Guidelines for the organisation of continuing professional development activities for the European dentist

Reflect and develop: A pilot study to explore perceptions and to test the impact of a short course on reflective practice amongst dental practitioners undertaking continuing professional

INTRODUCTION

In 2018, the General Dental Council introduced reflective practice as part of an Enhanced Continuing Professional Development (ECPD) system, mandatory for registrants in the United Kingdom. The aim of this pilot study was to investigate dental professionals' perceptions and practice of reflection and to explore the benefits of an evidence-informed reflective practice learning course.

MATERIAL AND METHODS

This study was conducted at two dental schools in the United Kingdom (UK). A short course on reflective practice which included pre- and post-course surveys, using closed- and open-ended questions, was afforded to dental professionals attending Continuing Professional Development (CPD) courses. Quantitative data were analysed using SPSS version 25.0 software, and responses to open-ended questions were explored by content analysis.

RESULTS

Fifty-two dentists attending the short course provided responses; the majority were female (73%, n = 38) and internationally qualified (60%, n = 31). The pre-course questionnaire revealed that the majority of participants (94%; n = 49) considered reflection as part of their professional practice, with 55% (n = 29) reporting doing so daily. Most (88%; n = 46) had received no formal training. The post-course questionnaire revealed that 88% (n = 46) found the course useful as it gave a "systematic and schematic" approach enhancing the participants' understanding of reflective practice.

CONCLUSION

The findings suggest that a theoretically informed short course on reflective practice was welcomed by participants who showed a strong interest in learning how to reflect supported by mentors. This pilot provides the basis for further research on reflective practice.

Implementation and evaluation of an oral health education programme for caregivers in nursing homes

AIM

The aim was the design, implementation, and evaluation of an oral health education program for nursing home caregivers.

METHODS AND RESULTS

Fifty-five formal caregivers working in the three units of a nursing home were allocated to either a control (n = 27) or an intervention group (n = 28). A knowledge and attitudes questionnaire about oral health was developed and completed by the caregivers. Then, an education program about oral heath in older people was applied to the intervention group, and the completion of the questionnaire was repeated by both the intervention and control groups. Two months after the intervention, the questionnaire was completed again by the intervention group. Within groups analyses revealed a statistically significant increase in knowledge and attitudes only in the intervention group after the implementation of the education program (P < .001). Between-group analyses showed that the total knowledge and attitudes score in the intervention group were statistically significantly higher than in the control group (P < .001 and P = .02, respectively). In the intervention group, knowledge and attitudes were maintained in the measurement recorded 2 months later (P = .11 and P = .21, respectively).

CONCLUSION

The education program was effective in improving the caregivers' knowledge and attitudes toward nursing home residents' oral health and maintaining them 2 months after implementation.

Comparison of the quality assurance system of dental professionals in Japan, the EU and the ASEAN

In recent years, the society requires a flexible response of the dental society to deal with changes in disease structure in the super-aging society in Japan. Regarding quality of dental care, we need to ensure quality of clinical environment, dental professionals and the system. As globalization expands, the health care professionals move to another country to work. In the European Union(EU), the quality assurance system for the graduated European dentist through the activities in undergraduate education has been established and a similar approach is ongoing in the region of the Association of South-East Asian Nations. After the registration, the continuing professional development (CPD) system takes a role on quality assurance for dentist. The DentCPD was an approach to create a standard for CPD in the EU. Regarding the quality assurance system in Japanese dentistry, there were systematic approaches, establishing the model core curriculum in dental education, the common achievement test. Besides them, the quality assurance system for dentist has not been established except the voluntary life-long learning program of the Japan Dental Association. Predicting changes of the society to have quality control for dental professionals, we should prepare the system like the CPD system which matches level of the global standard.

The Graduating European Dentist-Domain III: Patient-Centred Care

This position paper outlines the areas of competence and learning outcomes of "The Graduating European Dentist" that specifically relate to patient-centred care. This approach is becoming increasingly prominent within the literature and within policy documents. Whilst working to an evidence base is critical, dentists must also be aware of the scientific basis that underpins the treatment they provide. The evaluation process, which supports treatment planning, also requires dentists to be able to listen, collate, and record pertinent information effectively. In addition, the ability to account for a patient's social, cultural and linguistic needs (cultural competence) will result in a practitioner who is able to treatment plan for patient-centred care.

The Graduating European Dentist: A New Undergraduate Curriculum Framework

With "The Graduating European Dentist", ADEE provides a new approach that reflects best academic practice for European undergraduate dental education. The new suite of documents sees increased emphasis on important curriculum components such as patient safety, working as a team and patient-centred care. There is also an increased emphasis on teaching excellence, student satisfaction and student preparedness and support. Guidance relating to methods of teaching and learning, and assessment (educational measurement), is also provided. It is anticipated that this new format will further increase accessibility and utility for educators, institutions, societies and regulators, across the sector.

Current differences in dental education between Chinese and Western models

Dental education is the foundation of a country's development of dental science. Economic conditions and cultural backgrounds vary across countries; hence, there are some differences in dental education between Chinese and Western models, including the education programmes, licensures, curricula, teaching methods, facilities. These differences may become obstacles for mutual communication and the development of dental education. In the last 5 years, China has introduced several policies and published some standards, such as the residency programmes and Accreditation Standards for Undergraduate Dental Education Programs. These actions aim to improve the current situation of dental education and reduce the gap between Chinese and Western education models. Indeed, some changes have been made. This article provides a brief introduction of the existing differences and changes and can, thus, serve as a reference for educators.

Quality management in dental care: patients' perspectives on communication. a qualitative study

Background and aim

Dental care usually faces the traditional doctor-patient relationship, according to which the doctor does not seek feedback and patients feel uncomfortable when being involved in the healthcare process.

The current study aims at analyzing patients’ attitudes and knowledge about dental care and asses the level of communication between them and their dentists.

Methods

A series of telephone interviews (N=40) were applied to patients in the city of Cluj-Napoca in order to identify attitudes and knowledge about dental care. The interview guide was applied separately to each respondent and each interview was audio recorded with the verbal consent of the respondent. The data collected was assessed and we performed thematic analysis on the provided answers.

Results

When asked about the dentist’s attitude during the consultation, the respondents reported only positive attitudes. The majority of the respondents stated that the communication with their dentist was an efficient and professional one, focused on their dental problems. When asked if they understood the verbal and written information received from the dentist, the majority of respondents said they understood the information without any problems.

Conclusion

Identifying the patients’ health literacy about dental services leads to better communication between dentist and patient, which is essential for establishing a quality management system in dentistry. Effective communication leads to a high level of patient involvement.

Recommendations for the development of e-modules for the continuing professional development of European dentists

AIMS

To provide evidence-based and peer-reviewed recommendations for the development of dental continuing professional development (CPD) learning e-modules.

METHODS

The present recommendations are consensus recommendations of the DentCPD project team and were informed by a literature research, consultations from e-learning and IT expert, discussions amongst the participants attending a special interest group during the 2012 ADEE meeting, and feedback from the evaluation procedures of the exemplar e-module (as described in a companion paper within this Supplement). The main focus of these recommendations is on the courses and modules organised and offered by dental schools.

RESULTS AND DISCUSSION

E-modules for dental CPD, as well as for other health professionals' continuing education, have been implemented and evaluated for a number of years. Research shows that the development of e-modules is a team process, undertaken by academics, subject experts, pedagogists, IT and web designers, learning technologists and librarians. The e-module must have clear learning objectives (outcomes), addressing the learners' individual needs, and must be visually attractive, relevant, interactive, promoting critical thinking and providing feedback. The text, graphics and animations must support the objectives and enable the learning process by creating an attractive, easy to navigate and interactive electronic environment. Technology is usually a concern for learners and tutors; therefore, it must be kept simple and interoperable within different systems and software. The pedagogical and technological proficiency of educators is of paramount importance, yet remains a challenge in many instances.

CONCLUSIONS

The development of e-courses and modules for dental CPD is an endeavour undertaken by a group of professionals. It must be underpinned by sound pedagogical and e-learning principles and must incorporate elements for effective visual learning and visual design and a simple, consistent technology.

The development of an exemplar e-module for the continuing professional development of European dentists

AIM

To present the development of an exemplar e-module for dental continuing professional development (CPD) provided by dental schools and other dental educational providers.

MATERIALS AND METHODS

The exemplar e-module covered the topic of 'Sterilisation and cross-infection control in the dental practice' as this is one of the most recommended topics for dental CPD in Europe. It was developed by a group of topic experts, adult learning and distance learning experts and a technical developer. Major concerns were pedagogy, interoperability, usability and cost reduction. Open-source material was used to reduce the cost of development.

RESULTS

The e-module was pre-piloted in dental practitioners for usability and then evaluated by experts in the field and dental academics through an electronic questionnaire and an online presentation and discussion at the ADEE 2012 Special Interest Group on DentCPD-Lifelong learning. This facilitated refinement before final production. A Creative Commons License was implemented to ensure the developers' rights and facilitate wider distribution and access to CPD providers.

DISCUSSION AND CONCLUSIONS

The e-module was developed according to well-defined pedagogical and technical guidelines for developing e-learning material for adult learners. It was structured to promote self-study by directing learners through their study, promoting interaction with the material, offering explanation and providing feedback. Content validity was ensured by extensive review by experts. The next step would be to expand the evaluation to practising dentists in various countries after relevant translations, and adaptations to local policies have been made.