Post-qualification dental training. Part 1: perceptions of different dental foundation and dental core training pathways

Evaluation of postgraduate foundation training for dental therapists: does participation enhance career prospects?

Objectives This study explored the value of dental therapy foundation training (DTFT) in the UK and how participation influenced career prospects.Aims To examine the efficacy of postgraduate foundation training for dental therapists (DTs) and evaluate whether participation increased clinical confidence. To investigate whether participation in the scheme enhanced career prospects and to determine barriers encountered by DTs in securing suitable positions, inclusive of COVID-19 restrictions.Methods The study used a survey incorporating open, closed, Likert-scale and multiple-choice questions. Quantitative data were analysed with IBM SPSS Statistics v26. Analysis of qualitative data was undertaken by two researchers. Final themes and subthemes were confirmed following round table discussions.Results A total of 94 survey responses were received: 61 from DTs who had not undertaken DTFT (Group A) and 33 who had undertaken DTFT (Group B). Most respondents were female (95%) with a mean age of 33.8 and 32.9 years, respectively. In total, 58.3% of Group A respondents did not believe that completing DTFT would have enhanced their career prospects, whereas 63.6% of Group B said that they gained a position as a result of completing DTFT. Participation in DTFT increased perceived clinical confidence in Group B and 81.8% were likely to recommend DTFT to their peers. A total of 12 major themes and 13 subthemes were identified.Conclusions DTFT schemes were considered a valuable educational experience which increased clinical confidence. Participation may have enhanced career prospects. Barriers were encountered by DTs when seeking work, regardless of participation in DTFT.

Dental core training - a five-year review of career intentions and outcomes of trainees working at a large teaching hospital

We reviewed five cohorts of dental core trainees over a five-year period in a single unit (2013-2018). We identify specific motivators for undertaking dental core training and common career paths. We suggest how mentorship and educational supervision is an important part of the overall experience. We suggest 'taster days' could allow trainees an introduction to the different specialties, helping to improve recruitment.

The dental core training experience: the views of trainees and their postgraduate training leads

Introduction Dental core training (DCT) is an optional, postgraduate programme with a duration of one to three years that dentists in the UK can pursue to further strengthen their skillset.Aims To understand career motivations and preferences of trainees pursuing DCT, and their perceptions and experiences of the programme.Methods Data were gathered from 176 DCT trainees across England through focus groups or individual paper-based responses to questions, as well as telephone interviews with ten associate postgraduate dental deans/training programme directors.Results Trainees were generally positive about their overall DCT experience. They developed confidence, self-reliance and skills in teamwork and clinical aspects, gaining from exposure to conditions uncommon in general practice. Limitations and challenges varied by post and unit. The importance of broad, cross-specialty experience was recognised. Although run-through training would eliminate unwelcome annual relocation, it was deemed unsuitable for all trainees, particularly those intending a career in general practice.Conclusion DCT appears to be advantageous for those intending careers in general dental practice, those aiming for specialist practice and those uncertain of their future career trajectory. Although trainees reported positive training experiences and significant gains, future considerations are suggested, including maintaining flexibility to accommodate different motives for DCT and limiting across-unit variation.

Dental core training: the trainee perspective

Dental core training (DCT) is a postgraduate training period, eligible following successful completion of foundation/vocational training, which has multiple entry points and endpoints with a varied duration from one to three years. The introduction of national recruitment in 2017, away from a previous individual deanery-led process, has introduced new variables such as a ranking system for choosing training posts, with the outcome dependent on combined performance at interview and a situational judgement test for which competition is nationally against other applicants. This unique, trainee-led study provides an appreciation and understanding of the motivations and experiences of trainees who pursue DCT, such as the rationale behind location and speciality choice, the perception of national recruitment and the situational judgement test, and the influence of salary variation, alongside trainee perceptions and experiences of the training programme from inside the trainee perspective. Undertaking DCT is not a 'forever decision' and will stand the trainee in good stead in pursuit of speciality training or a return to general practice, with a wide variety of opportunities that can lead to fulfilment and a rewarding career pathway for enthusiastic dentists.

'Hello, MaxFax on-call?' - maxillofacial 'bleep sheet' proforma for on-call referrals

The on-call component of a dental core training (DCT) post in oral and maxillofacial surgery (OMFS) is considered to be the most daunting and challenging aspect of the job. The average trainee is a singly-qualified dentist with limited knowledge and experience of managing OMFS presentations. Given the short duration of DCT posts, there is a continual rotation of junior staff through OMFS departments with a variable skillset and knowledge mix. As such, the consistent recording of appropriate information remains a constant challenge. The coronavirus pandemic presents a unique situation in which the majority of dental foundation trainees (DFTs) entering OMFS DCT posts will only have around six months experience of independent practice. This lack of experience and onerous on-call workload could be a potentially dangerous combination, especially during nightshift patterns of on-call. We demonstrate that implementation of an on-call bleep-sheet proforma provides a validated, standardised, systematic and chronological method of record keeping, that exceeds the minimum required standard of clinical governance, in an era where junior trainees entering OMFS will have even more limited experience than normal.

The Anatomical Society's Core Anatomy Syllabus for Dental Undergraduates

The Anatomical Society has developed a series of learning outcomes in consultation with dentists, dental educators and anatomists delivering anatomical content to undergraduate dental students. A modified Delphi methodology was adopted to select experts within the field that would recommend core anatomical content in undergraduate dental programmes throughout the UK. Utilising the extensive learning outcomes from two UK Dental Schools, and neuroanatomy learning outcomes that remained outside the Anatomical Society's Core Gross Anatomy Syllabus for Medical Students, a modified Delphi technique was utilised to develop dental anatomical learning outcomes relevant to dental graduates. The Delphi panel consisted of 62 individuals (n = 62) from a wide pool of educators associated with the majority of undergraduate dental schools in the UK, representing a broad spectrum of UK Higher Education Institutions. The output from this study was 147 anatomical learning outcomes deemed to be applicable to all dental undergraduate programmes in the UK. The new recommended core anatomy syllabus for dental undergraduates, grouped into body regions, offers a comprehensive anatomical framework with which to scaffold clinical practice. The syllabus, presented as a set of learning outcomes, may be used in a variety of pedagogic situations, including where anatomy teaching exists within an integrated dental curriculum (both horizontally in the basic sciences part of the curriculum and vertically within the clinical years).