UNIVERSITY OF KENT
Module Specification
1. The title of the module
WL 839 Dentistry in a Contemporary Context
2. The School which will be responsible for management of the module
Centre for Professional Practice
3. The Start Date of the Module September 2013
4. The number of students expected to take the module 5-10
5. Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal None
6. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate
[M]) M Level (FHEQ Level: 7)
7. The number of credits which the module represents 15 credits (15 ECTS)
8. Which term(s) the module is to be taught in (or other teaching pattern) Variable Delivery
9. Prerequisite and co-requisite modules None
10. The programmes of study to which the module contributes: PG Cert/PG Diploma MSc in
Advanced and Specialist Healthcare (Applied Dental Professional Practice)
11. The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
i. Demonstrate a critical understanding of the incorporation of health into historical and
contemporary political and sociological agendas.
ii. Understand the significance of inequalities effecting health and well being in terms of sociological, economic, cultural, environmental and behavioural factors.
iii. Understand the social factors affecting aspects of general and dental health at different life stages.
iv. Understand and locate dental health and the dental workforce within political healthcare structures, agenda, policy and leadership.
v. Evaluate the scope and potential of dental care professional roles related to the future delivery of dental services.
12. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes:
i. Communicate with clarity in both the academic and professional setting to a range of audiences and using a variety of approaches.
ii. Show a capacity for autonomous learning and the ability to access professional resources including others, as appropriate.
iii. Show ability to effectively manage and present complex information using a comprehensive range of learning resources.
iv. Demonstrate competence in the use of audio-visual media and equipment
13. A synopsis of the curriculum
This module will be delivered over two separate weekends. The module will address current and
contemporary practice within the wider context of social policy and cultural influence. Participants
will critically examine the background and contemporary position of health, and explore issues
linked to the effects of current socio-political environments and structures, agendas and policy in
dentistry.
Students will critically examine the role and contribution of the dental professionals, with regards
to the delivery of dental services, as well as part of an integrated response to broader health related issues. Students will critically examine the oral health of the population through oral health education and collaborative links with other healthcare providers and the Government’s Health Care strategy.
Weekend One: Historical and social context of dentistry.
Weekend Two: Current political structures, contemporary policy setting, the structure of the dental workforce.
14. Indicative Reading List
Bedi, R. Patel, M. & Patel, N. (2007) Dental Public Health. A Primer. Oxford. Radcliffe
Behavioural Sciences for Dentistry Gerry Humphris (Churchill Livingstone) 2000 ISBN 0 443 05190 9 Chapter 5.
BDJ 2001; 121-126
The impact of oral health on people in the UK in 1998 Nuttall M et al.
Education and Training of Personnel Auxiliary to Dentistry (Nuffield Foundation) 1993 ISBN 0 904956 27 X Specifically, chapters 3,4,15 and 16.
Glasby, J. (2007) Understanding Health and Social Care. London. Policy Press.
Kent, G. Croucher, R. (2001) Achieving Oral Health: The Social Context of Dental Care. Oxford. Wright.
Marmot Review – Fair Society and Health Lives http://www.marmotreview.org/
NHS Dentistry Options for Change August 2002 DoH Gateway 28742
The Social Context of Dentistry Peter Davis (Croom Helm London) 1980 ISBN 0-7099-0512-6 Chapters 4 and pages 331-332.
Other sources of Information:
n Department of Health: http://www.dh.gov.uk/en/index.htm
n NHS information centre: http://www.ic.nhs.uk/
n Office of National Statistics: http://www.statistics.gov.uk/hub/index.html
n Primary Care Commissioning: http://www.pcc.nhs.uk/
http://www.pcc.nhs.uk/dentalaccess
n Local NHS and Council websites
n BASCD: http://www.bascd.org/
n BDA: http://www.bda.org/
n Kent and Medway Public Health Observatory: http://www.kmpho.nhs.uk/
n NICE: http://www.evidence.nhs.uk/search.aspx?t=dental
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
Teaching will primarily be delivered over two separate weekends (Friday, Saturday and Sunday for each) and take the form of tutor and peer led discussion and study sessions.
The module comprises 150 learning hours of which there are: 10 hours of guides study prior to the taught sessions; 25 contact hours plus tutorials; and 125 hours achieved through student led seminars and self directed study. Tutorials and email support will be available to support the latter. As the programme is designed for professional adult learners the predominant teaching method to achieve the learning outcomes will involve interactive participation by participants. The module will employ tutor input and other small group work, such Action Learning Sets.
Learning Outcomes / Delivery MethodsGuided Study Package / Lectures:
And Seminars / Tutorials: / Student led Seminars and Action Learning Sets: / Self Study: / Assessments
11i / X / X / X
11ii / X / X / X / X
11iii / X / X / X / X
11iv / X / X / X / X
11v / X / X / X / X
12i / X / X / X / X
12ii / X / X / X
12iii / X / X / X / X
12iv / X / X / X
Approximate
Number of Hours / 20 / 25 / 2 / 15 / 38 / 50
16. Assessment methods and how these relate to testing achievement of the
intended learning outcomes.
The assessment is comprises of two pieces of work. An overall combined pass mark (40%) must be gained to successfully complete the module. The report will effectively evaluate students’ understanding of the taught theoretical elements and demonstrate an understanding of contemporary professional roles within dentistry. As well as considering the level and depth of their own reading of established evidence base, as well as critical analysis of arguments and positions presented during the seminar sessions. The presentation will assess the student’s ability to reflect on their own contribution and role and disseminate their understanding of practice to a wider audience.
Learning Outcomes / Method of AssessmentA written assignment
(3000 words) / A presentation of 15 minutes
11i / X / X
11ii / X
11iii / X
11iv / X
11v / X
12i / X
12ii / X
12iii
12iv / X / X
% of Marks for the Module / (70%) / (30%)
17. Implications for learning resources, including staff, library, IT and space
This module will be taught by academic staff employed by the Centre for Professional Practice at the University of Kent and by professionals in health and social care organisations within Kent. Where the references are not available electronically, access to the material will be required through the Drill Hall Library. Teaching space will be required for the delivery of this module within the University of Kent’s Medway campus.
18.The School/Collaborative Partner (delete as applicable) recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s/Collaborative Partner’s (delete as applicable) disability/dyslexiasupport service, and specialist support will be provided where needed.
You may need to write a specific statement for the particular module. The format can be taken from above. Be aware of the particular demands of the individual module, e.g. field trips or practical work will have specific requirements. The statement must relate to arrangements necessary to ensure the student has the opportunity to achieve the learning outcomes of the module.
19 Campus(es) where module will be delivered: Medway
If the module is part of a programme in a Partner College or Validated Institution, please complete the following:
20 Partner College/Validated Institution: NA
21University School responsible for the programme: CPP
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies (as appropriate): "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
...... T Hopper and M Shaw......Director of Learning and Teaching/Director of Graduate Studies (delete as applicable)
Print Name / 3 Dec 2013......
Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module and, where the module is proposed by School staff, will be responsible for its resourcing"
D Reed......Head of School
Print Name / 3 Dec 2013
......
Date
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