Description
Education for the FutureModule Coordinator for DEN1020 Anatomy for Dentistry.
1. Context and Rationale (Approx. 150 words)
,I redesigned anatomy teaching to better support first-year dental students transitioning into higher education. Anatomy is often perceived as a content-heavy subject, and students can struggle to connect theoretical anatomical knowledge with dentistry. Student feedback and curriculum review highlighted the need for more clinically relevant teaching, inclusive educational practice, and assessment approaches that reflected breadth of understanding rather than memorisation alone.
In 2025, I led a curriculum enhancement initiative aligned with the “Education for the Future” theme. My aim was to create a student-centred and integrated learning experience through curriculum streamlining, flipped-classroom teaching, and authentic assessment redesign. I also addressed the lack of diversity in anatomy education by embedding resources exploring ethnicity, anatomical variation, congenital abnormalities, and culturally aware patient care relevant to modern dentistry.
2. Activities and Approach (Approx. 180 words)
I undertook a comprehensive review of DEN1020 to improve clinical relevance, student engagement, and inclusivity within anatomy education. Topics with limited relevance to dentistry were reduced, while clinically applicable anatomy was strengthened throughout the curriculum. Each topic was explicitly linked to dental practice to improve engagement and professional understanding.
A flipped-classroom approach was introduced. Lecture materials, laboratory resources, and revision content were uploaded to Canvas before teaching sessions, enabling students to prepare in advance. Face-to-face sessions focused on interactive questioning, tutorials, cadaver-based learning, and discussion rather than passive delivery. This promoted active participation, independent learning, and deeper understanding.
I redesigned the summative assessment structure. Traditional longer-answer examinations were replaced with multiple short-answer questions assessing a broader range of curriculum topics. This reduced pressure associated with heavily weighted questions while providing students with opportunities to demonstrate understanding.
To strengthen inclusivity and learning, I developed an educational resource exploring how ethnicity, genetics, anatomical variation, and culture influence dental care and patient presentation. Alongside these innovations, I prioritised student support through revision sessions, approachable teaching, and responsive communication.
3. Outcomes (Approx. 200 words)
The redesigned curriculum and assessment approach introduced in 2025/26 resulted in student engagement, high attainment within the first year of implementation. Students consistently reported that the module felt more manageable, clinically relevant, and enjoyable while maintaining academic rigour.
The flipped-classroom model improved preparedness and participation during the sessions. Students valued receiving lecture materials in advance, enabling active engagement during teaching. One student commented that the approach allowed them to leave sessions “feeling like you actually absorbed and understood the information” (Cainnecha Ferguson). Another described the lecturer as “supportive, approachable, and highly effective” (Dalia Hassanin).
The revised assessment format was positively received. Students highlighted that multiple short-answer questions allowed them to demonstrate understanding across a wider range of topics and reduced unnecessary stress. One student described the assessment as “fair and holistic” (Dalia Hassanin), while another noted that it “rewarded the effort you put into learning” (Seán Fennell).
The module achieved an average rebased paper score of 77.11% in 2025/26 compared with 74.8% in 2024/25. Students also responded positively to the integration of inclusive educational content. Cainnecha Ferguson highlighted the value of understanding how “culture, age, sex, genetics” influence dentistry, while Siva Ahmed reflected that the resource promoted “inclusive and informed patient care.”
4. Outputs (Approx. 170 words)
The project generated several tangible outputs that enhanced both the student learning experience and the sustainability of the module for cohorts.
These outputs included:
• A redesigned clinically focused DEN1020 curriculum.
• A new assessment structure using multiple short-answer questions.
• Flipped-classroom teaching resources hosted on Canvas.
• Interactive cadaver-based practical teaching and revision activities.
• An original EDI educational resource exploring oral and craniofacial anatomical variation, ethnicity, congenital abnormalities, and inclusive dental care.
Students consistently highlighted the organisation and accessibility of module materials as a key strength. Students noted that “all material was very well organised on Canvas and easy to access” (Cainnecha Ferguson, Dalia Hasanain, Siva Ahmed, etc) and described the module as “well-structured and engaging” (Seán Fennell).
The initiative established sustainable changes in teaching practice by embedding active learning, clinically integrated teaching, and inclusive educational approaches within the module structure. The resources and assessment approaches developed will continue to support cohorts and contribute to curriculum enhancement within dental education.
5. Impact (Approx. 250 words)
The impact of this work has been significant at student, module, and educational practice levels. As Module Coordinator, I transformed DEN1020 into a more engaging, clinically relevant, and inclusive learning experience for first-year dental students.
The reach of the initiative includes all dental students undertaking DEN1020 within the 2025/26 cohort, benefiting a diverse group of local and international learners transitioning into professional healthcare education. The flexible learning design supported students adapting to university-level anatomy teaching through accessible resources, structured revision, and active learning opportunities.
The value of the initiative is evidenced through strong qualitative feedback and positive attainment outcomes. Students repeatedly described the module as supportive, clinically meaningful, and enjoyable. One student stated in a testimonial that DEN1020 was “my most enjoyable module of first year dentistry” (Cainnecha Ferguson). Another reflected that the module “provided me with a strong foundation” for future dental study and practice (Siva Ahmed and Dalia Hasanain). A further testimonial described the module as “well-delivered and supportive,” giving students “confidence and a solid knowledge base moving forward” (Seán Fennell).
The integration of inclusive educational content created broader impact by encouraging students to recognise how diversity and anatomical variation influence patient care. This supported the development of culturally aware and patient-centred future clinicians.
Importantly, the project demonstrates how curriculum redesign, authentic assessment, and inclusive teaching can enhance learning within traditionally content-heavy scientific disciplines. The initiative aligns strongly with the “Education for the Future” theme by combining curriculum innovation, flexible learning approaches, and inclusive educational practice to improve student engagement, attainment, and professional preparedness.
Final Impact Summary
As Module Coordinator for DEN1020 Anatomy for Dentistry, I led a curriculum redesign in 2025/26 that transformed anatomy teaching into a clinically relevant, inclusive, and learning experience. Through flipped-classroom teaching, innovative assessment design, and diversity-focused educational resources, I enhanced student engagement, confidence, and attainment while preparing students more effectively for modern dental practice.
| Period | Sept 2025 → … |
|---|---|
| Degree of Recognition | Local |