UK Dental Curriculum

8/9/2019 UK Dental Curriculum

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UK Dental Foundation Programme Curriculum


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ForewordThis work was commissioned by the Department of Health (England) and the contract was awarded to agroup from NHS Education for Scotland. Members of the group are as follows:-

Dr. Linda Prescott-Clements

Dr. D.H. Felix

Dr. Y. Hurst

Miss K. Jack

Dr. J.S. Rennie

The curriculum is endorsed by

The Faculty of Dental Surgery, The Royal College of Surgeons of Edinburgh

The Faculty of Dental Surgery, The Royal College of Physicians and Surgeons of Glasgow

The Faculty of Dental Surgery, The Royal College of Surgeons of England

The Faculty of General Dental Practice (UK)



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ContentsPART 1

Introduction

Modernising Medical and Dental Careers 2

The benefits of Modernising Dental Careers 2

Career Pathways 3

Model of Learning 6Curriculum development project -background & scope 7

Rationale and Curriculum Development

Purpose of the curriculum 8

Educational Philosophy 8

Use of the curriculum within differentFP structures 9

Curriculum Development and

Validating Competencies 9Terminology 10

Links to previous and subsequentstages of training 11

Sequencing 11

Content (syllabus) - Dental FoundationProgramme Competencies

Overview 12

Clinical domain 16

Communication domain 32Professionalism domain 36

Management & Leadership domain 40

PART 2

Assessment

Recommendations for an approachto assessment 48

Methods 53

Development, pilots & evaluation 55

Implementation

Training for trainers, evaluators and trainees 56

Learning Opportunities 56

Maintaining Quality 57

Administration 57

Appendix 1

Definition of curriculum and 'syllabus 58

Appendix 2

Steering group members 60

Appendix 3

Consultation Group - Stakeholders 62



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Part 1



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IntroductionModernising Medical and Dental Careers

In February 2003 the UK Health Departments published a policy statement on 'Modernising MedicalCareers' 1 which outlined agreed principles for the reform of postgraduate medical training. This policyarose out of further work on an earlier report on the same issue, Unfinished Business

2. In April 2004

Modernising Medical Careers The Next Steps',3

was published which contained further detail on thepolicy direction for the management of the early postgraduate years in medicine.

The concept of a two year foundation programme is broadly comparable to the structured two year General Professional Training (GPT) Programme currently available for a proportion of dental graduates inthe UK.

The Benefits of Modernising Dental Careers

Modernising Dental Careers envisages improved care for patients where clinical governance and patientsafety are central to modern practice. In the future it is envisaged that a greater proportion of care will bedelivered by fully trained dentists rather than training grade staff. The introduction of Modernising DentalCareers will bring significant improvements to career pathways. The principal benefits of a dental

foundation programme are as follows:-

Improved care for patients with a particular emphasis on safety and standards

Improved training opportunities for the future workforce in the UK

Flexible training pathways tailored to meet the needs of the service and personal development needs of young dental graduates

Streamlined training to enable a greater proportion of care to be delivered by trained staff

Improved recruitment and retention of the workforce in the UK

1 Modernising Medical Careers. The response of the four UK Health Ministers to the consultation on Unfinished Business: Proposals for reform of the Senior House Officer grade. February 2003.2 Unfinished Business. Proposals for reform of the Senior House Officer grade. August 2002.3 Modernising Medical Careers. The next steps. The future shape of Foundation, Specialist and General practice Training Programmes. April 2004.


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Experience of two year structured training programmes has highlighted the fact that this type of trainingprovides trainees 4 with a wider range of opportunities to develop their communication, team-working andclinical skills when compared to stand alone posts in each service. Trainees' expectations are exceeded bytheir experiences in several areas including opportunities to develop communication skills (with patientsand colleagues), improved skills in patient management, time-management, research and auditmethodology as well as problem-solving and decision-making. Overall a two year structured trainingprogramme confers the following benefits 5:-

dynamic training environments

dentists with more advanced clinical skills and good generic skills

an improved understanding of referral systems

better appreciation of the work of the salaried dental service

better communication between the different branches of the dental service and the breakdown of artificial barriers between primary and secondary care

dentists with informed career options and greater adaptability

an enhanced commitment to lifelong learning and continuing professional development

improved recruitment and retention

Accordingly this system has significant advantages for the future dental workforce within the UK.

The principles of Modernising Dental Careers will have an impact on all training grades and in duecourse training will be delivered through structured programmes with few, if any, stand-alone posts.

Career Pathways

Foundation Year 1 (FY1)

For the majority of trainees this will equate to one year vocational training based in General Dental

Practice.

Foundation Year 2 (FY2)

This will build upon the existing two year GPT schemes. However as most dental graduates have a finalcareer in primary care, with a minority having a career in secondary care, additional models will bedeveloped with an increased emphasis on training within primary care, as this will provide the mostappropriate environment for the graduates future needs.

Figure 1a gives an outline of dental education and training in the UK. Figure 1b shows the UKModernising Medical Careers Framework.

4 Throughout this document, the term trainee refers to a postgraduate trainee.5 A Bridge to the Future: An evaluation of General Professional Training for Dentistry in Scotland. Scottish Council for Research in Education. February 1999.

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Model of LearningPostgraduate education and training in the health professions represents a dynamic and complex systemin which a range of styles of learning, teaching and assessment are employed in order to try to achievemaximum benefits to trainees, patients and the NHS. Based primarily on the apprenticeship model,postgraduate dental training (as with postgraduate medical training 6) involves an emphasis on experientiallearning within the workplace, involving elements of coaching through appropriate supervision andmentorship, supplemented by formal educational events and self-directed learning. In addition, modernday training programmes have an increasing focus on learning within clinical teams, which bring into playsocio-cultural learning theories 7.

Dental foundation programmes enhance trainees learning by providing context for clinical practice acrossdifferent environments, experience in real time and exposure to aspects of care that cannot be recreatedin the classroom e.g. time constraints and heavy demands on workload, continuity of care and asupportive working environment. One to one teaching sessions and the provision of constructive feedbackhave been identified by postgraduate trainees as particularly valuable 8.

Other educational models described recently, classify education as a product, process or as research 9. Usingthese models, the education and training within dental foundation programmes is predominantly seen asa process, where teaching is centred around the complex relationship between educational supervisor(s)and the trainee and the learner actively seeks knowledge. Vital to this model is the positive educationalimpact of assessment, which should be formative as well as summative, providing valuable feedback onperformance and progress. Whilst the process educational model matches dental foundationprogrammes well, elements of the product and research models also feature within foundationprogrammes, suggesting again that this complex and dynamic training environment does not easily fitinto any single category. Such features include the frequent use of a detailed list of competencies todescribe the programme content or syllabus in postgraduate medical and dental training (product model).

Although the limitations of this approach (being reductionist, and less able to reflect the true nature of cognitive expertise that is desirable at this stage in the professional training) are well documented, the useof competencies is well established within the health professions, perhaps reflecting the recent shifttowards increased accountability and the need to demonstrate fitness for purpose. In addition, formalteaching activities (albeit in limited quantities) supplement experiential learning in postgraduate dentaleducation - another feature of the product model. Elements of the education as research model may

also apply, such as the move towards more learning within clinical teams i.e. alongside others.

To achieve maximum educational benefits to the learner, it is recommended that dental foundationprogrammes;

provide a wide range of experience within the workplace (providing the necessary range of clinical casesand generic tasks)

support trainees learning through appropriate and regular contact with experts and relevant teammembers (regular meetings with an educational focus)

6 Grant, J et al [2004]. Standards for curriculum development: background paper. PMETB .7 Bleakley, A. [2006]. Broadening conceptions of learning in medical education: the message from teamworking. Medical Education.8 Barnard, K et al. [2001]. Life as a house officer. Academic Medicine 76 [10], S8-S10.9 Fish D. and Coles C. [ 2005]. Medical Education: Developing a curriculum for practice. Open University Press.


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provide regular feedback on performance enhance knowledge through formal educational events

allow time for self-directed learning through independent study and reflection.

Curriculum Development Project Background & Scope

Following widespread support throughout the dental community for the changes to postgraduate medicaltraining currently being implemented through Modernising Medical Careers, the General ProfessionalTraining (GPT) Liaison Group UK was asked by the Department of Health (England) to take forward thedevelopment of a curriculum for Foundation Programmes in Dentistry in the UK.

Following a tendering exercise in October 2005 to appoint a specialist educationalist (on a fixed resourcebasis for approximately forty days only), this project formally began on 14th December 2005. The remitof this work was identified as follows:

to compile and review the literature on GPT and FP as it would apply to dentistry

to complete the draft of the curriculum for FP in dentistry based on the existing Scottish model

to propose a system of assessment including relevant tools

to modify the document after consultation to produce the final curriculum

Given the present level of uncertainty regarding the move towards dental foundation programmes acrossthe UK, and the current lack of nationally agreed structure(s) for the training, this curriculum document ispresented as a selection of recommendations based on existing evidence. It is acknowledged therefore that

further detail may need to be added to these proposals once the exact nature of the dental foundationprogramme has been established. The definitions of curriculum and syllabus are provided in appendix1 for reference.

It is anticipated that dental foundation programme structures will inevitably vary in the type and durationof training and experience offered, and may also differ according to the location of individual posts. Hence,this document describes a generic curriculum relevant across all potential foundation programmestructures, containing competencies that are relevant to, and achievable by, all foundation programme

trainees regardless of the structure of programme they have completed.

It is important to note that the competencies within this document represent those considered essentialacross different foundation programme structures and training environments, and we anticipate that insome training environments (e.g. a dental foundation trainee within an Oral and Maxillofacial Surgeryunit) additional competencies may be required. However, the purpose of this document is to providerecommendations for a generic curriculum for the UK dental foundation programme, and any additionalrequirements within specific rotations should be identified locally.

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It is envisaged that dental foundation programmes will provide a positive and well-rounded educationalexperience for postgraduate trainees. Specific advantages of this training will include:

Working within different clinical environments, in both primary and secondary care

Experience of a wide range of clinical cases, and continuity of care

Experience of a wide range of patient types and case complexities

Introduction to specialised skills

Experience of a range of clinical teams

Purpose of the Curriculum

The GPT Liaison Group has described the aim of education and training within a dental foundationprogramme as the production of:

A competent, caring, reflective practitioner, able to develop their career in any branch of dentistry to the benefit of patients.

Educational Philosophy

As dental foundation programmes represent a mixture of education and training, both cognitive andbehavioural objectives have an important role in the curriculum. In this training, it is envisaged thatcognitive and behavioural development go hand in hand, and the demonstration of competence willrequire the coordinated use of both knowledge and skills in the appropriate performance of the wholetask. With this and assessment in mind, the competencies within this curriculum are all written from abehavioural perspective. However, although this approach is useful within syllabuses in describing thecontent of curricula in detail, it can unfortunately give the impression of a reductionist approach. Althoughthe competencies can be considered a blueprint for assessment in terms of addressing content validity, itis important to remember that when developing assessment for this training, competence is much morethan the sum of its parts. It would be inappropriate (and totally impractical) to think of assessing eachcompetency within the syllabus one by one, seeing each domain as a separate checklist to be ticked off once the behaviour has been observed. Rather, assessment will focus on trainees whole task performance(across a variety of contexts), which will inevitably involve assessing a range of individual competencies

from across different domains, during the management of any particular case. This is described in moredetail in the sections below.

Rationale and CurriculumDevelopment


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Use of the Curriculum within Different Foundation Programme Structures At present, the specific structures within dental foundation programmes have yet to be identified. Whilstmany within the profession agree that a period within the general dental services at the start of the

foundation programme is desirable, the limited number of posts and places available in other trainingenvironments at any one time in some regions may make this difficult to implement for all trainees 10. As aresult, the overall organisation of the syllabus is necessarily heterogeneous, with limited identification of horizontal and vertical structure or sequencing of content. In addition, there will inevitably be a rangeof foundation programme structures implemented across the UK, and this flexibility will allow astandardised syllabus across different training environments.

The competencies within this document are therefore considered relevant to, and achievable by, all foundation programme trainees regardless of the specific programme they have completed. Similarly, thissyllabus describes the competencies considered essential across different foundation programme structuresand training environments, and will therefore not be ranked in any way. We recognise that in sometraining environments additional competencies may be required, and any requirements of specificrotations not covered within this generic syllabus should be identified and implemented locally.

Curriculum Development and Validating Competencies

In maintaining the highest standards of patient care and quality training, training programmes should bedesigned through consideration of a valid curriculum, rather than the other way round. In other words,the curriculum aims and content identified as necessary to achieve those aims should drive the process of

programme development. If a particular skill or task is considered essential to being a competentpractitioner, but rarely experienced in practice (e.g. life support) then it should remain in the curriculumand additional efforts put in place to give trainees training in this area. The priority in this curriculumdevelopment process has therefore been to identify the competencies and attributes required of apractitioner having successfully completed a dental foundation programme 11 . Once agreed by theprofession, these may then be used as a guide for the development of training programmes.

The GPT Liaison Group specified that having been well researched and extensively validated the ScottishCompetencies for VT / GPT should be used as a starting point for the foundation programme curriculum 12 .However, other work published in this area was also considered as part of the research/developmentprocess and a comprehensive mapping exercise using existing documents from both dentistry and

medicine (for generic competencies) was carried out to produce the first draft. The documents consideredwere:

FGDP Key Skills document

Values-based curriculum

ADEE Competencies for the European Dentist

Standards for Dental Professionals (GDC)

USAF Advanced Education in General Dentistry Competencies

10 However, it is acknowledged that dental foundation programmes will most likely involve 1 year in general practice at some stage equivalent to the VT year.11 As indicated in the outcomes statement agreed by the GPT Liaison Group.12 Prescott L E, Hurst Y and Rennie J S. [2003]. Comprehensive validation of competencies for dental vocational training and general professional training. European Journal of Dental Education 7: 154-159.

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CANMeds 2005 Framework Medical ExpertsCurriculum for the Foundation Years in Postgraduate Education& Training (MMC)

Skills required for House Officers and SHOs (COPDEND)

GDC First Five Years

Standards for Better Health

Following internal consultation by our steering group (Appendix 2) and the GPT Liaison Group, the draftcompetencies were distributed widely across the UK for consideration by stakeholders. Approximately 250individuals were directly invited to take part in this consultation, representing stakeholder groups asoutlined in Appendix 3. Comments received from stakeholders were considered by the steering group andGPT Liaison Group, and amendments made where necessary.

Terminology

Standard terminology used throughout the syllabus is explained below.

Demonstrate.to an appropriate standard

Describein appropriate detail

These phrases precede the competency statements and provide vital context for the purpose of assessment, whereby a particular standard of performance for these competencies will be required. Thestandard required for performance should be made clear as part of the assessment process.

One good example of the importance / relevance of such phases within the competency statements iswhere overlap in content (necessarily) exists with competencies identified for undergraduate training.Clearly, such competencies are also relevant and would be performed within foundation programmes.However, a different standard of performance would be required from a foundation programme traineethan from an undergraduate. For example during the management of caries, although technicalcompetence would (of course) be expected as a graduate, a practitioner completing a foundation

programme would perhaps be expected to tackle more complex clinical cases, in a more efficient manner,perhaps with the co-integration of other competencies such as communication with the patient and dentalteam and / or practice management issues.

Domains, Major Competencies and Supporting Competencies

A Domain represents a group of related competencies hierarchically the highest order. A Domain(e.g. Communication) may be further divided into Major Competencies .such as Communicationwith the patient, Communication with the Dental team etc. Individual competency statements withinthese groups are known as supporting competencies.


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Links to Previous and Subsequent Stages in TrainingMany competencies within this foundation programme curriculum are equally relevant to undergraduatedental training 13. This is because professional training represents a continuum, and such tasks will berequired throughout practice, albeit in different contexts, and in many cases to a different standard of performance as described above. Similarly, although all UK undergraduate dental programmes follow theGDC standards The first five years, it would be incorrect to presume that all courses are merely clonesand no differences existed between dental school curricula. Universities are individual in terms of allaspects of curricula, offering different syllabi, clinical experiences and assessment systems. Clearlygraduates from dental schools will enter foundation programmes with a range of different experiences,strengths and weaknesses. It would be invalid (not to mention impractical) to attempt to identify merely

those aspects of performance that were new to this level of training.

It is envisaged that trainees having successfully completed dental foundation programmes will be fullyprepared to develop their career further in any branch of dentistry, with the ability to move seamlessly intospecialist training if required.

Sequencing

Although it is likely that certain tasks within dental foundation programmes will be performed by traineesbefore others that are more complex, formal sequencing of this curriculum is not possible or desirable due to the heterogeneity of the programme structure. For example, some of the more challenging casesencountered within the hospital dental services may be experienced by many trainees in dental foundation

year (DFY) 2, whereas others may begin their DFY1 in this environment.

13 This perhaps highlights one of the limitations of describing training outcomes in terms of individual competency statements - the concept of competence is very muchmore than the sum of its parts.

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MANAGEMENT &LEADERSHIP

DOMAIN

PROFESSIONALISMDOMAIN

COMMUNICATIONDOMAIN

CLINICALDOMAIN

COMPETENCE

12

Overview

The domains and major competencies within this curriculum are outlined in the figures below;

Figure 2 Domains within the dental foundation programme syllabus

Content (Syllabus) Dental FoundationProgramme Competencies


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CLINICAL DOMAIN

Patient examination & diagnosis

Treatment planning & patient management

Health promotion & disease prevention

Medical & dental emergencies

Anaesthesia, sedation, pain & anxiety control

Periodontal therapy & management of soft tissues

Hard & soft tissue surgery

Non-surgical management of the hard & soft tissues of

the head & neck

Management of the developing dentition

Restoration of teeth

Replacement of teeth

13


Figure 3: Major competencies within each domain


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PROFESSIONALISM

DOMAIN

Ethics

Professionalism with regard toSelf

Professionalism with regard toClinical team & peers

Professionalism with regard toPatients

COMMUNICATIONDOMAIN

Communication withthe patient & family

Communication withthe clinical team & peers

Communication withother professionals

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MANAGEMENT & LEADERSHIPDOMAIN

Personal & practice organisation

Financial

Leadership & management

Legislative


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M a j o r

C o m p e t e n c y

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t

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T h e

t r a i n e e c a n

d e m o n s t r a

t e t o a n a p p r o p r i a t e s t a n

d a r

d t h e a b

i l i t y

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7 . D i s t i n g u

i s h b e t w e e n m u c o s a l ,

g i n g

i v a l a n d

p e r i o

d o n t a l

h e a l

t h a n

d d i s e a s e ,

a n d i d e n

t i f y c o n d

i t i o n s w

h i c h

m a y r e q u i r e

i n v e s t

i g a t

i o n , t

r e a t m e n

t o r o n w a r

d r e

f e r r a l .

8 . I d e n

t i f y

t h e

l o c a

t i o n , e x

t e n t a n

d a c

t i v i t y o f c a r i e s , a n

d p

l a n

f o r a p p r o p r i a

t e m a n a g e m e n

t a t a l

l l e v e l s o f c o m p l e x

i t y a p p r o p r i a

t e

t o t h e

t r a i n e e s s e n i o r

i t y a n

d r e s o u r c e s ,

( i n c l u d

i n g r e

l e v a n t r e s t o r a t

i v e s k

i l l s ) .

9 . D i s t i n g u

i s h b e t w e e n p u

l p a l

h e a l

t h a n

d d i s e a s e ,

a n d i d e n

t i f y c o n d

i t i o n s w

h i c h m a y r e q u

i r e t r e a

t m e n

t o r o n w a r

d r e

f e r r a l .

1 0 . P

r e s c r i b e a n a p p r o p r i a

t e a n

d r i s

k a s s e s s e d

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i n g e x a m

i n a t

i o n

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d i a g n o s t

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t i e n t .

1 1 . P

e r f o r m a n a c c u r a

t e r a

d i o g r a p h

i c e x a m

i n a t i o n a n

d e x p o s e , p r o c e s s , a s s e s s , r e

p o r t a n

d s t o r e

t h e r a

d i o g r a p h c o r r e c t

l y .

T h e

t r a i n e e c a n

d e m o n s t r a

t e a p p r o p r i a t e :

1 2 . K

n o w

l e d g e o f

t h e

i n d i c a

t i o n s

f o r o t

h e r

d i a g n o s

t i c i m a g

i n g

t e c h n i q u e s .

1 3 .

R e c o g n

i s e t h e n e e d

f o r a n

d r e q u e s

t t h e r e

l e v a n t c l

i n i c a l

l a b o r a

t o r y a n

d d i a g n o s

t i c t e s t s w

h e n a p p r o p r i a

t e , a n

d l i a i s e w

i t h

a p p r o p r i a

t e p e r s o n n e l

t o a c q u

i r e a n a c c u r a

t e i n t e r p r e

t a t i o n a n

d r e c o r d o f

t h e r e s u

l t s .

Domain - Clinical


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M a j o r

C o m p e t e n c y

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i e n

t

E x a m

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i o n


( C o n

t )

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i n g


1 4 . R

e c o r

d i m p r e s s

i o n s

f o r

t h e p r o d u c

t i o n o f a c c u r a t e

d i a g n o s t

i c c a s t s , r e c o r d

t h e o c c l u s a l r e

l a t i o n s

h i p a n

d u s e a

f a c e b o w

t o r e

l a t e

t h e m a x

i l l a r y c a s t

t o t h e c o n d y l a r a x

i s .

T h e

t r a i n e e c a n

d e m o n s t r a


d a r

d t h e a b

i l i t y

t o :

1 5 .

G e n e r a t e a

d i f f e r e n t

i a l d i a g n o s

i s a n

d t r e a

t m e n

t / m a n a g e m e n

t p l a n

b a s e d o n

e v i d e n c e

t h r o u g

h t h e c o r r e c

t i n t e r p r e

t a t i o n o f

c l i n i c a l

f i n d i n g s .

1 6 .

A s s e s s

t h e

i n f l u e n c e o f s y s t e m

i c d i s e a s e s a n

d o t

h e r

d i s a

b i l i t i e s

( a n d a s s o c i a t e

d t r e a

t m e n

t ) o n o r a l

h e a l

t h a n

d t h e

d e l i v e r y o f

d e n t a l

t r e a t m e n

t .

1 7 . I

n t e r p r e t

d i a g n o s t

i c c a s t s a n

d m o u n t o n c h o s e n a p p r o p r i a

t e a r

t i c u l a t o r u s

i n g n e c e s s a r y o c c l u s a l a n

d o t

h e r r e c o r d s .

1 8 .

D e t e r m

i n e p a

t i e n t s

d e n t o f a c

i a l a e s t

h e t i c r e q u

i r e m e n

t s ,

i d e n

t i f y

t h e

d e g r e e t o w

h i c h

t h e y c a n

b e m e t ,

d i s c u s s

t h e

d i f f e r e n t

o p t i o n s ,

a n d

m a n a g e p a t

i e n t e x p e c

t a t i o n s .

1 9 . K

e e p c l

i n i c a l r e c o r d s

( c o n v e n t

i o n a

l o r e l e c

t r o n i c )

i n l i n e w

i t h r e c o g n

i s e d s t a n d a r

d s

2 0 .

P e r f o r m a n a c c u r a

t e a s s e s s m e n

t o f

t h e p a t

i e n t

t o e n a b

l e t h e e a r l y

d i a g n o s i s o f o r o f a c

i a l n e o p

l a s t

i c c h a n g e ,

a n d b e

k n o w

l e d g e a

b l e o f r e

f e r r a l p r o t o c o l s

t a k i n g

i n t o a c c o u n

t a p p r o p r i a

t e u r g e n c y .

Domain - Clinical


25/7019


M a j o r

C o m p e t e n c y

( 1 ) P a t

i e n

t

E x a m

i n a t

i o n


( C o n

t )

S u p p o r t

i n g


T h e

t r a i n e e c a n

d e s c r

i b e

i n a p p r o p r i a t e

d e t a i l :

2 1 .

T h e s i g n s o

f a b u s e o r n e g l e c

t i n v u

l n e r a b

l e g r o u p s ,

a n d t h e

l o c a

l p r o c e d u r e s

t h a t s h o u

l d b e f o l l o w e d w

h e n r e p o r t

i n g s u c h

c i r c u m s t a n c e s .

2 2 . T

h e s i g n s a n d s y m p t o m s o f p e r i o

d o n t a l

d i s e a s e s ,

a n d i d e n

t i f y c o n d

i t i o n s w

h i c h m a y r e q u i r e

t r e a

t m e n

t o r o n w a r d r e

f e r r a l .

2 3 .

T h e c l

i n i c a l f e a t u r e s a s s o c i a t e d w

i t h o r a l m u c o s a

l d i s e a s e s ,

a n d i d e n

t i f y c o n d

i t i o n s w

h i c h m a y r e q u

i r e t r e a

t m e n

t o r o n w a r

d

r e f e r r a l .

2 4 .

T h e s p e c t r u m o f p a

t i e n t

b e h a v i o u r w

h i c h

m a y c o n t r i b u t e

t o o r o f a c

i a l p r o b

l e m s a n

d i d e n

t i f y c o n d

i t i o n s w

h i c h r e q u i r e

p r e v e n

t i o n o r m a n a g e m e n

t .

2 5 . T

h e i n v e s t i g

a t i o n s a n

d a s s e s s m e n

t p r o c e s s e s r e q u

i r e d p r

i o r

t o g e n e r a

l a n a e s

t h e s

i a .

T h e

t r a i n e e c a n

d e m o n s t r a

t e a p p r o p r i a t e :

2 6 .

K n o w

l e d g e

a n d u n

d e r s

t a n d

i n g o f

t h e p r

i n c i p l e s o f p e r f o r m

i n g a

b a s i c c l

i n i c a l e x a m

i n a t

i o n ,

i n c l u d

i n g

b l o o

d p r e s s u r e , p u l s e ,

r e s p

i r a t i o n a n d

t e m p e r a t u r e .

2 7 . K

n o w

l e d g e o f

( a n d w

h e r e a p p r o p r i a

t e , p

e r f o r m

) d i a g n o s t

i c p r o c e d u r e s ,

i n c l u d

i n g

b i o p s y .

Domain - Clinical


26/7020

Domain - Clinical

M a j o r

C o m p e t e n c y

( 2 ) T r e a

t m e n

t

P l a n n

i n g

&

P a t

i e n

t

M a n a g e m e n

t

S u p p o r t

i n g


T h e

t r a i n e e c a n

d e m o n s t r a


d a r

d t h e a b

i l i t y

t o :

1 . P r e s e n

t t o t h e p a

t i e n t

( a n d c h e c

k t h e i r u n

d e r s t a n

d i n g

t h e r e o

f ) t h e

f i n d i n g s r e s u l

t i n g

f r o m

t h e

h i s t o r y a n

d e x a m

i n a t i o n ,

i n c l u d

i n g

c l i n i c a l a n d

r a d i o g r a p h

i c r e s u

l t s ,

d i f f e r e n t i a l

d i a g n o s e s ,

t r e a

t m e n

t o p

t i o n s ,

p r o g n o s e s ,

s e q u e n c e

d t r e a

t m e n

t p l a n a n

d

i n d i v i d u a

l i s e d r e c a

l l i n t e r v a l s

i n a m a n n e r

t h a t t h e y c a n u n

d e r s

t a n d .

2 . D e v e l o p a n

d d i s c u s s w

i t h t h e p a

t i e n t

( o r c a r e r )

i n a m a n n e r

t h e y c a n u n

d e r s

t a n d ,

a c o m p r e h e n s i v e a n

d a c c u r a

t e c a r e o r

t r e a

t m e n

t p l a n w

h e r e o p

t i o n s a r e

b a s e

d o n

t h e i n d i v i

d u a l n e e d s o f

t h e p a

t i e n t .

3 . F o r m u l a t e i n

d i v i

d u a l

i s e d c a r e o r

t r e a

t m e n

t p l a n s

f o r p a t

i e n t s a c c o r d

i n g

t o t h e i r i n d i v i

d u a l c i r c u m s t a n c e s , n e e d s a n

d s e

l e c t e d

t r e a

t m e n

t o p t

i o n s .

4 . D i s c u s s w

i t h t h e p a

t i e n t

( i n a m a n n e r

t h e y c a n u n

d e r s

t a n d

) t h e i r r e s p o n s i

b i l i t i e s a s s o c i a t e d w

i t h t h e

t r e a

t m e n

t p

l a n ,

i n c l u d

i n g

p r e v e n

t i v e e

d u c a

t i o n ,

t i m e r e q u

i r e m e n

t s f o r t r e a t m e n

t , f e e s

* a n

d p a y m e n

t m e

t h o d s .

* i n g e n e r a

l p r a c t

i c e

( U K ) a n

d S D S ( E n g

/ W a l e s

)

T h e

t r a i n e e :

5 . C a n o b

t a i n v a l

i d i n f o r m e d c o n s e n

t f o r

t h e p r o p o s e

d t r e a

t m e n

t f r o m

t h e p a

t i e n

t / p a r e n t

/ g u a r

d i a n a s a p p r o p r i a

t e .

6 . U n d e r s t a n

d s w

h i c h

i t e m s o f

t r e a

t m e n

t f a l l w i t

h i n

N H S r e g u

l a t i o n s

* a n

d t h o s e w

h i c h

d o n o

t , a n

d c a n

d i s c u s s

t h e c o n s e q u e n c e s

o f t h i s w

i t h t h e p a

t i e n t

i n a m a n n e r

h e o r s h e

c a n u n

d e r s

t a n d .

* R e l e v a n t

t o t h e

l o c a

t i o n

/ c o u n

t r y o f

t r a i n i n g

7 . I s a b

l e t o m a n a g e e f

f e c t

i v e l y a n

d p r o f e s s i o n a l l y

a n y s i

t u a t

i o n s w

h e r e

t h e p a

t i e n t s w

i s h e s a n

d t h e r e c o m m e n

d a t i o n s o f

t h e

d e n t

i s t

d i f f e r , a n

d p r o p e r l y

d o c u m e n

t t h e c o n v e r s a t i o n a n

d o u

t c o m e .


27/7021


M a j o r

C o m p e t e n c y

( 2 ) T r e a

t m e n

t

P l a n n

i n g

&

P a t

i e n

t

M a n a g e m e n

t

( c o n

t . )

S u p p o r t

i n g


T h e

t r a i n e e :

8 . I s w

i l l i n g

t o c o m m u n

i c a t e w

i t h o t

h e r p r o f e s s i o n a

l s w

h e n a p p r o p r i a

t e i n o r

d e r t o

o b t a i n a d

d i t i o n a

l i n f o r m a t

i o n a n

d / o r

t r e a

t m e n

t

f o r

t h e p a

t i e n t .

T h e

t r a i n e e c a n

d e m o n s t r a t e

t h e a b

i l i t y t o r e

f e r p a

t i e n t s

f o r s p e c i a l

i s e d

t r e a

t m e n

t o r a d v i c e

i n a m a n n e r

t h a t

c a u s e s

t h e l e a s t a n x i e t y p o s s i

b l e .

9 . D e m o n s t r a t e s a p p r o p r i a

t e m a n a g e m e n

t o f

t h e p a

t i e n t

f o l l o w

i n g

d i s c

h a r g e

f r o m

s p e c

i a l i s e d c a r e .

1 0 .

M o n

i t o r s t

h e r a p e u t

i c o u

t c o m e s a n

d e n s u r e s

t h a t a p p r o p r i a

t e f o l l o w - u

p c a r e

i s a r r a n g e d .

R e c o g n

i s e s c h a n g e s

i n t h e c l

i n i c a l

p i c t u r e a n

d r e v i e w s

d i a g n o s e s a n

d m a n a g e m e n

t p l a n s r e g u

l a r l y .

T h e

t r a i n e e c a n

d e m o n s t r a

t e t h e a b

i l i t y t o a c

t a p p r o p r i a

t e l y

a n d q u i c k

l y w

h e n p r o b

l e m s a r

i s e .

Domain - Clinical


28/7022

Domain - Clinical

M a j o r

C o m p e t e n c y

( 3 ) H e a

l t h

P r o m o

t i o n

&

D i s e a s e

P r e v e n

t i o n

S u p p o r t

i n g


T h e

t r a i n e e c a n

d e m o n s t r a


d a r

d t h e a b

i l i t y

t o :

1 . R e c o g n

i s e o p

p o r

t u n i

t i e s

f o r a n

d p r o v i

d e p a

t i e n t s

/ p a r e n t s

/ c a r e r s w

i t h c o m p r e h e n s i v e a n

d a c c u r a

t e p r e v e n

t i v e e d u c a t

i o n a n

d

i n s t r u c t

i o n i n s e

l f - c a r e m e t

h o d s t a i l o r e

d t o t h e

i n d i v i

d u a l n e e d s o f

t h e p a t

i e n t .

2 . P e r f o r m p r e v e n t

i v e a n

d r e s t o r a t

i v e

t r e a

t m e n t

p r o c e d u r e s

t h a t w

i l l c o n s e r v e

t h e

t o o t

h s t r u c t u r e , p r e v e n

t h a r d a n

d s o

f t t i s s u e

d i s e a s e a n

d p r o m o t e

h a r d a n

d s o

f t t i s s u e

h e a l t h

.

3 . I d e n

t i f y

d e t r i m e n

t a l o r a

l h a b

i t s a n

d p r o v

i d e p a t

i e n t s w

i t h a n e f

f e c t

i v e s t r a

t e g y f o r

t h e i r c o n t r o

l .

T h e

t r a i n e e c a n

d e m o n s t r a

t e :

4 . K n o w

l e d g e a n d u n

d e r s t a n

d i n g o f

t h e r e

l a t i o n s h

i p b e t w e e n

d e n t a l

d i s e a s e s

i n p o p u l a t

i o n s a n

d r i s

k f a c t o r s .

5 . K n o w

l e d g e a n

d u n

d e r s

t a n d

i n g o f p r e v e n

t i o n

o f d e n t a l

d i s e a s e

i n p o p u l a t

i o n s

i n c l u d

i n g p r e v e n

t i v e p r o g r a m m

e s a n

d w a t e r

f l u o r

i d a t

i o n .

T h e

t r a i n e e c a n :

6 . P r o v

i d e p r e v e n

t i v e e d u c a t

i o n

f o r p a

t i e n t s

i n a m a n n e r

t h a t

t h e y c a n u n

d e r s

t a n d a n

d w

h i c h e n c o u r a g e s s e

l f - c a r e a n d m o t

i v a t

i o n ,

a n d c h e c

k t h e i r u n

d e r s

t a n d

i n g .

7 . D e s c r

i b e

i n a p p r o p r

i a t e d e t a i l t h e

h e a l

t h r i s

k s o f s u

b s t a n c e s s u c h a s

t o b a c c o a n d

a l c o

h o l o n o r a l

h e a l

t h , a

n d p r o v

i d e

t h e p a t

i e n t

w i t h a p p r o p r i a

t e a d v i c e .

8 . P r o v

i d e

h e a l

t h p r o m o t

i o n a d v i c e w

i t h i n t h e c o n t e x

t s o f

d i v e r s e s o c i a l n o r m s , a n

d v a

l u e

t h e

d i v e r s

i t y a n

d e t

h n i c i t y o f

t h e p a

t i e n t .

9 . D e m o n s t r a t e

a n u n

d e r s

t a n d

i n g o f s a

f e ,

e f f e c t

i v e a n

d l e g a

l p r e s c r i b

i n g a n

d m o n

i t o r i n g ,

i n c l u d

i n g a p p r o p r i a

t e u s e o f

t h e

B r i t i s h

N a t

i o n a

l F o r m u l a r y .


29/7023


M a j o r

C o m p e t e n c y

( 4 ) M e d

i c a l

&

D e n

t a l

E m e r g e n c i e s

S u p p o r t

i n g


T h e

t r a i n e e c a n

d e m o n s t r a


d a r

d t h e a b

i l i t y

t o :

1 . R e c o g n

i s e t h e n e e d a n

d p r o v

i d e c a r e

f o r

d e n t o f a c

i a l t r a u m a p a

t i e n t s r e q u i r i n g

i m m e d

i a t e a t

t e n t

i o n q u

i c k l y a n

d e f

f e c t

i v e l y .

2 . R e c o g n

i s e , m

a n a g e ,

( a n d w

h e r e r e q u

i r e d

, p r o v i

d e ) b a s i c a n

d i m m e d

i a t e l i f e s u p p o r

t f o r m e d

i c a l e m e r g e n c i e s ,

i n l i n e w

i t h

g u i d e l

i n e s

f r o m

t h e

U K R e s u s c

i t a t i o n

C o u n c

i l .

3 . I d e n

t i f y , p r e s c r i b e a n

d a d m

i n i s t e r

( w h e r e a p p r o p r i a

t e ) p h a r m a c o l o g

i c a l a g e n t s c o r r e c

t l y f o r

t h e m a n a g e m e n t o f m e d

i c a l

e m e r g e n c

i e s .

4 . D i a g n o s e a n d e f

f e c t

i v e l y m a n a g e c o m m o n

m e d

i c a l a n

d d e n t a l e m e r g e n c

i e s ,

i n c l u d

i n g

t h o s e r e s u

l t i n g

f r o m

t r e a

t m e n

t

c o m p l

i c a t

i o n s o r

f a i l u r e s ,

i n f e c t

i o n , a l

l e r g

i c r e s p o n s e o r

t r a u m a .

5 . I d e n

t i f y a n

d r e

f e r w

i t h a n a p p r o p r i a

t e d e g r e e o f u r g e n c y , m e d

i c a l a n

d d e n t a l e m

e r g e n c i e s w

h i c h a r e

b e y o n d

h i s o r

h e r s c o p e o f

m a n a g e m e n

t .

T h e

t r a i n e e c a n

d e m o n s t r a

t e :

6 . A t h o r o u g h u n d e r s t a n

d i n g o f p o

t e n t

i a l d r u g i n

t e r a c t

i o n s a n

d s i

d e e f

f e c t s , a n

d m a n a g e s i

t u a t

i o n s a p p r o p r i a

t e l y w h e n

t h e y o c c u r .

7 . A n u n

d e r s

t a n d

i n g o f

t h e r e q u

i r e m e n

t s a n

d p r o c e d u r e s

i n v o

l v e d

i n s e

l e c t

i o n a n d

m a i n t e n a n c e o f a n e m e r g e n c y d r u g s u p p

l y .

8 . A n u n

d e r s

t a n d

i n g o f

t h e

i m p o r t a n c e o f

t h e t e a m m a n a g e m e n

t o f m e d

i c a l e m e r g e n c i e s ,

a n d c a n

f a c i

l i t a t e s u c h a n a p p r o a c h .

T h e

t r a i n e e c a n :

9 . F o r m u l a t e p r o

t o c o

l s t o m

i n i m i s e r i s

k , a n

d d e a l w i t h m e d

i c a l e m e r g e n c

i e s .

Domain - Clinical


30/7024

Domain - Clinical

M a j o r

C o m p e t e n c y

( 5 )

A n a e s t

h e s

i a

S e d a t

i o n ,

P a i n

& A n x i e t y

C o n

t r o

l

S u p p o r t

i n g


T h e

t r a i n e e c a n

d e m o n s t r a


d a r

d t h e a b

i l i t y

t o :

1 . U s e

l o c a

l a n a e s

t h e s

i a t e c h n i q u e s

f o r c l

i n i c a l

d e n t

i s t r y a s a p p r o p r i a

t e t o e n s u r e p a i n c o n t r o

l l e d t r e a

t m e n

t o f p a t i e n t s .

2 . S e l e c t a n

d p r e s c r i b e a p p r o p r i a

t e d r u g s

f o r

t h e r e

l i e f o f p a i n a n

d a n x i e t y

i n a s a f e

a n d e f

f e c t

i v e m a n n e r w

i t h a n u n

d e r s

t a n d

i n g o f

t h e r i s

k s i n v o l v e

d .

3 . U s e s u

i t a b l e b e h a v i o u r a

l , p s y c

h o l o g i c a

l a n d

i n t e r p e r s o n a

l t e c

h n i q u e s

f o r

t h e r e l

i e f o f

f e a r a n

d a n x i e t y .

T h e

t r a i n e e

i s

a b l e t o d e s c r

i b e


d e t a i

l :

4 . T h e

b e n e

f i t s ,

l i m i t a t i o n s a n

d r i s

k s o f u s

i n g g e n e r a l a n a e s t

h e s i a a n

d s e

d a t i o n .

5 . T h e

i n d i c a

t i o n s ,

c o n t r a

i n d i c a

t i o n s a n

d t e c h n i c a l r e q u

i r e m e n

t s f o r c o m m o n

l y u s e d c o n s c i o u s s e

d a t i o n

t e c h n i q u e s ,

i n c l u d

i n g

t h e

s t e p s

i n a c h

i e v i n g s a

f e e f

f e c t

i v e s e

d a t i o n a n d p o s

t - s e

d a t i o n c a r e a n

d m

i n i m

i s i n g

t h e r i s

k s o f u n w a n

t e d e f

f e c t s

f r o m

t h i s

t r e a

t m e n

t .


31/7025


M a j o r

C o m p e t e n c y

( 6 )

P e r

i o d o n

t a l

T

h e r a p y

&

M a n a g e m e n

t

o f S o f t T i s s u e s

S u p p o r t

i n g


T h e

t r a i n e e c a n

d e m o n s t r a


d a r

d t h e a b

i l i t y

t o :

1 . E v a l u a

t e t h e p e r i o

d o n t a l

t i s s u e s a n

d d i a g n o s e a p a t

i e n t

s p e r i o

d o n

t a l c o n

d i t i o n .

2 . M e a s u r e a n d

r e c o r d p e r

i o d o n t a l

i n d i c e s a c c u r a t e l y , a c c o r d

i n g

t o c u r r e n

t g u

i d e l i n e s .

3 . I n t e g r a t e p e r i o

d o n t a l

f i n d i n g s

i n t o t h e p a t

i e n t s c o m p r e

h e n s

i v e

t r e a

t m e n

t p l a n

a n d u n

d e r s

t a n d

h o w

t h e p e r

i o d o n

t a l s t a t u s o f

t h e p a

t i e n t w

i l l i m p a c t o n

h i s /

h e r

t r e a

t m e n

t p l a n .

4 . E s t a b l i s h a p r o g n o s

i s f o r

i n d i v i

d u a l p e r i o

d o n t a

l l y i n v o

l v e d

t e e t

h a n

d i n f o r m

t h e p a

t i e n t o f

t h i s

.

5 . P r e s c r

i b e ,

d e l i v e r a n

d m o n

i t o r

t h e u s e o f a n

t i m

i c r o

b i a l a g e n

t s ,

w h e r e a p p r o p r i a

t e ,

t o a i

d t h e

t r e a

t m e n

t o f p e r i o d o n

t a l d i s e a s e s .

6 . A s s e s s

t h e r e q u

i r e m e n

t f o r a n

d p e r

f o r m o r a l h y g

i e n e

i n s t r u c t

i o n , s c a l

i n g a n

d m e c

h a n i c a

l r o o

t d e b r i d e m e n

t .

7 . E v a l u a

t e t h e r e s u

l t s o f p e r i o

d o n

t a l t r e a t m e n

t a n d e s

t a b l i s h a n

d m o n

i t o r a s u

i t a b l e r e c a

l l m a i n t e n a n c e p r o g r a m m e

f o r p a

t i e n t s .

8 . A s s e s s

t h e r e q u

i r e m e n

t f o r s p e c

i a l i s e d a d v i c e a n d

/ o r p e r i o

d o n

t a l t r e a t m e n

t a n d r e

f e r

t h e p a

t i e n t a p p r o p r i a

t e l y .

T h e

t r a i n e e :

9 . I s a b

l e t o i d e n t

i f y c o r r e c

t l y a n

d d e m o n s t r a

t e u n d e r s t a n

d i n g o f

t h e a e

t i o l o g y o f a p a

t i e n t

s p e r

i o d o n t a l p r o b

l e m s , a n

d t h e a b

i l i t y

t o e d u c a t e t

h e p a

t i e n t

i n t h e s e m a t

t e r s a n

d t h e p r e v e n t

i o n o f

d i s e a s e .

1 0 . U

n d e r s t a n d s

t h e r o

l e o f

d e n t a l c a r e p r o f e s s i o n a

l s i n p e r i o

d o n t a l

t h e r a p y a n

d i s

a b l e t o p r e s c r

i b e

t r e a

t m e n

t .

1 1 . T

h e r o

l e o f p e r i o

d o n t a l s u r g e r y

i n t h e m a n a g e m e n

t o f g i n g

i v a l o v e r g r o w

t h a n

d a d v a n c e d p e r

i o d o n t a l

d i s e a s e .

1 2 . T

h e c o n s e r v a

t i v e m a n a g e m e n

t o f g i n g

i v a l r e c e s s

i o n .

Domain - Clinical


32/7026

Domain - Clinical

M a j o r

C o m p e t e n c y

( 7 ) H a r

d &

S o

f t T i s s u e

S u r g e r y

S u p p o r t

i n g


T h e

t r a i n e e c a n

d e m o n s t r a


d a r

d t h e :

1 . E x t r a c

t i o n o f

e r u p

t e d t e e t

h , a n

d t h e a p p r o p r i a

t e d i a g n o s i s a n

d m a n a g e m e n

t o f

a n y c o m m o n c o m p l

i c a t

i o n s .

2 . E f f e c t

i v e m a n a g e m e n

t i n c l u d

i n g e x

t r a c

t i o n w


t e o f

b u r i e

d r o o t s ( w

h e t h e r

f r a c

t u r e

d d u r i n g e x

t r a c t

i o n o r r e

t a i n e d

r o o t

f r a g m e n t s ) ,

u n e r u p

t e d , i m p a c t e d ,

e c t o p i c a n

d s u p e r n u m e r a r y

t e e t

h .

3 . E f f e c t


t o f p a

t i e n t s w

i t h b l e e

d i n g

d i s o r d e r s

i n c l u d

i n g

t h o s e o n o r a

l a n t

i - c o a g u

l a n t

t h e r a p y .

4 . E f f e c t


t o f

b e n i g n s o

f t t i s s u e

l e s i o n s

i n c l u d

i n g s i m p l e s u r g

i c a l p r o c e

d u r e s w


t e .

5 . A b i l i t y

t o c a r r y o u

t a n a c c u r a

t e p r e a n

d p o s t o p e r a t

i v e a s s e s s m e n

t o f

t h e p a

t i e n t .

6 . A b i l i t y

t o r e c o g n

i s e a n

d m a n a g e e f

f e c t

i v e l y (

i n c l u d

i n g r e

f e r r a l w

h e r e a p p r o p r i a t e ) a n y c o m p

l i c a t

i o n s

t h a t m a y a r

i s e

d u r i n g o r

a f t e r a s u r g i c a

l p r o c e

d u r e , i

n c l u d i n g

t h e e f

f e c t i v e m a n a g e m e n

t a n

d t r e a

t m e n

t o f o r o - a n

t r a l

d e f e c t s .

T h e

t r a i n e e c a n

d e s c r

i b e


d e t a i l :

7 . T h e p r

i n c i p l e s a n

d t e c h n i q u e s

i n v o

l v e d

i n t h e s u r g

i c a l p l a c e m e n

t o f

d e n t a l

i m p

l a n t s .

T h e

t r a i n e e :


d s w

h i c h

i n s t r u m e n

t s t o u s e

i n d i f f e r e n t s u r g

i c a l p r o c e d u r e s .


33/7027


M a j o r

C o m p e t e n c y

( 8 ) N o n -

s u r g

i c a l

M a n a g e m e n

t

o f t h e

H a r

d

& S o f t T i s s u e s

o f t h e

H e a

d

& N e c

k

S u p p o r t

i n g


T h e

t r a i n e e c a n

d e m o n s t r a


d a r

d t h e a b

i l i t y

t o :

1 . T a k e a n a c c u r a

t e d r u g

h i s t o r y

i n c l u d

i n g c u r r e n t

/ s e

l f - m e d

i c a t

i o n , a n

d e n q u

i r e ,

r e c o g n

i s e

t h e s i g n i

f i c a n c e o f a n

d m a n a g e a n y

h i s t o r y r e g a r d

i n g a l

l e r g

i c r e a c

t i o n s .

2 . D i a g n o s e a n

d t r e a

t l o c a

l i s e d o d o n

t o g e n t

i c i n f e c t

i o n s a n

d p o s t - o

p e r a

t i v e s u r g

i c a l c o m p

l i c a t

i o n s w

i t h t h e a p p r o p r i a t e

t h e r a p e u

t i c

a g e n

t s ,

a n d d i a g n o s e a n

d r e

f e r m a j o r o d o n

t o g e n i c

i n f e c t

i o n s w

i t h t h e a p p r o p r

i a t e d e g r e e o f u r g e n c y .


d a n

d a s s i s t

i n t h e

i n v e s t

i g a t

i o n ,

d i a g n o s

i s a n

d e f

f e c t


t o f o r a l m u c o s a l

d i s e a s e .


d t h e p a

t h o l o g y o f n e o p

l a s t

i c a n

d n o n - n

e o p l a s

t i c d i s e a s e o f

t h e

h e a d

& n e c k .

5 . R e c o g n

i s e d

i s o r

d e r s

i n p a

t i e n t s w

i t h c r a n

i o f a c i a l p a

i n t h a t r e q u

i r e s p e c

i a l i s e d m a n a g e m e n

t , a n

d t o r e

f e r s u c h c o n d

i t i o n s

a p p r o p r i a

t e l y

.

6 . R e c o g n

i s e a n

d a n

t i c i p a t e

t h e p o t e n

t i a l d r u g i n

t e r a c t

i o n s

t h a t m a y o c c u r

b e t w e e n m e d

i c a t

i o n s p r e s c r i b e d

b y t h e p a t

i e n t

s d o c t o r

a n d t h o s e u s e

d i n d e n t a l p r a c t

i c e .

7 . A s s e s s

t h e n e e d

f o r , p r e s c r

i b e a n

d w


t e a d m

i n i s t e r p h a r m a c o t

h e r a p e u t

i c a g e n

t s i n t h e s a

f e t r e a

t m e n t o f a l

l d e n

t a l

p a t i e n t s .

Domain - Clinical


34/7028

Domain - Clinical

M a j o r

C o m p e t e n c y

( 9 )

M a n a g e m e n

t

o f t h e

D e v e l o p

i n g

D e n

t i t i o n

S u p p o r t

i n g


T h e

t r a i n e e c a n

d e m o n s t r a


d a r

d t h e a b

i l i t y

t o :

1 . D i a g n o s e , a s s e s s a n

d d i f f e r e n t

i a t e b e t w e e n m a l o c c l u s

i o n s

t h a t c a n

b e t r e a t e d

i n g e n e r a

l p r a c

t i c e a n

d t h o s e

t h a t r e q u

i r e

s p e c

i a l i s e d a

d v i c e a n

d / o r m a n a g e m e n

t .

2 . A s s e s s o c c l u s i o n a n

d d i a g n o s e m a l o c c l u s

i o n

f o r

t h e p u r p o s e o f c a r r y i n g o u

t i n t e r c e p t

i v e

t r e a

t m e n

t o r o n w a r d r e

f e r r a l a t

t h e

a p p r o p r i a

t e d e v e

l o p m e n

t a l s t a g e .

3 . R e c o g n

i s e d e t r i m e n

t a l o r a

l h a b

i t s a n

d o c c l u s a

l t r a u m a a n

d w


t e i n t e r c e p t c o r r e c

t l y .

4 . R e c o g n

i s e p r o b

l e m s r e

l a t e d t o o r

t h o d o n

t i c t r e a t m e n

t , r e

l i e v e

t r a u m a a n

d d i s c o m

f o r t

d u e

t o a p p

l i a n c e s a n

d a r r a n g e e m e r g e n c y

r e p a

i r s t o o r

t h o d o n

t i c a p p l

i a n c e s w

h e n r e q u i r e

d .

T h e

t r a i n e e c a n

d e m o n s t r a

t e a p p r o p r i a t e

k n o w

l e d g e a n

d u n

d e r s t a n

d i n g o

f :

5 . H o w

t o f o r m u l a t e a n

d i m p l e m e n

t a p l a n

t o p r o v

i d e s p a c e m a i n t e n a n c e w

h e n r e q u i r e

d .

6 . H o w

t o d e s i g

n , i n s e r t ,

a d j u s t a n

d m o n

i t o r s i m p

l e r e m o v a b

l e a p p l

i a n c e s .

7 . F a c i a l g r o w

t h a n

d d e n t a l

d e v e

l o p m e n

t ( a n d

t h e a b

i l i t y t o m o n

i t o r

t h e s e ) a n

d r e c o g n

i s e a b n o r m a l

i t i e s a s

t h e y a p p e a r .

8 . T h e u s e o f o r t

h o d o n t

i c i n d i c e s .


35/7029


M a j o r

C o m p e t e n c y

( 1 0 )

R e s

t o r a

t i o n

o f T e e t

h

S u p p o r t

i n g


T h e

t r a i n e e c a n

d e m o n s t r a


d a r

d t h e a b

i l i t y

t o :

1 . E v a l u a

t e a p a t

i e n t

s r i s

k f a c t o r s

f o r

d e n t a l c a r i e s a n

d t o f o r m u l a t e a n

d i m p l e m e n

t a s

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UK Dental Curriculum