Teaching
The Postgraduate Diploma comprises of three modules as a continuation of the Postgraduate Certificate in Dental Education. In addition to the Postgraduate Certificate, the Diploma provides a total of approximately 60 contact hours with additional between-module reflection, study and assignment work.
The programme is delivered through in-person teaching sessions supported by synchronous and asynchronous approaches provided via the course virtual learning environment and web-based platform. Examples of the type of teaching methods used include, but are not limited to, workshops, seminars, group discussions, online reading, group activities and discussion forums. Peer-to-peer learning forms an important element of course teaching. The diversity of students undertaking diploma level study in dental education is a rich resource for learning.
In addition, during the diploma, teaching is provided in conjunction with learners undertaking the Postgraduate Diploma in Medical Education, to foster a shared learning environment. There are separate breakout sessions for the dental and the medical learners, to focus on the specifics of their own profession. Small group, task and project based work is an important element of course design that links teaching, learning and assessment activity. Teaching and learning are jointly facilitated and moderated by the dental and medical education course directors and faculties
There are termly tutorials in group(s) with other dental educators. Tutors are familiar with dental education contexts and practices.
| One to one supervision |
None |
|---|---|
| Seminars & classes |
Approximately 66 hours contact hours. Examples of the type of teaching methods used include, but are not limited to, workshops, seminars, group discussions, online reading, group activities and discussion forums. Peer-to-peer learning forms an important element of course teaching. |
| Lectures |
Approximately 66 hours contact hours. Examples of the type of teaching methods used include, but are not limited to, workshops, seminars, group discussions, online reading, group activities and discussion forums. Peer-to-peer learning forms an important element of course teaching |
| Small group teaching |
Approximately 66 hours contact hours. Examples of the type of teaching methods used include, but are not limited to, workshops, seminars, group discussions, online reading, group activities and discussion forums. Peer-to-peer learning forms an important element of course teaching. |
| Posters and Presentations |
Learners may be required to give individual presentations or contribute to group presentations. These are not summatively assessed, however learners would receive constructive feedback. |
| Taught/Research Balance |
Entirely Taught
|
Feedback
Learners will receive formative (does not contribute to final mark) feedback throughout the course, along with tutor provided feedback on the submitted summative (will contribute to final mark) assignments.
Assessment
Thesis / Dissertation
There is no thesis component for this course
Essays
There are three assessment points, one formative which helps students develop, but which does not contribute to the final award (first term) and two summative in the second and third terms, which do contribute to the final award.
The formative assessment is based on peer review of the student’s planned dental educational intervention and is designed to help students develop their ideas.
The first summative assessment requires students to design a dental educational intervention or innovation, that has the potential to improve the quality of clinical education or training in their own professional context (equivalent to 5,000 words). The second summative assessment brings together learning across the whole of the course and takes the form of a dental educational portfolio. This comprises a reflective narrative and supporting exemplars (equivalent to 5,000 words).