DENT 7274A - Specialist Clinical Special Needs Dentistry III Part 1
North Terrace Campus - Semester 1 - 2025
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General Course Information
Course Details
Course Code DENT 7274A Course Specialist Clinical Special Needs Dentistry III Part 1 Coordinating Unit Dental Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Contact Up to 19 hours per week Available for Study Abroad and Exchange N Prerequisites DENT 7273A and DENT 7273B Restrictions Doctor of Clinical Dentistry only Assessment Clinical assessment, Seminar presentations Course Staff
Course Coordinator: Ms Sharon Liberali
Program Director
A/Professor Sharon Liberali (Special Needs Specialist)
Academic Staff
A/Professor James Dudley (Prosthodontist)
A/Professor Paul Sambrook (Oral & Maxillofacial Surgeon)
A/Professor Sushil Kaur (Periodontist)
A/Professor Maurice Meade (Orthodontist)
Professor Giampiero Rossi-Fedele (Endodontist)
Professor Richard Logan (Oral Pathologist)
Contributing Staff
Dr Keng Yeoh (Specialist, Special Needs Dentistry)
Dr Helen McInnes (Specialist, Special Needs Dentistry)
Specialist Medical Staff of the Royal Adelaide Hospital with conjoint positions at the University of AdelaideCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
The learning outcomes for the year are to provide students with the skills and knowledge to progress into the higher years of the course, developing the necessary advanced clinical skills expected of a specialist in Special Needs Dentistry.
Ultimately, the learning outcome is to provide students with the abilities to practice independent clinical special needs dentistry.1 Demonstration of comprehensive knowledge, and advanced research skills including competency in investigative techniques and technologies relating to one or more disciplines in dental science. 2 Understand and demonstrate professional and ethically-appropriate research principles and workplace behaviours. 3 Critically interpret, evaluate and synthesise understanding of background literature, and critically interpret and evaluate the methodology used and results obtained in a research context. 4 Communicate scientific information including research context, approach, findings and significance clearly and concisely in written and spoken English. 5 Work effectively in teams in small group and research contexts. 6 Work effectively as an individual to plan and deliver outcomes. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1,3 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1, 3 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
3, 4, 5 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1, 2, 3, 4, 5, 6 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
2, 5 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
2, 5 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
1, 3, 4, 6 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
Textbooks, scientific journal, website, Eleanor Harrold Library, University of Adelaide Library, MyUni, access to materials to undertake research, Adelaide Dental Hospital Special Needs Unit, The Queen Elizabeth Special Needs Dental Unit , Royal Adelaide Hospital including Technical Suites, Women’s and Children’s Hospital Dental Unit and Community Dental clinics of SA Dental Service.Recommended Resources
Recommended resources for the course are a high level of commitment and dedication to special needs dentistry.Online Learning
Minimal online learning is applicable to this course. -
Learning & Teaching Activities
Learning & Teaching Modes
The University of Adelaide's postgraduate program in Special Needs Dentistry is a three-year full time course that provides advanced study and training in all areas of this specialty. At the completion of the program Graduates will be prepared for specialty practice in the public and private sector, or academia and research.
The curriculum is conducted over three years (six semesters, two 24 week semesters per year in accord with the University calendar). Postgraduate Students attend the course continuously throughout each year. Typically about two weeks of leave are available during the mid-semester break, as well as the period when the Adelaide Dental Hospital is partially closed over the Christmas/New Year period.
While clinics and research projects continue in the inter-semester breaks, the lecture/seminar program is limited to the semesters.
The structure of the current program is comprised of didactic, clinical and research components, delivered over the three-year full time course of study.
Candidates must attend research seminars, training courses and meetings, coursework seminars, clinical sessions and other relevant courses as required by the Program Director. Candidates will be expected to maintain a logbook of clinical cases treated throughout their candidature that summarises the clinical work performed in the principal subject areas for presentation to the examiners at annual and final clinical examinations.
Candidates must also maintain a logbook of CPD attended and presentations provided and complete research training, specified research activities and a minor research project with a focus on SND.
The program is divided into two principal components:
1. Structured Program
• Research methods, experimental design and ethics
• Indigenous Health and Cultural safety
• Coursework
• Clinical experience
• Professional development
2. Research
• Research training
• Research project
STRUCTURED PROGRAM
Research methods, experimental design and ethics:
A series of on-line lectures that provide an introduction to research literature, research methods, critical thought, management of research data, ethics and other topics that are needed to undertake research training. This course is offered during the first six months of the program and is undertaken by students in all specialist disciplines.
Indigenous Health and Cultural Safety:
All disciplines in the DClinDent program undertake a series of on-line modules and face to face discussions.
Coursework (seminars, lectures, case discussions and other activities)
Course work includes clinical teaching, assigned reading for weekly seminars, student prepared guided assignments/essays, case reports and on-line lectures to enable students to gain knowledge in the areas of patient examination, diagnosis, treatment planning, and management in Special Needs Dentistry, and a range of Special Needs Dentistry techniques. The seminars are conducted in a journal club format with a primary focus on current literature but the foundational evidence base is also incorporated so that topics of interest may be explored in depth.
The list of seminar topics is specifically designed to provide a focus for further guided study using problem based learning to encourage students to develop skills that enable a critical assessment of the evidence base, the clinical practice of Special Needs Dentistry.
Students will also have an opportunity to participate in a range of interdisciplinary seminars with post-graduate students enrolled at the University of Adelaide in other Dental specialty training programs, as well as those enrolled in Medicine and Allied Health programs.
There is also an opportunity to participate in monthly or bi-monthly seminars (8 per academic year) with post-graduate students enrolled in specialist training programs in Special Needs Dentistry at the University of Sydney, University of Queensland and the University of Melbourne.
Clinical Teaching
Clinical experience is provided in the Special Needs Unit, Adelaide Dental Hospital (ADH) under the supervision of staff of the University of Adelaide and SA Dental Service.
Advanced Clinical Practice I, II and III, held in Years 1-3, are the specialist clinical training courses of the DClinDent program in Special Needs Dentistry. These courses have both theoretical and clinical components, and are designed to foster the development of advanced clinical skills in the full scope of Special Needs Dentistry that are required for practice at specialist level. As students gain experience and competence they are expected to manage a wider range of individuals with special needs at a specialist standard, including treatment using oral and nitrous oxide sedation or general anaesthesia as appropriate.
All students are rostered to a minimum of five clinical sessions per week, with interdisciplinary and multidisciplinary patient care forming part of the clinical experience. Students will interface with medical and surgical units of the Royal Adelaide Hospital and The Queen Elizabeth Hospital.
All students are required to participate in one undergraduate clinical teaching session per week and to attend clinical meetings. Students will adopt a holistic approach to the delivery of patient care, and take responsibility for identifying, implementing and monitoring their own learning goals as they work across these different clinical environments. Undertaking clinical work across different facilities is compulsory for successful completion of the program, and an essential part of Special Needs Dentistry.
Professional Development
Participation in continuing education courses The ANZ Academy of Special Needs Dentistry is the representative specialist body for specialists in SND, and therefore postgraduate students (who have a class of membership) are encouraged to become Student Members. Students will be encouraged to attend international SND meetings and, where appropriate, present clinical and research reports at conferences including those organized by the Australian and New Zealand Academy of Special Needs Dentistry (ANZASND), Australian Society of Special Care Dentistry (ASSCID), New Zealand Society of Hospital and Community Dentistry (NZSHCD), International Association of Disability and Oral Health (iADH), and Special Care Dental Association (SCDA).
RESEARCH
Research Training and Research Project
This component of the program is designed to provide training in the developmental and practical elements of biomedical research. It is based on the philosophy of research as the basis of biomedical science. Students will be asked to evaluate published, current and future research as the basis of clinical practice with the expectation of research forming the platform for life-long learning.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The workload model is based on 24 teaching weeks per semester and has an approximately work load of 37.5 hours per week. This is a guide only and will vary depending on topics and the students understanding.
Learning Activities Summary
Clinical Component: 5-6 clinical sessions per week
Seminar/tutorial (Diagnosis, treatment planning and case reviews): 1 per week/semester
Contemporary Didactic Seminars: 1 per week/semester
Didactic seminars are based on the requirements of the Royal Australasian College of Dental Surgeons (RACDS) and also the iADH Special Needs/Care Dentistry postgraduate curriculum document which details 8 key areas required for didactic study and clinical experience:
• The Professional, Political and Ethical Context of Special Care Dentistry
• Impairment, disability and oral health
• Medical sciences related to special needs dentistry
• Psychology related to special Needs dentistry
• Dental public health and oral health promotion
• Oral health care planning and teamwork
• Clinical special needs dentistry
• Research and governanceSpecific Course Requirements
To be advised by course coordinator on commencement. -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Please refer to the Assessment Detail section below.Assessment Related Requirements
To be advised by course coordinator on commencement.Assessment Detail
Formative Review
Students will receive continuous assessment of their clinical work, seminar involvement andpresentations, as well as research progression. Whilst postgraduate students are assessed continuously throughout their training through regular formative review with the convenor and senior specialist clinical staff, the emphasis of the program is on self-motivated and self-directed learning and evaluation.
Formative review is provided through weekly ‘case review’ meetings before and/or after clinical sessions which offers candidates an opportunity to discuss with the Convenor current cases under care. Deficient areas are identified, discussed and remedied together with the postgraduate student.
In addition, feedback is provided to candidates regarding the preparation and presentation of both seminar and journal club topics, as well as for the literature review and research project progression.
Assessment includes an overview of clinical case mix, amount of clinical experience and standard of patient care. Deficient areas are discussed and remedied together with the postgraduate student.In all years, students are assessed on a continuing basis in the conduct of the research project, clinics and seminars. In addition they are expected to complete assignments on aspects of the seminar topics.
Summative Assessment
At the end of Semester 1 for all three years, an overview of each candidate’s clinical casemix, including the amount and variety of clinical experience and standard of patient care delivered, is undertaken through review of all logbooks (clinical and CPD/presentation) and case reports (new and updated).
Logbooks and case report feedback is provided (verbally and via email) with comments or tracked changes on the documents provided.
At the end of Semester 2 in Year 1 and 2, a more formal process is undertaken. Formal written and viva-voce examinations are undertaken annually by internal examiners in October/November.. Students are assessed on clinical competency and casemix, case reports completed and the progression of the research project.
A self-assessed progress report forms the basis of the annual review meeting, in which the candidates progress is discussed as well as expectations for the following year outlined.
The principle of the “achievement” case reports is to ensure a broad range of clinical cases have been managed, detailing treatment provided and supported by current research literature. The reports should include as wide a variety as possible of patients with special needs to reflect the scope of practice of the clinician. The following case selection is recommended, with the expectation that two case reports will be completed each semester, and updated throughout the three year program:
- Dental management of a patient with complex medical condition
- Dental management of a Head & Neck Cancer patient
- Dental management of a patient requiring maxillo-facial prosthodontics
- Dental management of a transplant patient (pre-transplant to post-transplant)
- Dental management of a patient with developmental disability (ideally including invasive treatment under GA and ongoing preventive management)
- Dental management of a patient with mental illness or dental anxiety/phobia
- Dental management of a patient with neuro-degenerative disease
- Dental management of a patient in a Residential Care Facility
- Trauma management of a patient requiring Special Needs Dentistry
- Complex restorative management of a patient requiring Special Needs Dentistry
- Dental management of a patient requiring palliative care
- 1 other (candidate's choice).
Students will complete a comprehensive logbook of patients that will serve as a reference of the relative clinical case mix of patients seen; treatments performed and will aid continual assessment. The registrar logbooks will be audited at the end of each semester. This process will aid in the clinical experience all postgraduate students receive and to ensure that the postgraduate student is exposed to a wide variety of cases. The logbook will also form part of the clinical assessment for each semester and will form part of their overall assessment during their final examination in October / November of the third year.
Evaluations/Peer Assessments
Examination of students by persons external to the University of Adelaide for both oral and written examinations in third year, is the benchmark for competent independent clinical practice. Research is examined at the end of the program by an internal and external examiner. The University requires that all higher degree students complete an exit survey prior to program completion.Submission
Submission of assessments will depend on their type and will be communicated by the course coordinator.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
NOG (No Grade Associated) Grade Description CN Continuing Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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