Outline

Overview

This unit of study provides continued training for postgraduate students in clinical, procedural and evidence-based information on orofacial pain, temporomandibular and sleep Disorders as well as occlusion and the communication skills required to develop effective relationships with dental patients, particularly those in pain. This unit will focus and be assessed on the psychomotor, cognitive and affective domains. Students may be required to attend classes at multiple locations.

Unit details and rules

Academic unit	Discipline of Restorative and Reconstructive Dentistry
Credit points	6
Prerequisites ?	PAIN5023
Corequisites ?	DENT6372 or DENT6418 or DENT6217
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Dale Howes, dale.howes@sydney.edu.au
Tutor(s)	Stephen Cox, stephen.cox@sydney.edu.au
	Dale Howes, dale.howes@sydney.edu.au
	David Goh, david.goh@sydney.edu.au
	Eric Carter, eric.carter@sydney.edu.au
	Sue-Ching Yeoh, sue-ching.yeoh@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Oral exam ?	Clinical case presentation Refer to handbook	25%	Formal exam period	1 hour	AI prohibited
Outcomes assessed:
Presentation	Continuous assessment of presentations Presentation	25%	Multiple weeks	Continuous assessment of presentations	AI allowed
Outcomes assessed:
Presentation	Topic Review VIVA Refer to handbook	10%	Multiple weeks	Refer to handbook	AI allowed
Outcomes assessed:
Written work	Topic Review Narrative review and PowerPoint presentation	15%	Week 08	2,500-3,000 word	AI allowed
Outcomes assessed:
Peer or expert observation or supervision	Weekly continuous clinical assessment Continuous clinical assessment	25%	Weekly	Continuous clinical assessment	AI prohibited
Outcomes assessed:
= hurdle task ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an exceptional standard
Distinction	75 - 84	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a very high standard
Credit	65 - 74	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a good standard
Pass	50 - 64	To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an acceptable standard
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Neuroscience - motor	Tutorial (1 hr)
Week 03	Neuroscience - orofacial pain	Tutorial (1 hr)
Week 07	History of occlusion - philosophies and where we are now	Tutorial (1 hr)
Week 07	Neuroplasticity: orofacial pain and motor rehabilitation	Tutorial (1 hr)
Week 09	Bruxism - awake, sleep, aetiology, clinical implications	Tutorial (1 hr)
Week 11	Oral Medicine	Tutorial (1 hr)

Attendance and class requirements

Attendance: Attendance is a professional responsibility required of all students admitted to academic programs within the Sydney Dental School. All programs in the Sydney Dental School have a 90% attendance policy, for all compulsory components of Units of Study, as detailed in the Faculty of Dentistry Attendance Provisions 2015. This includes all clinical and practical sessions. The course requirements cannot be satisfied if more than 10% of any section of a course is missed for any reason.
Professionalism: Students in all Sydney Dental School programs are subject to the Faculty of Medicine and Health Professionalism Requirements 2019 and the Faculty of Medicine and Health Professionalism Provisions 2019. Professionalism is an essential component of developing competency to practice. It is important for students to demonstrate professional behaviour in all contexts and environments. In accordance with these local provisions: candidates who demonstrate serious or repeated unprofessional behaviour may be required to show cause as to why their enrolment should be continued. Failure to show cause may result in exclusion from the course.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

This reference list is not exhaustive and students are expected to undertake self study and explore the historic and comtemporary literature accordingly.

Neuroscience:

1. Avivi-Arber L, Martin RE, Lee JC, Sessle BJ. Face sensorimotor cortex and its neuroplasticity related to orofacial sensorimotor functions. Arch Oral Biol 2011;56:1440-1465.

2. Avivi-Arber L, Sessle BJ. Jaw sensorimotor control in healthy adults and effects of ageing. Journal of Oral Rehabilitation 2017;45:50-80.

3. Hawkins JM, Hargitai LA, Ehrlich AD. Musculature. In: Gremillion HA, Klasser GD (eds). Temporomandibular Disorders: A Translational Approach From Basic Science to Clinical Applicability. Switzerland: Springer International Publishing AG, 2018:67 - 90.

4. Murray GM, Peck CC. Physiology of the Masticatory System. In: Gremillion HA, Klasser GD (eds). Temporomandibular Disorders: A Translational Approach From Basic Science to Clinical Applicability. Switzerland: Springer International Publishing AG, 2018:35-64.

5. Palla S, Klineberg IJ. Occlusion and adaptation to change: neuroplasticity and its implications for cognition. In: Klineberg IJ, Eckert SE (eds). Functional Occlusion in Restorative Dentistry and Prosthodontics. Edinburgh: Elsevier Mosby, 2016:43-53.

6. Sessle BJ. The biological basis of a functional occlusion: the neural framework. In: Klineberg IJ, Eckert SE (eds). Functional Occlusion in Restorative Dentistry and Prosthodontics. St. Louis: Elsevier Mosby, 2016:3-22.

7. Sessle BJ. Targetting the plasticity of the brain for orofacial pain and motor rehabilitation. In: Klineberg IJ (ed). Oral Rehabilitation Symposium. Sydney: The University of Sydney, 2018:83 - 89.

Introduction to Occlusion and TMD assessment

Sessle BJ. The biological basis of a functional occlusion: The neural framework. In Klineberg I, Eckert S. Functional occlusion in Restorative Dentistry and Prosthodontics (Elsevier Mosby) Edinburgh 2015; Chapter 1 ()
Palla S and Klineberg I. Occlusion and adaptation to change: Neuroplasticity and its implications for cognition. In Klineberg I, Eckert S. Functional occlusion in Restorative Dentistry and Prosthodontics (Elsevier Mosby) Edinburgh 2015; Chapter 4 ()
Sessle BJ. Biological adaptation and normative values pp 280-282 ()
Avivi-Arber L, Lee J-C, Sessle BJ. Dental Occlusal changes induce motor cortex neuroplasticity. J Dent Res 2015 94(12): 1757-1764 ()
Scmitter M, Kress B, Leckel M, Henschel V, Ohlmann B and Rammelsberg P. Validity of temporomandibular disorder examination procedures for assessment of temporomandibular joint status. Am J Orthod Dentofacial Orthop 2008; 133: 796-803
Schiffman E, Ohrbach R, Truelove E, Look J, Anderson G, Goulet JP, List T, Svensson P, Gonzalez Y… Diagnostic criteria for Temporomandibular Disorders (DC/TMD) for clinical and research applications: Recommendations of the International RDC/TMD Consortium Network and Orofacial Pain Special Interest Group. J Oral Facial Pain Headache 2014; 28 (1) 6-27
Steenks M, Turp J, de Wijer A. Reliability and Validity of the Diagnostic Criteria for Temporomandibular Disorders Axis I in Clinical and Research settings: A Critical Appraisal. J Oral and Facial Pain and Headache 2018; 32: 7-18
Look J, Schiffman E, Truelove E, Ahmad M. Reliability and validity of axis I of the research diagnostic criteria for temporomandibular disorders (RDC/TMD) with proposed revisions. J. Oral Rehab 2010; 37: 744-759

Bruxism: Aetiology, pathophysiology and management

Wojnilower D, Gross A. The treatment of bruxism: A review and proposal for future research. J Clin Psychol Rev 1981;1:453-68. ()
Lavigne GJ, Khoury S, Abe S, Yamaguchi T, Raphael K. Bruxism physiology and pathology: an overview for clinicians. J Oral Rehabil 2008;35:476-94. ()
Lobbezoo F, Naeije M. Bruxism is mainly regulated centrally, not peripherally. J Oral Rehabil 2001;28:1085-91. ()
Lobbezoo F, Ahlberg D, Manfredini D, Winocur E. Are bruxism and the bite causally related? J Oral Rehabil 2012;39:489-301. ()
Svensson P, Jadid F, Arima T, Baad-Hansen L, Sessle B. Relationship between craniofacial pain and bruxism. J Oral Rehabil 2008;35:524-47. ()
Raphael K, Janal D, Wigren M, Dubrovsky P, Nemelivsky B, et al. Sleep bruxism and myofascial temporomandibular disorders: A laboratory-based polysomnographic investigation. J Am Dent Assoc 2012;143[11]:1223-31. ()
Bayar G, Tutuncu R, Acikel C. Psychopathological profile of patients with different forms of bruxism. Clin Oral Investig 2012;16[1]:305-11. ()
Lobbezoo F, Ahlberg J, Glaros A, Kato T, Koyano K, Lavigne G, et al., Bruxism defined and graded: an international consensus. J Oral Rehabil 2013;40[1]:2-4. ()

TMJ anatomy and disc condyle relationships

Palla S. Anatomy and Pathophysiology of the Temporomandibular Joint. In Klineberg I, Eckert S. Functional occlusion in Restorative Dentistry and Prosthodontics (Elsevier Mosby) Edinburgh 2015; Chapter 6 ()
Scapino RP, Mills DK. Disc displacement internal derangements, In: McNeill C (eds) Science and Practice of Occlusion. Quintessence. Chicago 1997; 220-234
Luder H. Articular degenerations and remodeling in human temporomandibular joint with normal and abnormal disc position Journal of Orofacial Pain 1993; 7; 391-402 (^)
Greene C. The Ball on the Hill: A new perspective on TMJ functional anatomy. Journal of Orthodontics and Craniofacial Research 2018; 21 170-174 ()
Orbez A, Gallo L. Anatomy and function of the TMJ. In Laskin D, Greene C and Hylander W eds. TMDs – An Evidence Based Approach to diagnosis and Treatment. Chicago; Quintessence Publishing Co; 2006; 36-52 ()
Wink C, Onge M, Zimmy M. Neural elements in the human temporomandibular articular disc, Journal of Maxillofacial Surgery 1992, 50:334-337 ()
Tanaka E, Detamore M, Mercuri L. Degenerative disorders of the temporomandibular joint: etiology, diagnosis and treatment. Journal of Dental Research 2002; 87 296-307
Park J, Song H, Roh H, Kim Y and Lee J. Correlation between clinical diagnosis based on RDC/RMD and MRI findigns of TMJ internal derangement. Int J of Oral and Maxillofacial Surgery 2012; 41: 103-108

Chronic Facial Pain

Australian Institute of Health and Welfare 2018. Opioid harm in Australia and comparisons between Australia and Canada. Cat. no. HSE 210. Canberra: AIHW. (accessed 6 May 2020)
Flor H. New developments in the understanding and management of persistent pain. Curr Opin Psychiatry. 2012;25: 109–13.
Generaal E; Vogelzangs N; Macfarlane GJ; Geenen R; Smit JH; de Geus EJ; Penninx BW; Dekker J. Biological stress systems, adverse life events and the onset of chronic multisite musculoskeletal pain: a 6-year cohort study. Annals of the Rheumatic Diseases. 2016;75(5):847-54
Hayes C, Naylor R, Egger G. Understanding Chronic Pain in a Lifestyle Context: The Emergence of a Whole-Person Approach. Am J Lifestyle Med. 2012; 6:421- 428
Roditi D, Robinson ME. The role of psychological interventions in the management of patients with chronic pain. Psych Res Behav Manag 2011; 4: 41–49.
Villemure C, Bushnell MC. Cognitive modulation of pain: how do attention and emotion influence pain processing? Pain 2002; 95:195–99.
Latremoliere A. Central sensitization: a generator of pain hypersensitivity by central neural plasticity. J Pain 2009; 10: 895–926. PubMed http://www.ncbi.nlm.nih.gov/pubmed/19712899
Lynch, M. E. and C. P. Watson (2006). "The pharmacotherapy of chronic pain: a review." Pain Res Manag 11(1): 11-38.
McQuay, H. J., M. Tramer, B. A. Nye, D. Carroll, P. J. Wiffen and R. A. Moore (1996). "A systematic review of antidepressants in neuropathic pain." Pain 68(2-3): 217-227.
Zakrzewska, J. M. (2013). "Multi-dimensionality of chronic pain of the oral cavity and face." J Headache Pain 14: 37.

Myofascial Facial Pain: An Identifiable Identity in Facial Pain:

APS (Australian Pain Society). The APS Position Statement on the role of, and Standards for, Interventional Pain Management Procedure. 2010. Available at: http://www.apsoc.org.au/PDF/Position_Paper/Interventions_Position_Statement_APS_March2010_-FINAL-WEBedition.pdf
Brogan S et al. Interventional therapies for the management of cancer pain. J Support Oncol 2010; 8:52-59. PubMed http://www.ncbi.nlm.nih.gov/pubmed/20464881
Cheng JS, et al. A review of percutaneous treatments for trigeminal neuralgia. Neurosurgery 2014; Suppl1: 25-33. PubMed http://www.ncbi.nlm.nih.gov/pubmed/24509496
David HR, et al. Botulinum Toxin in Pain Management. Medscape. Updated March 14, 2014. Available at: http://emedicine.medscape.com/article/325574-overview
Manchikanti et al. Evolution of interventional pain management. Pain Physician 2003; 6: 485-494. PubMed http://www.ncbi.nlm.nih.gov/pubmed/16871301
Posadzki P et al. Placebo effect in surgical trials: a systematic review of randomized controlled trials. Perfusion 2012; 25: 188-193.
Robbins MS, et al. Trigger point injections for headache disorders: expert consensus methodology and narrative review. Headache. 2014; 54:1441-59. PubMed http://www.ncbi.nlm.nih.gov/pubmed/25168295
Slavin, K. Peripheral Nerve Stimulation. Reviewed July 24, 2012. Available at: http://www.neuromodulation.com/PNS. Accessed July 2015.
Zakrewska et al Trigeminal neuralgia: the diagnosis and management of this excruciating and poorly understood facial pain. Postgrad Med J 2011; 87: 410-416. PubMed http://www.ncbi.nlm.nih.gov/pubmed/21493636

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate competency in the diagnosis and management of patients with orofacial pain in terms of undertaking an orofacial pain assessment, an understanding of relevant diagnostic imaging, an understanding of diagnosis and management of orofacial pain, and an understanding of the importance of interdisciplinary management for orofacial pain
LO2. demonstrate an understanding of the psychosocial factors in health and in orofacial pain
LO3. demonstrate an understanding of orofacial and craniocervical pain
LO4. demonstrate detailed knowledge of Interocclusal orthotic designs and their relevant applications
LO5. describe jaw muscle anatomy, internal muscle architecture and the neural control of jaw muscles in the generation of jaw movements
LO6. summarise the peripheral and central mechanisms of nociception and pain
LO7. critically appraise the relevant literature and demonstrate evidence-based practice and knowledge of how to apply these principles to diagnosis and treatment planning.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Prosthodontics - 1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately 1.b. practising with personal and professional integrity, honesty and trustworthiness 1.c. providing patient-centred care, including selecting and prioritising treatment options that are compassionate and respectful of patients’ best interests, dignity and choices and which seek to improve community oral health 1.d. understanding and applying the moral, cultural, ethical principles and legal responsibilities involved in the provision of specialist dental care to individual patients, to communities and populations 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.f. understanding and applying legislation including that related to record-keeping 1.g. demonstrating specialist professional growth and development through research and learning 2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.c. use of technological and telecommunication aids in planning and delivering specialist treatment 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and 3.b. synthesising complex information, problems, concepts and theories. 4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences 4.1.c. development, physiology and pathology of hard and soft tissues of the head and neck 4.1.d. the range of investigative, technical and clinical procedures, and 4.1.e. management and treatment planning with multidisciplinary engagement for complex cases, including compromised patients. 4.2.b. the basis and management of orofacial pain 4.2.e. sleep disorders 4.2.g. the principles and application of pharmacology. 5.1.a. applying decision-making, clinical reasoning and judgement to develop a comprehensive diagnosis and treatment plan by interpreting and correlating findings from the history, clinical examinations, imaging and other diagnostic tests 5.1.b. managing complex cases, including compromised patients with multidisciplinary management, and 5.1.c. managing complications. 5.2.b. diagnosing and managing disorders of the temporomandibular joint 5.2.d. evaluating, diagnosing and managing occlusions and occlusal dysfunction.
	Prosthodontics - 1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately 1.b. practising with personal and professional integrity, honesty and trustworthiness 1.c. providing patient-centred care, including selecting and prioritising treatment options that are compassionate and respectful of patients’ best interests, dignity and choices and which seek to improve community oral health 1.d. understanding and applying the moral, cultural, ethical principles and legal responsibilities involved in the provision of specialist dental care to individual patients, to communities and populations 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.f. understanding and applying legislation including that related to record-keeping 1.g. demonstrating specialist professional growth and development through research and learning 2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and 3.b. synthesising complex information, problems, concepts and theories. 4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences 4.1.d. the range of investigative, technical and clinical procedures, and 4.1.e. management and treatment planning with multidisciplinary engagement for complex cases, including compromised patients. 4.2.b. the basis and management of orofacial pain 4.2.e. sleep disorders 4.2.g. the principles and application of pharmacology. 5.1.a. applying decision-making, clinical reasoning and judgement to develop a comprehensive diagnosis and treatment plan by interpreting and correlating findings from the history, clinical examinations, imaging and other diagnostic tests 5.1.b. managing complex cases, including compromised patients with multidisciplinary management, and 5.2.b. diagnosing and managing disorders of the temporomandibular joint 5.2.c. diagnosing and managing orofacial pain, and
	Prosthodontics - 1.g. demonstrating specialist professional growth and development through research and learning 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and 4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences 4.1.c. development, physiology and pathology of hard and soft tissues of the head and neck 4.2.b. the basis and management of orofacial pain 4.2.e. sleep disorders 4.2.g. the principles and application of pharmacology. 5.2.b. diagnosing and managing disorders of the temporomandibular joint 5.2.c. diagnosing and managing orofacial pain, and 5.2.d. evaluating, diagnosing and managing occlusions and occlusal dysfunction.
	Prosthodontics - 1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately 1.c. providing patient-centred care, including selecting and prioritising treatment options that are compassionate and respectful of patients’ best interests, dignity and choices and which seek to improve community oral health 1.d. understanding and applying the moral, cultural, ethical principles and legal responsibilities involved in the provision of specialist dental care to individual patients, to communities and populations 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.f. understanding and applying legislation including that related to record-keeping 2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.c. use of technological and telecommunication aids in planning and delivering specialist treatment 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and 3.b. synthesising complex information, problems, concepts and theories. 4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences 4.1.c. development, physiology and pathology of hard and soft tissues of the head and neck 4.1.d. the range of investigative, technical and clinical procedures, and 4.1.e. management and treatment planning with multidisciplinary engagement for complex cases, including compromised patients. 4.2.b. the basis and management of orofacial pain 4.2.e. sleep disorders 5.1.a. applying decision-making, clinical reasoning and judgement to develop a comprehensive diagnosis and treatment plan by interpreting and correlating findings from the history, clinical examinations, imaging and other diagnostic tests 5.1.b. managing complex cases, including compromised patients with multidisciplinary management, and 5.2.b. diagnosing and managing disorders of the temporomandibular joint 5.2.c. diagnosing and managing orofacial pain, and 5.2.d. evaluating, diagnosing and managing occlusions and occlusal dysfunction.
	Prosthodontics - 3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and 3.b. synthesising complex information, problems, concepts and theories. 4.1.a. historical and contemporary literature 4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences 4.1.c. development, physiology and pathology of hard and soft tissues of the head and neck 4.2.b. the basis and management of orofacial pain 5.2.c. diagnosing and managing orofacial pain, and 5.2.d. evaluating, diagnosing and managing occlusions and occlusal dysfunction.
	Prosthodontics - 2.e. interpreting and communicating knowledge, skills and ideas. 3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and 3.b. synthesising complex information, problems, concepts and theories. 4.1.a. historical and contemporary literature 4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences 4.1.c. development, physiology and pathology of hard and soft tissues of the head and neck 4.2.b. the basis and management of orofacial pain 5.2.b. diagnosing and managing disorders of the temporomandibular joint 5.2.c. diagnosing and managing orofacial pain, and
	Prosthodontics - 1.c. providing patient-centred care, including selecting and prioritising treatment options that are compassionate and respectful of patients’ best interests, dignity and choices and which seek to improve community oral health 1.d. understanding and applying the moral, cultural, ethical principles and legal responsibilities involved in the provision of specialist dental care to individual patients, to communities and populations 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.g. demonstrating specialist professional growth and development through research and learning 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.c. use of technological and telecommunication aids in planning and delivering specialist treatment 2.e. interpreting and communicating knowledge, skills and ideas. 3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and 3.b. synthesising complex information, problems, concepts and theories. 4.1.a. historical and contemporary literature 4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences 4.1.c. development, physiology and pathology of hard and soft tissues of the head and neck 4.2.a. the principles of speech pathology 4.2.b. the basis and management of orofacial pain 4.2.e. sleep disorders 4.2.g. the principles and application of pharmacology. 5.1.a. applying decision-making, clinical reasoning and judgement to develop a comprehensive diagnosis and treatment plan by interpreting and correlating findings from the history, clinical examinations, imaging and other diagnostic tests 5.2.b. diagnosing and managing disorders of the temporomandibular joint 5.2.c. diagnosing and managing orofacial pain, and 5.2.d. evaluating, diagnosing and managing occlusions and occlusal dysfunction.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Updated topics to accommodate the multidisciplinary attendance in this unit

Additional information

Work, health and safety

Students must comply with work health and safety, infection control and dress standard policies of all laboratories, placement sites and Local Health Districts (LHDs).

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

DENT6389: Orofacial Pain 1

Semester 2, 2025 [Normal day] - Surry Hills, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links