Computer Title – Doc 1 template for Degree · Web viewUNIVERSITY OF KENT Programme...

UNIVERSITY OF KENT

Programme Specification

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she passes the programme. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found either by following the links provided or in the programme handbook. The accuracy of the information contained in this specification is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

BSc Primary Dental Care

1. Awarding Institution/Body University of Kent2. Teaching Institution CPP – Division of Dentistry3. Teaching Site Medway Campus 4. Programme accredited by:5. Final Award BSc (Hons) in Primary Dental Care6. Programme Primary Dental Care 7. UCAS Code (or other code) Not Known8. Relevant QAA subject

benchmarking group(s)The Framework for Higher Education Qualifications in England, Wales and Northern Ireland

9. Date of production/revision May 201010. Applicable cohort(s) 2010/201111. Educational Aims of the ProgrammeThe programme aims to: Provide a high quality, structured, undergraduate academic programme of study that meets the needs of Primary Dental Care (PDC) and benefit patients, both locally and nationally.

1. Provide a programme of study that is flexible in meeting the needs of a diverse student group, equipping them for a sustainable and enduring career within PDC.

2. Facilitate an ethos of academic understanding; demonstrating the capacity for reflection, inter professional learning, lifelong learning and continuing professional development, therein improving the quality of patient care.

3. Develop critical, analytical, evaluation and audit skills through the appraisal of evidence and best practice through a variety of learning and assessment formats.

4. Develop the principle of whole team dentistry: leadership, inter professional and collaborative working within the bounds of ethical frameworks and professional capabilities to promote health and enhance the quality of patient care.

5. Develop general and specific skills and attitudes which will drive and respond to changes and developments in the evolving role of the Dental Care Professional (DCP).

6. To develop understanding of governmental and organisational structures and the strategies and policies which effect health and PDC, nationally and internationally.

7. Develop knowledge and understanding of PDC in the context of selected aspects of social, economic, cultural and environmental influences, including health inequalities and effects on patient’s oral health.

8. To develop knowledge and understanding of appropriate sources of reference material necessary to enable the DCP to effectively use current

1

research, evidence based practice and scholarship relevant to dentistry.9. To provide DCP with the presentation, literature and project management and

research skills necessary for them to produce assignments which critically evaluate evidence with regards to ethics, methodology, feasibility, implementation and outcomes?

10. To facilitate DCP credibility through professional and academic development so as to positively influence patients’ attitudes with regards to the contribution they make; and therein raises standards in the provision of oral health care.

11. To provide selected extended aspects of clinical dental theory and PDC practice relevant to the role of DCPs working within the scope of practice and an ethical framework.

12. Programme OutcomesThe programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas. Knowledge and Understanding Teaching/learning and

assessment methods and strategies used to enable outcomes to be achieved and demonstrated

A. Knowledge and Understanding of:1. Effective lifelong learning as it supports Dental Care Professional (DCP) professional development within Primary Dental Care (PDC).

Teaching and Learning:All students on this programme will be professionals and adult learners and teaching methods are designed to support particular modes of learning with emphasis on the application of theory to professionally related problems. To facilitate this, active participation from the students will be encouraged throughout the programme. Methods employed to develop knowledge and understanding includes: tutor led-seminars, student presentations, peer review and action learning sets, problem-based scenario, case studies, electronic based blended learning and work based learning

Assessment:Formal summative assessment will be based on a combination of written essay or report style assignments, portfolios’ of work-based evidence, student maintained electronic Personal Development Portfolio of evidence and a journal to demonstrate the application of reflective practice.

Informal formative assessment will be based on presentations, peer review, action learning sets and electronic multiple choice and case

2. Selected learning and development theory, as related to the continuous professional development of dental care professionals and applicability to raising professional and patient treatment standards within PDC.3. The principles of reflective practice and application within the PDC setting.4. The scientific basis of dentistry including; appropriate aspects of biomedical science, the mechanism of knowledge acquisition, scientific methods and evaluation of evidence.5. Selected leadership and teamwork theory as related to the evolving and developing roles of the PDC team; as applicable to raising patient treatment standards within PDC.6. The principles and importance of evidenced based PDC practice supported through professional literature, research methods, interpretation and analysis of epidemiological data and it’s applicability to raising professional practice within PDC.7. Contemporary practice within core continuing professional development areas and extended duties; defined by General Dental Council (GDC) professional scope of practice. 8. The audit and clinical governance processes and the associated role in the continuous development of quality delivery within PDC. 9. The ethical responsibility involved in

2

participating in clinical investigation, research and development of clinical procedures.

study assessments.

10. Sociological, economic, political, environmental, cultural factors that influence the role of the DCP and the provision of patient treatment standards within a PDC setting.11. Aspects of dental health and social issues which contribute to oral health inequalities and disease. 12. The underpinning principles of health, health promotion, disease prevention, care and the control of cross-infection for general and specific patient groups that present in PDC. 13. The governing and political bodies influencing the structures of the public health services and PDC. 14. An awareness of moral and ethical responsibilities involved in the provision of education and care to individual patients and the population.15. Communication strategies that contribute to the efficacy of patient care and treatment within PDC.16. Selected international oral health care delivery models and the role therein of the DCP.Skills and Other AttributesB. Intellectual Skills: You will have the ability to:

Teaching and Learning:All students on this programme will be professionals and adult learners and teaching methods are designed to support particular modes of learning with emphasis on the application of theory to professionally related problems. To facilitate this, active participation from the students will be encouraged throughout the programme. Methods employed to develop knowledge and understanding, include: tutor led-seminars, student presentations, peer review and action learning sets, problem-based scenario, case studies, electronic based blended learning and work based learning

Assessment:Formal summative assessment will be based on a combination of written essay or report style assignments, portfolios’ of work-based evidence, student maintained electronic Personal Development Portfolio of evidence and a journal to demonstrate the

1. Analyse the impact of sociological, economic, cultural and environmental influences on patient health and subsequent impact on oral health and the provision of PDC.2. Review and evaluate the political and governing structures as they effect the provision of PDC.3. Systematically review the factors that equip the DCP to provide a contemporaneous function within the PDC team.4. Evaluate quantitative and qualitative investigative literature and data and be able to identify the strengths and weakness of different approaches.5. Evaluate and apply data of selected aspects of evidence-based literature within a PDC setting.6. Explore the ethical and legal issues which underpin best practice within DCP practice.7. Process and reflect on personal practice through maintaining an evidence based journal, to demonstrate enhanced personal professional performance.8. Evaluate and apply evidence-based processes and treatment interventions within a

3

Primary Care setting. application of reflective practice.Informal formative assessment will be based on presentations, peer review and action learning sets.

9. Analyse the impact of leadership within the PDC setting and the influences on team working and impact on oral health delivery.10. Evaluate literature and data in order to identify the strengths and weakness of comparative approaches to the delivery of oral health and the role of the DCP internationally.11. Analyse & evaluate organisational strategies and policies; including those related to mentorship, staff development, team collaboration and aspects of business practice.12. Critically evaluate the efficacy of patient communication approaches within PDC.C. Subject-specific Skills: You will have the ability to apply:1. Skills through inter professional DCP learning and reflection in areas of individual DCP expertise.

Learning and Teaching:A range of approaches will be employed to develop subject specific skills. These include practical scenario exercises, case studies, peer review, action learning sets and work based learning appropriate to the developing the skills necessary for sustainable continuous professional development within Dentistry.Assessment:The students will be expected to demonstrate, through the production of a portfolio of evidence and a reflective practice journal, the appropriate application of the knowledge, skills and understanding within a PDC setting.

2. Competence when employing selected theories and concepts related to education and reflective practice within the team provision of PDC.3. Developed ability for self audit and an appreciation of the need to participate in peer review. 4. Continuous Professional Development (CPD), including reflective practice, demonstrating the process of Continuous Professional Education (CPE) and maintenance of high levels of contemporaneous professional knowledge.5. Enhanced professional skills and competence necessary to provide raised standards of patient care in the areas of GDC Core Skills and extended professional duties commensurate with GDC professional scope of practice guidelines. 6. Relevant legislation, GDC regulations and sound ethical practice to raise standards within the PDC setting.7. Developed ability for conducting appraisal, audit and research within a PDC setting. 8. Informed contribution to the general debate on the provision of healthcare to individuals, community and society. 9. Acquired skills, professional attitudes and behaviour that facilitate effective and appropriate interaction with patients and the PDC team. 10. Prepare a research project proposal that is appropriate to the student’s workplace, the study time and other research resources available, that reflects relevant ethical considerations.11. Developed ability to design a research project within a PDC setting for

4

implementation.D. Transferable Skills1. Demonstrate the capacity for autonomous learning and ability to evaluate arguments, assumptions, concepts and data to make informed` judgments.

Teaching/learningTransferable skills are generally incorporated within modules and related to relevant assessments as appropriate.

Examples of strategies include: Written assignment, portfolio of work based evidence, student/tutor lead seminars, maintenance of an electronic reflective journal and maintenance of a personal development portfolio.

2. To access resources and frame appropriate questions to achieve solutions or identify a range of solutions to a dental related problem.3. Communicate with clarity in academic and professional/work settings demonstrating regard to interpersonal skills to both specialist and non-specialist audiences.4. Demonstrate an ability to enhance own learning, performance and competence through the employment of reflective practice, constructive criticism and feedback from others.5. Demonstrate ability to apply interpersonal and self-understanding to working with others in an inter-professional / multidisciplinary setting in order to evaluate own strengths and weaknesses and commitment to lifelong learning and continuous professional and personal self development.6. Demonstrate the ability to research, manage and present material, data and scientific literature through word-processing, computer-based presentation and use of the internet.

13. Programme Structures and Requirements, Levels, Modules, Credits and Awards

The programmes described in this document are delivered on a flexible basis. Students successfully completing Stage 1 of the programme and meeting credit framework requirements who exit after Stage 1 or do not successfully complete Stage 2 will be eligible for the award of the Certificate in Primary Dental Care. Students successfully completing Stage 1 and Stage 2 of the programme and meeting credit framework requirements who exit after Stage 2 or do not successfully complete Stage 3 will be eligible for the award of the Diploma in Primary Dental Care.

The programme described in this document is delivered on a flexible basis. The maximum period of study is six years part-time and the minimum is 3 years. The actual time taken will depend on the intensity of study, which can be varied from year to year. The University’s credit framework assigns each module to one of three ascending levels, Certificate (C), Intermediate (I), and Honours (H). To be eligible for the award of an Honours degree students have to obtain 360 credits, at least 210 of which must be at Level I or above and at least 90 of which must be at Level H. A minimum of 60 credits and maximum of 120 credits may be taken each year.

The overall programme is made up of three stages, each consisting of 120 credits. Each stage is divided into modules that have a value of 15 or 30 credits, where one credit represents approximately 10 hours’ student learning, endeavour and assessment. Each level is to be completed successfully before moving onto the next stage.

Within the Primary Dental Care subject, a 15-credit module (representing 150 hours of learning) will typically include a minimum of 20 hours class time Tutorial support in

5

the context of work based learning includes telephone, email, and on-line learning. A 30-credit module (300 hours of learning) will typically include a minimum of 30 hours class time. The remainder of the programme will be delivered through a blend of work based learning, personal reflection and personal self study. Teaching will primarily be delivered in the forms of tutor and peer lead discussion and study sessions. Both tutors with specialist expertise and those actively working in the field of dentistry will deliver the theoretical input in the form of interactive lectures, seminars and tutorials encouraging the sharing of information and best working practices.

The work based learning element involves study based on the students’ role within the PDC workplace. Students will have the opportunity to assess the nature of their contribution within the workplace via personal journals and professional peer group discussions and apply skills and knowledge to enhance their professional contribution and ultimate ability to raise standards of professional practice within their PDC setting. Students will demonstrate acquisition of the module learning outcomes though assignments and evidence portfolios, based on learning and investigation within a PDC work based setting which is underpinned with theory perspective.

To ensure coherent progression through the various stages of the programme, the order of completion of Modules WL304, WL 510, WL 520 and WL 519 are mandated and outlined in the Stages described below. Participation on the other modules is dependant on availability.

The choice of optional modules will be identified during Module WL304: students will identify the subject specific modules they wish to take and develop their own learning outcomes (referenced to their chosen subject modules) in relation to professional practice within Primary Dental Care.

Personal Development Planning is a programme requirement and a professional requirement for all Dental Care Professional by the regulatory body the General Dental Council and will form an integral part of the programme, commencing at the first stage of study. A Personal Development Plan will be developed by the student with the support of an academic advisor during WL304, and maintained throughout the programme, being regularly reviewed and assessed at the end of each stage of study.

Stage 1The certificate level (C) programme is delivered via a set of four 30 credit modules. The normal pattern of programme delivery consists of a compulsory residential week plus five residential weekends (Friday, Saturday and Sunday) to cover the 30 credit modules; WL304, WL305, WL306 and WL307 and tutorials. WL304 supports the student’s Lifelong Learning agenda and personal development planning and has such must be the first Module completed in the Certificate Stage. The other modules may be completed as offered and available. Students who commence study for the BSc but who cease their studies at this Stage, passing these modules will result in the award of a; Certificate in Primary Dental Care.

Stage 2This intermediate stage (I) is at a level equivalent to second year studies in a conventional full-time degree. The intermediate level (I) normal pattern of programme delivery consists of a compulsory residential week plus residential weekends for each of the Required 30 credit modules; WL 511, WL 509, WL 512 and WL 510 plus the necessary weekends for the Optional modules, plus a final weekend. WL 510 supports and prepares the student for WL 520 module and therefore WL 510 should be completed in the Summer term immediately prior to proceeding into the H stage of the programme. The other modules may be completed as offered and available. Students who commence study for the BSc but who cease their studies at this Stage,

6

passing these modules will result in the award of a Diploma in Primary Dental Care.

Stage 3This higher (H) level of study equates with third year studies in a conventional full-time degree. 120 credits are awarded via core modules comprising of WL 517, WL 518, WL 519 plus the submission of WL 520. In order to ensure maximum academic learning is reflected in the dissertation project, WL 520 should be completed during in the final year of study. WL 519, the personal development portfolio, demonstrates the application of the continued professional development gained within the workplace and achieved throughout the entire programme and therefore should be the final module completed in the programme. The other modules may be completed as offered and available. The higher (H) normal pattern of programme delivery consists of a compulsory residential week plus residential weekends for each of the modules plus a final residential week. Successful completion will lead to the award of BSc in Primary Dental Care.

Example Of A 3 Years Route To AchievementCode Title Level Credits Term(s)Year 1Required Modules: Modules areWL304 Lifelong Learning and the Academic

Dental Care ProfessionalStage 1

30 Autumn

WL306 Development GDC Core Skills for Dental Care Professionals

Stage 1

30 Autumn-Summer

WL305 Critical Appraisal of Dental Health Related Publications

Stage 1

30 Spring

WL307 Introduction to Primary Dental Care in a Social Context

Stage 1

30 Spring -Summer

Exit PointHE Certificate 120 NA

Year 2 - All required modules and optional modulesRequired ModulesWL 512 Oral Health Education in a Social Context Stage

215 Autumn

WL 511 Communication within Primary Dental Care

Stage 2

30 Autumn

WL 509 DCP Mentorship Stage 2

30 Spring

WL 510 Introduction to Research within Primary Dental Care

Stage 2

15 Spring -Summer

Optional Modules (Subject to availability, participation numbers and requirement) 1 x 30 credit module to be chosen.This provides the opportunity for students to take an optional module. Students take a 30 credit module, depending on the requirements of their individual programme of study outlined in their Personal Development Plan and subject to availability.WL513 Law, Ethics and Governance Stage

230 Autumn-

SummerWL 508 Dental Radiography and Quality

AssuranceStage 2

30 Autumn-Summer

WL 514 Diet and Nutrition Stage 2

30 Autumn-Summer

WL 515 Practice Appraisal and Change Management

Stage 2

30 Autumn-Summer

WL 516 Oral Health Education Stage 2

30 Autumn-Summer

Exit PointHE Diploma 120

7

Year 3Required ModulesWL 518 Teamwork, Leadership and Management

within Primary Dental CareStage 3

30 Autumn

WL 517 The DCP Function in an International Primary Dental Care Context

Stage 3

30 Spring

WL 520 Research Dissertation – Advancing Clinical Skills

Stage 3

45 Autumn-Summer

WL 519 Personal Development Portfolio of CPD Stage 3

15 Autumn- Summer

Exit PointBSc Hons in Primary Dental Care 120

Further examples of student programme for 4, 5, and 6 are outlined in Appendix 1.

14. Work-Based LearningWhere relevant to the programme of study, provide details of any work-based learning element, inclusive of employer details, delivery, assessment and support for students.

Work based learning involves following a programme of study based on the students’ role within the Primary Dental Care workplace. With guidance from professional qualified academics acting as mentors, students will have the opportunity to assess the nature of their contribution within their immediate workplace via a personal journal and more general dental professional peer group discussions.

In completing assignments and evidence portfolios, based on what they are learning within a Primary Dental Care work based setting, investigations and how this is underpinned by theory, students will be able to demonstrate acquisition of the module learning outcomes.

By analysing their skills and knowledge students will be able to enhance their contribution within the workplace and increase the overall personal professional contribution to raising standards within their professional practice.

The reflective journal, assignments and evidence based portfolio will form part of the assessment process and be assessed according to the set criteria achieved.

15. Support for Students and their Learning Fixed residential 5 day induction block at the beginning at each Stage/Level. Programme Handbook. Library/skills package and orientation seminar. Student : staff ratio of 25:1. Academic support system providing advice on programme structure,

academic difficulties, progression routes and individual progress. Access to Programme Director who will monitor individual student progress,

provide advice and support on a range of academic and pastoral issues. Flexible support by virtual learner environment and Web CT. Online support by staff and peers via electronic PebblePad, email and online

support material. IT Facilities will be personal and practice based.. Learning Resources: Drill Hall Library, Computing, Unit for the Enhancement

of Learning and Teaching. Central support library facilities such as: Medline, Athens Gateway. Central support services, including a learning resources centre, medical

centre, a Student Union (including its Advice and Information Service), Careers Advisory Service, Counselling Service and Disability Support Unit.

Division of Dentistry’s dedicated web-site including: programme handbook, module descriptions and supporting materials, module assessment details, schemes of work including coursework deadlines, timetables and student/staff

8

liaison information. Personal academic and professional support systems (academic and

professional dental tutors).

16. Entry RouteFor fuller information, please refer to the University prospectus

Mature Applicants: This programme is open to mature applicants. Students will be selected using prior agreed selection criteria to assess suitability for undertaking the programme.

Applicants will be asked to supply 2 supporting references (one from current employer and one personal) indicating academic and personal suitability for the programme of study.

At interview candidates will be asked to comment on any preparation work undertaken in the area of GDC recommend Core professional skills for CPD study, such as completion of FGDP(UK) Key Skills. In addition candidates will be expected to show evidence of the following; ability to cope with the demands of the course, a current and continuous commitment to professional education and development; personal development portfolio.

All candidates should be working in an environment that enables the study and completion of the minimum number of modules.

Candidates must be able to satisfy the minimum general admission requirements, being a qualified Registered DCP having obtained at least an NQF Level 4 qualification. Registered DCP throughout with the GDC.

Access and ability to use computer and broadband: word processor, spreadsheet, presentation packages (eg PowerPoint), Internet and Email is essential.

Any student with a disability sufficient to prevent registration as Dental Care Professional with the national regulatory body, the General Dental Council, would be precluded from this programme of study.

General To encourage inclusion and wider participation we apply APL (Accredited Prior

Learning ) criteria where appropriate. These are based on a demonstration of the candidate that he/she has been credited with modules with learning outcomes, comparable to the above programmes. Plus relevant experience in dental health care.

What does this programme have to offer? An accessible and student-centred approach. A module structure, providing the opportunity to gain credits for individual

modules. A multi-disciplinary, entrepreneurial approach to the team delivery of primary

dental care. A fresh and innovate flexible, work based structured degree programme

specifically for Dental Care Professionals that is consistent with the needs of those emerging professions in terms of academic development.

A programme content that promotes sector specific knowledge and competencies in preparation for entry into a recognised PDC career pathway.

The opportunity to develop both person and professional skills enabling the effective engagement in meeting the patient care needs in a changing primary dental care context.

Access to university resources and specialist academic and professional personnel.

Personal ProfileEssential:

A professionally qualified Dental Care Professional (Dental Nurse, Dental

9

Therapist, Dental Technician, and Dental Hygienist) registered with the General Dental Council.

Employed within a Primary Care Setting. An enquiring approach to professional practice and an established

commitment to continued professional development.. A willingness to acquire the skills necessary to develop theoretically-informed

competent practice.Desirable:

Membership of relevant professional body such as: BADN, BADHT, CDTA or BADT.

Membership of FGDP (UK).

17. Methods for Evaluating and Enhancing the Quality and Standards of Teaching and LearningMechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards

Continuous monitoring of progress and attendance. Peer observation through Mentor groups and Action Learning Sets. Termly Board of Studies Meetings. Annual Monitoring Reports. Student Module Evaluation Forms. External Examiners’ Reports. Periodic Programme Review. Annual Staff Appraisal. Board of Examiners. Reflective Practice.

Committees with responsibility for monitoring and evaluating quality and standards

Kent Institute of Medicine and Health Science/ University of Kent One Board of Studies Meeting per term per academic year. Departmental Learning and Teaching Committee. Faculty of Science, Technology and Medical Studies Learning and Teaching

Board. University Learning and Teaching Board. Programme Approval Sub-Committee of the University Learning and

Teaching Board. External Board of Examiners. Staff/Student Consultative Committee.

Mechanisms for gaining student feedback on the quality of teaching and their learning experience

Staff-student discussions during individual module delivery. Module evaluation forms completed at the end of each module. Feedback gained through tutor and mentor groups. Staff/student Consultative Committees.

Staff Development priorities include: Newly appointed University of Kent staff must fulfil the Postgraduate

Certificate in Higher Education requirements. Annual staff appraisal. Staff Development Courses. Attendance at regular conferences/seminars. Research seminars. Regular formal and informal collaboration in programme development. and

ongoing delivery. Membership of relevant professional/academic bodies. Programme Team Meetings. Health and Safety.

18. Indicators of Quality and Standards10

External Examiners Reports. Student Achievements. QAA Subject Review. Periodic Formative and Summative Assessment. Results of Subject Review. There are no bench mark statements for this course.

The following reference points were used in creating these specifications: Kent Institute of Medicine and Health Sciences Departmental Plan at the

University of Kent. The Framework for Higher Education Qualification in England, Wales and

Northern Ireland. General Dental Councils Curriculum for Professionals Complementary. -

Developing the Dental Team. General Dental Councils, the First Five Years. Department of Health’s Report of the Primary Care Workforce. Department of Health’s Choosing Better Oral Health - An oral health plan for

England. National Workforce Projects – Dental Workforce Resource Pack. Programme of Study for BSc in Applied Professional Practice.

11

APPENDIX 1 TOPOS BSc IN PDCDATED 15 MAY 2008

Example of Routes of 6, 5 and 4 Years

Terms Autumn – Au Spring – Sp Summer - Su

Example Of A 6 Years RouteCode Title Level Credits Term(s)Year 1 and Year 2Required Modules: To allow for adequate Personal Development Planning WL304 must be taken first followedWL304 Lifelong Learning and the Academic


30 Au 1


Stage 1

30 Au 1 or Au 2


Stage 1

30 Sp 1 or Au 2


Stage 1

30 Su 1 or Sp 2


Year 3 and 4 All required modules Required ModulesWL512 Oral Health Education in a Social Context Stage

215 Au 3 or Aug 4

WL511 Communication within Primary Dental Care

Stage 2

30 Au3 or Sp 4

WL509 DCP Mentorship Stage 2

30 Sp 3 or Su 3 or Su 4 or Su 4

WL510 Introduction to Research within Primary Dental Care

Stage 2

15 Su 4


230 Sp 3 or Sp 4

WL508 Dental Radiography and Quality Assurance

Stage 2

30 Sp 3 or Sp 4

WL514 Diet and Nutrition Stage 2

30 Sp 3 or Sp 4

WL515 Practice Appraisal and Change Management

Stage 2

30 Sp 3 or Sp 4

WL516 Oral Health Education Stage 2

30 Sp 3 or Sp 4

Exit PointHE Diploma

120 Sp 3 or Sp 4

Years 5 and 6

Required Modules

WL518 Teamwork, Leadership and Management Stage 30 Au 5 or Sp 6

12

within Primary Dental Care 3WL517 The DCP Function in an International

Primary Dental Care ContextStage 3

30 Sp 5 or Au 6

WL520 Research Dissertation – Advancing Clinical Skills – to be completed over the course of the final year.

Stage 3

45 Au - Su 6

WL519 Personal Development Portfolio of CPD Stage 3

15 Au -Su 6

Exit PointBSc Hons in Primary Dental Care 120 NA

13

Example Of A 5 Years Route

Terms Autum – Au Spring – Sp Summer - Su

Code Title Level Credits Term(s)Year 1 Required Modules: To allow for adequate Personal Development Planning WL304 must be taken first followedWL304 Lifelong Learning and the Academic


30 Au 1


Stage 1

30 Au 1


Stage 1

30 Sp 1


Stage 1

30 Su 1



215 Au 3


Stage 2

30 Au3 or Sp 4




Stage 2

15 Su 4


230 Sp 3 or Sp 4


Stage 2

30 Sp 3 or Sp 4


30 Sp 3 or Sp 4


Stage 2

30 Sp 3 or Sp 4


30 Sp 3 or Sp 4


120 Sp 3 or Sp 4

Year 4 and 5

Required Modules

WL518 Teamwork, Leadership and Management within Primary Dental Care

Stage 3

30 Au 4 or Sp 5

WL517 The DCP Function in an International Primary Dental Care Context

Stage 3

30 Sp 4 or Au 5

14


Stage 3

45 Au - Su 5


15 Au - Su 5


15

Example Of A 4 Years Route

Terms Autum – Au Spring – Sp Summer - Su

Code Title Level Credits Term(s)Year 1 Required Modules: To allow for adequate Personal Development Planning WL304 must be taken first followedWL304 Lifelong Learning and the Academic


30 Au 1


Stage 1

30 Au 1


Stage 1

30 Sp 1


Stage 1

30 Su 1



215 Au 3


Stage 2

30 Au3 or Sp 4




Stage 2

15 Su 4

Optional Modules (Subject to availability, participation numbers and requirement) 1 x 30 credit module to be chosen.This provides the opportunity for students to take an optional module. Students take a 30 credit module, depending on the requirements of their individual programme of study outlined in their Personal Development Plan.WL513 Law, Ethics and Governance Stage

230 Sp 3 or Sp 4


Stage 2

30 Sp 3 or Sp 4


30 Sp 3 or Sp 4


Stage 2

30 Sp 3 or Sp 4


30 Sp 3 or Sp 4


120 Sp 3 or Sp 4

Year 4

Required Modules

WL518 Teamwork, Leadership and Management within Primary Dental Care

Stage 3

30 Au 5

WL517 The DCP Function in an International Primary Dental Care Context

Stage 3

30 Sp 5

16


Stage 3

45 Au 6


15 Su 6


17

Level One Certificate

Level Two DiplomaCore Modules

Level Two DiplomaOptional Modules

Level ThreeHonours

WL3

04

WL3

05

WL3

07

WL3

06

WL5

12

WL5

11

WL5

09

WL5

10

WL5

13

WL5

08

WL5

14

WL5

15

WL5

16

WL5

18

WL5

17

WL5

20

WL5

19

A Knowledge Evidence:A1. X X X X X

A2. X X X X XX

A3. X X X X X X XA4. X X X XA5. X X X X X XA6. X X X X X X X X X X

A7. X X X XA8. X X X X XA9. X X X X XA10. X X X X X XA11. X X X X X XA12. X X X X X XA13. X X X X X X X X XA14. X X X X X X

18




Level ThreeHonours

WL3

04

WL3

05

WL3

07

WL3

06

WL5

12

WL5

11

WL5

09

WL5

10

WL5

13

WL5

08

WL5

14

WL5

15

WL5

16

WL5

18

WL5

17

WL5

20

WL5

19

A15. X X X X X X

A16. X XB Intellectual SkillB1. X X X X X XB2. X X X X X X X XB3. X X X X X X XB4. X X X X X XB5. X X X X X X X X XB6. X X X X X X X XB7. X X X X X X X X X X X X XB8. X X X X X X X X XB9. X X X X XB10. X XB11. X X X X X

B12. X X X XC Subject-specific skillsC1 X X X X X X X X X

19




Level ThreeHonours

WL3

04

WL3

05

WL3

07

WL3

06

WL5

12

WL5

11

WL5

09

WL5

10

WL5

13

WL5

08

WL5

14

WL5

15

WL5

16

WL5

18

WL5

17

WL5

20

WL5

19

C2. X X X X X X X XC3. X X X X X X XC4. X X X X X X X XC5. X X X X XC6. X X X X X X X XC7. X X X X X XC8. X X X X X XC9. X X X X X X X X X X XC10. X XC11. X X

D Transferable SkillsD1. X X X X X X X X X X X X XD2. X X X X X X X X XD3. X X X X X X X X X X X X XD4. X X X X X X X X X X XD5. X X X X X X X X XD6. X X X X X X X X X X X X

20

Computer Title – Doc 1 template for Degree · Web viewUNIVERSITY OF KENT Programme...

Documents

Transcript of Computer Title – Doc 1 template for Degree · Web viewUNIVERSITY OF KENT Programme...