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Teaching and learning: Enquiry-based learning (EBL)

Enquiry-based learning (EBL):
The tutor establishes the task and helps the process, but you will pursue your own lines of enquiry, drawing on existing knowledge and identifying your own learning needs.

You will participate in a wide range of different learning activities including problem-based learning (PBL) sessions, small-group seminars, themed theatre events, case-based activities, computer-assisted learning (CAL), the use of web-based resources and project work.

The emphasis on EBL means that traditional lectures do not form a major part of the course.


Teaching and learning: Critically Appraised Topics

There is an emphasis on research throughout the course. Of particular note is the use of Critically Appraised Topics (CAT), in which students pose a clinical question, eg 'Is water fluoridation an effective means of preventing tooth decay?', and assess the existing published literature to draw conclusions.

These might include suggestions for further research to add to the existing evidence base or a strategy for implementing treatments where the existing research evidence is strong.

Through the review process, you will acquire skills that will equip you to assess, in a meaningful way, new developments in dentistry throughout their lifetime in practice. The reviews are added to our database of critically appraised topics and published on our website.


Teaching and learning:


Throughout the course, you will complete a research project and a clinical case presentation.


These are interdisciplinary-themed theatre events combining presentations, clinical case presentations and interactive exercises.


Classes in laboratories, the anatomy dissection room and our clinical/technical skills facilities are timed to complement the knowledge you acquire through EBL.

These are designed to equip you with the competencies you will need to treat patients during each stage of their development as student dentists.


You will undertake clinical experience in a range of environments (dental hospital, outreach community clinics), working in a dental team


Teaching and learning coursework and assessment

multiple choice questions
short answer written papers
assessed projects
presentation of completed cases with companion oral examinations (sometimes known as vivas)
objective structured clinical examinations (OSCEs) incorporating clinical competency tests
peer assessment
reflective journal writing.


Why Manchester?
Integration and early clinical experience

The integration of non-clinical and clinical aspects of the course means that the relationship of science subjects to the treatment of patients and disease elimination is immediately apparent.

This philosophy allows for the rapid transfer of relevant research findings to the clinics. You will be introduced to the clinical environment in the first semester of Year 1


Why Manchester?
Outreach clinics

This course emphasises exposing you to dentistry outside the confines of the University and Dental Hospital through custom-built community clinics.

Treatment needs are high, there is no shortage of patients and you will gain valuable experience of working as part of a team including dentists, dental nurses, hygienists, therapists and receptionists.


Why Manchester?

The importance of teamwork is emphasised on the course. Alongside the BDS course, we provide a course in BSc Oral Health Science , which trains dental hygienists/therapists.

We also have close links with nearby Manchester Metropolitan University's long-standing course in Dental Technology.

Students drawn from different years of the course and from dental care professions, such as student dental therapists and student dental technicians, work as a team to meet the treatment needs of shared patients.

This helps you to experience true teamwork in a dental context throughout your time at Manchester.


The course is designed around five themes:

1.Human Health and Disease
2.The Mouth in Health and Disease
3. Clinical Competence: Diagnostic Skills
Manual Skills and Dexterity
Problem Solving
Patient Management

4.Scientific Understanding and Thought
5.Team working, Communication Skills, ICT, reflective practice


Course content for year 1:
Basic building blocks

Orofacial Biology 1
Healthy Living 1 (a healthy body)
Team Working, Professionalism and Patient Management 1
Patient Assessment 1


Course content for year 2:
Building your knowledge, skills and attitudes

Orofacial Biology 2
Healthy Living 2 (a healthy mouth)
Team Working, Professionalism and Patient Management 2
Patient Assessment 2
Disease Management 2


Course content for year 3:
Integrating knowledge, skills and attitudes

Orofacial Biology 3
Healthy Living 3 (a healthy mind)
Team Working, Professionalism and Patient Management 3
Patient Assessment 3
Disease Management 3
Participation in the Manchester Leadership Programme


Course content for year 4:
Achieving clinical competence

Orofacial Biology 4
Team Working, Professionalism and Patient Management 4
Patient Assessment 4
Disease Management 4


Course content for year 5:
Moving to professional competence:

Team Working, Professionalism and Patient Management 5
Preparation for Independent Practice
The Complex Patient


The general dental council

The General Dental Council regulates dental professionals in the UK, maintaining standards for the benefit of patients
-Report illegal or unregistered practice
-Complaining to a dental professional
-Some common examples include serious or repeated mistakes in patient care, fraud, discrimination and any serious criminal offences or convictions.


Why Manchester?-special features
Early clinical experience

You will be introduced to the clinical environment in the first semester of Year 1, enabling you to integrate theory and practice early on in the course.


Why Manchester?-special features
Interdisciplinary learning

Learn alongside students and professionals from a range of backgrounds, including those training in complementary professions such as dental nursing and therapy