Dentistry

Your clinical education will commence at the start of Year 1. Working in small, integrated study groups, you will learn the core scientific foundations of dentistry in a clinical context. You will explore the scientific basis of healthy structure, function and behaviour, with a focus on dental health, prevention of dental disease and the underlying principles of personal and professional development.

You will attend the Simulated Dental Learning Environment (SDLE) from your first few weeks, developing essential clinical skills. From Semester 2 of Year 1, you will experience contact with patients in the clinics, where you will be able to develop your communication skills under close supervision by primary dental care-based teachers, bringing to life the skills acquired in SDLE. Towards the end of the year you have your first experience in community engagement.

Core modules

Integrated Dental Science 1
This module focuses on ensuring students understand, apply, and integrate dental sciences and ionising radiation protection into the safe and effective practice of dentistry. At the end of the module the learner will be expected to be able to:

• Recognise and recall relevant knowledge of embryology, histology, cell biology, dental, oral, craniofacial and general anatomy, physiology, biochemistry, neuroscience, and the potential routes of transmission of infectious agents applicable to the management of patients and delivery of appropriate dental care.
• Apply knowledge of the pathogenesis of key oral diseases (caries and inflammatory periodontal disease) and explain the relevance to their prevention, diagnosis, and treatment.
• Have knowledge of scientific principles underpinning the use of materials and biomaterials and medical ionising radiation and statutory regulations.

Clinical Dental Practice 1
This module aims to ensure BDS students are ready to commence providing safe dental care for patients. To develop skills and competency in undertaking general dental care in an appropriate, effective, and professional manner to the level expected of a BDS dental student at the completion of Year 1. At the end of the module the learner will be expected to be able to carry out most of the following procedures in relation to the role of a dentist:

• Carry out dental examinations.
• Manage patient records.
• Carry out non-surgical treatments to remove hard deposits from the surfaces of the crowns and roots of the teeth.
• Place rubber dam and fissure sealants.
• Remove dental caries and provide temporisation.
• Place proximal or interproximal amalgam restorations.
• Perform decontamination.
• Perform adult basic life support with AED.
• Manage adult choking.
• Successfully completed any Clinical Support Evaluations.
• Successfully completed Level 3 Gateway to Clinic requirements.

Professional Development 1
Here students become aware of guidelines and expectations for professional behaviour and engage with processes and tools to develop a capacity for an appropriate level of professionalism, communication, and reflection. At the end of the module the learner will be expected to be able to:

• Communicate appropriately, effectively, and sensitively by spoken, written and electronic methods, recognising the required standard for professional interaction as a dentist.
• Identify appropriate measures to develop professionalism by reviewing own experiences and performance.
• Evidence how they act without discrimination and show respect for patients, colleagues and peers and the general public and put patients’ interests first, acknowledging the impact of personal behaviour as a student dentist on the health care environment and on wider society.
• Actively engage in personal development planning, recording of evidence, reflective practice, and scholarly activity, demonstrating appropriate continuous improvement activities.

Inter-Professional Engagement 1
Here students develop an understanding of the roles, functions and responsibilities of community and social care services available to the local population. At the end of the module the learner will be expected to be able to:

• Develop an awareness of determinants of health and inequalities in health within the local area, nationally and internationally, alongside an understanding of population health improvement approaches in relation to the role of BDS.
• As a BDS communicate appropriately and effectively in professional discussions and transactions with peers and our community colleagues within the health and other sectors.
• In the role of a BDS consider and describe the implications of the wider health economy and external influences related to a specific sector.
• Discuss the health issues and social inequalities at a community level, as a BDS understand how these issues influence health and wellbeing in the population and relate this to the influence on oral and/or general health.
• As a BDS be able to reflect adequately and appropriately upon the evidence obtained through research and during the interview experience.

In Year 2, you will build on your foundations with common dental problems, as well as disease mechanisms considered in much greater depth. Learning will continue in the SDLE as you develop clinical skills for advanced procedures whilst continuing to care for patients in dental clinics approximately two days per week. You will gain insight into the importance of team working in dentistry as you integrate with other members of the team in the clinical environment, and plan and deliver a social engagement project intervention.

Core modules

Integrated Dental Science 2
This module ensures students are capable of understanding, applying, and integrating biomedical sciences which underpin the safe and successful practice of dentistry, develop baseline understanding of key human disease processes and recognise and recall the scientific principles underpinning the selection and use of drugs in dental treatment and in dental patients. At the end of the module the learner will be expected to be able to:

• Explain the aetiology and pathogenesis of common oral diseases.
• Have understanding of relevant and appropriate management of infectious diseases.
• Have knowledge of pharmacology relevant to dentistry.
• Have knowledge of applied anatomy, physiology, histology, embryology, pathology, microbiology, and neuroscience appropriate to the management of common oral diseases.

Clinical Dental Practice 2
This module allows students to develop skills of reflection and self-awareness to apply appropriate standards of professionalism, communication, and reflection to own behaviour and performance. At the end of this module the student will be able to:

• Communicate appropriately, effectively, and sensitively by spoken, written and electronic methods, and apply the required standard for a dentist’s professional interaction to evaluate own communicative performance.
• Combine self-evaluation of performance with feedback from colleagues, tutors, and patients to identify appropriate measures to develop professionalism and skills as a dentist.
• Report on how they act without discrimination and show respect for patients, colleagues and peers and the general public. Put patients’ interests first, giving an account of the impact of personal behaviour on the health care environment and on wider society.
• Take responsibility for personal development planning, recording of evidence and reflective practice and demonstrate continuous improvement activities, appropriate and specific to oneself, effectively managing time and resource.

Professional Development 2
This module allows students to develop skills of reflection and self-awareness to apply appropriate standards of professionalism, communication, and reflection to own behaviour and performance. At the end of this module the student will be able to:

• Communicate appropriately, effectively, and sensitively by spoken, written and electronic methods, and apply the required standard for a dentist’s professional interaction to evaluate own communicative performance.
• Combine self-evaluation of performance with feedback from colleagues, tutors, and patients to identify appropriate measures to develop professionalism and skills as a dentist.
• Report on how they act without discrimination and show respect for patients, colleagues and peers and the general public. Put patients’ interests first, giving an account of the impact of personal behaviour on the health care environment and on wider society.
• Take responsibility for personal development planning, recording of evidence and reflective practice and demonstrate continuous improvement activities, appropriate and specific to oneself, effectively managing time and resource.

Inter-Professional Engagement 2
This module focuses on enabling students to effectively collect and evaluate information from a wide range of sources and explore, explain, and apply evidence to health issues in populations, as well as being able to recognise the ways in which different target populations respond to their health needs. At the end of the module students will be able to:

• Describe the dental and wider healthcare systems dental professionals contribute to, including health policy and organisation, delivery of healthcare and equity.
• Describe and evaluate the role of health promotion in terms of the changing environment, community, and individual behaviours to deliver health gain.
• Explain the principles of planning oral health care for communities to meet needs and demands.
• Recognise and respect the patient’s perspective and expectations of dental care and the role of the dental team, considering the issues relating to equality and diversity.
• Communicate effectively with colleagues from dental and other healthcare professions in relation to the care of individual patients and oral health promotion.

In Year 3, there will be greater emphasis on self-directed learning as you prepare project assignments, including an engagement project with students from another healthcare profession, and clinical cases. You will consolidate existing skills and undertake more advanced procedures under close supervision.

One of the themes for Years 3 and 4 is to consolidate the learning of medically-related issues for the safe practice of dentistry. You will be given an opportunity to learn about dentally relevant medical issues in patient-based demonstrations.

Core modules

Applied Dental Knowledge 3
Here we focus on ensuring all students in Stages 3, 4 and 5 have achieved the appropriate level of dental knowledge in a longitudinal and integrated way consistent with the needs of a contemporary, problem-based programme. At the end of the module the learner will be expected to be able to:

• Recognise and comprehend the main concepts in all areas of study required of a qualifying dentist and demonstrate awareness that areas of the knowledge base are open to on-going debate.
• Identify, justify, and apply the scientific principles needed to safely practice dentistry at the level expected of a new graduate.
• Show an ability to use the scientific principles of dentistry in order to plan and deliver safe and effective patient care.

Clinical Dental Practice 3
This module provides students with the ability to undertake more complex dental care for patients of all ages and the development of further skills in the simulated environment. This module provides students with the ability to demonstrate an increasing breadth of skills, safely and competently providing dental treatment for patients of all ages, working more independently using a wide range of materials and techniques appropriate to a student entering the 4th year of the course. At the end of this module the student will be able to:

• Design partial dentures.
• Manage restorative procedures that preserve tooth structure.
• Carry out simple oral surgery of hard and soft tissues.
• Carry out endodontic treatment for multi-rooted teeth.
• Carry out endodontic treatment with rotary instrumentation.
• Carry out periodontal assessment and care, providing patients with comprehensive and accurate preventative education and instruction in a manner which encourages self-care and motivation.
• Carry out basic airway management, manage medical emergencies and consolidate basic life support clinical skills.

Professional Development 3
Here students develop skills of strategic planning and critical analysis to develop and evaluate own behaviour and performance relative to appropriate standards of professionalism, communication, and reflection. At the end of this module the student will be able to:

• Critically evaluate own communication and behaviour, to ensure it is appropriate, effective, and sensitive, without discrimination and showing respect for patients, colleagues and peers and the general public and prioritising patients’ interests.
• Develop and fulfil a plan of appropriate objectives and measures to develop professional skills and behaviour based on the analysis of evaluations by others and self-reflection.
• Critically analyse own clinical experience, assessing the impact of personal behaviour on the health care environment and on wider society.
• Adopt a structured systematic approach to personal development planning, recording of evidence and reflective practice and engage in appropriate continuous improvement activities effectively managing time and resources.

Inter-Professional Engagement 3
To ensure students are able to take responsibility for establishing networks with other professionals and other relevant individuals and organisations. This module provides an opportunity for students from different disciplines, or professions to learn with, from and about each other to improve collaboration and quality of care and to explore their health professional identity. At the end of the module the learner will be expected to be able to:

• Synthesise the perspectives, responsibilities, and roles of a range of healthcare and other professionals in relation to providing appropriate oral healthcare.
• Apply a multi-disciplinary/professional approach to create an interprofessional teaching, learning or research resource.
• Communicate and work effectively within both dental and inter-professional teams.
• Reflect critically on one’s own performance in inter-professional care and on the implications of this approach for patient care.

In Year 4 clinical activities will expand to approximately three days per week and you will start to prepare clinical cases for finals. Clinical dentistry will now embrace all aspects of dental care provision expected of a qualified primary care dentist. You will also be trained in advanced restorative techniques and strengthen your competence in treatment planning.

You'll gain first-hand experience of the role and services provided by specialists in primary and secondary care, by attending specialist clinics in the various clinical disciplines, such as oral surgery, orthodontics and restorative dentistry.

Core modules

Applied Dental Knowledge 4
Here we work to ensure all students in Stages 3, 4 and 5 have achieved the appropriate level of dental knowledge in a longitudinal and integrated way consistent with the needs of a contemporary, problem-based programme. At the end of the module the learner will be expected to be able to:

• Recognise and comprehend the main concepts in all areas of study required of a qualifying dentist and demonstrate awareness that areas of the knowledge base are open to on-going debate.
• Identify, justify, and apply the scientific principles needed to safely practice dentistry at the level expected of a new graduate.
• Show an ability to use the scientific principles of dentistry in order to plan and deliver safe and effective patient care.

Clinical Dental Practice 4
Here students develop skill and competence in assessing patients’ dental needs, treatment planning and undertaking more complex clinical procedures. At the end of this module the student will be able to:

• Carry out a range of simple clinical procedures, caries removal and restoration, endodontic access and temporisation, manage a dental emergency, periodontal assessment and care and simple extraction.
• Demonstrate competence in diagnosing and planning primary care dental procedures in a safe, ethical, appropriate, and effective manner at the standard required of a newly qualified dentist able to register with the Dental Council.
• Manage medical emergencies and consolidate basic life support clinical skills.

Professional Development 4 
In this module students develop the skills of strategic planning and critical analysis to develop and evaluate own behaviour and performance relative to appropriate standards of professionalism, communication, and reflection. At the end of this module the student will be able to:

• Communicate appropriately, effectively, and sensitively by spoken, written and electronic methods and identify novel opportunities to develop these skills.
• Develop and manage a structured approach to giving and receiving feedback from patients, colleagues and tutors, to develop skills, performance, and patient care.
• Demonstrate effective self-management and management of resources in clinical settings, acting without discrimination and with respect, and perform a leadership role in relation to others where appropriate, appraising the impact of personal behaviour on the health care environment and on wider society.
• Synthesise analyses of a range of sources and feedback to design and implement a personal development plan of appropriate continuous improvement activities.

Inter-Professional Engagement 4: Quality
To develop an understanding of quality improvement through the process of clinical audit. To learn how to review the quality of dental care against appropriate standards. At the end of the module the learner will be expected to be able to:

• Discuss the role of quality improvement within the clinical practice of dentistry.
• Complete a quality improvement project, which measures performance within the clinical practice of dentistry.
• Identify authoritative information sources and clinical standards, relevant to the practice of dentistry.
• Critically analyse quality improvement literature.

The emphasis in Year 5 is on the implementation and consolidation of the skills and acumen you have acquired in previous years and is the final preparation for dental practice. You will become more confident with clinical situations, healthcare teams and the principles of professionalism; and discover advances in dentistry being developed for future practice.

Core modules

Applied Dental Knowledge 5
Here we work to ensure all students in Stages 3, 4 and 5 have achieved the appropriate level of dental knowledge in a longitudinal and integrated way consistent with the needs of a contemporary, problem-based programme. At the end of the module the learner will be expected to be able to:

• Recognise and comprehend the main concepts in all areas of study required of a qualifying dentist and demonstrate awareness that areas of the knowledge base are open to on-going debate.
• Identify, justify, and apply the scientific principles needed to safely practice dentistry at the level expected of a new graduate.
• Show an ability to use the scientific principles of dentistry in order to plan and deliver safe and effective patient care. 

Clinical Dental Practice 5
In this module students develop skills and competence in planning and undertaking more complex clinical procedures in a safe, ethical, appropriate, and effective way to ensure students achieve the standards required of a newly qualified dentist able to register with the Dental Council of Ireland. At the end of the module, the learner will be expected to be able to:

• Apply to the evidence-based practice of clinical dentistry the principles that derive from the biomedical, behavioural, and material sciences.
• Complete a comprehensive patient assessment, diagnosis and treatment plan, communicate effectively with patients, the dental team and other health professionals and complete appropriate level of treatment for a newly qualified dentist.
• Recognise and take account of the needs of different patient groups and manage care appropriately.
• Understand clinical governance and comply with best practice policies, procedures, and guidelines.
• Follow GDC standards guidance with regard to care of patients and dealing with the public, maintaining self-awareness, managing team-working and showing leadership.

Professional Development 5
To develop skills of strategic planning and critical analysis to refine and evaluate own behaviour and performance relative to appropriate standards of professionalism, communication, and reflection. At the end of the module, the learner will be expected to be able to:

• Communicate appropriately, effectively, and sensitively by spoken, written and electronic methods, judging the reliability of data and information and interpreting clinical evidence in lay, clinical, and academic interaction.
• Synthesise and critically discuss evidence, guidance, and feedback from multiple sources and apply insights from this to enhance own clinical skills and practice of dentistry.
• Recognise how to effectively lead patient care, acting without discrimination and with respect, taking the initiative to optimise the impact of personal behaviour on the health care environment and on wider society.
• Appraise opportunities for development in the context of perceived strengths and weaknesses, and of previous development activities, and derive long-term objectives for development as a clinician.

The Bachelor of Dental Surgery Programme (BDS NUI RCSI) is designed with a comprehensive focus on several key objectives and methodologies:

• Primary Care and Patient-Oriented Training: The curriculum aims to educate and train students in a focused primary care environment, emphasising patient-centric practices to ensure the delivery of high-quality oral health improvements in the community.
• Localised Training and Community Sensitivity: Focused on increasing the number of locally trained dentists in Ireland, the curriculum follows a community-based model. It aims to address local health needs effectively, aligning strongly with national dental care policy ('Smile Agus Sláinte') to provide comprehensive oral healthcare and reduce inequalities.
• Experiential Education and Clinical Skills: Using expertise in experiential education, the curriculum integrates dedicated dentistry clinical skills training facilities, ensuring students acquire practical proficiency aligned with international best practices.
• Community-Based Dentistry Curriculum: Inspired by recommended international best practices, the curriculum embraces a community-based dentistry approach. It plans to establish RCSI managed Dental Education Facilities focused on delivering integrated patient care and professional training near underserved communities.

The programme provides a distinctive, personalised, and robust dental education that is socially accountable and is targeted at meeting oral health needs of the future. The curriculum and pedagogy will stimulate, prepare, and support students to take responsibility of their own learning process. Key features that enable this include:

• The curriculum offers a spiral, vertically and horizontally integrated programme utilising a blend of teaching and learning methods, which combine clinical skills training with the acquisition of knowledge, skills, and professional attributes at all levels of the programme.
• All teaching and learning activities are patient and student-centred and offer rich opportunities to effect authentic and contextual deep learning.
• Throughout the course, students will undertake authentic tasks and be offered real-life opportunities for clinical care and participation in meaningful work-based learning. This case-based learning paradigm provides excellent opportunities for enhancing clinical and communication skills for total patient care, to build confidence, to learn from the diversity of role models in healthcare and, under appropriate supervision, to give something back to the community within which they are learning. The many authentic clinical experiences students will help with understanding the context for learning dentistry, the multi-professional nature of healthcare, and the importance of teams in healthcare provision.
• The Simulated Dental Learning Environment (SDLE) in Sandyford will enable students to develop, acquire and consolidate their clinical skills systematically, and to demonstrate the required level of competency and safety before they are allowed to continue to learn their clinical skills through treating patients in a close support environment. This SDLE is equipped with a comprehensive and extensive range of models and equipment, state of the art patient simulators, and includes the use of 3D printed teeth where appropriate (particularly for simulating dental caries, broken down dentition, endodontics, and the restoration of missing teeth. Where appropriate, surgical simulations will be used, as well as virtual-reality based clinical skills acquisition as part of the comprehensive and bespoke learning process. The SDLE will provide a protected environment in which to practice clinical and communication skills, as a springboard to treating real-life patients (Clinical learning).
• Clinical learning will be in one or more of the School’s Dental Education Facilities (DEF) in Sandyford and Blanchardstown in Dublin. These facilities are designed specifically to meet the needs of dental students, to allow students to gain experience of dental care in a primary care setting. These facilities are supported by an academic programme, including plenaries, seminars, workshops, and small group sessions that build on previous learning and help to integrate scientific and clinical knowledge.
• Engagement with local communities throughout the course is one of the keys to dental students developing professionalism skills and a real understanding of the needs and demands of different groups in the population. Students will work closely with community groups and other health care professionals to learn with, about and from one another.
• Small Group teaching is an overarching method of supporting student learning; this is blended with small and large group plenaries, workshops, simulated clinical and integrated dental science sessions.
• An appropriate suite of aligned assessment types is in place to cover the knowledge, skills and attributes required. This supports, drives, and measures progress for learners, and attests to achievement for accreditors.

The delivery of modules will be multimodal and reflect the relevant elements of the Learning Teaching and Assessment strategy (learning from experts, with others, exploring, inquiry, practicing, from assessment and in and across settings) appropriate to the module content and design.

The delivery mode for each module is aligned with the module aim and rationale, intended learning outcomes, and relevant stage of the curriculum. The following delivery modes are employed across the programme:

• Anatomy Practicals
• Case Presentations
• Chairside Tutorials
• Clinical Skills Teaching
• Early Patient Contact
• Electives
• Enquiry and Case-Based Learning
• Facilitated Discussions
• Healthcare Symposia
• Interprofessional Education
• Laboratory Practicals
• Lectures
• Plenaries
• Seminars
• Simulation
• Simulated and Standardised Patients
• Small Group Teaching
• Supervised Research
• Team-Based/Multi-Disciplinary Workshops
• Team Projects
• Technology Enhanced Learning
• Tutorials
• Workplace learning including diagnosis, treatment planning, and treatment of patients
• Workshops.

The approaches will enable students reach the module learning outcomes and integrate the learning within the module as well as horizontally across the year and vertically as they progress, through intentional spiralling.

To ensure the achievement of educational outcomes, RCSI employs a multifaceted approach to assessments. Our suite of assessment methods encompasses diverse tools tailored to cover a spectrum of knowledge, skills, and attitudes and designed to support our Graduate Dentist Profile. These methods are carefully aligned with the programme and module-level learning outcomes, ensuring a comprehensive and progressive evaluation of learners' competencies.

Furthermore, the principles governing assessments within RCSI, as per our Learning, Teaching, and Assessment strategy, echo RCSI's emphasis on assessment as an integral part of the teaching and learning process. The commitment to transparent, robust, and consistent assessment processes aligns with our requirements for assessment practices.

Our approach maintains a balance between formative and summative assessments, supporting not only the measurement of learners' progress but also guiding decisions concerning academic and clinical advancement. The use of various assessment tools, such as examinations, clinical evaluations, and assessments of professional behaviour, ensures a holistic evaluation of students' performance and their readiness for professional practice. 

This approach supports student learning by encouraging and enabling students to take active responsibility for their learning and progress, including engaging with the process to identify and remediate areas that may require additional focus.

Students will be allocated an Academic Tutor (expert mentor), who will guide them on their professional development journey. Students and Academic Tutors will meet at least once per term to review progress. Students will maintain a Regular Portfolio Appraisal record, and as part of each meeting, both Student and Academic Tutor will review and discuss. Such records are captured on Kaizen and for the basis of student tutor meetings.

The RPA will include input from many independent assessors encountered across all years of the programme. It will also include comments on the students interpersonal, cognitive, and technical skills, and personal and professional development. It forms an important record of achievement and acts as a basis for developing the student’s annual personal development plan. Students will be expected to demonstrate an ability to learn by reflection on their clinical, professional, and academic performance and achievements.

Students will also receive continuous feedback throughout their learning journey from activities and staff across: Evidence Based Learning; Simulated Dental Learning Environment; and Inter Professional Education. Students can request multisource feedback from various sources (including patient feedback), where they can reflect on as part of their professional development.

In terms of technology, RCSI utilises Practique and Kaizen software so that students can quickly and easily track their performance. As each student advances through the programme, the technology can allow each student to monitor their progress, identifying progress and areas for attention.

RCSI provides a comprehensive range of support to our students to enable them to thrive. As a small health sciences institution, most supports are run on an institution wide basis, by staff with significant experience in their fields.

Key service offices are also located in prominent locations on campus – Centre for Mastery: Personal, Professional and Academic Success (CoMPPAS) and Student Services – who also advertise their services widely around the campus.

Academic counselling

All programme students will be assigned a Tutor who is an academic member of staff. Faculty within the School of Dentistry support academic counselling for the programme.

The role of the Personal Tutor is focused on ensuring that each individual student is known and valued and that their needs are recognised and supported. The personal tutor programme consists of several meetings per year that students are required to attend. At the start of the academic year there will be one group meeting with the tutor. This will be followed by 1-1 meetings with tutors. The meetings provide students an opportunity to reflect on their learning and will provide academic and pastoral support to students to ensure they feel supported throughout the academic year.

The Personal Tutor will:

• Provide support to students and a listening ear.
• Assist students to develop educational goals.
• Help students reflect on their results.
• Offer general academic advice.
• Refer students with specific needs to their Year Lead or CoMPPAS.

Academic staff are available for additional meetings where students are experiencing academic difficulties. Academic tutors and Academic Year Leads build strong relationships with students and can refer students to more specialist RCSI resources when required.

Broader student supports

There is a full range of offices and supports in place to assist students during their time in RCSI and these are summarised below.

Student welfare
The CoMPPAS Student Welfare team provide confidential one-to-one support and advice for students. The service is Social Worker led and is in place to help students achieve their full potential and overcome challenges that they may encounter during their time in university.
The Student Welfare team aims to:

• Provide a compassionate, inclusive, and student-centred service.
• Promote positive mental health among the RCSI student body.
• Implement personalised support plans collaboratively with students based on individual needs.
• Promote the rights of the students and advocate on their behalf.
• Provide individual consultations with students, run workshops and student events.

The team will also help students to access support from other services including:

• Counselling.
• Strategies for positive mental health.
• Self-care.
• Adjustment support, for settling into student life.
• Academic related issues.
• Feeling overwhelmed or anxious.
• Planning to overcome any difficulties a student may be facing.

Counselling services
RCSI offers a professional, independent, and confidential counselling service to all RCSI students, which is located off campus. Our counselling service has extensive experience over many years in providing counselling support to students. On behalf of RCSI, they manage a diverse panel of over 20 professionally registered counsellors with a broad range of expertise. All counselling services are provided free of charge to students as part of our student welfare support. Confidentially is assured and access to these services is not recorded on student transcripts.

Learning Access and Facilitation Service
The Learning Access and Facilitation Service provides confidential advice and practical support to students who seek assistance with learning access and facilitation due to their disability, on-going significant medical condition or learning difficulty. In all cases, the services provided are in place to remove a disadvantage or impairment to learning due to a disability, a significant medical condition or learning difficulty.

Disclosure of a disability, significant medical condition or learning difficulty will remain confidential, is considered part of being a professional, and makes sense in terms of getting the support needed to be successful.

Student health primary care
A comprehensive student health service is available at the Department of General Practice in the Mercer Medical Centre. A full range of services are available, including vaccinations required for clinical practice, treatment of injuries and advice regarding lifestyle. Consultation costs are covered by RCSI.

Students on the programme enjoy training in the following simulated and clinical environments:

Simulated Dental Learning Environment

The flagship Simulated Dental Learning Environment (SDLE) facilities will be located at Reservoir House, Sandyford, Dublin. In the SDLE, the student will have access to appropriate simulators (phantom heads) and other equipment and materials where appropriate, with which to acquire and practice clinical skills. Clinical Supervisors and Technicians will be available to guide and support them both during the taught, and where applicable, the remedial sessions.

Dental education facilities

Clinical learning will be in one or more of the School’s Dental Education Facilities (DEF). The first two facilities are set to be developed in Sandyford and Blanchardstown in Dublin. These facilities are being designed specifically to meet the needs of dental students, to allow students to gain experience of dental care in a primary care setting. 

These facilities are supported by an academic programme, including plenaries, seminars, workshops, and small group sessions that build on previous learning and help to integrate scientific and clinical knowledge.

Clinical training in RCSI managed Dental Education Facilities will ensure that students are well prepared and equipped for their professional career. These facilities will support the provision over 90 dental chairs at full roll out and associated specialist requirements such as CSSD and X-Ray.

Specialist visits 

During their training, where possible, the student will be afforded the opportunity to explore the role of secondary care and how it contributes to the clinical journey and patient experience. They will encounter clinical situations that may need the help of specialist staff and specialist facilities and will be asked to visit these centres and observe the patient journey to and through secondary care. These will provide opportunities to develop a clearer understanding of the role of the secondary care clinician in providing care to their patients and the processes involved.

The specialist areas to be visited may include paediatric and special care, inhalation sedation, iv sedation, oral medicine, oral and maxillofacial surgery, orthodontics, general anaesthesia, and radiography.

At the completion of these visits in Year 5, the student will be expected to produce a report providing comment upon one of the services provided, the role of secondary care provision in dentistry within this service, and finally on the patient’s experience and journey through the secondary care organisation involved. They will understand the role of both primary and secondary care providers in this wider team, the responsibilities of appropriate referral, and patient communication.

Active participation in research within the Dental Surgery Programme serves as a catalyst for lifelong learning by nurturing critical thinking skills, integrating theoretical knowledge with practical applications, and fostering a deep understanding of dentistry's evolving landscape. It instils a continuous quest for knowledge, enabling students to adapt to new methodologies, stay updated with advancements, and contribute to evidence-based practices throughout their professional journey. 

Research engagement cultivates a mindset of perpetual learning, supporting ongoing professional development, and preparing individuals for the dynamic challenges of the dental field in the long term. The following are some of the key opportunities for our dental students to become involved in research:

Research Summer School

During the summer months, dentistry students accepted into the RCSI Research Summer School will get the opportunity to participate in activities that are designed to develop core skills in scientific writing, presentation, data management, statistics, ethics and research involving patients.

Students are also given laboratory practicals that focus on basic research techniques, and other hands-on activities to develop skills in computer modelling and simulation.

Participating students who undertake an eight-week project and are supervised by RCSI Principal Investigators who are experts in their chosen fields. These supervised projects can be lab, desk or ward-based, but all aim to research important health-related problems and focus on improving future patient care.

The summer school aims to immerse participating students in a world-class research experience that will benefit their professional development and enhance their educational experience while studying at the RCSI.

Student Innovation Challenge

Another exciting opportunity for our dental school students is the RCSI Student Innovation Challenge. Here students are presented with the challenge to devise an innovative approach that addresses a problem facing modern healthcare delivery.

Each team is mentored by a leader who is an RCSI-affiliated academic and researcher. Over a four-week period challenge during the summer teams work together to develop their idea before pitching to a panel of eminent RCSI and industry judges at a fun afternoon of presentations that marks the end of the challenge.

Previous challenge topics have focused on neurological and psychiatric disorders, population health, biomaterials and regenerative medicine, surgical science and practice, and vascular biology. All of this is coordinated in collaboration with the RCSI Office of Research and Innovation.