Handbook home
Dental Procedural Skills 2 PT1 (DENT90137)
Graduate courseworkPoints: 12.5Not available in 2021
Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location.
Overview
Fees | Look up fees |
---|
This subject is comprised of five components: direct restorative; removable prosthodontics; fixed prosthodontics; endodontics; and paediatric dentistry.
Topics will include: restorative management of teeth having lost extensive amounts of tooth structure, including the concept of the life cycle of a restoration and longevity of restorations; methods of designing and placing complex restorations based on basic principles including design of a restoration to prevent further loss of tooth structure; the method of auxiliary retention for restorations and continuation of the use and selection of appropriate materials. This subject covers the techniques and materials used in the practice of the specialty areas of removable and fixed prosthodontics, endodontics and paediatric dentistry. In fixed prosthodontics, students will learn preparation of teeth for crowns in manikins.
Intended learning outcomes
On completion of this subject students should:
- be competent in designing cavity preparations for badly broken down teeth/severely compromised teeth;
- be able to self-evaluate the precision and accuracy of appropriate surgical removal of caries;
- be able to select the correct restorative material which will best restore a tooth to its original form and function;
- be able to restore a tooth to its original anatomical contour;
- be able to demonstrate an understanding of concepts related to the risks and hazards of using instrumentation in the confined space of the oral cavity;
- demonstrate laboratory technical skills of construction of partial dentures as applicable;
- comprehend basic principles of fixed prosthodontics;
- recognise basic endodontic instruments and use them appropriately in a pre-clinical environment;
- identify pulp chambers and canals using knowledge of pulpal anatomy and radiographic interpretation;
- recognise canal sytems with extreme curvatures, calcifications and other complicating anatomical features;
- appropriately prepare access cavities for all tooth categories;
- correctly determine working length of the root canals;
- prepare uncomplicated root canals for all tooth categories using rotary NiTi instruments;
- identify and properly discard rotary NiTi files that are no longer safe to use;
- develop skills to minimise the risk of file fracture;
- adequately fill uncomplicated root canals of all tooth categories using the matched taper cone and the lateral compaction technique;
- identify, prevent and manage procedural errors that may occur during endodontic treatment;
- self-assess the quality of the endodontic treatment performed;
- demonstrate clinical psychomotor skills in tooth preparation for fixed prosthodontics;
- develop skills in common paediatric operative procedures.
Generic skills
Students should:
- be able to access new knowledge from different sources, analyse and interpret it in a critical manner;
- develop skills in effective communication with patients, teaching staff and peers;
- develop effective organisational skills and time management;
- develop skills in teamwork and workplace safety;
- be able to identify and address their own learning needs;
- be able to develop professional attitudes and behaviour.
Last updated: 30 January 2024
Eligibility and requirements
Prerequisites
Successful completion of all 1st Year DDS subjects.
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
A candidate for the Melbourne DOCTOR OF DENTAL SURGERY must have abilities and skills in the following five categories:
- observation;
- communication;
- motor;
- conceptual, integrative, and quantitative;
- behavioural and social.
I. Observation:
Practical Classes
The student must be able to observe mandatory demonstrations and experiments in the designated subjects.
Clinical Work
The student must be able to observe a patient accurately at a distance and close at hand. Observation necessitates the functional use of the senses of vision, hearing and somatic sensation. It is enhanced by the functional use of the sense of smell.
II. Communication:
Practical Classes
The student must be able to hear and comprehend instructions in laboratories and practical sessions and be able to clearly and independently communicate knowledge and application of the principles and practices of the subject during assessment tasks.
Clinical Work
A student must be able to hear, to speak, and to observe patients in order to elicit information, describe changes in mood, activity, and posture and perceive nonverbal communications. A student must be able to communicate effectively and sensitively with patients in both oral and written modalities. The student must also be able to communicate effectively and efficiently in both oral and written modes with all members of the health care team, including using telephones and computers.
III. Motor:
Practical Classes
A student must be able to undertake the motor requirements for any mandatory practical sessions. Such actions require coordination of both gross and fine muscular movements, equilibrium, and functional use of the senses of touch and vision.
Clinical Work
Students should have good motor function to elicit information from patients by physical examination; for example palpation, percussion, and other diagnostic manoeuvres. Students should possess sufficient manual dexterity to be able to perform procedures required as a dental practitioner. The student should be able to execute motor movements reasonably required to provide general dental care and emergency treatment to patients. Such actions require coordination of both gross and fine muscular movements, equilibrium, hand eye coordination and functional use of the senses of touch and vision.
IV. Intellectual-Conceptual, Integrative and Quantitative Abilities:
Practical Classes
The student is expected to have the ability to develop problem-solving skills and demonstrate this ability in practical sessions. These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving requires all of these intellectual abilities.
Clinical Work
The student is expected to have the ability to develop problem-solving skills and demonstrate the ability to establish oral health care plans and priorities. These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving requires all of these intellectual abilities.
V. Behavioural and Social Attributes:
Practical Classes
A student must possess the emotional health required for full utilization of his/her intellectual abilities, the exercise of good judgement, the prompt completion of all required tasks, and display professional behaviour at all times.
Clinical Work
A student must possess the emotional health required for full utilization of his/her intellectual abilities, the exercise of good judgement, the prompt completion of all responsibilities attendant to the diagnosis and care of patients. A student must display professional behaviour at all times and develop mature, sensitive, and effective relationships with patients and colleagues.
It is a requirement of the course that students will be expected to physically examine their peers (of all genders) in teaching settings and patients (of all genders) in clinics.
The University is dedicated to provide support to those with special requirements. Further details can be found at the Student Equity and Disability Support website: http://www.services.unimelb.edu.au/disability/
The Melbourne Dental School policy outlining requirements in relation to student disability for entry to and progression within the DOCTOR OF DENTAL SURGERY are outlined below.
Melbourne Dental School Policy in Relation to Students with Disabilities
The curriculum of the DOCTOR OF DENTAL SURGERY has been developed using 64 graduate attribute statements in six domains (professionalism, scientific knowledge, patient care, dental profession, systems of health care and the society). Students entering the Melbourne DOCTOR OF DENTAL SURGERY must therefore have the aptitude to achieve these attributes during the course in readiness for progression to independent practice.
The Melbourne Dental School welcomes applications from students with disabilities. It is University and Faculty policy to take all reasonable steps to minimise the impact of disability upon academic study. Appropriate adjustments will be made to enhance the participation of students with a disability in the dental course. A prospective student with a disability is advised to discuss with Student Equity and Disability Support any issues related to his or her ability to successfully meet all the course and subsequent registration requirements.
All students of the DOCTOR OF DENTAL SURGERY must possess the intellectual, ethical, physical and emotional capabilities required to participate in the full curriculum and to achieve the levels of competence at graduation required by the faculty and the Australian Health Practitioner Regulation agency.
A student with a disability may be asked to provide independent medical or other clinical assessments of the disability and its possible impact on the ability of the student to successfully complete the course, before being accepted into the course. This statement would be treated in confidence with only those on the admissions committee and the Student Equity and Disability Support having access to the document.
Deliberate misinformation about the student’s ability to successfully complete the course will be regarded as unprofessional practice and treated as such.
While the Melbourne Dental School will make reasonable adjustments to minimise the impact of a disability, all students must be able to participate in the program in an independent manner. It is not reasonable for students to use an intermediary as an adjustment to compensate for a disability impacting on any of the five categories. In the clinical environment there is a primary duty of care to the patients and the needs of students cannot compromise this. It is expected that all students will be able to participate fully in all classroom based learning activities and to successfully fulfil the self-study requirements of the course. The presence of a disability will not automatically entitle the student to preferential treatment in clinical place allocation.
Last updated: 30 January 2024
Assessment
Description | Timing | Percentage |
---|---|---|
2 x 2 hour practical exams on complex restoration procedures; 10% each
| To be held in late March/early April and May/June | 20% |
1 x practical exam on removable prosthodontics
| To be held in mid-year | 20% |
1 x practical exam on fixed prosthodontics
| To be held in August | 15% |
1 x practical exam on endodontics during
| To be held in August | 15% |
1 x practical exam on fixed prosthodontics
| End of the teaching period | 15% |
1 x practical exam on endodontics
| End of the teaching period | 15% |
Continuous assessment of pre-clinical laboratory cavity preparation procedures pertaining to paediatric dentistry.
| Throughout the teaching period | 10% |
Hurdle requirement: A pass in Sections 5, 6 and 7 are pre-requisites to commencement of clinical sessions. | N/A | |
Hurdle requirement: Students must satisfactorily complete this subject prior to commencing patient treatment. | N/A | |
Hurdle requirement: 75% attendance at Lectures; 100% attendance at Seminars/Tutorials, Practical Classes (including Laboratory Sessions), Pre-Clinical Sessions, and Clinical & Case Simulations/Discussions | N/A |
Last updated: 30 January 2024
Dates & times
Not available in 2021
Time commitment details
160 contact hours (indicative), 70 non-contact hours (indicative) across parts 1 & 2
Last updated: 30 January 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
Last updated: 30 January 2024