Dental Practice 2 (DENT90120)
Graduate courseworkPoints: 43.75On Campus (Parkville)
Overview
| Availability | Year Long |
|---|---|
| Fees | Look up fees |
This subject covers general dental practice including treatment planning and clinical practice of integrated dental care encompassing complex periodontal treatment, endodontics, fixed and removable prosthodontics, paediatric dentistry and management of patients having extensive and/or complex treatment needs due to medical conditions, a severely compromised dental status and/or high caries risk. Students will engage in clinical practice at the Royal Dental Hospital of Melbourne providing holistic, patient-centred oral health care, covering all aspects of oral health learnt to this point in the course. They will also have treatment planning sessions in groups, facilitated by a clinical supervisor. This subject should also be viewed as working in combination with other third year subjects as a means to provide total patient care.
Intended learning outcomes
On completion of this subject, students should be able to:
- understand the role and responsibilities of the general dental practitioner in the provision of comprehensive patient centred oral health care;
- identify differing oral health care needs of individuals and groups within the community;
- implement the concepts and practice of ongoing comprehensive patient-centred care in the prevention, identification, assessment and treatment of oral diseases - as opposed to the episodic management of symptomatic oral problems;
- perform an accurate examination, diagnosis and treatment plan prior to commencing the care for patients with simple or advanced/complicated oral health issues (high caries and complex periodontal disease);
- apply the concepts and practice of maintaining oral health and provide a prognosis;
- implement and apply constant evaluation of techniques, peer review processes and the application of scientific rigour and principles to the resolution of clinical problems;
- practise correct infection control in dental practice;
- communicate professionally amongst peers and patients;
- understand concepts related to the differential diagnoses of oral diseases and the use of special diagnostic procedures;
- understand concepts related to the conservative management of destructive lesions of the teeth and their supporting structures;
- understand concepts related to use of dental materials in a clinical setting;
- understand concepts related to the sequelae of the loss of all or part of the dentition, and complete and partial oral rehabilitation;
- understand concepts related to the control and prevention of dental caries and periodontal disease;
- apply the concepts and practice of ongoing total patient care in the prevention, identification, assessment and treatment of oral diseases, even for the more complex cases;
- evaluate and implement a maintenance program of oral health care after treatment of patients including those with advanced or complex oral health problems;
- recognise the need for referral in those situations which cannot be successfully managed in general dental practice or require specialist advice or intervention;
- manage issues of safety in general dental practice;
- manage behavioural aspects of patients including those with disabilities;
- recognise the diversity of clinical techniques and dental materials available to meet each individual's specific oral health needs and the limitations of particular treatment modalities;
- ensure the provision of ethical practice, quality assurance in dentistry and life-long continuing education;
- perform examinations in relation to endodontic treatment and formulate accurate diagnosis;
- demonstrate skills to assess the endodontic case difficulty and be able to decide if a patient should be referred;
- apply the knowledge and skills gained from 2nd year preclinical procedures into clinical practice;
- demonstrate clinical skills in restoring broken down teeth with indirect restorations – full coverage porcelain fused metal crowns, all metal crowns, direct core build up and cast post cores;
- apply the principles of osseointegration of implants;
- describe different implant components and their usage in a clinical setting;
- undertake accurate history-taking, clinical oral examination and patient management of children and adolescents;
- accurately produce, interpret and critique intra-oral and extra-oral radiographs of young patients and undertake local analgesia administration in the child patient;
- have developed skills in diagnosis and treatment planning and management of young patients in their care;
- effectively communicate with young persons in the dental situation;
- perform a dental prophylaxis, place a rubber dam, place fissure sealants, issue mouthguard and perform challenging restorations including placement of stainless steel crowns;
- be responsible and safe in the dental management of young persons under your care;
- manage the behavioural aspects of young patients in the dental setting with some assistance.
Generic skills
- Be able to 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 teamwork and workplace safety;
- Be able to identify and address their own learning needs;
- Develop self-awareness and skills to maintain their own mental and physical wellbeing;
- Be able to develop professional attitudes and behaviour.
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
Successful completion of all second year DDS subjects.
Corequisites
Non-allowed subjects
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: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
On-going clinical supervisors' assessment on general dental practice, high caries risk, complex periodontal treatment and treatment planning
| Throughout the teaching period | 20% |
Clinical Assessment on treatment planning and patient management
| Throughout the teaching period | 20% |
Treatment Planning Portfolio based on five case examples from TPS Cases 1-12, including reflective piece
| Throughout the teaching period | 5% |
Case presentation exam, 1-hour viewing and preparation followed by 25-minute presentation viva voce
| End of year examination period | 25% |
Continuing clinical assessment of the treatment of patients receiving orthodontic and paediatric dentistry care through a clinical log book assessed by the clinical supervisor (criteria provided) at the end of each session and presentation of a journal article at a seminar
| Throughout the teaching period | 10% |
Continuous clinical assessment of endodontic and fixed prosthodontic patient log book
| Throughout the teaching period | 20% |
| Hurdle requirement: Satisfactory standard in professional behaviour, determined by both Professional Behaviour Checklist and any Professional Behaviour notifications received. | Throughout the teaching period | N/A |
| Hurdle requirement: 100% attendance at Seminars/Tutorials, Clinical Sessions & Treatment Planning and 75% viewing of asynchronous Lectures | Throughout the teaching period | N/A |
| Hurdle requirement: Successful completion (pass/fail) in 2 clinical record audits conducted throughout the academic year incorporating specialist and general practice clinics. | N/A |
Last updated: 4 March 2025
Dates & times
- Year Long
Coordinator Elice Chen Mode of delivery On Campus (Parkville) Contact hours 500 (indicative) Total time commitment 650 hours Pre teaching start date 16 January 2025 Pre teaching requirements Attend Orientation activities. Teaching period 20 January 2025 to 26 October 2025 Last self-enrol date 24 January 2025 Census date 2 June 2025 Last date to withdraw without fail 26 September 2025 Assessment period ends 21 November 2025 Year Long contact information
Time commitment details
500 contact hours (indicative), 150 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: 4 March 2025
Further information
- Texts
Last updated: 4 March 2025