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Results for “EDUCATION, DENTAL, POSTGRADUATE”

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PubMed2005

Higher professional education: self and professional development--the London experience.

In England, general practice vocational training schemes (GP VTS) have traditionally lasted for three years. Many commentators have suggested that such a short period of structured training is inadequate to prepare GPs for the variety of experiences and challenges that they encounter within the first years of their practice. The education of GPs in all regions of England is administered by the local Deanery whose task is to commission postgraduate medical and dental education and to implement national policies on postgraduate dental and medical education. Deaneries have developed higher professional education (HPE) programmes to address further training needs for newly qualified GPs. This report is the first of a series evaluating the experience of HPE participants in the London area and focuses on the area of self and professional development.

Adult↗
PubMed1965

POSTGRADUATE PROGRAM.

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Education, Dental, Graduate↗
PubMed2005

The role of postgraduate dental deans.

Postgraduate Dental Deans commission and manage the delivery of postgraduate dental and medical education and training for dental practitioners. They are charged with developing and quality assuring opportunities for trainees in primary and secondary care so that they can reach their full potential, and must work with local organisations to ensure that sufficient training places are available to meet the future needs of the NHS. Postgraduate dental deans influence training opportunities and standards in NHS Trusts as well as dental vocational training practices. They also play a role in developing national policies on postgraduate dental education and implement new initiatives. Their roles cover modernising dental careers, national and international recruitment and retention in primary and secondary care. They are involved in leading the development of the dental workforce, including professions complementary to dentistry as well as managing the provision and quality assurance of CPD for general practitioners. They also provide support for doctors and dentists facing difficult situations.

Administrative Personnel↗
PubMed2005

Knowledge of oral cancer risk factors and diagnostic concepts among North Carolina dentists. Implications for diagnosis and referral.

BACKGROUND: Dentists play a critical role in the early detection of oral and pharyngeal cancer (OPC). The authors administered a survey that assessed the level of knowledge among dentists regarding risk factors and diagnostic concepts. METHODS: In 2002, the authors mailed a 38-item, pretested survey to a random sample of 1,115 licensed dentists practicing in North Carolina. Three-level (low, medium, high) composite index scores for knowledge of risk factors and diagnostic concepts were created using previously developed scales. The authors formulated multivariable models for risk factor and diagnostic knowledge indexes. RESULTS: Of the 584 respondents, only 181 (31 percent) had consistent medium-to-high levels of knowledge on both highly correlated indexes. Dentists who had higher risk factor and diagnostic knowledge scores were significantly (P < .05) more likely to have heard of one or more diagnostic aids (odds ratio [OR], 2.7), to have graduated from dental school within the previous 20 years (OR, 1.8) and to have performed biopsies or referred five or more patients with suspicious lesions per year (OR, 1.7 and 1.5, respectively) than were less-knowledgeable respondents. CONCLUSIONS: More education is needed in dental schools, postgraduate programs and continuing education programs to enhance dental professionals' knowledge of OPC risk factors and diagnostic concepts. Such programs should include information about adjunctive diagnostic aids. PRACTICE IMPLICATIONS: Greater knowledge of risk factors and diagnostic concepts may result in more frequent patient referrals, biopsy procedures or both, thus aiding in the early diagnosis and treatment of patients with OPC.

Analysis of Variance↗
PubMed2004

General dentists' perceptions of educational and treatment issues affecting access to care for children with special health care needs.

This study analyzed a data subset of a national survey of general dentists conducted in 2001 to determine their overall care of children with special health care needs (CSHCN). In the survey, dentists were asked to respond to questions in the following areas: did they provide care for CSHCN (children with cerebral palsy, mental retardation, and those who are medically compromised); what were their perceptions of the training they received in dental school related to CSHCN; what was their interest in additional training for CSHCN; and what factors influenced their willingness to provide care for CSHCN? Only about 10 percent see CSHCN often or very often, and only one in four respondents had hands-on experience with these patients in dental school. Postgraduate education in general practice or advanced general dentistry residency had no effect on willingness to care for CSHCN. Older dentists, those accepting Medicaid for all children, and those practicing in small communities were more likely to see CSHCN. Dentists willing to see CSHCN also were more likely to perform procedures associated with special needs and underserved child populations including pharmacologic management and stainless steel crowns. Dentists with hands-on educational experiences in dental schools with CSHCN were less likely to consider such factors as level of disability and patient behavior as obstacles to care and were more likely to desire additional education in care of CSHCN.

Adolescent↗