Faculty of Dentistry Handbook 2003


Published on

  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Faculty of Dentistry Handbook 2003

  1. 1. The University of SydneyFaculty of DentistryHandbook 2003
  2. 2. University datesUniversity semester and vacation dates 2003 Last dates for withdrawal or discontinuation 2003Summer School Semester 1 units of studyLectures begin Monday 6 January Last day to add a unit Friday 21 MarchLectures ends Friday 7 March Last day for withdrawal Monday 31 MarchSemester 1 Last day to discontinue without failure (DNF) Friday 2 MayLectures begin Monday 10 March Last day to discontinue (Discontinued - Fail) Friday 13 JuneEaster recess: Semester 2 units of studyLast day of lectures Thursday 17 April Last day to add a unit Friday 8 AugustLectures resume Monday 28 April Last day for withdrawal Friday 29 AugustStudy vacation: 1 week beginning Monday 16 June Last day to discontinue without failure (DNF) Friday 12 SeptemberExaminations commence Monday 23 June Last day to discontinue (Discontinued - Fail) Friday 31 OctoberLectures end Saturday 5 July University semester and vacation dates 2001-2006 are listed inSemester 2 an Acrobat PDF document which can be downloaded from:Lectures begin Monday 28 July policy.rms.usyd.edu.au/000004e.pdf.Mid-semester recess:Last day of lectures Friday 26 SeptemberLectures resume Tuesday 7 OctoberStudy vacation: 1 week beginning Monday 3 NovemberExaminations commence Monday 10 NovemberLectures end Saturday 22 NovemberFor Faculty of Dentistry semester and vacation dates, see page iv.The University of SydneyNSW 2006Phone: (02) 9351 2222Web: www.usyd.edu.auFaculty of DentistryPhone: (02) 9351 8334Fax: (02) 9211 5912Web: www.dentistry.usyd.edu.auThe University of Sydney Faculty of Dentistry Handbook 2003© 2003 The University of Sydney. ISSN 1034-2605.CRICOS Provider Code 00026A.The information in this handbook is subject to approval and/or change bythe appropriate faculty of the University. Students should always checkthe accuracy of the information with faculty staff.Produced by the Publications Office, The University of Sydney.Design, layout and database publishing by Neologica Print &Promotions, Surry Hills NSW, info@neologica.com.au.Printed by Printing Headquarters, Chippendale NSW.
  3. 3. ContentsIntroduction ivFaculty of Dentistry (BDS) semester and vacation dates 2002 ivMessage from the Dean V1. Staff 12. Guide to the Faculty 5General information 5Centres and services for teaching and research 5Membership of the Faculty 6History of the Faculty 63. Bachelor of Dentistry 9Introduction 9Aims 9Characteristics 9Organisation 10Goals 10Information technology 12Learning 12Assessment 13Evaluation 14Research 144. Bachelor of Dental Surgery requirements 15Regulations 155. Units of study 176. Other Faculty information 21Enrolment 21Regulations 21 Bachelor of Dentistry 21 Bachelor of Dental Surgery 23Libraries 24Faculty societies 24Committee for Continuing Education in Dentistry 24Traineeships, scholarships and prizes 257. General University information 27Student organisations 31Glossary 33Index 43Main campus map 44 iii
  4. 4. IntroductionThe Faculty of Dentistry of The University of Sydney is one of Teaching hospitalsthe largest dental schools in Australia. It has extensive Dentistry students undertake most of their clinical training at twopostgraduate and continuing education programs. Dental of The University of Sydneys teaching hospitals: the Unitedgraduates of many countries have undertaken their postgraduate Dental Hospital and, especially in the latter years, the Westmeadstudies at The University of Sydney over the last twenty-five Centre for Oral Health at Westmead Hospital.years. Through the superior quality of its graduates and itspostgraduate training and research, the Faculty has established a Noticeboardsstrong international reputation and has been responsible for Faculty and Discipline noticeboards for each Year within thepromoting the highest standards of dental care in Australia. hospitals should be consulted regularly. In this handbook you will find most of the things you arelikely to need to know about the Faculty. In particular the Postgraduate studyhandbook will help you find out about: The Faculty of Dentistry offers the following postgraduate• who the people in the Faculty are degrees and diplomas:• the requirements for degrees in the Faculty and how they can • Master of Dental Science be satisfied • Master of Science in Dentistry• what units of study are offered, and the books that go with • Doctor of Dental Science them. • Doctor of PhilosophyFaculty Office • Graduate Diploma in Community Oral Health andInformation about: Epidemiology• University regulations • Graduate Diploma in Clinical Dentistry. The regulations for these degrees and diplomas are published in• Faculty rules, procedures and the like the University Calendar, and should be read in conjunction withcan be obtained from the Faculty Office, which is located on the chapter 10 of the by-laws of the University, which deals with6th floor of the United Dental Hospital of Sydney, 2 Chalmers admission to candidature for the PhD degree, for any mastersStreet, Surry HiUs NSW 2010. degree, and for any diploma, for graduates of other universitiesDisciplines or those with equivalent qualifications. Further enquiries should be directed to the PostgraduateThere are thirteen Disciplines within the Faculty of Dentistry: Student Adviser, who is located in the Faculty of Medicine,Biomaterials Science, Community Oral Health and Edward Ford Building, on the main campus of the University.Epidemiology, Endodontics, Fixed Prosthodontics, Occlusion, Phone: (02) 9351 3231Oral and Maxillofacial Surgery, Oral Biology, Oral Pathology Fax: (02) 9351 3196and Oral Medicine, Orthodontics, Paediatric Dentistry, Email: pskinner@medicine.usyd.edu.auPeriodontics, Removable Prosthodontics and ToothConservation. Interdisciplinary coursework is also provided inOral Diagnosis and Radiology, and the Clinical Dentistry unit ofstudy in Fifth Year.■ Faculty of Dentistry (BDS) semester and vacation dates 2002Dates are determined in accordance with a formula prescribed in the resolutions of the Senate.Semester Begins Recess Lectures end Study vacation Exams commenceFourth Year (BDS)First Semester 27 January 21 Apr--25 Apr 13 June 16-20 June 23 JuneSecond Semester 7 July 29 Sep --6 Oct 31 October 3-7 November 10 NovemberFifth Year (BDS)First Semester 6 February 21 Apr--25 Apr 13 June 16-20 June 23 JuneSecond Semester 28 July 29 Sep --6 Oct 31 October 3-7 November 10 NovemberFor Bachelor of Dentistry dates please refer to Figure 3.1: BDent curriculum map on page 11.IV
  5. 5. Message from the DeanWelcome to the Faculty of Dentistry at The University of Sydney.I hope you will find your time with us to be a student-friendlypreparation for a rewarding career in a close-knit and supportiveprofession. This is an exciting time for us as the Faculty has embarked ona new educational philosophy and embraced the concepts of self-directed problem-based learning and of self-evaluation ineducation with an aim to promoting excellence in Dentistry. As astudent within the Faculty of Dentistry, your educationalexperience will involve a blend of basic and clinical, medical anddental science, and dental and clinical practice based on acomprehensive care approach. You will also have the opportunityto develop skills like critical analysis, reasoning, team work andproblem solving to help you prepare for your professional careerand for your life-long learning. In these pages you will find described a wide array of basicscience and clinical subjects taught in different ways by differentpeople in different locations. Wherever they are and whatevertheir discipline, members of teaching staff are committed to youreducation and to your evolution to an ethical, empathetic,scientifically informed, clinically competent dental practitioner.Your challenge will be to allow us to help you bring all of thistuition and life experience together. During your course you will be required to attend the twomajor teaching hospitals of the Faculty: the United DentalHospital and the Westmead Centre for Oral Health. We willexpect of you the kind of honourable and mature behaviourassociated with a caring profession in settings in which theUniversity is a guest, albeit an honoured one. You will beaccorded significant privileges in these two institutions, and theFaculty will require you to honour these privileges. Ourexpectation will be that you respect both the patients you treatand the staff who help make your patient treatment experiencepossible. 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 professional life,and in your successful contribution to the future wellbeing of thecommunity.Keith S Lester, Dean v
  6. 6. vi
  7. 7. 1 StaffAs at 3 March 2003. Heads of discipline are denoted with an Professor of Oral Pathologyasterisk (*). *D Murray Walker, BDS Brist MD BCh Wales, FDSRCSDean MRCPath FFOP FRCPA (Oral Pathology and Oral Medicine).Keith S Lester Appointed 1992Pro-Dean Professor of Conservative DentistryCyril J Thomas *RolandW Bryant, MDS PhD, FRACDS (Tooth Conservation). Appointed 1993Associate Deans Australian Society of Orthodontists (NSW Branch) Jnc ProfessorGregory M Murray (Postgraduate and Research) of OrthodonticsTania Gerzina (Curriculum) *M Ali Darendeliler, MS(BDS) IstanbulPhD DipOrthod GaziShalinie Gonsalkorale (Students) CertifOrthod Geneva PrivDoc Turkey (Orthodontics).Sub-Dean Appointed 1997Susan Buchanan (Director of Dental Services, United Professor of Biomaterials Science Dental Hospital) *Michael V Swain, BSc PhD UNSW (Dental Materials Science).Sub-Deans (Academic) Appointed 1998Catherine E Groenlund (United Dental Hospital) Associate ProfessorsMalcolm D Bourne (Westmead Centre for Oral Health) *R Wendell Evans, MDS DDSc Otago (Community Oral HealthSub-Deans (Curriculum) and Epidemiology)Michael Thomas, DPhil OxfBSc (Biochemistry) Gregory M Murray, PhD Tor MDS, FRACDSHans Zoellner, BDS PhD Cyril J Thomas, BDS HDipDent Witw PhD StellStephen Cox, BDS MscDent, FRACDS Associate Professor (Fractional)Luise Martin, Christopher G Daly, MSc Lond BDS PhD, FRACDS Senior LecturersOffice of the Dean Tania M Gerzina, MDS PhD, FRACDSExecutive Assistant to the Dean Om Prakash Kharbanda, MDS Lucknow, FICDJoanne Connelly F Elizabeth Martin, MDS, FRACDSFaculty Office Hans Zoellner, BDS PhD Senior Lecturers (fractional)Executive Officer Michael Buchanan, BDSc Melb MB BS, FDSRCS LDS(Vic)Susanne Osborne, BFA NE Hyun-Gon Peter Chung, DDS MScDentSci KoreaFinance Accountant/Resources Officer Deborah Cockrell, BDS Birm, FDSRCPSGlasReuben Karunaikumar, ACMA UK *John Highfield, BDS MSc Lond DDS Tor (Periodontics)Admissions Officer Evelyn LC Howe, BA PhDAnne Quinlan Anthony P Martin, MDS, FRACDSAdministrative staff Michael AW Thomas, DPhil OxfBSc (Biochemistry)Maria Apostol LecturerAnn Barron Stephen Cox, BDS MScDent, FRACDSAttendant Shalinie Gonsalkorale, BDS FRACDS Delyse Russell, BDSKevin Wylie Yvonna Szyszko, BDS MFDS MSurgDent UMDSCurriculum Development Lecturers (fractional)Education Support Officer Theodor Baisi, BDS MDSc Timothy Castrisos, MDSc Melb BDS, FRACDSKym Mclnerney, BSocSc Sheena WY Chan, BDS MDSc PhDComputer Support Assistant Lester Clifford, MSc(Perio) Lond BDSGary Reynolds Catherine E Groenlund, MHP DipMark UNSW BDS MDScLecturers Jeremy Moran BDSPhillippa Craig, MHPEd UNSW BSc DipNutrDiet PhD Mark Lo Schiavo, BDS MDScCathy McMahon, BA PhD Macq BPhty Qld Yvonne M Poon, BDS Lond MDSc, FDSRCSResearch Assistant Morris Rapaport, BDS MDScSarah Dean, BA Ncle(NSW) Philippa Sawyer, MA(SportStudies) UTS BDS Antonia M Scott, BDSContinuing Education Shanti Sivaneswaran, BDS Mysore CertHealthEcon MonashDirector MDS DPHDentGlenn Butcher Gary Verdickt, BDSAdministrative Assistants Luke Villata, MS Aarhus BDS Associate Lecturers (fractional)Kathleen Primrose Helen Boocock, BDSEvangeline Chow, BA DipEd Venika Chander, BDSBrett Myers, BA Hugh J Fleming, DipRad Charles Sturt BDS GradDipClinDentOral Health Foundation (Oral Implants) Massimiliano Guazzato, BDS MilanHealth Educator Nicholas W Hocking, BDS Adel MSc MClinDent LondMargo Lemcke, GradDipHlthPromotion QldUT Gordon Howe, BDSTeaching and support staff Markijan M Hupalo, BDSc Qld MDSc Bramara Kumar, BDSProfessor of Prosthodontics Natalie Leow, BDS*Iven J Klineberg, AM RFD, PhD Lond BSc MDS, FRACDS Linda Moldovan, BDS FDSRCS FICD (Occlusion). Appointed 1978 Bradley Moore, BDS 1
  8. 8. STAFFMehdi Rahimi, BDS NZ Clinical Associate LecturersLindy Sank, BSc DipTherDietetics Santosh Bassi, BDSGuy Silberstein, MDS David Baxter, CertDentAsstRadProfessional Assistant Lilia Burleigh, BDSc PolandChristopher Johnson, MAppSc NSW MComp Macq, MRACI Yuen-Teng Cho, BDS CChem MACS Emily Chow, BDSAcademic Support Officer John PYChu, BSc BDSAysin Darendeliler, BDS Istanbul MDSc Geneva Stephen Chui, BDSIT and Electronics Consultant Eugene Foo, BDSKamal Wanigaratne Christopher J Geddes, BDSResearch Assistant Kogulan Gunaratnam, BDSTerry Whittle, BSocSci Charles Sturt Murray Hayes, BDSSenior Technical Officers Reuben How, BDS OtagoMichael Jean-Louis Lesia Ilkiw, BDSKen Tyler Stephen Jabour, BDSRobert Underdown Emma Jay, BDSAdministrative Staff at Westmead Centre for Oral Health Johnathon Young Ko, BDSTracey Bowerman Tiffany Mok, BDSCarolyn Bruce Diana Mruk, BDSAnne Carty Dean Nguyen, BDSMarty Darragh Svetlana Nikova, BDS Plovdiv BDS AdelChristine Donald Natalia E Oprea, BMed (Dent) DipAdolDent DipGenDent BuchRebecca Granger Jeremy Quek, BDSRamona Grimm Bramara Rudrakumar, BDS Bangalore BDSAlexis Jarvis Delyse M Russell, BDSSusan Nandutu Alicja Smiech, BDS LublinFrances Porter Kamala Varatharajan, BDS Ceyl BDSc MelbTechnical Officers at Westmead Centre for Oral Health Bruce E Waters, DipMedRadPeter Dymock Conjoint Associate LecturersJanice Matthews Natalie Leow, BDSMichael Mazic Honorary AssociatesHonorary part-time staff P Anders Blomberg, BDSc MDS AdelClinical Associate Professors Richard Earnshaw, MDSc Qld PhD Mane*Geoffrey M McKellar, BDSc Qld MDSc Melb DOS RACDS, Derek WS Harty, BSc Kent PhD Birm FRACDS (OMS) Neil Hunter, BDS PhDTerry Walton, MS Mich MDSc, FRACDS Nick A Jacques, BSc PhDRichard Widmer, Peter F McGoldrick, BMed Ncle(NSW) BDS, FRACGPStephen Yeung, MDS Adel PhD Ncle(NSW), FRACDS FRACDSAdjunct Associate Professors Tom Lind, BDSJohn Dale, AM, LLB UNSW DDS Tor MDS, FRACDS FICD Anthony J Oliver, MDSc Melb BDS, FRACDS(OMS) FADI Marianne OsborneNorton Duckmanton, RFD, MDS FRACDS Wayne Sherson, BDS Otago MSc(Dent)Chris JG Griffiths, AM RFD, BDS DPHDent, LDS(Vic) Poppy Sindhusake, BA Thammasat MSc NIDAB, ThailandJames K Hawkins, MDS, FRACDS FICD GradDipInfoSci UNSWRobert D Mitchell, MDS, FRACDS(OMS) Toshio Sumii, BDSc PhD Tokyo Dent CollBraham Pearlman, BDS MScDent Boston Armin Roth, BDSRichard P Widmer, MDSc Melb, FRACDS LDS(Vic) Robyn Thomas, BDS MDScRobin G Woods, AM, BDS FICD FRACDS Marianne Weston, RNHonorary Associate Professors Jasmin White, BDS Dhaka MDScPeter D Barnard, MPH Mich MDS DDSc, FRACDS FICD Specialist Clinical Associates FAPHA Eduardo A Alcaino, BDS(Hons) MDSc FRACDSBarrie RD Gillings, RFD, BDS MS ED PhD, FRACDS FICD John E Barbat, BDS Qld MDSc MelbSybille K Lechner, MDS, FRACDS FPEA FICD Andrew Barry, BDS MDScClinical Senior Lecturers Stephen Blackler, MDS, FRACDS FICDSusan Buchanan, BDSc Melb MDS, FRACDS Alan M Broughton, MDS Adel BDS, FRACDSAngus C Cameron, BDS MDSc, FRACDS Ching Kit Chan, BDS MDScAnn P Collins, LDS RCS BDS Lond MDS, FRACDS(OMS) Ernest Y Chan, BDS MDScMalcolm I Coombs, BDS LDS Sheff DCR Lond MDS Martin Cherry, BDSc WA MDScBrian Roberts, MDS Otago R Geoffrey W Cook, BDS MDScBarbara A Taylor, BDS Adel GradDipOH&S WAIT MDSc, Michael J Counsel, MSc Manitoba BDS FRACDS David Dal Pra, BDS Qld MSc LondAdjunct Senior Lecturer Michael J Dineen, BDS MDSc Stephen L Duncan, BDS MDScRichard Chan, LDS(Vic) MDS, FRACDS Michele M Fong, BSc Qu BDS HK MDScClinical Lecturers Robert Fox, BDS Be//DipOrth RCS, FDSRCSEdJanet E Benson, MClinPsych Macq BA Peter D Frost, BDS MDScPeter Duckmanton, BDS MDSc, FRACDS F Shane Fryer, BDS MDSc, FRACDSIan Jacobi, BDS MHA, AFCHSE Joseph P Geenty, MDS OtagoJosephine Kenny, MHA UNSW BDS David E Grossberg, BDS Witw CertPerio PennsPeter L King, MDS Sumant Gue, BDS MDSc FRACDSRussell C Lain, BDS DipForensicOdont Melb Roger Hammond, BDS MDScAlan Reid, BA Macq BDS C Gareth Ho, BDS HK MDSc Melb MDSc, FRACDSLeesa Rix, BDS MDSc, FRACDS Young Ki Hong, BDS MDScRonald Q Robinson, BS Georgetown DMD Kentucky Leigh Jones, BDS MDScMark Schifter, BDS MDSc Selwyn Kessler, LDS RCS BDS HDipDent MDent WitwSoni Stephen, BDS Manipal MDS Adel, FRACDS Russell J Kift, MDSDouglas Stewart, BDS ex-DGDP RCS, FRSH MRSH Michael Kowalski, MDSc QldMDSChristine Wallace, BDS MDSc CertMaxPros Iowa, FRACDS Harris Lewis, MDS, FRACDS FPFA Peter Lewis, BDS MDSc2 Erin Mahoney, BDS MDSc FRACDS
  9. 9. John Mamutil, MDS W Martin Jacobson, BDS Witw, FDSRCSKen Marshall, CertOrth Oregon BDS MDSc Christopher R Jenkins, BDS, FDSRCSH Stuart McCrostie, BDS Otago Navin Kander, BSc ANU BDSc MelbEmma McKenzie, BDS MDSc London Chakravarty Kapila, BDS PunjiAtul Mehta, BDS MDSc ShiuKaran, BDS ArfeZFaustino B Mercado, DMD Philippines GCClinDent MDSc Qld Sean Kebriti, BDSTimothy A Mew-Sum, BDS MDSc Deborah Kwan, BDSArthur Mills, MDS, FRACDS Grace Lee, BDSSteve Moate, BDS MDSc WillardLee,BDSAnthony J OMeara, BDS MDSc David Leinkram, BDSKatherine Ngu, BDS MDSc Ian Lemmey, BDS AdelTed Peel, BDS MDSc Andrea Lenard, BDSAnthony Pistolese, BDS MDSc Jocelyn Loane BDS(Hons)William Saunderson, BDS MDSc Gerald HA Loh, BDSEric Saacks, BChD Stell CertPerio CertOrtho Penn Michael Malandris, BDS A delRolf Schimann, MDS MDSc LynMayne, BDS AdelJames Smyth, BDS MDSc, FRACDS Patrick Mehanna, BDSBarbara J Spark, BDS MDSc Leon Mok, BDS Steve Stramotas, BDS MDSc Pauline Myint, BDS(Hons)Franciskus B Tan, MDS, FRACDS Anthony P Nairn, BDSPaul J Taylor, BDS MDSc Ben Nguyen, BDSKevin B Todes, BDS MDent Witw Tuan Nguyen, BDSDaniel Vickers, BDS MDSc Samuel Pak, BDSHilton Wasilewsky, BDS Witw DipOrtho Eastman NY Stephen Pak, BDS MSc(Dent) Roch Angelo Preketes, BDS GradDipClinDent (Oral Implants)David J Webster, BDS, FRACDS FDSRCS FDSRCPSGlas Mickiko Raimoto, BDSWilliam T Weekes, MDS Adel Peter Roche, LDS Vic BDS MelbZu-Pyn Yang, BDS Taiwan CertEndo Penns Azadeh Saeedizadeh, BDS OtagoSenior Clinical AssociatesErnest GAltman, MHP UNSW MDS Bernard Schwartz, BDS South AfricaJames Auld, MSc DipSocSc NE BDS Juliette Scott, BDSDavid Buckley, GMQ UNSW BDS GradDipClinDent, HCD James Shin, BDSAnthony J Burges, BDS Divya Sriram, BDSRichard Colgan, BDS Elspeth A Templeman, BDSPatrick J Dalton, BDS, FACD FICD Joel Teoh, BDSAlanADeutsch, BDS Evangelia Thanos, BDSLeonard G Fabre, BDS John Tsun, BDSW Peter Gaha, BDS A Adrian Vertoudakis, BDSJames K Grainger, BDS MDSc, FRACDS FICDPhillip Gray, BDS, FICD Kim M Wagstaffe, BDSStoart H Howe, BDS Andrew Gin-Shien Wang, BDSKeith E Hunter, BDS Jason Yee, BDSPeter Kramer, BDS Edmond Au Yeung, BDSAnthony J Lepere, DChDent Paris BA NY Other honorary clinical staffRaymond NF Loh, BDS Sing (Title pending)Kenny Lok, BDS Hanife AbdiogluAnthony C McLaughlan, MDS, FICD Milad AziziDavid G Millington, BDS, FICD David BachmayerJames VTNgo, BDSGeoffrey I Parsons, BDS, FICD Sydney BaderDavid A Sheen, MHP UNSW BDS Andrew BarryBrian Vern-Barnett, BDS, MDS Simon BriggsDavid I Wearn, BDS, FICD Steve BrownBettine C Webb, MHP UNSW MDS PhD Karen BythPhillip GCWhalley, BDS Greg CocksPhillip Zoldan, BDS, FICD Stephen CohnClinical Associates Mark CordatoNassier Al Obedy, BDS Baghdad Julia DandoNaseem Alavi, BDSVyagurunathar Anura, BDS Peradeniya FRACDS Anthony de MeyrickMaria Avis, BDS Brian DevlinGeorge Chammas, BDS(Hons) Iain DouglasJennifer Chang, BDS Susie DracopolousJeremy SL Cheung, BDS Chris FelthamJin Ho Cho, BDS Martin FineAlan Chow, BDS(Hons) RACDS Bruce GrayDavid J Cox, BDSc Qld Warwick W HansonRobert Dalby, BDS Ross HarrisColette Dailey, BDS Sheffield MDSc(Perio)0. Ken HarrisonStuart Deane, BDSClarence de Silva, BDS Adel Tom HassonBrian F Duncan, BDS Anne HenchmanSibel Erel, BDS Lond LDS RCS Vanessa HoangJustin Fong, BDS(Hons) Ian HoeltschiEdward H Furze, BDS Dylan HyamAlexander Hegi, BDS Amsterdam Leigh JonesSally Hibbert, BDS FDS RCSEd Kerry LesterChristopher CK Ho, BDS Lydia LimRonald Hong, BDS Sabrina ManickamKenneth KY Hooi, BDSBruce Hooshmand, BDS Adel John McHugh Atul Mehta Peter G Mouser 3 James Mumme Pauline Myint Thach Nguyen Trang Nguyen
  10. 10. STAFFSteven ParkerKathryn PoulosPhilip PoulosRobert SantosaJames ES ShinChristopher SmithJin SongSteve StramotasJohn VandervordRichard VickersRoss VickersMichael P WalkerDavid WatkinsIan 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 VicIC BSc PhD Melb (Pharmacology)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 NE MB BS, RACGP (Anatomy and Histology)4
  11. 11. 2 Guide to the Faculty■ General information specialisation are orthodontics, oral and maxillofacial surgery, oral medicine, periodontics, dental public health, prosthodonticsDegrees and diplomas in the Faculty and paediatric dentistry.The Faculty of Dentistry provides educational programs at both Researchthe undergraduate and postgraduate level. These courses prepare The essence of professional and university activity is thethe students for the general practice of dentistry, specialisation, development of knowledge in the total field that the professionresearch, teaching or dental administration. There are two encompasses.degrees classified by the University as undergraduate degrees:the school-entry Bachelor of Dental Surgery (BDS), which had Research in dentistry is the basis of progress, inits last First Year intake in 2000, and the graduate-entry Bachelor understanding not only human biology and pathology, but alsoof Dentistry (BDent) which began in 2001. There is also the psychology. It embraces every aspect of the basic sciences,research-based Bachelor of Science (Dental) (BSc(Dent)). There clinical practice and the behavioural sciences in their relationshipare two masters degrees, the degree of Master of Science in to the production of oral health and its maintenance.Dentistry (MScDent) and the degree of Master of Dental Science There are increasing opportunities for research in oral health(MDSc). The Faculty also offers the degrees of Doctor of science. Generally graduates will have to undertake higherPhilosophy (PhD) and Doctor of Dental Science (DDSc), the degree programs to fit them for a career in both research andGraduate Diploma in Community Oral Health and Epidemiology teaching.(GradDipComOH&Epid) and the Graduate Diploma in Clinical TeachingDentistry (GradDipClinDent). 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 the increasing numbers of students, the tendency is to rely on a coreacademic evidence required by the Dental Board of NSW for of full-time specially trained staff members in teaching, withregistration as a dentist. support from dedicated part-time teachers recruited from the ranks of the profession. The degree of Bachelor of Science (Dental) is a researchdegree undertaken during or after the completion of the BDS The teaching of dentistry provides a most interesting career,degree. requiring a combination of the academic and practical aspects of dentistry approached on the highest possible level.The field of dentistry Institutional dentistryThe goal of the dental profession is the optimal oral health of theindividual and the community, by the prevention of oral disease Every hospital or clinic providing a dental health service mustand the treatment of those diseases and abnormalities that cannot employ a number of graduate dentists. Many find that workingbe prevented. The dental profession is an integral part of the within the structure of such an organisation is both interestinghealth team in the community and has the specific responsibility and rewarding and the new graduate, in particular, may welcomefor orofacial tissues and their function and a joint responsibility the opportunity of further experience in hospital work.with the other health professions to integrate dental and oral Armed serviceshealth into the total health care of the community. This responsibility involves consideration of the patient both In time of peace as well as in war, the Navy, Army and Air Forceas an individual and as a member of the community. In the each maintain a dental health service. The dentist commencesmodern dental curriculum, community dentistry is playing an with a commissioned rank.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. The children, the School Dental Service offers many opportunities.control of dental caries and the lessening of needs for routine With the extension of public health programs, this service hasrestorative dentistry in the younger generation, as well as rapid been significantly expanded.advances in research and prevention over the last decade, have The Dentists Actallowed dental graduates the opportunity to carry out moresophisticated and specialised dental treatment. The increasing The practice of dentistry in NSW is governed by the Dentists Actavailability of postgraduate training makes entry into specialised 1989, and by the regulations made pursuant to it. Copies of thepractice more readily available and the growing level of Act and regulations may be obtained from the Office of thecommunity awareness of the significance of oral health, together Government Printer, Sydney. The administration of the Act iswith a feeling of confidence in preventive measures, allows a vested in the Dental Board of NSW.higher standard of dental health care to be provided for the It is illegal to perform any operation or give any treatment,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 adentist if he or she is:attitudes of both the profession and the community to oral health (a) a graduate in dentistry of any university in Australia or of aand the value of preventive and treatment services. dental college affiliated with a university of Australia; or (b)qualified in any of the ways set out in Section 10 of the Act.General dental practiceRegistered dental graduates may practise as general practitionersand provide dental care for their patients in a private practice ■ Centres and services for teachingsituation. They may also practise general dentistry in aninstitution, government instrumentality or in the armed services. and researchMost dentists are in general practice. Students undertake their training at both the United Dental Hospital and Westmead Centre for Oral Health, WestmeadSpecialisation Hospital.After two years in general dental practice, dentists may prepare Both sites provide:themselves for specialised practice by completing a Masters • clinical and technical facilities for the instruction of dentistrydegree in the discipline of their choice. Some of the areas of students 5
  12. 12. GUIDE TO THE FACULTY Membership of the Faculty• dental treatment for patients who are holders of Health Cards Student membership of the Faculty or those referred for specialist care. The resolutions of the Senate make provision for five students toAboriginal Medical Service be elected to membership of the Faculty of Dentistry. The five students shall comprise:The Aboriginal Medical Service is an out-patient health care unit (a) the President of the Sydney University Dentalfor Aboriginal patients from all over Australia who, for a variety Undergraduates Association, provided he or she is a studentof reasons, do not make use of conventional health services. The enrolled for a degree or diploma in the Faculty of DentistryService has been affiliated as a teaching institute of The (ex officio),University of Sydney. It has a dental clinic that offers studentstraining in preventive dentistry in particular. It also provides (b) one student enrolled for a postgraduate degree or for aexcellent opportunities to conduct follow-up treatment and diploma in the Faculty of Dentistry, provided that if there is noclinical practice in a community setting and to gain clinical nomination of a postgraduate student the vacancy may beexperience of the dental problems of a major ethnic group. filled by an undergraduate student, (c) three other students. The Senate resolutions for the student membership of the Faculty■ Membership of the Faculty of Dentistry are set out in full in the Universitys Calendar. Students may also become members of other universityResolutions of the Senate bodies.Constitution of the Faculty of Dentistry1. The Faculty of Dentistry shall comprise the following ■ History of the Faculty persons: Consideration was first given in 1897 to the possibility of (a) the Professors, Readers, Associate Professors, Senior establishing a School of Dentistry in The University of Sydney, Lecturers, Lecturers and Associate Lecturers being full-time when a provisional curriculum was drawn up by the Senate. permanent, fractional permanent, full-time temporary, or However, in the absence of any law in New South Wales fractional temporary members of the teaching staff in the regulating the practice of dentistry, it was not considered Disciplines of the Faculty of Dentistry; appropriate to take any definite steps, and no action was taken (b)the Deans of the Faculties of Medicine and Science; until the passing of the Dentists Act in 1900. (c) the Heads of the Schools of Biological Sciences or their The birth of the dental profession in New South Wales nominees; occurred on 1 January 1901, when the Dentists Act became (d)the Heads of the Departments of Anatomy and Histology, operative. Prior to this time, there were no laws governing the Biochemistry, Infectious Diseases, Pathology, Pharmacology practice of dentistry in New South Wales. Any person could set and Physiology or their nominees and up to two full-time up in dental practice. However, there were some dentists trained members of the academic staff of each of those departments in England who were in practice in the then colony, and these who are responsible for teaching dental students, nominated people worked hard to lay the groundwork for a dental school biennially by the head of the department; and to establish the practice of dentistry on a professional basis. (e) the Boden Professor of Human Nutrition; The Dentists Act provided for the licensing of dental (f) not more than eight part-time members of the teaching practitioners who presented evidence of their qualification to a staff in the disciplines of the Faculty of Dentistry elected by Board created for the purpose by the Act. The Act recognised any the Faculty, with not more than two members being elected qualification which might be awarded by The University of from any one discipline; Sydney, and there was therefore no further reason for delay in establishing a dental school. In 1901 a Committee of the Senate (g) full-time members of the research staff of the disciplines was appointed to complete the arrangements for the opening of a of the Faculty of Dentistry and of the Institute of Dental dental school. A Department of Dental Studies was established, Research who hold appointments of Research Fellow and with the Dean of the Faculty of Medicine at its head. In March above; 1901 the Dental School opened, with seventeen students. (h) persons upon whom the title of Clinical Professor, Adjunct The Dental School offered a curriculum of three years leading Professor, Clinical Associate Professor, Adjunct Associate to a Licence in Dentistry. The course consisted of basic science Professor, Clinical Senior Lecturer, Adjunct Senior Lecturer, subjects such as chemistry, physics, anatomy and physiology; the Clinical Lecturer or Adjunct Lecturer has been conferred in medical subjects materia medica, pathology and surgery; and accordance with the resolutions of the Academic Board; clinical dentistry. (i) not more than five students elected in the manner A Board of Dental Studies was established, consisting of the prescribed by resolution of the Senate; Chancellor, the Deputy Chancellor and the Dean of the Faculty (j) the President of the Oral Health Foundation within The of Medicine (Chairman), as well as the professors and lecturers University of Sydney; in the subjects of the dental curriculum and the members of the honorary staff in the Dental Hospital. The first meeting of the (k) the Director of Clinical Operations, Western Sydney Area Board was held on 12 February 1901. Professor Sir Thomas Health Service; Anderson Stuart, the Dean of the Faculty of Medicine, worked (1) the Director of Dental Services at Westmead Hospital and tirelessly, first to establish the Dental School and then, following the Director of Dental Services at the United Dental Hospital; its inception, to promote its activities. (m)the Director of the Institute of Dental Research; Initially it was proposed that dental students should obtain (n) the Chief Dental Officer of the Department of Health of clinical training in the dental department of Sydney Hospital, but New South Wales; this was found to be impracticable. The University Dental (o) one nominee of each of the Royal Australasian College of Hospital was therefore established in 1901 for the purpose of Dental Surgeons and the Australian Dental Association (New providing dental care for persons unable to pay normal dental South Wales Branch); fees and also for the purpose of clinical instruction to dental (p) such other persons as may be appointed by the Faculty on students of the University. the nomination of the Dean, for such period as determined by The Hospitals business was carried out in a building at the the Faculty; and corner of George and Bathurst Streets in the city opposite St Andrews Cathedral. In 1900 a Dental Hospital of Sydney was (q)such other persons as may be appointed by the Faculty as also established by the NSW Government, to provide dental care Honorary Members of Faculty on the nomination of the Dean, for the poor. Subsequently the two hospitals were amalgamated for such period as determined by the Faculty, in accordance by Act of Parliament in 1905, to form the United Dental Hospital with resolutions adopted by the Faculty at its meeting on 10 of Sydney. The United Dental Hospital was established in a November 1995. building on its present site in Chalmers Street, Surry Hills,2. The election of members pursuant to section 1(f) shall be held Sydney. at the last meeting of the Faculty in each alternate year and the Apart from the medical members, the Department of Dental members so elected shall hold office from 1 January of the Studies consisted of seven dental staff: year following their election until the next election but conterminously with their membership of the part-time Instructor in Mechanical Dentistry teaching staff. NA Gray6
  13. 13. History of the Faculty GUIDE TO THE FACULTYThree lecturers in Surgical Dentistry National Institute of Dental Research in Bethesda, Maryland,NS Hinder, DDS USA. Dr Neil Ernest Goldsworthy, Senior Lecturer inNB Pockley, DDS Bacteriology in the Faculty of Medicine, was appointed the firstR Fairfax Reading, MRCSEd Director.Three lecturers in Mechanical Dentistry In the 1940s the staff of the Faculty was considerably strengthened. In the early part of the decade three lectureshipsAH MacTaggart, DDS were created, and later three positions of senior lecturer wereAC Nathan, DDS established in the fields of Dental Pathology (1947), PreventiveHSduVernet,DDS Dentistry (1948) and Operative Dentistry (1948). Subsequently,In 1905 the Senate established the degree of Bachelor of Dental in 1954 and 1955, three associate professors in these fields wereSurgery, and a curriculum of four years duration was approved appointed. An additional lectureship in Operative Dentistry wasfor this purpose. Special arrangements were made to permit established in 1952. In 1947 the Postgraduate Committee instudents holding the Licence of Dentistry to be admitted to the Dental Science was established, to promote and developdegree after a year of further study. In 1906 the first candidates programs of continuing education for the dental profession.were admitted to the degree of Bachelor of Dental Surgery. In 1959 the Faculty established the Diploma in Public HealthThere were thirteen candidates for the degree, including two Dentistry. The degree of Master of Dental Science waswomen. Following its establishment, the Board of Dental Studies established in 1964. This was the first full-time formalcontinued to plan for the eventual development of a Faculty of postgraduate degree in dentistry in Australia.Dentistry. In 1910 the board proposed that a degree of Doctor of In 1961 the Senate resolved to establish three Chairs in theDental Science, similar to the degree of Doctor of Medicine, be Faculty, in the fields of Prosthetic Dentistry, Operative Dentistry,established in The University of Sydney. In 1920 the generosity and Preventive Dentistry. Associate Professors Campbellof the McCaughey benefaction made possible the establishment Graham, John Lyell and Noel Martin were appointed to theseof several new Faculties in the University, including a Faculty of Chairs respectively. When Professor Arnott retired in 1964, heDentistry. The first meeting of the Faculty of Dentistry, at which was succeeded by Dr Mark Jolly as McCaughey Professor ofseven members were present, was held on 8 July 1920, and Dr Oral Surgery and by Professor Lyell as Dean of the Faculty. InFairfax Reading was elected first Dean. 1970 Professor Martin became Dean of the Faculty. The establishment of the Dental School and its later The 1970s were a period of concern about redevelopment ofdevelopment as a Faculty owe much to the endeavours and the dental teaching and research facilities and revision of theability of Richard Fairfax Reading. Fairfax Reading, who held undergraduate curriculum. The MGM Building adjoining thequalifications in medicine and dentistry from the Royal College United Dental Hospital was purchased by the Healthof Surgeons in the United Kingdom, commenced practice as a Commission of New South Wales with the financial support ofdentist in Sydney in 1889 and, together with other dental the Australian Universities Commission, and was converted intocolleagues and with Sir Thomas Anderson Stuart, had worked to facilities for the Faculty. Planning commenced for a secondcreate a dental school within The University of Sydney. He clinical school to be established in the Westmead Centre, a majorbecame the first part-time Director of Dental Studies and new hospital complex in the western suburbs of Sydney (nowsubsequently full-time Director and then Professor of Dentistry. known as Westmead Hospital). The Hospital was opened forHe was Dean of the Faculty from 1921 until his retirement in medical patients in 1978 and accepted its first dental patients in1934. Fairfax Reading raised the standards of dentistry as a 1980. The Westmead Hospital Dental Clinical School (now theprofession in New South Wales and firmly established dental Westmead Centre for Oral Health) has become a major facilityundergraduate training in the University. for the Faculty for both undergraduate and postgraduate In the 1920s there was considerable concern in the Faculty education and training.about transferring the dental hospital to the main grounds of the In line with developments in dental and health sciencesUniversity, preferably to be associated with the Royal Prince education throughout the world, the Faculty embarked in 1970Alfred Hospital. Only an absence of funds prevented the Senate on a review of its undergraduate curriculum. Radical changesfrom adopting this proposal. were adopted and the first students were accepted into the new The degree of Bachelor of Dental Surgery of The University Bachelor of Dental Surgery course in 1978.of Sydney was recognised by the General Medical Council of the Professor Martin retired in December 1988; his successor,United Kingdom for the purpose of registration in Great Britain Professor Rory Hume, was elected Dean in January 1989 andand its colonies. In 1926 the Senate approved the introduction of resigned in September 1990. Professor Iven Klineberg wasthe degree of Doctor of Dental Science, and in the following year elected Dean to March 1992 and under a revised Universitythe first degree was awarded. In 1934 Dr Alwyn James Arnott policy became the first appointed Dean for a five-year term 1992was appointed to the Chair of Dentistry following the retirement to 1996.of Dr Fairfax Reading. Professor Arnott, who had previously In 1994 and 1997, new Faculty structures were introduced.been Superintendent of the United Dental Hospital, was elected There are no longer four departments with departmental headsDean of the Faculty of Dentistry, a position he held until his and disciplines grouped within departments. Instead, disciplinesretirement in 1964. within the Faculty have been identified, each under the general The Australian Dental Association, NSW Branch, was supervision of a head of discipline, with the Pro-Dean, Associateestablished in 1927 with the active support of the Faculty of Professor Cyril Thomas, exercising some of the responsibilitiesDentistry and in 1928 the federal body, the Australian Dental normally assigned to department heads. Year directors areAssociation, came into being. appointed to coordinate coursework for each year of study and unit of study coordinators are responsible for individual units of In 1934 the Dentists Act was amended. The principal change study in each year.was the abolition of the system of apprenticeship, which hadallowed dentists to take apprentices or pupils in return for The current Dean, Professor Keith Lester, was appointed inpayment. The University of Sydney was now recognised as the July 1998, and in keeping with the principle of continuingonly institution for training recognised dental practitioners in evaluation and development, a complete review of the curriculumNew South Wales. is currently in progress. Faculty has introduced a four-year graduate-entry program (the Bachelor of Dentistry), the first The 1930s saw an increase of interest in dental research, and graduate-entry program offered by a Dental School in Australia.the NSW and Commonwealth Governments provided funds to The curriculum is modelled on problem-based learning (PBL)the Faculty for this purpose. In 1936 the Faculty resolved to and is information technology-intensive with emphasis on smallextend the curriculum of four years for the BDS degree into a group discussion. The Faculty has embarked on a strategicfifth year. The degree became a full five-year course in the 1960s partnership with the Faculty of Medicine within the College offollowing a visit of inspection by the General Dental Council of Health Sciences to support this educational initiative. The firstthe United Kingdom. intake of students into this new program was in 2001. In 1939 a new building was established for the Faculty ofDentistry within the United Dental Hospital. The postwar periodsaw an expansion of the activities of the United Dental Hospital.In 1946 a Director of the Departments of Pathology andBacteriology at the Hospital was appointed. In the same year theInstitute of Dental Research was established at the Hospital withthe approval of the NSW Government. The Institute, which wasestablished to promote dental research, was based on the 7
  14. 14. 8
  15. 15. 3 Bachelor of Dentistry■ Introduction understanding. Three tutorials each week will be held in one of the two dental teaching hospitals; these tutorials form the basis ofIn 2001, the Faculty of Dentistry at The University of Sydney the students learning.introduced its four-year graduate-entry program (BDent). This The learning process provides the background necessary forprogram replaces the former five-year undergraduate-entry reasoning through issues and applying knowledge to resolvecurriculum, to which the last students were admitted in 2000. clinical problems in practice. It is essential that students progress The Faculty aims to attract and enrol committed, mature and systematically to become independent learners. They must beacademically diverse students. Student selection will be on the able to evaluate their own strengths and weaknesses realistically,basis of and to identify personal learning needs. Those skills underpin• tertiary performance in a recognised Bachelors degree in any successful professional practice and life-long learning. discipline Most of the problems in the first two years are based on• results of the Graduate Australian Medical Schools realistic medical problems that illustrate important scientific Admission Test (GAMSAT) concepts in health and disease. The problems represent common• an objective interview, and situations, with an emphasis on those that are treatable or• a manual skills test. preventable, and are constructed to stress diagnostic reasoningApplicants are asked to demonstrate that they have the necessary and scientific principles of management. In addition, eachintellectual ability to be successful in the program, an aptitude problem raises one or more issues of importance in practice:for and a commitment to dentistry, and the personal ethical; behavioural; social; interpersonal. Some problems raisecharacteristics appropriate for a career in a health profession. issues relating to the distribution of health care or to research. The degree of Bachelor of Dentistry prepares students for Each problem specifically encourages dental students to exploreprofessional registration in order to practise dentistry on within their own groups the wider relevant implications of thegraduation. The program is designed to develop and enhance the problem.skills, knowledge and professional behaviours of motivated and On main campus, most lectures and other laboratory sessionsinterested students. are shared with medical students. Some classes and seminars, however, are specifically designed for dental students. Four problems to be studied towards the end of second year focus■ Aims explicitly on fundamental oral issues. In the latter two years of the program, the problems willThe program aims to produce dentists who will develop, and be continue to be presented, but will be centred on more complexcommitted to maintaining, the highest professional and ethical dental issues. They will however often involve medicallystandards. The program is designed to encourage students from a compromised patients as encountered in daily community ordiverse range of academic and personal backgrounds to develop hospital practice, in order to reinforce and apply earlier learning.the intellectual, technical and personal skills to practiseeffectively, rationally and compassionately. It is anticipated that High level communication and technical skills are essentialgraduates will be responsive to the needs of individual patients for successful dental practice. For each week of the first twoand committed to improving oral health within the community. years, students attend the United Dental Hospital for a busyGraduates will be expected to have a broad understanding of the clinical day. They consider relevant basic dental issues in a case-relationship of general health, disability and illness to oral health based context and learn many specific dental skills in theand disease. laboratory, in simulation and in the clinics. As a crucial part of professional training, students are encouraged to assess their own Other important aims include the development of skills to progress and to evaluate the work of their peers. As studentsunderpin life-long, self-directed professional learning and the progressively demonstrate basic proficiency, they move to theapplication of evidence to rational decision-making. Graduates dental clinics to apply their skills.will develop an appreciation of the role of research in dentistryand will be expected to contribute to leadership in clinical dental Towards the end of the first year, and at the end of the secondpractice, research, education and community service. year, students attend Westmead Hospital and the Westmead Centre for Oral Health, maintaining the pattern of problem-based learning. The hospital experience will offer particular■ Characteristics opportunities for students to gain experience in medical as well as in dental settings. Medical skills, including those essential forFeatures of the new curriculum include: dealing with emergencies, will be taught in the Clinical Skills• graduate entry of applicants with diverse backgrounds Centre at Westmead Hospital.• 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 students• an integrated understanding of medical and dental issues in for working in dental teams or multi-disciplinary groups in health and disease practice. (Note however that it may not be possible to fully• learning based on clinical problems and emphasising clinical implement the planned team concepts in the four years of overlap reasoning of the BDS and 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 clinical part of the preparation for modern professional practice.problem, which students address cooperatively in small groups. Attention is specifically directed at the acquisition andIn all, 35 problems are studied in each of Years 1 and 2. management of information. Learning is integrated across dental and medical disciplines Students will use information technology throughout theand between years; understanding and knowledge are built programprogressively in a relevant context. Students are challenged to • in problem-based learning tutorials as the weekly case isidentify key issues for learning and to seek out and share introduced and supported by relevant data and learningknowledge that will progress the groups collective resources 9
  16. 16. BACHELOR OF DENTISTRY Organisation• in self-study for reviewing the resources (including text and self-directed learning, but students often find studying together in images) provided by the Faculty small informal groups particularly effective.• for recording data and maintaining a personal casebook of Because of the need to match the learning experiences to the patient records problem of the week and the large numbers of students involved,• for retrieving, evaluating and appraising literature and patient the timetable for any one student varies from day to day and from records week to week. Travelling between the main campus and the• for communication between students and staff teaching hospitals has been minimised as far as possible.• for the analysis of laboratory data It is also important to note that attendance is compulsory at• in classes for the study of images and other materials. the problem-based learning sessions and in the clinical sessions. Attendance, participation, ethical and professional behaviour allStudents will become sophisticated users of the technology contribute to a progressive assessment throughout the Personalthrough well-designed educational interfaces. and Professional Development theme. Outline■ Organisation Figure 3.1 illustrates the organisation of the four-year program. Note that there are regular changes in response to student and1. Themes staff evaluation. In Years 1 and 2, learning is integrated across all themes into blocks largely based on body systems, apart from theThe program is integrated and designed to develop students initial Foundation and the last Cancer blocks. The clinicalknowledge, skills and professionalism progressively over four problems to be studied are similar to those for the medicalyears. In order to achieve those aims, three themes have been students except for four specifically oral problems in block 8B.identified. All problems are designed to introduce the mechanisms of healthLife Sciences (LSj: the underlying biomedical and clinical and disease and to incorporate other theme-based issues. The oral sciences to ensure an understanding of the mechanisms of relevance of the clinical problem is indicated on the Web and health and disease. included in tutorial discussion. In Years 1 and 2, the Total PatientTotal Patient Care (TPC): the necessary communication and Care theme is represented in the dental clinical and laboratory reasoning skills for effective dental diagnosis as well as the skills taught at one of the dental schools. In Years 3 and 4, the clinical understanding and technical skills to manage the care emphasis is on comprehensive clinical care in a team setting. One of the patient with common and important dental conditions. rotation in Year 4 will provide rural experience and anPersonal and Professional Development/Dentist and the opportunity for electives (at the students choice) or selectives Community (PPD/D&C): the necessary personal and (directed studies for those in difficulties). professional skills for effective and rewarding practice, Year 1 including ethical behaviours, productive teamwork, evidence- Block 1 Foundation block: an introduction to the program (8 based decision-making, self-evaluation and life-long weeks) learning; the place of dentistry in health care, interactions Block 2 Musculoskeletal Sciences, Drug and Alcohol with the community and dental public health issues. (8 weeks)These three themes provide the framework for the goals of the Block 3 Cardiovascular Sciences (6 weeks)program (see below), the development of the curriculum, and for Block 4 Haematology (5 weeks)assessment. The integrated nature of the curriculum means that Block 5 Respiratory Sciences (7 weeks)every week some aspects from all themes will be discussed in Year 2tutorials, presented in lectures or specific theme sessions, or Block 6 Neuroscience, Vision and Behaviour (12 weeks)encountered in dental clinics, laboratories or simulations. In order to progress and to graduate, students must Block 7 Endocrine, Nutrition, Gastroenterology (12 weeks) Block 8A Renal Sciences Sexual Health (4 weeks)demonstrate satisfactory performance in all themes. Because of Block 8B Oral Biosciences (4 weeks)the integrated nature of the program and the associated process oflearning, neither exemptions nor advanced standing can be Block 9 Cancer (5 weeks)offered. Year 3 Students are largely based at Westmead, with regular visits to the2. Structure United Dental Hospital for participation in particular clinics.The theme structure ensures that the students knowledge and Students work in dental teams that offer comprehensive oral andskills develop and build systematically over the four years in dental care to patients. Within each team, individual studentsexplicit domains. The relative contributions of the themes vary at under supervision provide diagnosis and management,different stages of the curriculum, with an initial focus on life appropriate to their level of skill and experience. The Westmeadsciences, early clinical experience and dental manipulative skills. Centre for Oral Health and Westmead Hospital offer access to aThen follows a growing emphasis on clinical dental knowledge, wide range of patients and clinical teachers.skills and judgement as students manage individual patients in Year 4dental teams. Students will progress educationally from lower Students will spend approximately four months of the year basedorder (reporting, describing) to higher order skills (analysing, largely at Westmead or the United Dental Hospital. According to individual interests and achievements, students will be offeredevaluating and synthesising). experiences in a wide range of clinics in the community, The program can be conceptualised as occurring in three hospitals and in rural areas. For two months in the middle of thebroad phases: year, students will undertake either elective placements (at their• an introduction of 8 weeks - the foundation learning block own choice) or selective placements (determined by staff and that is preceded by an orientation week students in consultation to meet specific learning needs). A• the body systems - the remainder of the first two years (62 conference week at the end of the year requires students to weeks) prepare presentations on their research, electives or rural• clinical placements and rotations in a range of settings - the experiences. Professional seminars and preparation for practice last two years. will be included at that time.Much of the first and second year materials are shared from TheUniversity of Sydney Medical Program (USydMP) to provide anintroduction for the dental students to basic and clinical sciences ■ Goalsin a problem-based context. Most lectures and practicals on The roles of the dentist have been substantially changed overcampus are offered to both groups, but specific sessions and recent years, requiring a review of future educational needs.some practicals are designed specifically for the dental students. Particular influences have includedThis strategy offers opportunities for educational innovations • the ageing of the population with an increase in chronic andand collaborations by combining the skills and expertise of two multi-system illness associated with increasingly complexhealth-related faculties. pharmacological management The problem-based, student-centred program provides • effective preventive measuressufficient time for students to pursue their own goals, while • rapid advances in biomedical and genetic researchmeeting the requirements of the curriculum. Given their different • new dental technologies and materialsacademic backgrounds, students learning styles are different, • the increasing applications of information technology toand their educational needs vary. Time is protected for individual interpersonal communication10
  17. 17. BACHELOR OF DENTISTRY Information technology• the recording and management of data, access to information, including problem summaries are also presented, together with a and to evidence-based practice. process for voluntary self-assessment with feedback. StudentsAt the end of the BDent, graduates will demonstrate the have access to Web sites world-wide and to databases, includingfollowing. bibliographic ones, as well as computer-based educational programs and texts. Patient record systems are increasingly1. General and diagnostic digitalised and students will become familiar with them.• an understanding of normal and abnormal human structure, Electronic mail is extensively used by staff and students and function and behaviour, with a particular emphasis on oral electronic forums will be established to support students when health and disease they are on rotations remote from the main sites. Students are• rigorous clinical reasoning and the application of evidence to encouraged to be selective in their use of such resources and to the recognition, diagnosis and management of oral disease contribute to the processes of evaluating them. and disability or dysfunction Another major use of information technology is in evaluation• the ability to relate clinical and scientific data to dental and of the program. There are extensive opportunities to offer related medical conditions feedback and comment to the Curriculum Committee as well as• in consultation with other relevant health professionals, the to individual teachers on all aspects of the curriculum. More capacity to relate aspects of the general health of individual comprehensive Web-based evaluation forms are used to acquire patients to their oral health, disease and management information about the students overall experiences.• a respect for ethical values, confidentiality, patients Information literacy is specifically addressed, providing autonomy and the need for effective communication so that students with the skills to locate, retrieve, critically evaluate and appropriate education is offered and informed decisions are store relevant information so that it can be accessed. These skills made are applied particularly in the evidence-based practice strand of• skilled and sensitive interviewing of patients, families and the program (an important element of the PPD/D&C theme). carers so as to elicit a dental and relevant medical history• effective clinical examination and use of diagnostic strategies, accurate interpretation of findings and the provision of ■ Learning explanations appropriate for patients and for fellow All years professionals. Problem-based learning2. Management The problem-based tutorials are designed to develop the• the knowledge and skills to deliver basic, effective dental care students clinical reasoning abilities, to enhance their skills in in a general practice setting and to continue to develop clinical working in groups and to introduce many relevant aspects of the skills content knowledge and skills within the four themes in an• the skills to plan and manage common dental conditions and integrated fashion. Each week in Years 1 and 2, students are to recognise the need for appropriate referral introduced to a clinical problem (usually relating to a particular• familiarity with the roles of different dental and medical patient) and the process of thinking through the problem provides specialties and the capacity to undertake further clinical or the core of the weeks activities. Tutors act as facilitators of the scientific training reasoning process rather than as subject experts. Three meetings• an ability to recognise and respond to common life- are held each week to develop and discuss the problems. threatening medical emergencies. In Years 3 and 4, the role of the tutor is less central, and two meetings are held each week. A Web-based clinical reasoning3. Personal model will guide students in the preparation of the problems.• familiarity with the use and applications of information Self-directed learning technology, including: effective communication; the During the first two years, students are helped to develop their gathering, recording, organising and analysis of information; skills in locating and acquiring information in textbooks, accessing databases including library resources; identifying journals and on the Web after defining the learning topics in the and using the best evidence for decision-making problem-based tutorials. By the time of entry into Year 3,• cooperative teamwork in professional practice, accepting students are expected to be increasingly independent in their leadership as appropriate capacity to direct their own learning and to locate essential• a recognition of the contributions of basic and clinical information efficiently. research to clinical practice Theme sessions and lectures• a commitment to ongoing learning throughout professional life Lectures provide a broader context for the students formal• reflection in practice and the capacity to identify the limits of learning and provide background understanding to assist in the personal competence and knowledge. resolution of the weekly problem. In Years 1 and 2, up to six lectures are held each week.4. Community Sessions are offered within each theme and reading matter• an understanding of social and environmental factors may be recommended for preparation beforehand. Life Sciences affecting the maintenance of oral health and the roles of health sessions in Years 1 and 2 usually offer opportunities to gain promotion, disease or injury prevention, early intervention hands-on practical experience and to learn from images, models, and longer-term management of disease and disability slides and museum or dissected specimens. In Years 3 and 4,• an appreciation of the synergies and tensions between science updates, advanced seminars and sessions with dental individual patient care and the needs of the whole community images will be utilised. for dental services Sessions run by the Personal and Professional Development/• the ability to recognise dental issues of concern to the Dentist and the Community theme are diverse, and include community and to contribute constructively to relevant public aspects of personal development, evidence-based practice, ethics debate. and management issues, as well as the community perspective on dental issues. The activities organised by the Total Patient Care theme occur■ Information technology in the dental hospitals as described below. Evidence-based practiceDental practice is increasingly dependent on the efficient andeffective use of computers. Students become comfortable with There is a major focus on the critical appraisal of evidence tothe technology from the start of the program and have access to underpin clinical decision-making throughout the program.networked computers in tutorial rooms, practical classrooms, the From the start, students learn the skills of identifying andlibrary and in the clinical schools. appraising the literature. In later years, they apply the skills Information for students is accessible from the Facultys learned in making clinical decisions to the diagnosis andeducational site, including timetables, bulletins, a dental management of individual patients with whom they interact.relevance link, one-page summaries of learning topics with Team approach to practicereferences and keywords, outlines of lectures and sessions, The focus is on the comprehensive care of the patients, and onrelevant images and other learning resources. Materials for the continuity of care. Students will be members of a dental teamproblems, including the introductory triggers, laboratory and which will include members across the four years of the program.imaging data, are made available. Various learning resources Teams, under the guidance of a staff member, will treat patients12