Structure and Function in Dentistry (DENT90114)
Graduate courseworkPoints: 18.75On Campus (Parkville)
Overview
| Availability | Year Long |
|---|---|
| Fees | Look up fees |
This subject facilitates learning of head and neck anatomy. Topics include the development of tissues and structures from embryonic stages through to completion of growth, and the functional aspects of anatomy such as occlusion. Learning is supported by a range of medical imaging modalities, including microscopic features and 3D technologies. The development and morphology of permanent and primary teeth are studied, along with the relationship between structure and function. Basic neuroscience knowledge required to support the practice of dentistry is also covered.
Intended learning outcomes
On completion of this subject, the students should be able to:
- Analyse the processes of growth and development of the head and neck region, orofacial structures and teeth
- Describe the structure and function of the head and neck region, orofacial structures and teeth
- Describe the evolution of the human and hominin dentition
- Compare the relationship between form and function of the dentition of humans and other animals
- Analyse relevant neurological pathways
- Differentiate between anatomical variation and pathological anatomy of the jaws and dentition
- Examine the growth of the human body, face and dentition relevant to the management of skeletal and occlusal discrepancies
Generic skills
- Applying critical thinking and problem-solving skills to new problems
- Seeking, retrieving, and evaluating information
- Employing effective communication with teaching staff and peers
- Employing effective organisational skills and time management
- Identifying and addressing their own learning needs
Last updated: 8 November 2024
Eligibility and requirements
Prerequisites
None
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: 8 November 2024
Assessment
| Description | Timing | Percentage |
|---|---|---|
Class Test: Head and Neck, and Oral Anatomy
| Early in the first half of year teaching period | 10% |
Portfolio
| End of first half of year teaching period | 30% |
Class Test: Head and Neck, and Oral Anatomy
| During the first half of year teaching period | 10% |
Class Test: Growth Studies
| Early in the second half of year teaching period | 10% |
Written examination
| During the end of year examination period | 40% |
Additional details
The Portfolio assessment forms part of the programmatic approach to assessment being taken at MDS. Students will receive regular milestone assessment and feedback from coordinators throughout the first half of year teaching period on the learning activities related to this assessment.
Last updated: 8 November 2024
Dates & times
- Year Long
Coordinator Julie Owen Mode of delivery On Campus (Parkville) Contact hours 120 hours Total time commitment 256 hours Pre teaching start date 24 January 2024 Pre teaching requirements Attend Orientation activities. Teaching period 29 January 2024 to 20 October 2024 Last self-enrol date 2 February 2024 Census date 31 May 2024 Last date to withdraw without fail 20 September 2024 Assessment period ends 15 November 2024 Year Long contact information
Time commitment details
120 contact hours (indicative), 136 non-contact hours (indicative)
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 8 November 2024
Further information
- Texts
- Related Handbook entries
Last updated: 8 November 2024