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Prosthodontics (2011)

Development of the Curriculum

The revision of the curriculum for Prosthodontics was initiated by the SAC subsequent to recent guidance from the General Dental Council (GDC) and its Specialist Dental Education Board (SDEB) on dental specialty training, in line with the principles outlined by PMETB and with the Dental "Gold Guide".

This curriculum has been developed by a working party from the SAC in Restorative Dentistry, chaired by Prof. David Bartlett (curriculum lead for Endodontics, Periodontics and Prosthodontics for the SAC) and including Prof A W G Walls (SAC chair 2007-2010), Professor Jeremy Rees, Dr David Attrill, Mr Sachin Varma and Mr Stewart Barclay. It has been discussed at the SAC, and has been sent for consultation to the relevant professional societies (the British Endodontic Society, the British Society for Periodontology, Restorative Dentistry and the Study of Prosthetic Dentistry) and the Association of Consultants and Specialists in Restorative Dentistry. This consultation process has therefore involved individuals with expertise in curriculum development, Consultant and Specialist Trainers and trainees. The final version of the curriculum was also reviewed by the Joint Committee for Specialist Training in Dentistry.

Purpose of the Curriculum

This curriculum is designed to guide the training and assessment of Specialty trainees in Prosthodontics. The training will produce dentists who will become specialists in Prosthodontics and be included on the GDC's specialist list in Prosthodontics. The curriculum is primarily intended for training leading to specialist status in Prosthodontics in the UK. In addition, those training in postgraduate (non-specialist) Prosthodontics in the UK or in EU or other countries may wish to compare or calibrate with UK standards for achieving specialist status. Bodies such as the Royal Colleges, Postgraduate Deaneries and education providers may use the curriculum as a guide for assessing individual applications for entry onto specialist lists.

Context of the Curriculum and Training

The specialty training period will follow as a continuum a minimum of 2 years basic dental foundation training post qualification as a dentist. Currently dental trainees are expected to complete vocational training during this period. It is desirable that during the early training years the individual has experienced work in as many sectors of dental provision as possible.

The training will provide a basis for the individual to develop into a life-long learner who is capable of self-reflection and self-directed learning. It will provide the basis of further ongoing development in the field of Prosthodontics at Specialist level.

Entry Requirements

A specialty trainee must be registered with the General Dental Council prior to commencement of training. A minimum requirement for entry to specialty training is 2 years of post-graduate foundation training or equivalent which may include a period of vocational training (VT) and may also include a period of training in secondary care in an appropriate specialist environment.

The essential and desirable criteria for specialty trainees will be included in the person specification for training posts in the specialty. Evidence of excellence in terms of attributes such as motivation, career commitment etc will be expected, as will an ability to demonstrate the competences required for entry to specialty training either by successfully completing a period of agreed dental foundation training or by demonstrating that those competences have been gained in another way.

Markers of completion of a 2 year foundation training period may include MJDF (Membership of Joint Dental Faculties RCS England) or MFDS (Membership of the Faculty of Dental Surgery RCSEd and RCPS Glasg) or MFD (Membership of the faculty of Dentistry RCSI). The SAC feel that successful completion of one of these quality assured membership diplomas of Royal College Dental Faculties in England, Scotland and Ireland remains a useful indicator that an individual has achieved the necessary level of competence for entry into specialty training. However it is recognised that this will not be essential and that candidates may be able to demonstrate such competence in different ways.

Equality and Diversity

The SAC in Restorative Dentistry is committed to the principle of diversity and equality in employment, examinations and training. As part of this commitment we are concerned to inspire and support all those who work with us directly and indirectly.

Integral to this approach is the emphasis we place on our belief that everyone should be treated in a fair, open and honest manner. Our approach is a comprehensive one and reflects all areas, of diversity, recognising the value of each individual. We aim to ensure that no one is treated less favourably than another on the grounds of ethnic origin, nationality, age, disability, gender, sexual orientation, race or religion. Our intention is to reflect not only the letter but also the spirit of equality legislation.

Our policy will take account of current equality legislation and good practice. Key legislation includes:

  • The Race Relations Act 1976 and the Race Relations Amendment Act (RRAA) 2000
  • The Disability Discrimination Act 1995 and subsequent amendments
  • The Sex Discrimination Act 1975 and 1986 and the 1983 and 1986 Regulations
  • The Equal Pay Act 1970 and the Equal Pay (Amendment) Regulations 1983 and 1986
  • The Human Rights Act 1998
  • The Employment and Equality (Sexual Orientation) Regulations 2003
  • The Employment and Equality (Religion or Belief) Regulations 2003
  • Gender Recognition Act 2004
  • The Employment Equality (Age) Regulations 2006.

The SAC collects information about the gender and ethnicity of trainees as part of their registration with their Deanery. This information is recorded nationally by the SAC and statistics are published on an annual basis. These data are collated along with the outcome of annual ARCP reviews for all trainees and the National Trainees survey to ensure that the principles of Equality and Diversity for all are being met.

Curriculum Review and Updating

This curriculum should be regarded as a "living document". Formal review updating and revalidation of the curriculum, its structure and content will be undertaken by the relevant SAC on a 5-yearly rolling cycle.

Training Period

The usual training period will be 3 years (4500 hours) whole-time or agreed equivalent within the framework of a less than full-time training programme. The programme content should be apportioned approximately as 60% Clinical, 25% academic and 15% research. This time allocation is flexible and will depend upon the capacity of the trainees to complete the curriculum to a competent level.