Tackling the challenge of the impact of continuing education: An evidence synthesis charting a global, cross-professional shift away from counting hours

Why the General Dental Council should incorporate informal learning into continuing professional development

Continuing professional development (CPD) is essential for maintaining competence and ensuring high standards in the dental profession. The General Dental Council (GDC) in the UK currently emphasises formal learning within its CPD framework. However, this article argues that informal learning - particularly through hybrid social learning networks - plays a vital role in the ongoing professional development of dental practitioners. Drawing on key studies, including Stanfield (2024), Bullock et al. (2023) and Cowpe et al. (2019), as well as the work of Evans (2019) and Greenhow and Lewin (2016), this article explores the significance of informal learning and how it complements formal CPD.Informal learning, driven by peer-to-peer interaction, online networks and reflective practice, allows dental professionals to acquire real-time, context-specific knowledge, bridging the gap between theoretical learning and clinical application. This form of learning promotes lifelong professional growth and helps practitioners remain agile in adapting to technological advances. Moreover, informal learning is cost-effective and accessible, offering a practical solution for overcoming barriers to traditional CPD, such as time and financial constraints.Recognising informal learning within the GDC's CPD framework would create a more flexible, inclusive and effective system of professional development. Recommendations include incorporating reflective practice, developing mechanisms to validate informal learning and promoting the use of digital platforms for CPD.By acknowledging the value of informal learning, the GDC can ensure that dental professionals are not merely complying with CPD requirements but are actively engaged in a continuous process of improvement, better prepared to meet the evolving demands of the profession.

Continuing Professional Development (CPD) and Vocational Education and Training (VET) in Periodontology and Implant Dentistry

AIM

To (i) evaluate structured postgraduate part-time programs in periodontology, including those addressing peri-implant diseases, among members of the European Federation of Periodontology (EFP), (ii) the impact of the 2018 classification scheme and EFP clinical practice guidelines and (iii) propose a framework for periodontal vocational education and training.

MATERIALS AND METHODS

A summary of relevant European guidelines for vocational education and training was compiled. In a survey and in a systematic review, current part-time programs in continuing professional education in periodontology as well as in prevention and management of peri-implant diseases were examined. The implementation and dissemination of the 2018 classification scheme and the EFP clinical practice guidelines were assessed by literature analysis. Based on these findings, a framework for periodontal vocational education and training was generated.

RESULTS

Part-time programs for professional development in periodontology are established in nine EFP member countries. The systematic review identified lack of knowledge in prevention and management of peri-implant diseases among dental practitioners and hygienists. Continuing professional development was found to be important for education in prevention, classification and management of periodontal as well as peri-implant diseases. The proposed European framework consists of an escalator model with three levels (certificate, diploma and master).

DISCUSSION

Considering the identified variation in the national programs, there is a need to improve education in periodontal and peri-implant diseases. The proposed framework will help harmonize the national structures.

CONCLUSION

The proposed framework for part-time professional development is expected to enhance professional qualification.

Tacit knowledge and the role of the dental educator

INTRODUCTION

This article seeks to explore tacit knowledge in the context of the practice and the role of a dental educator in a workplace learning environment.

MATERIAL AND METHODS

The key theoretical ideologies which underpin the definition of tacit knowledge have been outlined and practical examples to enable conceptualisation. The role tacit knowledge plays in procedural knowledge, performance of a skill and diagnosis and decision-making has been explained in further detail. Approaches to maximise the educational output of learning opportunities by using tacit knowledge and how an awareness of tacit knowledge can complement reflection have been considered.

RESULTS

It is acknowledged that workplace learning is of mutual benefit to the dental educator, trainee and clinical team and that the development of the educator to make tacit knowledge explicit, can be achieved through peer observation, amongst other methods.

CONCLUSION

Tacit knowledge is a key element underpinning learning in the workplace; the use of this knowledge can be applied in an advantageous manner, from both an educational and a personal developmental perspective.

Unravelling the impact of dental workforce training and education programmes on policy evolution: a mixed-method study protocol

BACKGROUND

The dental workforce plays a crucial role in delivering quality oral healthcare services, requiring continuous training and education to meet evolving professional demands. Understanding the impact of dental workforce training and education programmes on policy evolution is essential for refining existing policies, implementing evidence-based reforms and ensuring the growth of the dental profession. Therefore, this study protocol aims to assess the influence of dental workforce training and education programmes on policy evolution in Malaysia.

METHODS

A mixed-method research design will be employed, combining quantitative surveys and qualitative interviews. Stakeholder theory and policy change models will form the theoretical framework of the study. Participants from various stakeholder groups will be recruited using purposive sampling. Data collection will involve surveys and one-on-one semi-structured interviews. Descriptive statistics, inferential analysis and thematic analysis will be used to analyse the data. Integration of quantitative and qualitative data will be used to provide a comprehensive understanding of the data.

DISCUSSION

This study will shed light on factors influencing policy decisions related to dental education and workforce development in Malaysia. The findings will inform evidence-based decision-making, guide the enhancement of dental education programmes and improve the quality of oral healthcare services. Challenges related to participant recruitment and data collection should be considered, and the study's unique contribution to the existing body of knowledge in the Malaysian context will be discussed.

O-Health-Edu: A vision for oral health professional education in Europe

This consensus paper reports on the process of developing a renewed vision for Oral Health Professional (OHP) education across Europe, and forms part of a larger EU-funded collaborative Erasmus+ project, "O-Health-Edu." The vision aligns with the World Health Organisation milestones (2016) and resolutions (2021), and EU4Health programme (2020) objectives - and projects 20 years into the future, to 2040. This longitudinal vision takes a multi-stakeholder perspective to deliver OHP education that acts in the best interests of both students and patients, and sits within the context of a wider strategy for general health. Included, it is an infographic to help communicate the vision to various stakeholders of OHP education.

Best Practices in Maternal and Child Health from the Perspective of Healthcare Professionals

Objective: To understand healthcare professionals’ perception of best practices in maternal and child health. Materials and methods: This qualitative exploratory-descriptive study was conducted between December 2020 and March 2021. The study corpus consisted of 23 healthcare professionals from southern Brazil. Data were collected using a semi-structured script and coded based on Minayo’s thematic content analysis proposed. Results: Data analysis enabled the delimitation of two thematic categories: “best practices in maternal and child health: from idealization to accomplishment” and “strategies to qualify the maternal and child healthcare network.” Conclusions: Healthcare professionals recognize the relevance of best practices in maternal and child health, although this process must be expanded and consolidated. Continuing education, hospitality, ambiance, improved access, and the professional-user connection stand out among the qualifying strategies.

Challenges and opportunities of online education in dentistry post-COVID-19

Identifies the main tenets of learner-centred education.

Identifies different modes of delivering educational content.

Considers the boundary between formal and informal learning.

Reconceptualising dentist learning-A commentary

Professional bodies and organisations increasingly require health care professionals, including dentists, to account for their learning as part of mandatory continuing professional development (CPD) requirements. In recent years, there has been a shift from an input-based model to an outcome- based model in order to respond to the needs of dental professionals. In this commentary, we aim to explore the learning assumptions inscribed in these models for CPD. Drawing on one of the authors' dental work experiences and contemporary professional learning literature, we hope to incite discussions on widening our perspectives about dentists' professional learning and the implications for CPD.