decide on project and start literature search

Treatment planning clinics

Design pilot study for project

Start patient treatment

(1 session per week: Conservation, Periodontology, Endodontology and Prosthodontics)

JAN/FEB MAR MAY

Consolidate pilot study for project

Start project experimental work. Check viability of project.

Continue seminars, clinical and project work

JUN JUL AUG

RevisionWritten examination

Hand in literature review

Resit of written examination arranged at end of August


OUTLINE TIMETABLE: SECOND YEAR

SEPT OCT NOV

Ensure experimental work for project is making good progress

Continue patient treatment (4 sessions)

Present background to research projects at School Research Seminars

Teaching seminar

JAN APRIL MAY

Start general restorative clinics (Full-time students 3 sessions Part-time students 2 sessions )

Start clinical teaching of U/G students

Write up project

JULY AUG SEPT

Clinical presentation to internal examiners

Project to binders

Hand in dissertation, experimental log book and case report

Dissertation viva, clinical viva, general viva


APPENDIX 2

LIST OF SEMINARS

FIXED PROSTHODONTICS AND CONSERVATION

Rubber dam

Amalgam

Composite (anterior and posterior)

Glass ionomers and the cermets

Adhesion, microleakage

Cores

Posts and cores

Preparations for castings

Impression techniques, gingival management

Adhesive bridges and splints

Porcelain as a restorative material

Porcelain laminate veneers

Temporary crowns and temporary cementation

Bridge design

Cementation


ENDODONTIC SERIES

Pulp and periapical pathosis

Iatrogenic pulpal injury

Principles of RCT, pulp anatomy and access

Isolation, instrumentation, irrigation

Ni/Ti rotary endodontics

Obturation

Thermoplastic methods of obturation

Procedural errors, evaluation of success, non-surgical retreatment of failures

Intracanal medicaments, the 1 visit / 2 visit dilemma

Resorption, perio-endo lesions

Geriatric endodontics

Endodontic surgery

PERIODONTOLOGY

The Subgingival Biofilm

Histopathology & Immunology of Periodontal Disease

Systemic Diseases and the Periodontium

Antimicrobials in the Management of Periodontal Diseases

New Attachment/Reattachment

Periodontal Microsurgery

Regenerative Procedures

A Review of the Classical Literature

Restoration of the Periodontally-affected dentition

Clinical Attachment in Periodontology

REMOVABLE PROSTHODONTICS

Partial prosthodontics

Tissue and anatomical considerations

Partial prosthesis (appliance design and treatment methods)

DENTAL MATERIALS SCIENCE

Essays will be set to supplement the above

Students are involved in presenting seminars


1. The science of dental materials

2. The properties of materials I

3. The properties of materials II

4. Composites - classification

5. Posterior composites

6. Composite inlays

7. Glass ionomers - composition and properties

8. Glass ionomers - light activated

9. Adhesives I

10. Adhesives II

11. Glass ionomers - clinical use

12. Amalgam - past, present and future

13. Impression materials

14. Current status of ceramics

15. CAD/CAM technology

16. Methodology - durability of fillings in-vivo

17. Methodology - durability of fillings in-vitro

18. Methodology - evaluation of adhesives

LABORATORY COURSE

A series of four seminars will be organised by Mr. Ronnie Allen on the relevance of the scientific literature to:

Dies and models

Pattern materials and properties

Investments and casting

Alloys for cast restorations


INTERRELATED SUBJECTS

Mandibular movement and related anatomy

Caries and other abnormalities of teeth

An overview of oral medicine

Radiography

Control of infection

Treatment planning

Clinical photography

Gerodontics (erosion, attrition, abrasion)

Root caries

Occlusion course

Management of traumatised teeth

TM dysfunction/facial pain

Diagnosis and management of TMD

Occlusal considerations of TMD

Aesthetics

Precision retainers

Implantology

Failures

Sedation and resuscitation

Hazards

The medically compromised patient

Philosophies of occlusion


APPENDIX 3Regulations

Degree of Master of Science in Restorative Dentistry

Code: 5008

1. A graduate in Dentistry of this or any other approved University or a candidate with other qualifications approved by the Dean of Postgraduate Studies may be admitted to the degree of Master of Science in Restorative Dentistry in the Faculty of Medical Sciences on complying with the requirements of these regulations.

2. The degree shall be awarded to a student who, having been approved as a candidate by the Dean of Postgraduate Studies, has completed the prescribed programme of advanced study in the University and who has satisfied the examiners in the written, clinical and oral examinations and has presented a satisfactory dissertation in accordance with the examination requirements.

3. The programme shall extend over two calendar years commencing in October. The programme shall normally be full time within the Faculty. Students may opt to complete part of the programme within general dental practice providing:

(a) they are eligible to work in and have part-time employment in a UK dental practice (including the Community Dental Service and Armed Forces) or be a trainee on one of the approved Restorative or Monospeciality training programmes;

(b) they have satisfactorily completed either General Professional Training or Vocational Training or can provide evidence of similar academic and clinical training;

(c) they spend overall not less than 50 per cent of the working week in the Faculty or Dental Hospital;

(d) it is recognized that at least two of the four patients submitted to the internal examiners in July of the second year would normally be treated in practice.

4. The programme shall include lectures, seminars, laboratory classes and clinical work. The candidate will be required to undertake an approved project and literature review. Unless the Dean of Postgraduate Studies determines otherwise, the period of study prescribed above shall be continuous and the examinations shall be conducted in accordance with the sections below.

5. The examination, which must be passed as a whole, shall consist of:

(a) written examination;

(b) clinical case presentation;

(c) clinical oral examination;

(d) an assessment of a dissertation submitted by the candidate on an approved subject;

(e) an oral examination on the dissertation.

Each section of the examination will comprise 20 per cent.

The performance of candidates during the programme of study will be taken into account in the clinical case presentation if the candidate's patient is unable to attend. In such circumstances candidates must present the patient's log diary and other relevant evidence of having planned and completed treatment. Candidates must also have shown a satisfactory performance in presenting patients to the internal examiners at the end of years one and two. A satisfactory performance requires the submission of at least four patients on each occasion, a minimum aggregate grade of C and a total of not more than one grade D or below.

Dissertations must be lodged with the School Office not later than 10 August of the second year of study.

6. Section (a) of the examination shall normally be held during the first year in July with prescribed in-course work assessed over both years. The other examinations (sections (b), (c) and (e)) shall be held during the second year after the MSc IN RESTORATIVE DENTISTRY - Course Handbook 36

assessment of the dissertation (normally September). Candidates on a Monospeciality or Restorative training programme may, with the permission of the Board of Examiners, delay submission of the dissertation to the end of their third year providing there is evidence of satisfactory progress assessed by the completed literature review and experimental log book.

7. Before presenting himself/herself for examination the candidate must have attended the prescribed programme of study.

8. Enrolment on the second year of study will be dependent on the candidate passing the written examination, including prescribed in-course work and having submitted a project literature review no later than 31 July of the first year of study.

9. A candidate whose written examination does satisfy the examiners but whose project literature review does not, will be advised on remedial action to be taken before resubmission with the dissertation.

10. A candidate whose written examination does not satisfy the examiners will be given the opportunity to resit before enrolling for the second year of study (normally in September). The candidate would in addition have an oral examination attended by the external examiner.

11. A candidate whose resit paper does not satisfy the examiners or fails to submit the literature review will be referred to a Progress Committee convened by the Dean of Postgraduate Studies. The Progress Committee may recommend either:

(a) discontinuation of studies;

(b) retaking the first year of study, subject to the availability of finances.

12. The MSc may be awarded with Merit or Distinction.

13. A candidate whose dissertation does not satisfy the examiners but who satisfies the examiners in the other Parts of the examination may be permitted by the Board of Examiners to submit it in a revised form on one occasion only. Such a candidate will be required to submit his or her dissertation in a revised form within six months from a date approved by the Board and may also be required to submit him or herself for a further oral examination on the dissertation.

14. A candidate who submits a satisfactory dissertation but who fails to satisfy the examiners in any other Parts of the examination may be permitted by the Board of Examiners to submit himself or herself for re-examination in those Parts on one further occasion only within six months from a date approved by the Board.

15. A candidate who has failed in any Parts of the examination may be required by the examiners to produce evidence of further study as prescribed by the examiners before presenting himself or herself for re-examination.

16. No candidate may, without the special permission of the Dean of Postgraduate Studies, present himself or herself for examination or re-examination after two years from the date upon which he/she completes the programme of study for the examination concerned.


APPENDIX 4

COURSE QUESTIONNAIRE

You are asked to comment on the course under the specific subheadings. A space has been left below each subheading for your response.

1. General

Three best things about the course?

Three worst things?

2. Specific

a) Patient Treatment?

b) Clinical Skills Course?

c) Laboratory Course?

d) Partial Denture Course?

e) Clinical Work?

f) Laboratory production work

g) Case Selection?

h) Work Load?

i) Supervision:?

j) Log Diary?

k) Consultant Clinics?

3. Seminars

a) Conservation?

b) Periodontology?

c) Other?

4. DissertationMSc IN RESTORATIVE DENTISTRY - Course Handbook 38

a) Project Selection?

b) Supervision?

c) Help from other departments?

5. Supplementary questions

a) What could improve the course?

b) In what ways do you think the course may help with your future career?


Documents

Course Handbook