UNIVERSITY OF KENT
Module Specification
1.
The title of the module
Lifelong Learning (LLL) and the Academic Dental Care Professional (DCP) (WL304)
2.
The School which will be responsible for management of the module
Division of Dentistry at the Centre for Professional Practice
3.
The Start Date of the Module
September 2008
4.
The cohort of students (onwards) to which the module will be applicable.
2008
5.
The number of students expected to take the module
15-25
6.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None
7.
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
C Level (FHEQ level: 4)
8.
The number of credits which the module represents
30 credits (15 ECTS)
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn Term
10.
Prerequisite and co-requisite modules
None
11.
The programmes of study to which the module contributes
Certificate in Primary Dental Care
12.
The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
On successful completion of the module students will be able to:
Critically evaluate traditional assumptions linked to the professional role of the DCPs,
Higher Education (HE) academic achievement and the contribution to patient oral health
care standards. (A1,B3,C6)
Demonstrate an understanding of the theoretical concepts and models underpinning LLL
and Continuous Professional Education (CPE) and Continuous Professional Development
(CPD) within Primary Dental Care (PDC). (A1,2)
Demonstrate the ability to address own CPE and CPD requirements through the
understanding of and active participation in, Reflective Practice, Peer Review, Action
Learning Sets and Personal Development Portfolio (PDP). (A2,3,B7,C1,2,)
Demonstrate application of the concepts and strategies of LLL and CPD in order to effect a
rise in the standards of patient oral health care within the PDC setting. (A6,C1,3,4,9)
Prepare and submit a PDC related academic submission, formatted to the set criteria
required of an undergraduate. (B8,C2)
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13 . The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes:
 Demonstrate the capacity for autonomous learning and ability to critically evaluate
arguments, assumptions, concepts and data to make judgments.(D1)
 Communicate with clarity in academic settings and in professional/work settings
showing regard to interpersonal skills relevant to both specialist and non-specialist
audiences. (D3)
 Demonstrate an ability to enhance own learning, performance and competence through
the employment of reflective practice, constructive criticism and feedback from others.
(D4)
 Demonstrate ability to apply interpersonal and self-understanding to working with
others in an inter professional /multidisciplinary setting in order to evaluate own
strengths and weaknesses and commitment to LLL and continuous professional and
personal self development. (D5)
14.
A synopsis of the curriculum
This module explores the principles of LLL and CPD, in a professional and academic
context and examines the principles, models and application of Reflective Practice, Peer
Review and Action Learning Sets within PDC CPD. The module offers students an
opportunity to examine links between the professionalisation of the DCP, the professional
bodies, the raising patient dental health care standards and academic achievement. The
module explores the themes and develops the skills necessary for participants to actively
participate in an academic programme of study. In encouraging participants to explore the
established models and theories of learning, the module facilitates the identification of the
students own specific academic learning requirements. The module significantly
contributes to the development of the essential academic skills necessary to successfully
participate, perform and succeed professionally through achievement in Higher Education.
Students will engage in peer lead discussion groups which examine the traditional
professional and academic DCP profile in relation to professional credibility within PDC
team. Tutor lead sessions will encourage discussion related to the concept of CPD and
CPE for the DCP and relate those themes raising patient care standards within a PDC
setting. Students will engage in tutor led sessions to establish the academic conventions,
standards and expectations of submissions in an HE context. Though the process of
reflective practice and application of Action Learning Sets, students will review and
enhance their existing underpinning academic skills through the establishment of specific
individual CPD needs and the use of an electronic based Personal Development Plan
(PDP).
15.
Indicative Reading List
Cottrell, S. (2003) The Personal Development Planning Handbook for Skills Success.
Basingstoke. Palgrave Macmillan.
Gray, D. Cundell, S. (2004) Learning Through the Workplace: A Practical Guide to WorkBased Learning. Cheltenham. Nelson Thornes.
Moon, J. (2000) Reflection, Learning and Professional Development. London. Routledge
Falmer.
Raghani, A. Franklin, C. & Dixon, S. (2003) Personal Development Plans for Dentists.
London. Radcliffe Medical Press.
16.
Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
Teaching will primarily be delivered in the forms of tutor and peer lead discussion and
study sessions. All teaching will be participative, drawing on students’ personal learning
experiences. Through these experiences, students will be encouraged to critically analyse
the principles and tools of LLL and review the applicability and usefulness within the
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context of patient treatment set in Primary Dental Care. The teaching approach on this
module is appropriate to the needs of DCP and adult learners and the teaching methods
are designed to support this particular mode of learning. Both tutors with specialist
expertise and those actively working in the field of dentistry will deliver the theoretical input
in the form of interactive lectures, seminars and tutorials encouraging the sharing of
information and best working practices. Guidance in self-directed work-place learning will
be provided to facilitate the production of the written assignment.
The module includes 30 hours of contact teaching. This will be supplemented through a
blend of application of concept within the work place, personal reflection and personal self
study. The total number of hours of study required will be 300 hours.
17.
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Assessment methods and how these relate to testing achievement of the intended
learning outcomes.
The assessment of this module will comprise of four pieces of work:
Written assignment of 2,500 words examining the students’ understanding of the key under
pinning theories and issues of LLL, CPD and peer group review and learning,
demonstrating use of academic convention and referenced literature. (12i, ii, 12v, 13i)
The student will produce, and then continue to maintain, an electronic Personal
Development Portfolio which will demonstrate the ability and skills necessary to assess,
identify and plan their specific CPE and CPD needs. (12iii, iv,13 iii, iv)
Within Action Learning Sets, the student will prepare and present their Personal
Development Plan for peer review. (12iii,13ii - iv)
The student will produce, and then continue to maintain, a Reflective journal – which
demonstrates the application of reflective practice to improve their personal and
professional performance within PDC. ( 12iv, v, 13iv)
18.
Implications for learning resources, including staff, library, IT and space
This module will be taught by members of the UELT and the Division of Dentistry at the
Centre for Work and Learning at the University of Kent. In addition to the Drill Hall Library,
students may access to the library at the Faculty of General Dental Practice. Teaching
space will be required for the delivery of this module within the University of Kent’s Medway
campus.
19.
A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do not present
any non-justifiable disadvantage to students with disabilities
All teaching provision will conform to the University of Kent and NHS equal opportunities
statements, with no disadvantage anticipated. Any student with a disability sufficient to
prevent registration as Dental Care Professional with the national regulatory body, the
General Dental Council, would be precluded from this programme of study.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content of
module proposals"
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Director of Learning and Teaching
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Date
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Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
Date
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Print Name
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