Communication and professionalism skills of a new graduate: the expectations and experiences of dental foundation trainers

Professionalism and dental education: in search of a shared understanding

Professionalism has profound historical origins; however, the current health care environment in the UK dental sphere is changing, which presents new professional dilemmas that require continued learning and debate. Professionalism is a key aspect of the education of dental students and the lifelong learning and development of dental practitioners. However, 'being' professional can be challenging because while it is recognised as a social good, there is much debate on what professionalism means and how best it can be learned and assessed. Since 2017, the UK Council for the Dental Teachers of Professionalism, consisting of educators from UK dental schools and dental therapy hygiene institutions, has been exploring and debating the role and place of professionalism, as well as sharing challenges and good practice within UK dental education. This paper includes a narrative overview of current thinking in the academic literature on professionalism to consider the use of a shared understanding of professionalism to facilitate conversations between various stakeholders.

Undergraduate dental education: an education or training?

The impact of the COVID-19 pandemic on undergraduate dental education has led to new ways of working, different modes of delivery for elements of programmes and, in some cases, revised timelines for progression. These expedient changes, like the virus, may be with us for some time. However, as we come out of an intense period of critical reflection and change, it may also offer us an opportunity and impetus to revisit unresolved challenges around the focus and role of undergraduate dental education. We reflect upon the necessity for both clinical development and scholarship for our undergraduates, and the subtle differences of purpose between education and training. We consider whether it is time to look afresh at the relationship between the universities and other stakeholders and perhaps also to start with renewed understanding, giving deeper consideration to the value of each. One of the biggest obstacles to resolving these issues is to consider how best we align institutional requirements with the education and training of healthcare practitioners. With the hindsight of the past 12 months, we would argue that such a review is timely and more meaningful as we can reflect on the pandemic-enforced and expedient changes to our programmes and more clearly understand where our future priorities lie.

Education and training have different purposes; both are important considerations when developing a dental graduate.

The different purposes of education and training are exemplified by the competing priorities between different stakeholders.

Acknowledging different agendas of those involved is the first stage in progressing towards a shared understanding of what the new graduate should 'be'.

A common European Curriculum for Dental Hygiene - Domain II: Safe and Effective Clinical Practice

This position paper outlines the areas of competence and learning outcomes of the Common European Curriculum for Dental Hygiene (CECDH) that specifically relate to Safe and Effective Clinical Practice. Dental hygienists are required to ensure that they are capable of providing safe and appropriate care for their patients, whilst operating effectively within a wider team. The care provided should be based on contemporaneous evidence wherever possible, and the quality of care and the management systems that underpin it should be regularly audited and improved.

A common European Curriculum for Dental Hygiene - Domain I: Professionalism

This position paper outlines the areas of competence and learning outcomes of the Common European Curriculum for Dental Hygiene (CECDH) that specifically relate to Professionalism. Professionalism is a commitment to a set of values, behaviours and relationships, which underpin the trust that the public hold in Dental Care Professionals. Shortcomings within this domain are often responsible for patient dissatisfaction, concern and complaint-and emphasis is placed on the importance of embedding these values from an early stage within the curriculum.

The standard of newly qualified dental graduates - foundation trainer perceptions

Background There have been anecdotal concerns that the skill mix of recently qualified graduates is very different to those qualifying several years ago, in particular that the clinical skills on qualification are less. If true, such changes may have ramifications for providers of undergraduate training, postgraduate training, particularly at foundation training level, and ultimately the public.Aim The aim of this study was to assess changes in perceived standards of newly qualified graduates as reported by foundation trainers.Method A cross-sectional survey was conducted using a self-completed internet-based survey tool sent to all foundation trainers (FTs) in England, Northern Ireland and Wales.Results A total of 312 responses were obtained covering all postgraduate deaneries. There was mixed opinion regarding standards of new graduates, with 51% reporting that the overall standard of those entering foundation training was 'unsatisfactory'. Standards in key clinical areas were considered unsatisfactory by large proportions of respondents. Eighty-five percent considered standards to be unsatisfactory in 'crown and bridge', 75% in 'extraction of teeth', 74% in endodontics, 67% in removable prosthodontics, and 62% in treatment planning. Experienced trainers identified a decline in standards in particular clinical areas.Conclusions A large proportion of foundation trainers consider the current standard of new graduates to be unsatisfactory for entering foundation training. There are a number of key clinical areas of concern and a perception of declining standards.

The Graduating European Dentist-Domain II: Safe and Effective Clinical Practice

This position paper outlines the areas of competence and learning outcomes of "The Graduating European Dentist" that specifically relate to Safe and Effective Clinical Practice. Dentists are required to ensure that they are capable of providing appropriate care for their patients, whilst also effectively managing and leading the wider clinical team. The care that is provided should align to a contemporaneous evidence base wherever possible, and the quality of care and the management systems that underpin it should be regularly audited and improved.

The Graduating European Dentist-Domain I: Professionalism

This position paper outlines the areas of competence and learning outcomes of "The Graduating European Dentist" that specifically relate to Professionalism. Professionalism is a commitment to a set of values, behaviours and relationships, which underpin the trust that the public hold in dental care professionals. Shortcomings within this domain are often responsible for patient dissatisfaction, concern and complaint-and emphasis is placed on the importance of embedding these values from an early stage within the curriculum.

Transition of new dental graduates into practice: a qualitative study

AIMS

The aims of this study were to explore the transition of new dental graduates to gain a deeper understanding of the merits and challenges of a mentored year for new graduates in general dental practice settings.

METHODS

The study was conducted in the south-west region of England. Qualitative methods were used to engage a range of stakeholders in dental education including dental students, academics, general dental practitioners, new graduates, specialists and representatives of the postgraduate dental deanery. Purposive sampling was employed, and after ethical approval, participants were contacted through professional channels. All interview transcripts were transcribed verbatim. The data were imported into NVivo 10 (QSR International Pty Ltd) and analysed thematically.

RESULTS

Sixteen participants representing a variety of stakeholder groups were interviewed. The participants shared their perceptions and experiences regarding the transition new dental graduates into dental practice. The challenges and benefits are discussed along with strategies to facilitate a smooth transition.

CONCLUSIONS

This study provides an insight into experience of a mentored year for new dental graduates in general practice settings. Foundation training provides a structured introduction into general practice and serves as a safety net before new graduates gain further independence in clinical practice.