PubMed · 1065704
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J W Stone. 1976. Editorial.. https://pubmed.ncbi.nlm.nih.gov/1065704/
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Although Section 63 courses for general dental practitioners in the NHS have been running for many years, there seems to be poor understanding of what 'Section 63' means and how it operates. To some extent this is because of the changes which have taken place since it was introduced and the tremendous expansion in postgraduate dental education (and its objectives) in recent years. The introduction of other 'approved' courses and postgraduate education allowances have created further uncertainties. This paper gives an overview of Section 63, the source of the funds, how they are allocated, how they may be used and who is eligible, and outlines details of other 'approved' courses and the various allowances which GDPs can claim in relation to these different categories of courses.
Prognoses show that Norwegian medical research will experience a recruitment crisis at the end of this century and approaching the year 2010. Two different prognostic models have been used to estimate the demand for recruitment. The first is based on no growth in the number of research personnel, while the second is based upon a 2% annual growth in personnel. This latter alternative shows that there may be a great demand for research trainee positions within the medical sciences in the higher education sector, especially from the mid 1990s. Today (1991) we have around 550 research trainees. By the year 2000 there will be an additional demand for 100 recruitment positions, and a further 300 positions by the year 2010. In the no growth alternative, the future demand will be lower than the 1991 level for the period 1992 to 2010. For various reasons it will be difficult to fill the demand for research personnel. First, it is necessary to consider the public education policy: From 1981 until today the number of students studying medicine and dentistry has declined. This means that a larger proportion of students must be recruited to research if today's level of medical research education is to be maintained or increased. Second, which disciplines should do medical research? Today many research trainees in medicine are not doctors, and will not be able to fill future research positions at clinics. These are some of the results of a recent study on recruitment to Norwegian medical research, carried out by the Institute for Studies in Research and Higher Education.
This paper describes the development of a printed distance learning programme by a coordinated team approach. The programme has two components, a resource book and three patient management problem leaflets or challenges and is designed to update general dental practitioners on the management of fissure caries. It includes strategies to meet the educational needs of three groups of general dental practitioners with different educational requirements. It is concluded that the approach described meets the CRISIS criteria for effective continuing education and offers a useful approach to distance learning in dentistry.