MSc Endodontology

You must be a qualified dentist and, while experience is helpful, it isn’t essential. You must also be registered with the General Dental Council. If your first language is not English, then you must have IELTS at a minimum level of 6.5.

https://www1.chester.ac.uk/study/postgraduate/postgraduate-finance/current-postgraduate-fees

This programme is only open to registered dental practitioners.

Programme Structure:

The programme consists of six modules, each of 20 credits at Master’s level, and a 60-credit Dissertation. These must be done in the required sequence:

1. Principles of Endodontics

This module gives an overview of contemporary endodontic treatment, diagnostic techniques, and commences teaching the requisite practical skills.

Learning outcomes:

• Critically review the biology of endodontic disease and the evidence base for treatment.
• Deploy appropriate history taking and diagnostic strategies, developing a treatment plan in conjunction with the patient.
• Critically explore the diagnostic difficulties in complex endodontic cases.
• Carry out techniques of filing curved canals, developing awareness of limitations to these techniques.
• Critically appraise the concept of tapers, and the role of contemporary greater taper files in producing such tapers

2. Endodontic Treatment

This module aims to further develop practitioners’ endodontic techniques, and to analyse the role of medication in endodontic therapy.

Learning outcomes:

• Critically discuss restorative concepts of pulpal protection
• Critically discuss contemporary analgesics for endodontics and possible reasons for inadequate analgesia
• Appropriately prescribe analgesia where indicated
• Demonstrate awareness of the anatomy of the apical third of the root canal and be able to discuss both the vertical and horizontal aspects of root canal preparation
• Discuss the reasons and methodology for obturating the root canal and the advantages and disadvantages of thermal obturation over cold lateral condensation

3. Referral Endodontics

Learning outcomes:

• To understand the concept of success and failure in endodontics, and manage endodontic treatment failures.
• To highlight the concept of the restoration of the endodontically treated tooth and the importance of the coronal seal.
• To understand the risk factors for iatrogenic damage during treatment and how procedural misadventures can be managed.
• To understand the inter-relationship between trauma, endodontics and root resorption, and its management.
• To highlight the relationship between endodontic and periodontal disease.

4. Innovations in Endodontics

Learning outcomes:

• Critically review the evidence base for specific innovations in endodontology.
• Critically review comparative outcomes for new techniques and established treatments.

5. Research

6. Endodontic Microscopy

Learning outcomes:

• Critically evaluate the use of the dental microscope for specific conditions.
• Critically appraise the areas of endodontology that most benefit from the use of enhanced magnification and illumination.
• Explore critically the role of the inflammatory process in endodontology and the management of acute and chronic inflammatory lesions.
• Appraise the biology of MTA and its clinical uses.
• Demonstrate competency in the use of the dental microscope. 

7. Dissertation

Modules may not be taken as standalone modules, and students must successfully complete all three modules to achieve the award. The sequencing of the modules allows students to progress logically from basic endodontic assessment, diagnosis and treatment, to more complex and difficult cases requiring advanced clinical decision making skills. 

Practice skills are developed through the use of simulation using artificial models.   

The programme is not assessed in clinical practice, but it is suggested that practitioners are supported by means of a buddy system, as detailed below:

The buddy system is a useful process of facilitating development of an already experienced and knowledgeable learner who is capable of a high degree of independent learning and self evaluation. It utilises an experienced peer to support the learner through an identified developmental period and beyond. It differs from mentorship or supervision in that the buddy does not formally assess competence, but rather facilitates its development through support, demonstration and coaching where applicable. Examples of how a buddy arrangement might work are as follows:

• Dedicating time and opportunities for the dentist learner to observe how the buddy conducts a ‘consultation/interview’ and examination of the patient, and the development of a subsequent management plan.

• Responding to opportunities which allow in-depth discussion and analysis of clinical management using a random case analysis approach, when treatment can be examined further.
   
• Facilitating student learning by encouraging critical thinking and reflection on own clinical and technical skills.

• Allowing the student to carry out procedures and suggest clinical management options, which are then discussed during a case review.

The buddy does not have to be geographically located in the same area as the learner; however, there should be sufficient ease of meeting to allow the relationship to be genuinely supportive and easily enhance the learning.