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Al-Khalifa KS, Shahin SY, AlSharief M, Asiri A, AlYousef Y, Nazir M. Patient safety culture perceptions among dentists in the eastern region of Saudi Arabia. BMC Oral Health 2024; 24:826. [PMID: 39034419 PMCID: PMC11265168 DOI: 10.1186/s12903-024-04610-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2024] [Accepted: 07/15/2024] [Indexed: 07/23/2024] Open
Abstract
OBJECTIVE Safe patient care can help reduce treatment costs, morbidity, and mortality. This study aimed to assess dentists' perceptions of patient safety culture and related factors in the Eastern region of Saudi Arabia. METHODS This cross-sectional study used a sample of 271 dental professionals working in private and public dental hospitals and clinics in the Eastern region of Saudi Arabia. The Safety Attitude Questionnaire (SAQ), a validated tool consisting of 36 items on a 5-point Likert scale, was used to assess dentists' perceptions of patient safety culture. The score of SAQ ranges from 0 to 100 and a cut-off ≥ 75 is considered a positive attitude toward patient safety culture. RESULTS There were 53.9% males and 46.1% females in the study with a mean age of 35.56 ± 6.87 years. Almost half of the participants (52%) attended a course on patient safety and 22.1% experienced medical error in the last month. The mean score of the SAQ of the sample was 65.14 ± 13.03 and the patient safety score was significantly related to the marital status (P = 0.041), attendance of patient safety course (P < 0.001), and experience of medical error (P = 0.008). The highest mean score (73.27 ± 20.11) was for the job satisfaction domain, followed by the safety climate domain (67.69 ± 16.68), and working conditions domain (66.51 ± 20.43). About one-quarter of the participants (22.5%) demonstrated positive attitudes toward patient safety culture. Multiple logistic regression analysis showed that dental professionals who attended a patient safety course were 4.64 times more likely to demonstrate positive attitudes toward patient safety than those who did not attend a course (P < 0.001). CONCLUSION This study showed that patient safety culture was significantly related to the attendance of safety courses, marital status, and experiencing medical error. About one out of four dental professionals demonstrated a positive attitude towards patient safety culture which was significantly associated with the attendance of the safety course.
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Affiliation(s)
- Khalifa S Al-Khalifa
- Department of Preventive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, 31441, Saudi Arabia.
| | - Suliman Y Shahin
- Department of Preventive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, 31441, Saudi Arabia
| | - Mishali AlSharief
- Department of Preventive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, 31441, Saudi Arabia
| | - Amal Asiri
- Department of Dental Education, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, 31441, Saudi Arabia
| | - Yousef AlYousef
- Department of Preventive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, 31441, Saudi Arabia
| | - Muhammad Nazir
- Department of Preventive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, 31441, Saudi Arabia
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Taqi M, Zaidi SJA, Siddiqui SU, Zia B, Khadija Siddiqui M. Dental practitioners' knowledge, management practices, and attitudes toward collaboration in the treatment of temporomandibular joint disorders: a mixed-methods study. BMC PRIMARY CARE 2024; 25:137. [PMID: 38671353 PMCID: PMC11046804 DOI: 10.1186/s12875-024-02398-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Accepted: 04/19/2024] [Indexed: 04/28/2024]
Abstract
BACKGROUND Temporomandibular joint disorders (TMDs) are a variety of conditions that affect different parts of the temporomandibular joints (TMJ) and can cause orofacial pain and functional impairment. This study aims to investigate dental practitioners' knowledge and management of Temporomandibular Joint Disorders (TMDs), particularly their knowledge of the role physical therapy plays in TMD treatment. METHODS A mixed-methods approach was adopted to provide a comprehensive view of current knowledge, management practices, and attitudes toward collaboration among dental practitioners in treating TMD. Data were collected from a convenience sample of 335 dentists in Karachi using a detailed questionnaire to assess their knowledge of the role of physical therapy in the treatment of TMD. Twenty dentists were chosen for face-to-face, in-depth interviews to explore their experiences and challenges in managing TMDs based on their responses to the administered questionnaire. RESULTS The cumulative quantitative and qualitative findings of the study revealed a landscape marked by individualized approaches to referral practices and significant gaps in interdisciplinary collaboration. Most practitioners holding a bachelor's degree predominantly used medication (65.2%) and cause-specific treatment (65.3%) for TMD treatment. Thematic analysis of clinical efficacy and practitioner challenges in managing TMD revealed significant issues faced by dental professionals. CONCLUSIONS The study successfully validated a questionnaire to understand dental practitioners' knowledge regarding physical therapy in TMD treatment. The study identified significant gaps in knowledge and a lack of collaboration between dentists and physiotherapists. The limited referral practices highlighted in the study, along with insights from dentist interviews, emphasize the need for improved interdisciplinary approaches to managing TMDs within dental practice.
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Affiliation(s)
- Muhammad Taqi
- Department of Community Dentistry, Dow Dental College, Dow University of Health Sciences, Karachi, Sindh, Pakistan.
| | - Syed Jaffar Abbas Zaidi
- Department of Oral Biology, Dow Dental College, Dow University of Health Sciences, Karachi, Sindh, Pakistan
| | - Saad Uddin Siddiqui
- Department of Oral Medicine, Dow Dental College, Dow University of Health Sciences, Karachi, Sindh, Pakistan
| | - Babar Zia
- Department of Community Dentistry, Dow Dental College, Dow University of Health Sciences, Karachi, Sindh, Pakistan
| | - Maria Khadija Siddiqui
- Department of Community Dentistry, Jinnah Medical & Dental College, Dow University of Health Sciences, Karachi, Sindh, Pakistan
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Leslie K, Bourgeault IL, Carlton AL, Balasubramanian M, Mirshahi R, Short SD, Carè J, Cometto G, Lin V. Design, delivery and effectiveness of health practitioner regulation systems: an integrative review. HUMAN RESOURCES FOR HEALTH 2023; 21:72. [PMID: 37667368 PMCID: PMC10478314 DOI: 10.1186/s12960-023-00848-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Accepted: 07/23/2023] [Indexed: 09/06/2023]
Abstract
BACKGROUND Health practitioner regulation (HPR) systems are increasingly recognized as playing an important role in supporting health workforce availability, accessibility, quality, and sustainability, while promoting patient safety. This review aimed to identify evidence on the design, delivery and effectiveness of HPR to inform policy decisions. METHODS We conducted an integrative analysis of literature published between 2010 and 2021. Fourteen databases were systematically searched, with data extracted and synthesized based on a modified Donabedian framework. FINDINGS This large-scale review synthesized evidence from a range of academic (n = 410) and grey literature (n = 426) relevant to HPR. We identified key themes and findings for a series of HPR topics organized according to our structures-processes-outcomes conceptual framework. Governance reforms in HPR are shifting towards multi-profession regulators, enhanced accountability, and risk-based approaches; however, comparisons between HPR models were complicated by a lack of a standardized HPR typology. HPR can support government workforce strategies, despite persisting challenges in cross-border recognition of qualifications and portability of registration. Scope of practice reform adapted to modern health systems can improve access and quality. Alternatives to statutory registration for lower-risk health occupations can improve services and protect the public, while standardized evaluation frameworks can aid regulatory strengthening. Knowledge gaps remain around the outcomes and effectiveness of HPR processes, including continuing professional development models, national licensing examinations, accreditation of health practitioner education programs, mandatory reporting obligations, remediation programs, and statutory registration of traditional and complementary medicine practitioners. CONCLUSION We identified key themes, issues, and evidence gaps valuable for governments, regulators, and health system leaders. We also identified evidence base limitations that warrant caution when interpreting and generalizing the results across jurisdictions and professions. Themes and findings reflect interests and concerns in high-income Anglophone countries where most literature originated. Most studies were descriptive, resulting in a low certainty of evidence. To inform regulatory design and reform, research funders and governments should prioritize evidence on regulatory outcomes, including innovative approaches we identified in our review. Additionally, a systematic approach is needed to track and evaluate the impact of regulatory interventions and innovations on achieving health workforce and health systems goals.
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Affiliation(s)
- Kathleen Leslie
- Athabasca University, Athabasca, Canada.
- Canadian Health Workforce Network, Ottawa, Canada.
| | - Ivy Lynn Bourgeault
- University of Ottawa, Ottawa, Canada
- Canadian Health Workforce Network, Ottawa, Canada
| | - Anne-Louise Carlton
- Royal Melbourne Institute of Technology (RMIT) University, Melbourne, Australia
| | - Madhan Balasubramanian
- College of Business, Government and Law, Flinders University, Adelaide, Australia
- Menzies Centre for Health Policy and Economics, The University of Sydney, Sydney, Australia
| | - Raha Mirshahi
- University of Ottawa, Ottawa, Canada
- Canadian Health Workforce Network, Ottawa, Canada
| | | | - Jenny Carè
- University of Technology Sydney, Sydney, Australia
| | | | - Vivian Lin
- University of Hong Kong, Hong Kong, China
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Meli Attard A, Bartolo A, Millar BJ. Dental continuing professional development - Part II: The Malta CPD Pilot Project. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:546-562. [PMID: 34843163 DOI: 10.1111/eje.12731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/26/2020] [Revised: 07/29/2021] [Accepted: 10/15/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Continuing professional development (CPD) remains voluntary in nine European countries. Evidence suggests a move towards mandatory CPD across Europe with the objective of harmonisation of dental CPD. Although the importance of CPD is acknowledged, the literature regarding its effectiveness is limited and under debate. AIMS AND OBJECTIVES The main aim was to measure the effectiveness and success of a new CPD programme with the objective to devise a strategy, guidelines and recommendations for the establishment of a dental CPD programme in Malta. METHODOLOGY This project was divided into two phases; Phase 1 was the analysis of a survey sent out to 135 members of the Dental Association of Malta. Phase 2 involved the evaluation of eight verifiable CPD events, through pre-event and post-event tests and feedback forms, to investigate the effect on short-term knowledge retention and the respective satisfaction levels of participants at each event. RESULTS The survey had a response rate of 78%. The CPD events in Phase 2 all showed statistically significant improvement in short-term knowledge retention on each subject (p < 0.05). Satisfaction levels ranged from 70% to 99%. CONCLUSIONS The information gathered from this project was used to provide guidelines and recommendations for the local regulatory body and CPD providers for the set-up of a dental CPD framework and programmes in Malta, a country where dental CPD is still voluntary. This article is the second article from a two-part series of articles about the Malta Dental CPD Pilot project.
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Affiliation(s)
- Ann Meli Attard
- Dental Association of Malta, Gzira, Malta
- King's College London Dental Institute, London, UK
- University of Malta, Msida, Malta
- Private Practice, Swieqi, Malta
| | - Adam Bartolo
- Dental Association of Malta, Gzira, Malta
- University of Malta, Msida, Malta
- Broadstreet Dental Centre, Hamrun, Malta
| | - Brian J Millar
- Faculty of Dentistry, Oral & Craniofacial Sciences, King's College London, London, UK
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Meli Attard A, Bartolo A, Millar BJ. Dental Continuing Professional Development - Part I: Background on Dental Continuing Professional Development in Europe. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:539-545. [PMID: 34843152 DOI: 10.1111/eje.12730] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/26/2020] [Accepted: 10/05/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Continuing Professional Development (CPD) is mandatory in most European countries and evidence shows a move towards mandatory CPD across all Member States in the near future. Malta is one of seven Member States where dental CPD is still voluntary. DISCUSSION Although dental CPD is a legal requirement for recertification in many countries, integral aspects of dental CPD remain under debate, like whether CPD is truly effective. This is because the methods with which CPD programmes are evaluated are not sufficiently robust to give concrete evidence to determine whether CPD will actually improve quality of care, treatment outcomes and safety for the public. Evaluating the effect of CPD programmes on the public is an extremely difficult task that would require an enormous amount of resources and logistics. The minimum requirements for the number of compulsory CPD hours imposed by regulatory bodies are not evidence-based but purely arbitrary, and the core topics selected for CPD programmes, although supported by research to some extent, may not reflect the public's and profession's needs. The Dental Association of Malta recognised need for further research on dental CPD and embarked on a 3-year Dental CPD Research Project. This project will be presented in a two-part series of articles. This first article is focused on the background of dental CPD in Europe. An understanding of the current issues with CPD and flaws in methods of evaluation formed the basis of the Malta CPD Pilot Project, which will be covered in the next paper.
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Affiliation(s)
- Ann Meli Attard
- Dental Association of Malta, Gzira, Malta
- King's College London Dental Institute, London, UK
- University of Malta, Msida, Malta
- Private Practice, Swieqi, Malta
| | - Adam Bartolo
- Dental Association of Malta, Gzira, Malta
- University of Malta, Msida, Malta
- Broadstreet Dental Centre, Hamrun, Malta
| | - Brian J Millar
- Faculty of Dentistry, Oral & Craniofacial Sciences, King's College London, London, UK
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Asgari I, Zamanifar A. Continuing professional development programs for general dentists in Isfahan province, Iran: Interests, priorities, and obstacles. Dent Res J (Isfahan) 2022. [DOI: 10.4103/1735-3327.353838] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Browne J, Bullock A, Poletti C, Cserző D. Recent research into healthcare professions regulation: a rapid evidence assessment. BMC Health Serv Res 2021; 21:934. [PMID: 34493260 PMCID: PMC8425088 DOI: 10.1186/s12913-021-06946-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Accepted: 08/25/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND AND AIMS Over the last decade, regulators have taken significant steps towards tackling perceptions that regulatory systems are burdensome. There has been much international research activity in the regulation of health and care professionals. This article reports a review of studies on health professions regulation between January 2011 and March 2020. Its chief object was to provide robust and up-to-date evidence to assist regulators in policy development and implementation. The main objectives of this study were to: 1. Identify and retrieve research in the field of health and care professions regulation in English since 2011; 2. Evaluate the published research, exploring its utility to regulators and practitioners, and drawing out any key messages; 3. Draw conclusions concerning the scope and limitations of the research literature and identify areas for further research. METHODS We undertook a rapid evidence assessment (REA) of the international literature on health and care professions regulation, including reviewing ten UK regulators' websites to identify issues of concern and strategic priorities. We retrieved 3833 references, using a four-stage screening process to select the 81 most relevant. RESULTS Results are reported within six key themes: harm prevention and patient safety; fitness to practise; quality assurance of education and training; registration including maintenance of registers; guidelines and standards and relations with regulatory bodies. CONCLUSIONS Regulation of professionals in health and care is comparatively undeveloped as a field of academic study. Consequently, the published evidence is diffuse and small-scale. Most work presents relatively weak data of low relevance to regulators, mainly reporting or describing the current position. Few studies are able to show the impact of regulation or demonstrate a causal link between regulation and its effects. To inform their research and policy agendas health and social care regulators need to commission, interpret and apply the scholarly literature more effectively; academics need to engage with regulators to ensure that their research provides high-quality evidence with practical relevance to the regulators' agendas. Further study is needed to explore how effective academic collaborations between regulators and researchers may be created and sustained.
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Affiliation(s)
- Julie Browne
- Cardiff University, Cardiff Unit for Research and Evaluation in Medical and Dental Education (CUREMeDE), 10/12 Museum Place, Cardiff, CF10 3BG, UK. .,Cardiff University, Cardiff University School of Medicine, Centre for Medical Education, Neuadd Meirionnydd, Heath Park, Cardiff, CF14 4YS, UK.
| | - Alison Bullock
- Cardiff University, Cardiff Unit for Research and Evaluation in Medical and Dental Education (CUREMeDE), 10/12 Museum Place, Cardiff, CF10 3BG, UK
| | - Chiara Poletti
- Cardiff University, Cardiff Unit for Research and Evaluation in Medical and Dental Education (CUREMeDE), 10/12 Museum Place, Cardiff, CF10 3BG, UK
| | - Dorottya Cserző
- Cardiff University, Cardiff Unit for Research and Evaluation in Medical and Dental Education (CUREMeDE), 10/12 Museum Place, Cardiff, CF10 3BG, UK
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Bullock A, Kavadella A, Cowpe J, Barnes E, Quinn B, Murphy D. Tackling the challenge of the impact of continuing education: An evidence synthesis charting a global, cross-professional shift away from counting hours. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:390-397. [PMID: 32056338 DOI: 10.1111/eje.12514] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2019] [Revised: 01/30/2020] [Accepted: 02/04/2020] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Health professionals worldwide are required to maintain their knowledge and skills through continuing education. However, there is limited evidence that the accumulation of hours of educational activity enhances practice. The aim of this study was to review evidence of the impact of continuing professional development (CPD), best educational practice and new models of CPD requirements. METHODS We conducted a rapid evidence synthesis, reviewing literature and websites on continuing education for healthcare and non-healthcare professionals. RESULTS We extracted data from 184 publications. Evidence of changed practice and improved patient care is uncommon in studies of CPD. What evidence there is suggests that activities are more likely to have impact if a combination of methods is used and if they are aligned with learning needs. Impact is also affected by the learner and their work environment. In terms of CPD requirements, we identified three models: input-based; outcomes-based and mixed models. We found a clear shift from quantitative, time-serving, input-models to outcomes-focused models which emphasise the identification of learning needs, selection of educational activity relevant to practice and reflection on practice improvement. Across a range of professions, recently updated CPD regulations no longer require registrants to accumulate CPD hours/points/credits. CONCLUSION Outcomes-based models support registrants' engagement in relevant, meaningful CPD which holds greater potential to positively impact on practice and strengthen patient safety. In funding this study, the UK General Dental Council exemplifies its commitment to reviewing its CPD requirments.
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Affiliation(s)
- Alison Bullock
- School of Social Sciences, Cardiff University, Cardiff, UK
| | - Argyro Kavadella
- Association for Dental Education in Europe, Dublin, Ireland
- Athens University, Athens, Greece
| | - Jonathan Cowpe
- School of Social Sciences, Cardiff University, Cardiff, UK
| | - Emma Barnes
- School of Social Sciences, Cardiff University, Cardiff, UK
| | | | - Denis Murphy
- Association for Dental Education in Europe, Dublin, Ireland
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Van Assche N, Fickl S, Francisco H, Gurzawska K, Milinkovic I, Navarro JM, Torsello F, Thoma DS. Guidelines for development of Implant Dentistry in the next 10 years regarding innovation, education, certification, and associations. Clin Oral Implants Res 2018; 29:568-575. [PMID: 30240052 DOI: 10.1111/clr.13154] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
BACKGROUND During the third Summer Camp of European Association of Osseointegration (EAO), 40 junior representatives from various European societies and associations were brought together to discuss and explore the following topics in Implant Dentistry in the next 10 years: (I) certification, (II) societies and associations, (III) continuing education, and (IV) innovations. AIMS The aims of all working groups were to identify and outline the present situation in the area of the selected topic and to propose improvements and innovations to be implemented in the following 10 years. MATERIALS AND METHODS Four different groups were assigned randomly to one of the four working units. The method to discuss the selected topics was World Cafè. The summaries of four topics were then given to all participants for peer review. RESULTS AND CONCLUSIONS All four groups presented the conclusions and guidelines accordingly: (I) The recognition for Implant Dentistry and accreditation of training programs would lead to an improvement of the quality of care to the benefit of the patients; (II) Dental associations and societies have to continuously improve communication to meet needs of dental students, professionals, and patients (III) European Dental Board should be installed and become responsible for continue dental education; (IV) dental engineering, peri-implant diseases, and digital workflow in dentistry currently have limited tools that do not guarantee predictable results.
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Affiliation(s)
- Nele Van Assche
- Private Practice, Periodontology Including Implant Treatments, Geel, Belgium
| | - Stefan Fickl
- Department of Periodontology, University of Wurzburg, Wurzburg, Germany
| | | | - Katarzyna Gurzawska
- Department of Oral Surgery, Institute of Clinical Sciences, University of Birmingham, Birmingham, UK
| | - Iva Milinkovic
- Department of Periodontology, Belgrade School of Dentistry, Belgrade, Serbia
| | | | | | - Daniel S Thoma
- Center of Dental Medicine, University of Zurich, Zurich, Switzerland
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Wang YH, Zhao Q, Tan Z. Current differences in dental education between Chinese and Western models. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21:e43-e49. [PMID: 27339198 DOI: 10.1111/eje.12216] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/17/2016] [Indexed: 06/06/2023]
Abstract
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.
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Affiliation(s)
- Y H Wang
- Department of Orthodontics, West China School of Stomatology, Sichuan University, Chengdu, China
- State Key Laboratory of Oral Diseases, Sichuan University, Chengdu, China
| | - Q Zhao
- Department of Orthodontics, West China School of Stomatology, Sichuan University, Chengdu, China
- State Key Laboratory of Oral Diseases, Sichuan University, Chengdu, China
| | - Z Tan
- State Key Laboratory of Oral Diseases, Sichuan University, Chengdu, China
- Oral Implant Centre, West China School of Stomatology, Sichuan University, Chengdu, China
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Nayak PP, Rao NS, Ali AKS, Thadeethra MJ. Keeping up with Dental Literature: A Study on Continuing Professional Development among Dental Practitioners in Hubli-Dharwad, India. J Clin Diagn Res 2017; 11:ZC27-ZC30. [PMID: 28571256 DOI: 10.7860/jcdr/2017/24256.9659] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2016] [Accepted: 01/04/2017] [Indexed: 11/24/2022]
Abstract
INTRODUCTION Continuing Professional Development (CPD) refers to skills and knowledge attained for both personal development and career advancement. In India, very few studies have been documented to discover the patterns of information update by dental practitioners. AIM To discover the educational tools that dentists of Hubli - Dharwad, Karnataka, India, prefer for updating their knowledge on new therapeutic methods and to assess the perceived usefulness of these CPD activities. MATERIALS AND METHODS Face to face interview was carried out using questionnaire comprising questions on various CPD activities among all the practicing dentists. Pearson's chi-square test was used to evaluate any association between the frequency of information update and perceived usefulness with gender, qualification, practice types and academic attachments. RESULTS Out of 112 practicing dentists in Hubli-Dharwad, 104 consented for the study. Mean age group of the study population was 32.3±7.56 (SD) years. Discussion with colleagues and discussion with medical sales representatives were the most frequently utilized information sources. On the other hand, attending dental fairs was found to be the most rarely utilized method of information access. Discussion with colleagues, reading textbooks and accessing internet were rated as most useful CPD activities and discussion with sales representatives and attending dental fairs were rated as least useful CPD activities. CONCLUSION Both conventional methods of information sources like discussions with colleagues and textbook reading as well as contemporary information sources like accessing internet were the preferred methods of information update by dental practitioners of Hubli-Dharwad.
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Affiliation(s)
- Prajna Pramod Nayak
- Senior Lecturer, Department of Public Health Dentistry, Manipal College of Dental Sciences, Manipal University, Manipal, Karnataka, India
| | - Nandita Subba Rao
- Assistant Professor, Department of Public Health Dentistry, A J Institute of Dental Sciences, Mangalore, Karnataka, India
| | - Anzil K S Ali
- Assistant Professor, Department of Public Health Dentistry, St. Gregorios Dental College, Ernakulum, Kerala, India
| | - Mathews Jude Thadeethra
- Senior Lecturer, Department of Public Health Dentistry, Rajas Dental College, Kavalkinaru, Tirunelveli, Tamil Nadu, India
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Mack HG, Sandhu SS, Filipe HP. Developing educators for continuing professional development. CANADIAN JOURNAL OF OPHTHALMOLOGY 2016; 51:196-200. [PMID: 27316269 DOI: 10.1016/j.jcjo.2016.03.008] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2015] [Revised: 02/27/2016] [Accepted: 03/12/2016] [Indexed: 10/21/2022]
Abstract
Continuing professional development (CPD) is part of the medical education continuum, has been shown to produce improved physician practice and good patient outcomes, and is increasingly required for revalidation of medical licensure. CPD can be considered a discipline in its own right but is the least formally organized stage in medical education. CPD educators play a central role, but there has been remarkably little published work specifically describing CPD educators. This narrative review, using ophthalmology as exemplar medical specialty, describes trends affecting CPD educators and their sources, attributes, and development needs, mainly extrapolated from information regarding other medical educators in the medical education continuum spectrum. Future research needs are discussed.
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Suomalainen K, Karaharju-Suvanto T, Bailey S, Bullock A, Cowpe J, Barnes E, Thomas H, Thomas R, Kavadella A, Kossioni A, Kersten H, Povel E, Giles M, Walmsley D, Soboleva U, Liepa A, Akota I. Guidelines for the organisation of continuing professional development activities for the European dentist. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17 Suppl 1:29-37. [PMID: 23581737 DOI: 10.1111/eje.12021] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/30/2012] [Indexed: 06/02/2023]
Abstract
AIM Free movement of dental professionals across the European Union calls for more uniform continuing education in dentistry to ensure up-to-date, high-quality patient care and patient safety. This article provides guidelines for the management and delivery of high-quality continuing professional development (CPD) by European dental schools and other CPD providers. METHOD The guidelines are based on an extensive literature inventory, a survey of existing practices (both available as separate publications), discussions during meetings of the Association for Dental Education in Europe in 2011 and 2012 and debate amongst the members of the DentCPD project team representing six dental schools. RESULTS On the basis of the literature review, survey and discussions, we recommend that (i) every dentist should be given the opportunity for CPD, (ii) providers should be quality-approved and impartial, (iii) educators should be approved, impartial, suitably trained, and with educational expertise, (iv) the mode of CPD delivery should suit the educational activity, with clear learning objectives or outcomes, (v) effort should be made to assess the learning, (vi) participant feedback should be collected and analysed to inform future developments and (vii) uniform use of the pan-European system of learning credit points (ECTS) should be implemented. CONCLUSION Implementation of these guidelines should make dental CPD more transparent to all relevant parties and facilitate the transferability of earned credits across the European Union. It will also enable better quality control within dentistry, resulting in enhanced dental care and ultimately the improvement in patient safety.
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Affiliation(s)
- K Suomalainen
- Institute of Dentistry, University of Helsinki, Helsinki, Finland.
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Kavadella A, Kossioni AE, Tsiklakis K, Cowpe J, Bullock A, Barnes E, Bailey S, Thomas H, Thomas R, Karaharju-Suvanto T, Suomalainen K, Kersten H, Povel E, Giles M, Walmsley D, Soboleva U, Liepa A, Akota I. Recommendations for the development of e-modules for the continuing professional development of European dentists. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17 Suppl 1:45-54. [PMID: 23581739 DOI: 10.1111/eje.12039] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/14/2013] [Indexed: 06/02/2023]
Abstract
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.
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Affiliation(s)
- A Kavadella
- School of Dentistry, The National and Kapodistrian University of Athens, Athens, Greece.
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