Clinical medical sciences for undergraduate dental students in the United Kingdom and Ireland - a curriculum

Abstract

The technical aspects of dentistry need to be practised with insight into the spectrum of human diseases and illnesses and how these impact upon individuals and society. Application of this insight is critical to decision-making related to the planning and delivery of safe and appropriate patient-centred healthcare tailored to the needs of the individual. Provision for the necessary training is included in undergraduate programmes, but in the United Kingdom and Ireland there is considerable variation between centres without common outcomes. In 2009 representatives from 17 undergraduate dental schools in the United Kingdom and Ireland agreed to move towards a common, shared approach to meet their own immediate needs and that might also be of value to others in keeping with the Bologna Process. To provide a clear identity the term 'Clinical Medical Sciences in Dentistry' was agreed in preference to other names such as 'Human Disease' or 'Medicine and Surgery'. The group was challenged to define consensus outcomes. Contemporary dental education documents informed, but did not drive the process. The consensus curriculum for undergraduate Clinical Medical Sciences in Dentistry teaching agreed by the participating centres is reported. Many of the issues are generic and it includes elements that are likely to be applicable to others. This document will act as a focus for a more unified approach to the outcomes required by graduates of the participating centres and act as a catalyst for future developments that ultimately aim to enhance the quality of patient care.

Oral Medicine for undergraduate dental students in the United Kingdom and Ireland—A curriculum

“…The scope of practice for Oral Medicine includes conditions affecting the oral soft tissues, salivary glands, neurological tissue, and facial musculoskeletal tissues. Accordingly, there is a need to recognise the overlap with other areas of healthcare practice, particularly with clinical medicine and surgery as well as histopathology and laboratory sciences . Understanding normal structure and function provides the reference points necessary for insight into abnormal states that present as clinical problems.…”

“…For many graduates, discipline‐specific curricula will form the basis for self‐driven continuing professional development. Published curricula for specific areas of undergraduate dental education of direct relevance to development in Oral Medicine along with other curricula, competency or consensus statements inform the 2017 ADEE update . Currently, there is no collectively agreed undergraduate curriculum for Oral Medicine with clear outcomes, although brief comment on this area of practice is included in the 2017 framework for European undergraduate dental education …”

“…There can be a significant aetiological component of psychological distress or disturbance. Oral health always needs to be viewed in the context of general physical and mental health, which has been recognised in the Clinical Medical Sciences curriculum . The newly registered dentist needs to actively contribute to clinical care (including prevention and active management) as well as liaise with, and refer to, other healthcare professionals.…”

Human Disease/Clinical Medical Sciences in Dentistry: Current state and future directions of undergraduate teaching in the UK and Ireland

“…in dentistry to act as a framework for topic leads in their respective schools. 1 The group continues to meet sporadically, typically when a need arises.…”

“…A network of teachers involved in medicine and surgery or human disease teaching for dental students, developed over many years, where topic leads from the different dental schools would meet and compare notes and develop teaching and assessment for their individual schools. A principal recent outcome of this group was agreement in 2011 of a curriculum for clinical medical science in dentistry to act as a framework for topic leads in their respective schools . The group continues to meet sporadically, typically when a need arises.…”