To learn more, visit 2023 Course and subject delivery.
Year Long (Extended)
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In this subject students will apply knowledge acquired in first year to provide appropriate clinical care to patients under supervision. It has general practice, periodontology, removable prosthodontics and treatment planning components and should be viewed as working in combination with other second year subjects as a means of providing total patient care.
Intended learning outcomes
On completion of this subject, the student should be able to:
- understand the importance of diagnosis, treatment planning and accurate record taking in total patient care;
- apply the principles of practice in a clinical environment;
- appraise the patient/health professional relationship and its implications for behaviour in the delivery of dental care;
- understand the importance of the maintenance of oral health on the completion of a course of planned dental treatment;
- apply the concepts of total patient care and understand the dentist's responsibility for the safe and effective management of persons in the dental situation;
- apply precision, accuracy and self-evaluation in patient care;
- appraise the risks and hazards to protect and maintain a dentist's health;
- apply the principles involved in protecting oral tissues against diseases and the maintenance of oral functional integrity;
- discuss the philosophy underpinning the prevention and treatment of oral diseases;
- understand the fundamentals of the processes of dental caries, dental wear and periodontal diseases;
- understand the process of caries management by risk assessment;
- provide appropriate pain management through the use of local analgesia;
- understand the sequelae of the loss of all or part of the dentition, and complete and partial denture therapy.
- Students should: 1. Be able to access new knowledge from different sources, analyse and interpret it in a critical manner; 2. Develop skills in effective communication with teaching staff and peers; 3. Develop effective organisational skills and time management; 4. Develop skills in teamwork and workplace safety; 5. Be able to identify and address their own learning needs; 6. Develop self-awareness and skills to maintain their own mental and physical wellbeing. 7. Be able to develop professional attitudes and behaviour.
Last updated: 24 January 2023
Eligibility and requirements
Successful completion of all first year DDS 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:
• conceptual, integrative, and quantitative;
• behavioural and social.
The student must be able to observe mandatory demonstrations and experiments in the designated subjects.
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.
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.
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.
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.
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:
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.
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:
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.
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: 24 January 2023
Continuing clinical assessment of patient care in general practice clinic
|Throughout the teaching period||30%|
Continuing clinical assessment of patient care in periodontology clinic
|Throughout the teaching period||15%|
Continuing clinical assessment of patient care in removable prosthodontics
|Throughout the teaching period||5%|
Viva Voce on treatment planning - 45 minutes viewing of case, followed by 15-minute Viva Voce
Case presentation of a patient (presentation of patient record without the patient present) [emphasis on treatment planning, periodontology, cariology and conservative dentistry]
|End of the teaching period||30%|
|Hurdle requirement: Satisfactory standard in Professional Behaviour||N/A|
|Hurdle requirement: 75% attendance at Lectures; 100% attendance at Seminars/Tutorials, & Clinical Sessions||Throughout the teaching period||N/A|
Last updated: 24 January 2023
Dates & times
- Year Long (Extended)
Principal coordinator Katharine Dal Santo Mode of delivery On Campus (Parkville) Contact hours Total time commitment 340 hours Teaching period 23 January 2023 to 3 November 2023 Last self-enrol date 3 February 2023 Census date 31 May 2023 Last date to withdraw without fail 22 September 2023 Assessment period ends 17 November 2023
Time commitment details
250 contact hours (indicative), 90 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).
- Completion rate. Students who started their course from 2022 and are in a CSP or receiving a HELP Loan (eg FEE-HELP) must meet the completion rate to continue to receive Commonwealth Support for that course.
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement, and as a fail toward the completion rate, unless there are approved ‘special circumstances’.
Additional delivery details
This subject is delivered either partially or fully in-person in Second Half Year 2020. Please ensure you are able to attend any essential in-person requirements or speak to Stop 1 about alternative subject options.
Last updated: 24 January 2023
There are no specifically prescribed or recommended texts for this subject.
Last updated: 24 January 2023