UCL Eastman Dental InstituteInternal Quality Review

Self-Evaluation Statement

1. STUDENTS, STAFF AND LEARNING RESOURCES........................................................4

1.1 Introduction...............................................................................................................41.1.1 General Overview...................................................................................................................41.1.2 Organisational Structure........................................................................................................6

1.2 Programmes of Study.................................................................................................71.2.1 Taught Programmes...............................................................................................................71.2.2 Research Programmes...........................................................................................................8

1.3 Staff Profile and Staff Support..................................................................................101.3.1 Staff Profile...........................................................................................................................101.3.2 Institute Academic Management.........................................................................................111.3.3 Staff Recruitment.................................................................................................................131.3.4 Staff Induction......................................................................................................................131.3.5 Performance.........................................................................................................................131.3.6 Reward.................................................................................................................................141.3.7 Staff Development and Training...........................................................................................15

1.4 REF Assessment........................................................................................................16

1.5 Learning Resources...................................................................................................161.5.1 General.................................................................................................................................161.5.2 Hospital Learning Resources................................................................................................171.5.3 Clinical Skills Laboratories....................................................................................................181.5.4 Information Technology.......................................................................................................191.5.5 Lecture Theatres and Seminar Rooms..................................................................................201.5.6 Library and Library Cluster Room.........................................................................................201.5.7 Research Laboratories and Facilities....................................................................................231.5.8 Biostatistics Support.............................................................................................................231.5.9 Moodle.................................................................................................................................231.5.10 Marketing and Communications Officer...............................................................................24

2. QUALITY MONITORING & ENHANCEMENT FRAMEWORK........................................25

2.1 Teaching and Learning Strategy and Development........................................................25

2.2 Staff support.................................................................................................................26

2.3 Recruitment and reception of graduates.......................................................................272.3.1 Reception and induction of taught graduates........................................................................282.3.2 Reception and induction of research graduates....................................................................29

2.4 Graduate support.........................................................................................................292.4.1 Support for taught graduates................................................................................................302.4.2 Support for research graduates.............................................................................................30

2.5 The teaching function and process................................................................................31

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2.6 Programme design, operation and review.....................................................................322.6.1 Taught programme design.....................................................................................................322.6.2 Taught programme operation...............................................................................................342.6.3 Taught programme review and monitoring of teaching quality............................................342.6.4 Research programmes design, operation and review............................................................352.6.5 Short courses design, operation and review..........................................................................36

2.7 Student input and feedback..........................................................................................36

2.8 Assessment of graduate performance...........................................................................362.8.1 Assessment of taught graduates performance.....................................................................362.8.2 Assessment of research graduates performance.................................................................37

2.9 Career advice to graduates............................................................................................38

3. SELF ANALYSIS...................................................................................................40

3.1 Strategic and Environmental Context.......................................................................40

3.2 Graduate recruitment and induction........................................................................42

3.3 Graduate support.....................................................................................................42

3.4 Staff support............................................................................................................44

3.5 Taught Programmes.................................................................................................46

3.6 Research Programmes..............................................................................................48

3.7 Continuing Professional Development (CPD)............................................................49

3.8 Internationalisation..................................................................................................50

3.9 Learning Resources...................................................................................................51

3.10 Programme design, operations and reviews.............................................................51

3.11 Graduate input.........................................................................................................51

3.12 Learning outcomes...................................................................................................53

3.13 Assessment of graduate performance.......................................................................53

3.14 Innovation and development in teaching..................................................................53

3.15 Response to IQR 2010...............................................................................................53

3.16 Institute Vision.........................................................................................................54

Core Documentation and Appendices.........................................................................57

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1. STUDENTS, STAFF AND LEARNING RESOURCES

1.1 Introduction

1.1.1 General Overview

UCL Eastman Dental Institute (EDI) is a postgraduate dental school and the largest institute dedicated to postgraduate dental education in Europe with a reputation as one of the world’s leading academic centres for dentistry. The Institute is a Division of the Faculty of Medical Sciences (Dean: Professor Mark Emberton) within the School of Life and Medical Sciences (SLMS; Vice Provost: Professor David Lomas). The Institute is based on two sites within Gray’s Inn Road: 256 (where the majority of research, clinical supervision and education of postgraduates undertaking full-time taught programmes occurs) and 123 which houses our Department of Continuing Professional Development (CPD). The 256 Gray’s Inn Road premises of the Institute are within UCLHT Eastman Dental Hospital while those of 123 Gray’s Inn Road are rented by UCL from a private vendor.

Oral health embraces the entire lifespan, is central to systemic health and well-being, while oral disease contributes significantly to the health burden of all nations. The Institute’s mission is to promote oral health and wellbeing by advancing knowledge of the causes of orofacial disease and the prevention, repair and regeneration of resultant tissue abnormalities, and to translate such findings into clinical practice

EDI aims to do this by promoting the prevention of disease and improving patient care through translational research and providing the widest educational and training opportunities for all members of the dental team. Quality is the keyword for all Eastman activities.

EDI works in partnership with the Eastman Dental Hospital (EDH), part of UCLH NHS Foundation Trust (UCLHT), to deliver specialist dental services, graduate teaching and research. The majority of EDI clinical academic staff have honorary appointments with UCLHT and the majority of EDH clinical staff hold honorary contracts with UCL.

The Eastman has been in existence for approximately 85 years and has been part of UCL since 1999. The roots of the Eastman go back to George Eastman (founder of Kodak) who supported the funding of the Rochester Dental Dispensary in New York after being informed of the devastating consequences in adulthood of a lack of childhood tooth care.

This Dispensary provided the first structured training programmes in dentistry for children, influenced by the 1910 Carnegie Report on American Medical Education, which stressed science-based medical education and the inspection of postgraduate training schemes. George Eastman funded the establishment of six similar clinics internationally and donated £200,000 in 1926 to fund such a dental clinic in London. On 20 th November 1931, the Eastman Dental Clinic (Hospital) opened in London and was committed to providing dental care for disadvantaged children from central London.

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In 1948, the Eastman Dental Institute (EDI) was established under the title of “The Institute of Dental Surgery” and as the Postgraduate Dental Institute of the British Postgraduate Medical Federation. Later in the same year, the establishment of the Faculty of Dental Surgery (FDS) at the Royal College of Surgeons (RCS) with the establishment of fellowship examinations were fundamental to the future place of the Institute and Hospital in postgraduate dental study, both nationally and globally. A detailed history of the early years of the Eastman is available at: http://www.nature.com/bdj/journal/v188/n12/full/4800566a.html.

By 1956, the EDI was regarded as an international centre of excellence for higher training in Dentistry where 30% of trainees hailed from the Commonwealth and 14% from elsewhere in the world, representing 22 countries in total. A high number of graduates from the six years previously had achieved prestigious appointments, including consultants and senior lecturers.

During the 1960s, the EDI teaching concept altered with the pioneering introduction of Masters (MSc) courses of the University of London. This succeeded the long general subject courses for the fellowship examination of the Royal Colleges and challenged both graduates and staff with its research dissertation.

EDI was the first UK dental school to establish an academic Department of Continuing Professional Development (1992), now branded “UCL Eastman CPD” and based in a dedicated building a short distance from the main Eastman site. This department delivers education to part-time and flexible learning graduates that can facilitate the first steps towards clinical specialisation through Certificate, Diploma and Masters Qualifications for general dental practitioners. In addition, an extensive portfolio of CPD courses and some distance learning products is offered to enable dental professionals to access structured CPD to fulfil the UK General Dental Council’s mandatory training requirements.

The Institute became affiliated with UCL in 1995 with a formal merger taking place in August 1999. Preceding this was the entry of the Hospital into what is now UCLH NHS Foundation Trust in 1996, meaning that EDH is now part of a large network of surgical and medical excellence in London. The Institute was the first dental school recipient of a Queen’s Award for Higher and Further Education in 2002. UCL Eastman Dental Institute's commitment to "advancing women's careers in STEMM academia" was recognised with an Athena SWAN Bronze Award in 2014 and most recently a Silver Award in 2016.

As at 1st January 2016, EDI had 364 taught graduates from a wide range of countries enrolled on 23 programmes of study. There are 77 research students, including 9 graduates enrolled on a recently established DDent research programme and a further 68 research graduates studying for MPhil/PhD qualifications. In addition, we have 22 interfaculty students with supervision at EDI. We are expecting a further intake of 5 PhDs in April 2016 and possibly 14- 18 in 2016-17 (See Figure 1).

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As at 1st January 2016, EDI had 122 staff including 58 academics and teaching fellows.EDI’s main premises are at the Eastman Dental Hospital, 256 Gray’s Inn Road of UCLH NHS Foundation Trust where EDI and EDH share common facilities and have a number of joint clinical academic departments. UCL Eastman CPD is based at 123 Gray’s Inn Road.

1.1.2 Organisational Structure

EDI comprises three Research Departments and four Clinical Education Departments. In 2015 the EDI Registry Team was restructured into a new EDI wide Professional Services Team. The management of the EDI Library transferred to UCL Library Services on 1st August 2007 and the Information Technology team became part of a Faculty-wide service on 1st August 2009.

EDI Structure as follows:

Research: Biomaterials and Tissue Engineering (BTE)Clinical Research (CR)Microbial Diseases (MD)

Education: Continuing Professional Development (CPD)Craniofacial Growth and Development (CGD)Maxillofacial Medicine and Surgery (MMS)Restorative Dentistry (RD)

Professional Services Team

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1.2 Programmes of Study

1.2.1 Taught Programmes

The Institute provides teaching on a broad range of subjects relevant to clinical dentistry (Table 1). Since the previous IQR in 2010 EDI has stopped running the PG Diploma in Special Care Dentistry as there was insufficient financial justification for their continuance. The Institute has however introduced a new blended learning/online MSc in Paediatric Dentistry that has proven to be notably successful.

At the present time 441 students are undertaking taught programmes. The numbers of postgraduates undertaking taught programmes (PGTs) is at a generally steady state, not having increased substantially since 2010.

(Table 1)Qualification Programme Mode of

StudyType Length of

StudyDDent Paediatric Dentistry Full-time traditional 3 YearsMClinDent Endodontology

Endodontology (Advanced Training)Oral SurgeryOral Surgery (Advanced Training) OrthodonticsOrthodontics (Advanced Training)PeriodontologyProsthodonticsProsthodontics (Advanced Training)

Full-timeFull-time

Full-timeFull-time

Full-timeFull-time

Full-time/ Part-timeFull-timeFull-time

traditionaltraditional

traditional traditional

traditionaltraditional

traditional traditionaltraditional

2 Years3 years

2 Years3 years

2 Years3 years

3 Years2 Years3 years

MSc Conservative DentistryEndodontics Oral and Maxillofacial Surgery Oral Medicine Paediatric DentistryPeriodontology Restorative Dental Practice

Special Care Dentistry

Full-time/ Part-timeFull-timeFull-timeFull-timeFlexibleFull-timeFlexible

Full-time

traditionaltraditional traditionaltraditionalBlended

traditionalpractice based

traditional

1 Year1 Year1 Year1 Year3 years1 Year5 Years

1 Year

Diploma Implant Dentistry Flexible practice based

5 Years

Certificate Advanced Aesthetic Dentistry Dental Sedation and Pain Management Endodontic Practice

Part-time

Part-time

Part-time

practice based

practice based

practice based

1 Year

1 Year

1 Year

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Special Care DentistryPart-time

practice based 1 Year

In addition there are advanced MClinDent programmes that allow graduates to submit for RCS examinations (e.g. MRD and M.Orth) as well as European Federation of Periodontology examinations.

Traditional M-Level programmes are set in a hospital training environment requiring either full-time or 50% FTE part-time attendance. Graduates enrolling on these programmes are either government sponsored or self-financing. Part-time and flexible learning programmes require a much lower level of attendance and have none, or very little exposure to a hospital training environment. Graduates on the MSc in Restorative Dental Practice can study over longer periods and typically continue to work in general dental practice taking days out as required. During the assessment period (2009-16) the following programme of study was discontinued (with the reasons for discontinuation being discussed in section 3.1):

PG Diploma Special Care Dentistry

1.2.2 Research Programmes

In the academic year 2015/2016, the Eastman Centre for Postgraduate Research (UCL ECPgR) was created to regroup all PGRs associated with research at the Eastman under one unique programme. The aims of this Centre are to:(i) Train researchers internationally to embed new knowledge in best practice

addressing scientific and clinical research needs in the dental, medical and allied health sectors.

(ii) Engage with industry in developing therapeutics, instruments and tools.(iii) Engage practitioners with novel ways of understanding diseases.(iv) Engage the public with the research undertaken at the Eastman and also novel

ways of understanding and improving their conditions and wellbeing.

The ethos of the Centre is rooted in the UCL Grand Challenge of Global Health which brings together UCL’s immense multidisciplinary wealth of intellectual capital and international collaborations to provide innovative, workable solutions to global health at scale. The aim of the Centre is also to support UCL’s commitment to teaching and learning excellence through research-based education. UCL ECPgR will provide support for PGRs working on exciting projects in collaboration with dental and medical institutions as well as scientific, engineering and industrial partners. The following course are part of this new centre:

MD(Res): Doctor of Medicine (Research)

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Students are registered for a two year programme of study (full-time or part-time), at the end of which Completing Research Status (CRS) can apply. The MD(Res) is aimed specifically at individuals in clinical practice (dental science), who wish to undertake a piece of supervised research associated with their employment. To be eligible for registration for the MD(Res) degree, a candidate must have obtained a BDS dental degree or hold an equivalent dental qualification.

MPhil/PhD: Doctor of Philosophy (Science)

The MPhil/PhD programme is normally three years full-time research (in some cases four years) with one year of ‘writing-up’ (CRS). The thesis is submitted at the end of this period (variations can apply if a student is funded by certain Research Councils). Full-time students are eligible to submit a thesis for examination following a minimum of two years of registration. This programme offers the possibility for students to undertake a research project under the guidance of a primary supervisor from Biomaterials and Tissue Engineering or Microbial Disease. The nature of the research project will be on basic science but may be clinically relevant depending on the project.

MPhil/PhD: Doctor of Philosophy (Clinical)

The MPhil/PhD programme is normally three years full-time research (in some cases four years) with one year of ‘writing-up’ (CRS). The thesis is submitted at the end of this period (variations can apply if a student is funded by certain Research Councils). Full-time students are eligible to submit a thesis for examination following a minimum of two years of registration. This programme offers the possibility for students to undertake a research project under the guidance of a primary supervisor from Clinical Research. The nature of the research project will be mostly clinically relevant but may also include elements of basic science depending on the needs of the project. It is worth noting that this programme does not involve any clinical training.

Four years Clinical Experience MPhil/PhD: Doctor of Philosophy (Clinical)

This MPhil/PhD programme is a full-time four year course which offers the opportunity to work on a science or clinically relevant project under the guidance of a supervisor from the EDI. However, the student may be linked with a clinical unit depending on his/her trained specialisation but the final decision will be made at the discretion of both the clinical unit and the academic supervisors. The student may be offered the chance to sustain limited clinical activity during the programme depending on the demand of the hosting clinical division. It is worth noting that this programme does not involve any clinical training, but will offer an alignment of the clinical skills of the applicant to those required to practise within the Eastman Dental Hospital. The nature of the research project can be either clinical- or science-based, depending on the needs of the applicant and the expertise of the supervisors

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(Table 2)

Table 2 showing the PGRs intake (excluding DDent) over the last 5 academic years.

The significant increase in the 2015-16 PGRs number is directly linked with the establishment of an administrator dedicated to this programme. The Centre houses 68 EDI-registered PGRs (including those in CRS) and 22 interfaculty PGRs. We have currently a cohort of 27 supervisors of whom 22 can act as primary supervisor. Overall, the number of PGRs is very healthy and growing. Currently, we are meeting on average the faculty requirements of at least 2 PhDs/supervisor. However, a number of supervisors have a significant larger number of PGR students to supervise than others. In the period Jan 2012-Dec 2015, 90% of our PGRs (27/30) have upgraded within the recommended UCL period, and 100% within 21 months (delay incurred due to re-examination).

1.3 Staff Profile and Staff Support

1.3.1 Staff Profile

The EDI staff profile as at 1st January 2016 was as noted in Table 3

Table 3. Staffing of UCL Eastman Dental Institute as of 1st January 2016

Academic & Teaching Fellows: No. FTE

Clinical Academics 25 18.15Non-Clinical Academics 12 11.2Clinical Teaching Fellows 22 7.22Sub-total 59 36.57

Other Staff in Academic units: No. FTE

Clinical Training Fellows 1 1Clinical Researchers 4 2Non Clinical Researchers 5 5Research Support Staff 3 2.6

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Instructor Dental Technicians 13 11.33

Dental Nurses 6 5.8Research Dental Nurses 2 1.96Professional Services Team 18 16.2Sub-total 52 45.89

Total Staffing 111 82.40

Note: The role of the Dentist is to lead teams of dental professionals. Certain aspects of our M-level and specialist training programmes require significant teaching input from Instructor Dental Technicians who are responsible for the production of dental appliances (crowns, bridges, dentures, retainers, etc) and for teaching postgraduates the technician skills required.

In addition to the above, there are 15 NHS consultants and 8 dental practitioners at EDH who hold honorary contracts and are involved in the delivery of teaching and learning, most commonly through the supervision of clinical placements.

1.3.2 Institute Academic Management

The Institute management and committee structure are well defined and published on the EDI intranet (see: Appendix 1). The Institute Management Board (IMB) comprises Heads of the 3 Research and 4 Teaching Departments as well as the Chairpersons of the Health and Safety Committee, the Athena Swan Self-Assessment Team (see: Appendix 2), the Research Executive Committee (REC) (see: Appendix 3) and the Eastman Departmental Teaching Committee report (EDTC) (see: Appendix 4) to the IMB.

The IMB normally meets monthly as do the REC and the EDTC.

There are Institute staff meetings every term at which staff are appraised of plans and developments and are invited to provide input to the development of the Institute’s plans, policies and procedures (see: Appendix 5 for examples of minutes of EDSM). Graduate representatives for taught and research programmes are invited to attend these meetings.

Each taught programme of study and the DDent have a Programme Committee (PCom) which meets regularly and has representatives on the Eastman Divisional Teaching Committee (EDTC). The EDTC normally meets monthly except during main holiday periods. The Staff Student Consultative Committee (SSCC) (see: Appendix 6) is held termly and reports to the EDTC.

The ECPgR Steering committee (see: Appendix 7) meets monthly to a) ensure that the UCL ECPgR becomes the home for all the PGR students registered at the EDI, b) ensure the growth of the student cohort and align the research carried out by the PGRs to the research strategy of UCL Eastman Dental Institute, c) engage with sponsors and

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develop a progressive approach to research student training needs, d) ensure that the activities carried out by the UCL ECPgR conform to the UCL Doctoral Centre’s vision and ethos, e) review the credentials of all supervisors (current and honorary) in order to advise the Faculty of Medical Sciences EROS database, f) promote the activities of the UCL ECPgR inside and outside UCL and to develop possible funding streams and g) monitor the performance and progression of PGRs.

The ECPgR committee reports to the Research Executive Committee (REC) and Institute Management Board (IMB). The role of Head of Research (HoR) is also tasked with overseeing and directing ECPgR. In this task, the HoR will be assisted by the Research Student Administrator (Adnan Ali), the Academic Support Manager (Sara Giampietro) and the Departmental Graduate Tutor (Rachel Leeson). The ECPgR Steering Committee will also be composed of four research-active academic supervisors, nominated/selected from the divisions of Microbial Disease, Clinical Research and Biomaterials and Tissue Engineering. “A Woman in Science Representative” will be appointed within the group. This representative will also report to the Athena Swan committee. Two research student representatives will be invited from the UCL ECPgR Student Committee to be part of the committee (non-reserved items). (See: Appendix 8).

The Institute has a Library Users’ Committee (ELUC) (see: Appendix 8) which reports to the EDTC and enables staff and graduates to influence policy and learning support priorities (see section 1.5.6)

Staff receive regular communication through all-staff mailings and through the line management structure channels, on UCL regulations, policies, procedures and guidance. Supporting information and documentation on local matters is held within the Institute’s Moodle pages (https://moodle.ucl.ac.uk/course/view.php?id=16206) and EDI intranet which contains the departmental handbook (See: Appendix 9) and used for information for all EDI staff.

The Institute has weekly research staff meetings at which PGRs present their work (sometimes as part of their MPhil/PhD upgrade). In addition, external speakers provide lectures on research relevant to the activities of the Institute. These meetings are important to engender an awareness of research activities and opportunities for collaboration.

All staff are encouraged to participate in the life of the Institute and UCL and serve on committees and working groups.

As part of the new ECPgR structure, a PGR student committee was created to promote and grow Postgraduate Research at the Eastman Dental Institute and to provide support for students. The committee meets on monthly basis, has created a Facebook close group and has also decided to host a Research Student Symposium which will be held for the first time on the 10th May 2016, where all PGRs will be invited to present their own research to their peers. The day is organised by the students for the students. The ECPgR is supportive of this initiative and will be providing financial (prizes) and administration support.

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1.3.3 Staff Recruitment

EDI has a HR Officer who manages the recruitment of staff and ensures these are conducted in accordance with the UCL Recruitment and Selection Policy. Staff appointed to selection and interview committees have received appropriate training and use transparent selection criteria which is documented.

We adhere to the UCL policy that the membership of interview panels is at least 25% female to try and prevent gender imbalance. To help male dominated departments deal with this female staff are increasingly helping out across the site. To lessen the burden placed upon female academics 7 technical and administration staff have been recently trained to enable their inclusion on panels and staff have been informed of how to become involved through Athena SWAN advertising flyers. EDI staff are required to undertake a course in fair recruitment before joining a panel. Currently 26 out of 30 academic staff have attended UCL Recruitment courses and in addition a further 26 have successfully completed an online course in equality and diversity. Furthermore, staff have been encouraged to undertake a new online course on unconscious bias.

The same practices and arrangements are adopted for research studentships and any internships.

1.3.4 Staff Induction

EDI complies with the new UCL Induction and Probation Policy introduced in September 2015 and local welcoming activities and information are coordinated by the HR Officer. In 2016 EDI developed a Welcome Pack for new starters, offering an enhanced on-boarding experience which also includes the Staff Handbook and updated pages on the staff intranet. The HR Officer ensures that the Welcome Pack information is kept up to date, disseminates information to the relevant managers and carefully monitors completion and progression in relation to induction, probation and training and development.

New staff are encouraged to engage with UCL Arena. UCL Arena is accredited by the Higher Education Academy, enabling staff to apply for nationally recognised awards for teaching expertise. New staff follow the ‘Arena Two’ pathway for Lecturers and Teaching Fellows on probation, who need to gain a teaching qualification in order to complete their probationary requirements. The course enables participants to apply to become a Fellow of the Higher Education Academy.

1.3.5 Performance

The Faculty of Medical Sciences regularly produces data on key performance indicators (KPIs) which are considered at IMB. Expectations are established in the annual Strategic Plan.

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The performance of staff members is monitored by robust appraisal mechanisms that also ensure that staff have the opportunity to undertake appropriate development activities. In addition staff are encouraged to seek promotion via UCL’s annual round of senior staff promotions (see below also). EDI staff are familiar with the staff review and development scheme which is used routinely throughout the Institute. Performance management is being developed to support staff to achieve progression and promotion.

The system of internal review of research grant applications has recently been updated to ensure that academic staff and researchers are supported in such work.

Peer observation of teaching (see: Appendix 10) is considered as part of the annual staff review and development cycle and is promoted within the Institute.

Graduates are given the opportunity to provide feedback on teaching. All feedback is highly valued and taken seriously. This is reviewed by PComs, Programme Directors (PD) and Heads of Departments (HoD) and any issues of concern are dealt with as appropriate.

1.3.6 Reward

Each year, staff eligible to apply for promotion are asked to submit their CV to the promotions review group of the Institute. In addition, the committee and Director independently review the staff lists to ensure that all staff with the potential to be successful are also encouraged to submit an application. Following review of the applications the group advises the Institute Director of who should be put forward for submission. The committee also provide advice to improve staff CVs. The Director (together with the Institute’s HR officer) then guide the applicants through the UCL application process, seeks appropriate external and internal referees and writes a HoD supportive statement based upon the criteria outlined below. This support possibly goes far beyond the UCL process which requires individuals to submit their own application for promotion. There has been a good record of success in recent years. Since 2010 there have been 5 male and 6 female senior staff promotions at EDI; (to senior lecturer (7), Reader (2) or Chair (2)). All but only 2 staff who were submitted for promotion since 2010 have been successful with their first applications.

Accelerated increments and contribution points are used to reward staff who have shown outstanding performance and have achieved the majority of their objectives. We follow the revised policies and procedures of FMS as regards this.

Job Planning takes place annually for all senior clinical academic staff and is used to review the balance of research, teaching and clinical activities. Appraisal and job planning of other staff also follows a yearly cycle.

As far as possible, EDI tries to ensure that staff have a uniformly applied minimum standard of office accommodation and infrastructure support. Heads of Departments and/or Units are provided with limited cash allocations linked to activity and have flexibility in how these are used to support teaching, research and staff. Departments and individuals are permitted to have discretionary funds which are used in line with UCL and local policies.

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1.3.7 Staff Development and Training

EDI actively promotes opportunities to engage in staff development and training and reinforces the UCL policy that staff should undertake a minimum of three learning events per year, including one leadership or management development activity for those staff with management responsibilities. This is reviewed via the appraisal and staff development cycle.

Staff with senior management responsibilities are encouraged and supported in attending leadership programmes; e.g. Professor Susan Cunningham (Orthodontics) completed the Women in Higher Education Leadership programme of UCL and Dr Laurent Bozec completed the Senior Academic Leaders programme of UCL. It is anticipated that another staff member will be undertaking a UCL Leadership programme for Women in Leadership run under the auspices of the Leadership Foundation for Higher Education.

OSD and CALT courses and events are promoted within the Institute as is training provided via the UCL Graduate School to which EDI staff contribute.

EDI teachers have been recognised for their achievements both within UCL (e.g. Professor, Susan Cunningham, was awarded a Provost’s Excellence Award in 2016) and internationally (e.g. Professor Susan Cunningham, 2013 and Dr Chris Louca, 2015 were granted Senior Awards for Education from the Association for Dental Education in Europe ADEE).

Clinicians are required to fulfil mandatory CPD training in accordance with General Dental Council (GDC) regulations. EDI works with EDH to provide local training events, such as Medical Emergencies, to support core training needs at regular intervals.

Staff who teach, supervise, assess or support students’ learning at EDI are encouraged to take the UCL Arena Open pathway. This is a flexible programme of events and opportunities which focus on advancing research-based education at UCL. The scheme is accredited by the Higher Education Academy (HEA), allowing UCL to confer awards relating to teaching and leadership upon its own staff.

All staff additionally attend external conferences, meetings and courses to support their EDI activity and personal development. Attainment of qualifications and membership of professional bodies and societies is encouraged.

All new lecturers are assigned mentors and are provided with a greater number of research sessions than established staff, although this may be adjusted for the needs of clinical training pathway for clinical lecturers.

An EDI mentoring programme commenced in 2015 in recognition of the perceived need to support all staff, but especially new members of staff. Although a number of EDI staff had engaged with the UCL system, this had not worked effectively for us and this may be a reflection of the geographical situation of the Institute. A decision was therefore made to run a more local system and volunteers attended mentoring training sessions

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prior to launching the system. All existing staff (clinical academics, researchers, technicians and administrative staff) have been asked if they would like to have a mentor and all new members of staff will automatically be allocated a mentor. The system will be evaluated towards the end of 2016 to establish how successful it has been for both mentors and mentees.

1.4 REF Assessment

The Institute was highly ranked within the Unit of Assessment 3 (Dentistry) having 85% of its activities rated 3* or 4* (as compared with 60% in RAE 2008). EDI achieved the highest corrected GPA in UK Dentistry and has one of the strongest NIHR funded translational portfolios in Dentistry. The recent Rand citation analysis ranked UCL (i.e. EDI plus Dental Public Health) as number 2 for world leading publications in the UK in Dentistry and number 1 for partner NHS organisation (see: http://www.rand.org/pubs/research_reports/RR1363.html).

The Institute has moved away from weekly all academic staff meetings concerning research as these were having to take place outside of core hours, and instead has yearly Research Away Days at which we have external speakers (e.g. from potential funders: Wellcome and MRC or leaders of research) as well as presentations by the heads of the research departments. In addition, all PGRs and staff are invited to present research posters or oral presentations key research findings.

A series of weekly research meetings for staff, PGR’s and interested PGT’s are now held to raise awareness of research activities and to stimulate researcher interactions both within EDI and the wider UCL/UCLH community.

Greater effort is being applied to supporting performance reviews and ensuring staff have adequate time to deliver on research goals. This can be challenging for clinical academics who additionally have programme management and patient care responsibilities.

Research and clinical training fellowships have been actively targeted such that in the past 5 years we have secured NIHR IAT Academic Clinical Lectureships (ACLs) in Oral Surgery, Prosthodontics and Oral Medicine and with EDH 3 Academic Clinical Fellowships (ACFs). One of the ACLs has gone on to establish a scheme with the Academy of Medical Sciences to mentor all dentally qualified ACLs in the UK.

1.5 Learning Resources

1.5.1 General

One of the most important learning resources is high quality experienced staff, many of whom are internationally renowned in their disciplines. EDI makes considerable efforts to provide modern fit for purpose learning resources working in partnership with EDH to develop local resources and facilities.

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EDI occupies circa 3,500 m2 of space based at EDH 256 Gray’s Inn Road and a further 840 m2 of space based at 123 Gray’s Inn Road. These areas include the CPD education centre, clinical skills laboratories, research laboratories, library, IT cluster room, graduate study areas, teaching rooms, meeting rooms and a meditation room.

UCLHT receives funding from NHS Higher Education England (HEE) to provide appropriate clinical facilities at EDH to support and facilitate the postgraduate education of NHS trainees. Although this funding is not influenced by, or designed to support the UCL students it does help fund the running of all clinical facilities and staff (e.g. dental chairs, associated equipment and instrumentation, clinical supervisors, nursing support, production laboratories and support services) relevant to the teaching of PGTs undertaking clinically based education.

The suitability of learning resources is monitored through staff and graduate feedback which is reviewed through the EDTC and the SSCC.

1.5.2 Hospital Learning Resources

There are approximately 88,000 EDH outpatient attendances per annum from primary, secondary and tertiary referrals providing excellent clinical teaching material. High numbers of patient referrals offer programmes a strong “hands-on” component with close supervision. Dentistry involves performing complex procedures, frequently under local anaesthetic, and there is therefore a concomitant need for close supervision. On a number of programmes, graduates have the opportunity to participate in multidisciplinary clinics, some of which are internationally renowned (for example, the Hypodontia clinic, the Orthognathic Clinic, Adult Craniofacial Clinic and the Head and Neck Malignancy Clinic of EDH and UCLHT Cancer services). In addition, graduates are able to attend clinics in other specialist centres appropriate to their programme (for example Great Ormond Street Hospital and the Haematology service of UCLHT).

As noted above, UCLHT receives funding from the NHS HEE to support the delivery of clinical teaching based on the numbers of NHS trainees. The clinical activity of the NHS trainees and many of the UCL clinically based EDI PGTs generate income for UCLHT through the provision of patient care.

UCLHT provides and maintains the clinical facilities and much of the site infrastructure. In recent years, UCLHT capital investment decisions have been influenced by Trust-imposed financial constraints and the long standing desire to relocate EDH to another site. This relocation is now a likely reality, with a new hospital (“Phase 5”) that will incorporate the clinical service of EDH and the Royal National Hospital for Throat Nose and Ear (RNTNE) due to open in late 2018/early 2019. A summary of the clinical facilities is provided in Tables 4 and 5. Additionally, teaching involving dental procedures that requires a general anaesthetic are carried out in theatres at the main UCLHT hospital buildings. The dental chair numbers have not changed since the 2010 IQR.

Table 4: Dental Chairs available for education and research of UCL EDI

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Department Number ofDental Chairs

Comments

Restorative Dentistry 36Craniofacial Growth and Development 31 Access to

clinics at GOSH

Maxillofacial Medicine and Surgery 14School of Dental Hygiene and Therapy 22Eastman Clinical Investigation Centre 4Eastman CPD 5

The UK Government’s future health strategy is to delivery care closer to home. To date this has not impacted significantly upon the activities of EDH or EDI. However pilot schemes for the delivery of PGT teaching in Periodontology and Endodontology, based in Bedford, have proven to be highly successful and continue.

1.5.3 Clinical Skills Laboratories

Taught programmes of study vary in their requirements for clinical skills training and have developed various solutions for the provision of phantom head teaching (i.e. through the use of a dental mannequin which acts as a simulator of the mouth – see Figure 2).

Figure 2: A demonstration within Continuing Professional Development

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Some departments use the Hospital’s production laboratories and dental clinics for part of the year to deliver phantom head teaching for their programmes, whereas for others the most appropriate solution has been to develop dedicated clinical skills laboratories to facilitate graduates practicing operative techniques more regularly.

The facilities developed in the CPD Education Centre at 123 Gray’s Inn Road provide a general training resource which is available to all graduates and programmes.

The clinical skills facilities within 123 and 256 Gray’s Inn Road sites have not changed since the 2010 IQR.

Table 5: Teaching Laboratory facilities

Production and Skills laboratories* Workspaces EDI Support Staff

Restorative Dentistry:Endodontics Skills LabProsthodontic 2nd Floor Production LabProsthodontic 3rd Floor Skills Lab

143812

4

Craniofacial Growth and Development:Orthodontic Skills Lab 16 2Maxillofacial Medicine and Surgery:Oral & Maxillofacial Surgery Production Lab 6 1Continuing Professional Development:Endodontics Skills Lab3rd Floor Restorative Skills Lab4th Floor Restorative Skills Lab

102018

6

School of Dental Hygiene and Therapy 16 -

Note: some programmes attach phantom heads (dental mannequins) to dental chairs or in production laboratories.

1.5.4 Information Technology

Information Technology (IT) support is no longer under the control of EDI but instead is now directed by the Information Services Division (ISD) of SLMS. This service provides one staff member onsite at all times. The service manages either onsite or remotely the computing and network resources, providing computing support for staff and graduates, systems to automate backup, management of a personal backup and shared drive facility, undertaking DSE assessments, and supporting the promotion and enforcement of UCL policies and procedures. In addition it supports the audio visual facilities in the lecture, seminar and meetings rooms.

All staff and postgraduates are provided with UCL IT accounts that provides UCL email as well as access to all relevant on-line facilities. All staff and postgraduates have access to the EDI Intranet available via Moodle (https://moodle.ucl.ac.uk/course/view.php?id=16206&section=5)

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1.5.5 Lecture Theatres and Seminar Rooms

The teaching facilities at 256 Gray’s Inn Road have been developed in partnership with EDH and support both NHS and university activities. EDI has provided most of the audio-visual equipment and furniture in the lecture theatres and seminar rooms. EDH support services staff manage the bookings for rooms at 256 Gray’s Inn Road and organise room layouts.

Table 6: Lecture and seminar facilities

  Seating Multi-media Projection Air Con. Induction

Loop

256 Gray’s Inn Road Lecture Theatre 1 170 Fixed

Lecture Theatre 2 70 Fixed  Boardroom 50 Fixed    RD 1 25 Portable    SND 1 15 Fixed  Meetings Room 30 Fixed  

Sussex Wing Meeting Room 10 Portable    

Library Cluster Room 15 Fixed    

School of Dental Hygiene/ Therapy 15 Portable    

School of Dental Nursing 20 Portable    

 123 Gray’s Inn Road Seminar Room 1 40 Fixed  Seminar Room 2 25 Fixed  Seminar Room 3 10 Fixed  Seminar Room 4 18 Fixed  Orthodontics Seminar Room 15 Fixed  

1.5.6 Library and Library Cluster Room

The UCL Eastman Dental Library provides library and information services to support teaching, learning, research, clinical practice and continuing professional development at the UCL Eastman Dental Institute and Eastman Dental Hospital.

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The library is supported by 4.4 FTE staff members and is open Monday to Friday 9.00-20.00. Out-of-hours access to the library computer cluster room is available Monday to Friday 7.00-21.00.

The library is over 300 m2 and incorporates 66 state-of-the art study spaces. Full IT facilities are available, including UCL and NHS computers, visitor’s walk-in access to many databases and electronic journals, loanable iPads, and printing, photocopying and scanning facilities.

Separated from the main area is a very pleasant quiet reading area with IT-enabled study desks. The library also has a study pod for meetings and small group presentations, and a computer cluster room with interactive whiteboard for training sessions.

The library provides world-class information resources in dentistry and oral health sciences, including over 3,600 books and audio-visual materials covering the major areas of dental practice taught by the UCL Eastman Dental Institute, as well as its research specialties of dental biomaterials and microbiology. Our journal collection includes the most prominent dental journals, with some titles dating back almost a

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century. Readers may borrow, return and renew at the issue desk or via a self-service machine, and renewals can also be made online, by phone and email.

A large proportion of our resources is available online both on-site and remotely, including eBooks, databases, reading lists, images, special software, and thousands of e-journals. Both print and online resources can be located via the UCL Library website www.ucl.ac.uk/library.

The library’s collections are managed in accordance with its Collection Management Policy to support evidence-based learning and practice. They are continuously being updated with new printed and online material, including items requested by graduates. Graduates have access to all UCL libraries and access agreements are also in place with a range of other academic libraries.

A UCL computer account and email address are given to each graduate at the start of their programme, providing on-site and remote access to a wealth of online resources and to a remote desktop where special software and storage space are available.

At the start of their programme, graduates are given a library induction including a demonstration of techniques for using electronic resources. Later in the year, they also receive a curriculum lecture on advanced database searching, and small group practical sessions on literature searching and reference management. They may request one-to-one help from the librarian at any time, and library support is also available via the UCL virtual learning environment Moodle.

Throughout the year the library runs regular information skills training sessions, and one-to-one and group tailored sessions with the librarian are available on request, including journal clubs, bibliometric support, mediated literature searches and systematic review support.

The Eastman Library Users Committee (ELUC) and the SSCC encourage graduates to make suggestions about any aspect of library practice. These committees feed back to the EDTC and also to the Faculty Library Committee which influences UCL Library Services decisions. Local information for users can be found at www.ucl.ac.uk/library/sites/eastman.

The library was under UCL Eastman Dental Institute management until 2007, when it became part of UCL Library Services. Since 2010 the library has been focusing on increasing electronic resources provision, and has succeeded in procuring access to a number of dental e-books, anatomy software, large bundles of ejournals and also specialist resources such as the full-text database EBSCO Dentistry and Oral Sciences Source. The library IT equipment has also been upgraded: new computers and an interactive whiteboard have been installed in the computer cluster room, and an iPad loan service has been introduced. The library recently underwent extensive refurbishment and now offers outstanding spaces and facilities which fully meet the current service needs, including high-quality, demarcated quiet and group study areas, and separate, bookable meeting/study pod.

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1.5.7 Research Laboratories and Facilities

EDI has over 1,000 m2 of research laboratories that accommodate academic staff, researchers, research and taught graduates. The latter group has access to the research laboratories for the purpose of completing M-level research projects. Given the large and diverse user groups, support staff are essential for coordinating training and induction and ensuring that laboratories are managed in accordance with local arrangements for safe working found at:

http://www.ucl.ac.uk/eastman/intranet/services/health-safety/a-zhttp://www.ucl.ac.uk/estates/safetynet/guidance/lone_working/http://www.ucl.ac.uk/estates/safetynet/guidance/lone_working/lone_working.pdf

Non-clinical academic staff supervise a large number of M-level projects which helps to strengthen clinician/scientist interactions as well as ensuring that the project supervision teaching load is spread across EDI staffing and ensuring that translational research takes place.

EDI has a 450 m2 Clinical Investigation Centre (ECIC) which is part of the UCL/UCLH Biomedical Research Centre. This enables clinical PhD graduates and graduates studying on longer M-level programmes (e.g. Periodontology and Oral Medicine) to engage with clinical pilot studies and randomised controlled trials.

1.5.8 Biostatistics Support

Biostatistical support for PGTs and PGRs is provided by a full time lecturer in Dental Public Health of whom 50% of his job plan is allocated to such support as well as support from 2 part-time visiting statisticians who provide one day of support per week to PGTs and PGRs. This support ensures that a high percentage of PhD and M-level projects are well designed and fit for publication.

Separately an e-learning resource (e.g. essential statistics) developed by previous Biostatistical staff is available to all postgraduates and staff (see: https://moodle.ucl.ac.uk/course/view.php?id=1240, Enrolment Key: ESS2015and16)

1.5.9 Moodle

All postgraduate taught programmes at EDI have a presence on Moodle where information is deposited relating to timetables, events, teaching resources and reading lists (https://moodle.ucl.ac.uk/my/). Programmes expect students to submit written work via Turnitin within Moodle. Core information of each programme is available on Moodle) although there is a wide range of utilisation of Moodle across the Institute. For example Paediatric Dentistry uses Moodle to deliver its online distance learning MSc and offers significant interactive opportunities. Moodle is particularly useful for those programmes

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with large numbers of graduates undertaking part-time flexible study, where there is greater representation of such programmes as compared to the full time ones.

1.5.10 Marketing and Communications Officer

Marketing and Communications is overseen by our Marketing and Communications Officer. This post is part of the EDI Professional Services Team and is responsible for all internal and external communication activities. This includes liaising with academics, media, and the wider UCL community and design professionals, to promote the activities of the Institute through a variety of media channels. The activities of the officer are central to the development, design, implementation and maintenance of the Institute’s website, social media channels (e.g. our Twitter account (https://twitter.com/ucleastman) and intranet.

The post holder also maintains strong, collaborative relationships with Faculty and central UCL colleagues to ensure that the Institute supports and contributes to wider strategic goals and observes university brand guidance, technological developments and key messaging. For example the current Officer sits on the UCL Website Standards Committee that is working to standardise terminology and information architecture across UCL’s large online presence.

As part of our commitment to public outreach work the Marketing and Communications Officer promotes and publicises our projects, research and academic papers.

The current Marketing & Communications Officer has developed and is implementing an ambitious 12-month strategy, the core activities of which include a revamp of EDI’s branding and the complete redevelopment of our website. Staff are being widely consulted on these changes. As the main portal of engagement with the public, potential students, donors and academic colleagues the website - which averages around 12,000 unique visitors per month – is an increasingly crucial factor for impact. This redevelopment will also support the re-launch of our postgraduate research portfolio under the umbrella of the Eastman Centre for Post Graduate Research (ECPgR).

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2. QUALITY MONITORING & ENHANCEMENT FRAMEWORK

2.1 Teaching and Learning Strategy and Development

EDI has continued to review, update and enhance its Teaching and Learning Strategy (see: Appendix 11 for strategy up to 2015) in relation to (i) national and international developments in science, dentistry and medicine, (ii) changes in curriculum requirements of the NHS and other professional bodies governing postgraduate dental education and training and (iii) according to UCL education policies and processes.

EDI endeavours to broadly engage with and adopt UCL’s educational strategy & priorities to be a global leader in the integration of research and education. Examples of these efforts include: i) e-learning – EDI has fully adopted the use of Moodle and Turnitin across all its programmes of study and partially adopted the use of Lecturecast. The MSc in Paediatric Dentistry is EDI’s first bespoke e-learning programme which uses a blended approach to teaching ii) internationalisation - preparing students to play an effective part in the global community is a priority for UCL and EDI prepares its graduates for the challenges of the international marketplace extremely well. This is evidenced by the large number of our overseas graduates who return to their home countries to take on senior positions iii) connecting the curriculum – EDI has fully adopted the Provost’s desire to close the divide between teaching and research. All the EDI M-level degrees have for some time integrated research into every stage of each programme encouraging research-based teaching. The M-level research projects at EDI are particularly strong, many of which are published and win national and international awards for the graduates.

A major roadblock to us finalising a new strategy, is the lack of clarity of the final functionality of the new Hospital and the location of the Institute’s activities. It is anticipated that the bulk of EDI educational activities will be housed in a location close to the new hospital (Huntley Street) and that the research laboratories of Microbial Disease will be on the Royal Free campus while those of BTE have yet to be confirmed.

EDI prides itself as being at the forefront of dental postgraduate education and educational development. Members of staff are leading decision makers in Specialist Dental Societies (e.g. British Orthodontic Society, British Society for Restorative Dentistry, European Association of Oral Medicine), the Regional Postgraduate Centres of HEE and Committees of the Royal Colleges of Surgeons, holding national examining and accreditation roles.

Senior members of staff attend national and international conferences and meetings e.g. the Dental Schools Council (DSC), Association of Dental Education in Europe (ADEE) and the International Association for Dental Research (IADR; including the Education Research Group (ERG)). These events allow for discussions on the development of dental education and training as well as the dissemination of education research. Dr Laurent Bozec and Dr Chris Louca are both on the cross-London organising committee of the 2018 IADR in London

EDI is one of the larger providers of graduate education within the FMS. The EDI not only follows the guidelines laid down in the Academic Manual, but has been recognised

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as having one of the widest portfolios of different programmes and to have been a leader in the establishment of flexible and distance learning programmes. Finally we are one of the most active providers of non-credit bearing CPD courses in the Faculty.

Staff are encouraged to participate in the development of the UCL Teaching and Learning Strategy. The commitment and talents of staff to the wider educational activities of the Faculty are exampled by Dr David Spratt (Reader in Microbial Disease) being the Faculty Graduate Tutor to FMS and the secondment of Professor Andrew Eder (previous head of EDI CPD) to UCL Enterprises to lead the CPD initiatives of UCL. Until 2013 Professor Mike Wilson (now Emeritus Professor of Oral Microbiology) was the Pro-Provost for Europe. Our Institute Manager of the 2010 IQR is now the Faculty Manager of Brain Sciences and the Principal Educational Administrator at the time of 2010 IQR is now the Manager of the Cancer Institute within the FMS. All staff are encouraged to obtain their affiliation to the HEA through UCL ARENA, and currently Dr Bozec and Dr Patel are undergoing this assignment.

In the period since the previous IQR, the EDI has:

Enhanced its systems for managing and monitoring MPhil and PhD progression

Restructured the recruitment of PhD students to ensure higher standards

Aligned the MPhil/PhD upgrade procedures to that of UCL

Created the UCL Eastman Centre for Research to support the growing number of PGRs students and provide a functional administrative structure

Established new procedures for the recording of examination results

Restructured Academic Support Services

Increased the portfolio of non-credit bearing CPD courses (e.g. Aesthetic Dentistry, Dental Hypnosis, Dental Microscopy, Endodontics, Financial Management, Implant Dentistry, Medical Emergencies, Periodontology, Removable Prosthodontics, Restorative Dentistry, Mentoring, Sports Dentistry)

2.2 Staff support

The management structure is well-defined, with management and executive groups overseeing research and teaching committees (EDTC and REC) and other sub-committees (e.g. SSCC)). All meetings relating to these committees are minuted and the chairs of the REC and EDTC report back to the termly Institute staff meeting. All staff are encouraged to give feedback via the termly Eastman Staff meeting or directly to the Institute Director. Additionally, strategic issues are considered at informal ‘Away-Days’ (Research: 2014 and 2015; all activities: 2015). Newly appointed lecturing staff are assigned a mentor and supported and encouraged in the production of their Teaching or Research Portfolio. All staff are encouraged to attend courses to develop their teaching skills and other aspects of provision; for example, staff continue to gain the Postgraduate

25

Certificate in Learning and Teaching in Higher Education (PGCLTHE) and a further three are currently undertaking the course. Peer observation of teaching is also undertaken annually as an aid to the enhancement of teaching practice in accordance with UCL policy.

Staff development needs are identified during both, the probationary period and at regular appraisals. Additionally, these appraisals are used to review and document career progression and discuss opportunities for further career development. All staff receive regular emails from the Director and/or HR Administrator on possibly relevant training opportunities within UCL.

Staff appraisals are conducted by trained members of staff (usually the line manager) on an annual basis, with ~95% of all staff being appraised each academic year adhering to UCL HR policies. Staff who have not undertaken any appraisal training have been encouraged to do so. The majority of non-clinical Professors are appraised via the Professorial Appraisal Review (PAR) process. All senior clinical staff (i.e. Honorary NHS Consultants), despite not being medically qualified, use the Medical Appraisal Guide (MAG) augmented by a SLMS-wide additional document that allows recording of activities directly relevant to the expectations of academics.

The job plans of all clinically qualified staff are reviewed jointly by EDI and EDH line managers annually to ensure that, where relevant, there is time protected for academic activities (e.g. research). Similarly the activities of non-clinical academics are reviewed during annual appraisal. As noted above staff are encouraged to take part in UCL affairs. In addition the majority of senior academic staff provide enabling activities for the Institute that include Chairmanship of EDI Health and Safety Committee, HTA group, Departmental Graduate Tutor as well as Programme Directors etc.

2.3 Recruitment and reception of graduates

The EDI uses a number of methods to advertise to prospective graduates. The web pages (www.ucl.ac.uk/eastman) are a major source of information and are updated regularly. In accordance with UCL strategy, EDI ceased maintaining a hard copy prospectus and this is now only available via the UCL online prospectus. Most of our graduates apply as a result of ‘word-of-mouth’ but regular advertisements are placed in major dental journals, particularly the British Dental Journal to ensure the continued awareness of professional development and EDI training opportunities for UK, EU and overseas graduates (see: Appendix 12).

Unlike most UK Dental Schools, EDI does not have an undergraduate Bachelor of Dental Surgery programme, and newer dentists may be unfamiliar with how UCL can support their career development. Therefore, as part of our recruitment strategy, the Institute runs an annual Careers Day in partnership with the British Dental Association (BDA) for approximately 250 newly qualified dentists who are enrolled in Dental Foundation Year 1 placements throughout the UK. In recent years this national careers day has been modified to, include young dentists in general and others who are

26

interested in gaining careers advice and guidance. Details of the 2016 meeting can be found at: (http://www.dentistry.co.uk/2015/10/21/finding-inspiration-at-careers-day-2016/). We have endeavored to ensure this is an attractive and informative event by having senior colleagues from of the Department of Health (e.g. Chief Dental Officer for England), the Government (Minister of Health), General Dental Council (Chairman) and British Dental Association (President) give presentations and/or participate in open question and answer sessions.

EDI regularly has a trade stand at the British Dental Trade Association Dental Showcase (http://www.dentalshowcase.com) which reaches 10,000 members of the dental profession. EDI has a trade stand and up to 8 speaking slots at the BDA Conference in Manchester each year which attracts 5,000 delegates. EDI staff are also starting to attend the Dentistry Show, with 2-3 speaking slots and a trade stand, which attracts 7,500 people. In addition, EDI also hosts a stand at annual meetings of the International Association for Dental Research (IADR) meetings (www. iadr .com ) which provide a good forum to maintain links with former staff and graduates as well as engage with potential research graduates.

Active recruitment of research graduates is undertaken by the Departmental Graduate Tutor Team (DGT) who have produced promotional material and regularly have a promotional stand at national and international conferences. Much of the recruitment, however, comes via the prospectus, where graduates are able to find information on specific research projects and funding opportunities. The prospective graduates contact the DGT and Research Student Administrator who are able to advise on applications, projects and supervisors. The Graduate Tutor is able to co-ordinate the research interests of the graduates with available projects and suitable supervisors.

We have recently launched an on-line promotional video (see: https://www.youtube.com/watch?v=02ozwXM4CK0) to promote our excellence in postgraduate dental education and research allied to oral health.

Access to EDI clinically-based programmes and courses is made available to all members of the dental profession and the award of a place is made solely on the ability of the candidate to meet the requirements of the programme and their suitability to study on the programme. These requirements being met, no applicant will be discriminated against on the basis of their gender, race, colour, ethnic origin, nationality (within current legislation), disability, sexual orientation, marital status, caring or parental responsibilities, age, or beliefs on any matters such as religion and politics. EDI follows UCL policy and is firmly committed to promoting equal opportunities. The EDI recruitment process for taught programmes leading to recognition on the GDC specialist lists is undertaken in collaboration with the London Dental Deanery of the NHS HEE.

2.3.1 Reception and induction of taught graduates

There are two types of induction arrangement in place each tailored to the type of programme and mode of study.

For all taught graduates on programmes based at 256 Gray’s Inn Road, there is an induction programme which runs over the first two weeks of the academic year. This

27

allows graduates to become familiarised with the Eastman, meet key members of staff and complete relevant paperwork and procedures required to permit study in a clinical setting (e.g. health clearance and Disclosure and Barring Service (DBS) check which is essential for the securement of an NHS (UCLHT) honorary clinical contract that permits supervised observership and/or treatment of NHS patients). Information about personal tutors, relevant support networks and the Graduate School is also provided. All taught graduates on part-time or flexible programmes based at 123 Gray’s Inn Road (i.e. commencing Certificate, Diploma or Masters programmes) attend the first day of the induction programme run for the 256 Gray’s Inn Road based (Full time) taught graduates. In addition, the part-time graduates have induction courses built into the start of their individual programmes of study plus an induction at 123 Gray’s Inn Road by the Head of CPD.

An Institute-wide social event is arranged early in the academic year, hosted by the Director, to introduce all new graduates (both PGT and PGR) to existing graduates and staff members. In addition, a number of programmes organise their own social events early in the first term to encourage coherence between the graduates and staff.

Early in their programme graduates are provided with a variety of information including the timetable, a Programme Handbook (see: Appendix 13) and reading lists (see: Appendix 14).

2.3.2 Reception and induction of research graduates

Prior to starting their studies, the DGT ensures that all graduates have agreed their projects and supervisory team. All new research graduates are introduced to their supervisory team and are welcomed by the DGT who gives them a tour of the Institute and explains the procedures in place for progress and support. They are also supplied with a ‘Welcome Pack’ containing information relating to UCL courses, codes of practice, health and safety and the PhD induction course. Indeed, the Graduate School PhD Induction Programme for the Biomedical Sciences and Life Sciences is organised and run at the Eastman.

2.4 Graduate support

The EDI learning environment is supportive, involving close contact with staff and colleagues which is enhanced by the relatively small numbers on individual programmes. The Eastman encourages ‘open door’ on-site access to staff including the DGTs (there are two Graduate Tutors, one for taught graduates and one for research graduates), supervisors and the Academic Support Team (AST). There is a pastoral care system with male and female personal tutors for issues unsuitable for intra-programme resolution. Some programmes with relatively large student cohorts also assign an academic tutor to support progression. Information regarding this and UCL student counselling, support etc. can be found in the EDI Programme Handbooks. Graduates also have access to UCL as well as UCL Union support and welfare services.

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Graduates have access to further support via the intranet which hosts the EDI Graduate Handbook and other graduate related information. Information is generally hosted on Moodle for easy access for the graduates. In addition, notice-boards and e-mail enable graduates to obtain information about open lectures, social events and meetings both at EDI and UCL. A local e-mail list of PGTs and PGRs facilitates good communication and efficient dissemination of information.

2.4.1 Support for taught graduates

Regular graduate formative assessments and confidential appraisal meetings between graduates and academic staff allow for any potential issues to be identified early in the programme and consequently problems can be dealt with promptly. Programmes are required to submit monthly Graduate Progress Reports to the EDTC via the EDI AST, and manage the graduates in accordance with the EDI policy (see: Appendix 15). These are reviewed during the reserved part of each EDTC meeting, and those graduates reported as being ‘unsatisfactory’ are noted; arrangements are then made for the Director of Education and Academic Support Manager to meet with these graduates individually to provide support and guidance. Individual learning needs are catered for in all programmes for academic and clinical work, including provision of remedial teaching where required.

Day-to-day support tends to be primarily through academic teaching staff and project supervisors. Graduates generally work in small groups and usually bond well, thus building additional support networks, which are encouraged.

Programme-level issues can be identified through the individual Programme Committees and if they cannot be resolved locally, they can be raised at the SSCC which reports to the EDTC.

2.4.2 Support for research graduates

Research graduates receive the same high standards of support, although their learning environment is very different. All graduates have both a primary and secondary supervisor to whom they can go for support as well as the DGT. The supervisory team is required to submit three-monthly reports to the Graduate Tutor to enable progress to be monitored and ensure that problems are identified and addressed (see section 2.8.2 below for additional information).

Information for the graduates is available via a UCL electronic handbook (see: Appendix 16), PGR Code of Practice booklet and web links: http://www.grad.ucl.ac.uk/codes/DoctoralSchool_Handbook_1516.pdfhttp://www.grad.ucl.ac.uk/codes/CoP_Research_1516.pdf

At the commencement of each term, both the DGT Dr Rachel Leeson and the Director of the ECPgR greet the new starters and explain to them the ethos of the Centre, life at

29

UCL and offer guidance for the upcoming months. All the PGRs are then met every semester for a one-to-one meeting with the DGTs to discuss potential issues related to their progress and welfare. These meetings are held in strict confidence. Additionally, both Dr Leeson and Dr Bozec have an open-door policy and can see any students within a half day to handle more serious situations.

With the new ECPgR, PGRs can also voice their collegial concerns to be escalated to the Steering Committee, which can then act or refer the matter to REC or IMB. Furthermore the ECPgR now has a Twitter feed and private Facebook group to allow dissemination of information.

Additionally, in 2015-2016 onwards, a dedicated Research Student Administrator was recruited to act as a first point of contact for all PGR enquiries. The type of enquiries that are being dealt with by the Research Student Administrator includes visa status, enrolment, graduate conference funds, sponsor review and all matters relating to the general welfare of the students.

2.5 The teaching function and process

EDI’s teaching and learning aim is to provide high quality and relevant programmes of study that will equip graduates with the skills necessary to improve their employment prospects, develop specific skills and knowledge and improve the general quality and delivery of clinical care. Some of the taught programmes are recognised by the General Dental Council and Royal Colleges of Surgeons as fulfilling the requirements for consideration of entry onto some GDC specialist lists (e.g. Restorative Monospecialty subjects of Endodontics, Periodontology, Prosthodontics and Orthodontics for UK applicants).

The teaching of clinical dentistry at a postgraduate level is a unique and complex process as it aims to bring about the integration of a range of knowledge and skills through engagement with and by a group of students who originate from diverse clinical and cultural backgrounds. In addition to conventional academic learning, graduates need to master a range of complementary skills, including psychomotor, tactile, spatial awareness, mental visualization, psychological, aesthetic, team management and organisational skills. The educational and competency development of each individual follows a unique trajectory based on their starting position and relative aptitudes in these domains. Teaching and training requires a considerable amount of one-to-one interaction between teachers and students to enable tracking of safe progress. This facilitates almost instantaneous formative feedback which enables graduates to discuss their progress in a constructive manner with their supervisors. The uniqueness of the teaching is further accentuated by the fact that the learning must involve the management of, in the main, conscious patients, often through complex clinical procedures under supervision.

Traditional forms of teaching used on the taught programmes include lectures, seminars, problem-based learning and written assignments. In addition, discipline-specific teaching and newer approaches also include:

Laboratory skills teaching: to allow evidence-based theoretical learning to take shape in reality around controlled simulated clinical situations using phantom

30

heads in dental mannequins. This enables behavioural and psychomotor characteristics to be assessed and refined in a relatively risk-free and stress-free environment. The process is designed to imbue the student with confidence to tackle the problems in live clinical scenarios.

Clinical teaching: the transition from the skills laboratory to the clinic usually involves direct clinical supervision of procedures undertaken by graduates treating their own patients on a one-to-one basis. Each patient’s management may be preceded by a case discussion, which aims to discuss the problem and identify options of progression. This enables active learning and minimises the need for direct interference or intervention on the patient by the supervisor, although such intervention must be provided where necessary. Post-treatment case conferences allow the opportunity for closing the loop through reflection on management of cases and also enable further integration of theoretical knowledge with clinical practice. Other forms of clinical teaching include patient assessment, diagnosis, and treatment planning on new patients and review clinics

Online modules and resources: a range of resources are now provided through Moodle and include interactive elements and exercises to encourage formative assessment and learning. Examples include: the Clinical Science Research Methods module (incorporating Essential Statistics) which is provided for all EDI M-level programmes, the Applied Clinical Dental Materials course for the MSc/Diploma in Restorative Dental Practice, and the Distance learning MSc in Paediatric Dentistry.

In addition to these teaching methods, EDI considers assessment (both summative and formative) to be a critical aspect of enabling effective learning through the provision of graduate feedback. Whilst summative module assessments have been introduced in conjunction with modularisation, the majority of assessment is formative and delivered continuously throughout the programme of study.

Increasingly programmes also utilise online learning activities such as self-tests to consolidate learning. The summative examinations for several programmes (e.g. PG Certificate and PG Diploma in Restorative Dental Practice; PG Diploma in Implant Dentistry) have been conducted entirely online. Other programmes have and are developing, an increasing Moodle presence (e.g. video presentations on aspects of Prosthodontics and Implantology)

2.6 Programme design, operation and review

2.6.1 Taught programme design

EDI delivers taught programmes as defined in Sections 1.2.1 and 2.5 (see: Appendix 17 for Programme Specifications).

Programmes are designed to provide a thorough theoretical and clinical background in that discipline. Several programmes have been accredited to provide the training required for graduates to be eligible to sit national examinations leading to entry onto the

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GDC Specialist Lists. By virtue of the different specialist areas (defined by the General Dental Council as distinctive branches of dentistry), programmes are designed to be separate and distinct although inter-programme sharing of teaching is provided where possible – for example there is notable crossover of material between Special Care Dentistry and Oral Medicine and Oral and Maxillofacial Surgery. Curricula are designed to provide coherent contemporary education. They embody clinical, practical and laboratory teaching as relevant, and emphasise theoretical, transferable and research skills, being constructed to ensure clear and comprehensive under-pinning of clinical practice by the relevant basic sciences.

The specialist clinical and research expertise and wider professional activities of EDI ensure that programme curricula remain up to date and benefit from a high degree of specialism and professionalism.

Programme content reflects specific and focused objectives, with a strong “hands-on” emphasis and an appropriate balance between practical and theoretical work. Induction and orientation periods facilitate transition to a learner-centered approach appropriate to graduate education. Teaching and learning activities include a structured lecture series, seminars, diagnostic clinics, supervised treatment of patients, and a research project leading to a dissertation. In addition to drawing on the expertise of EDI, many programmes invite distinguished guest lecturers to provide graduates with access to an external expert perspective.

EDI programmes operate on favorable staff to graduate ratios and utilise a wide variety of learning methods in all programmes to foster a balance and integration between clinical and academic teaching. Teaching is by means of clinical and laboratory instruction on a one-to-one basis, seminar teaching, lectures, journal clubs, individual work including a research project, self-directed learning and problem-based learning. These learning methods have been developed over many years to progressively allow graduates to work independently and develop the necessary reflective skills. Learning is encouraged through a graduate-centered approach, which encompasses both, large and small group work.

Clinical teaching is focused on attaining a skill set of very specific clinical competencies. Due to these curriculum constraints, course elements within programmes are highly structured and it is often not feasible to accommodate a high degree of flexibility. There is a reliance upon close collaboration between EDI and EDH to ensure that the clinical teaching runs smoothly.

To ensure that graduates have a general appreciation of contemporary aspects of oral health care, clinical governance of the NHS and research methodologies, particularly statistics, all graduates of full time taught programmes undertake a Clinical Science and Research Methods Module (CSRM) that extends across the first academic term.

A number of programmes (e.g. Endodontics and Prosthodontics) commence the specialty teaching with a concentrated period of laboratory-based practical work for graduates to develop and hone their practical skills before clinical commitments commence.

Experiential learning is developed through longitudinal patient care under the supervision of experienced teachers and this is supported by one-to-one and small

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group clinical sessions. With regard to this, EDI is in a unique position within UCL because of the necessity for one-to-one chair-side teaching in the clinical dental disciplines. All programmes make a concerted effort to ensure that this level of support is available via close collaboration with the Clinical Leads of each clinical specialty of EDH.

All M-level programmes have a dissertation of 10,000 (MSc) to 15,000 (MClinDent) words. The professional doctorate-level programme (DDent currently only offered in Paediatric Dentistry) has a 35,000 word dissertation with an additional 7,500-word patient portfolio and a 7,500-word audit report. Graduates are allocated a primary and secondary supervisor for guidance on their research project work. Wherever possible, the subject matter of such projects should align with the major research themes of the Institute and hence the opportunity for EDI to practice the principles of the forthcoming Connected Curriculum. Programme Directors provide graduates with a list of project titles which are feasible in the context of departmental resources, expertise and facilities as well as the skills and interests of the graduate.

Graduates on the majority of Hospital-based taught programmes are appraised termly on a one-to-one basis during which future targets are set, and agreed upon, by both appraiser and appraisee. The appraisee signs, and is then given a copy of, these agreed objectives.

2.6.2 Taught programme operation

All taught Masters Programmes have a nominated Programme Director (PD), Programme Administrator (PA) and are generally supported by Deputy Programme Directors. All PDs, PAs and DPDs are members of the EDTC.

Individual degree programmes are designed, coordinated and developed by a Programme Committee (PCom) which aims to meet three times per year (see: Appendix 18). The PCom is chaired by the PD and comprises all academic members of staff involved in the teaching of the programme, including representatives of honorary academic staff and a graduate representative from each year. The PCom oversees the day-to-day running of the programme, reviews the regular teaching session related graduate feedback, and is responsible to the EDTC for programme organisation and documentation.

2.6.3 Taught programme review and monitoring of teaching quality

The EDTC formally considers and must approve all significant modifications to EDI’s teaching provision prior to submission to FTRC. This includes the review of proposed new degree programmes and significant changes to existing ones.

Curricula and methods of teaching delivery are reviewed at PCom meetings and also at the annual programme reviews, taking into account recommendations made by the visiting examiners and other external professional bodies e.g. the GDC, RCS and HEE. Feedback generated from exit questionnaires/interviews also provides a vital input into

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this process; in accordance with the guidance issued in the Academic Manual all graduates are either asked to complete an exit questionnaire and/or are interviewed by an External Assessor upon completion of their programme (see: Appendix 19) for External Assessors reports and Exit questionnaires). Modifications are then made as appropriate.

Programmes leading to specialty training must also meet the standards and requirements set by the GDC. The GDC last carried out an inspection of EDI Specialist Training programmes in 1999 and the HEE (formerly the Postgraduate Deaneries) has recently taken over the responsibility for overseeing quality assurance of specialist training programmes on behalf of the GDC. Since 2010 we have had visitations by the HEE Periodontology, Endodontics and Prosthodontics have indicated that our educational activities are appropriate for inclusion for individuals seeking admission via the Mediated entry route to the GDC specialist list, or entry to the Membership in Restorative Dentistry of the Royal Colleges of Surgeons of England or Edinburgh (that hence results in eligibility to apply for entry to the GDC specialist list).

All staff involved in teaching are encouraged to make use of the arrangements for Peer Observation of teaching, which is mandatory for academic staff and teaching fellows. This is considered part of the staff appraisal cycle and is reported annually to the EDTC.

In accordance with previous UCL policy, EDI engaged with both Annual and Augmented Annual Monitoring (see: Appendix 20). For the 2015-16 academic year, EDI took part in the newly introduced Annual Student Experience Review (ASER) (see: Appendix 21). In addition to this, Programme Review Meetings are normally held on a two-yearly cycle with members of the education team, PDs and PAs to review programme design, operational issues and opportunities for the future.

2.6.4 Research programmes design, operation and review

All graduates have a primary and secondary supervisor for DDent, MPhil and PhD degrees. Research progress is reviewed by discussions between graduates and supervisors and is also monitored via the logbook by the supervisors and DGT.

Research graduates are required to undertake generic and transferable skills courses and have access to elements of the EDI Clinical Research Methods core Module, as well as being directed to the UCL Graduate School and relevant external courses. Graduates are able to log these activities in their logbook.

2.6.5 Short courses design, operation and review

Eastman CPD (http://www.ucl.ac.uk/eastman/cpd) offers continuing education courses for all members of the dental team some of which are designed to meet the GDC requirements for verifiable CPD

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(http://www.gdcuk.org/Dentalprofessionals/CPD/Pages/default.aspx). All CPD courses have concise educational aims and objectives with clear anticipated outcomes. All delegates are issued with CPD certificates showing the number of learning hours spent on the course. Course feedback forms are issued to delegates at the end of each day to gather student feedback. This information is made available to lecturers and course organisers so that subsequent courses can be modified if necessary. A list of CPD courses presently available is available at: http://www.ucl.ac.uk/eastman/cpd.

2.7 Student input and feedback

In addition to representation on PCom, graduate input and feedback into the teaching process is also provided through the Staff Student Consultative Committee (SSCC). The SSCC meets three times per year and has graduate representation from all taught programmes, DDent and MPhil/PhD. The SSCC is chaired alternately by the Director of Education and 2 Institute Student Academic Representatives (StARs: one from Taught and another from Research graduates) and has representation from the academic staff from all programmes. The DGTs, Institute Manager, Academic Support Manager, DEOLO, Programme Administrators, Admissions Administrator and an EDI Library representative also serve on the committee. Minutes of the SSCC are made available on the EDI Intranet, and are received by the EDTC and acted on as necessary.

As recommended in the Academic Manual taught and research graduate representation is provided to the Library Users’ Committee via the relevant graduate representatives.

2.8 Assessment of graduate performance

2.8.1 Assessment of taught graduates performance

Formative and summative assessments are used throughout all taught programmes of study. For the majority of programmes summative assessment usually takes place both during and at the end of the academic year. Standard assessment methods include written (essays, MCQs, EMQs, SBAs and SQAQs) practical, clinical and oral examinations. Research projects require the production of a dissertation which is completed with an oral examination. Examples of marking schemes for written summative assessments can be found in the Scheme of Awards (see: Appendix 22).

Formative assessment can include a variety of means such as regular written assignments, practical work and mock examinations. Progress monitoring data includes: grades for written, clinical and practical assignments during the year and also mock assessment grades. Additionally, a number of programmes require graduates to self-assess their practical and clinical performance. All of these facilitate feedback to graduates regarding their progress during the year (see: Appendix 27 for Minutes of Examination Board meetings, Appendix 28 for Chair of Examination Board reports and Appendix 29 for External Examiner Reports).

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Where appropriate assessments are designed to prepare graduates for further external examinations they may wish to undertake later on in their careers. Although it is recognised that the use of essays may disadvantage international graduates, this remains an assessment method used by some external accrediting bodies.

Graduates are advised of the weightings of the summative elements of their assessment through their programme handbook. Termly appraisals for graduates are used to discuss the past term’s achievements and to develop performance targets for the next term (see: Appendix 23). Achievements will include reference to assessment outcomes, although the appraisal per se does not form part of assessment. Progression is excellent with most graduates completing Certificate, Diploma or Masters Programmes and going on to have successful careers.

Several of the M-level programmes have prizes sponsored by the dental industry. Graduates are encouraged to submit for national prizes and awards at specialist society meetings and national and international dental research conferences. The Institute has a good track record of success, with graduates winning national and international prizes in Orthodontics, Periodontology, Prosthodontics and Paediatric Dentistry.

2.8.2 Assessment of research graduates performance

Assessing the performance of research graduates is quite different to taught graduates. As part of their interaction with the graduate, the supervisor will assess the performance of the graduate on a day-to-day basis. Whilst this is not a formalised procedure, graduate performance is formally monitored by a variety of means, each of which being intended to capture a different aspect of their performance.

Graduate logbook: all research graduates maintain a web-based graduate logbook facilitated by the Graduate School (https://researchlog.grad.ucl.ac.uk/). This is completed by the graduate in consultation with the supervisors. It provides a framework for recording details related to many aspects of the PhD programme including research programme, scheduled supervisory meetings and activities concerning the development of academic and key skills. It is also intended to help the graduate to assess their own progress and to plan and chart evidence of the development of academic, discipline specific and key skills. The logbook is signed off by the DGT at defined points in the MPhil/PhD programmes.

EDI has a local procedure covering three monthly-progress reports (see: Appendix 24) which are generated and submitted by the primary supervisor. The supervisor assesses ‘Knowledge & Understanding’, ‘Project Progress’, ‘Practical/Technical Skills’ and the ‘Use of English (written and spoken)’. Three terms are used to describe the performance in these categories; ‘satisfactory’, ‘some concern’ and ‘unsatisfactory’. If the graduates are highlighted as ‘some concern’ in any of these areas then the issues are discussed between the graduate and the DGT and measures are put in place, for example, suggest on of available courses, to help the graduate. If the graduate is highlighted as ‘some concern’ in consecutive reports or ‘unsatisfactory’ then the Faculty Graduate Tutor will also become involved. A plan of action to rectify the specific issue is discussed and agreed between the graduate, supervisors, DGT and FGT.

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Six-monthly one-to-one review: every six months each research graduate attends a one-to-one meeting with either the DGT or Deputy DGT (excludes CRS and post-CRS graduates) which are documented (see: Appendix 25). This is a confidential meeting where the graduate can discuss issues relating to their PhD (e.g. lab space, office space, personal issues, supervisor problems etc.). The DGT aims to advise on any of the problems and acts on them should the graduate wish the confidentiality of the meeting broken to allow this intervention.

Research Graduates upgrade from MPhil to PhD (see: Appendix 26) between 9-18 months (full-time) and 15-30 months (part-time) after registration.

Towards the end of their period of research (three or five years) the graduates will be assessed on their work and its suitability to be written up as a PhD. At this point the DGT will inform the Faculty that they should be allowed to enter ‘Continuing research graduate’ status for their writing up period. This is in accordance with the Faculty guidelines.

The range of performance assessments used in the Institute provides opportunities for aspects of self-evaluative assessment (graduate) via the one-to-one meetings, joint assessment (graduate and supervisor) via the logbook and supervisor assessment via quarterly assessment. Overall this provides a comprehensive picture of the graduate’s performance and allows all aspects to be taken into account when discussing performance that is of ‘some concern’ or ‘unsatisfactory’.

2.9 Career advice to graduates

By the very nature of the EDI being dedicated to postgraduate education, many graduates have already made major career choices. However, career advice and guidance are available through a general network of career opportunities opened as a result of a graduate’s association with EDI and UCL.

Specific career guidance can be accessed via the individual clinical departments, the Dean of the London Dental Deanery of the HEE and the National Advice Centre for Postgraduate Dental Education (at the Royal College of Surgeons of England). Several members of staff are also advisers to the Royal College of Surgeons and can therefore provide specialty-specific advice.

As noted above, the EDI runs an annual Careers’ Day in conjunction with the British Dental Association (now in its 16th year) for all Dental Foundation Year 1 (DF1) dental practitioners in England & Wales (i.e. new graduates), their trainers, other junior dental practitioners, dentists returning from a career break and overseas dentists new to the UK. Approximately 250 attended in February 2016. All EDI graduates are invited to this meeting each year and graduates generally are able to benefit from the advice and information that EDI academic staff acquire through involvement with this important annual national activity.

For PGRs careers advices, the EDI has appointed Professor Jonathan Knowles as main point of contact for all questions related to this matter. Professor Knowles has a

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successful track record of industry collaborations and has had a number of PGRs students and PDRA recruited in academic positions and in industry. For PGRs’ Academic Fellowship (EPSRC, WT), Dr Bozec is currently offering one-to-one support to any PGRs considering a submission. Dr Bozec was a member of the WT fellowship panel.

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3. SELF ANALYSIS

3.1 Strategic and Environmental Context

Since the 2010 IQR UCL EDI has sought to maintain the position of being one of the major centres for the generation of research outputs and/or researchers relevant to improving oral health and the training of postgraduates who will ultimately improve the prevention and treatment of oral conditions and disease. By virtue of our strong REF 2014 outcome, the recent RAND citation analysis and our likely (unique to dentistry) inclusion within the UCLH/UCL bid for continued funding of the BRC (2017-22) it is evident that the Institute is making a positive national and international contribution to research.

Similarly our educational worth is evident by our ability to continue to attract high numbers of PGT students to our clinically-based programmes, possibly as a consequence of the Institute’s (with UCLHT EDH) provision of high levels of direct patient contact to graduates and high quality of teaching. Similarly the considerable rise in numbers of PGRs registering for PhD and DDent programmes probably reflects a combination of our research output and reputation for ensuring that graduates are well supported to achieve their academic goals in a timely manner. The increased numbers of graduates undertaking PhD studies has undoubtedly been aided by our recent creation of a 4-year PhD with clinical experience programme as well as the establishment of an administrator dedicated to PGRs.

Within the Faculty of Medical Sciences, we remain, together with UCL Medical School (UCLMS) and now the Division of Surgical and Interventional Sciences, the main providers of education. In contrast to other Faculty Divisions (other than UCLMS) the income of EDI is principally based upon education. We have the second highest financial contribution rate (30%) to the Faculty, which we have been able to maintain over the last 6 years.

The creation of SLMS and in particular FMS has been of significant benefit to EDI as we have been able to build strong networks for the sharing of both, research and educational concepts/activities. Compared with 2010 there is perhaps a much greater appreciation of the importance of education in general to the activities and finances of FMS, SLMS and UCL. The creation of a Vice Dean of Education of FMS together with the continued support of the Faculty Graduate Tutors has ensured that the Institute is well informed about educational initiatives of the Faculty and is able to have timely and helpful advice on the wide range of issues that arise as regards education. Our activities have evidently been appreciated by the Faculty and SLMS as these have often been promoted within the newsletters of the Dean and Vice Provost (Health).

The introduction of fees for undergraduate education in England has not impacted upon the numbers and profile of our graduate population. However the market for graduate dental education is even more fierce than in the past, as the majority of Dental Schools in England have had a 10% reduction imposed by the Department of Health in the numbers of undergraduates that they may recruit and are thus turning to the creation of graduate programmes to secure or enhance their income and expand their market presence. Of particular concern is the concern that one school has invested significantly

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in new facilities specifically to increase PG activity while 2 others have had complete new builds of their clinical facilities and hence will, without doubt, attempt to secure some of our present market.

As noted in section 1.5.2 as a consequence of the need for UCLHT to relocate the clinical services of EDH and the Royal National Hospital for Throat Nose and Ear (RNTNE) by late 2018/early 2019 to a site within the UCLHT Bloomsbury campus (Huntley Street), EDI will also have to move. The new build of UCLHT (Phase 5) is solely devoted to clinical service and hence there are no facilities for academic administration, research (e.g. clinical research facility and wet labs) or education (e.g. lecture theatres, seminar rooms, clinical skills and production laboratories). EDI has been actively working with the SLMS Estates Board and UCL Estates to solve this problem. It is likely that EDI administration, educational facilities and hopefully clinical research facilities will be housed within the Rockefeller Building - diagonally opposite Phase 5 within Huntley Street, while the research activities of MD and possibly BTE will be relocated to the Royal Free Hospital Campus. This geographical break-up of EDI, together with the significant reduction in dental chairs (presently ~120 with ~80 planned in Phase 5) will generate a significant logistical problem for EDI. Perhaps more pressing at present is that without a definitive plan for relocation it is challenging to provide staff, prospective graduates and those presently on programmes, likely to be affected by such change, with definitive plans.

EDI remains highly regarded for offering graduate programmes that incorporate a high level of hands-on clinical experience and one-to-one or small group clinical teaching, hence numbers of graduates on the full time programmes remain steady. However in contrast to 2010 we have not seen notable growth in some of our previously popular flexible programmes (particularly those of Restorative Dental Practice), possibly reflecting the emergence of similar programmes in other dental schools (and perhaps our lack of an undergraduate school and hence immediate alumnus). The demand for our Diploma in Special Care fell away as a consequence of the closure of the General Dental Council’s “Grand Parenting Policy” for the specialty, hence we ceased this programme in 2014. Nevertheless our recently introduction of a unique MSc in Paediatric Dentistry that has a blended approach to teaching and learning (e.g. theory is delivered online and practical teaching occurs on site during week-long residential components) has been notably successful. An MSc for dental hygienists and dental therapists and one on Antimicrobial Resistance are currently being developed. As indicated in 2010, EDI will continue to monitor its portfolio of programmes, their design, and methods of delivery and mode of study to remain competitive. In addition (as indicated below) we are seeking new opportunities for educational activities by virtue of consultancies.

Without doubt our ability to deliver high quality clinical education relies upon an effective collaboration with our NHS partner UCLHT EDH. This relationship remains strong and indeed with the relocation of 2018/19 there is an imperative that this remains so. The senior management of EDI (Director and Manager) have a good working relationship with their EDH counterparts (Divisional Director and Manager) as do the academic and clinical leads of EDI and EDH. Similarly within UCL our Professional Services Team have effective working relationships with their FMS and/or UCL counterparts (e.g. Faculty Graduate Office, UCL Academic Services, FMS HR Consultancy and FMS Finance).

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3.2 Graduate recruitment and induction

Despite the worldwide expansion in the number of providers of postgraduate dental education, EDI continues to recruit high quality graduates, with applications far exceeding the available places on most of the taught programmes. As noted above there has been a downturn in applications to the Diploma in Special Care Dentistry and the flexible programmes of RDP.

EDI continues to have applicants from across the globe, although the geographical profile of graduates differs across programmes. For example applicants (and hence acceptances) for full-time programmes in Endodontics are mainly of UK origin, while all applications for the MSc in Special Care Dentistry are all from non-EU countries. Since 2010 we have recruited graduates from countries that we previously had not (e.g. Puerto Rico, The Philippines, Paraguay and Chile) and continue to have high numbers from Saudi Arabia. To date the financial crisis in Greece has not led to a loss of this market.

Generally our percentage of female students has been slowly rising with time and is now 55% for part time and 57% for full-time students. These numbers are much higher than the national average of 46% for PGT dental students (HESA, 2013/14). As nationally, however, the percentage of females on undergraduate dental programmes is slightly higher (60%) this should be our goal.

All applicants for the full-time programmes are interviewed (e.g. face-to-face, Skype or telephone). Our induction procedures would seem to be appropriate as graduate progression is generally very positive, outcomes of examinations are excellent and in the most recent Student Barometer our “Arrival Satisfaction” was the highest in FMS and in the “Learning Engagement Challenges” 100% positive in all three elements.

EDI routinely monitors Equality and Diversity and widening participation and informs staff via the termly staff meetings of relevant trends. This activity is an important aspect of our Athena Swan action plan and would seem to have their approval by virtue of our recent award of Silver (see: Appendix 30 for Bronze Award).

3.3 Graduate support

Each programme has its own handbook that is available on Moodle that details timetables and all information relevant to the programme. The template for the handbook is updated annually by the Academic Support Manager in light of any changes within the UCL Academic Manual. All graduates undertaking taught programmes attend an opening session with the Head of Education who, together with the Academic Support Manager, reviews the contents of the handbook and indicates areas of great importance – e.g. expected attendance, interruption of studies, extenuating circumstances etc. The monthly reports of graduates of taught programmes highlights to staff, students who may be having difficulties and the interviews with the Head of Education and Academic Support Manager, provide an opportunity for these to be explored in more detail.

The success of EDI monitoring and support arrangements for taught graduates is evident in the low drop out and high examination success rates. The yearly analysis of

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exit questionnaires demonstrates that the majority of graduates are satisfied with the levels of support they receive, both personal and academic. A frequent source of complaints relate to the Hospital environment (e.g. lack of equipment and difficulty in recruiting and retaining dental nursing staff), which is not under the direct control of EDI and is constrained by the finances of UCLHT EDH. Nevertheless as the vast majority of graduates do successfully complete clinically-based programmes it would seem that any difficulties with clinical facilities do not impact upon the final outcome.

The support for the PGRs has been greatly improved since 2010. The DGT team has worked extensively to ensure that recurring issues are dealt with promptly. Some of the recurrent PGRs issues were related to the recruitment of students who may not have been of the academic standard required to do a PhD. Over the last 3 years, we have raised our standards for recruitment and we have not seen a drop in applications. The DGT team is now firmly in place and both Dr Leeson and Dr Bozec have acquired sufficient knowledge regarding the various support networks and opportunities in UCL so that they can give very direct and immediate support. The addition of the Research Student Administrator was also cardinal to enhance the support (administrative) provided to the PGRs. The one-to-one sessions with the PGRs have proven to be a continuous success in order to tackle issues before they may start impacting on the progress and welfare of the students. It is fair to say that the support of the PGRs is outstanding and will be able to continue as the cohort of students is growing.

The support structures for the taught and research graduates are presently working well in the identification and resolution of difficulties such that the pass rates for graduates remains high and their overall experience seems to be very positive as indicated in the Student Barometer. Furthermore we realise that “word of mouth” recommendations by past graduates leads to new applications by colleagues/friends or the undertaking of research studies following completion of a taught programme (e.g. a compete cohort of taught students of one 2014/15 programme have now commenced PhD studies).

EDI has an excellent reputation within dentistry for the quality, enthusiasm and commitment of its academic and support staff. The recruitment of clinical academics within dentistry in the UK remains challenging, as evidenced by national academic staff surveys (e.g. those of the Dental Schools Council) (see: http://www.dentalschoolscouncil.ac.uk/wp-content/uploads/2015/11/DSC-survey-2015-web.pdf). As a result of these difficulties, EDI continues a conscious effort to develop early career researchers, actively recruiting several promising junior clinical academics via the NIHR IAT ACL route (e.g. Prosthodontics, Oral Surgery and Oral Medicine) and supporting other staff in their PhD studies (e.g. 2 lecturers in Periodontology). Staff whom the Institute previously supported by means of providing them time/resources to undertake PhD studies have gone on to senior positions within the Institute (e.g. Dr Francesco D’Aiuto was promoted to Reader in the 2015 UCL Senior Promotions round and is now Head of Periodontology while Dr Susan Parekh is now PD for the MSc in Paediatric Dentistry) or leadership positions in other UK Dental Schools (Dr Chris Tredwin (previously in Prosthodontics) is now the Director of Peninsula Dental School of the University of Plymouth).

The Institute’s strong international presence has also facilitated the recruitment of academic staff from dental schools outside of the UK (since 2010 we have recruited a Senior Lecturer in Prosthodontics from Greece and a Lecturer in Periodontology from

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Australia). In general our retention of staff has been good although we have recently seen the loss of 2 senior academics from Periodontology (but now have FMS approval to refill these positions). In the research departments we lost a Reader in BTE (now a Dean in the University of Loughborough) and 2 Professors within MD have retired. Despite a very active recruitment strategy we have been unable to fill these posts However in 2013 we recruited 2 Senior Lecturers in BTE and MD respectively, both of whom are providing supervision to several PGRs and securing grant income. We have recruited a Lecturer in Dental Public Health who is working with the Dental Public Health Department of Public Health and Epidemiology to maintain our support for biostatistics and expand our research opportunities.

The likely reduction in both University and NHS funding has the potential to impact upon staff recruitment; although in view of our continued educational income, profile of our staff and the reputation of UCL and UCLHT we would hope that there will not be major difficulties in retaining our existing staff. Wherever feasible we have endeavoured to support staff in promotion and without doubt they have had notable success.

It remains difficult to recruit full-time staff to the subject area of Prosthodontics (both for full-time and flexible programmes) as there are very few appropriately skilled academics in this field. To overcome this hurdle, EDI has recruited part-time Teaching Fellows and visiting lecturers (the latter mainly for the RDP programmes). This strategy allows the continuance of teaching but in view of their part-time nature, such appointments place an additional administrative burden upon full-time staff and/or lessens our ability to drive forwards a strong research agenda in Prosthodontics. EDI invested in the training of an NIHR IAT lecturer in Prosthodontics but this individual subsequently has pursued an NHS career.

A close working relationship between EDI and EDH is essential for the recruitment, promotion and retention of the majority of clinical staff who must have Honorary NHS Contracts with UCLHT, as without this they are unable to receive a clinically-related salary and undertake clinical supervision of the graduates. While there are occasional tensions, the working relationship between EDI and EDH remains strong and productive as regards staffing matters. All clinical staff (both EDI and EDH) are appraised annually, now using the MAG system, while job plans are reviewed with appropriate line managers to ensure that both UCL and NHS staff are able to provide the graduates with appropriate clinical supervision as well as ensuring that staff have time for their other academic and clinical activities. In general these arrangements are effective and any concerns addressed by the Institute Director and EDH Divisional Director who meet weekly to discuss any emerging concerns.

3.4 Staff support

As indicated previously, all staff are appraised on an annual basis with the job plans of clinical academics also being reviewed yearly. Our appraisal rates continue to be ~95% per academic year, the shortfall usually being due to the loss of staff who should have been appraised but have now left. In contrast to 2010 when non-clinical academic staff were appraised twice a year or every 2 years these staff members are now also appraised on a yearly cycle. The development requirements of staff are considered

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within the appraisal process. Job plans are also reviewed annually to ensure that staff have an appropriate balance of teaching, research and clinical time to meet the objectives of their appraisal. The career contract plans of all academic staff with Honorary EDH are signed jointly by representatives of EDI and EDH, indeed the sign-off of these job plans is essential for pay progression. The system of job plans continues to work well. Nevertheless it still remains that many clinical academics are involved in teaching and clinical work in excess of eight sessions per week, leaving little time for personal research.

The pre-existing 8am staff research meetings were stopped as they took place outside core hours; these have now been replaced by annual Research Away Days. The feedback on these has been largely positive and has led to the introduction in 2015 of an Institute Away Day to consider all aspects of EDI activities. The feedback on the initial Institute Away Day was positive and these will continue. In addition we plan an Industry Away Day (April 2016) that will showcase our research activities with relevant potential industrial partners. To inform academic and NHS staff of the activities of the wider Eastman, there are now 2-monthly lunchtime Grand Rounds to which all EDI and EDH staff are invited.

All new recruits receive a handbook regularly updated by the HR Administrator that provides information on employment and opportunities within UCL and the Institute. This includes valuing diversity and dignity at work, appraisal policies and procedures as well as those associated with promotion and development. The handbook will be regularly updated as part of our Athena Swan Action Plan. The handbook is available to all staff via our Moodle- based intranet (https://moodle.ucl.ac.uk/course/view.php?id=16206).

Mentoring has been challenging, as there was variable engagement of staff in this process. However, as indicated in section 1.3.7, we have developed new plans for this, that will hopefully be of benefit to all staff.

Restructuring has undoubtedly helped support members of the Professional Services Team. All staff are now located in shared offices in two areas of the Institute (within 256 or 123 GIR), have ready access to their line managers – who are all non-academics – and the team meet weekly to discuss the tasks ahead, any emerging issues and jointly share experiences/expertise. Present feedback on the restructuring by the Professional Services Team and the PDs indicate that this has been a highly positive initiative in which the administration staff believe they have greater support in their roles than in the past and the academic staff indicate that the running of programmes has not been detrimentally affected. It remains unclear at present however, if the restructuring has lessened the burden of educational administration of academics or that the educational experience of the graduates has been changed for the better. Certainly the creation of a PGR Administrator has improved the Institute’s ability to recruit more PGRs as there is a rapid response by EDI to all enquiries. We now endeavour to respond within 5 working days for all PGRs enquiries. As a result, we have seen a rise in the number of PGRs recruited (from 11 to 15 per annum over the last 5 years to 22 in 2015-16 academic year)

All staff receive emails regularly from the Institute Director, Manager or HR Officer as to deliver opportunities within and outside UCL for development. In addition emails concerning CPD run by EDH and essential for mandatory CPD of the GDC are

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circulated. The achievements of staff are promoted via Institute-wide emails, placement of articles on the Institute webpages and Twitter feed the EDI.

3.5 Taught Programmes

The Institute continues to have one of the largest cohorts of taught clinical graduates in UCL and remains the sole provider of dental education within FMS. The graduate numbers have remained steady with no significant changes in the distribution of EU vs non-EU graduates. As noted above the Institute is constrained by the availability of dental chairs within EDH in the number of graduates that we can accept. This is not however an issue for the majority of programmes undertaken within the Department of CPD.

Nevertheless there has been a downturn of about 10% in applications for the full time programmes and the numbers of graduates that have been recruited to the RDP programmes has fallen from 72 (2010) to 26 (2015). The reduction in applications and acceptances for the RDP programmes probably reflects the increased financial burden that UK dental practices face in view of the need to comply with CQC regulations and stricter infection control measures while the decrease in applications for full time programmes may reflect the worldwide financial downturn and/or the increasing competition from other UK Dental Schools (particularly Manchester, Kings College London (KCL) and possibly Queen Mary University London (QMUL)).

The marketing of our programmes remains strong, but clearly there is a need for this to be reviewed to determine a new strategy that will hopefully increase the number of applications for all of our programmes with a perhaps essential translation of increasing our RDP numbers. The Department of CPD runs “taster sessions” for prospective RDP graduates. As this has led to successful applications, it is a strategy that will continue. This strategy is more difficult for prospective non-EU candidates of our full-time programmes, however, created the UCL Eastman Centre for Research to support the growing number of PGRs students and provide a functional administrative, as indicated in section 2.3. We have recently launched a promotional video and we actively use our website and twitter feed to advertise our programmes. Such marketing is clearly having a positive impact upon our educational income in view of our popular CPD courses (see: http://www.ucl.ac.uk/eastman/cpd).

All programmes are modularised. Modularisation has however been challenging as other than the Clinical Science and Research Methods Module, there has not been much common teaching across the Institute. There are of course pockets of common teaching that feed into different modules, for example most of the lectures of the Certificate in Special Care Dentistry are attended by graduates of the M-level programmes in Oral and Maxillofacial Surgery, Oral Medicine and Special Care Dentistry. Teaching allied to MClinDent graduates of the restorative monospecialties is sometimes common (particularly the MSc in Conservative Dentistry and MClinDent in Prosthodontics) and much of the on-line material of the MSc in Paediatric Dentistry is shared with the DDent programme of this subject area.

There are examples of shared clinical supervision of graduates (e.g. Oral and Maxillofacial Surgery and Special Care Dentistry graduates attend clinics in Oral Medicine) but the diversity of the subject areas limits sharing of educational material and

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distinct differences between the expected competencies of each clinical specialty hinders the opportunity to share clinical supervision and to lessen the burden of clinical academics.

There is considerable sharing of supervision of projects of full time graduates between the clinical and non-clinical departments. This lessens the burden of the clinical academics and ensures that the non-clinical academics are able to engage in the educational activities of the Institute. There is however variation in such joint supervised projects across the Institute reflecting the commonality of subjects (e.g. prosthodontics aligns well with aspects of BTE) and the time that graduates are able to devote to projects (e.g. there are greater opportunities for MD or BTE based projects with MClinDent (2 years) than MSc (1 year) programmes. Costs may also hinder the undertaking of projects supervised by MD or BTE staff – for example studies of tissue engineering can be prohibitively costly in comparison to investigations of biomaterials.

The large number of programmes together with their diverse modular structures, has led to the Institute establishing a common means of recording examination marks. This was introduced in 2014 and has proven, following initial teething troubles, to be an efficient means of recording such data and lessening the risk of errors, however there remains a need to transfer results onto Portico – this being undertaken by the Academic Support Manager. However, in February 2016 the entire AST received Portico training and programme administrators will be involved in mark entry going forward, working closely with the AST manager and Academic Support & Quality Officer. As part of an Academic Review Panel recommendation, results from all examinations from the past few years are being audited by the Faculty Graduate Office.

The relocation of the Institute to new premises and the establishment of a new EDH (with fewer dental chairs than the present) will provide the Institute with the opportunity and challenge to review the organisation of all of its programmes and identify ways of maximising shared teaching and perhaps modules. However if the intended relocation of MD to the Royal Free Campus comes to fruition there will be an additional problem of ensuring that the timetables of graduates undertaking projects in this subject area allow graduates to spend appropriate time in these laboratories.

The Institute has sought to wherever possible maximise its use of Moodle to deliver educational material. Since 2010 all programmes now have “basic” material available from this source. There is considerable variation across programmes as regards use of Moodle but in general most programmes have the bulk of their lecture material available from this source. All of the teaching and assessment material of the CSRM module and the MSc in Paediatric Dentistry is delivered via Moodle. The success of this method of delivery is demonstrated by the large volume of email traffic between graduates and teachers of the MSc in Paediatric Dentistry – such that graduates receive feedback on any questions to lecturing staff within 24 hours. The use of Moodle as the centre point of the teaching of the MSc in Paediatric Dentistry has led to us being able to truly deliver distance teaching – 3 of the present 30 graduates of this programme are from notably distant countries (Tasmania and Jamaica). As indicated in our 2010 IQR submission the creation of high quality material for Moodle is onerous and is further complicated by the medicolegal implications of the use of material that includes identifiers of patients who have been photographed. This latter problem has led to many lecture notes not having clinical images. We will however continue to expand our use of Moodle

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With the exception of the 2014-15 academic year the Institute reviews all taught programme on an annual basis. This is led by the Head of Education and aside from considering the successes and challenges also reviews the uptake of programmes. As a consequence of this process, and the low numbers of graduates, the Diploma in Special Care Dentistry ceased in 2014. In the IQR report of 2010 the Institute had indicated a wish to create an MClinDent in Implantology, however this has not been possible in view of the limited number of patients that EDH is commissioned to treat.

Presently graduates on the MClinDent Programmes of the Restorative monospecialties are able to include this experience as part of their application either for the Membership in Restorative Dentistry (MRD) of the Royal Colleges of Surgeons or mediated entry to a monspecialty list of the General Council. Those graduates who intend to sit the MRD require to have a National Training Number (NTN) from the London Dental Deanery of HEE and have annual reviews of progression (Annual Review of Competence Progression (ARCP). The ability of the Institute to offer this opportunity to graduates is advantageous, and as it increases our attractiveness to prospective students, as few other dental schools in the UK (other than KCL and QMUL) undertake this activity. One concern on the horizon is that the GDC may wish to increase the number of experiential hours that candidates require for consideration of entry to certain specialist lists – however we anticipate that this will not turn out to be a notable threat to the Institute’s activities.

3.6 Research Programmes

As noted in section 1.2.2, Since IQR 2010 there have been substantial advances in our support of PGR activities In addition we have experienced a notable increase in PGR numbers.

The Doctorate in Dentistry (DDent) of Paediatric Dentistry has proven to be highly successful (100% uptake of places across the last 5 years with 100% pass rate). In addition, much of the teaching of this programme is now shared with that of the MSc in Paediatric Dentistry and many of the research projects have been jointly supervised by clinical academics of Paediatric Dentistry and the departments of BTE and MD. The Institute is keen to expand its portfolio of DDent programmes but to date has not taken this forward due to time constraints.

The creation of the Eastman Centre for Postgraduate Research (ECPgR; agreed by UCL Graduate School), together with the appointment of an administrator dedicated to research graduates has undoubtedly helped in the recruitment, monitoring and guidance of these students. The graduates have greater opportunities than in the past to input into the Institute’s research graduate activities by virtue of the establishment of a relevant committee and the recent creation of a Twitter feed and Facebook page.

The supervision load of staff is regularly monitored by the ECPgR as well as being reviewed as part of the annual staff appraisal. It is of concern that the supervision load of staff does vary across the Institute, this being due to graduates with particular interests/talents wishing to undertake certain projects that are likely to be of interest or relevance to their future careers. Similarly there remain instances where the Institute is

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unable to accept graduates for research programmes, as the present staff are already overly burdened (e.g. have a heavy taught graduate load) and graduates do not wish to be allied to projects outside their specialty interest. This concern will hopefully be addressed by more collaboration/discussion between the clinical and non-clinical academics and will be pursued at the next Research Away Day.

3.7 Continuing Professional Development (CPD)

The Institute continues to have a strong presence in the delivery of non-credit bearing CPD courses. In 2015 we hosted and/or delivered 90 courses for 570 (dentists and dental care professionals (i.e. hygienists, therapists and nurses). The department has established productive collaborations with industrial partners (e.g. Zeiss and International Team for Implantology (ITI)) to run joint courses that widen our presence within the “dental” market and generate income from new sources. The portfolio of courses is reviewed annually by the Head of CPD (Dr Chris Louca) to ensure that the subject matter is likely to be relevant and hence appealing to dental professionals.

The CPD courses are actively marketed by advertisement in the British Dental Journal and via our website and Twitter feed. In addition, in contrast to most other UK dental schools, the staff of the Institute are regularly invited to deliver prestigious specialist presentations (e.g. Restorative Dentistry, Implantology and Paediatric Dentistry) at leading UK congresses for general dental practitioners at which the department of CPD also has a trade stand to promote their activities.

The department of CPD has continued to provide aspects of mandatory CPD via on-line means (e.g. Dental Radiology) although this course is now in the process of being updated. Since 2010 we have developed a series of short programmes for dental care professionals on contemporary aspects of oral health care and we plan to expand these in the next 2 years. A bespoke series of short CPD courses, for dental therapists and dental hygienists, has been created in collaboration with the British Association of Dental Therapists since 2015.

The IT facilities of the Department of CPD (within 123 Gray’s Inn Road) have been upgraded since 2010 and the clinical skills laboratories and clinical chairs remain appropriate for our educational activities. The location of the CPD department within central London, together with the high quality of our clinical skills facilities has allowed us to collaborate with QMUL, EDH and the Royal College of Surgeons of England in the delivery of the Part 2 examination of the General Dental Council’s Overseas Registration Part Examination. This examination is hosted approximately 7 times per annum in the Institute and generates significant income as well as providing the opportunity for non-EU dentists to experience the high quality facilities of the CPD department of the Institute.

The success of our CPD activities reflects the Institute’s sustained commitment to CPD (having been the first UK dental school to deliver such education), our ease of attracting and collaborating with industrial partners and our effective marketing strategy. While the Institute is one of the leaders of this activity within the Faculty there remains the concern that we must maintain our strong position on this as other dental schools have aspirations to expand their CPD activities.

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3.8 Internationalisation

EDI staff continue to ensure they are familiar with contemporary developments in graduate dental education through participation in the Association of Dental Education in Europe (ADEE), European and International Specialist Dental Societies. In addition we have continued to recruit staff from outside the UK (e.g. Greece, Italy, and Australia since 2010) who have informed our educational activities. The success of senior staff in being winners of the mature teacher award of the Association of Dental Education in Europe (ADEE) -Professor Susan Cunningham (from Orthodontics) 2013 and Dr Chris Louca (Head of Education and Head of CPD) 2015, indicates that the Institute’s educational activities are considered by European peers to be of high quality. Similarly the continued flow of non-EU graduates receiving funding from discerning governmental, clinical or academic sponsors would suggest that our educational (and perhaps research) endeavours are of worth and relevance across the globe.

Other than the flexible programmes within the Department of CPD all programmes are open to graduates from across the globe. There remain some provisos – for example dental graduates from Iraq must have an additional Masters level qualification for entry, UCL does not recognise dental degrees from the majority of private dental schools and all non-EU graduates must fulfil the English language requirements of UCL. These requirements have not however limited our ability to recruit graduates such that the Institute presently has graduates from 20 countries on taught programmes.

The ability of the Institute to accept clinically qualified graduates who are not registered with the General Council (GDC) relies upon UCL being considered to be a Dental Authority – this having been approved in 2015. Prior to this the Dental Authority lay with the University of London. Graduates from the EU are able to participate in our flexible programmes but if they are not resident in the UK and do not have access to patients in a UK dental practice it will not be possible for them to complete the necessary programme activities. This similarly applies to non-EU graduates – who will not be able to secure the necessary UK entry visa.

Since 2010 we have made efforts to expand our activities outside the UK. In 2013 we established a collaboration with Merimna Institute in Athens for the joint delivery of annual short CPD programmes on aspects of Restorative Dentistry, this being principally based in Athens. In 2015 we had anticipated a collaboration with Leapership Consultancies to deliver CPD in the Middle East, but this unfortunately did not come to fruition. A 2015 collaboration did lead to us providing training to a small group of clinical academics from Misr University (Cairo) and in 2015 staff delivered CPD Master Classes on Aesthetic Dentistry with the Dental Council of Cyprus. In 2013 we had planned a collaboration with Dubai Health City Dental School to provide quality assurance to their postgraduate programmes but unfortunately at the last minute the Dubai partners declined to proceed. Nevertheless this provided us with experience as to how we might work with international partners.

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In 2016, we established a collaborative partnership with the New Giza University of Egypt to design a dental undergraduate curriculum for their new dental school. This is part of a partnership with UCL Medical School and UCL Pharmacy School to establish similar schools in NGU. The knowledge that NGU had investigated and rejected other UK and international dental schools for partnership suggests that the Institute has an international reputation for the delivery of high quality contemporary dental education and that our lack of an undergraduate school is not a hindrance to us undertaking such undergraduate activities. The contract for the delivery of an undergraduate programme in NGU is important to the Institute both financially and strategically, as it will provide us the opportunity to gain a foothold within the Middle East and North Africa (MENA) that to date has eluded other UK dental schools.

Our internationalism continues to be aided by our unique collaboration with the British Dental Journal (the UK’s leading dental journal) by which our staff provide material for their online CPD. This continues to attract many thousands of registered users and accesses from across the globe.

3.9 Learning Resources

The learning resources in terms of teaching facilities remain good, with multi-media projection available in all lecture theatres and seminar rooms. The Library and adjacent cluster room are also valued (and utilised) by both staff and graduates and have been substantially upgraded by UCL Library services. Demand for computers, study space, book and journal collections, are met to a high standard, and graduates’ information needs remain well-served. The Library team regularly email all staff and graduates requesting advice on the purchase of new books and on-line material. All the major journals relevant to general dentistry, dental specialties and allied subjects are available on-line via UCL library services.

Graduates have access to clinical skills laboratories which are used to deliver formal teaching and also provide facilities where they can practice and refine clinical techniques. The clinical skills facilities are effectively maintained by support staff. At key times in the year when clinical loads are high, graduates may still have difficulties accessing instructor support in the Prosthodontic laboratory to match production timescales, but this does not seem to be a major problem as graduates are able to complete their studies and pass the examinations of UCL or the Royal Colleges of Surgeons (e.g. MRD). To offset difficulties in the manufacture of some appliances (including crowns and bridges) UCLHT has begun a process of outsourcing such work with the intention of all restorative and orthodontic laboratory work being outsourced by 2018. In view of the need for graduates to undertake production of some of the prosthodontic appliances, EDI plans to maintain production laboratories for Restorative Dentistry and Orthodontics in 256 Gray’s Inn Road and within the relocated Institute (2018/19).

Any graduate concerns related to the teaching programmes can be raised at their Programme Committee or if required, can be passed on to the SSCC. Frequent concerns tend to be related to clinical and UCLHT issues, especially nursing support, instrumentation, equipment, the clinical environment as well as the clinic systems and

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procedures. The attendance of the Divisional Manager of EDH at SSCC helps to ensure that she is rapidly aware of any concerns and similarly provides the opportunity for her to raise any relevant concerns EDH may have about EDI educational activities. These are also discussed between EDI and EDH management and local solutions are implemented where possible. Similarly EDH concerns about the activities of the EDI graduates are resolved via close collaboration between the academic and clinical leads of each subject area and/or the senior management of EDI and EDH.

Since 2010, although there has been no significant investment in the clinical facilities of EDH they remain fit for purpose. The lack of notable investment in the EDH site reflects UCLHT’s need to transfer both the EDH and RNTNE to a single site within the Trusts’ Bloomsbury campus. The Institute has not invested in new facilities as the clinical skills laboratories of the Department of CPD were upgraded in 2009 and remain appropriate. We anticipate that there will be no notable investment in the facilities of EDI until relocation in late 2018/early 2019 at which point there will be a need for substantial financial investment by UCL.

In general the clinical supervision of the graduates of taught programmes remains good and the close working relationship between EDI and EDH does allow EDH staff to provide supervision when there are reduced EDI staff. A continued concern is that the delay in the approval by the Faculty and SLMS for the reappointment of staff can lead to shortfalls in academic supervision that in some instances may extend across 6+ months.

3.10 Programme design, operations and reviews

The degree programmes at EDI are reviewed on a regular basis and efforts are made to ensure that each programme remains fit for purpose in view of changing professional, student and UCL requirements. Each programme runs a Programme Committee meeting at least twice each year. All the teaching staff are invited and there is also student representation. In addition, an Annual Programme Review takes place within EDI where the Head of Education and the Academic Support Manager collate and review the various programmes and report back to EDTC. The information gathered as part of this Annual Programme Review process was previously used to complete the former Annual (and Augmented) Monitoring processes required by UCL; which have now been superseded by the Annual Student Experience Review (ASER). The ASER documentation was submitted to UCL in February 2016 for the 2014-15 academic year.

3.11 Graduate input

EDI actively encourages graduate feedback on teaching, learning and assessment activities and, where relevant, to clinical dental education, such feedback can be helpful towards ensuring a student-centred approach to learning in relation to both content and delivery. The quality assurance mechanisms adopted by EDI follow the criteria set by UCL and include appropriate procedures for assessment and appraisal. Individual programmes

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also have systems in place for the assessment of teachers by the graduates and these are fed back to the relevant staff members (e.g. PD). Where problems are identified, arrangements can be made to provide staff members with support, guidance and additional training if required. Such feedback is essential for the ongoing development and improvement of all the EDI programmes. The opinions of graduates are sought from all of the different programmes and graduate representation on the PCom, SSCC and EDTC allows these opinions to be considered and, where appropriate, acted upon.

Graduates are also asked to provide feedback on teaching episodes, using a feedback confidential form that is completed either daily, weekly or monthly depending on the programme (see: Appendix 31). These marks are subsequently collated and fed back to the PDs for discussion at the PCom if required. In addition, interviews or questionnaires are used at the end of programmes to collect additional graduate feedback. Responses to issues or concerns raised by the graduates are fed back to all the graduates via the graduate representative on each PCom and/or by distribution of the relevant PCom minutes.

3.12 Learning outcomes

Each programme of study has its own set of learning outcomes which are available within the individual programme handbooks. The learning outcomes have been designed to satisfy the needs and requirements of the different groups of graduates attending EDI, ranging from those looking for enhanced CPD training to those looking for nationally recognised specialist training.

As evidenced by the responses in the recent Student Barometer our graduates report receiving good career advice and have high rates of employability following completion of studies in EDI. While the great majority of our clinical graduates migrate into specialist clinical practice in the UK and abroad, others secure senior posts in the NHS or academia in the UK or abroad.

3.13 Assessment of graduate performance

As detailed earlier within the document, the pass rates for the taught programmes remain high (90%+) and the numbers of PGRs completing DDent or PhD degrees are growing. Successful completion of programmes is a positive reflection of the quality of both staff and teaching at EDI. This is true not only for the UCL examinations but also where such programmes form part of Clinical Specialist Training and assessment through national examinations under the auspices of the Royal Colleges of Surgeons – where again our graduates have high pass rates (no precise data is available on this as results are not shared by the Royal Colleges with any HEI). Graduates win prizes and awards against national and sometimes international competition.

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3.14 Innovation and development in teaching

EDI continually strives to remain innovative and up-to-date with its teaching. As noted previously, we have attempted to utilise Moodle wherever possible but realise that this requires considerable time and commitment by staff to be more successful. Certainly it has proven highly effective for the efficient delivery of the CSRM module and the MSc in Paediatric Dentistry. One concern that has arisen is the ability of UCL to provide facilities to permit graduates to sit the on-line CSRM module examination - at present there seems to be few venues for this within UCL.

Real time feedback of all lectures of the CSRM is now obtained using Turning Point of Biostatistics teaching is supplemented by an on-line programme developed by one our previous staff members (Dr Aviva Petrie), this also being available across UCL. While some lectures have been captured with Lecturecast, the logistics (there are presently only 2 lecture theatres appropriately equipped to capture lectures), need for some support staff and the medicolegal issues of recording patient-related clinical material have limited our ability to maximise the potential benefits of this system. Turnitin is employed for assessing potential plagiarism of all M-level and Doctorate projects. Finally some programmes (particularly Orthodontics and RDP) are now employing “Flipping” as a means of enhancing the educational experience of graduates (this having been partially funded from a UCL Teaching Innovation Grant.) Other recent successes include a SLMS Innovation & Excellence in Education Grant used to purchase video conferencing equipment to enhance teaching.

Although perhaps not considered innovative, the ability of EDI to provide high levels of hands-on clinical experience with supervision by highly competent staff ensures that we are able to deliver clinical teaching that will meet the needs of patients across the globe. In order to support such development and in addition to the normal graduate feedback process, several teaching staff remain actively engaged in educational research, looking at the effectiveness and relevance of the teaching experience for EDI graduates. The results of this research have been successfully disseminated within UCL as well as at international (Association for Dental Education in Europe, IADR) and national (British Society for Dental Research) conferences and via publications in appropriate journals (e.g. Faigenblum MJ, Eder A, Louca C. BDJ UCL Eastman CPD programme: an online survey. Br Dent J. 2013 May; 2014(10):519-23)

3.15 Response to IQR 2010

1) Provide greater opportunities for sabbaticals. a. EDI encourage staff to undertake sabbaticals but this remains challenging

as there is limited central funding to support this and there would be substantial difficulty in recruiting locum appointments for the Clinical Teaching and backfilling any clinical service. Furthermore any locum would have to have the approval of Eastman Dental Hospital in view of the need to ensure that any prospective candidate has the appropriate health and DBS clearance.

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2) Embed UCL’s quality monitoring processes into CPD coursesa. This has proven difficult as the graduates may only attend on one

occasion and new administrative support had to be found. However as part of our Professional Services Team restructure the administrator who oversees all CPD courses (CPD Business Officer: Ms Allison Gibson) will be developing a means for the Institute to have appropriate feedback from graduates to allow us to monitor quality.

3.16 Institute Vision

In broad terms, these are directed towards (1) the delivery of high quality cost-effective postgraduate dental education and (2) the reduction of teaching commitments of research active clinical academic staff in order to create more time for engagement in high quality research. With regard to these, we have perhaps had more success with the former than the latter, although it is hoped that the restructuring of Professional Services will help.

A brief review of the goals within our 2010 self-analysis indicates that we have made progress in most areas:

Short term goals

1) Complete the phased introduction of modularisation across all programmes in 2009/10 and 2010/11 – achieved

2) Restructure “implant dentistry” programmes in light of recent European guidelines and GDC consultation – not achieved. The General Dental Council has not established a specialty list in Implantology and the logistics of delivering a full time programme in this subject area would be challenging in view of the limited numbers of patients who are appropriate for NHS-funded implant therapy. However our part-time PG Diploma in Implant Dentistry has been running very successfully for 10 years with over 100 graduates and it has additionally fostered the development of a range of short CPD courses in this growing clinical field.

3) Incorporate Moodle across all programmes – achieved but with variation across programmes in the extent of use.

4) Introduce mentorship to improve success in grant applications – not achieved although being presently addressed.

5) Extend training through three-year MClinDent and Clinical Doctorate programmes to address issues of affiliate graduates and assist graduates in attaining UK and for European accreditation. – achieved in some subject areas (Oral Surgery, Periodontology, Endodontology, Orthodontics and Prosthodontics)

Longer term objectives

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3) Review fees and cost-effectiveness of programmes – achieved in 2014-15. Fees were increased across all subject areas.

4) Assess implications of commissioning and act swiftly and appropriately to secure funding - not achieved. It had been anticipated that the Department of Health might commission teaching for Dentists with Special Interests. However this has been delayed. Guides are now in place and we are working on the training and assessments of dentists with enhanced skills.

5) Streamline and enhance administrative support, applications, core teaching and timetabling. Partially achieved. Professional Services of EDI were restructured in late 2015. It is hoped that this will enable greater support to staff to allow them to consider rationalisation of teaching in some areas.

6) Rationalise management and teaching of programmes and pathways. Partially achieved. While there is some commonality of teaching across subject areas the majority of teaching is still very programme-specific.

7) Develop formats and support of taught and research projects to ensure harmony with local research strategy. Partially achieved. The subjects of the DDent and PhD students are aligned with the activities of research-active (and REF returned) staff but not all of the projects of graduates on M-Level taught programmes are aligned with the Institute’s research strategy. In view of the large numbers of graduates on taught programmes it is not always possible to provide projects that directly align with the major research goals of the Institute.

8) Develop collaborations with the Royal Colleges of Surgeons to deliver conjoint examinations. Not achieved. Despite our considerable efforts, it has been very challenging to establish conjoint examinations with the Royal College of Surgeons of Edinburgh. It had been hoped that conjoint examinations allied to Prosthodontics, Periodontology and Endodontics would be possible, but the previous Dean of the Dental Faculty of RCS Edinburgh vetoed this on the basis of his concerns about quality control of the RCS examination (there were no concerns about EDI procedure). The present Dean of this Faculty has however indicated that he would be in favour of us pursuing such an arrangement.

9) Scope the potential for new markets and distance/e-learning. Partially achieved. A scoping exercise was undertaken with the major sponsors of our graduates from overseas. It was not notably informative.

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10) Develop strategies for market research, marketing, alumni, staff development and collaborative teaching. Partially achieved. Our Marketing and Communications Officer together with the UCL Alumnus office have established a database of the emails of 6000 graduates who have attended our programmes/courses. The Institute, together with the UCL Alumnus office are now developing a strategy to engage with these individuals and hopefully increase recruitment to our programmes/courses and ultimately contribute financially to EDI/UCL. Our staff development strategy is within our action plan of Athena Swan.

The Institute’s educational vision for the future is focused upon the need to relocate in 2018/19, expand our outward facing teaching, lessen the administrative burden of academic staff and increase the numbers of graduates undertaking flexible taught or research degrees.

Short term goals

1) Extend the use of Moodle for the delivery of educational material both in-house and externally

2) Develop a further distance learning programme (e.g. Oral Medicine; Dental Hygiene and Therapy; Antimicrobial Resistance) that builds upon the success of the MSc in Paediatric Dentistry

3) Monitor and review the activities of the Professional Services Team to ensure that procedures are suitably streamlined to lessen the burden of administration

4) Embed a culture of mentorship to enhance the development, success and promotion of all staff

5) Maintain a strong collaboration with EDH to ensure to maximise the educational and research experience of graduates

6) Review marketing and communications (including upgrade of website) to increase graduates for flexible taught programmes and research programmes

7) Finalise the location of EDI 2018/19.

Longer term objectives

In view of the relocation in 2018/19 the long term objectives must be focused upon ensuring that our activities continue and are enhanced by such a move.

1) With UCL Estates establish the plans of EDI within the Rockefeller building and/or others sites

2) With UCLHT Phase 5 planning team establish the likely use of the new EDH/RNTNE Hospital

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3) Restructure all taught programmes to (1) align with use of Phase 5 and (2) maximise shared teaching and shared Examination Boards.

Core Documentation and Appendices

Documents supplied for IQR covering 2012/13; 2013/14; 2014/15 and 2015/16

A1 - Departmental Student Numbers by Degree/Field of Study B5 - Postgraduate Applications, Offer, Acceptance, Intake dataB6 - Graduate intake: Analysis by sex and age B7 - Graduate intake: Analysis by region of domicile C3 - Postgraduate Intake by Ethnicity (using UK census categories) D3 - Postgraduate Taught AchievementD4 - Postgraduate Research AchievementD5 - First Destination Data for Graduates

List of Appendices

Appendix Document Description

1 EDI Structure (includes Professional Services Team, Management and Committee structures)

2 Institute Management Board (IMB) Minutes and Terms of Reference3 Research Executive Committee (REC) Action Points4 Eastman Divisional Teaching Committee (EDTC) Minutes and Terms of Reference5 Eastman Divisional Staff Meeting (EDSM) Minutes and Terms of Reference6 Staff Student Consultative Committee (SSCC) Minutes and Terms of Reference7 Divisional Graduate Tutor (DGT) and ECPgR Steering Committee 8 Eastman Library Users’ Committee (ELUC) Minutes and Terms of Reference9 EDI Staff Handbook

10 Peer observation of teaching – local policy11 Teaching and Learning Strategy (EDI and Faculty)12 Examples of Advertisements13 Programme Handbooks14 Examples of seminar aims, objectives and reading lists15 Taught Graduate Monthly Progress policy16 Research Graduates’ Handbook17 Programme Specifications18 Programme Committee minutes (PComs)19 Examples of summaries of Exit Questionnaires and External Assessor’s Reports

20 Annual Monitoring Reports, Augmented Annual Monitoring Reports and External Scrutineers reports

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21 ASER22 Scheme of Awards23 Examples of Appraisal proforma24 Graduate research student three monthly progress report form25 Graduate research student six monthly review form26 Procedure to upgrade from MPhil to Ph27 Minutes of Examination Board Meetings28 Chair of Examination Board Reports29 External Examiners’ Reports30 Athena Swan31 Student Feedback

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