Readiness for Teledentistry: Validation of a Tool for Oral Health Professionals.

We validated a survey tool to test the readiness of oral health professionals for teledentistry (TD). The survey tool, the University of Calgary Health Telematics Unit's Practitioner Readiness Assessment Tool (PRAT) gathered information about the participants' beliefs, attitudes and readiness for TD before and after a teledentistry training program developed for a rural state in the Mid-Western United States. Ninety-three dental students, oral health and other health professionals participated in the TD training program and responded to the survey. Wilcoxon signed rank test was used to assess statistical differences in the change in the readiness rating before and after the training. Principal Components Analysis identified a three factor structure for the PRAT tool: Attitudes/ Attributes of Personnel; Motivation to Change and Institutional Resources. Overall, the evaluation demonstrated a positive change in all trainees' attitudes following the training sessions, with the majority of trainees acknowledging a positive impact of the training on their readiness for teledentistry.

Implant dentistry in postgraduate university education. Present conditions, potential, limitations and future trends.

INTRODUCTION: In recent years, opportunities for postgraduate university education in implant dentistry have increased significantly, with an increase in both the number but also the complexity of available postgraduate programmes. However, there appears to be a lack of standards directing the learning outcomes of such programmes. METHODS: A scientific literature search was conducted for publications reporting on university programmes within implant dentistry, including description of programmes and evaluation of learning outcomes. A separate Internet search was conducted to collect information on existing university programmes as presented on university websites. RESULTS: Implant dentistry has reached a critical mass of an independent, multidisciplinary and vibrant domain of science, which combines knowledge and discovery from many clinical and basic sciences. Many university programmes conclude with a master's or equivalent degree, but there appears to be a great diversity with regard to duration and learning objectives, as well as targeted skills and competences. The importance of implant dentistry has also increased within established specialist training programmes. There was little indication, however, that the comprehensive aspects of implant dentistry are present in all specialist training programmes where implants are being covered. CONCLUSIONS: Although universities should maintain the options of designing academic programmes as they best see fit, it is imperative for them to introduce some form of transparent and comparable criteria, which will allow the profession and the public to relate the degree and academic credentials to the actual skills and competences of the degree holder. With regard to established specialist training programmes, the interdisciplinary and comprehensive nature of implant dentistry needs to be emphasised, covering both surgical and restorative aspects. Finally, implant dentistry is not, at present, a dental specialty. The profession has not reached a consensus as to whether the introduction of a new recognised specialist field is either necessary or desired.

Continuing professional development in implant dentistry in Europe.

INTRODUCTION: Training for dental practitioners in implant dentistry ranges from 1- or 2-day short Continuing Professional Development (CPD) courses to certificate/diploma programmes run by universities. In general, the teaching of implant dentistry in Europe lacks structure and standardisation. This paper aims to: (i) identify the current trends in CPD in implant dentistry in Europe; (ii) identify potential and limitations with regards to the design and implementation of CPD activities in implant dentistry; (iii) provide recommendations on the future structure and development of CPD activities in implant dentistry. METHODS: A search of the literature was undertaken in PubMed for manuscripts published in English after 2000 reporting on CPD in dentistry and in implant dentistry in particular. In addition, an electronic survey was conducted, investigating the attitudes towards CPD among a wide group of stakeholders in implant dentistry education. CONCLUSIONS: There is a wide diversity of educational pathways towards achieving competences in implant dentistry through CPD. At present, there is a need for improving the CPD structures in implant dentistry, strengthening the quality assurance and encouraging standardisation and transparency of the learning outcomes. Development of a structured CPD system with clearly defined educational objectives mapped against specific levels of competence is recommended.

Developing implant dentistry education in Europe: the continuum from undergraduate to postgraduate education and continuing professional development.

INTRODUCTION: Implant dentistry is a treatment modality which has mainstream clinical practice of comprehensive care, which however is not adequately represented in the undergraduate dental curricula. A consensus workshop organised by ADEE in 2008, set the benchmarks for the knowledge and competences a modern dental practitioner must possess with regard to implant dentistry, as well as defined undergraduate and postgraduate pathways for the acquisition of these competences. Today, 5 years later, there exist several challenges for the implementation of these benchmarks in both undergraduate curricula but also post-graduation educational pathways. METHODS: A consensus workshop was organised by ADEE, bringing together 48 opinion leaders, including academic teachers of all disciplines related to implant dentistry, specialists, representatives of relevant scientific and professional associations, as well as industry delegates. The objectives of the workshop were to evaluate the existing scientific literature, reported experience and best practices in order to identify potential and limitations for the implementation of implant dentistry in the undergraduate curriculum, as well produce recommendations for the optimal educational structures for postgraduate programmes and continuing professional development. RESULTS: The scientific committee conducted two European-wide questionnaire surveys to better document the current state of education in implant dentistry. Upon completion of the surveys, reviewers were appointed to produce three scientific review papers, identifying current achievements and future challenges. Finally, during the 3 days of the workshop, all the evidence was reviewed and the main conclusions and recommendations that were adopted by all participants are reported in the present Consensus Paper. CONCLUSIONS: Implementation of implant dentistry in the undergraduate curriculum has improved significantly, but still lags behind the benchmarks set in 2008 and the diversity between institutions remains big. At the post-graduation level, there is currently a wide diversity of courses and pathways towards competences related to implant dentistry and there is at present a great need for quality assurance, as well as standardisation and transparency of the learning outcomes.

[German dental and postgraduate education in the European context]. / Zahnärztliche Aus- und Weiterbildung im europäischen Kontext.

The dental curriculum in Germany is still based on a concept from 1955 with some revisions in certain aspects. All groups involved are interested in a new and more current version. In doing this, the compatibility with European concepts should be a main goal. The Association for Dental Education in Europe (ADEE), to which about 160 of the 200 European dental education associations are members, is in charge of coordinating projects to create a network of European universities, which intends to harmonize higher education in Europe and to create a core curriculum for the dentistry program. Based on a visitation and evaluation program at more than 50 oral and maxillofacial surgery centers, a paper for the profiles and competencies for future European dentists was formulated for the creation of a modular curriculum, for the integration of the ECT (European Credit Transfer) system, and for quality assurance of the dentistry curriculum. Especially for the situation in Germany, consequences must be drawn for further dentistry and postgraduate educational concepts, which are not completely identical with the ADEE concepts, but which can use elements of the basic Bologna concepts.

Dental study clubs and mentorship.

Dentistry can be a very difficult profession in many ways, whether it's running a business in private practice, dealing with administrative and political aspirations in a school, or dealing with employees and the general public. Deciding on a type of continuing dental education can be a stressful experience as well. I belong to both a cast gold and a gold foil operating study club and mentor two other cast gold clubs. The experiences have been life-changing in some ways and have expanded my knowledge base about operative dentistry to a great degree. My clinical skills have improved dramatically and most importantly have been transferred to all aspects of my clinical dentistry practice. Joining or forming an operating study club with an experienced mentor is the most effective way to learn and improve a certain clinical skill and to reap the other benefits described above. It can be especially beneficial for a younger dentist to learn at a high level early in his or her career. I welcome any inquires concerning forming or joining a study club. Additional information regarding operating study clubs is available through the Academy of Richard V. Tucker Cast Gold Study Clubs (www.rvtucker.org), the Academy of Operative Dentistry (www.operativedentistry.com), and the American Academy of Gold Foil Operators (www.aagfo.com).

[Continuing dental education in Hungary from the beginnings to the turn of the millenium--for the 80th anniversary of birth and 15th anniversary of death of Professor Dr. Sándor Orsós]. / A fogorvos-továbbképzés hazai története a kezdetektôl az ezredfordulóig. Dr. Orsós Sándor professzor születésének 80., halálának 15. évfordulójára.

The history of continuing dental education in Hungary has had a close relationship with continuing medical education. In the beginning continuing education had been voluntary and occasional and it obtained its real professional merits only during the first half of the 20th century. Nevertheless the legal background of the regular continuing education was only established after World War II, when a special institute for the organization and monitoring was founded, also. In Hungary the traditional old system survived 10 years after the regime change.

Virtual Simulation Teaching Centre in Dental Education: a Report from Fujian Medical University, China.

This report gives a brief introduction to the Virtual Simulation Teaching Centre of Fujian Medical University School of Stomatology (VSFMUSS), China. As one of the best dental simulation laboratories in China, the VSFMUSS aims to train dental students and clinicians to be professionals who are able to provide optimal oral health care by giving them the best virtual patient care experience possible in a nonclinical setting. The features, achievements and future directions of the VSFMUSS are addressed. Moreover, the role of the VSFMUSS was evaluated and discussed based on the students' and faculties' perceptions, rate of employment after graduation, and so on.

Can we improve on situational judgement tests?

Situational judgement tests (SJTs) are multiple-choice psychological assessments that claim to measure professional attributes such as empathy, integrity, team involvement and resilience. One of their attractions is the ability to rank large numbers of candidates. Last year SJTs formed a major component (50% of the assessment marks) of the selection process for dental foundation training (DFT). However, it is not clear what SJTs are actually assessing. There is also the concern that applicants who have developed ethical reasoning skills may be disadvantaged by such tests. The DFT selection process needs to explicitly recognise the importance of ethical reasoning.

Entrepreneurship in continuing dental education: a dental school perspective.

The definition of continuing dental education is presented, along with its benefits to the profession. The preeminence of dental schools in providing lifelong learning opportunities and freedom from commercial involvement that existed even twenty years ago has changed. Less than a quarter of CE takes place in school, and the focus there is increasingly on material with deep scientific background and hands-on learning. The newest innovations and those with the greatest commercial potential are taught elsewhere. Proposed changes in the ADA CERP standards would take on a "purist" approach that could place dental schools at a severe disadvantage while allowing "for profit" institutes to flourish and thus further undermine the role dental schools can play in providing quality professional development experiences.

It's time to revive dental study clubs.

Dental study clubs provide a major opportunity for dentists to meet with other dentists and dental team members and to learn in a friendly, nonthreatening environment. They afford members the opportunity to increase their knowledge of and clinical skills in using new concepts, materials, techniques and devices by hearing about them from fellow members or by working with and evaluating innovations themselves for the benefit of other members. I strongly support the study club concept, and I feel that it should be encouraged in all clinical disciplines in all parts of the country.

Worldwide survey on distance learning in dental education.

This paper reports the results of a worldwide survey on distance learning initiated by the FDI. The results indicate that dental associations in many countries are in the process of investigating the various options available, and in development, for bringing continuing education to their members with the maximum convenience and effectiveness. Details are given of advantages, disadvantages and relative costs of the different methods undertaken. Recommendations are made for future development and progress.

What are Section 63 and 'approved' courses and how are they organised?

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.

The Jackson Dental Study Group.

The Jackson (Mississippi) Dental Study Group has grown over twenty-seven years into one of the strongest such groups in the state. Over this period the group evolved through a rather formal structure with a strong emphasis on education to one including more social elements, and eventually into a balanced organization serving the professional needs of dentistry in the Jackson area. Throughout its history, the JDSG has maintained a healthy inclusive orientation.

My growing involvement in dental study groups.

The lessons from managing a successful study club are learned over a life-time of practice, just a dentistry is. The author, who has taught numerous participation continuing education courses using the study club model and mentored many study clubs identifies these criteria for success: a respected mentor, open feedback, multiple points, of view, a clear mission and structure, and attention to the changing needs of the participants over time. A study club that has renewed itself effectively over a twenty-year period is described as a possible model.

CE institute style.

This article describes the philosophy and operation of The Pankey Institute for Advanced Dental Education as one example of the "institute" approach to professional development for dentists.

Emerging trends in professional development.

The shape of professional development in dentistry can better be guessed from imagining the emerging needs of practitioners than from the technology of education. Four predictions are offered: professional development is likely to involve a greater blend of learning and doing, customized to individual dentists, emphasizing value added rather than evaluation of dentists, and to be distributed in the sense that dentists will take their learning in smaller doses and at their own convenience.