Dental Research Project A (DENT90119)
Graduate courseworkPoints: 12.5On Campus (Parkville)
Overview
| Availability | Year Long (Extended) |
|---|---|
| Fees | Look up fees |
This subject provides students with a background in research design, ethics, statistics and literature review before commencing a research project. In the 3rd year of the DDS, the continuation and completion of this project will take place under the companion subject 'Dental Research Project B’. At the commencement of this subject, students will be divided into groups and a supervisor and research project will be allocated to each group. Each group will be maintained throughout second and third years. The School reserves the right to adjust the membership of a group when necessary. The research project can be undertaken in any of the following disciplines: Restorative Dentistry, Growth and Development, Oral Biology, Oral Medicine, Pathology and Surgery or Population and Oral Health Sciences or any related discipline after consultation with the Convener. In conjunction with the supervising staff member(s), each group will be required to develop the research project's aims and objectives, determine the details on facilities required and consult with the supervisor(s) at regular intervals.
Intended learning outcomes
On completion of this subject, the student should:
- be able to document research findings;
- have the ability and confidence to participate effectively in collaborative research and learning as a team member, while respecting individual differences;
- have the ability to evaluate and synthesize research and professional literature;
- have developed high-calibre problem-solving abilities characterised by flexibility of approach;
- have a superior capacity to articulate knowledge and understanding in oral and written presentations;
- be able to design, conduct and begin to report original research;
- have a profound respect for truth and intellectual integrity, and for ethics of scholarship.
- be competent in formulating a hypothesis and in planning how the hypothesis may be tested;
- be competent in planning the execution of the research and understanding the process of undertaking the research;
- be able to discuss principles of research methodology, methods of recording the data, analysing the results;
- be able to discuss validity of results and setting these in the overall knowledge of the topic;
- be able to discuss the importance of formulating precise objectives for a research project;
- be able to discuss the need for a thorough review of the existing knowledge of the research topic;
- be able to discuss the need for the scientific assessment of the results and the presentation of the findings in a manner acceptable to the scientific community.
Generic skills
- Access new knowledge from different sources, analyse and interpret it in a critical manner;
- Develop skills in effective communication with teaching staff and peers;
- Develop effective organisational skills and time management;
- Develop skills in team work, leadership and workplace safety;
- Identify and address their own learning needs;
- Identify, interpret, measure and record data;
- Develop intellectual curiosity and creativity, including understanding of the philosophical and methodological basis of research activities;
- Value and be able to apply scientific evidence;
- Have the capacity to manage competing demands on time, including self-directed project work.
- Be able to articulate knowledge and understanding in oral and written presentations;
- Demonstrate profound respect for truth and intellectual integrity, and for the ethics of scholarship;
Last updated: 8 November 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: 8 November 2024
Assessment
| Description | Timing | Percentage |
|---|---|---|
A literature review of up to 3000 words per group based on the research project, equivalent to 500 words per student
| End of first half of year teaching period | 30% |
1 x in-class test on statistics
| Mid-year examination period | 30% |
1 x summary of the development of the research project, ethics and grant applications
| End of second half of year teaching period | 15% |
1 x group presentation on research proposal and methodology
| End of second half of year teaching period | 15% |
Satisfactory individual contribution to the group research project (including ethics and grant applications where required); as assessed by group Supervisor(s) and in reference to the team contract terms. Hurdle requirement | Throughout the teaching period | 10% |
Last updated: 8 November 2024
Dates & times
- Year Long (Extended)
Principal coordinator Rachael Moses Mode of delivery On Campus (Parkville) Contact hours 95 (indicative) Total time commitment 179 hours Pre teaching start date 22 January 2024 Pre teaching requirements Attend Orientation activities. Teaching period 24 January 2024 to 25 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
Time commitment details
179 Hrs: 95 contact hours (indicative), 84 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
Last updated: 8 November 2024