DENT60050 15 Variable teaching patterns Postgraduate Taught Level 6 Mohammad Owaise Sharif Unit coordinator School of Medical Sciences 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 <p>The year 1 unit includes an introductory programme for the first 5 weeks, the research methods course, a clinical skills course where wire bending and other clinical skills can be practised in a “safe environment”, Northern Universities Consortium courses and National and local Virtual Learning Environments. The clinical teaching both in the dental hospital and in district clinics is essential to support this academic learning with content knowledge and clinical skills.&nbsp;</p> <p>The year 1 unit includes an introductory programme for the first 5 weeks, the research methods course, a clinical skills course where wire bending and other clinical skills can be practised in a “safe environment”, Northern Universities Consortium courses and National and local Virtual Learning Environments. The clinical teaching both in the dental hospital and in district clinics is essential to support this academic learning with content knowledge and clinical skills.&nbsp;</p> <p>The unit aims to ensure students have an ability to describe malocclusion and the skills to produce high quality patient records. Students will begin to build their orthodontic knowledge base and develop clinical skills compatible with the clinical progress of their patients. The beginning of the course is busy with many conflicting demands on students to begin their research and scientific understanding but at the same time build the clinical case load and develop clinical skills.&nbsp;</p> 7 Oral assessment/presentation 30% 8 Practical skills assessment 30% 9 Set exercise 40% <p>The principles of feedback are as follows:</p><ul><li>Feedback should be provided in a timely manner that helps students understand<br>(i) the marks or grades they have received for work submitted and<br>(ii) how they might improve their performance in the future.</li><li>Feedback should be as personal as possible to the individual student to enable reflection on individual skills and performance.</li><li>Students have a responsibility to consider feedback given on their work, to seek to understand it, and to act on it.</li></ul> N Lectures 35 Practical classes & workshops 90 Seminars 60 0 0