The evaluation of an approach to reflective learning in the undergraduate dental curriculum.

Students in higher education are being encouraged to become active, independent and life-long learners. The use of progress files has been endorsed to encourage this approach. A portfolio intended to fulfil the role of a progress file and to promote student-centred learning and reflection was introduced as a central component of the revised undergraduate degree at the Glasgow Dental School in 2004. This article evaluates its role in promoting reflection. Students following the Bachelor of Dental Surgery (BDS) programme completed three written reflections per year using structured proformas, and discussed them with their mentor and mentoring group. Their views of the portfolio and of reflection were gathered using a five-point Likert scale. In BDS1 2004-5, 84% completed a questionnaire, as did 89% in BDS1 2005-6 and 99% in BDS2 2005-6. Most students did not enjoy reflecting (a finding commonly reported elsewhere) or feel that reflection identified their learning needs. It appears that students disliked writing reflections, rather than reflecting per se. In contrast, they took a positive view of mentor group discussions and of having a mentor, both essential components of the portfolio model described. Comparisons of BDS1 2004-5 and BDS2 2005-6 data suggest that students are becoming more comfortable with reflection. The data provide some limited encouragement that students are beginning to acquire the skills which will enable them to reflect purposefully in their professional lives, although it will be some years before this assertion can be substantiated.

A review of implant provision for hypodontia patients within a Scottish referral centre.

Background Implant treatment to replace congenitally missing teeth often involves multidisciplinary input in a secondary care environment. High quality patient care requires an in-depth knowledge of treatment requirements.Aim This service review aimed to determine treatment needs, efficiency of service and outcomes achieved in hypodontia patients. It also aimed to determine any specific difficulties encountered in service provision, and suggest methods to overcome these.Methods Hypodontia patients in the Unit of Periodontics of the Scottish referral centre under consideration, who had implant placement and fixed restoration, or review completed over a 31 month period, were included. A standardised data collection form was developed and completed with reference to the patient's clinical record. Information was collected with regard to: the indication for implant treatment and its extent; the need for, complexity and duration of orthodontic treatment; the need for bone grafting and the techniques employed and indicators of implant success.Conclusion Implant survival and success rates were high for those patients reviewed. Incidence of biological complications compared very favourably with the literature.

The Overseas Registration Examination of the General Dental Council.

The Overseas Registration Examination is a route to entry to the UK Dentists Register for dentists who have qualified outside the European Economic Area. The role of the examination is to protect the public by ensuring that such dentists meet minimum standards of competence. Candidates invest considerable time and resource in attempting the examination. For these reasons it is essential that the examination is both robust and fair. This paper describes the fundamental principles of assessment underpinning the design of the examination and the steps taken by the General Dental Council's ORE Advisory Group to assure its ongoing quality.

Peer assisted learning: teaching dental skills and enhancing graduate attributes.

This study describes a pilot project in which peer assisted learning (PAL) is used to teach dental clinical skills. A cluster randomised controlled trial compared opinions of Bachelor of Dental Surgery (BDS) students from peer-led groups versus staff-led groups in a clinical (impression taking) and a pre-clinical (handpiece skills) task. BDS5 (peer tutors) in their final year delivered teaching to BDS1 (tutees) for each task. Quantitative data from tutees and the peer tutors was gathered from questionnaires, along with open written comments. PAL was well received by both tutees and peer tutors. BDS1 tutees rated BDS5 peer tutors highly for delivery of information, and level of feedback. The tutees considered peer tutors more approachable and less intimidating than staff. Peer tutors reported their own knowledge had increased as a result of teaching. In a summative OSCE (objective structured clinical examination) four months following the teaching, no statistical significant difference between the performance of peer-led and staff-led groups was found at stations related to the subject matter in question. It is argued that PAL, as well as being a useful method of delivering subject-specific teaching, is able to contribute to the development of graduate attributes.

Teaching periodontal pocket charting to dental students: a comparison of computer assisted learning and traditional tutorials.

AIM: The aim of this study was to compare the effectiveness of a computer assisted learning (CAL) programme with that of traditional small group tutorials in teaching theoretical and practical aspects of periodontal pocket charting. METHOD: Sixty-one third year undergraduate dental students were randomized to either receive a tutorial or to work through the CAL programme. Students using the CAL programme completed questionnaires relating to previous computer experience and the ease of use of the programme. All students were assessed immediately after the intervention by means of a confidence log, a practical exercise and a further confidence log. They were assessed again three weeks later by means of a confidence log and a multiple-choice written test. RESULTS: There were very few significant differences between groups for any of the assessments used. However, subjective comments indicated that students occasionally felt disadvantaged if they had not received a tutorial. CONCLUSION: CAL and traditional teaching methods are equally effective in teaching periodontal pocket charting to undergraduate dental students.

Evaluation of a pilot peer observation of teaching scheme for chair-side tutors at Glasgow University Dental School.

AIM: To introduce and examine a pilot peer observation of teaching (POT) scheme within the Department of Paediatric Dentistry at Glasgow Dental School and its associated outreach centres. METHODS: All tutors teaching paediatric dentistry were invited to be involved in evaluation of the POT scheme. Participants were randomly paired with a peer, who then observed their teaching and provided constructive feedback. For those consenting to be involved in the evaluation of the scheme, semi-structured, one-to-one interviews were carried out by the principal investigator. RESULTS: POT was found by all participants to be a beneficial process, reassuring those of their teaching styles and giving them ideas to adapt their teaching. CONCLUSION: POT is an effective method for engaging chair-side tutors in the reflection and development of their teaching practice via observations and scholarly discussion.

Leadership, governance and management in dental education - new societal challenges.

Dental schools around the world face new challenges that raise issues with regard to how they are governed, led and managed. With rapid societal changes, including globalization and consumerism, the roles of universities and their funding have become intensely debated topics. When financial burdens on universities increase, so does the pressure on dental schools. This is exacerbated by the relative expense of running dental schools and also by the limited understanding of both university managers and the public of the nature and scope of dentistry as a profession. In these circumstances, it is essential for dental schools to have good systems of leadership and management in place so that they can not only survive in difficult times, but flourish in the longer term. This paper discusses the concept of governance and how it relates to leadership, management and administration in dental schools and hospitals. Various approaches to governance and management in dental schools on different continents and regions are summarized and contrasted. A number of general governance and leadership issues are addressed. For example, a basic principle supported by the Working Group is that an effective governance structure must link authority and responsibility to performance and review, i.e. accountability, and that the mechanism for achieving this should be transparent. The paper also addresses issues specific to governing, leading and managing dental schools. Being a dean of a modern dental school is a very demanding role and some issues relating to this role are raised, including: dilemmas facing deans, preparing to be dean and succession planning. The importance of establishing a shared vision and mission, and creating the right culture and climate within a dental school, are emphasized. The Working Group advocates establishing a culture of scholarship in dental schools for both teaching and research. The paper addresses the need for effective staff management, motivation and development, and highlights the salience of good communication. The Working Group suggests establishing an advisory board to the dean and school, including lay persons and other external stakeholders, as one way of separating governance and management to some extent and providing some checks and balances within a dental school. Several other suggestions and recommendations are made about governance, management and leadership issues, including the need for schools to promote an awareness of their roles by good communication and thereby influence perceptions of others about their roles and values.

Simplified procedure for replacement of retentive clips in a bar-retained implant overdenture.

Replacing the retentive elements in a bar-retained overdenture can be a difficult and time-consuming procedure. This article describes an impression procedure that allows the matrices in a bar-retained implant overdenture to be replaced in the laboratory using a heat-cured rebase procedure. Long waxing screws are used, which allows the bar to be removed in the rebase impression and incorporated in a new master cast. After completion of the laboratory phase, the bar is screwed back onto the implant abutments and the denture, with new retentive matrices, is inserted.

Comparative trial of fluconazole and amphotericin in the treatment of denture stomatitis.

The efficacy of fluconazole and amphotericin in the management of denture stomatitis was investigated in a comparative trial. Patients were assessed clinically, hematologically, and mycologically at the time of entry into the study and at 1, 4, and 12 weeks thereafter. A total of 29 patients were selected at random to receive 50 mg of fluconazole daily for 14 days; 30 patients were selected to receive amphotericin lozenges and cream for 28 days. Clinical response rates were similar in both treatment groups throughout the study. The best mycologic response was noted after 1 week whereas the best clinical response was observed after 4 weeks. Clinical evidence of relapse and recurrence at 12 weeks was a common finding irrespective of treatment. Side effects were uncommon in both groups.