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The University of SydneyFaculty of Dentistry Handbook 2001
The Universitys web site details courses at Sydney, somecareers they can lead to, and what university life is like. Theint...
ContentsIntroduction                                            ivFaculty of Dentistry semester and vacation dates 2001   ...
IntroductionIn this handbook you will find most of the things you are         Noticeboardslikely to need to know about the...
Message from the DeanWelcome to the Faculty of Dentistry at the University ofSydney. I hope you will find your time with u...
vi
Professor of Conservative DentistryStaff                                                          *Roland W Bryant, MDS Ph...
Faculty of Dentistry Handbook 2001Senior Research Assistant                                 Ronald Q. Robinson, BS Georget...
Chapter 1 - StaffRobert Fox, BDS Q. U.B. DipOrth RCS, FDSRCSEd         Christopher R. Jenkins, BDS, FDSRCSPeter D. Frost, ...
Faculty of Dentistry Handbook 2001Alastair R. L. StevensonDavid G. SykesRichard VickersAndre ViljoenMichael P. WalkerIan Y...
CHAPTER 2                                                            General dental practice                              ...
Faculty of Dentistry Handbook 2001                                                                        (o) one nominee ...
Chapter 2 - Guide to the Faculty   The Dental School offered a curriculum of three years            retirement in 1934. Fa...
Faculty of Dentistry Handbook 2001December 1988. Professor Hume was elected Dean in January1989 and resigned in September ...
CHAPTER 3                                                            small groups. In all, 35 problems are studied in each...
Faculty of Dentistry Handbook 2001   Students will use information technology throughout the        2. Structureprogram   ...
Chapter 3 - Bachelor of DentistryOutline                                                            At the end of the BDen...
Faculty of Dentistry Handbook 2001relevance link, one-page summaries of learning topics with              In Years 3 and 4...
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
Faculty of Dentistry Handbook 2001
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Transcript of "Faculty of Dentistry Handbook 2001"

  1. 1. The University of SydneyFaculty of Dentistry Handbook 2001
  2. 2. The Universitys web site details courses at Sydney, somecareers they can lead to, and what university life is like. Theinteractive site, with video and sound clips, has links to theUniversitys faculties and departments. You can explore theUniversity of Sydney on the web at www.usyd.edu.au.Communications should be addressed to:The University of Sydney, NSW 2006.Phone: (02) 9351 2222Faculty of DentistryPhone (02) 9351 8334, fax (02) 9211 5912For Faculty of Dentistry semester and vacation dates, see page iv.University semester and vacation dates 2001 Last dates for withdrawal or discontinuation 2001Semester 1 lectures begin Monday 26 February Semester 1 units of studyEaster recess Last day to add a unit Friday 9 March Last day of lectures Thursday 12 April Last day for withdrawal Friday 30 March Lectures resume Monday 23 April Last day to discontinue without failure (DNF) Thursday 12 AprilStudy vacation: 1 week beginning Monday 11 June Last day to discontinue (Discontinued - Fail) Friday 8 JuneExaminations commence Monday 18 June Semester 2 units of studySemester 1 ends Saturday 30 June Last day to add a unit Friday 3 AugustSemester 2 lectures begin Monday 23 July Last day for withdrawal Friday 31 AugustMid-semester recess Last day to discontinue without failure (DNF) Friday 7 September Last day of lectures Friday 21 September Last day to discontinue (Discontinued - Fail) Friday 2 November Lectures resume Tuesday 2 October Full Year units of studyStudy vacation: 1 week beginning Monday 5 November Last day for withdrawal Friday 30 MarchExaminations commence Monday 12 November Last day to discontinue without failure (DNF) Friday 27 JulySemester 2 ends Saturday 1 December Last day to discontinue (Discontinued - Fail) Friday 2 NovemberAcademic year information (Academic Board policy and dates 1998-2002) is available at:www. usyd. edit. au/sn/planning/policy/acad/3_0aca. htmlEdited by Natalie Shea.The University of Sydney Faculty of Dentistry Handbook 2001© 2001 The University of SydneyISSN 1034-2605The information in this handbook is subject to approval and/or changeby the appropriate faculty or the University. Students should alwayscheck the accuracy of the information with faculty staff.Produced by the Publications Unit, The University of Sydney. Design,layout and database publishing by Neologica Print & Promotions,Surry Hills NSW, neologica@email.com.Printed by Printing Headquarters, NSW. ii
  3. 3. ContentsIntroduction ivFaculty of Dentistry semester and vacation dates 2001 ivMessage from the Dean V1. Staff 12. Guide to the Faculty 5General information 5Centres and services for teaching and research 6Membership of the Faculty 6History of the Faculty 63. Bachelor of Dentistry 9Introduction 9Aims 9Characteristics 9Organisation 10Goals 11Information technology 11Learning 12Assessment 13Evaluation 14Research 14Personal health 144. Bachelor of Dental Surgery requirements 15Regulations 155. Units of study 17Second Year 17Third Year 18Fourth Year 21Fifth Year 236. Other Faculty information 25Infectious diseases 25Orientation and enrolment 25Regulations 25Libraries 27Faculty societies 27Committee for Continuing Education in Dentistry 27Traineeships, scholarships and prizes 28General University information 29Glossary 35Index 46Map of main campus 48 iii
  4. 4. IntroductionIn this handbook you will find most of the things you are Noticeboardslikely to need to know about the Faculty. In particular the School and Discipline noticeboards for each Year within thehandbook will help you find out about: hospitals should be consulted regularly.• who the people in the Faculty are• the requirements for degrees in the Faculty and how they Postgraduate study can be satisfied The Faculty of Dentistry offers the following postgraduate• what units of study are offered, and the books that go with degrees and diplomas: them. Master of Dental ScienceThe following are the principal sources of information about Master of Science in Dentistrythe study of dentistry at the University of Sydney. Doctor of Dental Science Doctor of PhilosophyUnited Dental Hospital and Westmead Hospital Graduate Diploma in Community Oral Health andDentistry students spend some of their time at the United EpidemiologyDental Hospital, 2 Chalmers Street, Surry Hills, 2010; for the Graduate Diploma in Clinical Dentistry.major part of the latter years, students are located at the The regulations for these degrees and diplomas are publishedWestmead Centre for Oral Health. You should seek in the University Calendar, and should be read in conjunctioninformation and advice from the following Faculty areas: with Chapter 10 of the by-laws of the University, which dealsFaculty Office with admission to candidature for the PhD degree, for anyThe Faculty Office answers questions about: masters degree, and for any diploma, for graduates of other• University regulations universities or those with equivalent qualifications.• Faculty rules, procedures and the like. Further enquiries should be made to the PostgraduateThe Faculty Office is located in the United Dental Hospital of Student Adviser, who is located in the Faculty of Medicine,Sydney, 6th Floor, 2 Chalmers Street. Edward Ford Building, on the main campus of the University. Phone: (02) 9351 3231Deans Office Fax: (02) 9351 3196The Deans Office answers questions about studies in the Email: pskinner@medicine.usyd.edu.auFaculty, or about general administrative matters. It is on thesixth floor of the United Dental Hospital.DisciplinesThere are thirteen Disciplines within the Faculty of Dentistry:Biomaterials Science, Community Oral Health andEpidemiology, Endodontics, Fixed Prosthodontics, Occlusion,Oral and Maxillofacial Surgery, Oral Biology, Oral Pathologyand Oral Medicine, Orthodontics, Paediatric Dentistry,Periodontics, Removable Prosthodontics and ToothConservation. Interdisciplinary coursework is also provided inOral Diagnosis and Radiology, and the Clinical Dentistry unitof study in Fifth Year.Faculty of Dentistry semester and vacation dates 2001Dates are determined in accordance with a formula prescribed in the resolutions of the Senate.Semester Begins Recess Lectures end Study vacation Exams commenceFirst Year (BDent)February Semester 19 February 13-27 April 29 June N/A N/AJuly Semester 9 July 24-28 Sep 16 November N/A N/ASecond YearFebruary Semester 23 February 13-20 April 8 June 11-15 June 18 JuneJuly Semester 23 July 24-28 Sep 2 November 5-9 November 12 NovemberThird YearFebruary Semester 8 February 13-20 April 8 June 11-15 June 18 JuneJuly Semester 16 July 24-28 Sep 2 November 5-9 November 12 NovemberFourth YearFebruary Semester 22 January 13-20 April 8 June 11-15 June 18 JuneJuly Semester 9 July 24-28 Sep 2 November 5-9 November 12 NovemberFifth YearFebruary Semester 5 February 13-20 April 8 June 11-15 June 18 JuneJuly Semester 23 July 24-28 Sep 2 November 5-9 November 12 November iv
  5. 5. Message from the DeanWelcome to the Faculty of Dentistry at the University ofSydney. I hope you will find your time with us to be a student-friendly preparation for a rewarding career in a close-knit andsupportive profession. This is an exciting time for us as the Faculty embarks on anew educational philosophy and embraces the concepts ofself-directed problem-based learning and of self-evaluation ineducation with an aim to promoting excellence in Dentistry.As a student within the Faculty of Dentistry, your educationalexperience will involve a blend of basic and clinical, medicaland dental science, and dental and clinical practice based on acomprehensive care approach. You will also have theopportunity to develop skills like critical analysis, reasoning,team work and problem solving to help you prepare for yourprofessional career and for your life-long learning. In these pages you will find described a wide array of basicscience and clinical subjects taught in different ways bydifferent people in different locations. Wherever they are andwhatever their discipline, members of teaching staff arecommitted to your education and to your evolution to anethical, empathetic, scientifically informed, clinicallycompetent dental practitioner. Your challenge will be to allowus to help you bring all of this tuition and life experiencetogether. During your course you will be required to attend the twoTeaching Hospitals of the Faculty: the United Dental Hospitaland the Westmead Centre for Oral Health. We will expect ofyou the kind of honourable and mature behaviour associatedwith a caring profession in settings in which the University is aguest, albeit an honoured one. You will be accorded significantprivileges in these two institutions, and the Faculty willrequire you to honour these privileges. Our expectation will bethat you respect both the patients you treat and the staff whohelp make your patient treatment experience possible. Again, welcome to the Faculty and to the University. I hopeyou will involve yourself fully in all that is offered to you. Wehave a common goal in your preparation for a professionallife, and in your successful contribution to the future wellbeingof the community.Keith S Lester, Dean V
  6. 6. vi
  7. 7. Professor of Conservative DentistryStaff *Roland W Bryant, MDS PhD, FRACDS (Tooth Conservation). Appointed 1993 Australian Society of Orthodontists (NSW Branch) Inc. Professor of Orthodontics *M. Ali Darendeliler, MS(BDS) Istanbul PhD DipOrthod Gazi CertifOrthod Geneva PrivDoc Turkey (Orthodontics). Appointed 1997 Professor of Biomaterials Science *Michael V. Swain, BSc PhD U.N.S.W. (Dental MaterialsAs at 21 February 2001. Heads of discipline are denoted with Science). Appointed 1998an asterisk. Associate ProfessorsDean *R. Wendell Evans, MDS DDSc Otago (Community OralKeith S. Lester Health and Epidemiology)Pro-Dean *Sybille K. Lechner, MDS, FRACDS FPEA FICDCyril J. Thomas (Removable Prosthodontics)Associate Deans Gregory M. Murray, PhD Tor. MDS, FRACDSD. Murray Walker (Postgraduate Studies) Cyril J. Thomas, BDS HDipDent Witw. PhD Stell.Gregory M. Murray (Research) Associate Professor (Fractional)Ann E. Sefton, AO (Curriculum Coordination) Christopher G. Daly, MSc Lond. BDS PhD, FRACDS Senior LecturersShalinie Gonsalkorale (Students)Sub-Deans Malcolm I. Coombs, BDS LDS Sheff. DCR Lond. MDSSusan Buchanan (Director of Dental Services, United Tania M. Gerzina, MDS PhD, FRACDS Dental Hospital) Om Prakash Kharbanda, MDS Lucknow, FICDGarth Dever (Director of Dental Services, Westmead Centre F. Elizabeth Martin, MDS, FRACDS for Oral Health) Carole A. Price, GradDipHEd U.N.S.W. MDS Graham A. Thomas, BDS PhD, FRACDS FPFA FICDSub-Deans (Academic) Hans Zoellner, BDS PhDCatherine E. Groenlund (United Dental Hospital) Senior Lecturers (fractional)Malcolm D. Bourne (Westmead Centre for Oral Health) Michael Buchanan, BDSc Melb. MB BS, FDSRCS LDS(Vic)Office of the Dean Hyun-Gon Peter Chung, DDS MScDentSci KoreaExecutive Assistant to the Dean *John Highfield, BDS MSc Lond. DDS Tor. (Periodontics)Natalie Shea, BA DipEd BMus Evelyn L.C. Howe, BA PhD Anthony P. Martin, MDS, FRACDSFaculty Office Arumugam Punnia-Moorthy, BDS Sri Lanka PhD LondExecutive Officer MClinEd U.N.S.W, FDSRCS FFDRCSISusanne Osborne, BFA N.E. LecturerFinance Accountant/Resources Officer Stephen Cox, BDS MScDent, FRACDSReuben Karunaikumar, ACMA U.K. Shalinie Gonsalkorale, BDS FRACDSAdmissions Officer Lecturers (fractional)Anne Quinlan Anthony R. Au, MDSc, FRACDS FADIAdministrative staff Theodor Baisi, BDS MDScMaria Apostol Malcolm D. Bourne, LDS R.C.S., FDSRCSAnn Barron Timothy Castrisos, MDSc Melb. BDS, FRACDS Sheena W.Y. Chan, BDS MDSc PhDJessica MacNeil Deborah Cockrell, BDS Birm., FDSRCPSGlasAttendant Camerine E. Groenlund, MHP DipMark U.N.S.W. BDS MDScKevin Wylie Mark Lo Schiavo, BDS MDScContinuing Education Yvonne M. Poon, BDS Lond. MDSc, FDSRCSDirector Morris Rapaport, BDS MDScGlenn Butcher Philippa Sawyer, MA(SportStudies) UTS BDS Antonia M. Scott, BDSAdministrative Assistants Shanti Sivaneswaran, BDS Mysore CertHealthEcon MonashLoloma Wren, BBus Kuringai CAE MDS DPHDentDenise Mountain, BA Luke Villata, MS Aarhus BDSCurriculum Development Associate Lecturers (fractional)Web Developer Venika Chander, BDSRebecca Higham, BSc Griffith GradDipEnvStud Tas. Hugh J. Fleming, DipRad Charles Sturt BDS GradDipClinDent (Oral Implants)Administrative Assistant Massimiliano Guazzato, BDS MilanSally Ann Parker Ryan, BA Melb. Nicholas W Hocking, BDS Adel. MSc MClinDent Lond.Computer Support Assistant Markijan M. Hupalo, BDSc Qld MDScGary Reynolds Linda Moldovan, BDSTeaching and support staff Eva Salem, BDS Juliette M. Scott, BDSProfessor of Prosthodontics S. Rajah Selvarajah, BDS*Iven J. Klineberg, AM RFD, PhD Lond. BSc MDS, FRACDS Maria Tran, BDS FDSRCS FICD (Occlusion). Appointed 1978 Professional AssistantProfessor of Oral Pathology Christopher Johnson, MAppSc N.S.W.I.T. MComp Macq.,*D. Murray Walker, BDS Bust. MD BCh Wales, FDSRCS MRACICChemMACS MRCPath FFOP FRCPA (Oral Pathology and Oral Academic Support Officer Medicine). Appointed 1992 Aysin Darendeliler, BDS Istanbul MDSc Geneva 1
  8. 8. Faculty of Dentistry Handbook 2001Senior Research Assistant Ronald Q. Robinson, BS Georgetown DMD KentuckyKamal Wanigaratne William Saunderson, BDS MDScResearch Assistant Mark Schifter, BDS MDScTerry Whittle, BSocSci Charles Sturt Douglas Stewart, BDS ex-DGDPfl.C.S., FRSH MRSHSenior Technical Officers Christine Wallace, BDS MDSc CertMaxPros Iowa, FRACDSMichael Jean-Louis Ian Wilson, MDS, FRACDSKen Tyler Clinical Associate LecturersRobert Underdown Santosh Bassi, BDSAdministrative Staff at Westmead Centre for Oral Health David Baxter, CertDentAsstRadTracey Bowerman Lilia Burleigh, BDSc PolandCarolyn Bruce Yuen-Teng Cho, BDSAnne Carry Allan W.K. Chow, BDSMarty Darragh Margaret Chow, BDSChristine Donald John P.Y. Chu, BSc BDSRebecca Granger Stephen Chui, BDSAlexis Jarvis Eugene Foo, BDSSusan Nandutu Christopher J. Geddes, BDSFrances Porter Murray Hayes, BDSJoan Tasker Cuong Q. Ho, BDSTechnical Officers at Westmead Centre for Oral Health Teresa Ho, BDSPeter Dymock Kim Horneman, BDSJanice Matthews Lesia Hkiw, BDSMichael Mazic Emma Jay, BDSHonorary part-time staff Grace Lee, BDSClinical Professor Luke H.P. Leung, BDSJohn E. deB Norman, MB ChB Leeds MDS, FDSRCS Stephen MacMahon, BDS, FDSRCS FRACDS FRCSEd Diana Mruk, BDSClinical Associate Professors Svetlana Nikova, BDS Plovdiv BDS Adel.*Geoffrey M. McKellar, BDSc gMMDSc Melb. DOS Natalia E. Oprea, BMed (Dent). DipAdolDent. DipGenDent R.A.C.D.S., FRACDS (OMS) Buck.Terry Walton, MS Mich. MDSc, FRACDS Bramara Rudrakumar, BDS Bangalore BDSStephen Yeung, MDS Adel. PhD Ncle (N.S. W.), FRACDS Delyse M. Russell, BDSAdjunct Associate Professors Lindy Sank, BSc DipTherDieteticsJohn Dale, AM, LLB U.N.S.W. DDS Tor. MDS, FRACDS Desmond A. Singh, BDS FICD FADI Alicja Smiech, BDS LublinNorton Duckmanton, RFD, MDS, FRACDS Sheryn Thompson, BDSChris J.G. Griffiths, AM RFD, BDS DPHDent, LDS(Vic) Bruce E. Waters, DipMedRadJames K. Hawkins, MDS, FRACDS FICD Julie Wu, BDSRobin Hawthorn, MDS Wendy Yu, BDSRobert D. Mitchell, MDS, FRACDS(OMS) Conjoint Associate LecturersBraham Pearlman, BDS MScDent Boston Nerissa Green, BDSRichard P. Widmer, MDSc Melb., FRACDS LDS(Vic) Jeremy Moran, BDSRobin G. Woods, AM, BDS, FICD FRACDS Honorary AssociatesHonorary Associate Professors P. Anders Blomberg, BDSc MDS Adel.Peter D. Barnard, MPH Mich. MDS DDSc, FRACDS FICD David Cable, BDS MDSc FAPHA Anthony T. Coyne, BDS GWMSc(Pros) Lond.Barrie R.D. Gillings, RFD, BDS MS ED PhD, FRACDS FICD Richard Earashaw, MDSc Qld PhD Mane.Clinical Senior Lecturers Derek W.S. Harty, BSc Kent PhD Birm. Neil Hunter, BDS PhDGeorge M. Boffa, BPharm MD Malta, FFARCS FICS Nick A. Jacques, BSc PhD FANZCA FRCA Anthony J. Oliver, MDSc Melb. BDS, FRACDS(OMS)Susan Buchanan, BDSc Melb. MDS, FRACDS Wayne Sherson, BDS Otago MSc(Dent)Angus C. Cameron, BDS MDSc, FRACDS Poppy Sindhusake, BA Thammasat MSc N1DAB, ThailandAnn P. Collins, LDS R. C.S. BDS Lond. MDS, GradDipInfoSci U.N.S.W. FRACDS(OMS) Toshio Sumii, BDSc PhD Tokyo Dent.Coll.E. Dell Kingsford-Smith, MDS, FRACDS Robyn Thomas, BDS MDScBrian Roberts, MDS Otago Gerald A. Thurnwald, AM(Mil), BDS Adel. LDS(Vic) MDScBarbara A. Taylor, BDS Adel. GradDipOH&S W.A.I.T. MDSc, MDSc Qld, FRACDS(OMS) FRACDS Specialist Clinical AssociatesAdjunct Senior Lecturer Keith Baetz, BSc BDSc Witw. MDScRichard Chan, LDS Vic. MDS, FRACDS Michael Bannon, MDSc Melb. BDS, FRACDSClinical Lecturers John E. Barbat, BDS Qld MDSc Melb.Janet E. Benson, MClinPsych Macq. BA Stephen Bladder, MDS, FRACDS FICDHarold C. Champion, BDS Joseph Bleakley, BDSc gWMDSc, FRACDSPeter Duckmanton, BDS MDSc, FRACDS Stan Boyatzis, BDSc W.A. MSc Lond. MDSc QldMehri Eshraghi, DDM SWU (Philippines) BDS Adel. Alan M. Broughton, MDS Adel. BDS, FRACDS DipPHDent Ching Kit Chan, BDS MDScIan Jacobi, BDS MHA, AFCHSE Ernest Y. Chan, BDS MDScJosephine Kenny, MHA U.N.S.W. BDS R. Geoffrey W. Cook, BDS MDScPeter L. King, MDS Michael J. Counsel, MSc Manitoba BDSPeter G. Kramer, BDS David Dal Pra, BDS Qld MSc Lond.Ian Martin, MDS, FICD Michael J. Dineen, BDS MDScAlan Reid, BA Macq. BDS Stephen L. Duncan, BDS MDScLeesa Rix, BDS MDSc, FRACDS Michele M. Fong, BSc Queens (Canada) BDS HKMDSc 2
  9. 9. Chapter 1 - StaffRobert Fox, BDS Q. U.B. DipOrth RCS, FDSRCSEd Christopher R. Jenkins, BDS, FDSRCSPeter D. Frost, BDS MDSc Navin Kander, BSc A.N. U. BDSc Melb.Dr F. Shane Fryer, BDS MDSc, FRACDS Chakravarty Kapila, BDS PunjabiJoseph P. Geenty, MDS Otago Shiu Karan, BDS Adel.Olga Gluhin, BDS Otago MDS Sean Kebriti, BDSDavid E. Grossberg, BDS Witw. CertPerio Penns. Homer Kefaladelis, BDS Witw.Andrew H. Hedberg, BDS MDSc Deborah W. Kwan, BDS, FRACDSC. Gareth Ho, BDS HKMDScMelb. MDSc, FRACDS Russell C. Lain, BDS DipForensicOdont Melb.Paul F. Hogan, BDS MDSc, FRACDS Eugene Lee, GradCertMngmt U.T.S. BDSYoung Ki Hong, BDS MDSc Willard Lee, BDSMelissa Kah, BDS MDSc Kenny Lok, BDSSelwyn Kessler, LDS R.C.S. BDS HDipDent MDent Witw. LynMayne.BDSArfe/.Russell J. Kift, MDS Patrick Mehanna, BDSMichael Kowalski, MDSc Qld MDS David G. Millington, BDS, FICDPeter Lewis, BDS MDSc Anthony P. Nairn, BDSVincent Liew, MDSc Qld, FRACDS James V.T. Ngo, BDSJohn Mamutil, MDS Kathy Ngo, BDSKen Marshall, CertOrth Oregon BDS MDSc Tuan Nguyen, BDSRonald J. Masson, BDS MDSc, FRACDS Nedeljko Oreb, BDSFaustino B. Mercado, DMD Philippines GCClinDent Stephen Pak, BDS MDSc Qld Geoffrey I. Parsons, BDS, FICDTimothy A. Mew-Sum, BDS MDSc Jenny Quach, BDSAnthony J. OMeara, BDS MDSc Peter Roche, LDS Vic BDS Melb.Anthony Pistolese, BDS MDSc Cheng-Yee Rossiter, GradDipDentStud(Oral Surgery) W.A.John R. Pritchard, MDS Otago BDS, FRACDSRolf Schimann, MDS MDSc David A. Sheen, MHP U.N.S.W. BDSWilliam L. Scully, BDS MDSc Ramon M. Singh, BDSPaul D. Sibraa, CertPerio DDS Neb. BDS, FRACDS Hyong Son, BDSJames Smyth, BDS MDSc, FRACDS Vivienne J. Stewart, BDSBarbara J. Spark, BDS MDSc Jon C. Taratoris, BDSFranciskus B. Tan, MDS, FRACDS Joel Teoh, BDSPaul J. Taylor, BDS MDSc John Tsun, BDSKevin B. Todes, BDS MDent Witw. A. Adrian Vertoudakis, BDSDaniel Vickers, BDS MDSc Kim M. Wagstaffe, BDSHilton Wasilewsky, BDS Witw. DipOrtho Eastman N.Y. Phillip G.C. Whalley, BDS MSc(Dent) Roch. Clinical TutorDavid J. Webster, BDS, FRACDS FDSRCS FDSRCPSGlas Behzad Habibi, BDS, FRACDSWilliam T. Weekes, MDS Adel. Other honorary clinical staffGregory J. Whyte, MDSc Qld (Title pending)Zu-Pyn Yang, BDS Taiwan CertEndo Penns. Bruce W. AustinSenior Clinical Associates David BachmayerJames Auld, MSc DipSocSc N.E. BDS Sydney BaderDavid Buckley, GMQ U.N.S.W. BDS GradDipClin Dent, Andrew Barry FICD Dan BrenerHelen Carey, BDS MSc(Dent) Gregory C. CharlesworthLester R. Clifford, MSc(Perio) Lond. BDS Maria ChmielowiecPatrick J. Dalton, BDS, FACD FICD Greg CocksLeonard G. Fabre, BDS Catherine CollinsW Peter Gaha, BDS Stuart DeaneJames K. Grainger, BDS MDSc, FRACDS FICD Martin FinePhillip Gray, BDS, FICD Nick GalathrisStuart H. Howe, BDS C. Mark HananKeith E. Hunter, BDS Ken HarrisonAnthony J. Lepere, DChDent Paris BA N.Y. Patrick HoangRaymond N.F. Loh, BDS Sing. Ian HoeltschiA. John Rourke, BDS Ivy HsiaoDavid I. Wearn, BDS, FICD William JacksonBettine C. Webb, MHP U.N.S.W. MDS PhD Sook-Ling LeongPhillip Zoldan, BDS, FICD Lydia LimClinical Associates Timothy LinHelen Boocock, BDS Liverpool Trang NguyenAnthony J. Burges, BDS Mark Lo SchiavoRoger K. Chan, BDS Stuart McCrostieDavid J. Cox, BDSc Qld Andrew McNaughtRobert Dalby, BDS Atul MehtaCong K Dao, BDS Gary MorganClarence de Silva, BDS Adel. Peter G. MouserAlan A. Deutsch, BDS James MummeAndrew J. Draper, BDSc Qld David MurphySibel Erel, BDS Lond. LDS R.C.S. George PalJohn K. Fung, BDS Ted PeelEdward H. Furze, BDS Mark PriestlyChristopher C.K. Ho, BDS Ammar RazekArjun Jeganathan, BDS Mangalore BDS Adel. Soni Stephen 3
  10. 10. Faculty of Dentistry Handbook 2001Alastair R. L. StevensonDavid G. SykesRichard VickersAndre ViljoenMichael P. WalkerIan YoungFrom other facultiesProfessorJ. Paul Seale, PhD Lond, FRACP (Pharmacology)ReaderJohn Gibbins, MDS PhD (Pathology)Associate ProfessorsRaymond Kearney, BSc PhD Qld (Infectious Diseases)Ewan Mylecharane, BPharm Vic.I.C. BSc PhD Melb. (Pharmacology)Senior LecturersMichael A.W. Thomas, DPhil Oxf. BSc (Biochemistry)LecturersRobin Arnold, MSc (Anatomy and Histology)Miriam Frommer, PhD Lond. BSc (Physiology)Bill Phillips, BSc PhD (Physiology)M. Anne Swan, BSc PhD (Anatomy and Histology)Associate LecturersFiona Stewart, BSc N.E. MB BS, RACGP (Anatomy and Histology)Other staffHonorary Curator, Dental Alumni Society MuseumSydney Levine, OAM, MDS, FRACDSHonorary Assistant Curator, Dental Alumni Society MuseumAnthony OMeara, BDS MDSc 4
  11. 11. CHAPTER 2 General dental practice Registered dental graduates may practise as generalGuide to the Faculty practitioners and provide dental care for their patients in a private practice situation. They may also practise general dentistry in an institution, government instrumentality or in the armed services. Most dentists are in general practice. Specialisation After two years in general dental practice, dentists may prepare themselves for specialised practice by completing a Masters degree in the discipline of their choice. Some of theGeneral information areas of specialisation are orthodontics, oral and maxillofacial surgery, oral medicine, periodontics, dental public health,Degrees and diplomas in the Faculty prosthodontics and paediatric dentistry.The Faculty of Dentistry provides educational programs atboth the undergraduate and postgraduate level. These courses Researchprepare the students for the general practice of dentistry, The essence of professional and university activity is thespecialisation, research, teaching or dental administration. development of knowledge in the total field that the professionThere are two degrees classified by the University as encompasses.undergraduate degrees: the school-entry Bachelor of Dental Research in dentistry is the basis of progress, inSurgery (BDS), which had its last First Year intake in 2000, understanding not only human biology and pathology, but alsoand the graduate-entry Bachelor of Dentistry (BDent) which psychology. It embraces every aspect of the basic sciences,began in 2001. There is also the research-based Bachelor of clinical practice and the behavioural sciences in theirScience (Dental) (BSc(Dent)). There are two masters degrees, relationship to the production of oral health and itsthe degree of Master of Science in Dentistry (MScDent) and maintenance.the degree of Master of Dental Science (MDSc). The Faculty There are increasing opportunities for research in oralalso offers the degrees of Doctor of Philosophy (PhD) and health science. Generally graduates will have to undertakeDoctor of Dental Science (DDSc), the Graduate Diploma in higher degree programs to fit them for a career in bothCommunity Oral Health and Epidemiology (GradDipComOH research and teaching.&Epid) and the Graduate Diploma in Clinical Dentistry(GradDipClinDent). Teaching The degrees of Bachelor of Dental Surgery and Bachelor of With the expansion and development of dental schools and theDentistry enable graduates to practise dentistry and either is increasing numbers of students, the tendency is to rely on athe academic evidence required by the Dental Board of NSW core of full-time specially trained staff members in teaching,for registration as a dentist. with support from dedicated part-time teachers recruited from The degree of Bachelor of Science (Dental) is a research the ranks of the profession.degree undertaken during or after the completion of the BDS The teaching of dentistry provides a most interesting career,degree. for it necessitates a combination of the academic and practical aspects of dentistry approached on the highest possible level.The field of dentistryThe goal of the dental profession is the optimal oral health of Institutional dentistrythe individual and the community, by the prevention of oral Every hospital or clinic providing a dental health service mustdisease and the treatment of those diseases and abnormalities employ a number of graduate dentists. Many find that workingthat cannot be prevented. The dental profession is an integral within the structure of such an organisation is both interestingpart of the health team in the community and has the specific and rewarding and the new graduate, in particular, mayresponsibility for orofacial tissues and their function and a welcome the opportunity of further experience in hospitaljoint responsibility with the other health professions to work.integrate dental and oral health into the total health care of thecommunity. Armed services This responsibility involves consideration of the patient In time of peace, as well as in war, the Navy, Army and Airboth as an individual and as a member of the community. In Force each maintain a dental health service. The dentistthe modern dental curriculum, community dentistry is playing commences with a commissioned rank.an ever-increasing role. School Dental ServiceDentistry as a profession For those interested in dental work limited to treatment forThere is an increasing scope of activity for dental graduates. children, the School Dental Service offers many opportunities.The control of dental caries and the lessening of needs for With the extension of public health programs, this service hasroutine restorative dentistry in the younger generation, as well been significantly expanded.as rapid advances in research and prevention over the lastdecade, have allowed dental graduates the opportunity to carry The Dentists Actout more sophisticated and specialised dental treatment. The The practice of dentistry in NSW is governed by the Dentistsincreasing availabihty of postgraduate training makes the entry Act 1989, and by the regulations made pursuant to it. Copiesinto specialised practice more readily available and the of the Act and regulations may be obtained from the Office ofgrowing level of community awareness of the significance of the Government Printer, Sydney. The administration of the Actoral health, together with a feeling of confidence in preventive is vested in the Dental Board of NSW.measures, allows a higher standard of dental health care to be It is illegal to perform any operation or give any treatment,provided for the community. advice or attendance such as is usually performed or given by The emphasis on community health aspects and the dentists unless registered by the Dental Board of NSW.development of the social responsibility of the profession are Any person who proves to the Board to be of good characteralso influencing the nature of dental practice and re-orienting shall be entitled to be registered as a dentist if he or she is:attitudes of both the profession and the community to oral (a) a graduate in dentistry of any university in Australia or ofhealth and the value of preventive and treatment services. a dental college affiliated with a university of Australia; or (b) qualified in any of the ways set out in Section 10 of the Act. 5
  12. 12. Faculty of Dentistry Handbook 2001 (o) one nominee of each of the Royal AustralasianCentres and services for teaching College of Dental Surgeons and the Australian Dentaland research Association (New South Wales Branch); (p) such other persons as may be appointed by the FacultyStudents undertake their training at both the United Dental on the nomination of the Dean, for such period asHospital and Westmead Centre for Oral Health, Westmead determined by the Faculty; andHospital. Both sites provide: (q) such other persons as may be appointed by the Faculty as Honorary Members of Faculty on the nomination of the(a) clinical and technical facilities for the instruction of Dean, for such period as determined by the Faculty, in dentistry students; accordance with resolutions adopted by the Faculty at its(b) dental treatment for patients who are holders of Health meeting on 10 November 1995. Cards or those referred for specialist care. 2. The election of members pursuant to section 1 (f) shall beAboriginal Medical Service held at the last meeting of the Faculty in each alternate year and the members so elected shall hold office from 1The Aboriginal Medical Service is an out-patient health care January of the year following their election until the nextunit for Aboriginal patients from all over Australia who, for a election but conterminously with their membership of thevariety of reasons, do not make use of conventional health part-time teaching staff.services. The Service has been affiliated as a teaching instituteof the University of Sydney. It has a dental clinic that offers Student membership of the Facultystudents training in preventive dentistry in particular. It alsoprovides excellent opportunities to conduct follow-up The resolutions of the Senate make provision for five studentstreatment and clinical practice in a community setting and to to be elected to membership of the Faculty of Dentistry. Thegain clinical experience of the dental problems of a major five students shall comprise:ethnic group. (a) the President of the Sydney University Dental Undergraduates Association, provided he or she is a student enrolled for a degree or diploma in the Faculty of Dentistry (ex officio),Membership of the Faculty (b) one student enrolled for a postgraduate degree or for aResolutions of the Senate diploma in the Faculty of Dentistry, provided that if there is no nomination of a postgraduate student the vacancyConstitution of the Faculty of Dentistry may be filled by an undergraduate student,1. The Faculty of Dentistry shall comprise the following (c) three other students. persons: The Senate resolutions for the student membership of the (a) the Professors, Readers, Associate Professors, Senior Faculty of Dentistry are set out in full in the Universitys Lecturers, Lecturers and Associate Lecturers being full- Calendar. time permanent, fractional permanent, full-time Students may also become members of other university temporary, or fractional temporary members of the bodies. teaching staff in the Disciplines of the Faculty of Dentistry; (b) the Deans of the Faculties of Medicine and Science; (c) the Heads of the Schools of Biological Sciences, History of the Faculty Chemistry and Physics or their nominees; Consideration was first given in 1897 to the possibility of (d) the Heads of the Departments of Anatomy and establishing a School of Dentistry in the University of Sydney, Histology, Biochemistry, Infectious Diseases, Pathology, when a provisional curriculum was drawn up by the Senate. Pharmacology and Physiology or their nominees and up to However, in the absence of any law in New South Wales two full-time members of the academic staff of each of regulating the practice of dentistry, it was not considered those departments who are responsible for teaching dental appropriate to take any definite steps, and no action was taken students, nominated biennially by the head of the until the passing of the Dentists Act in 1900. department; The birth of the dental profession in New South Wales (e) the Boden Professor of Human Nutrition; occurred on 1 January 1901, when the Dentists Act became (f) not more than eight part-time members of the teaching operative. Prior to this time, there were no laws governing the staff in the disciplines of the Faculty of Dentistry elected practice of dentistry in New South Wales. Any person could by the Faculty, with not more than two members being set up in dental practice. However, there were some dentists elected from any one discipline; trained in England who were in practice in the men colony, (g) full-time members of the research staff of the and these people worked hard to lay the groundwork for a disciplines of the Faculty of Dentistry and of the Institute dental school and to establish the practice of dentistry on a of Dental Research who hold appointments of Research professional basis. Fellow and above; The Dentists Act provided for the licensing of dental (h) persons upon whom the tide of Clinical Professor, practitioners who presented evidence of their qualification to a Adjunct Professor, Clinical Associate Professor, Adjunct Board created for the purpose by the Act. The Act recognised Associate Professor, Clinical Senior Lecturer, or Clinical any qualification which might be awarded by the University of Lecturer has been conferred in accordance with the Sydney, and there was therefore no further reason for delay in resolutions of the Academic Board; establishing a dental school. In 1901 a Committee of the (i) not more man five students elected in the manner Senate was appointed to complete the arrangements for the prescribed by resolution of the Senate; opening of a dental school. A Department of Dental Studies (j) the President of the Dental Health Education and was established, with the Dean of the Faculty of Medicine at Research Foundation and the President of the Faculty of its head. In March 1901 the Dental School opened, with seventeen students. Dentistry Foundation within the University of Sydney; (k) the General Superintendent of Westmead Hospital; (1) the Director of Dental Services at Westmead Hospital and the Director of Dental Services at the United Dental Hospital; (m) the Director of the Institute of Dental Research; (n) the Chief Dental Officer of the Department of Health of New South Wales; 6
  13. 13. Chapter 2 - Guide to the Faculty The Dental School offered a curriculum of three years retirement in 1934. Fairfax Reading raised the standards ofleading to a Licence in Dentistry. The course consisted of dentistry as a profession in New South Wales and firmlybasic science subjects such as chemistry, physics, anatomy and established dental undergraduate training in the University.physiology; the medical subjects materia medica, pathology In the 1920s there was considerable concern in the Facultyand surgery; and clinical dentistry. about transferring the dental hospital to the main grounds of A Board of Dental Studies was established, consisting of the University, preferably to be associated with the Royalthe Chancellor, the Deputy Chancellor and the Dean of the Prince Alfred Hospital. Only an absence of funds preventedFaculty of Medicine (Chairman), as well as the professors and the Senate from adopting this proposal.lecturers in the subjects of the dental curriculum and the The degree of Bachelor of Dental Surgery of the Universitymembers of the honorary staff in the Dental Hospital. The first of Sydney was recognised by the General Medical Council ofmeeting of the Board was held on 12 February 1901. Professor the United Kingdom for the purpose of registration in GreatSir Thomas Anderson Stuart, the Dean of the Faculty of Britain and its colonies. In 1926 the Senate approved theMedicine, worked tirelessly, first to establish the Dental introduction of the degree of Doctor of Dental Science, and inSchool and then, following its inception, to promote its the following year the first degree was awarded. In 1934 Dr A.activities. J. Arnott was appointed to the Chair of Dentistry following the Initially it was proposed that dental students should obtain retirement of Dr Fairfax Reading. Professor Arnott, who hadclinical training in the dental department of Sydney Hospital, previously been Superintendent of the United Dental Hospital,but this was found to be impracticable. The University Dental was elected Dean of the Faculty of Dentistry, a position heHospital was therefore established in 1901 for the purpose of held until his retirement in 1964.providing dental care for persons unable to pay normal dental The Australian Dental Association, NSW Branch, wasfees and also for the purpose of clinical instruction to dental established in 1927 with the active support of the Faculty ofstudents of the University. Dentistry and in 1928 the federal body, the Australian Dental The Hospitals business was carried out in a building at the Association, came into being.corner of George and Bathurst Streets in the city opposite St In 1934 the Dentists Act was amended. The principalAndrews Cathedral. In 1900 a Dental Hospital of Sydney was change was the abolition of the system of apprenticeship,also established by the NSW Government, to provide dental which had allowed dentists to take apprentices or pupils incare for the poor. Subsequently the two hospitals were return for payment. The University of Sydney was nowamalgamated by Act of Parliament in 1905, to form the United recognised as the only institution for training recognisedDental Hospital of Sydney. The United Dental Hospital was dental practitioners in New South Wales.established in a building on its present site in Chalmers Street, The 1930s saw an increase of interest in dental research, Surry Hills, Sydney. and the NSW and Commonwealth Governments provided Apart from the medical members, the Department of Dental funds to the Faculty for this purpose. In 1936 the Faculty Studies consisted of seven dental staff: resolved to extend the curriculum of four years for the BDSInstructor in Mechanical Dentistry degree into a fifth year. The degree became a full five-yearN.A. Gray course in the 1960s following a visit of inspection by the Three lecturers in Surgical Dentistry General Dental Council of the United Kingdom.N.S. Hinder, DDS In 1939 a new building was established for the Faculty ofN.B. Pockley, DDS Dentistry within the United Dental Hospital. The postwarR. Fairfax Reading, MRCSEd period saw an expansion of the activities of the United Dental Three lecturers in Mechanical Dentistry Hospital. In 1946 a Director of the Departments of Pathology A.H. MacTaggart, DDS and Bacteriology at the Hospital was appointed. In the same A.C. Nathan, DDS year the Institute of Dental Research was established at the H.S. duVernet, DDS Hospital with the approval of the NSW Government. The Institute, which was established to promote dental research,In 1905 the Senate established the degree of Bachelor of was based on the National Institute of Dental Research inDental Surgery, and a curriculum of four years duration was Bethesda, Maryland, USA. Dr N.E. Goldsworthy, Seniorapproved for this purpose. Special arrangements were made to Lecturer in Bacteriology in the Faculty of Medicine, waspermit students holding the Licence of Dentistry to be appointed the first Director.admitted to the degree after a year of further study. In 1906 the In the 1940s the staff of the Faculty was considerablyfirst candidates were admitted to the degree of Bachelor of strengthened. In the early part of the decade three lecturersDental Surgery. There were thirteen candidates for the degree, were appointed, and later three positions of senior lecturerincluding two women. Following its establishment, the Board were established in the fields of Dental Pathology (1947),of Dental Studies continued to plan for the eventual Preventive Dentistry (1948) and Operative Dentistry (1948).development of a Faculty of Dentistry. In 1910 the board Subsequently, in 1954 and 1955, three associate professors inproposed that a degree of Doctor of Dental Science, similar to these fields were appointed. An additional lecturer inthe degree of Doctor of Medicine, be established in the Operative Dentistry was appointed in 1952. In 1947 theUniversity of Sydney. In 1920 the generosity of the Postgraduate Committee in Dental Science was established, toMcCaughey benefaction made possible the establishment of promote and develop programs of continuing education for theseveral new Faculties in the University, including a Faculty of dental profession.Dentistry. The first meeting of the Faculty of Dentistry, atwhich seven members were present, was held on 8 July 1920, In 1959 the Faculty established the Diploma in Publicand Dr Fairfax Reading was elected first Dean. Health Dentistry. The degree of Master of Dental Science was established in 1964. This was the first full-time formal The establishment of the Dental School and its later postgraduate degree in dentistry in Australia.development as a Faculty owe much to the endeavours and the In 1961 the Senate resolved to establish three Chairs in theability of Richard Fairfax Reading. Fairfax Reading, who held Faculty, in the fields of Prosthetic Dentistry, Operativequalifications in medicine and dentistry from the Royal Dentistry, and Preventive Dentistry. Associate ProfessorsCollege of Surgeons in the United Kingdom, commenced Graham, Lyell and Martin were appointed to these Chairspractice as a dentist in Sydney in 1889 and, together with other respectively. When Professor Arnott retired in 1964, Dr M.dental colleagues and with Sir Thomas Anderson Stuart, had Jolly succeeded him as McCaughey Professor of Oral Surgery.worked to create a dental school within the University of Professor Arnott (1899-1973) had made a distinguishedSydney. He became the first part-time Director of Dental contribution to the development of the teaching of dentistry, toStudies and subsequently full-time Director and then Professor the planning and building of the United Dental Hospital and toof Dentistry. He was Dean of the Faculty from 1921 until his the establishment of the Institute of Dental Research. He was succeeded by Professor Lyell as Dean of the Faculty. In 1970 Professor Martin became Dean of the Faculty, retiring in 7
  14. 14. Faculty of Dentistry Handbook 2001December 1988. Professor Hume was elected Dean in January1989 and resigned in September 1990. Professor Klinebergwas elected Dean to March 1992 and under a revisedUniversity policy became the first appointed Dean for a five-year term 1992 to 1996. The 1970s were a period of concern about redevelopment ofdental teaching and research facilities and revision of theundergraduate curriculum. The MGM Building adjoining theUnited Dental Hospital was purchased by the HealthCommission of New Soutfi Wales with the financial support ofthe Australian Universities Commission, and was convertedinto facilities for the Faculty. Planning commenced for asecond clinical school to be established in the WestmeadCentre, a major new hospital complex in the western suburbsof Sydney (now known as Westmead Hospital). The Hospitalwas opened for medical patients in 1978 and accepted its firstdental patients in 1980. The Westmead Hospital Dental Clinical School (now theWestmead Centre for Oral Health) has become a major facilityfor the Faculty for both undergraduate and postgraduateeducation and training. In line with developments in dental and health scienceseducation throughout the world, the Faculty embarked in 1970on a review of its undergraduate curriculum. Radical changeswere adopted and the first students were accepted into the newBachelor of Dental Surgery course in 1978. The Faculty of Dentistry of the University of Sydney is oneof the largest dental schools in Australia. It has extensivepostgraduate and continuing education programs. Dentalgraduates of many countries have undertaken theirpostgraduate studies at the University of Sydney over the lasttwenty-five years. Through the superior quality of itsgraduates and its postgraduate training and research, theFaculty has established a strong international reputation andhas been responsible for promoting the highest standards ofdental care in Australia. In 1994 and 1997, new Faculty structures were introduced.There are no longer four departments with departmental headsand disciplines grouped within departments. Instead,disciplines within the Faculty have been identified, each underthe general supervision of a head of discipline, with the Pro-Dean, Associate Professor Cyril Thomas, exercising some ofthe responsibilities normally assigned to department heads.Year directors are appointed to coordinate coursework for eachyear of study and unit of study coordinators are responsible forindividual units of study in each year. In keeping with the principle of continuing evaluation anddevelopment, a complete review of the curriculum is currentlyin progress. Faculty has introduced a four-year graduate-entryprogram (the Bachelor of Dentistry), the first graduate-entryprogram offered by a Dental School in Australia. Thecurriculum is modelled on problem-based learning (PBL) andis information technology-intensive with emphasis on smallgroup discussion. The Faculty has embarked on a strategicpartnership with the Faculty of Medicine within the College ofHealth Sciences to support this educational initiative. The firstintake of students into this new program was in 2001. 8
  15. 15. CHAPTER 3 small groups. In all, 35 problems are studied in each of first and second year.Bachelor of Dentistry Learning is integrated across dental and medical disciplines and between years; understanding and knowledge are built progressively in a relevant context. Students are challenged to identify key issues for learning, to seek out and share knowledge that will progress the groups collective understanding. Three tutorials each week will be held in one of the two dental teaching hospitals; these tutorials form the basis of the students learning. The learning process provides the background necessary forIntroduction reasoning through issues and applying knowledge to resolveIn 2001, the Faculty of Dentistry at the University of Sydney clinical problems in practice. It is essential that studentsintroduced its four-year graduate-entry program (BDent). This progress systematically to become independent learners. Theyprogram replaces the former five-year undergraduate-entry must be able to evaluate their own strengths and weaknessescurriculum, to which the last students were admitted in 2000. realistically, and to identify personal learning needs. Those The Faculty aims to attract and enrol committed, mature and skills underpin successful professional practice and life-longacademically diverse students. Student selection will be on the learning.basis of Most of the problems in the first two years are based on• tertiary performance in a recognised Bachelors degree in realistic medical problems that illustrate important scientific any discipline concepts in health and disease. The problems represent• results of the Graduate Australian Medical Schools common situations, with an emphasis on those that are Admission Test (GAMSAT) treatable or preventable, and are constructed to stress• an objective interview, and diagnostic reasoning and scientific principles of management.• a manual skills test. In addition, each problem raises one or more issues ofApplicants are asked to demonstrate that they have the importance in practice: ethical; behavioural; social;necessary intellectual ability to be successful in the program, interpersonal. Some problems raise issues relating to thean aptitude for and a commitment to dentistry, and the distribution of health care or to research. Each problempersonal characteristics appropriate for a career in a health specifically encourages dental students to explore within theirprofession. own groups the wider relevant implications of the problem. The degree of Bachelor of Dentistry prepares students for On main campus, most lectures and other laboratoryprofessional registration in order to practise dentistry on sessions are shared with medical students. Some classes andgraduation. The program is designed to develop and enhance seminars, however, are specifically designed for dentalthe skills, knowledge and professional behaviours of motivated students. Four problems to be studied towards the end ofand interested students. second year focus explicitly on fundamental oral issues. In the latter two years of the program, the problems willAims continue to be presented, but will be centred on more complex dental issues. They will however often involve medicallyThe program aims to produce dentists who will develop, and compromised patients as encountered in daily community orbe committed to maintaining, the highest professional and hospital practice, in order to reinforce and apply earlierethical standards. The program is designed to encourage learning.students from a diverse range of academic and personal High level communication and technical skills are essentialbackgrounds to develop the intellectual, technical and personal for successful dental practice. For each week of the first twoskills to practise effectively, rationally and compassionately. It years, students attend the United Dental Hospital for a busyis anticipated that graduates will be responsive to the needs of clinical day. They consider relevant basic dental issues in aindividual patients and committed to improving oral health case-based context and learn many specific dental skills in thewithin the community. Graduates will be expected to have a laboratory, in simulation and in the clinics. As a crucial part ofbroad understanding of the relationship of general health, professional training, students are encouraged to assess theirdisability and illness to oral health and disease. own progress and to evaluate the work of their peers. As Other important aims include the development of skills to students progressively demonstrate basic proficiency, theyunderpin life-long, self-directed professional learning and the move to the dental clinics to apply their skills.application of evidence to rational decision-making. Graduates Towards the end of the first year, and at the end of thewill develop an appreciation of the role of research in dentistry second year, students will attend Westmead Hospital and theand will be expected to contribute to leadership in clinical Westmead Centre for Oral Health, maintaining the pattern ofdental practice, research, education and community service. problem-based learning. The hospital experience will offer particular opportunities for students to gain experience inCharacteristics medical as well as in dental settings. Medical skills, includingFeatures of the new curriculum include: those essential for dealing with emergencies, will be taught in• graduate entry of applicants with diverse backgrounds the Clinical Skills Centre at Westmead.• development of dental skills from the first week and early Small interactive tutorials and clinical teams are featured patient contact throughout the program, ensuring that students participate• an emphasis on effective communication and active learning effectively and learn actively. The group work prepares• an integrated understanding of medical and dental issues in students for working in dental teams or multi-disciplinary health and disease groups in practice. (Note however that it may not be possible• learning based on clinical problems and emphasising to fully implement the planned team concepts in the four years clinical reasoning of overlap of the BDS and the BDent curricula.)• a team approach to learning and clinical work Throughout the program, a new emphasis is placed on• an evidence-based approach to practice evidence-based practice. Students will learn the relevant basic• encouragement and support for self-directed learning skills in the context of the first two years, then progressively• an emphasis on information literacy apply the skills of evaluation to issues of diagnosis and• opportunities to learn in a range of dental practice settings, management relating to individual patients in practice settings. including rural placements. The development of information literacy is seen as a crucialEach week of learning is based on the presentation of a part of the preparation for modern professional practice.clinical problem, which students address cooperatively in Attention is specifically directed at the acquisition and management of information. 9
  16. 16. Faculty of Dentistry Handbook 2001 Students will use information technology throughout the 2. Structureprogram The theme structure ensures that the students knowledge and• in problem-based learning tutorials as the weekly case is skills develop and build systematically over the four years in introduced and supported by relevant data and learning explicit domains. The relative contributions of the themes vary resources at different stages of the curriculum, with an initial focus on• in self-study for reviewing the resources (including text and Life sciences, early clinical experience and dental manipulative images) provided by the Faculty skills. Then follows a growing emphasis on clinical dental• for recording data and maintaining a personal casebook of knowledge, skills and judgement as students manage patient records individual patients in dental teams. Students will progress• for retrieving, evaluating and appraising literature and educationally from lower order (reporting, describing) to patient records higher order skills (analysing, evaluating and synthesising).• for communication between students and staff The program can be conceptualised as occurring in three• for the analysis of laboratory data broad phases:• in classes for the study of images and other materials. • an introduction of 8 weeks - the foundation learning blockStudents will become sophisticated users of the technology that is preceded by an orientation weekthrough well-designed educational interfaces. • the body systems - the remainder of the first two years (62 weeks)Organisation • clinical placements and rotations in a range of settings - the last two years.1. Themes Much of the first and second year materials are shared fromThe program is integrated and designed to develop the the University of Sydney Medical Program (USydMP) toknowledge, skills and professionalism of students provide an introduction for the dental students to basic andprogressively over four years. In order to achieve those aims, clinical sciences in a problem-based context. Most lecturesthree themes have been identified. and practicals on campus are offered to both groups, butLife Sciences (LS): the underlying biomedical and clinical specific sessions and some practicals are designed specificallysciences to ensure an understanding of the mechanisms of for the dental students. This strategy offers opportunities forhealth and disease. educational innovations and collaborations by combining theTotal Patient Care (TPC): the necessary communication and skills and expertise of two health-related faculties.reasoning skills for effective dental diagnosis as well as the The problem-based, student-centred program providesclinical understanding and technical skills to manage the care sufficient time for students to pursue their own goals, whileof the patient with common and important dental conditions. meeting the requirements of the curriculum. Given theirPersonal and Professional Development/Dentist and the different academic backgrounds, their learning styles areCommunity (PPD/D&C): the necessary personal and different, and their educational needs vary. Time is protectedprofessional skills for effective and rewarding practice, for individual self-directed learning, but students often findincluding ethical behaviours, productive teamwork, evidence- studying together in small informal groups particularlybased decision-making, self-evaluation and life-long learning; effective.the place of dentistry in health care, interactions with the Because of the need to match the learning experiences to thecommunity and dental public health issues. problem of the week and the large numbers of studentsThese three themes provide the framework for the goals of the involved, the timetable for any one student varies from day toprogram (see below), the development of the curriculum, and day and from week to week. Travelling between the mainfor assessment. The integrated nature of the curriculum means campus and the United Dental Hospital has been minimised asthat every week some aspects from all themes will be far as possible.discussed in tutorials, presented in lectures or specific theme It is also important to note that attendance is compulsory atsessions, or encountered in dental clinics, laboratories or the problem-based learning sessions and in the clinicalsimulations. sessions. Attendance, participation, ethical and professional In order to progress and to graduate, students must behaviour all contribute to a progressive assessmentdemonstrate satisfactory performance in all themes. Because throughout the Personal and Professional Development theme.of the integrated nature of the program and the associatedprocess of learning, neither exemptions nor advanced standingcan be offered. 10
  17. 17. Chapter 3 - Bachelor of DentistryOutline At the end of the BDent, graduates will demonstrate theFigure 3.1 illustrates the organisation of the four-year following.program. Note that there are regular changes in response tostudent and staff evaluation. In Years 1 and 2, learning is 1. General and diagnosticintegrated across all themes into blocks largely based on body • an understanding of normal and abnormal human structure,systems, apart from the initial Foundation and the last Cancer function and behaviour, with a particular emphasis on oralblocks. The clinical problems to be studied are similar to those health and diseasefor the medical students except for four specifically oral • rigorous clinical reasoning and the application of evidenceproblems in block 8B. All problems are designed to introduce to the recognition, diagnosis and management of oralthe mechanisms of health and disease and to incorporate other disease and disability or dysfunctiontheme-based issues. The oral relevance of the clinical problem • the ability to relate clinical and scientific data to dental andis indicated on the web and included in tutorial discussion. In related medical conditionsYears 1 and 2, the Total Patient Care theme is represented in • in consultation with other relevant health professionals, thethe dental clinical and laboratory skills taught at one of the capacity to relate aspects of the general health of individualdental schools. In Years 3 and 4, the emphasis is on patients to their oral health, disease and managementcomprehensive clinical care in a team setting. One rotation in • a respect for ethical values, confidentiality, patientsYear 4 will provide rural experience and an opportunity for autonomy and the need for effective communication so thatelectives (at the students choice) or selectives (directed appropriate education is offered and informed decisions arestudies for those in difficulties). madeYearl • skilled and sensitive interviewing of patients, families andBlock 1 Foundation block: an introduction to the program carers so as to elicit a dental and relevant medical history (8 weeks) • effective clinical examination and use of diagnosticBlock 2 Musculoskeletal Sciences, Drug and Alcohol strategies, accurate interpretation of findings and the (8 weeks) provision of explanations appropriate for patients and forBlock 3 Cardiovascular Sciences (6 weeks) fellow professionals.Block 4 Haematology* (5 weeks) 2. ManagementBlock 5 Respiratory Sciences (7 weeks) • the knowledge and skills to deliver basic, effective dentalYear 2 care in a general practice setting and to continue to developBlock 6 Neuroscience, Vision and Behaviour (12 weeks) clinical skillsBlock 7 Endocrine, Nutrition, Gastroenterology • the skills to plan and manage common dental conditions and (12 weeks) to recognise the need for appropriate referralBlock 8A Renal Sciences Sexual Health (4 weeks) • familiarity with the roles of different dental and medicalBlock 8B Oral Biosciences (4 weeks) specialties and the capacity to undertake further clinical orBlock 9 Cancer* (5 weeks) scientific training*taught at Westmead Hospital for dental students. • an ability to recognise and respond to common life-Year 3 threatening medical emergencies.Students are largely based at Westmead, with regular visits tothe United Dental Hospital for participation in particular 3. Personalclinics. Students work in dental teams that offer • familiarity with the use and applications of informationcomprehensive oral and dental care to patients. Within each technology, including: effective communication; theteam, individual students provide diagnosis and management gathering, recording, organising and analysis ofunder supervision, appropriate to their level of skill and information; accessing databases including libraryexperience. The Westmead Centre for Oral Health and resources; identifying and using the best evidence forWestmead Hospital offer access to a wide range of patients decision-makingand to clinical teachers. • cooperative teamwork in professional practice, acceptingYear 4 leadership as appropriateStudents will spend approximately four months of the year • a recognition of the contributions of basic and clinicalbased largely at Westmead or the United Dental Hospital. research to clinical practiceAccording to individual interests and achievements, students • a commitment to ongoing learning throughout professionalwill be offered experiences in a wide range of clinics in the lifecommunity, hospitals and in rural areas. For two months in the • reflection in practice and the capacity to identify the limitsmiddle of the year, students will undertake either elective of personal competence and knowledge.placements (at their own choice) or selective placements(determined by staff and students in consultation to meet 4. Communityspecific learning needs). A conference week at the end of the • an understanding of social and environmental factorsyear requires students to prepare presentations on their affecting the maintenance of oral health and the roles ofresearch, electives or rural experiences. Professional seminars health promotion, disease or injury prevention, earlyand preparation for practice will be included at that time. intervention and longer-term management of disease and disabilityGoals • an appreciation of the synergies and tensions betweenThe roles of the dentist have been substantially changed over individual patient care and the needs of the wholerecent years, requiring a review of fuure educational needs. community for dental servicesParticular influences have included • the ability to recognise dental issues of concern to the• the ageing of the population with an increase in chronic and community and to contribute constructively to relevant multi-system illness associated with increasingly complex public debate. pharmacological management• effective preventive measures Information technology• rapid advances in biomedical and genetic research Dental practice is increasingly dependent on the efficient and• new dental technologies and materials effective use of computers. Students become comfortable with• the increasing applications of information technology to the technology from the start of the program and have access interpersonal communication to networked computers in tutorial rooms, practical• the recording and management of data, access to classrooms, the library and in the clinical schools. information, and to evidence-based practice. Information for students is accessible from the Facultys educational site, including timetables, bulletins, a dental 11
  18. 18. Faculty of Dentistry Handbook 2001relevance link, one-page summaries of learning topics with In Years 3 and 4, the role of the tutor is less central, and tworeferences and keywords, outlines of lectures and sessions, meetings are held each week. A web-based clinical reasoningrelevant images and other learning resources. Materials for the model will guide students in the preparation of the problems.problems, including the introductory triggers, laboratory and Self-directed learningimaging data, are made available. Various learning resources During the first two years, students are helped to develop theirincluding problem summaries are also presented, together with skills in locating and acquiring information in textbooks,a process for voluntary self-assessment with feedback. journals and on the web after defining the learning topics inStudents have access to web sites world-wide and to the problem-based tutorials. By the time of entry into Year 3,databases, including bibliographic ones, as well as computer- students are expected to be increasingly independent in theirbased educational programs and texts. Patient record systems capacity to direct their own learning and to locate essentialare increasingly digitalised and students will become familiar information efficiently.with them. Electronic mail is extensively used by staff and Theme sessions and lecturesstudents and electronic forums will be established to supportstudents when they are on rotations remote from the main Lectures provide a broader context for the students formalsites. Students are encouraged to be selective in their use of learning and provide background understanding to assist in thesuch resources and to contribute to the processes of evaluating resolution of the weekly problem. In Years 1 and 2, up to sixthem. lectures are held each week. Sessions are offered within each theme and reading matter Another major use of information technology is in may be recommended for preparation beforehand. Lifeevaluation of the program. There are extensive opportunities to Sciences sessions in Years 1 and 2 usually offer opportunitiesoffer feedback and comment to the Curriculum Committee as to gain hands-on practical experience and to learn fromwell as to individual teachers on all aspects of the curriculum.More comprehensive web-based evaluation forms are used to images, models, slides and museum or dissected specimens. Inacquire information about the students overall experiences. Years 3 and 4, science updates, advanced seminars and sessions with dental images will be utilised. Information literacy is specifically addressed, providing Sessions run by the Personal and Professionalstudents with the skills to locate, retrieve, critically evaluateand store relevant information so that it can be accessed. These Development/Dentist and the Community theme are diverse,skills are applied particularly in the evidence-based practice and include aspects of personal development, evidence-basedstrand of the program (an important element of the PPD/D&C practice, ethics and management issues, as well as thetheme). community perspective on dental issues. The activities organised by the Total Patient Care themeLearning occur in the dental hospitals as described below. Evidence-based practiceAs noted above, during the first two years, learning will occur There is a major focus on the critical appraisal of evidence toon campus and in the dental clinical schools. In the latter two underpin clinical decision-making throughout the program.years, the learning activities will include many similarly From the start, students learn the skills of identifying andstructured sessions, but carried out in dental hospital settings. appraising the literature. In later years, they apply the skills1. All years learned in making clinical decisions to the diagnosis and management of individual patients with whom they interact.Problem-based learning Team approach to practiceThe problem-based tutorials are designed to develop thestudents clinical reasoning abilities, to enhance their skills in The focus is on the comprehensive care of the patients, and onworking in groups and to introduce many relevant aspects of continuity of care. Students will be members of a dental teamthe content knowledge and skills within the four themes in an which will include members across the four years of theintegrated fashion. Each week in Years 1 and 2, students are program. Teams, under the guidance of a staff member, willintroduced to a clinical problem (usually relating to a treat patients assigned to them, according to the skills of theparticular patient) and the process of thinking through the individual team members. They will be able to call on expertproblem provides the core of the weeks activities. Tutors act assistance as required. Although the core teams are based onas facilitators of the reasoning process rather than as subject third year students, more senior and also junior students may,experts. Three meetings are held each week to develop and from time to time, contribute. Case conferences anddiscuss the problems. presentations to the team will be used to maintain an overview of patients under treatment.Figure 3.2: Clinical reasoning model, Years 1 and 2 Illustration (by S. Barnet, Dept of Medical Education) of the process of clinical reasoning tutorial process and the contribution of the supporting information technology. The trigger is presented on the computer screen, usually in the form of a photograph and a voice-over. The first tutorial starts with the identification of the important cues, then a formulation of the problem(s). Students are encouraged to hypothesise widely and to suggest underlying mechanisms and causes. They prioritise their ideas, and identify learning issues to be reviewed before the next session. At the second tutorial, they apply the new information to the problem. They develop a strategy for enquiry, seeking information from the tutor and in the process, narrow the possibilities and reformulate the problem as hypotheses are discarded. During and after the second tutorial, students have access to data about the patient, including images and laboratory results. They review additional learning issues identified by the group and return to complete the discussion, in the third tutorial, using all the information they have researched. They narrow the possibilities, reach a final resolution of the problem and outline the principles of management. At the final tutorial, students have access to a summary sheet that provides a summary of the current problem. IT resources: Learning topics, linked references, lectures, theme sessions, clinical skills, oral relevance, EBP activities, libraries, images, web sites, self assessments. 12

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