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Equipment was basic: A metal chair, spittoon, a foot driven mechanical drill, a water syringe, an air syringe, and a pan of water on a gas ring as a ‘steriliser.’ Dress for the dental officer was still riding breeches, leggings, and knee length boots – very hot and tiresome when pedalling on the drill!
From this genesis military dentistry grew to be a pivotal component in overall military fitness. ADCorps personnel were now not only utilised to treat dental disease in the UK home base but were also attached to military units serving worldwide across the breadth of the then Empire. During WWII, and in various conflicts since, dental teams have been deployed in all operational theatres. Beside the obvious alleviation of pain and discomfort for an individual soldier, ADCorps contributed to overall military effect by retaining personnel in their active
role rather than requiring an evacuation from a conflict arena. As an aside the Royal Air Force was formed in 1918 its dental health needs were also provided by the ADCorps until 1930 when its operations and deployments required formation of its own dental service.
The value of the valuable contribution of ADCorps in WWII was recognised by King George VI by his award of the Royal prefix and from 1947 the ADCorps became known as the Royal Army Dental Corps (RADC).
Today the RADC is part of the overall Defence Primary Health Care (Dental). This is a tri-service dental services provider to the HM Forces and is integral component part of the MoD Defence Medical Services.
In sum, from that determined lobbying by the civilian dental profession over 100 years ago to introduce professional dental care
into the Army, the value of comprehensive oral care is now rightly seen as integral to an overall health outcome for military personnel and enhances continued operational effectiveness of HM Forces.
References:
Ward, V. H., Newell M. J., (1997) Ex Dentibus Ensis. A History of the Army Dental Service. Scotland: Method Publishing Co
Fitzharris, L., (2022) The Facemaker. UK: Allen Lane
Burns, L., (2013) Rolls-Royce used in WW1 as a dental surgeon’s mobile office to be auctioned at Bonhams in July. Online. Bonhams Goodwood Festival of Speed Auction Catalogue 2013. Viewed 23 Aug 22. https://www.dentistryiq.com
Ward, V. H., (1996) Dentists at War. London: Minerva Press
Course Designer at Defence Medical Academy:
My Experience
Sgt Vicky Elms
In the dynamic and ever-evolving field of defence and military training, the
role of a course designer plays a crucial part in equipping personnel with the necessary skills and knowledge. This article sheds light on the responsibilities and experiences of a course designer
at Defence Medical Academy (DMA), focusing on the development of the Team Medic course for NATO as part of Op SCORPIUS.
The Role of a Course Designer at Defence Medical Academy: As a course designer
at DMA, your main objective is to
develop and enhance training programs that meet the specific needs of military personnel. You are responsible for creating comprehensive and effective courses
that equip individuals with the skills and expertise required to excel in their roles.
The Process of Course Design:
Needs Assessment: The course design process begins with a thorough needs assessment. This involves identifying
the specific training requirements and objectives, considering factors such as the target audience, learning outcomes, and available resources.
Curriculum Development: Once the needs assessment is complete, you collaborate with subject matter experts, instructional designers, and other stakeholders to develop a curriculum
that aligns with the identified goals. This includes determining the course structure, content, and instructional strategies.
Instructional Design: Next, you
employ instructional design principles to create engaging and effective learning experiences. This may involve selecting appropriate teaching methods, designing assessments, and integrating multimedia elements to enhance understanding and retention.
Content Creation: As a course designer, you are responsible for creating or sourcing relevant content, including lectures, presentations, practical exercises, case studies, and assessments. This content is carefully organised and sequenced to facilitate progressive learning.
Review and Iteration: Throughout
the course development process, you collaborate with subject matter experts and stakeholders to review and refine the course content. This iterative approach ensures that the course meets the required standards and effectively addresses the learning objectives.
Implementation and Evaluation: Once the course is ready, you support its implementation by providing guidance to instructors and facilitating training sessions. You also conduct evaluations and gather feedback to identify areas for improvement and ensure continuous enhancement of the course.
Op SCORPIUS and the Team Medic Course for NATO: Op SCORPIUS, a collaborative effort between DMA and NATO, aimed to develop specialised training in the field of team medicine. As a course designer, we were entrusted with the task of developing this course.
Integration of Best Practices: Drawing upon our expertise and knowledge, we integrated best practices from both the DMA curriculum and NATO guidelines to design a course that encompassed the latest medical techniques, protocols, and procedures.
Practical Training: Recognising the importance of hands-on training, the Team Medic course incorporated extensive practical exercises, simulations, and scenario-based learning. This allowed participants to apply their knowledge in realistic and demanding situations they might encounter in the field.
Continuous Improvement: Throughout the course development process and after its implementation, you actively sought feedback from instructors and participants. This feedback was invaluable in identifying areas of improvement
and ensuring that the course remained relevant and effective.
Conclusion: As a course designer at Defence Medical Academy, your role is pivotal in shaping the training experiences of military personnel. Through my involvement in Op SCORPIUS and the development of the Team Medic course for NATO, you have demonstrated your expertise in designing specialised training programs that prepare individuals to meet the unique challenges of their roles. Your commitment to continuous improvement and collaboration has undoubtedly contributed to the enhancement of military medical capabilities and the overall effectiveness of defence training.
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EDUCATION