2021/22 Full-time Postgraduate course
Master of Science
Faculty of Life and Health Sciences
School of Pharmacy and Pharmaceutical Sciences
The course aims to develop confident senior dental practitioners to undertake effective evidence-base endodontic practice.
The course aims to develop confident senior practitioners who are able to undertake effective evidence-based practice. It also aims to equip practitioners with appropriate skills to treat challenging general dental cases. The programme aims are to:
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MSc Endodontics is perfect for dentists keen to increase the range of endodontic options they offer. The course aims to prepare you for practice, with the theoretical knowledge and expertise you need to confidently treat the most challenging and endodontically compromised teeth.
Taught by renowned academics and experts in the field, you will learn how to use advanced technologies through a range of innovative methods. You will be exposed to an intensive mix of lectures, seminars and practical workshops using advanced microscopes, piezo-electric techniques, as well as other contemporary ways of managing endodontic problems. You will also have the opportunity to discuss with peer students from other courses for a multidisciplinary approach and develop sound judgement based on evidence.
Students enrolling in the Master of Science course with the optional Practical modules will perform all their cases on simulated models in our state-of-the-art centre in Birmingham.
The programme starts by delivering teaching on the principles of endodontics and endodontic treatment planning and protocols. There are practical and clinical skills sessions throughout the programme.
As the programme continues, students will acquire knowledge of advanced endodontic practices including retreatment and microsurgery. Students will also acquire knowledge and skills related to implant dentistry.
Throughout the programme students will gain competency in research methodology skills, and will submit a final dissertation at the end of the programme.
For further details please visit the College website at comd.org.uk
Our Dentistry programmes are delivered in partnership between Ulster University and the College of Dentistry, Birmingham. By applying to one of our Dentistry programmes you will be consenting to the personal information you provide in your application being shared between Ulster University and College of Dentistry for the purposes of processing your application.
The programme is delivered over 3 years, with 3 semesters of study each year.
The programme is multi-modular, and all modules have to be completed to progress through the programme. Students must complete all the modules on the programme and the programme does not offer any optional modules. However, the sequence of modules in a given academic year is flexible and not fixed.
Teaching will include lectures, seminars, practical interactive workshops and training on phantom heads and simulated models.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
Calculation of the Final Award
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2019-2020.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
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The module will develop the skills of the student in identifying, selecting and assessing, examining and diagnosing suitable clinical cases for treatment during the course.
This module will give students the required knowledge to be able to design a research proposal. This is a comprehensive module covering clinical statistics, evidence based practice, critical appraisal, research design, and explores their specific application in dental research and treatment. It also enables students to identify and access the information they need in the dental literature, reading it from a critical viewpoint, and applying rules to assess the validity of methodology and conclusions.
The module will prepare the student to competently recognise various forms of endodontic diseases and lesions and also equip them with skills required for canal shaping and obturation of root canals with hand and automated techniques.
The module will enable the students to understand appropriate preventive methods in relation to oral hygiene and develop a care strategy. They will also understand the fundamental physical properties of restorative materials and will gain proficiency in carrying out different types of operative and restorative procedures using the appropriate techniques and materials.
The module will develop the skills of the student to competently plan cases and critically evaluate the rationale for the treatment plan and provide quality treatment.
This module will give students the required knowledge to be able to design a research protocol. This is a comprehensive module covering enhanced knowledge and skills on clinical statistics, evidence based practice, critical appraisal, research design, and explores their specific application in dental research and treatment. It also enables students to efficiently identify and access the information they need in the dental literature, reading it from a critical viewpoint, and applying rules and measurements to assess the validity of methodology and conclusions.
This module will enhance the importance of maintaining professional and personal standards and the concepts related to clinical governance, management and administration so they can develop the skills required for working in an organisational setting and deal effectively with staff, managers and administrators
Using a mix of lectures and practicals, the module will develop competency in retreatment of failed root canal treatment as a result of under preparation, inadequate obturation and iatrogenic perforation of the canal system. It also covers restorative protocols and their influence on current thinking with regard the long term prognosis of the root treated tooth.
Using lectures and practicals, the module will introduce the students to indications and risk assessment for endodontic apical microsurgery. The students will also develop the skills to perform micro-surgical endodontic procedures.
The module will develop the skills of the student in evaluating the rationale for treatment planning and deliver the appropriate treatment for complex clinical problems along with self-reflection.
This module will give students the required knowledge to be able to complete all elements of a research dissertation on postgraduate level 7 attainment. This is a comprehensive module covering advanced knowledge and skills on biostatistics, evidence based practice, critical appraisal, research design, and explores their specific application in dental research and treatment. It also enables students to efficiently identify and access the information they need in the dental literature, reading it from a critical viewpoint, and applying rules and measurements to assess the validity of methodology and conclusions.
The module is designed to enable the students to understand the role of restorative procedures for endontically treated teeth. It will also introduce them to endo-perio and orthodontic/ endodontic relationship and risk assessment for implant placement.
The module will prepare the student to understand the principles of implantology assessment and treatment and the risks associated with it.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
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Applicants must hold a degree of at least 2ii Honours standard or equivalent or demonstrate their ability to undertake the course through the accreditation of prior experiential learning. In addition, applicants must:
a) have gained a Bachelor of Dental Surgery (BDS), or equivalent, or other approved qualification in a cognate area;
b) for those residing outside the UK, be currently registered within their profession within their own country and have access to an appropriate patient base to facilitate study;
c) or those practising on patients in the College#:
d) provide evidence of competence in written and spoken English (GSCE grade C or equivalent) or for international students, a minimum English level of IELTS 6.0 or equivalent with no band score under 5.5 or equivalent English language examinations and tests;
e) provide two satisfactory references, one of which must be an academic reference.
# Criterion c) is only for those who are practising on patients in the college. If an applicant cannot meet criterion c) then they can undertake the courses but would not practice on patients – their practice would be simulation-based.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
In exceptional circumstances, as an alternative to the standard entry criteria, where an individual has substantial and significant experiential learning, a portfolio of written evidence demonstrating the meeting of graduate qualities (including subject-specific outcomes, as determined by the Course Committee) may be considered as an alternative entrance route. Evidence used to demonstrate graduate qualities may not be used for exemption against modules within the programme.
Typically we require applicant for taught programmes to hold the equivalent of a UK first degree (usually in a relevant subject area). Please refer to the specific entry requirements for your chosen course of study as outlined in the online prospectus. We consider students who have good grades in the following:
|Level of Study||Requirements|
A mark of over 70% in English, in the Standard Xll examinations in the Central Boards (CBSE/ICSE)
from the following State Boards, Maharashtra, West Bengal, Tamil Nadu and Karnataka.
A mark of over 70% in English in the Standard Xll examinations in the Central Boards (CBSE/ICSE) or the State Boards of, Maharashtra, West Bengal, Tamil Nadu and Karnataka.
(If your degree has been taught in the medium of English we accept a mark of over 70% in English, in Standard XII from any Board.)
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Completion of this programme will upskill dental practitioners in the dental specialism and should enhance employability and career progression within this specialist field.
Students who are GDC registered will have placements within the College Dental Institute during the programme.
Students who are non-GDC registered will be able to attend these placements, however they will only be able to observe treatments being delivered.