The programme detail and modules listed are illustrative only and subject to change.
Teaching and Learning
For BDS students, the early years are predominantly student centred learning with problem-based learning (PBL), supported by lectures. Clinical training in subsequent years continues this method of learning and is supplemented by small group teaching and lectures throughout Years Two, Three, Four and Five. Much of the clinical experience is gained with students treating patients in the different clinics in the Dental Hospital under close supervision of the staff.
The assessment strategy for the academic components of the BDS programmes adopts a varied approach including: EMI (Extended Matching Items); SBA (Single Best Answer); Short Answer; Critical Reasoning Long Answer; OSCE (Observed Structured Clinical Examination); and 1st, 2nd and 3rd BDS in-programme component essays to assess critical writing skills. As the BDS programme progresses, the assessments are carefully designed and appraised so that they assess application and understanding of knowledge as applied to the clinical situation, so as to link with the essential clinical skills ethos.
All summative assessments are preceded by formative assessments, after which you will receive detailed feedback. With regards to clinical activity, BDS 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 (LIFTUPP). These clinical monitoring procedures are based on the work-based assessment tools that have been validated for use in postgraduate dentistry and medicine. Case reports and 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 foundation training.