• To develop individuals able to adopt an informed and critically reflective to their own, and others’ practice as dental educators in both academic and practice settings.

• To give opportunities for students to develop their teaching practice.

• To give opportunities for students to develop a strong rationale for approaches they adopt, drawing on contemporary learning literatures, within and beyond dental education.

MSt component:

• a capacity to purposefully design, implement and critically appraise an educational project that has the potential to inform or change practice

• an ability to position their project in relevant policy/practice context and to provide a coherent account of the conceptual and methodological choices they have made in design and implementation

• the ability to communicate complex and novel ideas in accessible ways, for a range of audiences and purposes

• awareness of personal responsibility and professional codes of conduct throughout all stages of the project, working in transparent and ethical ways.

  Previous stages

  Postgraduate Certificate:

• Exercise sound judgement, adopting a learner-centred approach when designing and facilitating the education and training of dental care professionals

• Demonstrate personal responsibility and accountability in the ways they seek and respond to feedback on their teaching and/or supervision, whether through peer review and/or learner /stakeholder evaluation

• Demonstrate scholarship by drawing upon learning and assessment theory to offer a rationale for current and/or planned approaches to practice as a dental educator

• Work in conditions of uncertainty, reflecting upon their own practice and identify the ways in which they may further develop their practice

• Adopt an informed and critically reflective stance to the practice of dental education, with a clear rationale for practices adopted and/ or proposed

  Postgraduate Diploma:

• Evidence a critical appreciation of the ways in which dental learning and practice are conceptualised and how this is reflected in curriculum design and implementation decisions, including assessment strategies.

• Demonstrate learner and patient-centred approaches to dental education, training and assessment, that are appropriately aligned to relevant professional curricula and standards.

• Purposefully draw upon a range of educational theories and concepts, as a basis for analysing and enhancing approaches to dental education and training.

• Propose novel approaches to the development of their own and/or others educational practice, in the response to changing circumstances and/or needs.