The Use of Picture Cards to Elicit Postgraduate Dental Student Feedback

Dental Teacher Feedback and Student Learning: A Qualitative Study

INTRODUCTION

Feedback is essential to improve student learning and motivation and to encourage curriculum development by teachers. This study looked at feedback to and from dental students from a qualitative perspective.

METHODS

Dental teachers were recruited exclusively to this study from the membership of the Association for Dental Education in Europe (ADEE). Delegates from each of the four annual ADEE conferences were invited to attend focus groups to discuss aspects of feedback. Focus groups established an individual theme for the respective conferences: (i) the role of the teacher in delivering feedback; (ii) feedback from the students' perspective; (iii) changes to feedback due to the COVID-19 pandemic; and (iv) integrating feedback with assessments.

RESULTS

Qualitative data collected from the conference delegates were diverse and thought provoking. Delegates reported different styles of feedback varying from individual, personal feedback to no feedback at all. An enforced and mostly positive adaptation to online delivery during the COVID-19 pandemic was reported. A partial return to pre-pandemic practices was described.

CONCLUSIONS

Feedback is well recognized by students and teachers as contributing to learning. A universal approach to delivering feedback as part of the student learning process can be challenging due to a multitude of variables. Many aspects of changes in dental education, teaching, and feedback practices adopted as a result of the COVID-19 pandemic have been retained post-pandemic, thereby accelerating the anticipated progression to online teaching.

Developing New Methods for Person-Centred Approaches to Adjudicate Context-Mechanism-Outcome Configurations in Realist Evaluation

Realist evaluation provides a general method of evaluating the application of interventions including policy, legislation, projects, and new processes in social settings such as law enforcement, healthcare and education. Realist evaluation focuses on what about interventions works, for whom, and in what circumstances, and there is a growing body of work using realist evaluation to analyse interventions in healthcare organizations, including those using Lean Six Sigma improvement methodologies. Whilst realist evaluation facilitates the analysis of interventions using both qualitative and quantitative research, there is little guidance given on methods of data collection and analysis. The purpose of this study is to address this lack of guidance through detailing the use of innovative person-centred methods of data collection and analysis in a realist evaluation that enabled us to understand the contribution of Lean Six Sigma to person-centred care and cultures. This use of person-centred principles in the adjudication of identified program theories has informed novel methods of collecting and analysing data in realist evaluation that facilitate a person-centred approach to working with research participants and a way of making the implicit explicit when adjudicating program theory.

Factors influencing dental trainees' choice of training programme and working patterns: a mixed-methods study

Aims To assess the training programme and future career choices of newly qualified dental trainees.Methods Mixed-methods study combining a national questionnaire with focus groups administered to dental foundation trainees (DFTs) in England. Two regions chose not to participate; therefore, the questionnaire was sent to 588 DFTs and 226 (38.4%) responded. Forty-one DFTs participated in six regional focus groups.Results Location was the primary factor when choosing a training post, with 86% wanting to live and work near friends and family. Other influencers included affordability, availability of good training facilities and transport links, and proximity to their dental school. Focus group data found that perceived higher-quality training schemes were chosen over location in some circumstances. Most trainees wanted a career as an associate (67%) rather than a practice partner (32%) or owner (27%). Thirty-one percent aimed to practise on a private basis and 40% wanted to remain within the NHS. Women were significantly more likely than men to consider part-time working patterns (X²(2) = 9.761, p = 0.002). Part-time working was attractive as many found full-time clinical dentistry too stressful.Conclusions Geographical location is the key influencer on where dentists want to work and consideration needs to be given to interventions to address geographical disparities in graduate destinations. The strong desire to work part-time raises concerns about current workforce planning.