5years DentalSurgeryBDS

Programme Specifcation UG
2014-15
Programme Specification
Undergraduate
Applicable to all non-clinical undergraduate programmes*
Please click here for guidance on completing this specification template.
*Excluding Integrated Master’s degrees.
Part A: Programme Summary Information
1. Title of programme: BDS Bachelor of Dental Surgery
2. Programme Code: A200
3. Entry Award: Credit: Level:
☐ BA (Hons)
☐ BSc (Hons)
☐ Other (please specify N/A QAA Level 6

below):
BDS Bachelor of Dental Surgery
4. Exit Awards: Credit: Level:

☒ Diploma in Higher N/A QAA Level 5
Education (Dip HE)
☐ Certificate in Higher N/A QAA Level 4

Education (Cert HE)
5. Date of first intake: Prior to 1990
6. Frequency of intake: Annually in September
7. Duration and mode of FT5

study:
8. Applicable framework: N/A
Framework exemption ☐ No (please go to section 9)

required:
Please indicate the applicable boxes: ☐ Yes (please provide a brief summary
below)
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Programme Specification UG
Date exemption approved

by AQSC:
9. Applicable Ordinance: Ordinance for Degree of Bachelor of Dental

Surgery
New/revised Ordinance ☐ No (please go to section 10)

required:
Please indicate the applicable boxes: ☐ Yes (please provide a brief summary
below)
Date new/revised
Ordinance approved by
Council:
10. Faculty: Health and Life Sciences
11: Level 2 School/Institute: Institute of Learning and Teaching
12. Level 1 unit: School of Dentistry
13. Campus: Liverpool
14. Other contributors from School ofUG Medicine, Faculty of Health and
UoL: Life Sciences Research Institutes
15: Teaching other than at Students receive clinical training at various

UoL: locations on Merseyside (Dental and General
District hospitals; General Dental Practices,
Salaried Dental Services Clinics).
16: Director of Studies: Professor Luke Dawson
17: Board of Studies: School of Dentistry Board of Studies
18: Board of Examiners: School of Dentistry Board of Examiners
19. External Examiner(s): 1st BDS

Name Dr. Guy Carpenter, King's London
Institution TBA
Position 2nd BDS
Clinical Readiness Examinations – Dr F Burke,
University of Cork
2nd and 3rd BDS
Radiology – Mr Martin Payne, Sheffield Dental
Hospital
Behavioural Sciences – Dr S Scott, Kings College
London
Anatomy – Dr D Heylings, East Anglia
University
Clinical Laboratory Sciences – Dr M Riggio,
Glasgow University &
Prof R Alaker, Barts and The London
3rd and 4th BDS
Restorative - Dr R Moazzez,Kings College
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London
Oral Diseases – Dr Julie Burke, University of
Leeds
Oral Health - Dr M Moffat, Newcastle Dental
Hospital
Final BDS
Oral Diseases – Dr T Hodgson, Eastman Dental
Hospital
Restorative Dentistry – Prof Alan Gilmour,
Cardiff University
Oral Health – Dr R John, Bristol Dental
Hospital
20. Professional, Statutory or General Dental Council (GDC)

Regulatory body:
21: QAA Subject benchmark Subject Benchmark statement for Dentistry

Statements(s): (QAA, 2002).
22. Other reference points: Preparing for Practice (GDC, 1st edn 2012)
Standards for Education (GDC, 1st edn 2012)
Dentistry – The First Five Years (GDC, 3rd edn
2008).
A Curriculum for UK Dental Foundation
Programme Training (Copdend, 2008).
The Framework for Higher Education
Qualifications in England, Wales and Northern
Ireland. (QAA, 2008).
QAA UK Quality Code for Higher Education
(2014)
Profile and Competences for the graduating
European Dentist (Association for Dental
Education in Europe 2009).
23. Fees: Standard Clinical
24. Additional costs to the None

student:
25: AQSC approval: Major Modifications approved 2009
Part B: Programme Aims & Objectives
26. Aims of the Programme

The A200 BDS is a five-year, non-modular clinical programme that enables
graduates to apply for professional registration as a Dental practitioner and
subsequent entry into Foundation Training. Therefore, the programme has to
be structured not only to meet the high academic standards required by the
University of Liverpool for a bachelor’s degree, but also to fulfil the exacting
clinical and professional outcomes required by the General Dental Council (First
Five Years, 3rd edition 2008) and the QAA (Code of Practice for the Assurance
of Academic Quality and Standards in Higher Education, The Framework for
Higher Education Qualifications in England, Wales and Northern Ireland, 2008,
and Subject Benchmark statement for Dentistry, 2002). In addition, the BDS
has been designed to develop the undergraduate in all the aspects that
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underpin dental clinical competence to allow for a seamless transition for

graduate dentists to post-graduate training by mapping the curriculum and
assessments to the Committee of Postgraduate Dental Deans and Directors’ A
Curriculum for UK Dental Foundation Programme Training (COPDEND, 2008).
This Postgraduate Curriculum incorporated The Association for Dental
Education in Europe (ADEE, 2009) competencies that should be demonstrated
by a newly qualifying European dentist and so these are also fulfilled by the
Liverpool curriculum. In this way, the BDS can be considered the first 5 years
of a 6-year dental training curriculum. The BDS programme therefore provides
Liverpool students with a modern dental curriculum, preparing them for
postgraduate study.
The curriculum has been designed to achieve the following five broad aims:
No. Aim:
1. To produce a practitioner with the Clinical competence and ability of a Dentist to practise on
initial qualification;
2. To promote the development of a Dentist with effective Communication skills capable of
working collaboratively with other members of the dental team, health professionals, patients
and their associates;
3. To promote the development of a practitioner with a level of inherent Professionalism expected
of a Dentist to practise;
4. To promote the development of a Dentist with effective Management & Leadership skills
capable of working with members of the dental team and other health professionals;
5. To produce a Dentist able to understand the scientific basis of dentistry, the mechanisms of
knowledge acquisition, scientific method and evaluation of evidence, to ensure the application
of evidence-based treatment.
27. Learning Outcomes

No. Learning outcomes – Upon gaining BDS the student should be capable of
explaining and/or demonstrating:
1. Health promotion and disease prevention, and an ability to communicate these
principles to a patient (Aim 1)
2. The nonsurgical management of the hard and soft tissues of the head and neck
(Aim 1)
3. Management of the developing dentition (Aim 1)
4. The moral, legal and ethical responsibilities involved in the provision of care to
individual patients and to populations (Aim 3)
5. Key issues relating personal and practice organisation (Aim 4)
6. Broad legislative issues relating to dental practice (Aim 4)
7. Broad financial issues relating to dental practice (Aim 4)
8. Key leadership & management issues that relate to the members of the dental
team (Aim 4)
9. Biomedical and biomaterials sciences relevant to Dentistry (Aim 5)
10. Management of disease processes relevant to Dentistry (Aim 5)
11. Applying the scientific principles of health and safety aspects relevant to Dentistry
(Aim 5)
12. Approaches to teaching and learning that are based on curiosity and exploration
of knowledge and a desire for intellectual rigour (Aim 5)
Learning Outcomes
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No. Learning outcomes – Bachelor’s Non-Honour’s degree
Learning Outcomes
No. Learning outcomes – Diploma in Higher Education award
See Section 38
Learning Outcomes
No. Learning outcomes – Certificate in Higher Education award
See Section 38
27a. Mapping of learning outcomes:

Learning Module(s) in which this will Mode of PSRB/Subject
outcome be delivered assessing benchmark
No. achievement of statement (if
learning applicable)
outcome
SEE APPENDIX 1
28. Skills and Other Attributes

No. Skills and attributes:
13. Competent examination and diagnosis of a patient (Aim 1)
14. Competent treatment planning and management of a patient (Aim 1)
15. Competent management of medical and dental emergencies (Aim 1)
16. Competent management of anaesthesia, sedation, pain and anxiety control (Aim
1)
17. Competent management of periodontal therapy and management of soft tissues
(Aim 1)
18. Competent management of hard and soft tissue surgery (Aim 1)
19. Competent management of the restoration of teeth (Aim 1)
20. Competent management of the replacement of teeth (Aim 1)
21. Effective communication with patients and their families and associates (Aim 2)
22. Effective communication with their clinical team and peers (Aim 2)
23. Effective communication with other professionals (Aim 2)
24. Professionalism with regard to patients by: putting the patients' interests first
and acting to protect them; respecting patients' dignity and choices; and
protecting the confidentiality of patients' information (Aim 3)
25. Professionalism with regard to self by: displaying integrity, honesty and
trustworthiness, understanding the need for maintaining professional knowledge
and competence through CPD (Aim 3)
26. Professionalism with regard to clinical team and peers by: cooperating with other
members of the dental team and other healthcare colleagues in the interests of
patients (Aim 3)
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28a. Mapping of skills and other attributes:

Skills and other Module(s) in which Learning skills, Mode of assessing
attributes No. this will be delivered research skills, achievement of
and assessed employability the skill or other
skills attribute
SEE APPENDIX 1
29 Career opportunities:
.
Successful completion of the BDS programme is a pre-requisite for being able to
seek formal registration as a Dental practitioner with the General Dental Council
(GDC). Following formal registration, by the GDC, graduates of the BDS
programme normally enter into a period of further professional training, termed
Foundation Training, which is a pre-requisite before being able to work within the
NHS as an independent Dental Practitioner. Employment prospects are currently
excellent with over 98% of all dentists gaining employment immediately on
qualification.
Part C: Entrance Requirements
30 Academic Requirements:
.
Typical offer
A level: AAA in 3 A levels (including Chemistry and
Biology) taken at one sitting after 2 years of study
Scottish AAAAB at Higher level and AAA at Advanced
Higher/Advanced Higher level including Chemistry and Biology
Higher:
International 36 Points including at least 6 in Chemistry and
Baccalaureate: Biology at Higher level
Irish Leaving AAAABB at Higher level with A1 in Chemistry
Certificate: and Biology
BTEC National Distinction required in all modules and substantial
Diploma: Biology and Chemistry content
Access: Applications considered with significant Biology
and Chemistry content. A distinction in 45 credits
at level 3 is required
GCSEs A minimum of 7 Academic GCSE subjects at
grade A including Maths and English
Language. Vocational/Applied GCSEs are not
accepted
General Studies: Not accepted
Key Skills: No
rd
Subject Biology and Chemistry are essential. The 3
requirements: subject may be from the arts or sciences,
although General Studies, Critical Thinking and
Vocational/Applied A levels are not accepted
Candidates whose first language is not English are required to have IELTS with no less than 7.0
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in every component or TOEFL (IBT only) 100 with no less than 22 in every component and at
least 24 in speaking.
Please see http://www.liv.ac.uk/study/undergraduate/courses/A200.htm for further details.
31 Work experience:
.
Applicants must demonstrate motivation and commitment to a career in
dentistry. Candidates are expected to show a range of skills and it is desirable
on all Dental programmes that candidates have completed a period of work
experience/shadowing in a local dental practice or hospital and preferably in
more than one establishment.
32 Other requirements:
.
Offers will be made subject to a satisfactory Criminal Records Bureau check,
references and health screening in accordance with professional requirements.
Part D: Programme Structure
33 Programme Structure:
.
st nd rd th
The A200 BDS programme spans five years, comprising the 1 BDS, 2 BDS, 3 BDS, 4 BDS
and Final BDS. It is a five year clinical programme that enables graduates to apply for
professional registration as a Dental practitioner and subsequent entry into Foundation Training.
Implicit within the structure of a degree programme of this nature is the need to demonstrate that
students are developing their knowledge and skills in an integrated, sequential, longitudinal
pattern (Figure 1).
Consequently, the BDS programme does not conform to a non-clinical modular format, but
rather is designed around an integrated spiral curriculum that focuses on clinical outcomes
underpinned by integrated knowledge and skills.
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Figure 1: Diagrammatic representation of how key programme aims are developed over the five years
of the BDS programme. Vertical scale is a representation of the relative amount of teaching/training
throughout the programme and is not to scale. Dotted line is drawn to highlight the shift in emphasis
from knowledge-based skill training in the first three years to integrated clinical skills training in the final
two years.
To illustrate the concept, of longitudinal development in a spiral curriculum, consider a basic

clinical skill for a dentist, the diagnosis and treatment of tooth decay. At the end of the
programme, for a student to be able to competently do this, all of the five programme aims
(Figure 1) must simultaneously integrate as the student must have: knowledge and be able
to apply it; a professional attitude toward the safe management of the patient; the clinical skill
to be able to treat the problem; and leadership and management skills to work within the
dental team.
To ensure the aforementioned outcomes, during the programme the individual components
are developed sequentially e.g. safe patient management requires an understanding of the
interrelationship of oral disease with systemic disease. This understanding is acquired over
st
the first 4 years of the BDS programme: During 1 BDS the student will begin to learn about
nd
the structure and function of the teeth and the major organ systems. In 2 BDS students
start to appreciate the clinical application of this knowledge in relation to teeth, and an
overview of disease processes begins to be developed through a PBL approach that revisits
st
structural information gained in 1 BDS and builds upon this to illustrate how disease can
rd
arise through structural and functional changes. In 3 BDS students continue to develop their
nd
clinical skills and revisit some of the PBL scenarios from 2 BDS to use the prior knowledge
th
gained as the basis for the development of a critical understanding of human disease. In 4
nd rd
BDS the knowledge of human diseases gained in 2 and 3 BDS is revisited and built upon
to facilitate the development of an understanding of how human diseases is related to Oral
Disease. Final BDS, primarily, focuses on consolidation of the knowledge and clinical skills
spirally acquired and assessed from years 1 through 4.
The example above has been carefully worded to demonstrate the programme structure to
ensure that the development of clinical skills is integrally linked with the acquisition and
correct application of knowledge. In many clinical programmes this need for students to
develop clinical skills, as well as knowledge, is often approached by running two arms within
the clinical degree programme: One arm being concerned with knowledge delivery,
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acquisition, understanding and the assessment thereof; while the other arm is concerned
with the development of clinical skills and professionalism, and their assessment. A potential
problem with this approach is that by the end of a programme student’s know how to do
something and they know about the thing that they are doing, but often they do not know why
they are doing it. This latter point is crucial, as it is the difference between being competent
and not competent.
Therefore, to fulfil all of the above, the starting point for the design of the BDS programme
structure was to focus on the final outcomes. This approach not only ensured that the
programme is compliant with the statues set out by the University, QAA and GDC, but also
made certain that it prepared the graduates for a seamless entry into Foundation Training
because a process of reverse engineering enables:
 Identification of the clinical outcomes that students must have acquired by completion of
the programme through the use of Aims and Objectives, as well as making clear to
students throughout the programme how these skills are being developed;
 Demonstration of how these Outcomes are being developed longitudinally, over the five
years of the programme, through the use of Learning Outcomes;
 Linking the Learning Outcomes to: (a) sequential academic components within the
programme delivering knowledge and understanding; and (b) interlaced clinical
development activities.
An overview of the programme structure is shown in the figure below:
Figure 2: Diagrammatic representation of the BDS Programme Structure demonstrating how Aims and
Objectives are linked through the use of clearly defined Learning Outcomes to the Programme
components designed to deliver knowledge and clinical development
As detailed above and illustrated in Figure 2, the BDS programme has five aims that are
supported by twenty-six objectives. In turn, each objective is met through a series of specific
learning outcomes (191 in total). These learning outcomes are delivered through student
attendance at specific academic components (within the programme) to acquire knowledge, and
attendance on designated clinics where the students apply the knowledge gained from the
programme components, develop clinical skills, and identify further personal learning
objectives.
Figure 3 is a worked example that demonstrates how the structure in Figure 2 integrates the
programmes Aims, Objectives, Learning Outcomes, academic components and clinical
development. The programme Aim illustrated in Figure 3 is to “To Promote the development
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of a practitioner with the level of Inherent Professionalism expected of a Dentist to practise”

(“Aim 3”). In the BDS programme this specific Aim is associated with four Objectives that in
turn are met through five learning outcomes. These learning outcomes are developed
throughout the five years of the BDS programme through student attendance at programme
components and clinics (see Figure 3 below).
Figure 3: Diagrammatic representation of how a specific programme Aim is linked to Programme

Objectives. Over the five years of the BDS programme each Objective is supported by Learning
Outcomes that are met through: (a) the use of Specific programme components to facilitate students
acquiring the relevant knowledge (see above); and (b) through clinical activity where prior knowledge is
applied, and associated skills are developed (see above). (To save space all the Objectives related to
the specific Aim are shown, but only the learning outcomes, associated with one of the Objectives and
then the Underpinning knowledge and clinical development for one of the learning outcomes, are
shown).
Two fundamental educational aspects afforded by this programme structure (Figures 2 and 3)
are: (a) it demonstrates to the student why they are undertaking a certain academic component
and clinical activity at a particular time point within the programme; and (b) it allows the student
to always have sight of their ultimate goal i.e. to develop competency in the skill they are
working towards.
As the programme objectives are ultimately defined in terms of the Outcomes that need to be
developed over the five years of the programme, they are by definition the same for each year
of the programme. This requirement may seem to pose a potential problem in terms of defining
how a student’s is to progress through the programme. Therefore, to directly address this issue
we have defined 5 levels (based on QAA FHEQ 2008) that direct the expectation of student
attainment through relevant assessment of the required learning outcomes:
Programme Attainment Definition

Year
st Knowledge of the underlying concepts and principles and an ability to
1 BDS
evaluate and interpret these within the context of Dentistry.
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nd Knowledge and critical understanding of the well-established principles of

2 BDS
Dentistry and their application to fundamental clinical skills
rd Systematic understanding and application of key aspects in Dentistry and
3 BDS
their application to integrated clinical skills
th Further develop a systematic understanding and application of key
4 BDS
aspects in Dentistry and their application to integrated clinical skills
Consolidate a systematic understanding and application of key aspects in
th
5 BDS Dentistry and their application to integrated clinical skills to the level of a
BDS graduate
In terms of academic development, with reference to the QAA level, the BDS programme could
be very simply regarded as 3 years of academic development with integrated clinical training,
followed by 2 years of further clinical development and integrated knowledge acquisition at the
rd
same academic level as 3 BDS. Figure 1 shows how the relative importance of the aims of the
curriculum change over the 5 years of the programme. The first three years have a main focus
of knowledge acquisition, understanding and application through the PBL components: Basic
Medical Sciences for Dentistry and Oral Science and Medicine 1 and 2. In this way, the first
three years of the curriculum mirrors a Bachelors programme, including critical reasoning and
writing skills, which is reflected in the assessment. The final two years shift in focus to integrated
clinical training including professionalism, communication and management skills. Students
therefore spend the majority of the final two years on clinic or on placement and this is reflected
in the assessment methods used.
Details of BDS Programme Structure

st
1 BDS: The Basic Medical Sciences for Dentistry (BMSD) component (including practical
sessions in the Human Anatomy Resource Centre: HARC) serves as an introduction to the
student-centred PBL based curriculum at the heart of the academic programme of the first
three years of the BDS programme. Through PBL, students develop the skills of knowledge
acquisition and application of knowledge. The knowledge base of this component of the
programme focuses on normal anatomy, physiology, immunology and biochemistry and
introduces some elements of pathology through study of disease. There is also considerable
emphasis on, and integration with, the relevant social sciences, epidemiology and public
health including understanding of statistics and data analysis. In addition, students study the
theory and practice of communications in clinical practice. A unique aspect of the BDS
programme at Liverpool is the Special Dental Component (SDC) where students begin to
develop basic clinical skills in the Operative Skills Suite. The SDC also incorporates a
practical introduction to professionalism and an opportunity to demonstrate analytical and
critical writing skills. During semester 2, students are timetabled to attend key clinics, they
also receive an introduction to community practice and have placements in Community
Dental Health. During their clinical placements they are longitudinally assessed in the
relevant areas, including professionalism.
nd st
2 BDS: This builds on the knowledge from 1 BDS and students undertake basic clinical
work in restorative procedures on their first patients following successful completion of the
Introduction to Clinical Practice programme component (Restorative 1). In addition, through a
combination of PBL, lectures and practical sessions (in Human Anatomy Resource Centre:
HARC) students continue to develop their analytical, reflective, communication and writing
skills and build on their knowledge of pathology and behavioural sciences started in the
Basic Medical Sciences Programme component, and commence studying psychology and
the detailed anatomy of the Head and Neck. Professionalism, and Team working are
embedded through the combination of the Introduction to Clinical Practice Programme
component and PBL, employing a continuous and longitudinal ‘assessment for learning’
approach
rd
3 BDS: The major theoretical components include medicine and surgery delivered through
the Oral Sciences and Medicine Programme component 2 that draws extensively from
knowledge gained in the Basic Medical Sciences for Dentistry Programme component and
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nd
Oral Sciences and Medicine Programme component 1 (2 BDS). In addition, new more
complex clinical skills and knowledge are developed through designated Programme
components and/or clinical patient management in Oral Surgery, Radiology, Restorative
Dentistry, Paediatric Dentistry and Orthodontics. Professionalism and team working aspects
are further developed through continuous and longitudinal ‘assessment for learning’
strategies embedded into both PBL and clinical activity.
th
4 BDS: Clinical activity in the form of patient treatment continues in the areas developed in
rd
3 BDS. However, further clinical skills are now developed. The major theoretical component
th
of 4 BDS is delivered through the Oral Diseases Programme component where students
develop a critical understanding of the aetiology and management of Oral Diseases. The
Oral Diseases Programme component relies extensively on a critical understanding of the
rd
content of the Oral Sciences and Medicine Programme component 2 (3 BDS). In addition,
advanced clinical surgical skills are developed in Oral Surgery, which are combined with
exposure to advanced methods of: pain and anxiety control through IV Sedation, and
inhalation sedation in Paediatric Dentistry; endodontics, tooth replacement, and advanced
periodontics in Restorative dentistry; dealing with medical emergencies; and integrated
patient management developed through the Special Care Dentistry Programme component
and subsequent clinical attendance at Special Care Dentistry clinics, consultant Oral Surgery
clinics and Oral Medicine clinics, as well and Dental Accident and Emergency. Furthermore,
students commence outreach placements to Maxillofacial surgery, where they attend
consultant led clinics and observe major head and neck surgery for the management of facial
th
deformity and cancer. During the 4 BDS students are also exposed to aspects of NHS
infrastructure that reinforces their management, professionalism and team working skills
developed through continuous and longitudinal assessment for learning strategies
embedded into both PBL and clinical activity.
Final BDS: is designed to allow the students to consolidate their knowledge and clinical skills
prior to qualification, through continued clinical activity and attendance at events such as
clinico-pathology programme and a Clinical Governance day. The only new programme
components are advanced aspects of Dental Public Health and Law and Ethics, which are
essential components that prepare the students for their Final BDS Outreach placements in
the Primary Care dental sector. While in these placements, the students are exposed to a
new clinical environment and patterns of working, team working, management, legislative
and financial areas essential for their future careers.
Integrated Academic Programme Components of the A200 BDS Programme
Please note that the BDS is a clinical, non-modular programme and so individual programme
components do not have associated contact hours related to CATs points and assessment.
Individual Programme Component timetables are provided in the year handbooks and in the
Master Timetable.
FIRST BDS
Programme Academic
Programme Clinical Skills Learning
Component Knowledge
Component Title Development Objectives
Code component
A PBL
programme
component
supported by
1,3,5, 9,
lectures.
Basic Medical 10, 12, 13,
Includes
Sciences for 14, 15, 16,
BMSD normal human NA
Dentistry 17, 21, 22,
anatomy,
23, 24, 25,
physiology,
26
immunology
and
biochemistry
and introduces
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some
elements of
pathology and
therapeutics
through study
of disease.
Anatomy and
pathology in
particular are
presented in a
dental context
(e.g tooth
morphology,
caries &
periodontal
disease etc)
and some
aspects of oral
biology are
introduced.
There is also
considerable
emphasis on
relevant social
sciences,
epidemiology
and public
health,
including
dental public
health and
health
education. The
component
also includes
understanding
of statistics
and data
analysis.
Programme
component
comprising
lectures
Operative Skills
covering
Suite based
simple
programme
Special Dental conservation,
component 10, 13, 14,
Component REST1 and an
developing simple 17
(Restorative 1) introduction to
clinical skills in
oral anatomy,
conservative
dental
dentistry.
materials and
key aspects of
cross infection
control.
A series of
scenarios with
seminars and
Communication role play 1, 13, 14,
Clinical
for Clinical COMMS designed to 17, 21, 22,
Communications
Practice provide a basis 23
for clinical
communication
skills.
SECOND BDS
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Programme Academic
Programme Clinical Skills Learning
Component Knowledge
Component Title Development Objectives
Code component
An integrated
PBL programme
component for
dental students
including tutorials,
plenaries,
clinicopathological
conferences and
a human anatomy 2, 4, 5, 8,
Oral Sciences programme 9, 10, 12,
OSM1 NA
and Medicine 1 component 13, 14, 17,
focussed on the 23, 25
Head and Neck.
The PBL
scenarios include
aspects of
Behavioural
Sciences (Clinical
psychology and
sociology).
The theoretical
aspect of this
Builds on the
programme
clinical skills
component
developed in
comprises a
REST1 and
series of tutorials
introduces
that builds upon
fundamental
BMSD and
practical
REST1, covering
aspects of:
Introduction to fundamental 1, 6, 13,
treatment
Clinical Practice REST2 aspects of: cross 14, 15, 16,
planning, local
(Restorative 2) infection control, 17, 30, 31
anaesthesia,
local anaesthesia,
periodontics
restorative
and
dentistry,
removable
prosthetics and
prosthodontics
periodontics. It
and cross
includes a
infection
communication
control
element and team
working
Integrated
within REST 2
this practical
Basic Life programme
BLS1 NA 15
Support 1 component
maintains
competence in
BLS.
Integrated within A short
REST 2, the intensive
theoretical aspect programme
of this programme component in
component the Operative
comprises Skills Suite 1, 6, 13,
Paediatric
PAED1 lectures and concerned 14, 15, 16,
Dentistry 1
seminars with 17, 19, 20
covering aspects prevention
of: Prevention of and
dental caries, restorative
management of treatment of
the child patient the primary
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and Basic dentition.

restorative
treatment in the
primary dentition
A series of
lectures
containing within
the REST 2
programme
component
covering
Radiology Core theoretical and
RAD1 NA 6, 11, 13
of Knowledge legal aspects of
ionising radiation
as specified by
the Ionising
Radiation
(Medical
Exposure)
Regulations,
2000.
Supportive for
all clinical
components,
providing
Decontamination essential
STERDIS 10, 49
Training NA practical
training in
sterilisation
and
disinfection
THIRD BDS
Programme Programme Academic

Clinical Skills Learning
Component Component Knowledge
Development Objectives
Title Code component
A continuation of
the 2nd Year PBL
Oral 2, 4, 5, 8,
programme
Sciences 9, 10, 12,
OSM2 component (OSM NA
and 13, 14, 17,
1) with a greater
Medicine 2 23, 25
emphasis on
clinical medicine.
The theoretical This Operative
aspect of this Skills Suite based
programme practical
component programme
comprises component
symposia and teaching the 6, 13, 14,
Oral Surgery
OS1 tutorials covering fundamental 15, 17, 18,
1
aspects of Oral principles for the 21
surgery: extraction of
Assessment of teeth,
teeth requiring haemorrhage
extraction, cross control (including
infection control suturing), and
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and consent. cross infection

control
(reinforcing
REST2)
This Operative
Skills Suite based
programme
component is
where students
6, 13, 14,
apply knowledge
Radiology 2 RAD2 NA 15, 17, 18,
gained from
21
RAD1 and
undertake
practical aspects
of intra and extra
oral radiology
Integrated within
OS 1 this
practical
programme
component
Basic Life maintains
BLS2 NA 15
Support 2 competence in
BLS and builds
on BLS1 through
the introduction
of infant
resuscitation
The theoretical
aspect of this
programme
component builds
on REST 2 and
fosters the
development of In this component
new clinical skills. there are
The programme Operative Skills
component Suite programme
comprises clinical elements where
skills laboratory students learn
sessions, tutorials the practical skills
and integrated to undertake-
symposia
covering: basic
Periodontology, endodontics
Management of
1, 2, 10,
Restorative Infection and Pain intermediate level
REST3 13, 14, 17,
3 (builds on OS1), periodontics (
19
Endodontics, and Including root
builds on aspects surface
of Dental Materials instrumentation)
introduced in both
BMSD and REST indirect
2. restorations: such
The programme as posts crowns
builds on REST 2 and inlays
component to
cover knowledge Clinical Shade
in: intermediate Taking
occlusion, dental
materials for
crowns and
inlays, practical
procedures in
indirect
restorations
TQSD/14.15
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(crowns, veneers,
Inlays onlays and
posts) appropriate
restoration design
considerations,
colour and
aesthetics
Lecture-based
programme component A short
and series of seminars intensive
that builds on PEAD1 by programme
covering fundamental component in
theoretical aspects of the Operative
clinical paediatric Skills Suite
dentistry: Management concerned
Paediatric 1, 13, 14,
PAED2 of anxiety and pain, with pulp
Dentistry 2 17, 19
consent, caries treatment and
management and advance
treatment planning in restorative
children, the techniques of
management of dental the primary
trauma in primary and dentition
permanent teeth and
safeguarding of children
The theoretical aspect of
this programme
component comprises
symposia covering:
Malocclusion, This practical
Radiographic views, programme
Dental development component
(builds on PAEDS 1), introduces
Orthodontics Management of key aspects 3, 9, 13,
ORTHO1
1 crowding, deciding on of clinical 14, 17
extraction patterns, examination
Dento-Skeletal and the
relationships and the diagnosing of
biology of Tooth malocclusion
Movement. These later
aspects build on BMSD,
REST 2, OSM 1 & OSM
2.
FOURTH BDS
Programme Programme
Academic Knowledge Clinical Skills Learning
Component Component
component Development Objectives
Title Code
This theoretical
programme component
builds upon the knowledge
acquired through BMSD,
OSM1 and OSM 2. The
1, 2, 3, 4,
programme component
5, 8, 10,
Oral comprises integrated
ORALD NA 12, 13, 14,
Diseases seminars and e-learning
15, 16, 17,
materials (oral medicine,
18, 22
oral microbiology,
therapeutics, maxillofacial,
oral pathology and oral
radiology) covering all
aspects pertaining to the
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diagnosis and
management of oral
diseases, and their
relationship to systemic
disease.
The practical
programme
component is
based in the
Operative
The theoretical aspect of Skills Suite
this programme (building on
component is based on the skills
integrated symposia learned in
building on knowledge OS1)
acquired from OS1. The Students
programme component undertake
covers: Basic principles surgical 2, 6, 13,
Oral Surgery
OS2 of minor oral surgery, techniques on 14, 16, 18,
2
general anaesthesia, the dedicated 19
assessment and models: Flap
management of unerupted design, bone
teeth, antral removal, tooth
communications, antral root elevation
surgery, apicectomy and suturing.
(supporting REST 4), In addition,
biopsy and flap design. advanced
aspects of
cross infection
control in the
theatre setting
are covered
In this
component
there are
Operative
Skills Suite
programme
This course component elements
comprises symposia, where
tutorials and clinical skills students learn
laboratory sessions on the practical
advanced restorative skills to
techniques building on undertake-
the knowledge acquired
through REST 1, REST 2 The use of
and REST 3 covering Denar
theoretical knowledge in: articulators /
Management of the 1, 3, 10,
facebows and
Restorative 4 REST4 elderly patient, treatment 13, 14, 17,
the
of advanced, toothwear, 18, 19, 20
Construction
advanced endodontics, and use of
including surgical anterior
endodontics, periodontal guidance
surgery and basic tables,
Implantology. Further it impressions
covers dental materials and tooth
for bridges, bridge design preparation for
and occlusal bridge work.
considerations.
Basic occlusal
analysis
Treatment
planning for
the elderly /
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compromised
patient.
Advanced
endodontic
Techniques
The practical
elements of
this
programme
component
comprise the
The theoretical aspect of development
this programme of key skills
component comprises through the
lecture covering: consent use of a series
(building on the of skills
knowledge acquired in stations
PAED 2 and OS1), covering: Drug
relevant pharmacology preparation,
IV Sedation IVS (adding to the knowledge 13, 14, 16
B.P.
of therapeutics acquired monitoring,
in ORALD and to be Pulse
acquired in MEDEM), and oximetry,
patient monitoring Airway
(supporting the management
knowledge to be acquired and IV
in MEDEM). cannulation
practice
(Many of this
practical skill
underpin skills
needed for
MEDEM)
The theoretical aspect of The practical
the programme component elements of
are delivered through this
Medical integrated symposia programme
MEDEM 2, 13, 15
emergencies covering fundamental component
aspects of: Airway comprise the
management; Emergency development
drugs and routes of of key skills
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administration; Cardiac through the

Rhythm recognition use of a series
(reinforcing knowledge of skills
gained in OSM 2); Cardiac stations
arrest and defibrillation; covering:
Assessment of the sick types of drugs
patient (augmenting and
knowledge gained in OSM presentations,
1, OSM2, REST 3 and Drug routes of
ORALD; and Paramedic administration,
protocols and handovers. Airway
Management,
BLS training.
This programme
component comprises
integrated symposia
dealing with adult patients
with special needs,
augmenting the knowledge
to be gained in PAED 3.
The programme
component also covers
specific legislation
(Disability Discrimination
Act) and delivers
fundamental knowledge to
increase awareness in key
areas such as: the impact
Special Care 6, 13, 14,
SCD that different types of NA
Dentistry 17, 21
impairment may have on
patients’ social,
psychological, medical and
dental well-being; and the
basis, extent and impact of
a full range of physical,
mental, medical and
psychological disabilities.
The programme
component also provides
students with the
knowledge of when to refer
patients for IV sedation or
General anaesthesia,
linking with IVS and OS 2.
Lectures on more advanced

aspects of Paediatric
Dentistry building on the
knowledge acquired in
PAED1 and PAED2. The
theoretical programme
component covers
knowledge in: Dental care of
children with disabilities or
Paediatric who are medically 1, 13, 14,
PAED3 NA
Dentistry 3 compromised (providing 16, 17, 19
additional knowledge to that
gained from SCD);
Inhalational sedation
(augmenting knowledge
acquired in pain and anxiety
control during REST2,
REST3 and to be gained
through IVS); dental
anomalies (supporting
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knowledge acquired through

BMSD, OSM1, OSM2 and
ORALD); advance
restorative procedures in
children (adding to the
REST4), safe guarding
children building on
PEAD2, selection and
treatment planning for
children under general
anaesthesia and oral
medicine in children, and
Paediatric dentistry /
orthodontic interface.
Lectures explaining how the
NHS NHS infrastructure works,
Training NHSTD concentrating on patient NA 25
Day bookings and the
management of records.
Attendance at 2 clinical
Clinical governance sessions
Governance CLINGOV organised by the NHS trust NA 25
Day to gain knowledge and
insight
FINAL BDS
Programme Academic Clinical

Programme Learning
Component Knowledge Skills
Component Title Objectives
Code component Development
Lecture-based
programme
component in
Dental Public
Health building
on BMSD
covering:
Principles of
health care
promotion,
Dental Public Health
inequalities in
and Primary Dental
DPH Oral health, NA 1, 13, 14, 17
Care
evidence based
dentistry, NICE
guidelines,
governance
and audit,
patterns of
health care
delivery, the
dental team
and fluoridation
programmes
Lectures and
workshops
focusing on
4, 5, 6, 14,
Law and Ethics aspects of the
LAW NA 22, 24, 25,
law, ethics and
26
jurisprudence
relating to dental
practice
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Lecture-based
programme
component
building on
Orthodontics 2 ORTHO1,
ORTHO2 NA 1, 13, 14, 17
covering:
treatment of
malocclusion
and facial
deformity
Attendance at
clinical oral
pathology 1, 2, 3, 4, 5,
where students 8, 10, 12,
Clinico-path
CLINSEM consolidate NA 13, 14, 15,
Programme
applied 16, 17, 18,
knowledge 22
gained during
ORALD
Attendance at 1
clinical
governance
Clinical Governance sessions
CLINGOV NA 25
Day organised by
the NHS trust to
gain knowledge
and insight
Integrated
within REST
2 this
practical
Basic Life Support 3 BLS3 NA programme 15
component
maintains
competence
in BLS.
Supportive for
all clinical
components,
providing
Decontamination essential
STERDIS NA 10, 49
Training practical
training in
sterilisation
and
disinfection
The overall timetable for these programme components is shown below:
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Figure 4: Diagrammatic representation of how the integrated academic programme components and
assessments are timetabled throughout the BDS Years. Please note that this is a highly simplified
representation and that students should refer to the master timetable for the individual times and dates.
It is quite possible that the timetabling of individual components may change within the BDS Years.
34. Industrial placement/work placement/year abroad:

Progressively throughout years 2-5 students undertake clinical attachments within the
Liverpool Dental Hospital. For one clinical term, students carry out the “Outreach
Programme” with attachment to various forms of primary Dental Care service, including 1
day per week in a local General Dental Practice for a total of 10 weeks. This is carried out
th
in terms 1 or 2 of the Final BDS or the summer term of the 4 BDS. BDS students are
timetabled to visit University Hospitals Aintree to view Maxillofacial Surgery for multiple
th
clinical sessions in each of the 4 and Final BDS, and for multiple clinical sessions in
th
Medical A&E at the Royal Liverpool Hospital for 5 BDS.
Structure of Clinical Developmental Programme Components of the BDS Programme
As stated earlier (and illustrated by Figures 2 and 3), the programme has been structured so
that the Aims and Objectives are fixed over the five BDS Years. However, the outcomes (and
hence the Aims and Objectives) are sequentially developed to the appropriate level through
carefully timetabled academic programme components that underpin the promotion of
increasingly demanding clinical skills.
The clinical activities and the timetable for them are shown in the table below and in Figure
5:
Year Clinical Component
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st Attendance on Dental Hospital clinics to

1 BDS
shadow clinical dental students
nd nd
2 BDS Restorative (2 )
rd
Oral Radiology (3 )
rd
Oral Surgery (3 )
rd rd
3 BDS Orthodontics(3 )
rd
Paediatrics (3 )
rd
Restorative (3 )
th
Dental Accident and Emergency (4 )
th
IV Sedation (4 )
th
Maxillofacial Surgery (4 )
th
Oral Medicine (4 )
th
Oral Radiology (4 )
th th
4 BDS Oral Surgery (4 )
th
Orthodontics (4 )
th
Paediatrics (4 )
th
Restorative (4 )
th
Special Care Dentistry (4 )
Outreach
th
Dental Accident and Emergency (5 )
th
IV Sedation (5 )
th
Maxillofacial Surgery (5 )
th
Medical Accident and Emergency (5 )
th
Oral Medicine (5 )
th
Oral Pathology (5 )
FINAL th
Oral Radiology (5 )
BDS th
Oral Surgery (5 )
th
Orthodontics (5 )
th
Paediatrics (5 )
th
Restorative (5 )
th
Special Care Dentistry (5 )
Outreach
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Figure 5: Diagrammatic representation of how clinical activity programme components and

assessments are timetabled throughout the BDS Years. Please note that this is a highly simplified
representation and that students should refer to the master timetable for the individual times and
dates. It is quite possible that the timetabling of individual components may change within the BDS
Years.
35. Liaison between the Level 2 Schools/Institutes involved:

Human Anatomy and Cell Biology, Physiology, Clinical Psychology, Primary Care, Immunology,
Medicine, Surgery, Pharmacology and Therapeutics, Psychiatry, Biochemistry, Pathology,
Anaesthesia and Maxillofacial Surgery all contribute towards the BDS programmes.
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Part E: Learning, Teaching And Assessment Strategies
36. Learning, Teaching and Assessment Strategies:

Introduction
The successful delivery of a BDS programme provides a unique challenge because by the
end of the programme students must be able to independently undertake the treatment and
management of patients to the standards prescribed by the General Dental Council.
Furthermore, as well as knowledge and skills, students must also demonstrate the levels of
professionalism, ethical behaviour, communication, self-directed learning, and reflection
befitting of a Dental practitioner.
To ensure that these significant challenges are met, it is essential that students
demonstrate a critical understanding of the required knowledge to the academic level
appropriate for the award of Bachelor Degree, in tandem with their developing clinical skills
(both operative and non-operative) and professional behaviour. Therefore, the programme
structure has been fully informed by the teaching, learning and assessment strategy.
Teaching and Learning Strategy
Figure 6: Diagrammatic representation of how the use of Outcomes (Programme Objectives) links all
the Aims of the BDS programme.
As discussed above, the programme Aims are realised through the Objectives that are
defined in terms of Outcomes that need to be acquired, and therefore sequentially developed
over the five years of the BDS. Figure 6 demonstrates how these Outcomes are central to the
academic, clinical and professional development of BDS students. Therefore this focus on
Outcomes is fundamental to the teaching and learning strategy of the BDS programme
because it makes the acquisition of Outcomes the central driver for learning and
understanding (Figure 6) i.e. linking the know how to do something with the why they are
doing it.
Learning from the integrated academic programme components (see Tables for structure
and description).
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This is promoted through a wide range of approaches that include: traditional lectures;
practical sessions (in both HARC and the Operative Skills Suite); tutorials; small and large
group teaching; interactive seminars; and technology-enhanced learning. Essential
academic skills for any degree include the need for the student to develop abilities in self-
directed learning, reflection, critical appraisal and writing. Development of these skills is
embedded in the BDS programme through both the use of PBL scenarios which form the
basis of the BMSD, OSM1 and OSM2 (The combined content of these programme
components forms over 40% of the BDS programme), and a bespoke clinical development
system developed at Liverpool, LIFTUPP (Longitudinal Integrative Foundation Training
Undergraduate Postgraduate Pathway). Both these systems allow the developing clinical
student to explore complex issues related to the knowledge and practice of dentistry such
as ethics and professionalism. Furthermore, it is well established that the use of PBL
engages students in cognitive and humanist approaches to learning that more frequently
lead to the deep learning of a subject area.
All programme components are supported throughout the BDS programme within the
Universities virtual learning environment, VITAL (Virtual Interactive Teaching at Liverpool).
th
In 4 BDS year students participate in the Oral Disease programme component (ORALD),
a large applied theoretical component of the BDS programme. A pre-requisite for ORALD is
students having critical understanding of the knowledge gained from BMS, OSM1 and
OSM2. To be in keeping with the PBL based delivery of the earlier programme components
a problem-based approach for large group teaching has been developed for ORALD. This
approach utilises blended-learning resources (developed in-house) to facilitate students
undertaking self-directed acquisition of the background knowledge, followed by interactive
technology supported clinical case driven symposia for them to apply their knowledge and
hone their diagnostic skills.
Learning through clinical activity (see Tables for structure and description).
With reference to the above, a large proportion of the learning that supports the
st rd
understanding of the clinical skills occurs through 1 to 3 BDS during the PBL-based
BMS, OSM1 and OSM2 programme components. Therefore, over the first three years of
the BDS programme students are engaged in academic activities that encourage team
working and engender cognitive and humanist approaches to learning. A potential problem
is that traditional clinical environments encourage behavioural approaches to learning that
focus on only performing the skill, or the recalling lists of facts with little or no emphasis on
understanding, or developing a self-reflective practitioner inculcated in life-long learning
practices. This approach is contrary to that expected on a degree programme, or of a
Dentist.
Therefore, this problem is avoided in the BDS programme: firstly, through the use of the
integrated academic programme components where the essential clinical knowledge is
delivered alongside the developing skills (see Tables for structure and description); and
secondly as a result of the use of Outcomes (Figure 6) that are monitored during the
student’s clinical activity and effectively utilised as a patient based PBL opportunity through
the use of continuous formative and inter-dispersed summative assessment (see below).
An additional component in the Teaching and Learning Strategy of the BDS programme is
the timetabling of students from different years to work together on some of the clinics. This
facilitates peer learning which has been shown to be a valuable approach to learning.
36a Learning, Teaching and Assessment methods:

.
Outcome-based assessment is a requirement of the General Dental Council (Preparing for
Practice 2012) that was embraced by the BDS programme at Liverpool in 2009.
As with all other aspects of the programme the assessment strategy is based around
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assessing the learning outcomes that underpin the development of the programme
objectives. Fundamental to the assessment strategy is constructive alignment. To facilitate
this there has been centralisation of the management of assessment. Furthermore, the
leaning outcomes are linked to both the knowledge attainment through the academic
programme components and the clinical development (Figures 2, 3 and Assessment
handbook). To progress from one BDS year to another, students must satisfy the academic
AND clinical outcomes at the required level as stated in the assessment handbooks.
Assessment of academic programme components
The assessment strategy for the academic components of the programme adopts a varied
and constructively aligned approach including: EMI (Extended Matching Items); SBA
(Single Best Answer); Short Answer; Critical Reasoning, long answer; OSCE (Observed
Structured Clinical Examination); and 1st, 2nd and 3rd BDS in-programme component
essays to develop and assess critical writing skills. As the BDS programme progresses the
assessments are carefully designed and appraised so that they assess application and
understanding of knowledge as applied to the clinical situation, so as to link with the
essential clinical skills ethos and ensure contextual learning that is known to be essential
for clinical competence (Figure 6).
Summative examinations are preceded by formative assessments, after which the students
receive detailed personalised feedback over their performance in each of the outcomes
assessed. In addition, the contents of all formative and summative assessments are: (a)
formerly peer reviewed and standard set, to the required minimally competent level for the
BDS year, using a modified Angoff’s method; (b) individually blueprinted to the programme
learning outcomes; (c) externally approved; and (d) undergo appropriate psychometric
analysis to ensure aspects such as internal consistency, a key indicator of reliability.
Following the assessments the results are formally assessed and appraised not only for
quality assurance purposes but also to drive both programme component, and assessment
development.
Monitoring of clinical development
As discussed above many of the integrated academic programme components are linked
with the development of clinical skills. In these situations students must first formerly
demonstrate basic clinical competence (Operative Skill Suite based) in the newly acquired
skill before being allowed to use this skill on a patient, as the public must be protected. This
is a stipulation made by the General Dental Council.
Following the student demonstrating that they are safe, a crucial aspect of the BDS
programme is the centralised monitoring of clinical development (Figure 6). This
relationship was demonstrated in Figure 3. Therefore, by reference to Figure 3 it is possible
to see that if the specified Learning Outcome is progressively met following the assessment
of the knowledge gained from BMS, ORALD, MEDEM and LAW, combined with
progressive demonstration of the clinical development on Restorative, Dental A&E, Oral
Medicine, IV Sedation, Oral Radiology, Paediatric Dentistry and Orthodontics clinics, then
ultimately the programme Objectives and hence programme Aims can be achieved by the
end of the BDS programme. To facilitate the monitoring of this complex set of relationships
the entire BDS programme (in conjunction with its relationship to the GDC First Five years,
GDC Preparing for Practice, ADEE (2009) and the QAA benchmarking standards) has
been mapped onto an electronic relational database (LIFTUPP Core, see Assessment
Handbook).
The monitoring of clinical development is undertaken using case reports, selected outreach
reports and a purpose designed clinical development system, LIFTUPP. LIFTUPP is
grounded in work-based assessment strategies that have been validated for use in
postgraduate Dentistry and Medicine. An important aspect of the approach is integration
and triangulation of the developmental areas monitored by LIFTUPP and its requirement to
be used over multiple different clinics. This latter point is crucial to both transparency in
decisions, and showing student attainment of the required Outcomes throughout the BDS
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programme. Furthermore, the robustness of this developmental monitoring, especially

when combined with the knowledge assessments, identifies areas for focused
development, and in rare instances provide detailed supporting evidence for the termination
of studies (For a detailed description of LIFTUPP see the Assessment Handbook).
All decisions on clinical progress are made by the Clinical Assessment Panel (CAP), which
is a formal board of examiners. However, in the terms prior to the meeting of CAP, a
formative Clinical Development Monitoring Panel (CDMP) (please see the BDS
Assessment Handbook for further details), meets to help ensure that students are
developing appropriately through providing feedback, and where necessary providing
additional developmental support.
LIFTUPP is used on the clinics on a daily basis to: (a) provide formative feedback to
students to focus their development through modifying their self-regulation following self-
reflection; and (b) provide information over their individual amount clinical experience.
Crucially, all LIFTUPP components are not required to be observed at any one time, as this
is compensated due to the multiple overlapping areas of clinical monitoring (See
Assessment Handbook for more detail).
Overall, LIFTUPP represents a core component of the BDS programme as it serves to: (a)
integrate the clinical development with the knowledge delivery (Figure 6); (b) facilitate
students identifying their personal learning outcomes, (c) develop communication, self-
directed learning and reflective skills in students, and (d) link undergraduate to
postgraduate development through the provision of a validated transferable portfolio (See
Assessment Handbook for more detail).
37. Assessment information for students:
Code of Practice on Assessment
The University has a Code of Practice on Assessment which brings together the
main institutional policies and rules on assessment. The Code is an authoritative
statement of the philosophy and principles underlying all assessment activities
and of the University's expectations in relation to how academic subjects design,
implement and review assessment strategies for all taught programmes of study.
The Code of Practice includes a number of Appendices which provide more detail
on the regulations and rules that govern assessment activity; these include:
 The University marks scale, marking descriptors and qualification descriptors;

 ;
 Information about students’ progress, including guidance for students;
 The procedure for assessment appeals;
 Regulations for the conduct of exams;
 The University’s policy on making adjustments to exam arrangements for
disabled students.
 The code of practice relating to external examining (see also below)
 The Academic Integrity Policy, which covers matters such as plagiarism and
collusion and includes guidance for students;
 The policy relating to mitigating circumstances which explains what you should
do if you have mitigating circumstances that have affected assessment; and
 The policy on providing students with feedback on assessment.
Please click here to access the Code of Practice on Assessment and its
appendices; this link will also give you access to assessment information that is
specific to your cohort:
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A summary of key assessment information is also available in the ‘Your University’

handbook.
Full details of the assessment procedures can be found in the Year Handbooks.
Year Assessment Detail Length Timing Code

Knowledge
Basic
Knowledge-based
Medical
assessment in
Science for 2.5 hours Summer BMSD1
extended matching
Dentistry
item (EMI) format
Paper 1
Basic A knowledge-based
Medical assessment with a
Science for series of critical 2.5 hours Summer BMSD2
Dentistry reasoning questions in
Paper 2 short answer format
Clinical Assessment
Panel to determine
clinical competence
st
at 1 BDS level.
CAP will assess
performance in:
Knowledge Domain
st
Longitudinal
1 Assessment of
BDS Knowledge during
phantom head and
clinical sessions
Clinical Domain
st Longitudinal st
1 BDS 1 BDS
Assessment of Various Summer
CAP CAP
practical skills, both
during phantom head
and clinical sessions
Communications
Domain
Longitudinal
Assessment of
Communications skills
during PBL, Phantom
Head Clinics. In
addition - Presentation
of Clinical Poster, and
Presentation of report
on Community
Placements
are to act as further
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points of assessment
along the longitudinal
assessment
continuum
Professionalism
Domain
Longitudinal
Assessment of
Professionalism during
PBL, Phantom Head
and Clinics
Management &
Leadership Domain:
Longitudinal
Assessment of
Communications skills
during PBL, Phantom
Head Clinics.
Knowledge
EMI An assessment
of core knowledge in
multiple choice and 2 hours Summer OSM1.1
OSM extended matching
Knowledge item format
Paper (EMI Slide A series of
60% and questions related to
Slide paper patients, projected
Approximately
40%) images or sets of Summer OSM1.2
1 hour
data relating to core
knowledge in any of
the subject areas
An assessment of
OSM Long
nd understanding,
2 Answer 2 ½ hours Summer OSM1.3
deeper knowledge
BDS paper
and critical reasoning
Clinical
Multi-component
assessment of
Clinical Knowledge,
Skills and
Professionalism. The
Clinical Radiology core of
See Table
Readiness knowledge part of March/April CRE
below.
Exam this exam is taken in
November/December
The whole of CRE
must be passed
before a student is
allowed on clinic.
Clinical Assessment
nd Panel to determine
2 BDS
clinical competence
CAP nd
at 2 BDS level.
CAP will assess
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performance in:
Knowledge Domain
Longitudinal
Assessment of
Knowledge during
clinical sessions
Clinical Domain
Longitudinal
Assessment of
practical skills during
clinical sessions and
Decontamination
Training
Communications
Domain
Longitudinal
Assessment of
Communications
skills during PBL,
clinics and
Decontamination
Training.
Professionalism
Domain
Longitudinal
Assessment of
Professionalism
during PBL, Clinics,
and Decontamination
Training
Management &
Leadership Domain:
Longitudinal
Assessment during
PBL, clinical
sessions and
Decontamination
Training
Knowledge
rd
OSM EMI An assessment
3 Knowledge of core knowledge in
BDS Paper (EMI multiple choice and 2 ½ hours Summer OSM2.1
60% and extended matching
Slide paper item format
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40%) Slide A series of

questions related to
patients, projected
Approximately
images or sets of Summer OSM2.2
1 hour
data relating to core
knowledge in any of
the subject areas
An assessment of
OSM Long
understanding,
Answer 2 ½ hours Summer OSM2.3
deeper knowledge
paper
and critical reasoning
Clinical Core
application of
knowledge paper. An
assessment of
Clinical
applied knowledge in
knowledge 1 ½ hours Summer CCK
Oral surgery, Oral
paper
Radiology,
Restorative,
Paedodontics and
Orthodontics
Clinical
Clinical Assessment
Panel to determine
clinical competence
rd
at 3 BDS level.
CAP will assess
performance on
clinics including
rd rd
3 Year Oral Radiology, Oral 3
Various Summer
CAP Surgery, Paediatrics CDMP
and Restorative
Dentistry.
In addition, CAP will
assess a critical and
reflective practice
written assignment in
Paediatric dentistry.
Knowledge
Application of
Oral knowledge-based
Diseases assessment, in single 1 ½ hours Summer OD
paper best answer (SBA)
format
Application of
knowledge-based
th
4 Restorative
assessment, in single 1 ½ hours Summer REST
BDS paper
best answer (SBA)
format
Application of
knowledge-based
Oral Health
assessment, in single 1 hour Summer OH
paper
best answer (SBA)
format
Clinical
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Clinical Assessment
Panel to determine
clinical competence
th
at 4 BDS level. CAP
will assess
th performance on
4 Year th
clinics including 4
CAP Various Summer
Dental A&E, IV CDMP
Sedation, Oral
Medicine, Oral
Radiology, Oral
Surgery, Paediatrics,
Restorative and
SCD.
Knowledge
Final SBA-style questions

4 x 1.5 FINAL
Knowledge on General Dentistry, Summer
hours KNOWL
Paper split over 4 papers
Clinical
OSCE covering the FINAL
Final OSCE 2 hours Summer
whole of Dentistry OSCE
Clinical Assessment
Panel to determine
clinical competence at
Final Final BDS level. CAP
BDS will assess
performance on clinics
including
Dental A&E, IV
Sedation, Oral
Final CAP FINAL
Medicine, Oral Various March/April
CDMP
Radiology, Oral
Surgery, Paediatrics,
Restorative, SCD, the
Restorative Case
Report and
performance in
Decontamination
Training
Clinical Readiness Exam
Examination Based
Assessment Number of Marking

Detail Length Date Re-sits
Questions Descriptor
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Clinical
Knowledge-
Failure in
based
this
assessment
Radiology examination
of Core of Standard
Core of 60 1 hour Nov will result in
Knowledge set
Knowledge a candidate
Radiology, in
re-taking this
single best
aspect
answer
(SBA) format
Clinical Failure in
Knowledge- this
Clinical Core based examination
1 ½ Standard
Knowledge assessment 60 Apr will result in
hours Set
Assessment in single best a candidate
answer re-taking this
(SBA) format aspect
10 Stations Failure in
covering this
Clinical Core clinical core examination
1 hr 40 Standard
Skills skills to 10 Apr will result in
mins Set
Assessment demonstrate a candidate
clinical re-taking this
readiness aspect
Longitudinal Based Assessment
Failure to develop
in any domain of
Continuous
the Longitudinal
Clinical Assessment assessment of
Based
Panel knowledge, practical
Assessments will
clinical skills,
Assessed in result in a
Knowledge (A) professionalism and
line with the candidate
communication
school undertaking
Skills (B) skills and observed
Longitudinal further training
in lectures, tutorials,
Assessment and being re-
Professionalism (C) the operative skills
Matrix evaluated in the
suite, the
failed domain(s)
Communication (D) prosthetics teaching
at the end of the
laboratory and the
component
clinics.
All results of the Longitudinal Based Assessments will be reviewed at the Clinical
Assessment Panel and a decision made as to those students who are deemed
clinically ready in all 4 domains. There is no cross-compensation between domains.
Pass marks
The pass mark for each knowledge assessment of the BDS programme is normalised to
50%
All clinical assessments i.e. Clinical Readiness Exam, Clinical Development Monitoring
Panels and Final OSCE are marked according to the expected level of a (minimally
competent) student in the relevant BDS year. The Clinical Developmental and Experience
indicators for each year can be found in the BDS Assessment Handbooks.
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Progress
In order to progress to the next year of study, students must successfully meet the required
standards for all knowledge and clinical assessments independently.
All assessments outlined above 3 must be passed independently and there is no

compensation between any paper.
Details of University Progress Procedures can be found at:
http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/appendix_E_cop_assess.pdf
Re-sits
The actual marks achieved following a re-sit assessment will be recorded, but such marks
will be recorded as having been achieved at the second attempt.
For the purposes of determining progression, the actual marks achieved following re-sits
will be used to calculate the average mark.
For the purposes of arriving at the final mark for the award, marks achieved following re-sits
will be capped at 50%.
Rules relating to the re-sitting of assessments can be found in the BDS Assessment
Handbook.
In the CRE a re-sit examination may also require a clinical skills test. Details can be found
nd
in the 2 BDS assessment handbook.
Marking descriptors
The majority of knowledge-based assessments outlined are standard set with numerical
outcomes and so do not have associated marking descriptors. Essay-based assessments
will use the School of Dentistry marking descriptors. Details of these marking descriptors
and a definition of the standard setting process can be found in the BDS Assessment
Handbook.
Final Degree Award
The calculation of the final Award is based solely upon performance in the Final BDS
Examination.
Final BDS Examination
1. The Final BDS Examination comprises the Final Clinical Assessment Panel, Final
Knowledge Paper and Final Clinical OSCE.
2. Students must pass the Final Clinical Assessment Panel in order to sit the Final BDS
Knowledge Paper and Final BDS Clinical OSCE. The Final Clinical Assessment Panel
shall meet not less than one month in advance of the Final Examination to consider the
developmental attainment of all individual candidates, and thereby determine the list of
candidates to be admitted to the Final Examination. Failure to pass the Clinical
Assessment Panel would result in a student being required to undertake further clinical
attachments in order to meet the developmental standards to proceed to the Final
Examination.
3. The Final Knowledge Paper and OSCE assess general dentistry, covering the entire
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spectrum of knowledge studied over the five years of the BDS programme. Within these
papers, the three main subjects of General Dentistry covered are Oral Health, Oral
Diseases and Restorative Dentistry
For each subject there shall be a Senior Examiner appointed by the Head of School,
1
and an External Examiner nominated by the Board of Studies. The Board of
Examiners shall comprise the Head of the School of Dentistry (who shall be its
Chairman), the Director of the BDS and the Senior Examiner and External Examiner for
each subject.
For the Final Knowledge Paper, marks will be identified for each of the three disciplines
for the purpose of determining distinctions.
Criteria for the award of Bachelor of Dental Surgery
In order to achieve a BDS, students must successfully pass the Final BDS Clinical
Assessment Panel, the Final BDS Knowledge Paper and the Final OSCE, independently.
Requirements for the Award of Bachelor of Dental Surgery with Honours
Candidates must normally be attempting the Final Examination for the first time and should
normally have passed each component of the preliminary year examinations at the first
attempt.
Students with a combined mark (rounded to nearest integer) of 75% or more will be
awarded honours. A combined mark will be calculated with the following weightings:

rd
12.5% - OSM Core Knowledge (3 year)

rd
12.5% - OSM Critical Reasoning (3 year)

rd
6.25% - Clinical Core Knowledge (3 year)

th
6.25% - Oral Diseases (4 year)

th
6.25% - Oral Health (4 year)

th
6.25% Restorative (4 year)
 25% - Single Best Answer papers (Finals)
 25% - OSCE (Finals)
Requirements for the mark of Distinction in any Subject
Candidates must normally be attempting the Final Examination for the first time and the mark
of distinction is determined based on performance in the BDS Finals Knowledge Exam. Details
are contained in the Assessment Handbook.
1
It is currently a requirement of the GDC for all BDS programmes that External Examiners participate in the clinical
assessment of patients for all Final BDS students.
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Criteria for the award of an alternative qualification
If a student fails to meet the criteria for the award of a BDS degree, or is unable to complete
his or her degree programme, he or she may be awarded one of the following
qualifications:
Certificate in Higher Education* – this will be awarded provided that the student has
st
passed the 1 BDS, equivalent to the first year of an honours degree programme. Such
students will have demonstrated:
 Knowledge of the underlying concepts and principles associated with their areas of
study and an ability to evaluate and interpret these within the context of that area of
study;
 An ability to present, evaluate and interpret qualitative and quantitative data, to
develop lines of argument and make sound judgements in accordance with basic
theories and concepts of their subject(s) of study.
Diploma in Higher Education* – this will be awarded provided that the student has
nd
passed the 2 BDS, including the Clinical Readiness Examination, equivalent to the
second year of an honours degree programme. Such students will have demonstrated:
 Knowledge and critical understanding of the well-established principles of their

area(s) of study and the way in which those principles have developed;
 Ability to apply underlying concepts and principles outside the context in which they
were first studied, including, where appropriate, the application of those principles
in an employment context;
 Knowledge of the main methods of enquiry in their subject(s) and an ability to
evaluate critically the appropriateness of different approaches to solving problems
in the field of study;
 An understanding of the limits of their knowledge and how this influences analyses
and interpretations based on that knowledge.
BSc in Biomedical Sciences (Dental)* – This will be awarded provided that the student has
rd
passed the 3 BDS, excluding the 3rd BDS Clinical Assessment Panel. Students who are
awarded the degree of BSc in Biomedical Sciences (Dental) will not normally be allowed to
return to the BDS programme.
The award is governed by Degree of Bachelor of Science in Biomedical Sciences (Dental).
Students who withdraw from the University of Liverpool may be awarded one of the above
qualifications provided that they meet the necessary criteria.
In should be noted that the degrees marked * do not provide eligibility for graduates to
apply for GDC registration.
Board of Examiners
The role, membership and function of the School of Dentistry Board of Examiners operate
in accordance with the University Codes of Practice and Guidelines. Please see the
appropriate year’s Assessment handbook for further details or refer to:
http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/appendix_D_cop_assess.pdf
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Role of the External Examiner
External Examiners are responsible for ensuring that awards made by the University of
Liverpool are of a comparable standard with those of similar subjects and awards of other
Higher Education Institutions in the United Kingdom, as stated in the Code of Practice on
External Examining:
http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/appendix_H_cop_assess.pdf
There is a minimum of two External Examiners appointed to each undergraduate

programme The term of office for the External Examiner is four years, annually renewable.
The primary purposes of the external examiner system are:
 To assist the University in monitoring the standards of its awards;

 To verify that those standards are appropriate for the award or award elements
which the external examiner has been appointed to examine. Such verification will
require reference to national subject benchmarks, national qualifications
frameworks as well as University programme specifications;
 To ensure that awards made are comparable in standard with those for similar
subjects and awards in other UK Universities and that performance of students is
consistent with those awards;
 To ensure that the assessment procedures are appropriate, rigorous, fair and
fairly operated and are in line with both institutional regulations and published
programme guidelines;
 Where appropriate, to ensure that the accreditation requirements of any
professional or statutory body are met.
The responsibilities and duties of the External Examiners include:
 Ensuring that the approved assessment procedures are properly applied;

 Ensuring that the students have reached the required standard of academic and
professional competence;
 Making visits to assess standards;
 Making a specific contribution to the moderation procedures for marking of
assessment;
 Attending the Examination Boards;
 Advising the programme management team of any areas that need review;
 Commenting on proposed changes to assessment procedures;
 Providing an annual report on the overall standards of the programme for the
University.
Further information on the assessment policies and procedures,
can be found in the University Handbook and BDS Assessment Handbook.
38. Student representation and feedback:

A range of external and internal stakeholders, including students, monitors the programme.
Student evaluation of the programme will be gained through the following routes:
 Formal written component evaluation forms;
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 Informal discussion with academic staff;

 Exit questionnaire for graduates;
 Representatives on BDS Staff/Student Liaison committee;
 Representatives on BDS Management Group;
 Representatives on Student Experience Committee;
 Representatives on the Board of Studies.
The BDS Staff-Student Liaison Committee is established in accordance with the University
Code of Practice on Student Representation (copy of the code can be accessed at:
http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_on_student_representation.doc). This
committee normally meets at least three times per year. The membership of the committee,
its terms of reference, and the manner in which it conducts its business conforms to the
requirements of the Annexe to the Code of Practice on Student Representation. Elections
to the committee are carried out within the structure determined by the University Student
Representation Steering Group and Programme Representatives are encouraged to attend
the training provided for them through the Liverpool University Student Training Initiative.
Students are also represented on the School of Dentistry BDS Management Group,
Student Experience Committee and Board of Studies. Minutes and papers are circulated to
the students by email.
Part F: Status Of Professional, Statutory Or Regulatory Body Accreditation
39. Status of Professional, Statutory or Regulatory Body Accreditation:

The programme was approved by the General Dental Council in 1995, 2005 and 2013.
Part G: Diversity & Equality Of Opportunity And Widening Participation
40. Diversity & Equality of Opportunity and Widening Participation:

The programme design, structure and content are consistent and compliant with the
University’s Diversity and Equality of Opportunity Policy.
Annex 1
Annex of Modifications Made to the Programme
Please complete the table below to record modifications made to the programme.
Description of Minor or Date Date Cohort

modification (please major approved approved affected
include details of any modifications by FAQSC by AQSC (if
student consultation applicable)
undertaken or confirm that
students’ consent was
obtained where this was
required)
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APPENDIX 1 Learning Outcomes Mapping

GDC
Clinical
LO Supporting Competency BDS Knowledge Components KBA FFY
Assessment
Number
Develop ability to recognise opportunities for and

provide patients / parents / carers with
Introduction to Oral Health, Dental Public Longitudinal, 18, 62,
1 comprehensive and accurate preventive education Essay
Health OSCE 64
and instruction in self-care methods tailored to the
individual needs of the patient.
Develop ability to perform preventive and restorative Introduction to Clinical Practice

treatment procedures that will conserve the tooth (Restorative 2), Restorative 3, Longitudinal, 6, 18,
1
structure, prevent hard and soft tissue disease and Paediatric Dentistry 2, Paediatric CRE 23
promote hard and soft tissue health. Dentistry 3, Restorative 4
Develop ability to identify detrimental oral habits and

Restorative 3, Oral Diseases,
1 provide patients with an effective strategy for their SBA Longitudinal 6, 7, 13
Restorative 4
control.
Develop knowledge and understanding of the 47, 64,

Introduction to Oral Health, Oral
1 relationship between dental diseases in populations SBA Longitudinal 65, 66,
Diseases, Dental Public Health
and risk factors. 67
Develop knowledge and understanding of prevention

Introduction to Oral Health, Dental Public 62, 65,
1 of dental disease in populations including preventive SBA Longitudinal
Health 66, 67
programmes and water fluoridation.
Develop ability to provide preventive education for

Introduction to Basic Medical Sciences,
patients in a manner that they can understand and Longitudinal, 18, 69,
1 Communication skills, Communication EMI
which encourages self-care and motivation, and OSCE 70, 72
skills GE
check their understanding.
62, 63,
64, 65,
Develop ability to describe in appropriate detail the
Introduction to Basic Medical Sciences, 66, 67,
health risks of substances such as tobacco and Longitudinal,
1 Introduction to Oral Health, Restorative SBA, EMI 68, 69,
alcohol on oral health, and provide the patient with OSCE
3, Restorative 4, Dental Public Health 70, 72,
appropriate advice.
85, 89,
91
47, 67,
Develop ability to provide health promotion advice Introduction to Basic Medical Sciences,
Longitudinal, 68, 69,
1 within the contexts of diverse social norms, and Introduction to Oral Health, Dental Public SBA, EMI
OSCE 70, 72,
value the diversity and ethnicity of the patient. Health
91, 109
Develop ability to demonstrate an understanding of
19, 48,
safe, effective and legal prescribing and monitoring, Restorative 3, Oral Diseases, Longitudinal,
1 SBA 51, 64,
including appropriate use of the British National Restorative 4 OSCE
95, 101
Formulary.
19, 26,
Develop ability to diagnose and treat localised
27, 39,
odontogentic infections and post-operative surgical
Oral Surgery 1, Oral Diseases, Oral Longitudinal, 42, 46,
2 complications with the appropriate therapeutic SBA
Surgery 2 OSCE 50, 78,
agents, and diagnose and refer major odontogenic
80, 85,
infections with the appropriate degree of urgency.
101
Develop ability to understand and assist in the 40, 59,

Oral Sciences and Medicine 1, Oral
2 investigation, diagnosis and effective management SBA, EMI Longitudinal 64, 78,
Sciences and Medicine 2, Oral Diseases
of oral mucosal disease. 80, 85
Develop ability to understand the pathology of 61, 64,

2 neoplastic and non-neoplastic disease of the head & SBA, EMI Longitudinal 78, 80,
neck. 85
2, 3, 4,
Develop ability to recognise disorders in patients
46, 48,
with craniofacial pain that require specialised Oral Sciences and Medicine 1, Oral
2 SBA, EMI Longitudinal 51, 54,
management, and to refer such conditions Sciences and Medicine 2, Oral Diseases
57, 64,
appropriately.
78
Develop ability to recognise and anticipate the
potential drug interactions that may occur between Longitudinal, 3, 48,
2 Medical Emergencies, Oral Diseases SBA
medications prescribed by the patient’s doctor and OSCE 51, 64
those used in dental practice.
4, 19,
Develop ability to assess the need for, prescribe and
2 where appropriate administer pharmacotherapeutic Medical Emergencies, Oral Diseases SBA
OSCE 57, 78,
agents in the safe treatment of all dental patients.
101
Develop knowledge of systemic conditions and
3, 54,
2 associated treatments (e.g. radiotherapy and Oral Diseases, Restorative 4 SBA Longitudinal
57
chemotherapy) and their effect on oral health.
Develop ability to diagnose, assess and differentiate 4, 10,

between malocclusions that can be treated in Longitudinal, 14, 39,
3 Orthodontics 1, Orthodontics 2 SBA
general practice and those that require specialised OSCE 42, 79,
advice and / or management. 84, 106
10, 46,
Develop ability to assess occlusion and diagnose Orthodontics 1, Restorative 4, Longitudinal,
3 SBA 58, 84,
malocclusion. Orthodontics 2 OSCE
106
Develop ability to recognise detrimental oral habits
Orthodontics 1, Oral Diseases,
3 and occlusal trauma and where appropriate intercept SBA Longitudinal 2, 4
Restorative 4, Orthodontics 2
correctly.
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Develop ability to recognise problems related to

orthodontic treatment, relieve trauma and discomfort
3 Orthodontics 1, Orthodontics 2 SBA 9, 25
due to appliances and arrange emergency repairs to
orthodontic appliances when required.
Have knowledge of how to design, insert, adjust and 9, 33,

3 Orthodontics 1, Orthodontics 2 SBA
monitor simple removable appliances. 34
Develop knowledge and understanding of facial
growth and dental development (and the ability to Introduction to Basic Medical Sciences,
3 SBA, EMI Longitudinal 10, 84
monitor these) and recognise abnormalities as they Orthodontics 1, Orthodontics 2
appear.
Develop knowledge and understanding of the use of Longitudinal,
3 Orthodontics 1, Orthodontics 2 SBA 10
orthodontic indices. OSCE
Develop understanding and the application of the

principles of GDC publications on standards for
4 Law and Ethics SBA 113
dental professionals, that provide guidance to
dentists on professional and personal conduct.
89, 90,
91, 92,
93, 94,
95, 96,
Develop understanding and the application of the Introduction to Basic Medical Sciences,
98, 99,
principles of ethical behaviour relevant to dentistry, Oral Sciences and Medicine 1, Oral
4 SBA, EMI Longitudinal 109,
including honesty, confidentiality, personal and Sciences and Medicine 2, Law and
110,
professional integrity and appropriate moral values. Ethics
111,
118,
121,
122
89, 90,
93, 95,
Develop a professional approach to patient 96, 97,
4 complaint and accepts responsibility for his/her SBA, EMI Longitudinal 109,
Sciences and Medicine 2, Law and
actions where appropriate. 110,
Ethics
113,
118
Develop ability to respect and value diversity and
Oral Sciences and Medicine 1, Oral Longitudinal,
4 interact with patients, staff, peers and the general SBA, EMI 109
Sciences and Medicine 2, Law and OSCE
public without discrimination.
Ethics
Understand the professional responsibility towards

patients and professional colleagues and develop Introduction to Basic Medical Sciences,
4 ability to explain in appropriate detail the actions Restorative 3, Restorative 4, Law and SBA, EMI Longitudinal
available to be taken with regard to those colleagues Ethics
who are underperforming or behaving unethically.

Develop ability to adhere to appropriate guidelines 92, 98,
4 Restorative 3, Oral Diseases, SBA, EMI Longitudinal
where necessary. 113
Restorative 4, Law and Ethics
Develop an efficient management of time and
5 Restorative 3, Restorative 4 Longitudinal
resources on a daily basis.
Develop an understanding of the day to day running

of a general practice, and any other areas of clinical Placement
5
practice relevant to their training, and where to find Portfolio
managerial assistance when necessary.
Develop an understanding of different professional Placement

5
working and contractual agreements. Portfolio
Develop the full, accurate and secure maintenance Restorative 3, Restorative 4, Law and 73, 74,
5 Longitudinal
of patients’ records. Ethics 75
Develop an understanding of the considerations to

5 be made during the selection, care and maintenance Longitudinal 89
of equipment for dental practice.
Develop an understanding of the context of different

5 Longitudinal 89
remuneration systems.
Develop an understanding of the principles of staff

recruitment and employment legislation, including
5 SBA Longitudinal 89
interview techniques, job descriptions, contracts,
equal opportunities and disciplinary matters.
Develop an understanding of the requirements for

5 and processes involved in risk assessment within SBA Longitudinal 89
the workplace and resultant action.
Develop the prioritisation of professional duties

5 effectively and appropriately when faced with Longitudinal
multiple tasks and responsibilities.
5 Develop an understanding of relevant IT systems. Longitudinal 89
Develop the ability to use research data and
Sciences and Medicine 1, Oral Sciences Longitudinal, 77, 98,
5 evidence-based knowledge in his or her approach to SBA, EMI
and Medicine 2, Oral Diseases, Dental OSCE 107
clinical practice.
Public Health
Develop ability to take appropriate responsibility for

health and safety isues, including those relating to
Introduction to Clinical Practice Longitudinal, 35, 81,
6 patients, oneself and practice staff. Have current SBA
(Restorative 2) CRE 89
knowledge/ understanding of infection control
procedures and their implementation.
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Develop an ability to describe in appropriate detail Introduction to Clinical Practice

Longitudinal,
6 the safety issues in relation to dental radiography (Restorative 2), Radiology Core of SBA 42, 86
CRE
with regard to current guidelines and regulations. Knowledge
Develop an up-to-date knowledge and

6 Special Care Dentistry, Law and Ethics SBA 95, 109
understanding of discrimination legislation.
Develop an ability to describe in appropriate detail Restorative 3, Oral Surgery 1, Longitudinal, 17, 45,
6 SBA
the principles of consent. Restorative 4, Law and Ethics OSCE 90
Develop an ability to demonstrate appropriate

95, 96,
6 knowledge and understanding of legislation that Special Care Dentistry, Law and Ethics SBA
113
impacts on dentistry.
Develop an understanding of the legal issues

relating to health & safety and infection control
Placement
6 (including COSHH – Control of Substances Oral Surgery 1, Oral Surgery 2 SBA 95
Portfolio
Hazardous to Health), and where to get additional
information if necessary.
Develop an understanding of the definitions of the

legal & ethical obligations of a dental practitioner Restorative 3, Restorative 4, Law and 94, 95,
6 SBA
and the definition of fitness to practice according to Ethics 113
the GDC.
Develop an understanding of the structure, rules and

Placement
6 regulations associated with the NHS and other 89
Portfolio
employing healthcare bodies.
Develop an understanding of grievance procedures

Placement
6 and complaints, and how / when to seek the advice SBA 89
Portfolio
of a professional indemnity organisation.
Develop an understanding of the importance of
Placement
6 membership of a professional indemnity 89
Portfolio
organisation.
Develop an understanding of the financial matters

relating to treatment provided for patients in general
Placement
7 practice and other relevant clinical environments, 89
Portfolio
including NHS dentistry, private fee per item
schemes and private capitation schemes.
Develop an understanding of the financial

Placement
7 management of a general dental practice and other 89
Portfolio
relevant clinical environments.
Develop an ability to demonstrate effective Longitudinal,

8 leadership within the healthcare team, where Restorative 3, Restorative 4 Placement 89, 112
appropriate. Portfolio
Have knowledge of opportunities for quality and
safety improvement, and develop, implement and
8 Longitudinal 92
evaluate strategies to improve quality where
possible.
Develop an understanding of the role of being a
Placement
8 mentor and role model for other members of the 89
Portfolio
healthcare team.
Develop an understanding of how to act in the

8 interests of patients who have been subject to Restorative 4 Longitudinal
clinical harm or errors.
Develop an ability of how to accept and provide

8 effective feedback in a manner that motivates and Longitudinal 118
encourages learning.
Develop an ability of how to give an effective

presentation that uses relevant teaching materials
8 Poster
and is targeted to the level of understanding and
expectations of the audience.
have knowledge of anatomy and dental anatomy,
Oral Sciences and Medicine 1, Oral SBA, EMI,
9 physiology, cranio-facial biology, oral biology,
Sciences and Medicine 2, Orthodontics essay
immunology and biochemistry relevant to Dentistry
1, Orthodontics 2
understand disease processes such as infection,
inflammation, disorders of the immune system, SBA, EMI,
10 Oral Sciences and Medicine 1, Oral
degeneration, neoplasia, metabolic disturbances essay
and genetic disorders

Be able to demonstrate knowledge of the aetiology,
10 processes, diagnosis and management of oral OSCE
Sciences and Medicine 2, Restorative 3, essay
diseases
Oral Diseases, Restorative 4
Be able to demonstrate knowledge of the science
Special Dental Component (Restorative SBA, EMI,
10 that underpins the use of dental biomaterials and
1), Special Dental Component GE, essay
the limitations of their use
Restorative 3, Restorative 4
Be able to demonstrate knowledge of the general Oral Sciences and Medicine 1, Oral
SBA, EMI,
10 aspects of medicine and surgery and their impact Sciences and Medicine 2, Restorative 3,
essay
on dental managment Oral Diseases, Restorative 4
Be able to demonstrate knowledge of the scientific

11 Restorative 3, Restorative 4 SBA, essay
principles of sterilisation, disinfection and antisepsis
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Be able to demonstrate knowledge of the hazards of Introduction to Clinical Practice

11 ionising radiation and regulations relating to them, (Restorative 2), Restorative 3, SBA, essay CRE
including radiation protection and dose reduction Restorative 4
Be able to demonstrate an ability to critically
12 evaluate and apply relevant scientific knowledge to
Sciences and Medicine 2, Oral Diseases, essay
the clinical situation
Restorative 4
1, 2, 3,
Introduction to Basic Medical Sciences, 47, 53,
Develop ability to obtain, interpret and record an Introduction to Oral Health, Special 64, 65,
accurate history that incorporates appropriate Dental Component (Restorative 1), 68, 69,
Longitudinal,
13 dental, medical (including drug history), social, Communication skills, Oral Sciences and SBA, EMI 70, 73,
OSCE
cultural, nutritional, psychological and genetic Medicine 1, Introduction to Clinical 74, 75,
factors. Practice (Restorative 2), Communication 76, 84,
skills GE, Special Dental 85, 91,
96, 97
Introduction to Clinical Practice
Develop ability to identify from the patient upon 1, 2, 3,
(Restorative 2), Restorative 3, Oral Longitudinal,
13 examination, the symptoms and principal complaint, 47, 68,
Surgery 1, Oral Diseases, Oral Surgery OSCE, CRE
and any relevant history. 69
2, Restorative 4
1, 4,
47, 53,
57, 59,
60, 61,
64, 68,
71, 73,
74, 75,
Develop ability to perform a comprehensive extra- Introduction to Basic Medical Sciences, 76, 77,
oral and intra-oral examination that is suitable for the Communication skills, Introduction to 78, 79,
Longitudinal,
13 clothed patient and record the findings accurately Clinical Practice (Restorative 2), 80, 84,
OSCE
through communication, either with or without a Communication skills GE, Restorative 3, 85, 87,
supporting healthcare professional. Oral Diseases, Restorative 4 96,
108,
112,
114,
115,
118,
119,
120
1, 10,
Develop ability to assess dental, skeletal and
Introduction to Clinical Practice 13, 32,
occlusal relationships in the primary, mixed and
(Restorative 2), Paediatric Dentistry 2, Longitudinal, 46, 47,
13 permanent dentition accurately, and identify SBA
Orthodontics 1, Paediatric Dentistry 3, OSCE, CRE 53, 58,
conditions which may require treatment or referral
Orthodontics 2 60, 79,
onwards.
84
Develop ability to assess hard and soft tissue 1, 10,
developmental abnormalities and identify conditions Oral Sciences and Medicine 1, Oral 13, 47,
13 SBA, EMI Longitudinal
which may require investigation, treatment or Sciences and Medicine 2, Oral Diseases 58, 67,
onward referral. 78, 84
1, 6,
18, 43,
47, 62,
64, 67,
Introduction to Oral Health, Introduction
Develop ability to assess accurately the patients 68, 69,
to Clinical Practice (Restorative 2), Longitudinal,
13 standard of oral hygiene and, where necessary, their SBA 72, 80,
Restorative 3, Restorative 4, Dental OSCE, CRE
ability motivation and commitment to improve it. 85, 91,
Public Health
93, 98,
99,
108,
109
1, 6, 7,
15, 19,
46, 50,
Develop ability to distinguish between mucosal,
Introduction to Oral Health, Introduction 51, 54,
gingival and periodontal health and disease, and Longitudinal,
13 to Clinical Practice (Restorative 2), SBA 59, 61,
identify conditions that may require investigation, OSCE, CRE
Restorative 3, Restorative 4 64, 65,
treatment or onward referral.
67, 78,
80, 84,
85, 87
1, 6, 9,
15, 46,
Develop ability to diagnose the location, extent and Introduction to Oral Health, Oral
50, 53,
activity of caries, and plan for appropriate disease Sciences and Medicine 1, Introduction to
13 management at a level of complexity consistent with Clinical Practice (Restorative 2), Oral SBA
OSCE, CRE 100,
the trainee's seniority and resources, (including Sciences and Medicine 2, Restorative 3,
103,
relevant restorative skills). Restorative 4
107,
118
Develop ability to distinguish between pulpal health
1, 31,
13 and disease, and identify conditions which may Restorative 3, Restorative 4 SBA Longitudinal
46
require treatment or onward referral.
Develop ability to prescribe an appropriate and risk (Restorative 2), Restorative 3,
13 assessed imaging examination that meets the Orthodontics 1, Oral Surgery 1, Oral SBA
CRE 95, 99
diagnostic needs of the patient. Diseases, Oral Surgery 2, Restorative 4,
Orthodontics 2
Introduction to Clinical Practice 28, 39,
Develop ability to perform an accurate radiographic
(Restorative 2), Restorative 3, Oral Longitudinal, 42, 73,
13 examination and expose, process, assess, report SBA
Diseases, Restorative 4, Radiology Core OSCE, CRE 74, 75,
and store the radiograph correctly.
of Knowledge 76
Develop knowledge of the indications for other
13 Oral Diseases SBA Longitudinal 40
diagnostic imaging techniques.
TQSD/14.15
44 of 54
Develop ability to recognise the need for and 38, 39,

request the relevant clinical laboratory and 40, 41,
Oral Sciences and Medicine 1, Oral Longitudinal,
13 diagnostic tests when appropriate, and liaise with 46, 69,
Sciences and Medicine 2, Oral Diseases OSCE
appropriate personnel to acquire an accurate 114,
interpretation and record of the results. 118
Develop ability to record impressions for the

production of accurate diagnostic casts, record the 21, 22,
13 Restorative 4 Longitudinal
occlusal relationship and use a facebow to relate the 30, 38
maxillary cast to the condylar axis.

1, 6, 7,
Sciences and Medicine 1, Oral Sciences
Develop ability to generate a differential diagnosis 17, 43,
and Medicine 2, Restorative 3, Paediatric
and treatment / management plan based on Longitudinal, 44, 45,
13 Dentistry 2, Orthodontics 1, Oral Surgery SBA, EMI
evidence through the interpretation of clinical OSCE 46, 99,
1, IV Sedation, Paediatric Dentistry 3,
findings. 103,
Special Care Dentistry, Oral Diseases,
107
Oral Surgery 2, Res
48, 51,
Develop ability to assess the influence of systemic
54, 55,
diseases and other disabilities (and associated Oral Sciences and Medicine 1, Oral
13 SBA, EMI Longitudinal 56, 57,
treatment) on oral health and the delivery of dental Sciences and Medicine 2, Oral Diseases
64, 84,
treatment.
87
8, 10,
15, 21,
22, 30,
Develop ability to interpret diagnostic casts and Introduction to Clinical Practice
13 mount on chosen appropriate articulator using (Restorative 2), Orthodontics 1, SBA
OSCE, CRE 100,
necessary occlusal and other records. Restorative 4, Orthodontics 2
102,
105,
106
14, 15,
38, 43,
47, 58,
Develop ability to determine patients’ dentofacial
68, 69,
aesthetic requirements, identify the degree to which Restorative 3, Orthodontics 1, Longitudinal,
13 SBA 70, 72,
they can be met, discuss the different options, and Restorative 4, Orthodontics 2 OSCE
89, 91,
manage patient expectations.
97, 99,
103,
109
73, 74,
Develop ability to keep clinical records (conventional 75, 76,
13 Restorative 3, Restorative 4 Longitudinal
or electronic) in line with recognised standards 90, 95,
96, 110
Develop ability to perform an accurate assessment 4, 46,
of the patient to enable the early diagnosis of 47, 53,
13 orofacial neoplastic change, and be knowledgeable Oral Diseases SBA Longitudinal 54, 61,
of referral protocols taking into account appropriate 64, 78,
urgency. 85, 103
Develop ability to recognise the signs of abuse or

neglect in vulnerable groups, and understand how to Paediatric Dentistry 2, Paediatric
13 SBA Longitudinal
identify the local procedures that should be followed Dentistry 3, Special Care Dentistry
when reporting such circumstances.
Develop ability to recognise the signs and symptoms Introduction to Clinical Practice
Longitudinal, 6, 7,
13 of periodontal diseases, and identify conditions (Restorative 2), Restorative 3, SBA
OSCE, CRE 46, 104
which may require treatment or onward referral. Restorative 4
Develop ability to recognise and describe the clinical

46, 54,
features associated with oral mucosal diseases, and Longitudinal,
13 Oral Diseases SBA 59, 61,
identify conditions which may require treatment or OSCE
80, 85
onward referral.
Develop ability to recognise and describe the

spectrum of patient behaviour which may contribute 18, 47,
13 Oral Diseases SBA Longitudinal
to orofacial problems and identify conditions which 64, 67
require prevention or management.
Develop ability to recognise and describe the 3, 44,

13 investigations and assessment processes required Oral Diseases, Oral Surgery 2 SBA Longitudinal 54, 56,
prior to general anaesthesia. 57
Develop knowledge and understanding of the

principles of performing a basic physical
13 Medical Emergencies SBA Longitudinal 4, 50
examination, including blood pressure, pulse,
respiration and temperature.
Develop knowledge of (and where appropriate,

13 Oral Diseases, Oral Surgery 2 SBA Longitudinal 40
perform) diagnostic procedures, including biopsy.
1, 4,
Develop ability to assess sensory and motor 40, 46,
13 Oral Sciences and Medicine 1, Oral SBA, EMI Longitudinal
functions of the mouth and jaws 48, 51,
57
1, 4,
40, 46,
13 Develop ability to assess salivary functions Oral Sciences and Medicine 1, Oral SBA, EMI Longitudinal
48, 51,
57
1, 4,
13 Develop ability to assess orofacial pain Oral Sciences and Medicine 1, Oral SBA, EMI
OSCE 48, 51,
57
4, 43,
Develop ability to present to the patient or carer the Introduction to Basic Medical Sciences, Longitudinal,
14 68, 69,
findings resulting from the history and examination. Communication skills OSCE
70, 72
TQSD/14.15
45 of 54
Develop ability to discuss with the patient (or carer)

4, 43,
in a manner they can understand, a comprehensive Introduction to Basic Medical Sciences, Longitudinal,
14 68, 69,
and accurate care or treatment plan where options Communication skills OSCE
70, 72
are based on the individual needs of the patient.

Introduction to Oral Health, Special
Develop ability to formulate individualised care or
Dental Component (Restorative 1),
treatment plans for patients according to their Longitudinal,
14 Communication skills, Oral Sciences and SBA, EMI 4
individual circumstances, needs and selected OSCE, CRE
Medicine 1, Introduction to Clinical
treatment options.
Practice (Restorative 2), Communication
skills GE, Special Dental
Develop ability to discuss with the patient (in a Introduction to Basic Medical Sciences,
manner they can understand) their responsibilities Introduction to Oral Health, 4, 18,
associated with the treatment plan, including Communication skills, Introduction to Longitudinal, 62, 68,
14
preventive education, time requirements for Clinical Practice (Restorative 2), OSCE, CRE 69, 70,
treatment, fees and payment methods where Communication skills GE, Oral Diseases, 72
appropriate. Oral Surgery 2, Dental Public Health

Develop ability to obtain valid informed consent for
Communication skills, Special Dental Longitudinal, 17, 45,
14 the proposed treatment from the patient / parent / SBA, EMI
Component GE, Restorative 3, Oral OSCE 90
guardian as appropriate.
Surgery 1, Restorative 4, Law and Ethics
74, 89,
Develop ability to manage effectively and
90, 91,
professionally any situations where the patient’s
14 wishes and the recommendations of the dentist
OSCE 97,
differ, and properly document the conversation and
109,
outcome.
110
25, 44,
Develop ability to communicate with other 46, 63,
professionals to obtain additional information and/or Introduction to Basic Medical Sciences, 69, 70,
Longitudinal,
14 treatment for the patient. Demonstrate the ability to Communication skills, Communication 71,
OSCE
refer patients for specialised treatment or advice in a skills GE, Law and Ethics 112,
manner that causes the least anxiety possible. 114,
115
Develop ability to demonstrate appropriate
14 management of the patient following discharge from Oral Diseases Longitudinal
specialised care.
Develop ability to communicate with other

professionals to obtain additional information and/or
Longitudinal,
14 treatment for the patient. Demonstrate the ability to Oral Diseases, Oral Surgery 2
OSCE
refer patients for specialised treatment or advice in a
manner that causes the least anxiety possible.
Develop ability to recognise the need and provide

15 care for dentofacial trauma patients requiring Oral Diseases SBA Longitudinal 32, 60
immediate attention quickly and effectively.
Develop ability to recognise, manage, (and where Introduction to Clinical Practice

required, provide) basic and immediate life support (Restorative 2), Restorative 3, Oral Longitudinal, 12, 15,
15 SBA
for medical emergencies, in line with guidelines from Surgery 1, Medical Emergencies, CRE 16
the UK Resuscitation Council. Restorative 4
Develop ability to identify, prescribe and administer
(where appropriate) pharmacological agents 12, 15,
15 Medical Emergencies, Restorative 4 SBA Longitudinal
correctly for the management of medical 16
emergencies.
Develop ability to diagnose and effectively manage
common medical and dental emergencies, including Longitudinal, 12, 15,
15 (Restorative 2), Oral Surgery 1, Medical SBA
those resulting from treatment complications or CRE 16
Emergencies, Oral Diseases
failures, infection, allergic response or trauma.
Develop ability to identify and refer with an
appropriate degree of urgency, medical and dental 12, 15,
15 Medical Emergencies Longitudinal
emergencies which are beyond his or her scope of 16, 46
management.
Develop a thorough understanding of potential drug 12, 16,
15 interactions and side effects, and manage situations Medical Emergencies, Oral Diseases SBA Longitudinal 48, 51,
appropriately when they occur. 64
Develop an understanding of the requirements and

15 procedures involved in selection and maintenance of Medical Emergencies SBA Longitudinal 12
an emergency drug supply.
Develop an understanding of the importance of the

12, 15,
15 team management of medical emergencies, and can Medical Emergencies Longitudinal
16
facilitate such an approach.
12, 15,
Develop ability to formulate protocols to minimise
15 Medical Emergencies Longitudinal 16, 89,
risk, and deal with medical emergencies.
95
Develop ability to deploy a range of appropriate local Introduction to Clinical Practice
16 anaesthesia techniques for clinical dentistry to (Restorative 2), Restorative 3, SBA
CRE 79, 84
ensure pain controlled treatment for patients. Restorative 4
Develop ability to select and prescribe appropriate

drugs for the relief of pain and anxiety in a safe and Introduction to Clinical Practice Longitudinal,
16 SBA 48, 51
effective manner with an understanding of the risks (Restorative 2), IV Sedation CRE
involved.
Develop ability to use suitable behavioural, Introduction to Basic Medical Sciences,

Longitudinal,
16 psychological and interpersonal techniques for the Introduction to Clinical Practice SBA 11
CRE
relief of fear and anxiety. (Restorative 2), IV Sedation
TQSD/14.15
46 of 54
36, 37,
Develop ability to describe the benefits, limitations IV Sedation, Oral Diseases, Oral Surgery
16 SBA Longitudinal 44, 49,
and risks of using general anaesthesia and sedation. 2
52
Develop ability to describe the indications,
contraindications and technical requirements for
conscious sedation techniques, including the steps 36, 37,
16 IV Sedation, Paediatric Dentistry 3 SBA Longitudinal
in achieving safe effective sedation and post- 49, 52
sedation care, minimising the risks of unwanted
effects
Develop ability to evaluate the periodontal tissues Introduction to Oral Health, Introduction Longitudinal,
17 SBA 6, 7
and diagnose a patient’s periodontal condition. to Clinical Practice (Restorative 2), OSCE, CRE
Restorative 3, Restorative 4
Develop ability to measure and record periodontal Longitudinal,
17 Restorative 3 SBA 7
indices accurately, according to current guidelines. OSCE

Introduction to Oral Health, Special
Develop ability to integrate periodontal findings into
Dental Component (Restorative 1), Oral
the patient’s comprehensive treatment plan and Longitudinal, 4, 6, 7,
17 Sciences and Medicine 1, Introduction to SBA
understand how the periodontal status of the patient OSCE, CRE 43, 103
Clinical Practice (Restorative 2), Special
will impact on his/her treatment plan.
Dental Component GE, Oral Sciences
and Medicine 2, Res
Introduction to Basic Medical Sciences, 4, 7, 8,
Develop ability to establish a prognosis for individual
Communication skills, Communication Longitudinal, 43, 68,
17 periodontally involved teeth and inform the patient of SBA
skills GE, Restorative 3, Oral Surgery 1, OSCE 69, 70,
this.
Restorative 4 72
Develop ability to prescribe, deliver and monitor the
4, 6, 7,
17 use of antimicrobial agents, where appropriate, to Restorative 4 SBA Longitudinal
19, 101
aid the treatment of periodontal diseases.
Develop ability to assess the requirement for and Introduction to Basic Medical Sciences,
Longitudinal,
17 perform oral hygiene instruction, scaling and Introduction to Clinical Practice SBA 18, 20
CRE
mechanical root debridement. (Restorative 2), Restorative 3
Develop ability to evaluate the results of periodontal

Longitudinal,
17 treatment and establish and monitor a suitable recall Restorative 3, Restorative 4 SBA 4, 6, 7
OSCE
maintenance programme for patients.
Develop ability to assess the requirement for

17 specialised advice and / or periodontal treatment Restorative 4 SBA Longitudinal 46, 104
and refer the patient appropriately.
Develop ability to identify correctly and demonstrate
Introduction to Oral Health, 18, 64,
understanding of the aetiology of a patient’s
Communication skills, Introduction to Longitudinal, 68, 69,
17 periodontal problems, and the ability to educate the SBA
Clinical Practice (Restorative 2), OSCE, CRE 70, 72,
patient in these matters and the prevention of
Communication skills GE, Restorative 3, 80, 85
disease.
Restorative 4
Develop an understanding of the role of dental care Special Dental Component (Restorative
Longitudinal,
17 professionals in periodontal therapy and is able to 1), Special Dental Component GE, SBA 112
OSCE
prescribe treatment. Restorative 4
Develop an understanding of the role of periodontal

17 surgery in the management of gingival overgrowth Oral Diseases, Restorative 4 SBA Longitudinal 104
and advanced periodontal disease.
Develop an understanding of the conservative

17 Restorative 3 SBA Longitudinal 6
management of gingival recession.
Develop ability to extraction of erupted primary and

26, 39,
18 permanent teeth, and the appropriate diagnosis and Oral Surgery 1 SBA Longitudinal
42
management of any common complications.
Develop ability to effective management including

extraction where appropriate of buried roots 5, 26,
18 (whether fractured during extraction or retained root Oral Surgery 2 SBA Longitudinal 39, 42,
fragments), unerupted, impacted, ectopic and 81
supernumerary teeth.
Develop ability to effectively manage patients with 3, 26,

18 bleeding disorders including those on oral anti- Oral Surgery 1, Oral Diseases SBA Longitudinal 54, 57,
coagulant therapy. 78
Develop ability to effectively manage benign soft

5, 27,
18 tissue lesions including simple surgical procedures Oral Diseases, Oral Surgery 2 SBA Longitudinal
81
where appropriate.
Develop ability to carry out an accurate pre and post Longitudinal, 26, 27,
18 Oral Diseases, Oral Surgery 2
operative assessment of the patient. OSCE 39, 42
Develop ability to recognise and manage effectively

26, 27,
(including referral where appropriate) any
Oral Surgery 1, Oral Diseases, Oral 39, 42,
18 complications that may arise during or after a SBA Longitudinal
Surgery 2 46, 78,
surgical procedure, including the effective
84, 104
management and treatment of oro-antral defects.
Develop ability to describe the principles and 100,

18 techniques involved in the surgical placement of Restorative 4 SBA Longitudinal 102,
dental implants. 105
Develop an understanding of which instruments to 26, 27,

18 Oral Surgery 1, Oral Surgery 2 SBA Longitudinal
use in different surgical procedures. 104
Develop ability to remove carious tooth structure in
preparation for restoration, using techniques which Longitudinal, 21, 22,
19 (Restorative 2), Restorative 3, SBA
minimise unnecessary tooth damage and pulpal CRE 99
Restorative 4
injury.
TQSD/14.15
47 of 54
Develop ability to prescribe and monitor the use of

Introduction to Clinical Practice Longitudinal, 18, 19,
19 chemotherapeutic agents in order to assist in the SBA
(Restorative 2), Restorative 3 CRE 101
prevention of dental caries.
8, 21,
Develop ability to restore carious teeth to form, Introduction to Clinical Practice
19 function and appearance using a wide range of (Restorative 2), Restorative 3, SBA
CRE 82, 83,
restorative materials. Restorative 4
88
4, 21,
Develop ability to perform non-surgical root canal
46,
19 treatment and retreatment on single and multirooted Restorative 3, Restorative 4 SBA Longitudinal
100,
teeth, and understand when referral is appropriate.
118
Develop ability to recognise the indications for
periradicular surgery and where appropriate perform 4, 46,
19 Oral Surgery 2 SBA Longitudinal
or refer the patient for specialised advice and / or 100
treatment.
Develop ability to recognise and manage traumatic

injuries to the teeth in the emergency situation and Longitudinal,
19 Paediatric Dentistry 3 SBA 32, 60
then arrange follow up and subsequent OSCE
management in the medium and long term.
Develop ability to restore teeth to form, function and

19 Restorative 3, Restorative 4 SBA Longitudinal 8, 22
appearance using appropriate indirect restorations.
Develop ability to restore primary teeth, including

any necessary pulpal therapy, using appropriate Introduction to Clinical Practice Longitudinal,
19 SBA 21, 31
restorative materials and full coverage techniques (Restorative 2) CRE
relevant to the deciduous dentition.
Develop ability to isolate the tooth from saliva and

Introduction to Clinical Practice Longitudinal,
19 bacterial contamination effectively and be competent
(Restorative 2), Restorative 3 CRE
in the use of rubber dam.
Develop ability to demonstrate modern restorative (Restorative 2), Restorative 3, Longitudinal, 8, 21,
19 SBA
concepts around Minimally Invasive Techniques. Paediatric Dentistry 2, Paediatric CRE 22, 99
Dentistry 3, Restorative 4
8, 21,
Develop ability to evaluate, select and prepare teeth,
22, 30,
20 and evaluate residual ridges, to support and retain Restorative 3, Restorative 4 SBA Longitudinal
100,
fixed and removable prostheses.
102
8, 21,
22, 30,
Develop ability to diagnose, plan, deliver and Longitudinal, 82, 83,
20 (Restorative 2), Restorative 3, SBA
maintain removable partial and complete dentures. OSCE, CRE 88,
Restorative 4
100,
102
Develop ability to prescribe to, and communicate 30, 38,
with, the dental laboratory accurately, and assess Longitudinal, 70, 71,
20 Restorative 3, Restorative 4
the quality of the work completed by laboratory OSCE 119,
technicians. 120
Develop ability to describe the principles and
techniques involved in the restoration and
100,
maintenance of the dentition using osseointegrated
20 Restorative 4 SBA Longitudinal 102,
implants, and the maintenance (including the
105
recognition and management of) peri-implant
disease.
17, 45,
47, 68,
Develop ability to increase patients’ awareness and 69, 70,
understanding of treatment options and procedures, Longitudinal, 72, 90,
21 Communication skills, Communication
by careful explanation and the use of effective OSCE 91, 93,
skills GE, Restorative 3, Restorative 4
communication skills. 97,
108,
109
17, 45,
47, 68,
69, 70,
Develop ability to inspire confidence in patients Introduction to Basic Medical Sciences,
21 (from all age groups and situations) through the use Communication skills, Communication
OSCE 91, 93,
of effective interpersonal and communication skills. skills GE
97,
108,
109
17, 45,
47, 68,
69, 70,
Develop ability to present questions to the patient (or Introduction to Basic Medical Sciences,
21 carer) in a clear, concise and understandable Communication skills, Communication
OSCE 91, 93,
manner. skills GE
97,
108,
109
17, 45,
47, 68,
Develop ability to communicate bad news and / or 69, 70,
refer patients from different age groups or situations Longitudinal, 72, 90,
for specialised treatment in a sensitive manner that OSCE 91, 93,
skills GE
causes the least anxiety possible. 97,
108,
109
17, 45,
47, 68,
69, 70,
Develop ability to communicate effectively with Introduction to Basic Medical Sciences,
21 relatives in a manner which respects the patient’s Communication skills, Communication
OSCE 91, 93,
dignity, confidentiality and self image. skills GE
97,
108,
109
TQSD/14.15
48 of 54
Develop ability to select and compose a suitable

style of written communication that is appropriate for 68, 69,
21 Oral Surgery 1 OSCE
the patient and / or guardian in different clinical 70, 108
scenarios.
Develop ability to address challenging
communication situations including the effective Longitudinal, 68, 69,
21
management of anger, confusion or OSCE 70, 108
misunderstanding of patients or carer.
Develop ability to identify patients (or carers) with
special communication needs and is able to make Longitudinal, 68, 69,
21 Communication skills, Communication SBA
arrangements to meet these requirements OSCE 70, 108
skills GE, Special Care Dentistry
effectively.
Develop ability to demonstrate to an appropriate

standard the effective management of all patients Introduction to Basic Medical Sciences,
Longitudinal,
21 through the use of suitable interpersonal & Communication skills, Communication 11
OSCE
behavioural skills, including those with anxiety or skills GE
other special needs.

Develop ability to listen effectively and be Longitudinal,
responsive to non-verbal cues. OSCE
skills GE
Develop ability to communicate cost of treatment to
21
patients.
70, 71,
108,
22 Develop ability to work effectively as part of a team. Restorative 3, Restorative 4 Longitudinal 118,
119,
120
70, 71,
Develop ability to interact effectively with members 108,
22 of the clinical team & peers, and describe how each SBA Longitudinal 118,
can contribute to patient care. 119,
120
Develop ability to prescribe to the dental team. 70, 71,

Demonstrate the ability to deal with problems arising 108,
22 with the quality of technical work and manage Oral Diseases Longitudinal 118,
problems arising from work delegated / prescribed to 119,
and performed by other members of the team. 120
70, 71,
Develop ability to provide treatment for patients from
108,
all age groups and situations in an organised and
22 Longitudinal 118,
efficient manner through the appropriate interaction
119,
with other members of the clinical team.
120
70, 71,
Develop ability to communicate with all members of Introduction to Basic Medical Sciences, 108,
Longitudinal,
22 the clinical team & peers in an appropriate manner, Communication skills, Communication 118,
OSCE
which inspires confidence, motivation and teamwork. skills GE 119,
120
Develop ability to interact with all members of the 70, 71,
clinical team and peers to an appropriate standard, Introduction to Basic Medical Sciences, 108,
Longitudinal,
22 in practice policies, rules and regulations, health & Communication skills, Communication 118,
OSCE
safety procedures and appropriate clinical skills GE, Law and Ethics 119,
techniques. 120
Develop ability to communicate effectively with other Longitudinal,
23 Sciences and Medicine 1, Oral Sciences 69, 70
professionals verbally and in writing. OSCE
and Medicine 2
Develop ability to communicate effectively (verbally
Communication skills, Oral Sciences and
23 and in writing) with referral bodies, and a willingness Longitudinal 46, 118
Medicine 1, Communication skills GE,
to seek advice when necessary.
Oral Sciences and Medicine 2
Develop awareness and understanding of the need Longitudinal,
24 Restorative 3, Restorative 4, Law and 91, 109
to provide compassionate care for all patients. OSCE
Ethics
Develop awarenes of the need to demonstrate Longitudinal,
24 Restorative 3, Restorative 4, Law and
effective and ethical decision making. OSCE
Ethics
Develop ability to provide treatment for all patients
with courtesy and respect, provide treatment options Longitudinal, 90, 91,
24 Restorative 3, Restorative 4
that are sensitive to the needs of the patient, and OSCE 95, 109
recognise the patients’ right to choose.
Develop awarenes of the need to maintain honesty 90, 95,
24 Restorative 3, Restorative 4, Law and Longitudinal
and confidentiality with all patients. 96, 110
Ethics
Develop ability to interact with patients without Longitudinal, 47, 97,
24 Restorative 3, Restorative 4, Law and SBA
discrimination. OSCE 109
Ethics
Develop ability to maintain the confidentiality and
90, 95,
24 security of patient records, with respect to Restorative 3, Restorative 4 SBA Longitudinal
96
contemporary legislation.
Develop ability to regularly review the outcomes of

treatment given in an effort to provide the highest
24 standards of patient care, and understand the Longitudinal 92, 117
importance of clinical audit and its regular
implementation.
Develop an understanding of accurate costings for Placement

24
treatment Portfolio
TQSD/14.15
49 of 54
63, 89,
Develop a thorough understanding of the
91,
25 professional responsibility of a dentist and his/her SBA Longitudinal
114,
role within and outside the NHS.
115
98,
Develop a commitment to Continuing Professional 107,
Development (CPD) through regular efforts to 111,
25 Longitudinal
update and improve knowledge and skills, and the 116,
incorporation of these skills into everyday practice. 117,
121
Develop an understanding of the importance of
111,
25 Continuing Professional Development within Law and Ethics Longitudinal
121
dentistry and its recording.
Develop ability (and commitment) to self assess and 93,
reflect upon his/her own capabilities and limitations 111,
25 Longitudinal
in order to provide the highest standards of patient 117,
care. 118
92,
Develop ability to critically evaluate published Introduction to Oral Health, Oral
107,
25 research and integrate this information to improve Sciences and Medicine 1, Oral Sciences SBA, EMI
108,
the quality of care for the patient. and Medicine 2
116
Develop ability to recognise, integrate and reflect on
25 Restorative 3, Restorative 4 Longitudinal 117
learning opportunities within the workplace.
Develop a knowledge and understanding of the

25 principles involved in clinical audit and peer review, Clinical Governance & Audit Attendence Longitudinal 92, 117
and is willing to participate in such activities.
Develop an understanding of the significance of

practising while impaired by alcohol, other drugs,
25 Restorative 3, Restorative 4, Law and SBA 94
illness or injury and can describe the dangers
Ethics
associated with these situations.
Develop an ability to interact with patients,
Introduction to Basic Medical Sciences, Longitudinal,
26 colleagues, team members and peers without SBA 109
Law and Ethics OSCE
discrimination.
Develop an ability to be respectful and co-operative
with colleagues, staff and peers, and can
26 demonstrate a commitment to the maintenance of Restorative 3, Restorative 4 Longitudinal 89
high levels of professionalism, training and safety for
staff.
70, 71,
Develop an understanding of the dynamics of multi-
108,
26 professional working and how these can contribute Dental Public Health SBA Longitudinal
119,
to the delivery of quality patient care.
120
TQSD/14.15
50 of 54
Appendix 2
GDC First Five Years Outcomes
FFY
No. FFY Learning Outcome
obtain and record a comprehensive history, perform an appropriate physical examination,
1 interpret the findings and organise appropriate further investigations
2 be competent at obtaining a detailed history of the patient’s dental state
3 be competent at obtaining a relevant medical history
4 be competent at clinical examination and treatment planning
5 be competent at maintaining an aseptic technique throughout surgical procedures
be competent at diagnosing and planning preventative nonoperative care for the individual
6 patient who presents with dental caries, periodontal diseases and tooth wear
be competent at completing a periodontal examination and charting, diagnosis and treatment
7 plan
8 be competent at designing effective indirect restorations and complete and partial dentures
9 be competent at diagnosing active caries and planning appropriate non-operative care
be competent at carrying out an orthodontic assessment including an indication of treatment
10 need
be competent at managing fear and anxiety with behavioural techniques (and empathising
11 with patients in stressful situations)
have knowledge of diagnosing medical emergencies and delivering suitable emergency drugs
12 using, where appropriate, intravenous techniques
13 be familiar with the diagnosis and management of temporomandibular joint disorders
14 be familiar with contemporary treatment technique in orthodontics
undertake a range of clinical procedures which are within a dentist’s area of competence,
15 including techniques for preventing and treating oral and dental diseases and disorders
be competent at carrying out resuscitation techniques and immediate management of cardiac
arrest, anaphylactic reaction, upper respiratory obstruction, collapse, vasovagal attack,
16 haemorrhage, inhalation or ingestion of foreign bodies and diabetic coma
17 be competent at obtaining informed consent
be competent at oral hygiene instruction, dietary analysis, topical fluoride therapy and fissure
18 sealings
be competent at knowing when and how to prescribe appropriate anti-microbial therapy in
19 the management of plaque-related diseases
be competent at supragingival and subgingival scaling and root debridement using both
20 powered and manual instrumentation and in stain removal and prophylaxis
be competent at completing a range of procedures in restorative dentistry, including amalgam
and tooth-coloured restorations, endodontic treatments of single- and multi-rooted teeth,
21 anterior and posterior crowns, post crowns, simple bridges and partial a
22 be competent at designing effective indirect restorations and complete and partial dentures
23 be competent at fissure sealing, preventative resin restorations, and pit and fissure restoration
24 be competent in undertaking approximal and incisal tip restorations
be competent at managing appropriately all forms of orthodontic emergency including referral
25 when necessary
be competent at undertaking the extraction of teeth and the removal of roots where
26 necessary
27 be competent at undertaking minor soft tissue surgery
28 be competent at taking and processing the various film views used in general dental practice
29 be competent at infiltration and block local anaesthesia in the oral cavity
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have knowledge of the design and laboratory procedures used in the production of crowns,
bridges, partial and complete dentures and be able to make appropriate chair-side adjustment
30 to these restorations
31 have knowledge of preformed stainless steel crown and pulp therapy in primary molar teeth
32 have knowledge of the management of trauma in both dentitions
33 have the knowledge to be able to design, insert and adjust space maintainers
have the knowledge to design, insert and adjust active removable appliances to move a single
34 tooth or correct a crossbite
35 have knowledge of matters relating to infection control
36 have knowledge of inhalational and intravenous conscious sedation techniques
37 have knowledge of conscious sedation techniques in clinical practice
38 be competent at using laboratory and imaging facilities appropriately and efficiently
be competent at the principles of radiographic interpretation and be able to write an accurate
39 radiographic report
40 have knowledge of appropriate special investigations and the interpretation of their results
41 have knowledge of the role of laboratory tests in diagnosis
42 be familiar with the principles which underlie dental radiographic techniques
share with patients provisional assessment of their problems and formulate plans for their
43 further investigation and management
44 be competent in when, how and where to refer a patient for general anaesthesia
45 be competent at obtaining informed consent
46 be competent at making appropriate referrals based on assessment
47 have knowledge of managing patients from different social and ethnic backgrounds
have knowledge of the pharmacological properties of those drugs used in general practice
48 including their unwanted effects
49 have knowledge of the role of sedation in the management of young patients
50 have knowledge of management of acute infection
have knowledge of the drugs commonly used in oral medicine and their side effects and drug
51 interactions
52 have knowledge of the role of conscious sedation in dentistry
have knowledge of dental problems that may manifest themselves in older patients and of the
53 principles involving the management of such problems
54 have knowledge of the pathogenesis of common oral medical disorders and their treatment
be familiar with the role of therapeutics in the management of patients receiving dental
55 treatment
56 be familiar with the general aspects of medicine and surgery
57 be familiar with the main medical disorders that may impinge on dental treatment
be familiar with the principles of treatment of dento-facial anomalies including the common
58 orthodontic/maxillofacial procedures involved
59 be familiar with the pathogenesis and classification of oral diseases
60 be familiar with the principles of assessment and management of maxillofacial trauma
be familiar with the diagnosis of oral concern (cancer) and the principle of tumour
61 management
62 understand the principles of health promotion and disease prevention
have knowledge of the organisation and provision of healthcare in the community and in
63 hospital
Be familiar with the complex interactions between oral health, nutrition, general health, drugs
64 and diseases that can have an impact on dental care and disease
65 be familiar with the prevalence of certain dental conditions in the UK
66 be familiar with the importance of community-based preventive measures
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be familiar with the social, cultural and environmental factors which contribute to health or
67 illness
68 have knowledge of behavioural sciences and communication
communicate effectively with patients, their families and associates, and with other health
69 professionals involved in their care
be competent at communication with patients, other members of the dental team and other
70 health professionals
71 be competent at working with members of the dental team
72 have knowledge to be able to explain and discuss treatments with patients and their parents
73 use contemporary methods of electronic communication and information management
74 be competent at maintaining full and accurate clinical records
75 be competent at using information technology
76 be familiar with the principles of recording oral conditions and evaluating data
understand the scientific basis of dentistry, including the relevant biomedical sciences, the
77 mechanisms of knowledge acquisition, scientific method and evaluation of evidence
understand disease processes such as infection, inflammation, disorders of the immune
78 system, degeneration, neoplasia, metabolic disturbances and genetic disorders
79 have knowledge of anatomy, physiology and biomedical sciences relevant to dentistry
80 have knowledge of the aetiology and processes of oral diseases
81 have knowledge of the scientific principles of sterilisation, disinfection and antisepsis
82 have knowledge of the science that underpins the use of dental biomaterials
83 have knowledge of the limitations of dental materials
Have knowledge and understanding of biomedical sciences, of oral physiology and
84 craniofacial, oral and dental anatomy in the management of patients
have knowledge of the causes and effects of oral disease needed for their prevention,
85 diagnosis and management
have knowledge of the hazards of ionising radiation and regulations relating to them, including
86 radiation protection and dose reduction
be familiar with the pathological features and dental relevance of common disorders of the
87 major organ systems
88 be familiar with those aspects of biomaterial safety that relate to dentistry
understand the broader issues of dental practice, including ethics, medicolegal considerations,
89 management, and the maintenance of a safe working environment
an understanding of patients’ rights, particularly with regard to confidentiality and informed
90 consent, and of patients’ obligations
an awareness of moral and ethical responsibilities involved in the provision of care to
91 individual patients and to populations
92 an understanding of audit and clinical governance
an awareness that dentists should strive to provide the highest possible quality of patient care
93 at all times
an awareness of the importance of his or her own health and its impact on the ability to
94 practise as a dentist
95 be familiar with the legal and ethical obligations of registered dental practitioners
96 be familiar with the law as it applies to records
97 be familiar with social and psychological issues relevant to the care of patients
98 apply evidence-based treatment
an awareness of the need to limit interventions to the minimum necessary to achieve the
99 desired outcomes
be competent at deciding whether severely broken down teeth are restorable and how
100 missing teeth should be replaced, choosing between the alternatives of no replacements,
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bridges, dentures or implants

be competent at knowing when and how to prescribe appropriate anti-microbial therapy in
101 the management of plaque-related diseases
have knowledge of how missing teeth should be replaced, choosing between the alternatives
102 of no replacements, bridges, dentures or implants
103 have knowledge of providing a comprehensive approach to oral care
104 have knowledge of when periodontal surgery might be advised
105 be familiar with dental implants as an option in replacing missing teeth
106 be familiar with the limitations of orthodontic treatment
107 be familiar with an evidence-based approach to treatment
possess a wide range of skills, including research, investigative, analytical, problem solving,
108 planning, communication, presentation and team skills
respect for patients and colleagues that encompasses, without prejudice, diversity of
109 background and opportunity, language and culture
110 integrity, honesty and trustworthiness
an awareness of the need for continuing professional development allied to the process of
their continuing education, in order to ensure that high levels of clinical competence and
111 knowledge are maintained
112 have knowledge of the scope of practice of DCPs
113 have knowledge of the regulatory functions of the General Dental Council
114 be familiar with the work of healthcare workers
115 be familiar with the place of dentistry in the provision of healthcare
approaches to teaching and learning that are based on curiosity and exploration of knowledge
116 rather than its passive acquisition
a desire for intellectual rigour, a capacity for self-audit and an appreciation of the need to
117 participate in peer review
an awareness of personal limitations, a willingness to seek help as necessary, and an ability to
118 work effectively as a member of a team
119 be competent at working with members of the dental team
120 have knowledge of working as part of the dental team
121 be familiar with the need for lifelong learning and professional development
122 be familiar with the obligation to practise in the best interest of the patient at all times
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5years DentalSurgeryBDS

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Programme Specifcation UG

Part A: Programme Summary Information

1. Title of programme: BDS Bachelor of Dental Surgery

2. Programme Code: A200

3. Entry Award: Credit: Level:

☐ Other (please specify N/A QAA Level 6

BDS Bachelor of Dental Surgery

4. Exit Awards: Credit: Level:

☐ Certificate in Higher N/A QAA Level 4

5. Date of first intake: Prior to 1990

6. Frequency of intake: Annually in September

7. Duration and mode of FT5

8. Applicable framework: N/A

Framework exemption ☐ No (please go to section 9)

Date exemption approved

9. Applicable Ordinance: Ordinance for Degree of Bachelor of Dental

New/revised Ordinance ☐ No (please go to section 10)

10. Faculty: Health and Life Sciences

11: Level 2 School/Institute: Institute of Learning and Teaching

12. Level 1 unit: School of Dentistry

13. Campus: Liverpool

15: Teaching other than at Students receive clinical training at various

16: Director of Studies: Professor Luke Dawson

17: Board of Studies: School of Dentistry Board of Studies

18: Board of Examiners: School of Dentistry Board of Examiners

19. External Examiner(s): 1st BDS

20. Professional, Statutory or General Dental Council (GDC)

21: QAA Subject benchmark Subject Benchmark statement for Dentistry

23. Fees: Standard Clinical

24. Additional costs to the None

25: AQSC approval: Major Modifications approved 2009

Part B: Programme Aims & Objectives

26. Aims of the Programme

underpin dental clinical competence to allow for a seamless transition for

27. Learning Outcomes

No. Learning outcomes – Bachelor’s Non-Honour’s degree

27a. Mapping of learning outcomes:

28. Skills and Other Attributes

28a. Mapping of skills and other attributes:

Part C: Entrance Requirements

Please see http://www.liv.ac.uk/study/undergraduate/courses/A200.htm for further details.

Part D: Programme Structure

To illustrate the concept, of longitudinal development in a spiral curriculum, consider a basic

An overview of the programme structure is shown in the figure below:

of a practitioner with the level of Inherent Professionalism expected of a Dentist to practise”

Figure 3: Diagrammatic representation of how a specific programme Aim is linked to Programme

Programme Attainment Definition

nd Knowledge and critical understanding of the well-established principles of

Details of BDS Programme Structure

Integrated Academic Programme Components of the A200 BDS Programme

and Basic dentition.

Programme Programme Academic

and consent. cross infection

administration; Cardiac through the

Lectures on more advanced

knowledge acquired through

Programme Academic Clinical

The overall timetable for these programme components is shown below:

34. Industrial placement/work placement/year abroad:

Structure of Clinical Developmental Programme Components of the BDS Programme

Year Clinical Component

st Attendance on Dental Hospital clinics to