Identification of the perceived ongoing Continuing Professional Development needs of six dentists at the end of Dental Foundation Training with Health Education Kent Surrey and Sussex

Alina Grossman, Debbie Reed

Abstract


Aim: This project aimed to identify the ongoing Continuing Professional Development (CPD) needs of six dentists at the end of Dental Foundation Training (DFT) with Health Education Kent, Surrey and Sussex (HEKSS), in relation to the gap between self-perceived and optimum competence levels across a range of learning areas in the DFT curriculum. Method: Qualitative Case Study methodology was used. Six dentists were interviewed by the investigator using Repertory Grid based semi-structured interviews. Data was analysed by thematic analysis. Results: Dentists perceived that CPD activities were required to develop knowledge, skill, attitudes and behaviour. Other supportive CPD activities were perceived to aid this development. Individual circumstances were perceived to either facilitate or impede opportunities for development. Conclusion: A range of CPD activities are required at the end of DFT, including passive learning activities, practical experience, practical courses, exposure to a range of patients, and support and guidance from colleagues. Individual circumstances may be barriers to, or opportunities for, securing such CPD activities.


Keywords


Dental, CPD, DFT Curriculum, Case Study

Full Text:

PDF

References


Kelly, G.A. (1955) The psychology of personal constructs. Volume one: theory and personality. London: Routledge.

Firmstone, V.R., Elley, K.M., Skrybant, M.T., Fry-Smith, A., Bayliss, S. and Torgerson, C.J. (2013) Systematic review of the effectiveness of continuing dental professional development on learning behavior or patient outcomes. Journal of Dental Education. 77(3): 300-315.

General Dental Council (2013) Continuing Professional Development. London: General Dental Council.

Committee of Postgraduate Dental Deans and Directors UK (2015) Dental Foundation Training Curriculum. [Online] Available from: https://heeoe.hee.nhs.uk/sites/default/files/docustore/dft_curriculum_printable.pdf [Accessed December 2017].

Palmer, N.O.A., Kirton, J.A. and Speechley, D. (2016) An investigation of the clinical experiences of dentists within the national dental foundation training programme. British Dental Journal. 221(6): 323-328.

Advisory Board for Foundation Training in Dentistry and Joint Committee for Postgraduate Training in Dentistry (2016) National survey of dental foundation training 2016. Summary report. London: Faculty of Dental Surgery of the Royal College of Surgeons of England.

Bartlett, D.W., Coward, P.Y., Wilson, R., Goodsman, D. and Darby, J. (2001) Vocational training: Experiences and perceptions of vocational training reported by the 1999 cohort of vocational dental practitioners and their trainers in England and Wales. British Dental Journal. 191(5): 265-270.

Griscti, O. and Jacano, J. (2006) Effectiveness of continuing education programmes in nursing: literature review. Journal of Advanced Nursing. 55(4): 449–456.

Kolb, D. and Fry, R. (1975) ‘Towards an applied theory of experiential learning’ in Cooper CL (ed.) Theories of group processes. London: John Wiley.

Barnes, E., Bullock, A.D., Bailey, S.E., Cowpe, J.G. and Karaharju-Suvanto, T. (2013) A review of continuing professional development for dentists in Europe. European Journal of Dental Education. 17(Suppl. 1): 5-17.

Eaton K, Brookes J, Patel R, Batchelor P, Merali F, Narain A (2011). The impact of continuing professional development in dentistry: a literature review. Report to the General Dental Council. London: General Dental Council.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Advanced Journal of Professional Practice