- A level requirements: ABB
- UCAS code: B750
- Study mode: Full-time
- Length: 3 years
The University of Liverpool School of Dentistry offers a unique research-connected learning environment that is primarily focused on developing each individual, so that they can each realise their personal potential as well as qualify as a professional capable of providing compassionate, evidence-based, holistic dental care to patients.
Welcome to the School of Dentistry.
Students from different dental disciplines have the opportunity to work side-by-side and develop their skills in state-of-the-art simulation suites. Student growth is supported by our world-leading learning technology systems that provide personalised developmental progress information so that learning needs can be tailored by the individual. This personalised and supportive approach enables our students to have early access to patients, in their first year, so that developing skills can be authentically consolidated and integrated in the real-world situation. At Liverpool we take a blended approach to learning; this means that we use some online learning but with a predominance of in-person face to face teaching.
The School’s educational approach is driven by an ethos of continuous professional development because we strongly believe that our students need to learn how to continually adapt, so that they can appropriately respond to the current, as well as future, challenges in a dynamic world.
On successful completion of the programme you’ll be granted a Bachelor of Science in Dental Therapy degree that is registrable with the General Dental Council.
This innovative programme has been specifically designed to facilitate the development of real-world clinical, team working, and leadership skills, along with essential personal growth. The BSc programme embraces the University’s hallmarks of active learning, confidence, authentic assessment, and research-connected teaching, as well as having many notable and unique design elements.
The programme shares a three year Collaborative Learning Core (CLC) with BDS students, where learning and collaborating in teams builds mutual respect and understanding of the varied roles of the dental team.
Components within the programme are closely integrated and provide clear steps for you to develop, integrate and demonstrate your skills before building to the next level of clinical capability. Clinical experience commences in the first year of the programme and is underpinned by aligned medical and anatomical knowledge; communication skills; professionalism; ethics and clinical safety.
During the programme, you will also have opportunities to experience and develop your skills in a primary care setting and engage with the local community. Research skill development and quality improvement skills are included in the programme to ensure an in-depth understanding of research and clinical governance.
Learning and assessment are supported by state-of-the-art technology to provide a personalised mechanism for monitoring your progress and allowing you to take control of your own learning.
Through embedding continuous personal development within the curriculum, you will understand the importance of self-reflection, goal setting and on-going professional development, an ethos aimed at ensuring that you will be prepared for the demands of both the profession and life after University.
Prior to applying for a place on the BSc in Dental Therapy programme, applicants should read the admissions document.
We do not require applicants to take any aptitude tests, eg UKCAT or BMAT.
Discover what you'll learn, what you'll study, and how you'll be taught and assessed.
The aim of the first year is to transition students to learning in higher education, whilst ensuring that they gain a core knowledge base, skills, and understanding, fit for learning in the clinical environment and their future careers.
Teaching of Clinical Sciences is designed to enable students to understand clinical practice. Problem based learning is used to guide students’ understanding of the human body that will underpin their future skills. Teaching is supported through attendance to HARC (the University’s Human Anatomy Resource Centre). Students receive teaching in personal development and wellbeing, communication skills, equality and diversity, management of medical emergencies, infection control, preventive care, and periodontal health, and patient care provision. Students develop their clinical skills via blended and simulation learning before attending clinic to deliver care to patients. Students observe and assist students in senior years in order to enhance their communication skills and prepare them for learning that lies ahead.
In year two, blended learning continues as established in year one. Students will expand upon their experience and skills to enable them to deliver a more diverse range of restorative care for child and adult patients. In addition to working within Restorative Care, they attend Paediatric, Oral Diseases, and Radiology clinics to develop further clinical and diagnostic skills, and to understand a range of acute systemic conditions with oral features that may present to the dental team.
In year three, students will develop skills in extraction of primary teeth, safeguarding, management of patient anxiety, dental trauma, management of pain, health promotion, quality improvement activity and in understanding clinical research. Students will attend placement in the General Dental Services. Teaching continues to enable students to apply the basic sciences in order to understand clinical practice, to safely manage medical emergencies, and to support their personal development and wellbeing.
Theoretical teaching on the programme is employed via a combination of blended learning approaches, such as problem-based learning (PBL), research skills development, personal development and wellbeing, communication skills, and flipped classrooms, all of which are supported by lectures. Practical teaching approaches include peer observation and assist, management of medical emergencies, attendance to the human anatomy resource centre, placements in primary and secondary care, simulated patients, and the supervised treatment of patients on clinic.
The School is at the forefront of technology enhanced learning. We use virtual learning environments to support small group and didactic learning, a digital feedback platform, and simulation of restorative and surgical techniques to provide our students with the best possible experience, whilst preparing them for the technological developments that will shape their future careers in healthcare.
We value the personal and professional development of our student colleagues. Each student is assigned an Academic Advisor to support their leadership development, self-reflection skills and their ability to set achievable goals. Students have the opportunity to stand for election to leadership roles within the School and to work with the Staff Student Liaison Committee to ensure the voice of the student is heard and to work with teaching colleagues to inform positive change. The School has a novel personal development and wellbeing module to further support this learning.
Many of our staff have received awards in recognition of our approach to teaching.
The curriculum is built on milestones, which build in complexity each year. Students are assessed based on the milestones for that year of study, which spirally build on the knowledge they have gained in previous years.
The assessment strategy for the academic components of the programme adopts a varied approach including: Multi-response format; Constructed Answer; and OSCE (Observed Structured Clinical Examination).
All summative assessments are preceded by formative assessments, after which you will receive detailed feedback. With regards to clinical activity, students must pass an assessment of basic clinical competence before being allowed to use these newly acquired skills on a patient. From this point clinical activity is continually monitored using a computerised data gathering tool. Outreach reports are also used to contextualise clinical monitoring. An important aspect of these assessments is their integrated nature, and their use in multiple clinics. This latter point is crucial to the fairness and robustness of the assessments.
Furthermore, the system ensures that all Liverpool graduates are in the advantageous position of being able to take their activity portfolio into the work place to aid their ongoing development. We use technology to facilitate online marking and feedback of assignments, deliver online tests, and collate and deliver OSCE data, providing students with more useful feedback as a result.
We have a distinctive approach to education, the Liverpool Curriculum Framework, which focuses on research-connected teaching, active learning, and authentic assessment to ensure our students graduate as digitally fluent and confident global citizens.
Studying with us means you can tailor your degree to suit you. Here's what is available on this course.
You will be based in the Institute of Clinical Sciences and the Institute’s research directly influences your teaching. You’ll be taught by our most experienced practising clinicians, so you can be confident you’ll graduate as the complete dental professional. Our problem-based approach and excellent network of clinical placements mean that, alongside academic and professional skills, you will gain practical experience and apply your knowledge early in your studies, preparing you to become an excellent dentist from day one.
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Chat with our student ambassadors and ask any questions you have.
There are a wide range of career opportunities within the profession. The majority of graduates will choose general dental practice within the NHS and in the private sector, whilst others might choose one of the hospital specialities, the community dental service, university teaching, or the armed forces.
Studying to become a dental professional encourages students to develop valuable, transferable skills which provide a strong foundation for their careers and their continuing professional development. Key skills displayed by all of our graduates include:
At Liverpool, our goal is to support you to build your intellectual, social, and cultural capital so that you graduate as a socially-conscious global citizen who is prepared for future success. We achieve this by:
Your tuition fees, funding your studies, and other costs to consider.
Tuition fees cover the cost of your teaching and assessment, operating facilities such as libraries, IT equipment, and access to academic and personal support. Learn more about tuition fees, funding and student finance.
|Full-time place, per year||£9,250|
|Year in industry fee||£1,850|
|Year abroad fee||£1,385|
|Full-time place, per year||£39,000|
We understand that budgeting for your time at university is important, and we want to make sure you understand any course-related costs that are not covered by your tuition fee. This includes costs for additional sets of scrubs and travel to placements.
Find out more about the additional study costs that may apply to this course.
We offer a range of scholarships and bursaries to help cover tuition fees and help with living expenses while at university.
The qualifications and exam results you'll need to apply for this course.
Prior to applying for a place on the Dental Therapy BSc (Hons) course, applicants should read the Dental Therapy BSc (Hons) (B750) admissions document 2022 (PDF)
Applications from those who have taken resit exams will be considered, however priority will be given to those who have completed their study in one sitting after two years of study.
Module resits taken within the normal 2 year A level period e.g. an AS module retaken in the A2 year would be acceptable.
No, applications are only considered if all academic criteria is met.
No we do not accept transfers onto the BSc.
We do not consider AS levels when looking at applications
If you do the resits while studying for your A levels then this will not affect your application.
My qualifications are from: United Kingdom.
3 A-levels at grade ABB or above one of which must be biology. Pending A-level qualifications will be considered. We do not consider AS level grades when making decisions.
You may automatically qualify for reduced entry requirements through our contextual offers scheme.
If you don't meet the entry requirements, you may be able to complete a foundation year which would allow you to progress to this course.
Available foundation years:
|GCSE||We use GCSE grades when shortlisting for interview so it is important to provide full details of these examinations and failure to do so will lead to rejection of the application. All applicants must have 6 GCSEs at grade C/5 or above which must include English Language, Maths and Science. A Science subject must be offered from the following list: Biology, Human Biology, Modular Biology, Dual Science Award, Human Physiology, Chemistry or Physics. Applicants should distinguish between full and short courses on their application form. Two short courses will be counted in lieu of one full course. Functional skills will not be considered as an alternative to GCSE Maths or English Language. Vocational/Applied GCSEs will not be considered. We do not accept GCSE Maths Numeracy BTEC Science will not be considered as an alternative to a GCSE in Science. The GCSE requirements should be in place at the time of application. We are unable to consider pending grades at GCSE.|
A level Biology is required. The third subject may be anything from the arts or sciences, although General Studies, Critical Thinking, Citizenship Studies and applied A levels are not accepted.
For applicants from England: Where a science has been taken at A level (Chemistry, Biology or Physics), a pass in the Science practical of each subject will be required.
|BTEC Level 3 National Extended Diploma||
33 points in total with subjects at higher level 6, 5, 5 to include Biology
|Irish Leaving Certificate||Would be considered|
|Scottish Higher/Advanced Higher||
ABB to include Biology
|Welsh Baccalaureate Advanced||Not accepted|
|Access||Applicants offering Access to Higher Education Diplomas should present from courses with significant Biology and Chemistry content at level 3. Candidates are expected to achieve distinction in 45 credits at level 3. For the full Access course requirements please see the Admissions document.|
|Work Experience Requirements||
|Duty of Care||
The University has an obligation to undertake health screening of all prospective dental students. Any offer of a place is conditional on completion of a health questionnaire and a satisfactory assessment of fitness to train from the University’s Occupational Health Service. This includes some obligatory immunisations and blood tests, in line with recommendations from the Department of Health. All students also need to undergo an enhanced DBS check before admittance to the programme.
Many countries have a different education system to that of the UK, meaning your qualifications may not meet our entry requirements.
Have a question about this course or studying with us? Our dedicated enquiries team can help.
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