Module manager: Tamora Shemwood
Email: t.j.shemwood@leeds.ac.uk
Taught: Semesters 1 & 2 (Sep to Jun) View Timetable
Year running 2026/27
Entry Requirements Professional Doctorate (Prof Doc) in Paediatric Dentistry and MSc Oral Surgery as outlined in Course Finder.
DSUR5099M – Medical Emergencies
This module is not approved as an Elective
This module prepares students for the management of a medical emergency in the dental setting.Hybrid delivery methods provide an interactive, multi modal experience, blending theory and practice to ensure skill transfer to the clinical setting.Feedback and reflection, including audio visual feedback, peer feedback and CAFS reflection, is threaded through the module to support the student in their personal development when considering the complexities of medical emergency management in the dental setting and the acquisition of skills. The purpose-built high-fidelity simulation suite forms the backdrop of the practical simulation session. This facility affords students the opportunity to participate in scenarios which are based on reported clinical events from the dental setting. Contextualised scenarios facilitate immersive participation, giving students a tangible experience of medical emergency management in an environment that is safe and supportive. Best practice recommendations have been developed by the School of Dentistry and the Leeds Dental Institute to reflect the clinical needs of patients in the dental setting. All guidance is underpinned by National Institute of Clinical Excellence, General Dental Council, Care Quality Commission and British National Formulary for dentistry guidance.
To provide the knowledge, skills and practical opportunity to demonstrate the core standards required for the early recognition, assessment and management of the acutely unwell patient in the dental setting.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1. Efficient ABCDE assessment on a simulated patient
2. Analyse the ABCDE assessment findings to construct a management plan for the safe and effective treatment of the unwell simulated patient.
3. Demonstrate effective use of the medical emergencies equipment for precise management of the presenting simulated condition.
4. Demonstrate professionalism encompassing leadership, teamwork, communication, situational awareness, delegation and escalation in the coordination of a medical emergency.
5. Critically appraise personal performance in line with assessment criteria.
Skills Learning Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
1. Work Ready Skills – Situational leadership, teamwork and delegation, Communication, Problem solving, Working under pressure
2. Sustainability Skills – evidence-based practice, Critical thinking
3. Enterprise Skills – Planning and mobilising resources, Working with others, Self-awareness and resilience, Negotiating and influencing
4. Academic Skills –Reflection, Academic language, Ethics, Time management
5. Digital Skills – Information and data literacies,
6. Technical Skills – Application of the ABCDE and patient assessment, Injection techniques, Oxygen delivery and management, Administration of medication such as adrenaline, salbutamol and GTN.
- ABCDE assessment – process and data analysis.
- Common conditions related to the dental setting.
- Human factor and non-technical skills.
- Medical emergencies equipment skill station.
- Simulation sessions which involve the candidate being presented with a medical emergency scenario, formatted to replicate the working environment.
- Assessment: Students will be required to undergo a summative practical medical emergency assessment to demonstrate their abilities for LO 1-4 with inclusion of an oral discussion on the students’ reflection and critical appraisal of their own performance to cover LO 5
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 1 | 1 | 1 |
| Practical | 3 | 3 | 9 |
| Seminar | 2 | 1 | 2 |
| Independent online learning hours | 75 | ||
| Private study hours | 63 | ||
| Total Contact hours | 12 | ||
| Total hours (100hr per 10 credits) | 150 | ||
Formative feedback is the corner stone of the DME training and is used in a variety of ways.
1. During lectures and seminars, an interactive format allows for feedback through discussion and questioning
during the planned activities.
2. DentAIM self-assessment test provides feedback on test performance.
3. Feedback is provided verbally for in-course tasks in follow up seminars.
4. During the skill stations, formative feedback is given in relation to skill acquisition.
5. Following simulation; personal reflection and critical appraisal of their own performance is sought from the student followed by peer feedback to evaluate progress and establish next steps for learning. This is enhanced with audio visual review and verbal feedback from the facilitator. Each student leaves with an awareness of their own ability, with a peer assessment document and personalised next steps for learning. This is concluded with student reflection and facilitator feedback on CAFS.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Self/Peer Assessment | DENTAIM self assessment test | 0 |
| Practical | Formative. Feedback in skills stations and scenarios | 0 |
| Practical | Live, simulated medical emergencies scenario, observed and assessed by two assessors in the clinical simulation suite. | 100 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Check the module area in Minerva for your reading list
Last updated: 30/04/2026
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