Quartz 4

Clinic Rules and Protocols

11 min read

Information Session Summary

This document consolidates the key points from the recent information session. It is organized by topic for clarity: academic/assessment updates, PebblePad and assessment philosophy, grading mechanics, student progression and remediation, leave and rostering policies, clinical operations, patient/payment protocols, lab and technician matters, clinic staff roles and responsibilities, infection control and incident reporting, and points of contact.

1. Academic and Assessment Update

  • Apology and explanation

    • A calculation error was identified in grade processing for a recent cohort (referred to as “double passports” for T92/2025).
    • The school will re-submit results to the Board of Examiners to correct the error. Expected changes are very small (in most cases <0.05%; rarely up to ~1%).
    • This was a human/data-handling error in a pressured environment; new routines will be implemented to prevent recurrence.

  • Next steps and support

    • The school apologizes and emphasizes transparency and legitimacy of grades.
    • If students suspect lobbying or have concerns about grades, contact the IT/technical coordinators or the DND technical coordinators who can facilitate requests. Dr. Wang and IT can also assist.
    • For urgent matters, approach staff in person (third floor indicated) for faster help.

2. PebblePad: Purpose, Expectations, and Learning Philosophy

  • Purpose

    • PebblePad is a thematic assessment tool focused on reflective learning and professional development—not a checklist of discrete technical tasks.
    • It assesses broader competencies such as clinical preparedness, procedural skills, clinical independence, patient management, professionalism, and infection control.

  • Reflection and feedback

    • Reflection is central: identify what went wrong, learn, and improve.
    • Quality of reflective commentary often carries more weight than raw scores.
    • Tutors’ feedback and timely submission/assessment are crucial; feedback is most useful when given promptly (“while it’s fresh/hot”).

  • System limitations and intent

    • The system aims to maximize learning outcomes, foster self-assessment, and maintain patient safety and accreditation compliance.
    • It is not intended to be punitive; rather, it flags issues so remediation/support can be provided.
    • Tutors and students are expected to complete submissions/assessments in a timely manner. The school is working to improve follow-up for missing or late tutor feedback.

3. Assessment Mechanics and the “Hub/Hubble” Score

  • Main criteria and scoring

    • Key scored criteria (examples given):
      • Clinical preparedness — scored 3, 2, 1, 0 (3 best)
      • Procedural skill — scored 3, 2, 1, 0
      • Clinical independence — scored 3, 2, 1, 0
      • Patient management/time management — scored 3, 2, 1, 0
    • Professionalism and infection control are binary: pass (1) or fail (0). A fail in these areas constitutes a hard fail.

  • How the score is calculated

    • The overall score is calculated as an average of criteria 1–4.
    • Assessments where a tutor completed only part of a CAF (completed assessment form) are treated by averaging the available criteria — incomplete tutor entries do not unfairly penalize students.
    • If a tutor submits nothing for a session (student failed to submit or tutor did not complete CAF), that session may be included as zero in the average (risk of zero if student fails to submit).
    • Any fail in criteria that allow fail outcomes (e.g., unpreparedness, major procedural failure, or professionalism/infection control fail) makes the entire assessment a fail.

  • Cohort-specific multiplier (normalization)

    • A cohort-specific multiplier is applied to normalize scores across year levels (less adjustment in higher years). Fourth year has no multiplier.
    • Multipliers reflect expected developmental progress (early years expect more development and hence different scaling). Exact multipliers are not disclosed.

  • Guidance on “Surpass” (100%/exceeds expectations)

    • Surpass (marking oneself as exceeding expectations) should be used very sparingly and only when genuinely warranted.
    • Overuse of “surpass” can create large discrepancies between student self-assessment and tutor assessments, which will trigger flags and reviews.
    • Realistic self-assessment is essential for professional growth.

  • Summary advice

    • If you follow the rubric and meet the criteria for a session, the likely outcome is “competent.”
    • Honest reflection and accurate self-assessment are essential. Use tutor feedback constructively.

4. Student Progression, Flags, and Remediation

  • Flagging system

    • The school runs parallel monitoring (student progression review) to identify concerns such as multiple failed sessions, clinical incidents (e.g., perforations), or unprofessional behaviour.
    • Flags trigger investigation and tailored remediation.

  • Remediation and improvement pathways

    • Clinical Improvement Program — documented, topic-specific remediation for knowledge/skills gaps.
    • Clinical Preparation Document — an approved plan submitted before sessions that require close supervision/confirmation of preparation (e.g., if a student consistently arrives unprepared).
    • Additional pre-clinical refresh (CSSL) or targeted practice sessions may be required to re-establish competence.
    • Escalation to learning and teaching committees may occur if curriculum or systemic issues are identified.

  • Possible outcomes

    • Additional training or supervised practice.
    • Formal documentation of remediation steps.
    • Removal from clinical placements is very rare but may occur for repeated or serious breaches (patient safety/professionalism). The system aims to support improvement, not punish.

5. Leave, Attendance, and Rostering Policy (DND3, DND4, DMD4)

  • Definition

    • A “session” = half-day clinical session.

  • Allowable missed sessions (per semester)

    • DND3:
      • Semester 1: up to 3 general clinic sessions + 1 specialist/other external clinic placement.
      • Semester 2: up to 4 general clinic sessions + 1 specialist/other external clinic placement.
    • DMD4:
      • Higher allowance because students have more clinic time (percent-based proportionate calculation).

  • Important notes

    • Allowances do not carry over between semesters.
    • These allowances are for unplanned absences (sickness, emergencies). Planned leave should be applied for early so rostering can accommodate swaps.
    • If you exceed the allowance, you must make up missed sessions within the semester (remediation must occur during the semester; it is a requirement for eligibility to sit end-of-semester exams).

  • Planning and swaps

    • For planned leave (e.g., competitions, exams, weddings) apply early so rostering can attempt swaps.
    • Rostering can sometimes swap sessions between students instead of creating new sessions. Speak with rostering if you have a plan.
    • Use timetable gaps (free slots) where possible for short-notice make-ups.

  • Definitions

    • General clinic: comprehensive care settings (e.g., general clinics, emergency screening, treatment planning, rural/DHS placements).
    • Specialist clinic: clinics focused on a single specialty and often limited exposure; a separate allowance exists because missing such clinics can significantly reduce specific experience.

  • Support

    • If you anticipate not meeting clinical requirements, notify clinic/unit coordinators early so the school can assist (e.g., find patients, fast-track placements).
    • Contacts: clinic coordinators, unit coordinators, success coordinator (Dan), student reps.

6. Rural and External Placements

  • Rural placements reallocation
    • School ops are working to reallocate longer rural placements and will send offers. Remaining shorter placements will be offered to eligible students.

7. Clinical Operations, Professional Conduct and Clinic Logistics

  • Professional expectations

    • Treat the clinic as a professional workplace. Be punctual, prepared, and appropriately attired.
    • Attend the rostering area on time even if you have no patient booked.
    • Maintain professional behaviour—patients view you as a clinical professional.

  • Session times and rituals (typical student clinic)

    • Morning:
      • First patient appointment commonly starts at 8:15 (arrive earlier to set up).
      • Dispensary/hatch opens from 08:00.
      • A bell at ~11:15 signals the start of wrapping up treatment; patients should be dismissed soon after to allow decontamination.
    • Afternoon:
      • Access from ~12:30; appointments start at 12:45.
      • A bell at ~15:45 signals start of wrap-up; patients typically dismissed by ~16:00.
      • Clinic shutdown and lock-up expected by ~16:30.
    • (Times above reflect the session structure communicated—follow local clinic rosters for precise times.)

  • Booking protocol (use or lose)

    • If your book is unfilled ~38 hours before a session, reception may block or reassign your slot (or assign an emergency patient).
    • Maintain a healthy patient pool: proactively book recalls/exams to avoid the clinic rostering patients into your slots.
    • If you need additional experience in a specific procedure, submit a request via the academic management system.

  • Patient management and discharging

    • Keep patient lists current; if repeated contact attempts fail, discharge the patient with appropriate notes.
    • Clearly communicate payable treatments (e.g., indirect restorations/lab work) to patients up front.
    • If a patient has financial hardship, direct them to reception for payment plans rather than trying to manage payments yourself.

  • Systems and documentation

    • Ensure all E-forms (medical history, consent, discipline-specific forms, insurance tracking) are completed in the patient management system (Titanium/TiTanium, or equivalent).
    • Emergency weekend clinics (DMD4) will be in E Block; select the ES course of care for those clinics.

  • Treatment philosophy

    • Prioritize oral health and patient safety over extensive aesthetic/rehabilitation work in the student clinics.
    • Avoid promises of complex full-mouth reconstructions in the student clinic if not clinically appropriate.

8. Lab Work, Turnaround and Technician Capacity

  • Turnaround times

    • Lab turnaround times have increased slightly (around 1–2 days in some cases).
    • Always enter the lab return/delivery date as at least one day before the patient appointment to ensure delivery prior to the clinical visit.

  • Technician capacity

    • Limited technician staff are handling a high volume; check with the lab if they can perform specific procedures (e.g., certain retainer fabrication or other specialized tasks).

9. Tutor, Specialist and Dental Assistant (DCA) Roles

  • Tutor roles

    • General tutors: first point of contact; expected to be informed and involved in care.
    • Discipline-specific tutors: support complex or specialist procedures—but consult general tutor first before escalating.
    • Avoid bypassing your general tutor, as that can create coordination issues.

  • Supervisors and clinic coverage (examples)

    • Supervisors are assigned to clinics; examples include:
      • Clinics 1 & 2: Lisa Gray.
      • Bronte clinics and several others: Jenny (and colleagues).
      • New second-floor clinic (Clinic 8): supervised by staff associated with CSSA (Janice, Krista).
      • Erock Clinic: Jan Farin.
      • Bunbury Clinic supervisor: Cody McMullen.
    • Note: specific assignments may change; refer to the clinic roster for current supervisor names.

  • Dental Clinical Assistants (DCAs) / Table nurses

    • Student clinics: DCA to student ratio typically 1 DCA : 6 students.
    • DCAs prioritize assistance across the group; they will introduce themselves at the start of each session.
    • Communicate frequently and courteously with DCAs. They are integral to clinic flow and will be important colleagues in professional practice.
    • A simple thank you is appreciated and remembered.

10. Decontamination, Infection Control and PPE

  • Personal presentation and PPE

    • No jewelry, no nail polish, no artificial nails.
    • Hair must be tied up/secured before entering the clinical area.
    • Wash hands on arrival and between patients.
    • Do not wear personal items (large bags, jackets) into the clinic; use lockers.

  • Decontamination practices

    • Flush water lines between patients.
    • Decontaminate and disinfect the dental chair between patients—do not bring a new patient into a contaminated chair.
    • Students may decontaminate chairs if DCAs are occupied.

  • Materials and instrument handling

    • Only collect instruments required for the appointment to minimize reprocessing.
    • Return instruments to cassettes where possible; avoid unnecessary material waste.
    • Set up liquid/solutions only when the patient is seated; prepare syringes and materials economically.

  • Consumables and transfer tweezers

    • Transfer tweezers are available in a specific clinical drawer; handle with clean hands and return immediately.
    • Avoid contamination of the vial/drawer—use clean technique.

  • Disposal

    • Dispose of gloves and gowns inside clinical areas; do not dispose of clinical waste in public waiting room bins.

  • Clinic-specific details

    • Clinic 8 (second floor): no patient restrooms on that floor—patients should be escorted to first-floor restrooms and waiting areas.

11. Patient Appointments, Notes and Communication

  • Appointment documentation

    • Record planned treatment in the appointment book (even if the actual treatment changes, a planned type helps staff prepare).
    • Confirm patient identity and planned treatment before any procedure (correct patient, correct site, correct treatment).

  • Patient contact and timing

    • Call patients clearly by full name from the waiting room.
    • Keep patients informed of any delays and maintain regular contact (record calls and attempts).
    • Escort patients to restrooms and return them; do not prop clinic doors open.

12. Incidents and Reporting

  • Incident reporting

    • All incidents (needlestick injuries, exposure to blood/body fluids, clinical incidents) must be reported via the incident reporting system (CAMS).
    • Follow clinic flowcharts for immediate actions; tutors and supervisors will advise on next steps (e.g., blood tests).
    • Notify your tutor and supervisors immediately if an incident occurs.

  • Support and follow-up

    • Supervisors and clinical managers will help guide incident management and reporting.

13. Additional Support and Contacts

  • Academic and welfare support

    • Success coordinator (Dan) is available for student support, including after clinic hours.
    • Clinic coordinators, unit coordinators, and student reps are available for curriculum/operational concerns.
    • If a concern affects the year group, raise it via student reps for broader resolution.

  • Rostering, placements and admin

    • Contact school operations/roster team for placement reallocations and rostering queries.

14. Final Notes and Encouragement

  • Learning philosophy

    • The clinical years are an opportunity for intensive, structured feedback and professional growth. Use tutors and mentors actively.
    • Reflection is the most valuable tool for improvement; combine reflection with imitation and experience.
    • Expect to develop over time: rubrics remain consistent but your expected performance increases as you progress through the years.

  • Practical reminders

    • Use clinic time to ask questions, observe multiple tutors, and gather multiple opinions on cases.
    • If you realize you are falling behind on case requirements, speak up early so the school can assist.

Please keep this summary for reference. If you have questions or require clarification on any point above, contact your clinic/unit coordinator, the rostering team, or the student success coordinator.

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