PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “EDUCATION, DENTAL, POSTGRADUATE”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 19 recordsLinked to original sources
PubMed2002

Recommendations for improving the assessment of postgraduate dental education.

This paper makes recommendations for the improvement of assessment in postgraduate dental education. The recommendations are based on a twelve-month study conducted in 1998/99 which evaluated the strengths and weaknesses of the existing assessment systems. Evidence was taken from examination syllabi, assessments and records. Semi-structured interviews were conducted with representatives from national bodies and with trainers and trainees in the West Midlands. Strengths in parts of the system include: commitment and professional experience; commissioned work; opportunity to share experience; a monitoring framework; procedures for maintaining standards and examples of broadbased assessments. Weaknesses include: lack of assessment of quality; existence of some forms of unregulated assessment; lack of transparency and lack of clarity between training and assessment. Development is recommended in three broad areas: a competence-based model of assessment; distinguishing assessment from the analysis of educational needs and quality assurance. The introduction of a competence-based model is the most significant and is addressed in some detail. Specific proposals for consideration by national regulatory bodies and education providers include: strengthening the management of assessment; national leadership in the development of a competence model of assessment; widening the assessment base; clearer criteria for inspection; revisions to how vocational training, HO/SHO training and general professional training are assessed and training for trainers.

Competency-Based Education↗
PubMed2004

Mentoring and personal development planning in postgraduate dental education: a review.

Mentoring and Personal Development Plans (PDPs) are educational tools that have been piloted in postgraduate medical education in recent years. Along with another educational tool, performance appraisal, they have been introduced nationally as part of the recent General Medical Practitioner contract of April 2003. In the light of the compulsory Continuing Professional Development and Lifelong Learning Schemes introduced recently by the General Dental Council for all dentists, mentoring and PDPs will surely have important roles to play in postgraduate dental education in the future. This article reviews the roles that mentoring and PDPs have played in postgraduate education recently.

Clinical Competence↗
PubMed2001

Assessment in postgraduate dental education: an evaluation of strengths and weaknesses.

UNLABELLED: This paper describes a study designed to evaluate assessment in postgraduate dental education in England, identifying strengths and weaknesses and focusing specifically on its relevance, consistency and cost-effectiveness. METHODS: A four-phase qualitative method was used: a mapping of current career paths, assessment policy, and issues (phase 1); more detailed studies of the practice of assessment for a range of courses, and the systemic/management perspective of assessment (i.e. quality assurance) (phases 2 and 3), and analysis and reporting (phase 4). Data were analysed from documents, interviews, group consultations and observations. RESULTS AND DISCUSSION: Five key issues may be distilled from the findings: (i) lack of formal assessment of general professional training; (ii) trainer variation in assessment; (iii) the extent to which assessments are appropriate indicators of later success; (iv) the relationship between assessment and patient care, and (v) data to assess the costs of assessment. CONCLUSION: Current assessment procedures might be improved if consideration is given to: assessment which supports an integrated period of general professional training; training for trainers and inspection procedures to address variation; more authentic assessments, based directly on clinical work and grading cases and posts, and better data on allocation of resources, in particular clinicians' time given to assessment.

Cost-Benefit Analysis↗
PubMed1998

Audit activity and uptake of postgraduate dental education among general dental practitioners in Yorkshire.

The aim of this study was to assess the involvement of general dental practitioners in Yorkshire in clinical audit activity and in postgraduate dental education and to compare the results with those of a previous survey undertaken in 1989. There is a need to find ways of encouraging all general dental practitioners to become actively involved in continuing professional development and in improving the quality of general dental practice through the use of clinical audit.

Adult↗
PubMed2001

A study of videoconferencing for postgraduate continuing education in dentistry in the UK--the teachers' view.

Videoconferencing is an established method for providing medical education over long distances. Our aims were to assess the feasibility of videoconferencing in dental postgraduate education, to evaluate its practicability, teacher satisfaction and evaluate equipment. Twenty-seven teachers from the 4 London Dental Schools provided 41 postgraduate dental education sessions on a range of topics to regional postgraduate centres and dental practices as part of the Thames Health Region's programme. Videoconferencing was carried out using a relatively inexpensive personal computer system link using ISDN2 telephone lines and Z350 protocol. Presenter views and assessment were obtained by questionnaire, interview and videotape. Teachers felt that minimal additional preparation time was required for videoconferencing and 21/27 preferred it to in-person teaching, most noting the saving in travel time. Only 3 of the teachers were dissatisfied with their ability to communicate, 4 were equivocal and 20 were either pleased or very pleased. The teachers largely enjoyed the experience and performed well in the new medium. However, sound quality proved inadequate in 5/41 links and most sessions included some periods of suboptimal sound. Only 4 teachers were satisfied with their ability to perform question and answer interaction with the audience. We conclude that experienced teachers adapt readily to videoconferencing and learn to communicate effectively very quickly. Teachers were positive about the medium despite its shortcomings and improvements in sound quality would allow a rapid expansion of postgraduate dental education by videoconference.

Attitude of Health Personnel↗
PubMed2006

Flexible learning: the future of postgraduate dental education.

Although mandatory CPD has long meant that dentists have had to keep their skills up to date, a growing number of GDPs are now also undertaking further postgraduate training such as diplomas and masters degrees. This article outlines the increasing range of options available to those wishing to develop their skills further.

Education, Dental, Graduate↗
PubMedDate not supplied

Postgraduate dental education and the 'new' graduate.

It is notoriously difficult to evaluate educational initiatives. Nevertheless, with the introduction of mandatory vocational training, it seems curious that there has been no formal, structured assessment of whether dental vocational training is perceived as having fulfilled its aims. Nor is there information on how participation in continuing dental education relates to feelings of competence or confidence in clinical practice. This paper reports on the experience of two cohorts of 'new' dental graduates from Scotland and provides evidence to inform the debate on vocational training, general professional training and recertification for the dental profession.

Adult↗
PubMed2005

Delivery of postgraduate dental education to meet the needs of general dental practice --a case study.

In order for dental practices to gain the maximum benefit from an educational opportunity such as a course or workshop, it is important that the training received meets the needs of these practices and is delivered appropriately. This paper provides an account of an educational initiative undertaken within the Eastern deanery in 2003 and 2004, 'Essex Promoting Infection Control' (EPIC), which set out to establish training needs in infection control within general dental practices across Essex and then to design and deliver learning events to meet these needs.

Dental Staff↗