Draft Final Y3 Specific Handbook 2020-2021

School of Dental Science
YEAR 3
HANDBOOK 2020-2021
PLEASE NOTE:
 THE REQUIREMENTS SET OUT IN THIS HANDBOOK MUST BE FULFILLED AS STATED.
 IN THE EVENT OF ANY CONFLICT OR INCONSISTENCY BETWEEN THE GENERAL

REGULATIONS PUBLISHED IN THE UNIVERSITY CALENDAR AND INFORMATION
CONTAINED IN COURSE HANDBOOKS, THE PROVISIONS OF THE GENERAL
REGULATIONS WILL PREVAIL.
 THE MEANS OF DELIVERY OF TEACHING AND ASSESSMENTS DESCRIBED IN THIS

HANDBOOK MAY BE IMPACTED BY THE COVID-19 PANDEMIC. STUDENTS WILL BE
INFORMED OF ANY CHANGES AS SOON AS POSSIBLE.
Table of Contents
1. TERM DATES YEAR THREE 2020 – 2021......................................................................3
2. YEAR COORDINATOR AND EXTERNAL EXAMINERS.......................................................3
3. CLINICAL ACADEMIC ADVISORS...................................................................................3
4. DENTAL SCIENCE CURRICULUM IN YEAR THREE: AIMS.................................................4
5. THE MODULES FOR YEAR THREE..................................................................................4
6. DESCRIPTION OF MODULES IN 3rd YEAR DENTAL SCIENCE............................................5
Module DE3001: Fixed & Removable Prosthodontics (25 ECTS)....................................................................5
Unit 1.1: Fixed & Removable Prosthodontics........................................................................................................ 6
Unit 1.2: Occlusion & Function................................................................................................................................... 6
Unit 1.3: Edentulous State............................................................................................................................................ 8
Unit 1.4: Dental Materials Science............................................................................................................................ 9
Module DE 3002: Comprehensive Patient Care 1 (15 ECTS).........................................................................10
Unit 2.1: Integrated Patient Care............................................................................................................................ 10
Unit 2.2: Periodontal Therapy.................................................................................................................................. 11
Unit 2.3: Special Care Dentistry............................................................................................................................... 12
Unit 2.4: Evidence-Based Dentistry........................................................................................................................ 13
Unit 2.5: Radiology....................................................................................................................................................... 14
Unit 2.6: Smoking Cessation and Providing Opportunistic Brief Interventions................................14
Unit 2.7: Communication Skills................................................................................................................................ 15
Module DE 3003: Clinical Medical Sciences (20 ECTS)....................................................................................16
Unit 3.1 Clinical Medical Sciences........................................................................................................................... 17
Unit 3.2 Pharmacology............................................................................................................................................... 17
Unit 3.3 General Pathology....................................................................................................................................... 18
7. YEAR THREE ASSESSMENTS........................................................................................19
8. COMPETENCES..........................................................................................................22
8.1 Guide for Students and Assessors:.............................................................................................................. 22
8.2 Scheduling of competence tests:................................................................................................................. 22
8.3 Competence tests involving patients......................................................................................................... 22
9. CLINICAL CREDITS......................................................................................................24
10. COMPETENCES & LABORATORY SKILLS TESTS FOR YEAR 3 2020-2021...................27
10.1a Class II Amalgam Restoration...................................................................................................................... 28
10.1b Class III composite resin restoration......................................................................................................... 30
10.2 Dental Radiology competence...................................................................................................................... 32
10.3 Molar crown preparation (laboratory)....................................................................................................... 35
10.4 Class II Amalgam Restoration or Class III/IV.............................................................................................. 37
10.5 Removable partial dentures, design and assessment of artefacts (laboratory)............................37
10.6 Anterior crown preparation and temporary crown (Laboratory)......................................................38
10.7 Root canal treatment of a single-rooted tooth........................................................................................ 40
10.8 Clinical simulation of dental arch relationships.......................................................................................43
10.9 Complete dentures/edentulous state (Laboratory)...............................................................................45
PATIENT MANAGEMENT...............................................................................................48
PATIENT TREATMENT GUIDELINES................................................................................48
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1. TERM DATES YEAR THREE 2020 – 2021
Michaelmas Term 24th August 2020 – 18th December 2020
Hilary Term 4th January 2021 – 26th March 2021
Trinity Term 12th April 2021 - 9th July 2021
PLEASE NOTE: The period from 28th June 2021 – 9th July 2021 is reserved for those who need
remedial practical/clinical work. Students not required to attend remedial sessions will be released
from Friday 19th June 2020. Students should not make arrangements to travel unless they are
certain that they will not be required to remain during the Remedial Period.
Students are expected to confirm the dates, times and locations of their examinations by
consulting the College portal.
All dates are provisional and may be subject to change as a result of the ongoing COVID-19
pandemic. As much face-to-face teaching as possible will be provided, but where appropriate
lectures, tutorials and assessments may be delivered remotely.
2. YEAR COORDINATOR AND EXTERNAL EXAMINERS

The Coordinator for Year 3 is Dr. Caoimhin MacGiolla Phadraig. It is recommended that regular
communication is maintained between the coordinator and the class representative.
Tel: 6127337
Email: [email protected]
Office: Division 1
External Examiners: Dr Richard Cook, King’s College London, Dr Heidi Bateman Newcastle
University School of Dental Science
3. CLINICAL ACADEMIC ADVISORS

The Clinical Academic Advisors are:
Module 3.1 Dr. M Clarke [email protected] Tel: 6127218

Module 3.2 Dr. M O’Sullivan [email protected] Tel: 6127322
Module 3.3 Dr. C Healy [email protected] Tel: 6127274
Module 3.4 Prof. B. O’Connell [email protected] Tel: 6127240
Module 3.5 Dr. B Duane [email protected] Tel: 6127273
Module 3.6 Dr. P Harrison [email protected] Tel: 6127220
The Clinical Academic Advisors (CAAs) are members of clinical staff of the Dublin Dental University
Hospital and as such are ideally placed to facilitate and monitor student progress and to liaise with
the relevant committees concerning problems which arise in relation to clinical progress. It is
expected that students, individually or in groups, will meet with their CAA at least once in each
term.
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4. DENTAL SCIENCE CURRICULUM IN YEAR THREE: AIMS
On completion of Year 3 students should be expected:
To have acquired a sufficient understanding of human diseases (embracing general medicine,
surgery, pathology, pharmacology and microbiology) as required for a dental practitioner to safely
care for patients.
To have developed the ability to recognise the signs and symptoms of oral and systemic diseases
ascertained in history taking from the patient and observation of the patient and to implement
safe prophylactic measures.
To have developed confidence in the ability to treat patients including patient communication,
examination, history taking, diagnosis, and prioritisation of treatment objectives.
To be able to communicate effectively, sensitively and appropriately with patients of all ages,
cultures, different socio-educational backgrounds, including those with disabilities.
To have consolidated skills in basic dental care including prevention, recognition and management
of uncomplicated diseases of the oral tissues particularly dental caries and periodontal diseases.
To be knowledgeable and mindful of the implications of oral disease in society.
To be aware of the general and specific issues that people with impairments and disabilities
experience in accessing dental care.
To be able to carry out clinical treatments with minimum trauma, pain and anxiety to the patient
and to be sensitive to their comforts.
To behave in an ethical and responsible manner in the hospital towards patients, staff and fellow
students.
To have completed basic skills training (laboratory) in Fixed and Removable Prosthodontics.
5. THE MODULES FOR YEAR THREE

Module ECT Owners
Code Module Name S
DE3000 Course Administration Year 3 0 Dental Studies
DE3001 Fixed & Removable Prosthodontics Dr B Grufferty
Unit 1.1: Fixed Prosthodontics & Dr P Hardy
Removable Prosthodontics Dr B Grufferty
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Unit 1.2: Occlusion & Function Dr M O’Sullivan
Unit 1.3: Edentulous State Dr B Grufferty
Unit 1.4: Dental Material Science Dr G Fleming
DE3002 Dr P Hardy
Comprehensive Patient Care Dr P Hardy
Unit 2.1: Integrated Patient Care Dr P Harrison/L
Unit 2.2: Periodontal Therapy Winning
Unit 2.3: Special Care Dentistry Prof B Daly
15
Unit 2.4: Evidence Based Dentistry Prof B O’Connell
Unit 2.5: Radiology Dr A Bolas
Unit 2.6: Smoking Cessation and Providing Opportunistic Ms Y Howell
Brief Interventions
Unit 2.7: Communication Skills Dr Brett Duane
DE3003 Clinical Medical Sciences Dr S Galvin
Unit 3.1: Clinical Medical Sciences Dr S Galvin
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Unit 3.2: Pharmacology Dr M Lucitt
Unit 3.3: General Pathology Dr M Toner
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6. DESCRIPTION OF MODULES IN 3rd YEAR DENTAL SCIENCE
Module DE3001: Fixed & Removable Prosthodontics (25 ECTS)

Module Code: DE3001
Owner: Dr B Grufferty
Rationale and aims: The aim of this module is to provide training in fixed and removable
prosthodontics. Clinical and Skills Laboratory based learning in occlusion and function represents
an integral component of this module. A comprehensive knowledge of dental materials science is
an essential foundation for all aspects of fixed and removable prosthodontics. This module is
comprised of 4 units (see below).
Methods of Teaching and Student Learning:

Problem-based learning tutorials, skills laboratory practicals, clinical treatment sessions, lectures ,
Remote teaching on line will take place where appropriate.
Methods of Assessment:
Continuous assessment, end of term written assessments, laboratory based competences,
objective structured clinical examinations (OSCEs), multi-station practical tests, clinical and skills
laboratory grades
As with all clinical teaching sessions students are expected to keep themselves informed about
their clinical credits. Usually the course instructors will point out low grades to students. Students
are entitled to enquire why low grades are given. Students are receiving a professional training;
the hallmark of professionalism is good preparation for work to be done. If students do not
prepare adequately for the clinical sessions they will not understand the clinical teaching.
Students are expected to be present with all the required instruments 10 minutes before the start
of the teaching session. Students will lose clinical credits for inadequate preparation, lack of
punctuality at either end of the teaching session, failure to meet the dress/appearance
requirements for the Dublin Dental University Hospital clinics, and inadequate performance of the
clinical procedures of the session.
Module DE3001 - Learning Outcomes:

On successful completion of this module students should be able to:-
1. Demonstrate competence in the preparation of a tooth for a full gold crown based on an
understanding of the principles of preparation. Make a provisional restoration for the
prepared tooth and evaluate the outcome of the procedure.
2. Demonstrate competence in the preparation of a tooth for a metal ceramic and a ceramic
crown based on an understanding of the principles of preparation. Make a provisional
restoration for the prepared tooth and evaluate the outcome.
3. Make and evaluate an impression of any prepared tooth with an understanding of the
properties of impression materials and their appropriate uses.
4. Complete a series of extraoral and intraoral photographs for recording clinical cases.
5. Cement any cast restoration demonstrating an understanding of properties of dental cements
and their appropriate uses.
6. Prepare a tooth for a facial veneer and evaluate the outcome.
7. Prepare a tooth or teeth for a resin bonded bridge/fixed prosthesis and evaluate the outcome.
8. Prepare a tooth for a post and core demonstrating an understanding of the principles of
preparation and evaluate the outcome.
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9. Prepare a tooth or teeth for a conventional bridge/fixed prosthesis, design the pontic and
evaluate the outcome. Make a provisional bridge for the prepared teeth and evaluate the
outcome.
10. Restore a single tooth implant with a cemented or screw retained crown and evaluate the
outcome.
11. Undertake the key procedures essential for construction of complete dentures
12. Convert a complete denture to an implant supported and/or retained denture and evaluate
the outcome.
13. Elicit and explain the significance of the key features of edentulous spaces including patient
expectations in regard to edentulous area.
14. Elicit and explain the significance of the key features of existing prostheses.
15. Make a digital impression of a prepared tooth.
Unit 1.1: Fixed & Removable Prosthodontics

Owner: Dr P Hardy & Dr B Grufferty
Rationale and Aims: In this course unit students learn in the skills laboratory the various stages in
preparation and fabrication of the commonly provided fixed and removable prostheses.

Problem-based learning, tutorials, skills laboratory practicals, clinical treatment sessions, lectures,
objective structured clinical examinations (OSCEs), clinical and skills laboratory grades
Learning Outcomes:
On successful completion of this course unit, students should be able to:

1. Elicit and explain the significance of the following features of edentulous spaces: teeth missing
and the presence of partial prosthesis; residual ridge height, form and nature; free-end or
bound saddle; presence of denture stomatitis, papillary hyperplasia of other pathology on the
ridge of likely prosthesis base area; patient expectations in regard to edentulous area.
2. Elicit and explain the significance of the following features of existing prosthesis: fixed or
removable; age; looseness, discomfort and appearance; patient satisfaction; condition;
condition of abutment.
3. Recognise and refer patients, at the appropriate times, for secondary opinions or treatment
4. Devise a provisional schedule for recall and maintenance of patients after completion of a
complex treatment plan.
Unit 1.2: Occlusion & Function

Owner: Dr M O’Sullivan
Rationale and Aims: In order to be competent to provide effective prostheses, students need to
understand the normal physiology of mandibular movements, border and function. They also
need to understand and apply the concepts relating to the physiology and clinical phenomena of
static and dynamic maxilla mandibular and tooth relationships in various clinical procedures in
dentistry.

Problem-based learning tutorials, skills laboratory practicals, clinical treatment sessions, lectures.
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Continuous assessment, end of term written assessments, clinical competences, objective
structured clinical examinations (OSCEs), clinical and skills laboratory grades, multi-station
practical tests.
Unit 1.2: Learning Outcomes
On successful completion of this unit students should be able to:
1. Apply an understanding of the maximum intercuspation position [MIP] and the control of
normal mandibular movements and positions, including sagittal and horizontal aspects of the
envelope of movement, to the provision of restorative dental care for patients.
2. Identify and record the maxilla mandibular relationships in normal subjects while taking
account of the biological as well as the mechanical factors of the dynamic occlusion.
3. Demonstrate an understanding of the techniques for, and the limitations of dental articulator
simulations of mandibular positions and movements in the design and fabrication of dental
prostheses.
4. Demonstrate competence in clinical simulation of dental arch relationships.
5. Demonstrate competence in the diagnosis and management of common dysfunctions of the
masticatory system.
Scope of the Programme

Emphasis is placed on understanding the maximum intercuspation position [MIP], and the control
of normal mandibular movements and positions. Students are familiarised with the sagittal and
horizontal aspects of the envelope of movement. The identification and recording of maxilla
mandibular relationships in normal and dysfunctional subjects is developed in the context of the
sagittal envelope of movement. The biological as well as the mechanical factors of the dynamic
occlusions are introduced. The techniques for, and the limitations of, dental articulator
simulations of mandibular positions and movements are covered in detail.
Primary Aims
The aims are to develop:

 An organised, objectively-based understanding of the dental occlusion and function in the
masticatory system.
 Clinical skills in the commonly used procedures.
Objectives
 Make high quality irreversible hydrocolloid impressions of the dentition and related oral
structures
 Construct master casts from hydrocolloid impressions
 Describe the anatomy and neuromuscular physiology of mandibular movement
 Describe the functional movements of the mandible
 Explain the co-ordination of the parts of the masticatory system during mandibular movement
 Describe the border movements of the mandible in general and those around the transverse
horizontal axis in detail, in a healthy masticatory system
 Identify the surface anatomy of the accessible tissues of the masticatory system
 Demonstrate the basic reference positions which the mandible can take up in a healthy
masticatory system
 List the instruments and techniques used to simulate mandibular positions and movements,
and the advantages and limitations of these instruments
 Describe the properties and methods of use of the materials used in the techniques
introduced in the course
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 Correctly use the common terms as defined in the Glossary of Prosthodontic Terms (1999),
and in the Divisional Supplement to the Glossary, used for these subjects
 Identify and simulate with dental casts and instruments:
o The maximum intercuspation of the dentition
o Centric maxilla mandibular relation position of the dentition
o The movement of the mandible around the transverse horizontal axis
o Gliding contact movements of the mandible over a distance of 5 mm
 Analyse the static tooth relationships -

o In maximum intercuspation
o At first contact in centric maxilla mandibular relation
 Describe the dynamic aspects of inter-arch tooth contacts
 Distinguish between normal and ideal dynamic relationships
 Elicit border positions and movements of the mandible in a patient and measure their extent
 Discuss the uses and limitations of instrument simulation of mandibular positions and
movements
Unit 1.3: Edentulous State

Owner: Dr B Grufferty
Rationale and Aims: The aim of this unit is to provide students with an understanding of the
anatomy, physiology, pathology and treatment of edentulous patients. It is also to make the
student aware of the nature, scope and potential of prosthodontics for edentulous people.

Problem-based learning tutorials, skills laboratory practicals, clinical treatment sessions and
lectures
Lectures provide the theoretical background and suggest further reading. In the skills laboratory,
students are guided through the procedures for construction of complete dentures and have the
opportunity to complete each of the key steps themselves. Remote teaching on line will take
place where appropriate.
objective structured clinical examinations (OSCEs), clinical and skills laboratory grades.

On successful completion of this unit students should be able to:-
1. Compare the anatomy, physiology and pathology of the edentulous patient to that of the
dentate individual.
2. Complete a thorough examination and assessment of an edentulous patient.
3. Assess the fit, function, comfort and aesthetics of complete dentures.
4. Relate the edentulous oral environment to the development of a prosthodontic treatment
plan.
5. Recognise the limitations of conventional denture treatment and suggest alternatives.
6. Communicate a diagnosis, treatment options and prognosis to the patient, in terms they can
understand.
7. Demonstrate competence in the skills laboratory in complete denture impression-making, the
preparation of occlusal rims, setting up anterior and posterior teeth and completion of the
laboratory prescription sheet.
8. Select denture teeth that harmonise with the patient’s aesthetic needs.
9. Communicate effectively with the dental laboratory team.
10. Integrate knowledge of dental materials in the selection and usage of denture components.
11. Deliver complete dentures, assess and address common problems.
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12. Accurately instruct a patient with regard to expectations, adaptation and complications with
dentures.
13. Devise a maintenance programme for edentulous patients.
Unit 1.4: Dental Materials Science

Owner: Dr G Fleming
Rationale and Aims: The practice of dentistry requires the use of a very wide range of dental
materials, both directly by the dentist or indirectly by the dental laboratory. It is vital that the
dental practitioner understands the properties and handling characteristics of all these materials
to ensure that the best outcomes are achieved for patients.
This course is designed to enable each student to obtain a thorough knowledge of the physical,
chemical and biological properties of all the materials used directly, i.e. in the clinic, and indirectly,
i.e. in the laboratory, to restore teeth and edentulous spaces including alloys; cold working metals,
gypsum products; dental porcelain and glass technology; casting investment materials; polymers
and acrylic resins; waxes and other thermoplastic materials; hydrocolloids; dental cements; dental
amalgam; composite resin materials; glass ionomers; tissue conditions; abrasives. Students will
also be required to be to describe the principles of metallurgy, casting of alloys, surface finishing.

Problem-based learning tutorials, lectures, skills laboratory. Remote teaching on line will take
place where appropriate.
Continuous assessment, end of term written assessments, clinical credits system
Unit 1.4 Learning Outcomes

1. Describe the basic setting reaction of high and low copper amalgams.
2. Identify how the elimination of the gamma-2 phase improves clinical performance.
3. Identify the principal characteristics of dental resin-based composites, and the major
limitations of current tooth coloured restoratives.
4. Distinguish between glass-ionomer restoratives, resin-modified glass-ionomers and
compomers.
5. Identify the mechanisms in which restorative materials can be bonded to tooth, and their
bonding mechanism to teeth apply a systematic approach to identifying the ideal
characteristics for an impression material in a specified clinical situation.
6. Distinguish the key differences and basic setting reactions between the major types of
impression materials.
7. Distinguish between the setting reactions of reversible and irreversible hydrocolloids.
8. Distinguish between addition and condensation polymerisation.
9. Identify how dental plaster, die stone and high strength plaster are manufactured from
calcium sulphate dihydrate.
10. Describe the basic setting reaction of dental plaster.
11. Distinguish between the metals that can be used to construct crowns for restoring teeth or
placement with root implants.
12. Explain how the material properties determine when the use of a metal based crown is
indicated.
13. Explain how the material properties determine when the use of a ceramic based crown is
indicated.
14. Identify how the aesthetics of porcelain are optimised by modification of the glass network.
15. Describe how the expansion coefficient of glasses can be controlled to match that of different
substrates.
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16. Apply a systematic approach to identifying how recent developments in crown materials
compare with more traditional ceramics.
17. Describe the nature of current luting cements and how the choice of cement can influence the
clinical performance of crowns.
Module DE 3002: Comprehensive Patient Care 1 (15 ECTS)

Module Code: DE3002
Owner: Dr P Hardy
Rationale and Aims: The aim of this module is to continue the development of clinical skills in the
provision of primary dental care for patients including simple plastic restorations and endodontics
on single rooted teeth. Clinical training in Periodontology is another important component of this
module.

Problem-based Learning tutorials, skills laboratory practicals, clinical treatment sessions and
lectures. Remote teaching on line will take place where appropriate.
Objective Structured Clinical Examinations (OSCEs), clinical and skills laboratory grades
Module DE 3002 Learning Outcomes:

1. Carry out assessment, diagnosis and write a treatment plan for a patient’s primary dental care
needs to include the following: emergency treatment; treatment to stabilise oral disease; a
preventive programme including dietary advice; treatment to produce an acceptable level of
oral health and function; treatment to restore appearance.
2. Demonstrate clinical competence in the provision of Class II amalgam and Class III/IV
composite restorations for patients.
3. Demonstrate clinical competence in the provision of endodontic treatment on a single rooted
tooth for patients.
4. Demonstrate clinical competence in the taking of periapical and bitewing radiographs for
patients Evaluate and describe radiographs in a systematic and methodical manner.
5. Critically appraise and evaluate scientific dental publications in order to give patients the best
advice.
6. Interpret data using commonly used statistical tests.
7. Give advice to patients on smoking cessation.
8. Differentiate between special care and special needs dentistry.
9. Explain the role of the HSE dental services in the provision of care for people with disabilities.
10. Contrast the role of health services in either imposing or diminishing the impact of a disability
on an individual.
Unit 2.1: Integrated Patient Care

Owner: Dr P Hardy
Rationale and Aims: In order to develop clinical skills students undertake clinical treatment
sessions providing primary dental care for adult patients.

Problem-based learning tutorials, clinical treatment sessions, lectures. Remote teaching on line
will take place where appropriate.
10
Continuous assessment, end of term written assessments, skills laboratory based competences,
objective structured clinical examinations (OSCEs), clinical and skills laboratory grades
Learning outcomes
1. Carry out assessment, diagnosis and write a treatment plan for a patient’s primary dental care
needs to include the following: emergency treatment; treatment to stabilise oral disease; a
preventive programme including dietary advice; treatment to produce an acceptable level of
oral health and function; treatment to restore appearance.
2. Demonstrate clinical competence in the provision of Class II amalgam and Class III/IV
composite restorations for patients.
3. Demonstrate clinical competence in the provision of endodontic treatment on a single rooted
tooth for patients.
4. Evaluate and describe radiographs in a systematic and methodical manner.
5. Assess the aetiology of perforations of the root canal system and describing their appropriate
management.
6. Describe and discuss the aetiology, classification and management of dental resorption.
7. Demonstrate clinical competence in the taking of periapical and bitewing radiographs for
patients.
Objectives:
 Recognise and describe the following features of orthopantomograph, bitewing and periapical
radiographs: teeth present and absent; unerupted teeth, roots and supernumerary teeth; the
lamina dura; root resorption; periodontal bone loss; root size and shape; restorations;
relationship of teeth to significant anatomical structures; residual ridge level and relationship
to antrum, inferior alveolar canal and mental foramen; obvious bone pathology.
 Write a treatment plan for a patient’s primary dental care needs to include the following:
emergency treatment; treatment to stabilise oral disease; a preventive programme including
dietary advice; treatment to produce an acceptable level of oral health and function;
treatment to restore appearance.
 Explain to a patient the objectives of treatment, the detailed treatment required, the
prognosis, the time required, the schedule of appointments and the estimated cost of
treatment.
 Modify the treatment plan in consultation with the patient in the light of the patient’s
expectations, availability and financial circumstances and the facilities available to the school
to produce a plan which is realisable and which will control the patient’s oral disease and
provide an acceptable level of oral health function.
 Recognise and refer patients, at the appropriate times, for secondary opinions or treatment.
 Devise a provisional schedule for recall and maintenance of patients after completion of the
treatment plan.
 Recall all relevant information gained and decisions taken in case notes in accordance with the
convention of the Dublin Dental University Hospital and enter into the electronic dental
record.
 Build upon basic endodontic teaching with regard to instrumentation, disinfection, working
length measurement and root canal obturation. Appreciate the classification, aetiology and
management of perforation and dental resorption.
Unit 2.2: Periodontal Therapy

Owner: Dr P Harrison/ Dr L winning
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Rationale and Aims: The aims of this unit are to introduce the student to the examination and the
classification of the more advanced cases of chronic periodontal disease including documentation
and treatment. Students learn to appreciate the importance of periodontal health as a basic need
in all dental treatment plans (restorative, paediatric dentistry, orthodontic, oral medicine) and to
make an appropriate periodontal treatment plan including re-evaluation.
Problem-based learning tutorials, clinical treatment sessions, clinical seminars
Continuous assessment, end of term written assessments, objective structured clinical
examinations (OSCEs), clinical grades. Remote teaching on line will take place where appropriate.

1. Examine and document the status of the periodontal tissues in the various stages of chronic
periodontitis, using a relevant classification system
2. Explain the significance of medical and previous dental histories in relation to chronic
periodontitis
3. Diagnose and make comprehensive periodontal treatment plan for a patient
4. Prepare and discuss case presentations
5. Assess oral hygiene and give appropriate instruction tailored to disease severity
6. Understand the value of chemical adjuncts to plaque control
7. Assess acute and chronic lesions which may affect the oral and periodontal tissues
8. Describe and use the various instruments for tooth and root debridement
9. Implement the practice and theory of non-surgical therapy
10. Describe the expected results from non-surgical therapy
11. Describe the limitations of non-surgical therapy
12. Discuss the re-evaluation and maintenance phase
13. Appreciate the need for periodontal health as a basic need in all dental treatment areas
Unit 2.3: Special Care Dentistry

Owner: Professor B Daly
Rationale and Aims: Most patients with disabilities and special care dental needs can be treated in
a primary care setting, yet many such patients experience considerable difficulty in accessing such
primary care. The aim of this course unit is to familiarise the undergraduate student with the
scope of Special Care Dentistry and the types of patients that can be treated in primary care so
that on graduation they will feel confident to provide care for people with disabilities.
 A Resource Day of short presentations on ageing and disability

 Outreach placements in HSE Dental Services and other specialised clinics (Trinity Term)
 Self-directed E-learning module on Special Care Dentistry
 Small group seminars
Further details of teaching and learning are available on Blackboard.
Methods of Assessment
End of term written assessments, written reports, reflective diary and a referral letter.
Further details of teaching and learning are available on Blackboard. Remote teaching on line will
take place where appropriate.
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Unit 2.3 Learning Outcomes:
1. Describe the cultural, legal and social context of people with disability.
2. Discuss epidemiology, terminology, concepts and classifications of human function, disability
and health.
3. Demonstrate positive attitudes in relation to human difference and diversity.
4. Identify the social determinants of health in relation to health inequalities in people with
disability and other marginalised groups.
5. Outline the appropriate consent process when providing care for people with communication,
cognitive or sensory impairments.
6. Obtain valid consent or assent for oral health procedures appropriately.
7. Demonstrate respect for patient autonomy and the role of the family and caregivers/carers in
supported decision making.
8. Describe appropriate methods of communication for people with cognitive, sensory and/or
other communication impairments.
9. Use appropriate methods of communication for people with cognitive, sensory and/or other
communication impairments.
10. Demonstrate culturally sensitive and inclusive language with patients, colleagues and care
givers.
11. Describe common impairments, disabilities and systemic conditions in relation to their impact
on oral health and oral function.
12. Identify the key elements of impairments, disabilities and systemic conditions that may impact
on oral health or oral function for individual patients.
13. Consider the need for and benefits of inter-professional liaison in patient assessment.
14. Describe the factors (medical, social and environmental) that impact on risk assessment and
treatment planning for individual patients requiring special care.
15. Design oral health education for individual patients and their caregivers.
16. Recognise the value of teamwork in the management of patients requiring special care.
17. Discuss behavioural and pharmacological approaches that facilitate dental treatment for
individual patients requiring special care dentistry (according to local guidelines and
protocols).
18. Be able to take responsibility for referring or arranging care for patients with more
complicated treatment needs.
Unit 2.4: Evidence-Based Dentistry

Owner: Professor B O’Connell
Rationale and Aims: Maintaining high standards in clinical practice is challenge for all health care
professionals. In recent years there has been a huge increase in the volume of scientific
publications in all areas of health care. In order to maintain standards all health care practitioners
need skills in critical appraisal and interpretation of statistics in scientific publications.
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Lectures, appraisal of scientific papers, class discussion. Remote teaching on line will take place
where appropriate.
End of term written assessments.
Unit 2.4 Learning Outcomes:

1. Critically appraise and evaluate scientific dental publications
2. Interpret data using commonly used statistical tests
3. Give advice to patients based on the best available evidence
Objectives:
 Make students aware that a vast range of literature exists of very variable reliability.
 Suggest a hierarchy of quality for clinical evidence and how to find the best sources of
evidence. Introduce the student to ‘Evidence-based Dentistry’ and how to use the process in
practice.
 Discuss a checklist that can be used to appraise an article and practice with examples.
Unit 2.5: Radiology

Owner: Dr A Bolas
Rationale and Aims: Both intra-oral and extra-oral radiographs are special tests that are essential
aids to diagnosis of many common oral and dental conditions. Dentists must be competent in
taking diagnostic quality radiographic images and their interpretation. They must also provide
supervision of other members of the dental team who may be trained to take radiographs.

1. Demonstrate competence in taking of bitewing and periapical radiographs.
Methods of Teaching and Student learning:

Placements in the Radiology Department, lectures, clinical practice sessions. Remote teaching on
line will take place where appropriate.
Methods of Assessments:
End of written assessments, OSCE stations, clinical credits and clinical competences.
Objectives
Students will be posted to radiography sessions in Michaelmas Term of the 3rd year. There will be
supervision of bitewing and periapical radiographic techniques with all students being required to
demonstrate competence in taking these radiographs. Radiographic interpretation will be
reinforced in all clinical sessions.
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Unit 2.6: Smoking Cessation and Providing Opportunistic Brief
Interventions
Owner: Ms Y Howell
Rationale and Aims: To prepare the students to provide opportunistic brief intervention including
smoking prevention and cessation counselling in an effective and confident manner to their
patients.

Lecture, reflective diary and product presentations.
Completion of reflective diary, written assessment and clinical application. Remote teaching on
line will take place where appropriate.
Learning outcomes:
On successful completion of this section, students should be able to:
 Describe the theoretical and practical context for Making Every Contact Count for health
behaviour change (HBC)
 Identify patients for whom a brief intervention (BI) is appropriate
 Use validated screening and assessment tools to assess patients readiness to change
and respond to this assessment supportively
 Deliver a BI in an empathetic and non-confrontational manner using the principles of
motivational interviewing (MI)
 Assess own performance in delivering BI using self-reflective practice
 Demonstrate the procedure for signposting and referral to support services
 Understand how to maintain accurate records in patient documentation/medical chart
of delivery of a BI, and how to flag further actions for follow-up
 Recognise the impact on general health and common diseases associated with smoking.
 Recognise the oral conditions and implications associated with smoking.
 Know the prevalence of smoking and the sources of this information.
 Identify the effective public policies in place helping to reduce smoking rates.
 Explain the principal features of nicotine addiction.
 Identify the therapies used to help smokers quit and the evidence base for these
therapies.
 Cope with a challenging scenario or patient resistance.
 Employ Brief Intervention techniques in the clinical setting.
Unit 2.7: Communication Skills

Owner: Dr B Duane
Rationale and Aims: The aim of the communications programme is to provide students with some
exposure to patients with diverse needs and understand the professional and legal frameworks
within which they practice. Their understanding must be both critical and reflective and they must
appreciate that almost every decision they make in clinical practice has an ethical and legal
content.
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Students will undertake a series of workshops to discuss different patient groups (with diverse
needs)
Students will be video-recorded with simulated patients in different scenarios that raise ethical or
legal issues. The aim of this course is to provide opportunity to discuss issues related to
communications and ethical themes and to provide formative feedback on these issues.
Methods of Assessment: formative feedback will be provided on the video recordings with
discussion of the ethical and legal issues
Learning Outcomes for Ethics & Communications:

1. Apply the basic legislative, and ethical principles to every day clinical practice
2. Evaluate difficult clinical situations and provide patients with ethical advice
3. Recognise their legal responsibilities in relation to Protection and Safeguarding
4. Explain the definitions of abuse
5. Identify the signs and indicators of abuse and neglect
6. Describe how to respond to a disclosure
Module DE 3003: Clinical Medical Sciences (20 ECTS)

Owner: Dr C Healy
Module Code: DE3003

Rationale and Aims: Many systemic conditions or their treatments have implications for the
provision of dental care and a few significant systemic conditions may be adversely affected by
poor oral health. Very many systemic conditions and diseases have manifestations in the oral
cavity. It is vital that the dentist has a comprehensive understanding of common systemic
conditions and their relevance to the maintenance of good oral health and the provision of oral
health care. This course also provides a foundation for the study of Oral Medicine, Oral Pathology
and Oral and Maxillofacial Surgery in years 4 and 5.

Problem-based learning tutorials, skills laboratory practicals, clinical treatment sessions,
interprofessional learning, lectures. Remote teaching on line will take place where appropriate.
Continuous assessment, end of term written assessments, Objective Structured Clinical
Examinations (OSCEs), clinical skills laboratory logbook and grades.
Module DE 3003 - Learning Outcomes

1. Describe the clinical symptoms, signs, pathology (including basic pathological processes) and
management of common and significant cardiovascular, respiratory, gastrointestinal,
endocrine, autoimmune, infectious, musculoskeletal, skin, haematological and psychiatric
diseases.
2. Assess the impact of a patient’s systemic disease on their dental management.
3. Outline the common oral manifestations of systemic disease.
4. Perform a satisfactory medical history, vital signs assessment, cranial nerve examination and
cervical lymph node examination.
5. Interpret common relevant diagnostic tests.
6. Describe the major classes of therapeutic drugs, identify the mechanisms of action and relate
to the management of specific diseases.
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7. Demonstrate knowledge of the drugs prescribed in dentistry including local anaesthetics,
antimicrobials, anxiolytics, hypnotics and analgesics and identify potential drug interactions.
8. Understand the pathogenesis and distinguish between common disease processes such as
inflammation, healing, neoplasia, cell injury and adaptive processes.
9. Relate the aetiology, pathogenesis and pathologic features underpinning common and
significant cardiovascular, respiratory, gastrointestinal, endocrine, immune mediated,
infectious, musculoskeletal, skin and haematological diseases.
Unit 3.1 Clinical Medical Sciences

Owner: Dr S Galvin
Rationale and Aims: Many systemic conditions or their treatments have implications for the
provision of dental care and a few significant systemic conditions may be adversely affected by
poor oral health. Very many systemic conditions and diseases have manifestations in the oral
cavity. It is vital that the dentist has a comprehensive understanding of common systemic
conditions and their relevance to the maintenance of good oral health and the provision of oral
health care. This course also provides a foundation for the study of Oral Medicine, Oral Pathology
and Oral and Maxillofacial Surgery in years 4 and 5.

1. Describe the clinical symptoms, signs, pathology (including basic pathological processes) and
management of common and significant cardiovascular, respiratory, gastrointestinal,
endocrine, autoimmune, infectious, musculoskeletal, skin, haematological and psychiatric
diseases.
2. Assess the impact of a patient’s systemic disease on their dental management.
3. Outline the common oral manifestations of systemic disease.
4. Perform a satisfactory medical history, vital signs assessment, cranial nerve examination and
cervical lymph node examination.
5. Interpret common relevant diagnostic tests.

Problem-based learning tutorials, laboratory practicals, clinical treatment sessions, lectures.
Objective Structured Clinical Examinations (OSCEs), clinical and skills laboratory grades.
Unit 3.2 Pharmacology

Owner: Dr M Lucitt
Rationale and Aims: The practice of dentistry may require the prescription of a range of drugs
such as antimicrobials, analgesics and other medications. In order to ensure safe prescribing,
dentists need a comprehensive understanding of the drugs they might prescribe as well as the
effects of the commonly prescribed medications that patients in their care may be taking.

Problem-based learning tutorials, lectures. Remote teaching on line will take place where
appropriate.
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Continuous assessment, end of term written assessments.

1. Display an understanding of core concepts of Pharmacology including pharmacodynamics

(drug action, agonism & antagonism, specificity, side-effects, tolerance) and pharmacokinetics
(drug absorption, distribution, metabolism, excretion) and log dose-response curves.)
2. Identify the main events in neurotransmission and points at which drugs act.
3. Describe the major classes of therapeutic drugs, identify the mechanisms of action and relate
it to the management of specific diseases.
4. Demonstrate knowledge of the drugs prescribed in dentistry including local anaesthetics,
antimicrobials, anxiolytics, hypnotics and analgesics.
5. Identify potential drug interactions and modification of drug response by disease and genetics.
6. Perform dental prescribing.
7. Appraise drug discovery and development and safety evaluation processes.
Aims:
The overall aim of this unit is to establish the core pharmacological knowledge and attitude to
drug information that will ensure sound and safe dental practice throughout a dental surgeon's
career. The course comprises a series of lectures and problem-based learning sessions.
Objectives:
Students are required to understand the principles of drug absorption, distribution, metabolism,
excretion and mode of action. They must pay particular attention to those drugs used in dental
practice and to their routes of administration, side effects, interactions, and special precautions
for different age groups and category of patient. They must have a full appreciation of the
commonly used drugs which are not directly related to dentistry but which may modify the dental
treatment planning, delivery, and treatment outcomes.
Unit 3.3 General Pathology

Owner: Dr M Toner
Rationale and Aims: An understanding of the basis of disease is essential as a basis for clinical
medical knowledge. This course is integrated with medicine so that the pathology and clinical
aspects are learnt together in context. This course also provides the basis for the course on Oral
and Maxillofacial Surgery, Oral Medicine and Oral and Maxillofacial Pathology in 4th and 5th year.

Problem-based learning tutorials, lectures, interprofessional learning, e-learning (WebPath).
Continuous assessment, end of term written assessments, OSCE stations.
1. Understand, explain the pathogenesis and distinguish between common disease processes
such as inflammation, healing, neoplasia, cell injury and adaptive processes.
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2. Relate the aetiology, pathogenesis and pathologic features underpinning common and
significant cardiovascular, respiratory, gastrointestinal, endocrine, immune mediated,
infectious, musculoskeletal, skin and haematological diseases.
3. Assess disease processes based on gross pathologic images.
Objectives:
Pathology is integrated with clinical medical sciences teaching in PBL as well as practical classes
using WebPath. The topics to be covered are: systemic pathology of cardiovascular system,
respiratory system, neoplasia, gastrointestinal system, bone and joint, skin common tumours and
blistering diseases, endocrine, HIV related, common marrow related diseases.
7. YEAR THREE ASSESSMENTS

In order to obtain credit and rise with the year a student must achieve all of the following;
A. An overall pass mark (50%) for the cumulative total of the written and Special Care
Dentistry components of assessment in the year as listed below.
B. The pass mark for each of the two sections of the Trinity Term OSCE. The pass mark for
each section will be standard set (must pass).
C. An overall pass mark (50%) for the Occlusion & Function/Prosthodontics multi-station
practical examinations (must pass).
D. Satisfactory completion of all the competences (including any competences carried over
from Year 2).
E. The required level of clinical credits (60%).
F. A satisfactory level of attendance.
Integrated Assessments
There will be two integrated written assessments in the year. These will take place at the end of
the Michaelmas and Trinity terms, respectively. A variety of formats of assessment such as
extended matching and single best answer multiple choice questions, structured problems, short
answer questions, multi-station practicals and OSCEs will be used. It is anticipated that all
assessments in Michaelmas Term will be take home open book exams, however, the format and
content of the Trinity Term exams will be dictated by the government and College guidelines on
COVID-19 at the time. Each assessment may include any material covered in clinics, tutorials,
laboratories and lectures up to the date of the assessment. In general, the distribution of the
assessment questions will reflect the balance of material covered in the course.
Continuous tutorial assessment: Students will be required to demonstrate active participation in

PBL tutorials. At the end of each tutorial, the student will self-assess their overall performance and
the tutor will allocate a mark in consultation with the student presence of the group. This is an
opportunity for reflection and constructive comment. This form of evaluation is used to ensure
that students recognize the importance of group work in PBL. A group member who consistently
fails to contribute to discussion is affecting, not only his or her own performance, but also that of
the other members of the group. Each block book will contain a list of grade descriptors for these
marks.
The allocation of marks for the year will be made on the following basis:
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WRITTEN ASSESSMENTS:
End of Michaelmas term assessment = 35%

Special Care Dentistry = 5%
End of Trinity term assessment = 55%
Continuous tutorial assessment = 5%
CLINICAL ASSESSMENTS
(1) The assessment of Occlusion and Function and Fixed and Removable Prosthodontics will
involve two “must pass” multi-station practical exams, one each at the end of the Michaelmas
and Hilary terms.
Occlusion and Function and Fixed and Removable Prosthodontics are closely integrated courses.
Therefore, an integrated assessment of the material covered in the above courses will be held at
the end of the Michaelmas and Hilary terms. The Michaelmas exam will cover material covered in
both Occlusion and Function and Fixed prosthodontics. Both of these topics will be assessed again
in the Hilary exam along with the material from the Removable Prosthodontics course from that
term.
These are “must pass” exams. The assessments will take the format of short answer questions
based on pictures or descriptions of clinical scenarios. If a student fails either of these
assessments they may be required to pass a supplemental assessment in the remedial period in
order to pass the year. A supplemental Restorative Dentistry multi-station practical will be held in
the Remedial Period for those students that fail in either the Michaelmas and/or Hilary Term
multi-station practical. Students who fail the supplemental multi-station practical exam must
repeat the year.
(2) OSCE
The multidisciplinary OSCE will take place early in Trinity Term. This exam will be divided into two
separate sections, a Restorative section (Theme B) and a Clinical Medical Sciences (CMS, Theme A)
section. Each section must be passed to be permitted to rise with the year. No compensation
between the two sections is permitted.
To be eligible to sit the CMS section of the Trinity term OSCE, students must have attended for
90% of the CMS Clinical Skills sessions in St James’s Hospital and/or AMNCH, Tallaght and/or
TBSI (Trinity Biomedical Sciences Institute) and have submitted a satisfactory logbook by the
deadline
Students who do not meet these requirements will be required to complete a satisfactory
written assignment prior to being eligible to sit the CMS section of the OSCE. Students who are
not eligible to sit the CMS section of the OSCE will be deemed to have failed that section of the
OSCE.
Students who fail either or both sections of the OSCE will be required to pass the failed section(s)
in a supplemental OSCE. Students may be required to attend remedial sessions in St James’s or
Tallaght prior to sitting the supplemental CMS OSCE section.
The two sections of the Trinity Term OSCE are standard set and each section must be passed. In
addition, the CPR station within the OSCE must be passed. Students who pass the other OSCE
sections but fail the CPR station will be required to retake this station.
Standards:
A pass mark of 50% is applied in all assessments with the exception of the competences, some
OSCE stations, the OSCE and clinical credits, for example the pass mark for the CPR OSCE station
may be 8 or 9 out of 10.
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Classification of Results
All examination results will be posted on the main notice board on the 3rd floor.
The grading criteria are as follows;
1st Class Honours ≥ 70%
2nd Class Honours ≥ 60%
Pass = 50% (Except for clinical credits, competences and the OSCEs)
Prizes and Awards

The Dean’s Prize is awarded to students who achieve 80% or higher overall for the year
A book prize is awarded to students who achieve 70% or higher overall for the year.
Final judgement on all aspects of assessment rests with the Court of Examiners.
Supplemental assessment
The supplemental assessment period for written assessments is the week prior to the start of
Michaelmas term. The written component will be a 3-hour paper consisting of questions based on
material covered in all areas during the academic year. Formats used will be similar to those for
the two in-course assessments and may be dependent on COVID-19 restrictions.
The pass mark for all written supplemental assessments is 50%.
Competences: Any competences (for Years 2 and 3) still outstanding at the end of the Remedial
Period will result in a fail grade for that year and will preclude the student from rising with the
year.
OSCE: Students who fail one or more of the OSCE exams will be required to re-sit the failed
section(s) in a supplemental OSCE. The pass mark for both sections will be standard set.
Students who fail either or both sections of the Supplemental OSCE will not be permitted to rise
with the year.
Clinical credits: Students who do not achieve the target levels of clinical credits (i.e. 60%) or skills
development course credits during the academic year will not be permitted to rise with their year.
Students with credits below 60% will be assigned appropriate remedial work by the relevant
Head(s) of Division which must be satisfactorily completed during the Remedial Period ( 24th June
2019– 5th July 2019). Students who have not satisfactorily completed the required remedial work
at the end of the Remedial Period will be considered to have failed the annual examination and
will be required to repeat the year.
Multi-station practical exam: A supplemental Restorative Dentistry multi-station practical will be

held in the Remedial Period for those students that fail in either the Michaelmas and/or Hilary
Term multi-station practical. Students who fail the supplemental multi-station practical exam must
repeat the year.
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8. COMPETENCES
8.1 Guide for Students and Assessors:
Clinical competence tests are designed to ensure that the student's understanding and practical
skills are such that she/he would be able to carry out that clinical exercise in a safe and competent
way, without supervision, in a general practice setting. The student will first undertake a
structured learning program followed by a period of practice related to the subjects and skills in
which clinical competence will be tested. In general the student chooses a time to do the
competence test when she/he feels comfortable and ready to do the task. The general format of
the testing process tries to simulate the clinical conditions of general dental practice with the
exception that more time for the task is allowed to the candidate. This avoids artificial and very
stressful examination conditions.
The upper ranges of the students' capability are not being tested. Hence only two grades are
given: satisfactory and unsatisfactory. For all competences, a student will be allowed no more
than two attempts during the prescribed time frame and one final attempt during the remedial
period to achieve a satisfactory grade. Laboratory skill tests are usually held within a narrow time
frame at the end of laboratory courses and are necessary to ensure that each student has
achieved a safe basic level of skills before treating patients. The arrangements for some laboratory
skills tests including the whole class are made by the course instructors and supervisors.
The particular tasks in which evidence of competence is required are listed by the relevant
divisions in this year Handbook. The specific items requiring a demonstration of competence by
each student are set down in a programme of competence tests for each year. The programme is
managed by the UG Teaching & Learning Committee of the Dental School. All students are
informed about the tests they must do and the time-frame within which they must accomplish
them (see below). There is a specified list of authorised assessors for each competence test. Only
these assessors are entitled to make the judgements, including the permission to proceed and sign
the competence test document. Each student is expected to prearrange a suitable time for the
presence of named assessors as required by the regulations for the specific test. When a patient
treatment is involved, the student is expected to provide a suitable patient with full diagnosis and
a signed treatment plan. The student is expected to have ready and available all the clinical
requirements to complete the particular task. In cases where pre-competences are required this is
clearly stated on the competence form. These pre-competences must be completed prior to
undertaking the clinical competence itself. Any alteration in this sequence will only be permitted
with the prior consent of the assessor. The student can obtain the competence test document in
this Handbook or from the Students Records Officer.
8.2 Scheduling of competence tests:

Students are advised that the scheduling of competence tests is the responsibility of the student,
subject to the availability of staff and facilities Each Division may make internal arrangements to
avoid interference with the normal running of clinics and to ensure that large numbers of students
do not appear immediately before the deadline for each test. In respect of Division 2 competences
a booking system will operate each term. Students should liaise with the divisional secretary to
make the necessary arrangements.
8.3 Competence tests involving patients

In all competences involving patients, professional attitudes will be deemed to be equally
important as physical skills. The assessors’ first task is to identify precisely the nature of the
competence test, and check that they are on the list of assessors for that test. Their second task is
to ensure that the patient is suitable, and that there is sufficient time to carry out the test as laid
down in the regulations, without overrunning the clinical hours allocated to the particular clinical
session. The assessor(s) receive the competence test document from the candidate and if all is in
order, authorisation to start the test is given.
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The criteria to be checked and graded are listed on each competence test document. As these are
completed they are checked off on this document and if all are completed adequately the
document is signed as satisfactory. If any one of the criteria on this list is unsatisfactory, the whole
test is deemed to be unsatisfactory. The signing of the competence test document should be done
by the assessor(s) at the particular testing session. It should not be forgotten or postponed. One
of the assessors must ensure that the patient is comfortable and fit to be sent from the clinic.
Suitable entries must be made in the patient's clinical treatment record by the student and be
signed by one assessor. If a student scores an unsatisfactory grade, the assessor must give clear
feedback to the student on the reasons for failure and should discuss with the student the way in
which the deficiency may best be rectified.
Competences are judged as Satisfactory or Unsatisfactory and all students are required to obtain
a satisfactory grade for the competences listed in this Handbook within the timeframe set
down. Competences may be attempted twice during term time. If a student does not complete
a competence in the designated term, s/he will be given a third and final opportunity to repeat
that competence during the Remedial Period between 28th June and 9th July 2021. Students
who have not completed their competence(s) at the end of the Remedial Period will be
considered to have failed the annual examination and will be required to repeat the year.
The deadline for the Trinity Term competences is the 25th of June 2021.
Students will be permitted a maximum of two attempts for each competence during term time.
The students must print the competence sheet from the handbook.
When complete the student should immediately photograph/scan the competence sheet and
email it to the Dental Studies Manager Ms A Nolan at the following email address
[email protected] . (Name the file by the competence name - followed by the student
name)
The student should keep the duplicate in a safe place. Failed attempts must also be notified to
the Dental Studies Manager. Students should be aware that competences signed by supervisors
other than those on the approved list (where required) will not be accepted as valid.
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9. CLINICAL CREDITS
Students are expected to keep themselves informed about their clinical credits. Usually the
clinical supervisors or course instructors will explain the reasons for low grades to students.
Students are entitled to enquire why low grades are given. Students are receiving a professional
training and the hallmark of professionalism is good preparation for work to be done. If students
do not prepare adequately for the clinical or laboratory sessions they will not understand the
clinical teaching.
For laboratory sessions students are expected to be present with all the required instruments 10
minutes before the start of the teaching session. Students lose clinical credits for inadequate
preparation, lack of punctuality at either end of the teaching session, failure to meet the dress/
appearance requirements for the Hospital clinics, and inadequate performance of the clinical
procedures of the session.
Supervisors are asked to ensure that the students’ performance is discussed with the student on a
regular basis so that each student has a clear understanding of strengths and weaknesses. It is also
essential that an appropriate brief written comment is included on the credit sheet at the end of
each session.
THE CLINICAL CREDITS SYSTEM:

Students should be graded according to the year of the course and stage of the year they are in at
the time. A student in 2 nd year may justifiably receive a G grade for work which in 3 rd year would
only merit a J grade.
The grades used are Excellent (E), Good (G), Just Acceptable (J), No Patient Treatment (N),
Unsatisfactory (U), Unacceptable (X) and Absent (A). These grades have been assigned the
following weighting: E = +4; G = +3; J = +1.5; N = +0.5; U = -1; X = -4; A = 0. A student will not be
permitted to rise with the year unless s/he achieves a minimum score of 60% in the clinical
credits in each area.
The following components of clinical performance are important and relevant and should be used
when deciding on a mark for a student.
Preparedness
Student is aware and knowledgeable of procedure to be undertaken. Records and relevant
materials should be available. The student must be punctual, as well as appropriately dressed and
groomed.
Infection Prevention and Control

There should be no breach of infection prevention and control and full adherence to the Infection
Prevention and Control protocol.
Technical Skill
This is directly related to the procedure being carried out and the stage of the undergraduate
programme. A student at the beginning of the year should not be expected to have attained the
same level of skill as at the end of the year.
Clinical Productivity
The student demonstrates an efficient use of clinical time (volume of work, range of procedures
etc) appropriate to the stage of the undergraduate programme. A reduced volume or range of
clinical work may justify a Just Acceptable grade. A student who provides no patient care (patient
did not turn up) but who assists others may be given an No Patient Treatment grade provided they
stay for the full session and use the opportunity to learn by assisting others or engaging in other
educational activities.
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Patient Management, Communications Skills and Professional Behaviour
This heading is intended to cover important elements of professional behaviour such as
demonstrating a caring approach to patients, the ability to interact with and manage patients in
professional manner, giving adequate notice of appointments, keeping patients informed about of
delays or other issues. Students who have clear difficulties for the stage of development in these
areas should be graded as Unsatisfactory or Unacceptable so that these issues can be resolved.
Interaction with peers and colleagues

The student demonstrates a willingness to assist other students in the bay/clinic and to co-operate
with the nurses and floor managers.
Initiative and resourcefulness

The student demonstrates a willingness to take the initiative in overcoming any minor difficulties
related to the organisation of patient care.
Each clinical session is marked on a seven-point scale with a verbal descriptor which
accompanies each point on the scale so that all supervisors will be using similar criteria for value
judgements. Just Acceptable, Unsatisfactory, Unacceptable grades must be accompanied by an
explanatory comment.
E Excellent = a student who demonstrated facility in all of the required components to a level well
above that which might be expected for his/her stage of clinical training.
G Good = A student who carried out the treatment incorporating all of the required components
to a level appropriate to the stage of clinical training.
J Just acceptable = This grade is intended to reflect a just acceptable performance in a session in
which the student performed at just a pass level under the seven headings above. For example,
the student did not make good use of the clinic time by (a) not having enough patients booked in
or (b) booked in non-challenging patients for their current stage of the programme. The student
needs to be more proactive in organising their clinic time, or gain confidence and should be made
aware of their need to progress. Please note that a J grade represents a fail as “just acceptable” is
not a satisfactory outcome for a patient.
N No Patient Treatment = The student personally provided no treatment for a patient, but stayed
in the clinic for the full session to assist another student or to learn from the clinical experience
other students or other tasks set by the supervisor. If a student does not stay in the clinic for the
full session then they should be given an A grade.
U Unsatisfactory = The student was deficient in one or more components of clinical performance.
X Unacceptable = The student displayed a severe and obvious deficiency under one or more of the
seven components of clinical performance, particularly where the student displayed a lack of
insight into the deficiencies displayed or has behaved in an unprofessional manner. In all cases,
this grade will warrant the writing up of an Incident Report Form.
Students who receive an Unacceptable grade will be required to meet with the Director of
Teaching & Learning UG and/or the Dean. Students who receive three Unacceptable grades in a
year will be deemed to have failed the year.
A Absent = The student did not attend at all or attended but had no patient and left without using
the opportunity to assist or learn from other clinical activities.
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Clinical Credits Requirements
Each student should aim to achieve 100% of total available credits at the Good or Excellent level
for laboratory and clinical sessions. A student will not be permitted to rise with the year unless
s/he achieves a minimum score of 60% in the clinical credits in each disciplinary area.
Students who have not achieved the required credits by 25th June 2021 must attend during the
Remedial Period and are required to consult with the relevant Head of Division prior to this period
to determine how the shortfall is to be rectified. Students requiring remediation in more than one
discipline should consult with the relevant Heads of Division and the Director of Teaching &
Learning UG about the scheduling of this period. Students who do not attend and achieve
satisfactory grades during the recommended time during the Remedial Period will not be
permitted to progress with their year.
Students are advised that the Remedial Period is during term time and so they should not make
arrangements to travel during this period as if they are low in credits or have not completed any
of the competences they will be expected to change their travel arrangements.
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10. COMPETENCES & LABORATORY SKILLS TESTS FOR YEAR 3 2020-2021
Competences not completed in year 2 must be completed by the end of Michaelmas Term year 3
RCT single root

RCT multi root
CPR skills
Please refer to your year 2 handbook for competence information.

TO BE COMPLETED BY THE END OF MICHAELMAS TERM:
1. Clinical Competence – Class II Amalgam Restoration OR

Class III/IV Composite Resin Restoration
2. Radiology Clinical Competences (Periapical and Bite Wing radiographs)
3. Molar Crown Preparation (Laboratory)
TO BE COMPLETED BY THE END OF HILARY TERM:
4. Clinical Competence – Class II Amalgam Restoration OR

Class III/IV Composite Resin Restoration
5. Removable Partial Dentures, Design and Assessment of Artefacts (Laboratory).
6. Anterior Crown Preparation and Temporary Crown (Laboratory)
TO BE COMPLETED BY THE END OF TRINITY TERM:
7. Root Canal Treatment on the Single Rooted Tooth
8. Clinical Simulation of Dental Arch Relationships
9. Complete Dentures/Edentulous State (Laboratory)
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10.1a Class II Amalgam Restoration
CLINICAL COMPETENCE
Assessment:
General medical assessment
Clinical assessment of site, extent and influence of occlusal contact relationships on cavity design
Appropriate bitewing radiograph
Isolation:
Correct clamp selection; 4 point contact
Adequate number of teeth isolated
Rubber dam correctly applied, with dam inverted on teeth and no leakage
Local Anaesthetic:
Correct agent selected
Correct technique
Evaluation of success of anaesthetic
Cavity Preparation:
External outline form includes all confluent fissures.
Box must clear contacts buccolingually and cervically
DEJ and lateral walls must be clear of caries
Rounded outline, without sharp angles
Internal outline having smooth walls, without irregularities. It must extend a minimum of 0.5mm
into dentine. Internal line angles must be rounded and axiopulpal line angle bevelled.
Occlusal cavity depth 2 – 2.5mms (after base liner placed).
Residual caries management only after ADJ and walls cleared. Only softened dentine over pulp
should be removed. Appropriate pulp capping techniques should be used.
Retention: Occlusal cavity should have parallel or slightly undercut walls. The isthmus should be
minimum width (> 0.8mm). The box buccal and lingual walls diverge apically. The retentive
grooves should be small but definite and in dentine.
Resistance: Minimal tooth destruction. Occlusal depth (> 2.0) with a cavosurface angle 70º - 110º.
Liner: An appropriate material should be used. No liner on walls or at cavosurface margin.
Base: used where appropriate. Final depth after base (occlusal) is 2-2.5mm and 1-1.5mm
(cervical). The base must finish 0.5mm inside DEJ.
Matrix: selected/adjusted so matrix is 2mm coronal to marginal ridge and > 1mm apical to cervical
margin. Matrix adjusted and wedged to give close cervical adaptation.
Final restoration: contour margins, anatomy and function marked as satisfactory or unsatisfactory.
28
COMPETENCE TEST: CLINICAL
CLASS 2 RESTORATION
To be completed by the end of Michaelmas Term or Hilary Term, Year 3
Student Name:..……................................. Student Code: ............... Group: …………
Patient Name: ….....................................……. Chart Number: …….............................
Permission to Proceed: – Signature: .......................................................
Start Time: ................... Finish Time: ..................
Time Allowed: 2 Hours
SATISFACTORY UNSATISFACTORY
Assessment
Anaesthetic
Rubber Dam
Caries Removal
Internal Outline Form
Retention
Base
Matrix Band
Finish
RESULT PASS FAIL

Assessor’s Signature
Date :
29
10.1b Class III composite resin restoration
Assessment: Clinical and radiographic (as for amalgam).

Colour selection and matrix type.
Local anaesthesia: appropriate agent, correct technique and evaluation of anaesthesia success.
Rubber Dam Isolation: adequate access, correct clamp selection and stabilization (if necessary).
Ligation if necessary
Cavity preparation: Internal and external outline form, as for amalgam.
Residual caries management only after ADJ and walls cleared of caries. Only softened dentine
over pulp should be removed. Appropriate pulp capping techniques should be used.
Retention: Gingival groove and incisal fit (round slow bur) in dentine.
Enamel bevel 0.5 – 1mm around cavity margin.
Liner: all dentinal walls covered with calcium hydroxide or glass ionomer liner.
After base/linear placement, adequate enamel etch (30 – 60s), adequate wash (15s) and drying, to
give a frosted appearance.
Matrix: correctly selected, adjusted and adapted, with a wedge.
Finished restoration: colour, margin, contour, surface finish
30
CLASS 3 or 4 RESTORATION
To be completed by the end of Michaelmas term or Hilary Term, Year 3
Student Name: ……..................................... Student Code: ............... Group: ………
Patient Name: .…....................................……. Chart Number: ………………….
Permission to Proceed – Signature: ......................................................
Start Time: .................. Finish Time: ..................
Assessment
Caries Removal
Cavity Preparation
Retention
Matrix
Finish of Restoration
RESULT PASS FAIL

Date :
31
10.2 Dental Radiology competence
Introduction
Students will attend the Radiology in Michaelmas term of Year 3. There will be supervision of
intraoral radiographic technique and an introduction to radiographic interpretation. Students are
required to complete the following two competence tests by the end of Michaelmas Term. The
assessment must be completed by one of the clinical radiography teachers.
Students are required to demonstrate competence in making a periapical image using a paralleling
technique and a bitewing image using a holding device. The student should be aware of the
clinical reason for the prescription of the image.
Assessment Criteria
The student will be assessed on

 Infection prevention control procedures
 Positioning of the patient for the appropriate procedure
 Correct placement of the image receptor
 Correct alignment of the x-ray tube
 Correct exposure factors for the appropriate procedure
 Correct orientation and identification of the image (if applicable)
 Determination of the diagnostic quality of the image
If the supervisor needs to intervene at any stage during the competence test, the students will be
deemed to have failed the test.
After successful completion of the Year 3 radiography competence tests, students are permitted to
make periapical and bitewing images of their patients in the satellite units in the clinics. When
difficulties with either patients or technique are encountered, students should return to the main
Radiology area for assistance. Students are NOT allowed to make periapical and bitewing
exposures of patients unsupervised until after successful completion of their competency test.
32
PERIAPICAL RADIOGRAPH
To be completed by the end of Michaelmas Term, Year 3
Student Name: …............................……………... Student Code: ….............. Group: ............
Patient Name: …….......................................................
Chart Number: ……………..............................................
Permission to Proceed: – Signature: ………............................................................
Start Time: ................... Finish Time: ......................
Time Allowed: 20 Minutes
PATIENT MANAGEMENT
RADIATION PROTECTION
CROSS INFECTION CONTROL
PLACEMENT OF IMAGE RECEPTOR
PATIENT POSITIONING
EXPOSURE FACTORS
PROCESSING
IMAGE ORIENTATION/LABELLING
FILM QUALITY ASSESSMENT
RESULT PASS FAIL

Assessor’s Signature**
Date:
** The assessment must be completed by the clinical radiography teachers
33
BITEWING RADIOGRAPH
To be completed by the end of Michaelmas Term Year 3
Student Name: ………............................... Student Code: ................ Group: ..........
Patient Name: …...............................................
Chart Number: ………........................................
Permission to Proceed: – Signature: ..........................................................
Start Time: ................... Finish Time: ......................
Time Allowed: 20 Minutes
PATIENT MANAGEMENT
RADIATION PROTECTION
CROSS INFECTION CONTROL
PLACEMENT OF IMAGE RECEPTOR
PATIENT POSITIONING
EXPOSURE FACTORS
PROCESSING
IMAGE ORIENTATION/LABELLING
FILM QUALITY ASSESSMENT
RESULT PASS FAIL

Assessor’s Signature**
Date :
** The assessment must be completed by the clinical radiography teachers
34
10.3 Molar crown preparation (laboratory)
LABORATORY SKILLS COMPETENCE

FULL VENEER CROWN PREPARATION ON THE LOWER MOLAR
Students are required to prepare a molar tooth in the manikin head for a full veneer metal crown.
CRITERIA FOR TOOTH PREPARATION:
1. Occlusal Reduction: 1 to 1.5 mm.

2. Finish Line: at or no more than 1 mm above gingival crest.
3. Finish line suitable to achieve an acute angle of metal.
4. Height of preparation at least 4mm.
5. 6 – 10 degree of taper on proximal surfaces.
6. If 4 or 5 above not satisfactory additional retention must be provided.
7. Smooth surface to preparation.
8. No sharp angles.
9. Smooth continuous finish line.
10. No undercuts.
35
MOLAR CROWN PREPARATION IN SKILLS LABORATORY
To be completed by the end of Michaelmas Term Year 3
Student Name: ……...................................... Student Code: ............... Group:..………
Permission to Proceed: – Signature: ......................................................
Start Time: ................... Finish Time: ..................
Time Allowed: 2½ Hours
SATISFACTORY UNSATISFACTORY COMMENTS
Occlusal Reduction
Finish Line Position
Finish Line Shape
Axial Walls
Surface Finish
RESULT: PASS FAIL CORRECTIONS
RECOMMENDED
CORRECTIONS
Assessor’s
Signature
Date :
36
10.4 Class II Amalgam Restoration or Class III/IV
(See number 1)
10.5 Removable partial dentures, design and assessment of artefacts

(laboratory)
Please note - this is a competence completed during the laboratory course.

Information provided during the course.
37
10.6 Anterior crown preparation and temporary crown (Laboratory)
Fixed and Removable Prosthodontics

Porcelain Fused-To-Metal Crown Preparation on Upper Central Incisor
Laboratory Skills Test
Students will be required to prepare an upper central incisor for a porcelain fused-to-metal crown.
Criteria:
1. 2.00 mm. incisal reduction.
2. 1.2 - 1.5 mm. of labial reduction.
3. 0.5 - 1.00 mm. of lingual of metal-ceramic crown.
4. 90 degree shoulder labial.
5. For metal margins suitable finish line to achieve acute angle of metal.
6. Finish Line at gingival crest.
7. At least 4 mm. height of preparation.
8. No undercuts, approximately 6 taper on proximal surfaces.
9. If above not satisfactory, additional retention e.g. grooves, pin holes must be provided.
10. No damage to adjacent teeth.
11. Smooth surfaces to preparation.
12. No sharp angles.
13. Smooth continuous finish line.
14. No undercuts.
Fixed & removable prosthodontics
Temporary Crown Restoration on an upper central incisor

Laboratory Skills Competence
Criteria:
TEMPORARY CROWN:
1. Marginal Fit:
a. No large gaps when tested with probe
b. No large ledges or horizontal defects
2. Proximal contacts of temporary crown: see criteria for molar crown
3. Occlusion Relations: Appropriate relations in M.I.P. and lateral positions
4. Smooth finish
5. Acceptable colour
38
COMPETENCE TEST: LABORATORY
ANTERIOR CROWN PREPARATION AND TEMPORARY CROWN
To be completed by the end of Hilary Term
Student Name: ……........................................ Student Code: ............... Group: …………
Start Time: .................. Finish Time: ...................

TOOTH PREP.
Incisal Reduction
Axial Walls
Finish Line
Position
Finish Line Shape
Surface Finish
RESULT PASS FAIL CORRECTIONS

TEMP. CROWN
Shape and Contour
Marginal Integrity
Proximal Contacts
Surface Finish
RESULT: PASS FAIL CORRECTIONS
RECOMMENDED
CORRECTIONS
Assessor’s DATE:
Signature
39
10.7 Root canal treatment of a single-rooted tooth
Notes for single root pre-competences:
1. Prior to beginning the competence, you must provide details of one patient on whom you
have already completed this procedure.
2. Ideally these procedures should be completed on incisor, canine or premolar teeth with a
single root, which have not been previously accessed or instrumented.
3. This may not always be possible and in certain circumstances multi-rooted teeth (maxillary
first premolars, maxillary and mandibular molars) may be used as one of the pre-
competencies. This will not be appropriate in every instance and will be at the discretion of
the assessor.
4. Equally it may be difficult to source single rooted teeth which have not had an access cavity
prepared and/or a first stage pulpectomy/debridement completed. Again in certain
circumstances (at the discretion of the assessor) these will be permitted.
5. It should be noted that the above does not apply to the competence itself, in which a single
rooted, unaccessed tooth should be selected.
6. Root canal retreatment cases should be avoided if at all possible.
Requirements for the single root canal treatment competence:
 The student will consider himself/herself to have had enough clinical experience in the clinical
management of single root endodontic treatment to undertake the competence assessment
in a comfortable frame of mind.
 The student will present a patient whom s/he is treating, with an endodontic treatment plan,
highlighting the diagnosis and the reasons for treatment.
 The student will have a single root treatment competence form with her/him.
 The terminology used will be that of the European Society of Endodontology: Quality
guidelines for endodontic treatment 2006.
 The student will arrange to have one of the nominated assessors for the competence in
attendance by previous notification and agreement. The Head of Division may authorise
another assessor in the event of the selected assessor being absent for whatever reason.
 The competence will be considered complete when the student has placed a core or
permanent restoration and has taken a post-operative periapical radiograph. The competence
form will not be signed until the student presents to the assessor evidence of the pre and
post-operative radiograph and the various stages of treatment.
What is expected within the clinical assessment?
1. Clinical assessment: restoration present, caries, restorability, periodontal status, tenderness

to percussion and palpation of the soft tissues, swelling, presence of sinus tract, probing
depths
2. Diagnosis and treatment plan: pulpal and periapical diagnosis, treatment plan and
management options, predicted prognosis.
3. Radiographic assessment: caries, restoration (depth, size), size of pulp chamber, sclerosis of
canal, calcifications (pulp stones), apical/peri-radicular radiolucency, root curvature,
resorption, marginal bone levels, proximity of vital structures.
4. Local anaesthetic
5. Rubber dam isolation: no leakage of irrigant solution or saliva. Single or multi tooth isolation
acceptable.
6. Access: conservative access to all the pulp chamber and removal of entire roof of pulp
chamber; straight-line access to the root canal without excessive tooth destruction.
40
7. Working length estimation: tooth length estimated from pre-operative radiograph, apex
locator can be used but must be verified with working length radiograph.
8. Canals must be adequately instrumented and chemo-mechanically debrided. This can be
completed with stainless steel files or a combination of stainless steel and nickel titanium files.
There should be no evidence of ledge formation, blockage, stripping of apex and
transportation.
9. The master gutta-percha cone should fit to within 0.5 – 1.0mm of working length and resist
removal (‘Tug Back’). The gutta-percha can be of standard or greater taper design.
10. Obturated canal: Uniform filling density. It should be filled from radicular entrance of the
pulp chamber to 0.5 – 1mm of radiographic root length.
11. Adequate restoration of access cavity with core material of permanent restoration.
12. Post-operative radiograph demonstrating apical and coronal tissues.
41
ROOT CANAL TREATMENT OF THE SINGLE ROOTED TOOTH
To be completed by the end of Trinity Term Year 3
Student Name: …...................................…... Please provide details of one patient on whom

you have already completed this procedure
Group: ….…...
Patient Name Chart No
Patient Name: ............................................. 1. ___________________ ________
Chart Number: …..........................................
Permission to Proceed: – Signature: .....................................................
Must be signed by one of the Endodontics assessors: Dr H Duncan (CONSULTANT), Dr. S Lennon
Dr. J. Glennon, Dr. F. Gallagher, Dr. C. O’Driscoll
Assessment
Anaesthesia
Rubber Dam
Access Cavity
Length Determination
Cleaning and Shaping
Master Point
Obturation
Restoration
RESULT PASS FAIL

Assessor’s Signature:
Date:
Must be countersigned by one of the Endodontics assessors: Dr. H Duncan (CONSULTANT)

Dr. J. Glennon, Dr. S Lennon, Dr. C. O’Driscoll, Dr. P. Hardy, Dr MF Howley
42
10.8 Clinical simulation of dental arch relationships
Clinical Competence in Simulation of Dental Arch Relationships

Clinical Centric Maxillomandibular Relation [CMMR] Record and Mounting Lower Cast.
Factors to be considered:
1. Preparation of the patient

a. verbal explanation
b. clinical assessment of the status of the masticatory system
c. pre-conditioning to enable access to CMMR
2. Chair Positions of Patient and Dentist

a. technique to be used (rationale for technique)
b. patient’s chair position
c. dentist’s position
d. adequacy of access to CMMR position
e. assistant’s role
f. identification of the reference position and rehearsals
3. Chairside Layout: instrument armamentarium; materials
4. Preparation of the Recording Material

a. type of material to be used (and rationale)
b. specific technique steps to be followed with material
5. Recording the CMMR Position

a. role of patient
b. role of dentist
c. role of DSA
6. Refining and Checking the Record

a. criteria to check the record
b. technique details to refine the record
c. correcting the record; clinical checks
7. Preparing Articulator and Casts

a. criteria for basic articulator position
b. criteria for checking cast positions in the CMMR record
c. steadying the mandibular cast in the record, when required, using gypsum at the
dorsal ends of the casts.
d. preparing the gypsum for mounting the cast
e. procedure for mounting
f. criteria for mounted casts
g. identification of the casts [patient’s name and record No, Artic. No].
8. Checking the Simulated CMMR Position

a. articulator methods
b. Intra-oral methods
43
SIMULATION OF DENTAL ARCH RELATIONSHIPS
To be completed by the end of Trinity Term, Year 3
Student Name: ……........................................ Student Code: …............. Group: ………
Patient Name: ….....................................……. Chart Number: …….......................................
Permission to Proceed: – Signature: ........................................................
Start Time: .................. Finish Time: ....................
Time Allowed: 2½ Hours
Preparation of Patient
Chairside Layout
Preparation of the Recording Material
Recording of CJR Position
Refining and checking the Record
Preparing Articulator and Casts
Checking the Simulated CJR Position
RESULT PASS FAIL

Date :
44
10.9 Complete dentures/edentulous state (Laboratory)
This assessment takes the form of a practical test in the preparation of occlusion rims, setting the
anterior teeth for a complete denture, and completing the laboratory prescription for the setting
up of the remaining teeth for the complete dentures.
This assessment takes place in the last week of the Edentulous State course. If it is failed a
supplemental test must be passed before the end of the Remedial Period.
45
SKILLS TEST: LABORATORY
EDENTULOUS STATE LABORATORY COURSE
To be completed by the end of Trinity Term, Year 3
Student Name: ……........................................ Student Code: ............... Group: …………
Start Time: .................. Finish Time: ...................
Time Allowed: 2 Hours SATISFACTORY UNSATISFACTORY
Centre Line setting of the grid/table

Axial alignment of the six teeth
i) Frontal perspective
ii) Saggital perspective
Arch Form
Arch Symmetry
Occlusal Plane Level
Occlusal Plane Orientation
Proximal contacts and embrasures
Labial and lingual waxing
General neatness and cleanliness of the
set up teeth wax and rim.
Laboratory Prescription
i)E.U. requirements for medical devices
ii)Next phase of prosthetic construction
a. Maxillary Posterior
b. Mandibular teeth
c. Articulator Settings and Identification
d. Colour and Mould of Teeth
Returning Work to Clinic/Clinician
RESULT PASS FAIL

Date :
46
ASSESSORS FOR RESTORATIVE CLINICAL COMPETENCES AND CORE PROCEDURES
Students are required to book their assessment in advance

with the Divisional Administrative Staff to be confirmed
Occlusion and Function Class II Class III/IV Endodontics*

Preparation and Restoration
Dr O. Omer Dr O. Omer Dr H. Duncan
Prof B. O’Connell Dr. D. McReynolds Dr F. Gallagher
Dr B. Grufferty Dr R. Gorby Dr C. O’Driscoll
Dr M. O’Sullivan Dr N. O’Connor Dr J. Glennon
Dr P. Hardy Dr N. Gough Dr S. Lennon
Dr S. Davis Dr P. Quinlan
Dr K. Baxter Dr H. Byrne
Dr R. Swanwick Dr D. Vard
Dr. S. Webb Dr D. Furlong
Dr P. Hardy
Dr B. Grufferty
Dr N. Carney
Dr S. Davis
Dr L Winning
Vital Crown/ Crown on Periodontology Removable Partial Denture*
Endodontically Treated
Tooth*
Dr B. Grufferty Dr I. Polyzois Dr O. Omer
Dr P. Hardy Dr. R. Lee Kin Prof B. O’Connell
Dr O. Osama Dr J. Owens Dr M. O’Sullivan
Prof B. O’Connell Dr P. Harrison Dr B. Grufferty
Dr M. O’Sullivan Dr L. Winning Dr P. Hardy
Dr L. Winning Dr L. Winning
Dr. D. McReynolds Dr. D. McReynolds

*All need permission to proceed signed by BOC/MOS/HD/OO/ Philip H/BG/IP/LW03
Peter H and final countersign by same person.

47

Consultants Cover Timetable to be confirmed
Michaelmas Term 2020
Mon Tues Weds Thurs Fri
AM Dr. D Prof B
Dr O Omer Dr L Winning Dr B Grufferty
McReynolds O’Connell
PM
Dr M
Dr. I. Polyzois Dr H Duncan Dr P Hardy Dr B Grufferty
O’SULLIVAN
Hilary/Trinity Term 2021
Mon Tues Weds Thurs Fri
AM Dr. D Prof B
Dr O Omer Dr L Winning Dr B Grufferty
McReynolds O’Connell
PM Dr M
Dr. I. Polyzois Dr H Duncan Dr P Hardy Dr B Grufferty
O’SULLIVAN
PATIENT MANAGEMENT
Patient Management Competence is to be submitted before 25 th June 2021 (this will be the last
date of term).
This is an administration exercise that all students must complete. This allows the Hospital to
audit patients and ensure that patients are either actively assigned to a student, transferred to a
waiting list or is discharged from care. This is a rolling document of each students patient list and
will be expanded as new patients are treated or assigned from their “live” list.
This list will be submitted via the Patient Services Manager’s office. During the academic year,
each class will have a meeting with the Patient Services Manager in every term to address patient
management processes. Instructions will be provided to the students via email of the process
throughout the year. Students may not be able to appoint patients in the following academic
year, if he or she has not met the requirements for this competence.
You will be required to identify the reason for transfer, outstanding treatments, plans for the
continuation of care and any other relevant information that is relevant.
If you wish to transfer for a specific treatment, only you will need to have arrangements in place
for the patient to be returned to your care for the completion of his / her treatment plan.
PATIENT TREATMENT GUIDELINES

For all transfers, you must send an email to either Ms Susanne Bushe or Ms Sinead Murphy
outlining the patient name, hospital number, and the reason for transfer, outstanding treatments,
plans for the continuation of care and any other relevant information that is relevant, so that your
patient list can be updated. This must be done in advance of the transfer.
Always ensure that you fully inform your patient of the transfer and document in your clinical
notes.
48

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School of Dental Science

 IN THE EVENT OF ANY CONFLICT OR INCONSISTENCY BETWEEN THE GENERAL

 THE MEANS OF DELIVERY OF TEACHING AND ASSESSMENTS DESCRIBED IN THIS

2. YEAR COORDINATOR AND EXTERNAL EXAMINERS

3. CLINICAL ACADEMIC ADVISORS

Module 3.1 Dr. M Clarke [email protected] Tel: 6127218

5. THE MODULES FOR YEAR THREE

Module DE3001: Fixed & Removable Prosthodontics (25 ECTS)

Methods of Teaching and Student Learning:

Module DE3001 - Learning Outcomes:

Unit 1.1: Fixed & Removable Prosthodontics

Methods of Teaching and Student Learning:

On successful completion of this course unit, students should be able to:

Unit 1.2: Occlusion & Function

Methods of Teaching and Student Learning:

Scope of the Programme

The aims are to develop:

 Analyse the static tooth relationships -

Unit 1.3: Edentulous State

Methods of Teaching and Student Learning:

Unit 1.3: Learning Outcomes

Unit 1.4: Dental Materials Science

Methods of Teaching and Student Learning:

Unit 1.4 Learning Outcomes

Module DE 3002: Comprehensive Patient Care 1 (15 ECTS)

Methods of Teaching and Student Learning:

Module DE 3002 Learning Outcomes:

Unit 2.1: Integrated Patient Care

Methods of Teaching and Student Learning:

Unit 2.2: Periodontal Therapy

Unit 2.2: Learning Outcomes

Unit 2.3: Special Care Dentistry

Methods of Teaching and Student Learning:

 A Resource Day of short presentations on ageing and disability

Further details of teaching and learning are available on Blackboard.

On successful completion of this unit students should be able to:-

Unit 2.4: Evidence-Based Dentistry

Unit 2.4 Learning Outcomes:

On successful completion of this unit students should be able to:-

Unit 2.5: Radiology

Unit 2.5 Learning Outcomes

On successful completion of this unit students should be able to:-

Methods of Teaching and Student learning:

Methods of Teaching and Student Learning:

Unit 2.7: Communication Skills

Methods of Teaching and Student Learning:

Learning Outcomes for Ethics & Communications:

On successful completion of this unit students should be able to:-

Module DE 3003: Clinical Medical Sciences (20 ECTS)

Module Code: DE3003

Methods of Teaching and Student Learning:

Module DE 3003 - Learning Outcomes

Unit 3.1 Clinical Medical Sciences

Unit 3.1 Learning Outcomes

Methods of Teaching and Student Learning:

Unit 3.2 Pharmacology

Methods of Teaching and Student Learning:

Unit 3.2 Learning Outcomes

1. Display an understanding of core concepts of Pharmacology including pharmacodynamics