The increasing demand and necessity for a team approach

A Survey to Investigate Shortfalls in the Dental Care Professional (DCP) Workforce in South Yorkshire in 2004

Aim

To determine the composition of the dental care professional (DCP) workforce in South Yorkshire, the existence of any training requirements, and future intentions and motivations relating to the provision of National Health Service (NHS) dental care.

Methods

The study used mixed methods and incorporated a cross-sectional postal questionnaire and focus groups. The questionnaire was sent to all NHS dental practices in South Yorkshire (n=201) for completion by a principal general dental practitioner (GDP). Focus groups were held with GDPs in these practices.

Results

Responses were received from principal GDPs at 156 practices (78%). A total of 624 dental nurses, 65 dental hygienists and 24 dental therapists were employed in the responding General Dental Services (GDS) practices, representing whole-time equivalents (WTEs) of 458.5, 18.5 and 10.1, respectively. Many practices had current vacancies for DCPs, with 24.9 WTE available for dental nurses, 3.7 WTE for dental hygienists, and 5.0 WTE for dental therapists. Workforce shortages were evident among dental nurses (5.2%), dental hygienists (16.7%), and dental therapists (33.0%). Principal GDPs suggested that improved terms and conditions of employment for DCPs, particularly dental nurses, might aid recruitment and retention in NHS practice.

Conclusions

Respondents perceived that there were shortages in the DCP workforce in South Yorkshire. Initiatives are required to address these shortages.

Development and implementation of new educational concepts in a dental curriculum

The Academic Centre for Dentistry Amsterdam introduced a fully renewed 5-year dental curriculum in September 2003. In this article, the educational principles and didactic choices that form the basis of the curriculum development are presented and attention is given to the process of development and the implementation strategy that constitute such an important part of the success of introducing a new curriculum. Special characteristics of the new curriculum are the clinical training practice, professional conduct, the elective profiles and academic education. In clinical practice, groups of students from different levels run a group practice in which they learn to work together, delegate tasks, solve clinical problems and apply evidence-based dentistry. In the new curriculum students learn to conduct themselves as professionals. In the third and in the fifth year, students choose an elective profile oriented, respectively, on research and on clinical knowledge and skills. Academic education is an important spearhead in this curriculum in which students not only learn why research is important to dentistry but also how dentists can use research to their own benefit. In development and implementation, a stepwise approach was used in which as many people as logistically possible were involved.