Master's Degree in Dental Aesthetics and Restorative Dentistry

Objectives

♣ To train and update general dentists in diagnosis and treatment for aesthetic purposes.


♣ To acquire practical skills in current therapeutic techniques used in cosmetic dentistry.

♣ Perioral aesthetics: the use of hyaluronic acid in dentistry (intra- and extra-oral).

♣ To improve manual dexterity in each technique in order to deal with clinical cases effectively.

Competencies

BASIC COMPETENCIES:

- Possess and understand knowledge that provides a foundation or opportunity for originality in the development and/or application of ideas, often within a research context

- Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study

- Students should be able to integrate knowledge and tackle the complexity of forming judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements.

- Students should be able to communicate their conclusions and the underlying knowledge and reasoning to specialist and non-specialist audiences clearly and unambiguously.

- Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or independent.

GENERAL COMPETENCIES:

- To have the ability to communicate with patients in order to explain, using scientific criteria and accessible language, the diagnosis, the treatment plan and the prognosis

- To have the autonomy to carry out medical histories and oral examinations of patients, completing the clinical record and documenting the clinical course

- Be able to gather relevant data for subsequent analysis, draw up reports, search for information in databases and analyse technical reports

SPECIFIC COMPETENCIES:

– Be able to record information relating to the patient’s dental aesthetics (such as study models, photographs, bite records, etc.) for subsequent analysis

– Be able to apply basic treatment for the most common oral conditions in patients of all ages within the field of cosmetic dentistry.

– Be able to make an initial diagnostic assessment and establish a reasoned diagnostic strategy

– Know how to carry out a comprehensive oral examination, including the necessary radiographic and supplementary diagnostic tests for appropriate treatment planning and a treatment plan.

Learning outcomes

Students recognise that reviewing the scientific literature is an essential tool in their professional practice and that all clinical procedures must be based on scientific evidence.

Students demonstrate that they are capable of conducting a literature review on specific topics within the field of cosmetic dentistry and show that they take into account its links with other areas of dentistry, enabling them to practise in an advanced and multidisciplinary manner.

Students demonstrate an understanding of the principles and criteria underlying aesthetic diagnosis and smile analysis

Students demonstrate the ability to recognise, diagnose and draw up a treatment plan aimed at improving the patient’s smile. Furthermore, they must demonstrate sufficient skill to design any restoration on anterior and posterior teeth

Students maintain professional relationships with the commercial sector and know how to communicate their needs as experts in the advanced and multidisciplinary field of aesthetic restorative dentistry.

Course content

Scientific concepts in aesthetic dentistry.

Historical development of aesthetic dentistry.

Tooth whitening, veneer preparation and cementation

Composite veneers and Class IV restorations

Photography and Digital Smile Design

Inlays and impressions

Principles of adhesion, posterior aesthetics and isolation

Diagnosis in cosmetic dentistry and treatment planning

Dental pathology. Indications for aesthetic restorations.

Dental modelling techniques.

Pre-clinical workshops

Training activities

Masterclass: 40 hours

Pre-clinical workshops: 25 hours

Tutorials: 5 hours

Independent study: 75 hours

Assessment: 5 hours

Assessment system and criteria

Without prejudice to any other requirements that may be set out in the relevant course syllabus, as a general rule, failure to attend more than 80 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

----

Assessment System:

Presentation of Oral and Written Assignments: 10%

Written Exam: 70%

Participation in debates and workshops: 20%

Appendix

- Peter E. Dawson. Functional Occlusion from TMJ to Smile Design. Elsevier – Health Sciences Division, September 2006.

- Marcelo A. Calamita. Integrating occlusal principles into smile design. Napoleao Editora – Quintessence Publishing Brazil. January 2022.

- B. V. Sreenivasan Murthy, Niketa Ramani. Evaluation of the natural smile: Golden proportion, RED or Golden percentage. J Conserv Dent | Jan–Mar 2008 | Vol 11 | Issue 1

- Stephen J. Chu. Range and mean distribution frequency of individual teeth in the maxillary anterior dentition. Pract Proced Aesthet Dent 2007; 19 (4): 209–215

- GERARDO BECERRA SANTOS. SOME FACTORS RELATED TO DENTAL AESTHETICS: A NEW APPROACH Journal of the Faculty of Dentistry, University of Antioquia – Vol. 26 No. 2 – First semester, 2015

- José Luis Gutiérrez Quintero, Pablo Gómez Cogolludo. EXPOSURE CONTROL IN DENTAL PHOTOGRAPHY: THE DAF LIGHTING TRIANGLE. 2021 VOLUME 23 · ISSUE 3. Quintessence Spain.

- Mauro Fradeani, MD, DDS. Evaluation of Dentolabial Parameters As Part of a Comprehensive Aesthetic Analysis. THE EUROPEAN JOURNAL OF AESTHETIC DENTISTRY VOLUME 1 • NUMBER 1 • APRIL 2006

Objectives

♣ To train specialists in new technologies applied to restorative dentistry, facilitating the integration of new technological tools into clinical practice: the use of digital workflows and biomaterials.

♣ To improve manual dexterity in each technique so that clinical cases can be tackled effectively.

Competencies

BASIC COMPETENCIES:

- Possess and understand knowledge that provides a foundation or opportunity for originality in the development and/or application of ideas, often within a research context

- Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study

- Students should be able to integrate knowledge and tackle the complexity of forming judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements.

- Students should be able to communicate their conclusions and the underlying knowledge and reasoning to specialist and non-specialist audiences clearly and unambiguously.

- Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

GENERAL COMPETENCIES:

- Be able to apply the protocols established at the University Dental Clinic in relation to diagnosis, diagnostic investigations and the treatment of patients

- Be able to apply the protocols for the use of dental laboratory equipment to carry out the necessary procedures that assist in the fabrication of oral restorations or treatments typical of a restorative dentist.

SPECIFIC COMPETENCIES:

- To acquire advanced knowledge of the physical, chemical and biological properties, handling and behaviour of restorative materials to ensure their correct use on patients.

- Be able to select the appropriate type of material and constantly update one’s knowledge of dental biomaterials used in the field of aesthetic restorative dentistry.

Learning outcomes

Students will demonstrate that they understand and are familiar with the physical, chemical and biological behaviour of restorative materials and know how to select the appropriate material for each clinical situation.

Students will demonstrate that they know how to handle each material correctly and recognise the clinical consequences of handling errors.

Students will demonstrate that they are aware of the factors influencing the wear and deterioration of restorative materials in order to achieve maximum efficiency.

Students will demonstrate that they are aware of the repair options for restorative materials and can recognise when replacement is necessary.

Students will demonstrate an understanding of new technologies and trends in dental materials.

Students will demonstrate that they are able to recognise and handle the various materials used in the Dental Prosthetics laboratory.

Description of the content

"Biocompatibility of materials: the oral ecosystem

Physical and aesthetic behaviour of restorations in the oral cavity

Adhesive dentistry: adhesion and polymerisation

Selection and handling of aesthetic materials and those used to protect the dentine-pulp complex

Selection and handling of materials used in endodontics. Selection and clinical management of metals. Acrylic resins for relining and temporary crowns. Dental porcelains: selection, indications and types.

Selection and handling of materials for model making and cementing

Deterioration, longevity, repair and replacement of restorative materials

New materials and state-of-the-art technology: fundamentals and clinical applications.

“Pre-clinical workshops”

Training activities

Masterclass: 40 hours

Pre-clinical workshops: 25 hours

Tutorials: 5 hours

Independent study: 75 hours

Assessment: 5 hours

Assessment system and criteria

Without prejudice to any other requirements that may be set out in the relevant course syllabus, as a general rule, failure to attend more than 80 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

----

Assessment System:

Presentation of Oral and Written Assignments: 10%

Written Exam: 70%

Participation in debates and workshops: 20%

Addendum

- Pascal Magne. Biomimetic Restorative Dentistry. 2 volumes. Quintessence Spain. 2023.

- R. Hirata. Recipes: Composite Resin Restorations. Quintessence Publishers. 2022.

- Brix, Oliver. The Fascination of All-Ceramic Restorations. Teamwork Media. 2013.

Objectives

♣ To learn about the latest advances in endodontics and apply them to the field of restorative dentistry: minimally invasive access, use of a microscope, software-guided access, etc.

♣ To improve manual dexterity in each technique in order to tackle clinical cases effectively.

Competencies

BASIC COMPETENCIES:

- Possess and understand knowledge that provides a foundation or opportunity for originality in the development and/or application of ideas, often within a research context

- Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study

- Students should be able to integrate knowledge and tackle the complexity of forming judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements.

- Students should be able to communicate their conclusions and the underlying knowledge and reasoning to specialist and non-specialist audiences clearly and unambiguously.

- Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or independent.

GENERAL COMPETENCIES:

- Be able to apply the protocols established at the University Dental Clinic in relation to diagnosis, diagnostic investigations and the treatment of patients

- Be able to apply the protocols for the use of dental laboratory equipment to carry out the necessary procedures that assist in the fabrication of oral restorations or treatments typical of a restorative dentist.

- Be able to gather relevant data for subsequent analysis, draw up reports, search for information in databases and analyse technical reports.

SPECIFIC COMPETENCIES:

- Be able to understand the aetiology, pathogenesis, clinical presentation, diagnosis, prognosis, prevention and treatment of pulp and periapical pathology

- Be able to carry out the aesthetic and functional restoration of root-canal-treated teeth, using teeth-whitening techniques, aesthetic veneers and inlays.

Learning outcomes

Students demonstrate an understanding of the aetiology, pathogenesis, clinical presentation, diagnosis, prognosis, prevention and treatment of dental hard tissue pathologies

Students demonstrate that they understand and can correctly apply the surgical techniques and materials indicated for the treatment of each case.

Students demonstrate an understanding of the aetiology, pathogenesis, clinical presentation, diagnosis, prognosis, prevention and treatment of pulp and periapical pathologies of moderate complexity

Students demonstrate that they can correctly perform the endodontic techniques and use the materials indicated for the treatment of each case.

Students demonstrate that they understand the fundamentals of dental aesthetics and their application in dental practice

Students demonstrate that they understand and can correctly perform the techniques for the reconstruction of treated teeth.

Course content

Preventive endodontics. Endodontics in teeth with incomplete root development.

Regenerative endodontics.

Apical locators.

New materials in endodontics. Torque-controlled endodontic motors.

Rotary endodontics; principles, design and systems for reciprocating and continuous clockwise rotation files.

Irrigation activation systems and techniques.

Advanced root canal obturation.

Bioceramic materials in endodontics.

Update on endodontic surgery.

Reconstruction techniques for root-canal-treated teeth. Inlays. CAD-CAM.

The operating microscope in conservative dentistry.

Pre-clinical workshops

Training activities

Masterclass: 40 hours

Pre-clinical workshops: 25 hours

Tutorials: 5 hours

Independent study: 75 hours

Assessment: 5 hours

Assessment system and criteria

Without prejudice to any other requirements that may be set out in the relevant course syllabus, as a general rule, failure to attend more than 80 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

----

Presentation of Oral and Written Assignments: 10%

Written Exam: 70%

Participation in debates and workshops: 20%

Addendum

- Fernando Durán Sindreu. Endodontics Manual: The Definitive Guide. Edra Publishers. 2022.

- Patricia Sánchez 1,†, Benedetta Vidi 2,3,†, Jesús Mena-Alvarez 3,* , Javier Gil 1,* , Cristina Rico 3 and Juan Manuel Aragoneses. Effect of Stabilised Martensite on the Long-Term Performance of Superelastic NiTi Endodontic Files. Materials 2023, 16, 4089

- Ronald Ordinola-Zapata1 | W. Craig Noblett1 | Alejandro Perez-Ron2 | Zhou Ye3,4 | Jorge Vera5. Current status and future directions of intracanal medicaments. Int Endod J. 2022;55(Suppl. 3):613–636.

- Christos Boutsioukis1 | Maria Teresa Arias-Moliz2. Current status and future directions – irrigants and irrigation methods. Int Endod J. 2022;55(Suppl. 3):588–612. Spanish Endodontic Association (AEDE), with contributions from: Juan José Segura Egea (Coordinator, University of Seville), Benito Sánchez Domínguez (University of Seville), Paloma Montero Miralles (University of Seville), Jenifer Martín González (University of Seville), Oscar Alonso Ezpeleta (University of Zaragoza) and Leopoldo Forner Navarro (University of Valencia). Approved by the AEDE Executive Committee at its meeting held on 13 June 2020.

- W. J. Wolters1, H. F. Duncan2, P. L. Tomson3, I. E. Karim4, G. McKenna5, M. Dorri6, L. Stangvaltaite7 & L. W. M. van der Sluis. Minimally invasive endodontics: a new diagnostic system for assessing pulpitis and subsequent treatment needs. International Endodontic Journal, 50, 825–829, 2017

Aims

The Master’s Degree in Cosmetic Dentistry and Restorative Dentistry is designed to provide professional training.

The objectives that Alfonso X el Sabio University aims to achieve through the introduction of the Master’s in Cosmetic Dentistry and Restorative Dentistry are for graduates to attain professional excellence in the diagnosis, planning and treating aesthetic abnormalities in the oral cavity; that they are able to recognise the most commonly used materials in dental aesthetics and know how to handle them; and that they are able to apply the latest techniques in the field of dental aesthetics and restorative dentistry.

The monitoring, support and supervision of students during their clinical placements is carried out through a system of individualised academic tutoring and via a course coordinator. This structure ensures high-quality practical training tailored to the students’ needs.

Each group of six students is assigned an academic tutor for Clinical Placements (ratio 1:6), whose main role is to ensure that students have correctly analysed and/or presented the assigned clinical cases, and that they possess the necessary theoretical knowledge to carry out the relevant dental treatment. In addition, a general course coordinator is responsible for organising the programme, standardising criteria and ensuring consistency in the delivery of the clinical placement.

To facilitate this monitoring, students keep a practical workbook in which they record the treatments carried out on patients on a daily basis. This logbook, which must be reviewed and validated periodically by the academic tutor, includes detailed information on the clinical procedures carried out, enabling the student’s progress throughout the academic year to be documented in a structured manner.

This system not only helps to reinforce students’ independent learning and clinical responsibility, but also provides teaching staff with objective evidence of their development of competencies. Thanks to this mechanism, the traceability of practical training is guaranteed and the early identification of any individual training needs is facilitated, thereby contributing to a more accurate and fair continuous assessment.

Prerequisites

Bachelor’s degree in Dentistry

Valid registration with the Spanish Dental Association

Valid professional indemnity insurance

Competencies

CORE COMPETENCIES:

- Possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often within a research context

- Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar settings within broader (or multidisciplinary) contexts related to their field of study

- Students should be able to integrate knowledge and tackle the complexity of making judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements.

- Students should be able to communicate their conclusions and the underlying knowledge and reasoning to specialist and non-specialist audiences clearly and unambiguously.

- Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or independent.

GENERAL COMPETENCIES:

- To have the ability to communicate with patients in order to explain, using scientific criteria and accessible language, the diagnosis, the treatment plan and the prognosis.

- To have the autonomy to carry out medical histories and oral examinations of patients, completing the clinical record and documenting the clinical course

- Know how to apply the protocols established at the University Dental Clinic regarding diagnosis, supplementary investigations and the treatment of patients

- Be able to apply the protocols for the use of dental laboratory equipment to carry out the necessary procedures that assist in the preparation of oral restorations or treatments typical of a restorative dentist.

SPECIFIC COMPETENCIES:

- Be able to record information relating to the patient’s dental aesthetics (such as study models, photographs, bite registrations, etc.) for subsequent analysis

- Be able to provide basic treatment for the most common oral conditions in patients of all ages within the field of dental aesthetics.

- Be able to make an initial diagnostic assessment and establish a reasoned diagnostic strategy

- Know how to carry out a comprehensive oral examination, including the necessary radiographic and supplementary diagnostic tests for appropriate treatment planning.

- Acquire advanced knowledge of the physical, chemical and biological properties, handling and behaviour of restorative materials to ensure their correct use in patients.

- Be able to select the appropriate type of material and constantly update their knowledge of dental biomaterials used in the field of aesthetic restorative dentistry

- Be able to carry out selective tooth preparation and fabricate joint and occlusal protection splints where required.

- To acquire the necessary skills to carry out oral preparations on mucosa, teeth and dental implants.

- Be able to carry out the necessary procedures and checks on prosthetic components during the fabrication process.

- Be able to carry out clinical and laboratory analyses and diagnoses to restore dental occlusion to a state of functional and aesthetic balance

- Be able to understand the aetiology, pathogenesis, clinical presentation, diagnosis, prognosis, prevention and treatment of pulp and periapical pathology

- Be able to carry out the aesthetic and functional restoration of root-canal-treated teeth using teeth-whitening techniques, aesthetic veneers and inlays.

- Be able to practise as a clinical professional in the field of aesthetic restorative dentistry, with the ability to diagnose, treat and prevent oral disorders

- Be able to establish a diagnosis, prognosis and appropriate treatment plan across all clinical areas of Restorative Aesthetic Dentistry, including patients with underlying medical conditions and/or patients with disabilities.

Learning outcomes

Students demonstrate an understanding of the pathogenesis of the various conditions affecting the oral cavity and their stages.

Students demonstrate an understanding of how to assess the patient’s emotional, intellectual and social characteristics and their interrelation with the patient’s clinical condition.

Students demonstrate that they are able to carry out a comprehensive assessment of the patient through the medical history and intra- and extra-oral examination.

Students demonstrate an understanding of how to confirm or rule out a diagnosis using supplementary tests.

Students demonstrate that they use scientific terminology relating to aesthetic restorative dentistry correctly

Students demonstrate that they have acquired a basic multidisciplinary education enabling them to plan treatments encompassing Orthodontics, Surgery, Periodontics, Prosthodontics and Occlusion.

Students demonstrate an understanding of the principles for the correct functional and aesthetic planning of restorative treatment for patients who are totally or partially edentulous, using removable, fixed or implant-supported prosthetic therapies.

Students demonstrate knowledge of new materials and application techniques in dental prosthetics, including digital impressions, CAD-CAM techniques, implants, laboratory prosthetic technology and new dental porcelains.

Students demonstrate that they are capable of making a correct diagnosis, prognosis and treatment plan for patients with occlusal abnormalities or temporomandibular disorders.

Students demonstrate that they have acquired a clear and advanced understanding of osseointegration, passive fit, torque, implant connections, implant surfaces, types of prosthetic abutments, types of impressions to be taken, and the transfer of functional and aesthetic occlusal parameters.

Students demonstrate the ability to correctly carry out the prevention, diagnosis, prognosis and treatment of pulp and periapical pathology using preventive endodontic techniques, root canal treatment with rotary techniques and thermoplastic obturation, regenerative endodontics and endodontic surgery, adopting an integrated, aesthetic, functional and multidisciplinary approach.

Students demonstrate that they are able to keep their continuing professional development up to date and adapt their clinical practice to the advances and changes that occur throughout their professional lives, which may be independent and self-directed.

Students demonstrate that they are able to deliver public presentations on clinical cases, including all the necessary diagnostic details and supplementary investigations, and propose treatment plans supported by references to the scientific literature.

Description of the content

Study of clinical cases and presentation of treatment plans

Theoretical foundations of clinical patient reception

Clinical assessment of patients.

Clinical practice with patients

Training activities

Clinical case sessions and individual work: 100 hours

Clinical practice with patients: 500 hours

Assessment system and criteria

1. Presentation of clinical cases (report): 25%

2. On-site assessment of clinical practice with patients: 25%

3. Report by the Academic Tutor for clinical placements: 25 per cent

4. Monitoring of clinical placement performance using a rubric: 25%

Addendum

Clinical care for patients will take place at the Centre for Dental Innovation and Advanced Specialities at Alfonso X el Sabio University.

Objectives

♣ To internalise the use of new knowledge and apply it in the field of prosthetics, whilst not neglecting the basic concepts of occlusion and rehabilitation.

♣ To improve manual dexterity in each technique in order to tackle clinical cases effectively.

Competencies

BASIC COMPETENCIES:

- Possess and understand knowledge that provides a foundation or opportunity for originality in the development and/or application of ideas, often within a research context

- Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar settings within broader (or multidisciplinary) contexts related to their field of study

- Students should be able to integrate knowledge and tackle the complexity of forming judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements.

- Students should be able to communicate their conclusions and the underlying knowledge and reasoning to specialist and non-specialist audiences clearly and unambiguously.

- Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or independent.

GENERAL COMPETENCIES:

- Be able to apply the protocols established at the University Dental Clinic in relation to diagnosis, diagnostic investigations and the treatment of patients

- Be able to apply the protocols for the use of dental laboratory equipment to carry out the necessary procedures that assist in the fabrication of oral restorations or treatments typical of a restorative dentist.

- Be able to gather relevant data for subsequent analysis, draw up reports, search for information in databases and analyse technical reports.

SPECIFIC COMPETENCIES:

– Be able to select the appropriate materials and constantly update their knowledge of dental biomaterials used in the field of aesthetic restorative dentistry

- Be able to carry out selective tooth preparation and fabricate joint and occlusal protection splints where required.

– Be able to acquire the necessary skills to carry out oral preparations on mucosa, teeth and dental implants

- Be able to carry out the necessary procedures and checks on prosthetic components during the fabrication process.

– Be able to carry out clinical and laboratory analyses and diagnoses in order to restore dental occlusion to a state of functional and aesthetic balance

Learning outcomes

Students demonstrate that they are able to carry out correct functional and aesthetic planning for the restorative treatment of patients who are totally or partially edentulous, using removable, fixed or implant-supported prosthetic therapies.

Students demonstrate that they are capable of preparing dental tissues for treatments involving adhesive and non-adhesive fixed prostheses

Students demonstrate knowledge of new materials and application techniques in dental prosthetics, including digital impressions, CAD-CAM techniques, dental implants, prosthetic technology and new dental porcelains.

Students demonstrate that they are capable of interpreting diagnostic tests for temporomandibular joint disorders.

Students demonstrate that they are able to understand and apply up-to-date treatments for temporomandibular disorders.

Students demonstrate that they are able to fabricate appliances for the treatment of temporomandibular joint disorders.

Course content

Biomechanical considerations in implant-supported prostheses

The concept of biomechanics. Biomechanical principles in implant-supported prostheses, laws of motion, stress control, incident forces, and key factors in controlling biomechanical stress.

Indications and contraindications for implant-supported prostheses. Types of implant-supported prostheses. Implant-prosthetic diagnostic protocol. Supplementary tests. Biomechanical concepts in implant-supported prostheses.

Fixed and removable implant-supported restorations. Passive fit. Impression techniques for completely edentulous patients. Clinical sequence for hybrid prostheses, fixed restorations and overdentures.

Occlusal disorders: Occlusal interference, centric relation, centric occlusion, bruxism, occlusal trauma, periodontal trauma, pulp trauma, surface trauma.

Muscular disorders: Myofascial pain, myositis, myospasm, protective muscle immobilisation, contracture, passive stretching.

Clinical diagnosis of occlusal disorders: clinical signs and symptoms, radiographic findings, occlusal analysis, differential diagnosis.

Occlusal therapy: occlusal adjustment, prosthetic occlusal restoration, occlusal splint, orthodontic therapy.

Pre-clinical workshops

Training activities

Lecture series: 40 hours

Pre-clinical workshops: 25 hours

Tutorials: 5 hours

Independent study: 75 hours

Assessment: 5 hours

Assessment system and criteria

Without prejudice to any other requirements that may be set out in the relevant course syllabus, as a general rule, failure to attend more than 80 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

----

Presentation of Oral and Written Assignments: 10%

Written Exam: 70%

Participation in debates and workshops: 20%

Addendum

- Shillingburg, HT. Essential Principles of Fixed Prosthodontics. Third Edition. Quintessence SL. 2006

- Ernest Mallat Callís. Wear of anterior teeth. Analysis and treatment protocol. 2019 VOLUME 21 · ISSUE 1. Quintessence Spain.

Objectives

The Master’s Thesis (TFM) is a compulsory module worth 12 ECTS credits, consisting of the individual completion and public defence of an experimental, observational or systematic review research project. Its purpose is to assess the acquisition and integration of the Master’s programme’s competencies through the development of a study characterised by methodological rigour and scientific structure.

Students must carry out an up-to-date literature review, critically select relevant information, make appropriate use of information technology, and draft a structured document comprising: an introduction, rationale, objectives, hypotheses, review of the current state of the art, materials and methods, results, discussion and conclusions. They must also prepare an audiovisual presentation and defend their work before an examination board.

The types of Master’s Thesis accepted are:

• Systematic review

• Observational study

• Experimental study (requires a sample size of ≥15, determined statistically)

Theses based on clinical cases, case reports or case series will not be accepted. The choice of topic will be made in consultation with the course coordinator, and the development of the thesis will be supervised by a Master’s thesis supervisor.

Prerequisites

To have passed all modules in the programme

Competencies

CORE COMPETENCIES:

- Possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often within a research context

- Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study

- Students should be able to integrate knowledge and deal with the complexity of making judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements.

- Students should be able to communicate their conclusions and the underlying knowledge and reasoning to specialist and non-specialist audiences clearly and unambiguously.

- Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or independent.

GENERAL COMPETENCIES:

- To be able to obtain relevant data for subsequent analysis, draw up reports, search for information in databases and analyse technical reports.

SPECIFIC COMPETENCIES:

- Be able to summarise, in an original written piece, one of the pathologies encountered in clinical practice

- Be able, in literature review assignments, to ensure that the chosen topic is up to date

- Be able to present the Master’s thesis in writing and orally before an examination board.

Learning outcomes

Students carry out an up-to-date literature search using all available bibliometric and bibliographic resources.

Students recognise, combine and effectively use information and communication technologies in accordance with the context of their chosen project.

Students distinguish, from all the information gathered, that which may be useful for conducting a review of a topic and apply selection criteria based on the scientific rigour of the works found.

Students produce a piece of work using appropriate scientific language and structure, setting out the results obtained during the experimental, pre-clinical, clinical or literature review phase.

Students write the introduction, rationale, objectives, hypothesis, state of the art, materials and methods, results, discussion and conclusions of their Master’s dissertation appropriately.

Students design an audiovisual presentation, using ICT, and present the results of their work  

Students discuss and defend their work in response to any scientific criticism raised following the public presentation of their work.

Description of the course content

(1) Initial proposal by the Research Project Supervisor and a preliminary outline of the research topic, as well as the procedure to be followed in supervising the development of the project. Definition of objectives and task planning

(2) Literature review and documentation. Personalised support from the Research Supervisor to help the student obtain the information required to successfully complete the project. Review, where appropriate, of the objectives initially set

(3) The student’s own work, focused on obtaining relevant data for subsequent analysis, report writing, searching for information in databases, analysing biomedical research articles and papers presented at national and international conferences, searching for documentation in patent databases, analysing technical reports, developing an experimental procedure (where applicable) and carrying out experiments (where applicable)

(4) A critical analysis of the results obtained and the work carried out, which contributes to improving the field of research within which this study is situated. Detailed discussion of the relevant aspects of the research work and a proposal for its continuation or revision, under the supervision of the Thesis Supervisor; drafting of the final document and drawing of conclusions.

The types of work accepted are:

Systematic review

Scientific study, based on the use of a rigorous methodology that enables the identification and selection of the majority of relevant published studies on a specific topic, their critical evaluation, the extraction and synthesis of the results and, where possible, their statistical combination to carry out a meta-analysis. These are genuine research projects capable of generating valid results that can improve health. Systematic reviews provide a comprehensive and rapid overview of the available scientific evidence on a particular topic.

Observational studies

These are research designs whose aim is ‘the observation and recording’ of events without intervening in their natural course. They may be descriptive or analytical. They can be used to report findings in the areas of treatment and prevention, aetiology, harm or morbidity; diagnosis, prognosis and natural history; scenarios in which they provide different levels of evidence and degrees of recommendation. They account for 70 per cent to 80 per cent of publications in biomedical journals. There is a wide variety of designs, ranging from clinical trials and their variants to quasi-experimental studies and natural experiments. A simple example, from which we can gather a great deal of information, would be surveys.

Papers on clinical cases, case reports or case series will not be accepted.

Experimental studies

An experimental study is one that seeks to identify cause-and-effect relationships between variables by obtaining data through experimentation. For these, we use a control group, several experimental groups and carry out random sampling. To identify cause-and-effect relationships, experimental researchers manipulate one or more variables in the groups undergoing experimentation. They then observe the results and compare them with those of the control group. A major advantage of this type of research is that it can be replicated to verify the results. This is possible because it is carried out under rigorously controlled conditions and according to detailed and precise experimental designs.

Training activities

Lecture: 20 hours

Tutorials: 5 hours

Independent study: 275 hours

SELECTION OF TOPIC AND TUTOR

At the start of the academic year, students will be informed of the eligible supervisors

for supervision of the Master’s Thesis, as well as each tutor’s specialism and contact details

to facilitate communication between the student and the Master’s Thesis Supervisor. If both parties (student and

supervisor) agree, the allocation of the Master’s thesis supervision will be honoured.

Should no such agreement be reached, the Master’s programme management will proceed to assign the Master’s thesis supervisor

by the Master’s Programme Management.

Following the official assignment of the student to a Master’s Thesis Supervisor, the topic of study shall be chosen

primarily by the student, who will be advised at all times by their Master’s Thesis Supervisor

and the rest of the Master’s programme’s teaching staff.

STUDENT SUPERVISION

Each lecturer holding a PhD on the programme will supervise a maximum of two (2)

Master’s Theses. With the aim of ensuring appropriate supervision

of the student, the student supervision plan involves an interim assessment of the progress of the Master’s Thesis by the Supervisors, in which they report on the current status of the

work. The supervisor will implement a monitoring plan covering the following

points:

(1) Initial proposal by the supervisor for the research project and a

of the research topic, as well as the procedure to be followed in

supervision of the thesis’s development. Definition of objectives and planning of

tasks.

(2) Literature review and documentation. Personalised support, provided

the Research Supervisor, to assist the student in

obtain the information required to successfully complete the project.

Review, where appropriate, of the objectives initially set.

(3) The student’s own work, focused on gathering relevant data for

subsequent analysis, report writing, searching for information in

, analysing biomedical research articles and papers

presented at national and international conferences, searching for documentation

in patents, analysis of technical reports, development of an

(where applicable) and carrying out experiments (where applicable).

(4) A critical analysis of the results obtained and the work carried out, which

contributes to improving the field of research within which this

research. Detailed discussion of the relevant aspects of the

research and a proposal for its continuation or revision, under the supervision of the

Supervisor, drafting of the final document and drawing of conclusions

November–December: During the second half of November or early

December, the Master’s Programme Coordination Team will invite all students enrolled on

the Master’s Thesis to an information session at the Faculty. At this information session, the following will be presented:

the procedure for selecting a supervisor, the main lines of research pursued by the

Master’s programme lecturers. From this point onwards, students may begin to

consider the topic of their Master’s thesis and which supervisor or supervisors might be best suited to it.

Students may request personalised advice from the Master’s Programme Coordination Team

via email.

March–April Students must attend a tutorial with their supervisor to assess the

progress of their thesis; during this review, a report will be drawn up using

a form.

May–June: Students wishing to defend their Master’s Thesis in the July examination session

must upload their Master’s thesis to the repository at least 30 working days before the

submission.

July: The defence of Master’s theses will take place during the period designated by the Rector’s Office

in the academic calendar for the current year.

Assessment system and criteria

Assessment of the written thesis prepared by the student: 75%

Presentation and defence of the Master’s Thesis before a three-member panel: 25%

The Master’s Thesis (TFM) must be an unpublished document, for which the student bears full responsibility as the sole author. The use of artificial intelligence (AI)-based tools in its preparation is restricted to auxiliary functions such as grammatical correction, the generation of outlines or the search for general information. Any use of AI must be properly cited, specifying the tool used, its specific function and when it was applied. The use of AI to draft substantial content, carry out critical analysis or interpret results compromises the originality and authorship of the thesis.

Checks for plagiarism and/or the use of AI will be carried out using the tool provided on the virtual campus and will be assessed by the tutor to verify the integrity of the work submitted.

Assessment of the written report produced by the student: 75%

- Supervisor’s mark: 10 per cent

- Mark for the written dissertation awarded by the Examination Board: 65%

· Presentation and defence of the Master’s Thesis before a three-member examination board:

25%

ADMISSION TO THE MASTER’S THESIS PROCESS

Once the Master’s Thesis has been completed and subject to prior authorisation from the supervisor

, the student may submit their Master’s Thesis file, in PDF format, to the

set up in the virtual classroom for the Master’s Thesis module, where the

dissertation will be analysed by the anti-plagiarism tool specified by the institution.

As stated earlier in these regulations, Master’s Theses must not have a

plagiarism rate exceeding 17 per cent, nor may they exceed 0 per cent in terms of the use of

AI tools. Students are not permitted to submit theses containing photographed sections, such as,

the reference list, in order to circumvent the anti-plagiarism tool. Should the

plagiarism percentage exceeds the permitted limit, the supervisors will be responsible for

initiate a ‘new attempt’ for the assignment so that the student can make the

and re-upload the amended document. Each student is allowed 3

attempts to upload the document.

ASSESSMENT CRITERIA BY THE SUPERVISOR

The supervisor’s final mark will account for 10 per cent of the final mark for the Master’s Thesis, and

the Director’s approval is essential for the Master’s Thesis to be accepted for the defence.

The Supervisor will base their mark on five criteria, using a rubric comprising five items

scored from 0 (strongly disagree) to 2 (strongly agree), which form part of the

assessment criteria for the thesis, with a maximum of 10 points:

RUBRIC FOR THE MASTER’S THESIS DEFENCE

The following will be assessed:

• Structure and overall presentation of the thesis (organisation, coherence, writing style, adherence to citation guidelines (APA/Vancouver), quality of tables and

figures.)

• Literature review (up-to-date, relevance, use of scientific databases, complete references)

• Structure of the presentation (clarity, order, appropriate use of visual aids (slides, graphs))

• Presentation to the Examination Board (Mastery of the subject, reasoning, confidence)

• Response to the assessment panel (critical thinking, answering questions)

• Publication or presentation at a scientific conference or forum (Documentary evidence (certificate))