PG Diploma /MSc in Foundation Dental Care Dentists
The intended subject specific learning outcomes and, as appropriate, their relationship to program me learning outcomes:
(i) Develop a critical understanding of the principles of research methodology and specific methodologies of managing research project applied in the context of own practice. (A3,7,B2,5,C4,5)
(ii) Review and critically evaluate best available evidence relevant to a specified area of professional practice, synthesising information from key sources and databases using a range of database tools and techniques. (A3,7, B1,3,4,5,C3,4,5,)
(iii) Demonstrate ability to reflect on the ethical aspects of research, and to compile a formal application for consideration by the CPP research ethics approval committee, and if necessary on to NHS ethics committee, comprising a research project protocol and ethics approval form. (A3,4,6,7,B1,5,C4,5)
Programme Learning Outcomes
Knowledge and Understanding of:
Research Skills and dissertation project management.
Of the competencies and ethical responsibilities of working as a regulated professional within a dental team.
Experiential learning, personal reflection, mentorship, continuous professional education and development; the theories and concepts, and how they apply to clinical and non-clinical situations.
Skills and Other Attributes
B. Intellectual Skills:
Demonstrate the ability to work independently, efficiently and professionally within frameworks and professional codes of practice and conduct, with recognition of moral and ethical issues and consideration whilst managing any conflicting priorities.
Develop the responsibility for own life-long learning and continuing professional development, including selected new skills in principles and practice involved in collaborative working, leadership styles and self management and support the same of other colleagues and members of the dental team.
Collect and critically analyse data from evidence bases and reflective personal practice to inform evidence-based enquiry.
Collect and analyse qualitative or quantitative data to inform evidence- based enquiry.
Design, implement, analyse and present a research project dissertation.
C. Subject-specific Skills:
A comprehensive understanding and critical evaluation of the practical application of theoretical learning and evidence base to clinical practice based learning and advancing practice in required aspects of primary and secondary care dental practice.
Develop a comprehensive understanding of the importance of research and evidenced based techniques to support. Selected roles and function within a dental healthcare delivery unit such as; mentor, educator, leader and manager of the collaborative team, and the delivery of treatment outcomes and associated measurement.
Develop a comprehensive understanding of the methodology and methods related to practice based research and evidenced based techniques common in primary and secondary dental care settings.
* Relevant for those taking the clinically related modules only.
** Relevant for those intending to proceed to MSc level only.
The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
(i). Show a capacity of autonomous learning in the workplace environment and the ability to access professional resources. (D2)
(ii). Communicate with clarity in a research environment. (D1,D4)
(iii). Show evidence of clinical self reflection and the ability to enhance professional performance. (D3)
(iv)Receive and positively respond to constructive criticism arising from research. (D1,D2,D5)
Programme Learning Outcomes
Develop a practical understanding of the need to communicate appropriately and ethically with a range of individuals including patients and relatives, and the community health context; the clinical team, peers and other professionals.
Demonstrate a capacity for reflective autonomous learning and ability to make sound judgements and decisions in relationship to complex issues and unpredictable situations using a variety of resources including: literature, evidence bases and feedback.
An ability to develop problem solving skills to a high level of professionalism and ethical standing through learning and reflection.
Demonstrate IT skills including the ability to search for, manage and critically evaluate internet-based information/resources.
Demonstrate evidence of a capacity to work effectively within a multi professional environment.
A synopsis of the curriculum
This module will provide participants with the all the necessary skills to formulate a research question, identify and test an hypothesis, write a research protocol for a project based on their professional practice and write an application for ethics approval for the project. This module is an introduction to and must be completed before undertaking the Master’s Stage dissertation).
The module will be delivered over two separate weekends (Friday-Saturday)
Week-end 1 (Friday and Saturday) in the Autumn term
The principles of research methodology and methods.
Peer review reflection on proposed research protocols and ethics approval applications
Indicative Reading List
Black N. (1994) Why we need qualitative research,. Journal of Epidemiology and Community Health 1994; 48: 425 - 426.
Brunette D.M. Critical Thinking - understanding and evaluating dental research. 2nd ed. Hanover Park, Il. Quintessence Publishing Co. Inc.
Department of Health, (2005) Research Governance Framework for Health and Social Care. 2nd Ed. London, Department of Health.
Faculty of General Dental Practice (UK) (2007). Research Competencies Framework.
Eaton, K. et al. 2010-2012. Nine part series introduction to research skills for Primary Dental Care clinicians. Primary Dental Care 17,18,19: various page numbers.
Fiske J. Research governance. Editorial. British Dental Journal 2007; 203: 117.
Greenhalgh T. (2006) How to read a paper – the basics of evidence-based medicine. 3rd ed. Oxford, Blackwell Publishing.
Mays N, Pope C. (1999) (eds) Qualitative research in health care. London: BMJ Books.
Oleary, Z, (2010) The Essential Guide to Doing Your Research Project. London:Sage
Petrie A, Bulman JS, Osborn JF.(2002) Further Statistics in Dentistry. London. British Dental Association.
Richards D, Clarkson J, Matthews D, Niederman R.(2008) Evidence-based Dentistry: Managing information for better practice. London. Quintessence.
Reading materials specific/relevant to the student’s individual working practices will be recommended and discussed during the taught session.
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:
The module includes at Preparation Package which takes approximately 30 hours prior to the taught session. There are 23 contact teaching hours plus a one hour tutorial. The remaining learning will be achieved through a blend of self-study, practice based learning and assessment.
Teaching will primarily be delivered in the forms of tutor and peer led discussion and study sessions. Both tutors with specialist expertise, research experience and those actively working in the dental sector will deliver the theoretical input. An approximate division of the 200 hrs of learning are listed below:
Practice Based Placement
Number of Hours
Assessment methods and how these relate to testing achievement of the intended learning outcomes
All module learning outcomes will be tested through two separate elements outlined below. An overall pass must be achieved in order to successfully complete the module.
Written project protocol proposal 3000 words
An ethics approval submission equivalent to approximately 1000 words.
Implications for learning resources, including staff, library, IT and space:
As a validated programme this module does not have implications on resourcing – other
than in the matters of administration, Quality Assurance and the involvement of the CPP Ethics committee; through the CPP Graduate Studies Committee and attendance at the Board of Examiners. As part of a validated programme, this module will be delivered by specialists within the dental sector from Kent, Sussex and Surrey Postgraduate Deanery. All learning and teaching will take place within appropriate KSS facilities, postgraduate centres or dental practice settings. KSS will seek to use CPP Ethics Committee, as well as any NHS Ethics Committees if required.
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 Collaborative Partner’s disability/dyslexia support service, and specialist support will be provided where needed.
20. Campus(es) where module will be delivered1
Medway (KSS Dental Deanery)
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"
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED INSTITUTION
(Where the module is proposed by a Validated Institution)
Statement by the Nominated Officer of the Validated Institution (delete as applicable): "I confirm that the Validated Institution (delete as applicable) has approved the introduction of the module and will be responsible for its resourcing"