最新糖心Vlog

Program Director
Associate Professor Sharon Liberali (Special Needs Specialist)

Academic Staff
Professor Lindsay Richards (Prosthodontist)
A/Professor Paul Sambrook (Oral & Maxillofacial Surgeon)
Professor Richard Logan (Oral Pathologist)
Prof Sam Gue (Paediatric Specialist)
Dr Andrew Cheng (Oral & Maxillofacial Surgeon)

Contributing Staff
Dr Mark Gryst (Visiting Consultant/Special Needs Specialist)
Dr Dymphna Cudmore (Clinical Leader/Dentist–Aged Care/SRF)
Dr Mira Holowiecki (Clinical Leader/Dentist – TQEH)
Ms Margie Steffens (Senior SND Hygienist – SRF/Homeless)
Ms Claire McNally (Senior SND Hygienist – Med Compromised)

more information is available on myuni

The learning outcomes for the year are to provide students with the skills and knowledge to progress into the higher years of the course.
1. Development of the necessary advanced clinical skills expected of a specialist in Special Needs Dentistry
2. Appreciation of the scientific basis for successful clinical specialist practice
3. Development of scientific and research methodology relating to clinical specialist practice
4. Development research skills related to clinical specialist practice

Ultimately, the learning outcome is to provide students with the abilities to practice independent clinical special needs dentistry

Textbooks, scientific journal, website, Eleanor Harrold Library, 最新糖心Vlog 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 Theatre complex, Women’s and Children’s Hospital Dental Unit and Community Dental clinics of SA Dental Service.

Recommended resources for the course are a high level of commitment and dedication to special needs dentistry.

Minimal online learning is applicable to this course.

Please refer to MyUni.

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.

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 governance

To be advised by co-ordinator on commencement

Please refer to MyUni.

To be advised by course co-ordinator on commencement.

Formative Review
Postgraduate students are assessed continuously throughout their training through regular formative review with senior teaching and clinical staff however the emphasis of the program is on self motivated learning and evaluation.
Assessment includes an overview of clinical case mix, amount of clinical experience and standard of patient care. Deficient areas are discussed with clinical supervisors 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
Students will receive continuous assessment of their clinical work, assignments, seminar involvement and seminar presentations. Formal barrier, written, viva-voce and clinical examinations will be undertaken at the mid point of the program (end Semester 1, Year 2). Comprehensive written, viva voce and oral examinations conducted by internal and external examiners will be held in October / November of the 3rd year, with the inclusion of an exit interview at the end of this year. Twelve “achievement” case reports selected by the student are required at the end of the 3rd year.
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:
â脗聳ª Dental management of a patient with complex medical condition â脗聙¨
â脗聳ª Dental management of a Head & Neck Cancer patient â脗聙¨
â脗聳ª Dental management of a patients requiring maxillo-facial prosthodontics â脗聙¨
â脗聳ª Dental management of a transplant patient (pre-transplant to post-transplant) â脗聙¨
â脗聳ª Dental management of a patient with developmental disability (ideally including â脗聙¨invasive treatment under GA and ongoing preventive management) â脗聙¨
â脗聳ª Dental management of a patient with mental illness or dental anxiety/phobia â脗聙¨
â脗聳ª Dental management of a patient with neuro-degenerative disease â脗聙¨
â脗聳ª Dental management of a patient in a Residential Care Facility â脗聙¨
â脗聳ª Trauma management of a patient requiring Special Needs Dentistry â脗聙¨
â脗聳ª Complex restorative management of a patient requiring Special Needs Dentistry â脗聙¨
â脗聳ª Dental management of a patient requiring palliative care â脗聙¨
â脗聳ª 1 other (candidates choice).

Portfolio/Logbook Requirements
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 最新糖心Vlog 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 最新糖心Vlog requires that all higher degree students complete an exit survey prior to program completion.

Please refer to MyUni.