Course Summary

This innovative and dynamic course is ideal for dental professionals who are engaged in education or training in either primary or secondary dental care settings. You may teach dental students or courses related to dentistry, such as those aimed at dental nurses, therapists and hygienists for example.

The practice-based approach of the course is designed to address the various needs of students who are new to dental education and training and also those who have more experience. It offers a flexible structure with clear pathways to higher awards (PgDip and MA in Medical Education) as well as the opportunity to explore standalone units for your Continuing Professional Development.

In addition to an established team of dental, medical and healthcare educators, you will receive additional input from visiting experts who make regular contributions to study days, masterclasses and online learning.

This part-time course provides flexible opportunities for learning including study days, workshops, masterclasses and remote, online study.

Why choose this course?

This course is designed to support the practice and enhance the career opportunities of people who wish to develop educational or educational leadership roles within dentistry.

During the course you will:

• Enjoy the flexibility of study days combined with supported online learning
• Benefit from the interdisciplinary national and regional experience of the team members who have all worked in advisory and consultancy roles in medical and healthcare education, for professional bodies and other organisations
• Focus on the development of dental educators for staff working in NHS, HEI and private sector contexts

Areas of study you may cover on this course include:

• Dental education in practice, focusing on aspects of dental teaching including tutorials, supervision and chairside teaching
• Observation of teaching in your workplace
• Contemporary educational perspectives, including the ways in which theories of learning influence our teaching, learning and assessment practices
• Workplace-based learning, including a contemporary analysis of workplace-based learning and assessment and how to enhance their effectiveness

PCDEC

Assessment

The assessment strategy for the Course has been developed to ensure: mapping against learning outcomes and University of Bedfordshire Level M descriptors; appropriate alignment with learning and teaching methods used; relevance and application to workplace based activity of participants; development of a wide range of dental educator skills and relevant transferable skills (see section 7).

The assessment strategy is designed to incorporate both assessment of learning and assessment for learning elements and includes both formative and summative methods. Formative assessment is through the submission of drafts in both units. In summary, the assessment methods across all Units are as follows:

• Dental Education in Practice (30 credits) CORE [or Dental Education in Practice (Distance version)]


• Observation of teaching report (30%)


• Teaching portfolio (70%)


• Contemporary Educational Perspectives (30 credits) OPTION


• Individual Report (30%) based upon `educational big thinkers wiki work


• Academic paper (70%) reviewing / critiquing application of an educational theory in professional context


• Workplace Based Learning (30 credits) OPTION


• Literature Review (40%) based on literature compendium wiki work


• Case Study (60%) Focussed on critiquing and enhancing workplace based learning in their own context

Course Learning Outcomes

Upon successful completion of this course, you should be able to:

1. The skills, attitudes and practices of a competent dental educator, including an awareness of personal responsibility and professional codes of conduct as is appropriate to your practice in complex and often unpredictable environments.

2. A capacity to independently evaluate relevant research, scholarship and practice in dental education and training including the ability to synthesise information from a range of sources and the capacity to deal with complexity, contradictions and gaps in the current evidence base.

3. A systematic understanding of the wide range of learning, teaching and assessment methods used across all levels of dental education and training and be able to selectively and effectively use these in practice.

4. A capacity to critically appraise both your own and others practice as dental educators and an ability to identify and address your emerging development needs through independent and / or collaborative activity.

5. Recognition of your current and potential capabilities as an educational innovator, by developing develop constructive and reflective learning, teaching and working relationships with colleagues, trainees and other learners.

External Benchmarking

QAA Generic Framework for higher Education Qualifications in England, Scotland and Northern Ireland (there are no subject benchmarks at this level).

HEA Accreditation (Fellowship).

Educational Aims

This Course is concerned with the contemporary practice of dental education in both Higher and Professional Education contexts though with a focus on practice based contexts. The Course recognises the diverse educational roles and responsibilities of those involved in the design, delivery and evaluation of dental education and is designed to meet the development needs of both those new to dental education and those with considerable experience.

This Course provides you with a sound theoretical underpinning to the practice of dental education in its contemporary policy, professional and practice contexts. It aims to foster the development of a full range of dental educator skills and provides opportunities for you to engage in a range of work related professional development activity. Uniquely, this Course includes a focus on dental contexts as a site for learning and development, particularly chair-side teaching and the development of learners using supervisory skills and dentally specific assessment tools.

There are opportunities to progress your skills in educational leadership within dentistry, medicine and healthcare and the opportunity to undertake an educational research or educational development project within dental education, medicine or healthcare.

Specifically, this Certificate - level Course aims to:

• Position dental education in both historical and contemporary theoretical, policy and professional contexts


• Enable students to adopt a critical, analytical and reflective stance towards dental education and its practice


• Support the development of dental educator skills in relation to both Higher Education and Professional Education contexts


• Develop transferable skills as detailed in section 7


• Promote students critical self awareness and reflexivity in relation to the practice of dental education and their current and / or future educational supervision roles


• Foster creativity, innovation and ethical practice in educational inquiry, development and leadership within dentistry and the dental care professions

Student support

Support will be offered by a range of means including contact with the Pathway co-ordinator, with Unit Leads, with personal tutors and the students own peer groups. All students will have a named personal tutor who will guide their academic progress throughout the course. Students who might be at risk are identified early on and offered support. The significance of the personal tutor role and the students part in the development of a supportive relationship during the programme will be underscored in the initial induction. Those participants who require extra advice and guidance on developing their academic skills will be referred to the PAD facility through BREO. Additional support with new technologies will be provided at induction and through dedicated tutorial activity clearly signposted in BREO. All students will receive a handout detailing ways of accessing and navigating BREO sites.

Team working

The Dental Education in Practice unit engages you in peer observation of each others teaching with feedback. The Contemporary Educational Perspectives unit provides an opportunity to develop a group wiki. Throughout the Course, students are expected to work collaboratively, in both face to face sessions (e.g. in small group work, problem based learning, action learning sets) and in the online environment (e.g. peer group discussions). Students are also expected to provide peer support and will have opportunities to observe each others practice and offer feedback on formative assignments.

Career Management Skills

The identification of your strengths and interests as a teacher and educator in dental education will be encouraged through personal reflection and peer / tutor feedback. Your emerging profile as a dental educator will allow you to judge yourself against the standards set out by the Higher Education Academy and COPDEND.

Career/Further study opportunities

Career:

Designed to develop the skills and practices of those who wish to develop and enhance their educational role in Dentistry or Dental Care Professions.

Further study:

Progression to PG Dip in Medical Education and MA in Medical Education.

Entry

Additional:

This postgraduate course is open to individuals who have a first degree (or equivalent qualification or experience) in dentistry, dental nursing and allied dental professions. It may also be available to those from other backgrounds (e.g. healthcare managers and educational developers) who wish to develop their knowledge of education, training and leadership in the context of dentistry.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

The Course aims to model best practice in learning, teaching and assessment and draws upon a wide range of established and innovative approaches to learner support and development. This includes a combination of face-to-face and online learning approaches. In particular the Course will include:

• An experiential element wide range of learning and teaching methods including small group work, action learning sets, role rehearsal, micro-teaching and presentations, problem based learning, significant event and critical incident analysis, individual and group work


• Independent study including individual and group work, peer discussions, use of a reflective diary, use of online resources (such as the Universitys Virtual Learning Environment (BREO), online / remote access to the Universitys learning resources and other online resources


• Study days to foster the development of dental educator skills both generic (e.g. lecturing in dentistry) and discipline specific (teaching in a skills centre / in simulation) - with opportunities to elect from those run by BHPMS and those offered by the Deanery and / or Royal Colleges

The teaching methods are carefully aligned to the learning outcomes to promote your engagement with those outcomes. The range of assessment methods is also closely aligned to learning and teaching methods and including choices linked to the development of educator skills and relevance to your workplace activity see section 6 for more detail.

Professional, Statutory and Regulatory Body Accreditation

Higher Education Academy

Students with disabilities

The course is designed with SENDA guidelines in mind. The combination of face-to-face and online resources enables a flexible approach that aims to be learner-centred. Where individual support needs are identified, the Course Team will work with others within the University to ensure that student needs are addressed.

Skills Development

Communication

To help with the development of this you will:

Further enhance your communication skills as they are seen as being core to effective practice as a dental educator and will be fostered throughout the Course. Written communication skills are explicitly addressed in all units and include writing for a broad range of academic purposes including: reflective narratives, individual report and academic paper. Oral presentation skills are explicitly addressed in Dental Education in Practice (through teaching observation) and in verbal presentations in either Contemporary Educational Perspectives or Work Based Learning.

Information Literacy

To help with the development of this you will:

You will learn how to work in an online environment both independently and collaboratively. This will include opportunities to develop virtual presentations and to e-moderate discussion groups. You are encouraged to maintain a reflective journal in a private blog space (within the VLE) for all units. You will develop a group WiKi in the Contemporary Educational Perspectives Unit.

Research and Evaluation

To help with the development of this you will:

Learn how to reflect on and judge your own and others teaching through peer observation. Each unit requires you to consider how we can respond constructively and reflexively to student feedback modifying your teacher performance as you progress. Critical self reflection is seen as an important tool in the development of teacher craft and personal insight. The two units will also require you to engage with an educational literature and accessing this in ways that cross the boundaries between dental, medical and general education will be an essential skill.

Creativity and Critical Thinking

To help with the development of this you will:

Be expected to adopt a creative and problem orientation approach to your studies. A number of the learning and teaching methods used (such as PBL, critical incident analysis and reflective portfolio) actively encourage such approaches. The planning of teaching and delivery of micro and other teaching sessions are viewed as creative acts as well as technical performances. Time management skills along with an ability to identify and address learning needs are integral to successful completion of the Course. Critical thinking will be explicitly required in the development of a reflective narrative and active engagement with the way that theories of learning inform your and wider practice.

Improving learning and performance

The overall emphasis of this Course is on the recognition of your current and future capabilities as dental educators and finding ways to appropriately address personal, professional and development needs. Each of the Units requires you to critically appraise your own capabilities and consider your future development. Both Units encourage participants to tailor assessment requirements to their own development needs. The Course includes feedback from a range of sources, both written and verbal, ongoing and end point. The Course aims to develop the ability to reflect upon performance and modify in light of insight gained. Learning and teaching methods (such as significant event analysis, use of a reflective diary) and assessment methods (such as the teaching portfolio and reflective portfolio) foster the development of these skills.

Progress files

You will be asked to keep an on going log of your teaching activity through your reflections on BREO. These will constitute a record of activity which can then be incorporated into your reflective narratives. This will, in draft and summative form, represent your engagement with the units and the way in which you have developed as teacher and educator.

Professional standards

You will be required to locate and demonstrate your competence and knowledge as a teacher in ways that are consistent with the professional standards required of practising dentists and dental care professionals.

http://www.gdcuk.org/News+publications+and+events/Publications/Guidance+documents/Standards+for+dental+professionals.htm

You should additionally recognise that committing specific academic offences such as plagiarism which may be reportable under section 6 of those standards. This course is additionally recognised by the Higher Education Academy through an alignment with the UK Professional Standards Framework.

(http://www.heacademy.ac.uk/ourwork/supportingindividuals/professionalrecognition giving participants recognition as Fellows of the Higher Education Academy).

Strategy for developing and embedding the professional standards

HEA accreditation was achieved in June 2009. You will have the implications of HEA recognition as a Fellow explained during the course induction. Further references will be made to the standards will be made in subsequent sessions. Issues of probity will also be addressed at this time.