12. Faculty rules and policy

Satisfactory progress

Progression Committees for each academic year will include the Dean ex officio, Associate Dean (Curriculum) (Chair), the Chair of the Assessment Committee in Dentistry, the Theme Heads, the relevant Year Coordinator and the Associate Dean for Students.

Progression at the end of Year 1

Progression at the end of Year 1 will depend on satisfactory performance in the Personal and Professional Development/Dentist and Community Theme and the demonstration of a satisfactory performance in the Foundations of Total patient Care Strand in a clinical competencies assessment and the satisfactory completion of the Year 1 Competencies Log-Book. Reducing other summative assessment in Year I aims to ensure that students of diverse academic and other backgrounds are given adequate time to catch up in any areas in which they are unfamiliar or under-prepared. The emphasis on aspects of Personal and Professional Development and manipulative skills ensures that students are ready for the more intensive challenges of later years.

The summative assessment in the Personal and Professional Development Sub-theme in Year 1 is intended to ensure that students meet the fundamental goals underpinning their capacity to progress in the curriculum, including teamwork, self-directed learning and appropriate professional behaviours in clinical settings.

Satisfactory performance in the Personal and Professional Development/Dentist and Community Theme in Year 1 will include the demonstration of adequate performance in:

• ethical and professional behaviours
• a reflective portfolio and interview
• attendance and participation in problem-based learning tutorials and clinical skills sessions, formative assessments and peer-marking sessions for which attendance is compulsory.

Meeting the requirements of the Total Patient Care Theme includes demonstrating a satisfactory perfomance in:

• the summative clinical competencies assessment
• the summative review of the competencies log-book.

At the end of the year, the Year 1 Progression Committee will meet to consider the situation of the first year students. The attendance requirement aims to ensure that a student who misses compulsory sessions amounting to the equivalent of one short block (five weeks) would not be eligible to proceed to Year 2 except by a specific decision of the Year 1 Progression Committee and after targeted remediation. Illness or misadventure may be taken into account unless the work missed is so substantial that remediation would not be possible.

In the case of documented illness or misadventure accepted by the faculty which leads to an absence for up to five weeks, the Year 1 Progression Committee, may require remedial activities prior to the commencement of Year 2, to be re-assessed by the relevant Theme Committees in mid-January. The Year 1 Progression Committee will consider whether the progress of those students has been satisfactory.

Progression at the end of Year 2

Progression at the end of Year 2 will depend on satisfactory performance in all three Themes in each designated summative assessment held at the end of the second year. Assessments will include assessment of first year work.

Satisfactory performance in the Life Sciences Theme will require that students reach the appropriate level of knowledge and reasoning skills assessed in written examinations.

Satisfactory performance in the Personal and Professional Development/Dentist and Community Theme in Year 1 will include the demonstration of adequate performance in:

• ethical and professional behaviours
• written work in evidence-based practice and community aspects
• attendance and participation in problem-based learning tutorials and clinical skills sessions, formative assessments and peer-marking sessions for which attendance is compulsory.

Meeting the requirement in the Total Patient Care Theme includes a demonstration of satisfactory performance in:

• the summative review of the competencies log-book
• the summative clinical competencies assessments
• the Objective Structured Clinical Examination (OSCE).

At the end of the year, the Year 2 Progression Committee will meet to consider the situation of the Year 2 students. The attendance requirement aims to ensure that a student who misses compulsory sessions amounting to the equivalent of one short block (five weeks) would not be eligible to proceed to Year 3 except by a specific decision of the Year 1 Progression Committee and after targeted remediation. Illness or misadventure may be taken into account unless the work missed is so substantial that remediation would not be possible.

Students who fail to satisfy in one theme will be offered remedial opportunities and will be re-examined under the supervision of the relevant Theme Committee early in January. Students who fail to satisfy in two or three themes will not progress, but may be permitted to re-enrol in Year 2 under conditions determined by the Year 2 Progression Committee.

Students who miss either written or clinical examinations on account of documented illness or misadventure accepted by the faculty may be offered an opportunity to attempt the missed examination(s) early in January at the time of other re-examinations. No further opportunities will be offered.

In the case of documented illness or misadventure accepted by the faculty which leads to an absence of no more than five weeks, the Year 2 Progression Committee may prescribe appropriate remedial activities to be undertaken. Students in this category will be re-assessed under the supervision of the relevant Theme Committee(s). The Year 2 Progression Committee will reconvene to consider the results of any such students and will determine whether a student who fails to meet its requirements will be eligible to repeat the year. Students given the opportunity to repeat the year will be reassessed in all themes during the course of the repeated year.

Progression at the end of Year 3

Progression at the end of Year 3 will depend on satisfactory performance in all three themes in each designated summative assessment held during Year 3.

Satisfactory performance in the Life Sciences Theme will require that students reach the appropriate level of knowledge and reasoning skills assessed in written and/or oral examinations.

Satisfactory performance in the Personal and Professional Development Theme in Year 3 will include the demonstration of:

• ethical and professional behaviours
• participation in problem-based learning tutorials, clinical sessions and formative assessments for which attendance is compulsory
• a reflective clinical portfolio and interview
• written or oral work in evidence-based practice and community aspects.

Meeting the requirement in the Total Patient Care Theme includes a demonstration of satisfactory performance in:

• ethical and professional behaviours
• clinical activities as judged by the Team Leaders and clinical tutors
• the summative review of the clinical case-book
• reviews and oral disussion of submitted case histories
• summative clinical assessments.

Students who fail to satisfy in one theme will be offered remedial opportunities and will be re-examined under the supervision of the relevant Theme Committee early in January. Students who fail to satisfy in two or three themes will not progress, but may be permitted to re-enrrol in Year 3 under conditions determined by the Year 3 Progression Committee.

Students who miss either written or clinical examinations on account of documented illness or misadventure accepted by the faculty may be offered an opportunity to attempt the missed examination(s) early in January at the time of other re-examinations. No further opportunities will be offered.

In the case of documented illness or misadventure accepted by the faculty which leads to an absence of no more than four weeks, the Year 3 Progress Committee may prescribe appropriate remedial activities to be undertaken. Students in this category will be re-assessed under the supervision of the relevant Theme Committee(s). The Year 3 Progression Committee will reconvene to consider the results of any such students and will determine whether a student who fails to meet its requirements will be eligible to repeat the year. Students given the opportunity to repeat the year will be reassessed in all themes during the course of the repeated year.

Progression at the end of Year 4

Progression at the end of Year 4 will depend on satisfactory performance in all three themes in all designated summative requirements indicated during Year 4.

Satisfactory performance in the Life Sciences Theme will require that students reach the criteria for knowledge and reasoning skills assessed in written assignments and/or included in oral assessments.

Satisfactory performance in the Personal and Professional Development Theme in Year 2 will include the demonstration of:

• ethical and professional behaviours
• participation in problem-based learning tutorials and clinical skills sessions, formative assessments for which attendance is compulsory
• a prepared curriculum vitae portfolio and interview
• written assignments in evidence-based practice and community aspects.

Meeting the requirements of the Total Patient Care Theme includes demonstrating a satisfactory performance in:

• clinical activities as judged by supervisors of placements
• a summative review of the clinical case-book
• reviews and oral discussion of submitted case histories
• summative clinical assessments.

Students who fail to satisfy in one theme will be offered remedial opportunities and will be re-examined under the supervision of the relevant Theme Committee early in January. Students who fail to satisfy in two or three themes will not progress, but may be permitted to re-enrrol in Year 4 under conditions determined by the Year 4 Progression Committee.

Students who miss either written or clinical examinations on account of documented illness or misadventure accepted by the faculty may be offered an opportunity to attempt the missed examination(s) at a time determined by the Year 4 Progress Committee. No further opportunities will be offered.

In the case of documented illness or misadventure accepted by the faculty which leads to an absence of no more than four weeks, the Year 4 Progress Committee may prescribe appropriate remedial activities to be undertaken. Students in this category will be re-assessed under the supervision of the relevant Theme Committee. The Year 4 Progression Committee will reconvene to consider the results of any such students. Those who meet the requirements will graduate late. A student who fails to meet the requirements may be permitted to repeat the year or some part of it. Students given the opportunity to repeat will be reassessed in all themes during the course of the repeated elements.

Graduate Australian Medical School Admission Test (GAMSAT)

This test was developed by the consortium of Australian graduate medical schools and the Australian Council for Educational Research (ACER) and is administered, conducted and assessed by ACER. The GAMSAT is divided into three sections, each of which has been designed with a major focus on the assessment of problem-solving ability. The test requires a high level of subject knowledge, quoted by ACER as comparable to Year 12 physics and first year of tertiary level chemistry and biology. The structure of GAMSAT is as follows:

• reasoning in humanities and social sciences
• written communication
• reasoning in biological and physical sciences (Chemistry 40%, Biology 40%, Physics 20%).

ACER will supply a score out of 100 for each of the three sections, together with an overall GAMSAT score that is weighted 25%, 25% and 50%.

The GAMSAT will be held in March or April each year. The test will be conducted at each of the Australian capital cities and at other locations such as Townsville, Wellington, Kuala Lumpur, London, Los Angeles and Washington DC.

GAMSAT scores are valid for two years and there is no restriction on the number of times that a candidate may sit the assessment. Candidates are able to select their preferred valid annual GAMSAT results and the Admissions Committee will not have access to GAMSAT results from other years.

Applicants to the Faculty of Dentistry of the University of Sydney will be ranked according to their overall GAMSAT score. Applicants are expected to attain a minimum level of 50 in each of the three sections for consideration for entry to the dental program.

Interview procedure

On the basis of the ranking of overall GAMSAT scores and the achievement of minimum scores in each section, candidates will be invited to attend for a Multilple Mini Interview conducted jointly with the Faculty of Medicine.

Applicants slightly below the overall rating cut-off with an Honours 1 or Honours 2, or with a Master’s by research or PhD degree will also be considered. International applicants will be interviewed at locations to be determined based upon marketing experience.

Most interviews will be conducted in Sydney at a time to be announced each year. Applicants selected for interview will be required to travel to the interview site at their own expense.

The interview teams will each consist of members of the Medicine and Dental faculty's, members of the Medical and Dental profession and members of the public. The interview is in the form of a Multiple Mini Interview and has been designed by the faculty to assess suitability based on personal qualities deemed important for success in the Bachelor of Dentistry and in future dental practice.

The qualities rated as desirable by the faculty are:

• a sense of vocation, motivation and commitment within the context of dentistry
• good communication skills
• a sense of caring, empathy and sensitivity
• an ability to make effective decisions
• an ability to contribute as a member of a team
• an appreciation of the role of research in dentistry.

Each of the personal quality attributes will be rated by a score out of 20.

Offers to applicants

Applicants will be ranked according to their interview rating. The overall GAMSAT score will be used to determine offers when the number of qualified applicants exceeds the number of places available. Where applicants within any one interview score are to be ranked according to their GAMSAT score, those applicants with a research qualification (Honours 1 or Honours 2, Master’s by research or PhD) will be ranked first.

Successful applicants will be required to confirm their acceptance by a predetermined date and extensions will not be permitted. Deferments will not normally be possible, other than for those applicants who wish to complete a higher degree or honours year.

Equity issues

The Faculty of Dentistry will ensure that access to the USydDP is equitable and, in addition, is assured that ACER has appropriate systems to determine that GAMSAT is 'relevant, fair, valid and reliable' (ref: GAMSAT Information Booklet).

Applicants in special categories

Indigenous Australian applicants

(In addition to those who qualify for consideration according to the criteria set out above) the Faculty of Dentistry will annually offer a number of places to Aboriginal or Torres Strait Island people. Applicants in this category will be required to achieve a minimum score of 45 in each of the three sections of GAMSAT. They will be expected to achieve a satisfactory interview ranking, and interview panels for such applicants will include a trained interviewer from, or nominated by the University Equity Advisory Committee.

Transfers

Students wishing to transfer from other dental schools will only be considered if they fulfil the entry requirements detailed in this policy.

International applicants

GAMSAT test centres are located at a number of international locations and interview opportunities will be determined according to market demand. International candidates may apply for admission with internationally recognised health admission test scores (e.g. United States Dental Admissions Test (DAT), North American Medical College Admission Test (MCAT), Canadian Dental Aptitude Test (DAT)) at the discretion of the Admissions Committee.

Admissions Committee

The Faculty of Dentistry Admissions Committee will:

• implement the faculty's admissions policy
• provide to faculty an annual report on admissions
• undertake a regular evaluation of admissions procedures.

Applicants to the Bachelor of Dentistry should also refer to the relevant University of Sydney policies.

Goals of the Bachelor of Dentistry

Rationale for change

The roles of the dentist have substantially changed over recent years, requiring a review of their educational needs. Particular influences have included: the ageing of the population with an increase in chronic and multi-system illness associated with increasingly complex pharmacological management; effective oral health preventive measures; a recognition of the importance of sensitive communication; rapid advances in biomedical and genetic research; new dental technologies and materials; and the increasing applications of information technology to interpersonal communication, the recording and management of data, access to information, and to evidence-based practice.

Goals for the program

At the end of the Bachelor of Dentistry, graduates will demonstrate:

General and diagnostic

• an understanding of normal and abnormal human structure, function and behaviour, with a particular emphasis on oral health and disease
• rigorous clinical reasoning and the application of evidence to the recognition, diagnosis and management of oral disease and disability or dysfunction
• the ability to relate clinical and scientific data to dental and related medical conditions
• in consultation with other relevant health professionals, the capacity to relate aspects of the general health of individual patients to their oral health, disease and management
• a respect for ethical values, confidentiality, patients’ autonomy and the need for effective communication so that appropriate education is offered and informed decisions are made
• skilled and sensitive interviewing of patients, families and 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 explanations appropriate for patients and for fellow professionals.

Management

• the knowledge and skills to deliver basic, effective dental care in a general practice setting and to continue to develop clinical skills
• the skills to plan and manage common dental conditions and to recognise the need for appropriate referral
• familiarity with the roles of different dental and medical specialties and the capacity to undertake further clinical or scientific training
• the ability to recognise and respond to common life-threatening medical emergencies.

Personal

• familiarity with the use and applications of information technology, including: effective communication; the gathering, recording, organising and analysis of information; accessing databases including library resources; identifying and using the best evidence for decision-making
  cooperative teamwork in professional practice, accepting leadership as appropriate
  a recognition of the contributions of basic and clinical research to clinical practice
  a commitment to ongoing learning throughout professional life
  reflection in practice and the capacity to identify the limits of personal competence and knowledge.

Community

• an understanding of social and environmental factors affecting the maintenance of oral health and the roles of health promotion, disease or injury prevention, early intervention and longer-term management of disease and disability
• an appreciation of the synergies and tensions between individual patient care and the needs of the whole community for dental services
• the ability to recognise dental issues of concern to the community and to contribute constructively to relevant public debate.

Basis for curriculum design

Important guiding principles were articulated to guide the developments so as to ensure that core values are incorporated and that both generic skills defined by the University of Sydney and specific dental and broad clinical skills are supported:

• the curriculum and assessments are planned within a theme structure that extends throughout the four years in order to meet the agreed goals
• effective communication, clinical reasoning and deep learning are encouraged throughout;
• cooperation and interaction in groups and teams is essential
• the skills of accessing information and using the best evidence in practice are introduced and developed
• dental and relevant medical clinical skills are developed from the beginning
• integration of knowledge and the progressive development of skills are supported by clinical problem-based or case-based approaches in the context of total patient care
• information technology is used throughout
• students will be exposed to a range of clinical experiences in different settings and some elective activities
• opportunities are provided for all students to be exposed to a culture of research, and where possible for interested students to engage in meaningful research projects including an intercalated PhD program
• the assessment system focuses on on-going progressive learning and is designed to encourage self-direction and self-assessment as bases for life-long learning and for ethical and rewarding professional practice
• assessments – as authentic, valid and reliable as possible – are designed: formatively to support learning, provide feedback to students and staff; and summatively to ensure that appropriate standards are reached
• evaluation by students and staff is used both for ongoing personal development and for evolutionary development of the curriculum.

Themes of the curriculum: a new framework for integration

Three themes extend throughout the four years of the Bachelor of Dentistry. The themes provide the framework for the goals of the program, the development of the curriculum and for assessment; students will be expected to demonstrate satisfactory performance in all themes.

Life Sciences

(The underlying biomedical and clinical sciences to ensure an understanding of the mechanisms of health and disease)

The Life Sciences theme will be emphasised in the first two years although new knowledge will be added throughout the program. The focus of the integrated learning will be the study of clinical problems throughout which stimulate the acquisition of progressive understanding, reasoning and application of knowledge.

Total Patient Care

(The necessary communication and reasoning skills for effective dental diagnosis as well as the clinical understanding and technical skills to manage the care of the patient with common and important dental conditions)

The theme includes distinct elements within the domains of knowledge and skills designed to meet specific competencies. Initially the skills will be developed in laboratories and clinics in a new fundamental, case-based strand (Foundations of Total Patient Care) in Years 1 and 2. The learning actives throughout are designed to develop the appropriate communication and technical skills for effective dental diagnosis and care for the whole patient.

Dental students will also have some regular opportunities in clinical settings to interact with patients who have medical problems, in order to enhance their clinical knowledge and skills and to help them apply their integrated learning.

Personal & Professional Development and Dentist & Community (PPD/DC)

(The necessary personal and professional skills for effective and rewarding practice, including ethical behaviours, productive teamwork, evidence-based decision-making, self-evaluation and life-long learning)

Students will be introduced to issues of professional and ethical behaviours and they will be encouraged and supported as they develop personal skills. The management of time and aspects of professional practice will be included. The assessment system for the theme is designed to encourage reflection and self-evaluation and the criteria include attendance at compulsory sessions (problem-based tutorials which depend on group participation, clinical activities involving patients); participation in interactive sessions; ethical and professional behaviours.

(The place of dentistry in health care, interactions with the community and dental public health issues)

The theme will introduce students to the unique role of dentistry amongst the health professions in the community, as well as issues of prevalence, epidemiology and the impact of dental disease and disability in the community. Oral health, preventative dentistry and health promotion are included from the first week.

Outline of the curriculum

The theme structure ensures that the students' knowledge and skills develop and build systematically over the four years in explicit domains. A further implication is that the learning is thoroughly integrated between disciplines within each theme. Indeed, particularly as the curriculum unfolds over the four years, the boundaries between themes progressively blur. The relative contributions of the themes vary at different stages of the curriculum, with an initial focus on life science and early clinical experience. Then follows a growing emphasis on clinical dental knowledge, skills and judgement. Students will progress educationally from lower order (reporting, describing) to higher order skills (analysing, evaluating and synthesising).

In Years 1 and 2, dental students will study the biomedical sciences and some aspects of clinical medicine as illustrated below. Many activities in Blocks 1–8A and 9 (see below) will be shared with medical students. Block 8B focuses on oral issues and will be specific for dental students. Years 3 and 4 focus on clinical work, with specific learning activities including problem-based learning, advanced life sciences, and an increasing emphasis on professional practice. Year 3 will commence with intensive skills development, and students will work as members of clinical teams largely at the Westmead Centre for Oral Health. In Year 4, students will be offered placements in a variety of dental and hospital settings, including rural. An elective period in the middle of the year will encourage students to follow their own particular interests in dentistry. The year will finish with a Conference week at which students will formally report on elective, clinical and research experiences.

Teaching and learning strategies

Years 1 and 2

Problem-based learning

The core of the students’ learning is problem-based learning (PBL) which extends throughout the program. In the first two years, the PBL tutorials are designed to develop the students' clinical reasoning abilities, to enhance their skills in working in groups and to introduce many relevant aspects of the content knowledge and skills within the four themes in an integrated fashion. Each week, students are introduced to a clinical problem (usually relating to a particular patient) and the process of thinking through the problem provides the core of the week's activities. PBL tutors act as facilitators of the reasoning process rather than subject experts. Attendance at the problem-based (PBL) tutorials is required of all students.

Self-directed learning

During the first two years, students are helped to develop their skills in locating and acquiring information after defining the learning topics in the PBL tutorials. Summaries of topics are provided in the early blocks, together with reading lists, keywords and indications of other sources (including museums and computer-based resources). By the time of entry into third year, students are increasingly independent in their capacity to direct their learning and to locate essential information.

Information technology in the Bachelor of Dentistry

Medical practice is increasingly dependent on the efficient and effective use of computers. Students become comfortable with the technology from the start of the program; they have access to networked computers in tutorial rooms, practical classrooms, study rooms, the library and in the clinical schools. Materials for the problems, including introductory triggers, laboratory data, images, electronic articles and other learning resources are presented on the faculty's educational Intranet. Students have access to websites world-wide and to databases, including bibliographic ones, as well as computer-based educational programs and texts. Students are encouraged to be selective in their use of such resources and to contribute to the processes of evaluating them. In addition, summaries of lectures and classes are provided on the website, together with self-assessment questions to test the understanding of important concepts. Students and staff have access to bulletins and email. Extensive evaluation characterises the program, usually managed electronically.

Other learning activities

Up to five lectures in a week provide a broader context for the detailed learning and will provide background understanding to assist in the resolution of the weekly problem. Sessions are offered by each theme and reading matter may be recommended for preparation beforehand. Basic and Clinical Sciences sessions usually offer opportunities to gain hands-on practical experience and to learn from images, models, slides and museum or dissected specimens. Attendance at these lectures and theme sessions is at the discretion of students, based on their prior experiences and learning needs. In the Personal and Professional Development/Dentist and Community theme, sessions are interactive, encouraging debate, and are presented in a variety of formats. Sessions are diverse, including aspects of personal development, evidence-based medicine, ethics and medical humanities. Attendance at these sessions and at clinical tutorials is a course requirement.

Evidence-based medicine

There is a major focus on the critical appraisal of evidence to underpin medical decision-making. From the start, students learn the skills of searching, identifying and appraising the literature. In later years, they apply the skills learned in making clinical decisions on the diagnosis and management of individual patients with whom they interact.

Clinical schools

The weekly program in the clinical schools (except Canberra) introduces students to the generic skills of communication in a clinical setting with patients, relatives and health professionals involved in their care as well as specific history-taking, observation and physical examination in the system being studied each week.

There are opportunities to practise and to gain experience with access not only to a wide range of patients but also to clinical skills centres in each clinical school. By the end of the second year, students will be starting to integrate knowledge and skills as they communicate with and examine patients.

Blocks 4 (Haematology, first year) and 9 (Cancer, second year) are taught entirely in the clinical schools, including Canberra. This arrangement will allow students two sets of five weeks of immersion in a clinical setting, providing the opportunity for significant development in clinical skills. PBL tutorials, lectures and theme sessions are provided in each clinical school. Computer-based materials are available through the website.

Options

In the first two years, students are offered the opportunity to extend the range and depth of their learning by enrolling in one option. Options are varied and include seminar programs, small projects of various types including research, skills-based programs for small groups (e.g. dissection), education-related projects (e.g. developing computer-based materials or undertaking an evaluative study). Many are generated by students themselves, but others are offered by staff. A list of possible options is provided, inviting students to indicate their interest.

Years 3 and 4

Problem-based learning

A modified form of problem-based learning will be continued in Years 3 and 4, supported by a web-based clinical reasoning guide.

Seminars, lectures, other sessions

Sessions designed by each of the themes will support the students’ learning as their clinical skills and experience develop.

Clinical placements

Students will be placed under supervision in dental clinics, surgical and emergency settings, hospital and community locations as their skills increase. Rural experience will be offered.

Elective

Students will have the opportunity in Year 4 to undertake activities in clinical settings in Australia or overseas, in research laboratories or in the community. They will prepare a learning contract in association with a supervisor and will be required to demonstrate that they have met their goals.