Contemporary dental student professionalism: moving towards a macro-level perspective

Defining professionalism and developing educational interventions that foster and assess student professionalism are integral to dental education. Nevertheless, conceptual, methodological and pedagogic differences define the academic field, leaving students, educators and the profession itself struggling to make meaningful progress on how best to elicit and monitor dental student professionalism. This article proposes that more progress can be made on this important issue when a contextualised, sociological assessment of dentistry and dental professionalism is undertaken. We contend that identifying some of the socio-cultural demands in UK dental students' lives, and acknowledging how these pressures shape their interactions with the UK dental education system, provides a nuanced and contemporaneous understanding of what it means to be an oral health care professional at a time of social and health care upheaval. Dental educators can use this insight to work towards being more understanding of and responsive to dental student professional development.

Decolonising dental educational research: reflections from a white researcher

While there is an emerging scholarship on decolonising dentistry, the debate about reflexivity, positionality and white privilege in dental educational research and practice is still at a developmental stage. This article aims to contribute to this nascent debate by contemplating the question- is it appropriate, or possible, for a white researcher to undertake decolonisation work in dental education? If so, what would it entail or 'look' like? To answer this important question, the author offers a reflective account of their ethical and epistemological journey with this very question. This journey begins with how I, a white researcher, first became aware of the everyday racism experienced by my racially and ethnically minoritized students, the whiteness of dental educational spaces and how my white privilege and position as a dental educator consciously and unconsciously implicated me in these processes of exclusion and discrimination. While this revelation led to a personal commitment to do better in my practice, both as an educator and a researcher, I continue to struggle with my white ignorance and white fragility as I strive to make my work more inclusive. To illustrate this, I discuss an ethnodrama project on everyday racism that I lead on and how, despite choosing a more democratic research method, hegemonic whiteness continued to make its presence felt through my 'going it alone' method of work. This reflective account reaffirms that regular and routine self-reflection is key to ensuring that racialised inappropriate and damaging assumptions, frameworks of thinking, and ways of working are checked for. However, my praxis won't evolve through critical introspection alone. I need to be open to making mistakes, educating myself about racism and anti-racist practice, asking for help and guidance from my minoritized colleagues and more importantly, committing to working with people from minoritized communities rather than on them.

Developing a person-centred approach in dentistry beyond NHS recall intervals: a commentary

Person-centred care (PCC) is acknowledged as a fundamental dimension of quality within health care and provides significant benefits for patients and clinicians. Models of PCC have primarily been developed from the medical literature, with limited consideration of their application within dentistry. The Personalised Care Institute was established to deliver education and training on PCC and is working with the Office of the Chief Dental Officer for England to develop resources on shared decision-making (SDM) to promote tailored recall intervals.This paper seeks to promote the value of PCC and SDM in delivering high-quality care but cautions against the use of generic models or training in view of the potential differences which may exist within dentistry, particularly general dental practice. The authors highlight the need to develop materials and training which are appropriate, contextualised and relevant to dentistry. The capacity and desire to deliver PCC is strongly influenced by the healthcare system which is in operation. The current units of dental activity (UDA) system operating in England would appear to act as a barrier to the delivery of PCC. Unless significant and rapid changes are introduced to the NHS Contract, UDA targets will continue to take precedence over PCC, SDM and tailored recall intervals.

Dental students' self-reported confidence level in restorative crown and bridge procedures: A UK quantitative study

INTRODUCTION

Graduating confident students who can flourish and develop in their future career is an important outcome of dental education. The aim of the study was to gain an insight into students' self-reported level of confidence in restorative crown and bridge procedures, highlighting in which stage of the process students have the highest and lowest confidence, depending on the level of supervision required.

MATERIALS AND METHODS

Fourth and final year students (n = 85) were invited to complete a 71-item closed questionnaire specific to self-reported confidence based on the level of supervision required in stages of crown and bridge procedures. Clinical activity for each student from their portfolio system was collected. Non-parametric tests, specifically the Mann-Whitney U-test was used to analyse the continuous non-normal data.

RESULTS

A response rate of 65% was obtained. Final year students were more confident in crown and bridge procedures than fourth year students. Fourth year students were more confident in bridges, whilst final year students were more confident with crowns. Majority of students expressed "average confidence requiring minimal supervision" in crown and bridge procedures. An association between clinical activity, confidence and year of study was noted. Gender was not strongly associated with confidence. Stages in crown and bridge procedures were noted where students lacked confidence.

CONCLUSION

The study highlighted areas in which students were most and least confident in crown and bridge procedures. A positive relationship between clinical activity in crown and bridge procedures and student self-confidence has been noted for both years, though slightly higher in the bridge procedure for fourth year students. We attribute this to the fact that fourth year students had recently completed their bridge competency assessment. Upon graduating, final year students still require supervision and reported average confidence in certain aspects of crown and bridge procedures, namely occlusal, bevel and axial reduction.

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.

Social media use, professional behaviors online, and perceptions toward e-professionalism among dental students

OBJECTIVES

This study aimed to assess self-reported social media use, professional behaviors online, and perceptions on e-professionalism while using social media among dental students in two Southeast Asian universities.

METHODS

This cross-sectional study involved clinical dental students at University of Malaya (UM), Malaysia (n = 150) and Airlangga University (AU), Indonesia (n = 150). A questionnaire was distributed using Google Form via WhatsApp network. Data were analyzed using descriptive, Chi-square, and Wilcoxon rank-sum tests.

RESULTS

All students responded (n = 300) and reported as active social media users. Majority spent ≥ 1 h a day on social media and checked their social media > 6 times a day. Most commonly used social media accounts were Instagram (UM: 92.7%, AU: 95.3%) and Facebook (UM: 94.7%, AU: 59.3%). A small proportion of UM and AU students admitted to posting clinical photographs, patient records, and comments about patients on social media. UM students had significantly better scores in terms of their professionalism behaviors on maintaining the integrity of the profession compared to AU students (p < 0.001). Meanwhile AU students had better scores than UM students on behaviors related to upholding colleagues' professional image on social media (p = 0.421). Most students in UM and AU shared similar positive perceptions toward online professionalism behavior statements. Majority reported concerns over unprofessional posts online.

CONCLUSION

Self-reported behaviors online sometimes contradict with students' perceptions and concerns about being unprofessional online. There is a need for clearer educational guidelines on how to instill e-professionalism values and behaviors among dental students.

When I say … everyday racism

In this 'When I say …' article, the concept of everyday racism is defined and explained as a useful theoretical and methodological tool to evidence the numerous ways in which the climate of medical school can adversely impact the social and educational achievements of ethnic minority students.

Social justice, activism and dentistry in the era of #BLM

The #Black Lives Matter (BLM) movement thrust the dental profession into a period of critical reflection. Whilst there is enthusiasm for critical reflection and change now, we know from other social movements, like feminism, that this initial phase or 'wave' of activity will subside, hopefully to be replaced by a next 'wave'. How will we nurture this moment of activism and ensure that this initial energetic phase of activism and mobilisation transforms into more sustained and sustainable change? This article offers a sociological-ethical framework to ascertain if dentistry is the progressive and responsive profession it claims to be in the immediate aftermath of the #BLM movement. The dual theory of justice developed by Nancy Fraser (2001, 2004, 2005) and its distinction of the role played by redistribution and recognition in the pursuit of justice will be used to illuminate the challenges that dentistry and oral health face in this regard. It then plots the current efforts of the dental profession against the known trajectory of social movements to adjudicate what has been achieved and what work is yet to be done to ensure inclusion and race-based justice.

The 'leaky' BAME pipeline in UK dentistry

Introduction There are growing calls for dentistry to debate, critique and analyse the role and place of racism in the profession. This article supports this debate and considers whether people from Black, Asian and Minority Ethnic (BAME) backgrounds experience barriers to progressing in the profession.Aims To create a BAME 'pipeline' model illustrating how ethnicity shapes the composition of the dental profession in the UK.Material and methods Publicly available datasets from UK higher education agencies and professional dental associations were identified, examined and collated to create a BAME pipeline model.Results Registrants from the BAME category do not share similar experiences within the dental profession compared to white registrants. The experiences of British Asian people appear to be more favourable, vis-à-vis access to dental schools and progression to the General Dental Council register, compared to Black British people and other UK minority ethnic groups. Black British registrants experience blockages at all stages of their career progression, most notably when accessing dental schools, with only 2% commencing dental studies. All BAME groups 'leak' out of the dental pipeline at clinical academia. There are insufficient data to ascertain whether there are additional 'leaks' at the career specialisation stage.Discussion and conclusion The UK BAME dental pipeline is a leaky one and is in need of urgent action and repair.

Systematic skin and nasal decolonization lowers Staphylococcus infection in pediatric cardiac surgery

BACKGROUND

Postoperative infections occur in approximately 10% of pediatric cardiac surgeries, involving Staphylococcus species in most cases. Nasal decontamination of Staphylococcus with mupirocin has been reported to reduce postoperative Staphylococcus infections after cardiac surgery in adults, but the effect of preoperative decontamination in children undergoing cardiac surgery has not been sufficiently studied to reach consensus.

METHODS

We conducted a single-center retrospective study to evaluate the impact of systematic preoperative decolonization with intranasal mupirocin application and skin-washing with chlorhexidine soap on postoperative Staphylococcus infection in children undergoing cardiac surgery. Our population was divided into three groups according to decolonization protocol (group N: no decolonization; group T: targeted decolonization in Staphylococcus aureus [SA] carriers only; and group S: systematic decolonization).

RESULTS

A total of 393 children were included between October 2011 and August 2015 (122 in group N, 148 in group T, and 123 in group S). The Staphylococcus infection rate significantly decreased in group S compared to group N (0.8% vs. 7.7%; p < 0.05) and tended to decrease in group S compared to group T (0.8% vs. 4.7%; p = 0.06). Systematic decontamination also significantly reduced the rate of infections starting from the skin (including surgical site infections and bloodstream infections) compared to targeted decolonization or lack of decolonization, but had no effect on the rate of pulmonary infections.

CONCLUSION

The results of our study suggest that systematic preoperative skin and nasal decontamination, regardless of SA carriage status, could reduce the rate of postoperative Staphylococcus infections after cardiac surgery in children.

Exploring the impact of digital professionalism awareness training on dental undergraduate students

INTRODUCTION

Since the publication of GDC guidance, there have been small, but rising numbers of Fitness to Practise (FtP) cases made against qualified dentists, relating to the use of social media. Prior to graduation, dental students currently receive training in the appropriate use of social media, but more work is needed to determine the most effective methods do this. The aim of this study is to explore the impact of the digital professionalism awareness training provided at one UK-based institution.

MATERIALS AND METHODS

In year 2, a "brown envelope" is compiled using an online publicly available Facebook profile search for every student. All year 2 to 5 dental undergraduate students at one UK dental school who had completed the "brown envelope" were invited to participate in focus groups to examine its impact on behaviour change. A qualitative framework analysis method was applied to the transcripts.

RESULTS

Eleven dental undergraduate students participated in two focus groups. All students had experienced the "brown envelope" intervention. Four main themes emerged, including: a clear expression of dental student autonomy and rejection of regulation; that online activity in dentistry is different to medicine; that the intervention is useful and changed online behaviour; and constructive suggestions for improving training.

CONCLUSION

The interactive "brown envelope" intervention for digital professionalism awareness training was well received and appeared to result in actionable behavioural change on student profiles (eg alterations in privacy settings or restricting access to their own "friends lists").

Are dentists considering a career in orthodontic clinical academia? A qualitative study into the factors influencing a career in orthodontics

Introduction Dental clinical academics are essential members of the dental workforce with roles in teaching, research and scholarship. There is currently a national shortage of UK dental clinical academics, with difficulties recruiting to all grades. In addition, there is evidence of gender inequality within academia, with segregation at a horizontal and vertical level.Aim To investigate the factors that influence a career in orthodontic clinical academia and highlight ways to improve recruitment and retention.Method A qualitative research study utilising focus groups. Purposive sampling was carried out to recruit participants at different stages of an orthodontic career. A total of eight face-to-face focus groups were conducted with 26 participants. Focus groups were split by gender and career stage. An inductive thematic analysis was used to generate themes.Results Three major themes were generated: academic career options, motivations and barriers to pursuing a clinical academic career.Conclusion This paper sheds light on the current factors affecting a career in orthodontic clinical academia. Worryingly, most dentists do not strive for an academic career and the barriers to pursuing this career option are discussed. Ways of addressing the issues facing recruitment and retention of individuals to orthodontic clinical academia are suggested.

Dentistry, e-health and digitalisation: A critical narrative review of the dental literature on digital technologies with insights from health and technology studies

OBJECTIVE

To overview current developments in e-health and digitalisation in dentistry and identify gaps in the dental literature on this topic; Basic research design: a critical narrative review of published articles and relevant online materials; Results: Four themes are identified as characterising the current dental literature on e-health and digitalisation: 1) the impact of digitalisation on dental surgeries, 2) digital technology and practice management, 3) digitalisation beyond the dental surgery and in dentist-patient communication, and 4) digital technology and education. However, gaps remain in our understanding of the impact of digital technology on dental practice, particularly in relation to its ethical considerations. Following the example of the wider medical literature, the review introduces the field of critical digital health studies and identifies areas for future investigation and exploration based on its four characteristics: devices and software, data materialisation, data practices and data mobilities; Conclusion and Clinical significance: Digital technology is changing clinical practice and patient care. Dentistry needs to expand its understanding of how dental apps, digital workflow models and digital health information are transforming and disrupting dental practice in order to anticipate how this digital shift will impact on dentistry. The emerging field of critical digital health studies can signpost ways to improve research and practice on the topic in the future.

Taking responsibility for the tooth: A semiotic and thematic analysis of oral health and disease in the TV show 'Embarrassing Bodies'

Oral health and dentistry are seldom the subject of medical reality TV. This study investigates whether the dental segments within the British medical reality show, 'Embarrassing Bodies', may contribute to the anthropological understanding of oral health and social status, through semiotic and thematic analysis. This methodology involves close examination of both the visual and narrative themes within the programme. The show presents mouths afflicted by oral disease as traumascapes, the framing of which provides voyeuristic appeal. The portrayal of dental disease as negatively affecting human flourishing through shame and the inhibition of intimacy was common across the analysed cases. The key themes of intimacy and social distance; discipline, blame and personal responsibility; carnography; disciplining gaze and authority; and redemption and rebirth were identified through analysis. The cases also present a strong correlation between a lack of personal responsibility and the development of dental disease within the wider context of social class, with the dentist as a disciplining authority, enforcing professional and societal norms.

The behavioural and social sciences as hidden curriculum in UK dental education: A qualitative study

INTRODUCTION

The behavioural and social sciences (BeSS) are an integral part of dental curricula, helping students become holistic, patient-centred practitioners. Nevertheless, UK studies document that dental undergraduates struggle to see the relevance of BeSS to their training. Using the concept of hidden curriculum, this study explored dental students’ perceptions of and attitudes towards BeSS in one dental school in the UK.

MATERIAL AND METHODS

Six focus groups were conducted with 37 dental students from years 1 to 5. Thematic analysis was conducted revealing five themes: student attitudes towards BeSS, teaching culture, learning culture, curricular issues and student culture.

RESULTS

Many students recognised how BeSS contributed to their communication and patient management skills. Nevertheless, the study revealed a dental student cohort who have a strained relationship with BeSS. This negative attitude became more apparent from year 3 onwards, when the clinical phase of studies begins. It was perpetuated and legitimated by the existence of a strong student culture that openly critiqued BeSS among and between student year groups.

DISCUSSION AND CONCLUSION(S)

In UK dental education there is a hidden curriculum related to BeSS. By underestimating the utility of BeSS, students are failing to recognise the biopsychosocial dimensions relevant to oral health and dental practice. All UK dental schools should review their relationship with BeSS and assess whether they are perpetuating a hidden curriculum about BeSS within their curricula.

Why UK dental education should take a greater interest in the behavioural and social sciences

Recent moves by public health academics and social scientists for increased recognition of the behavioural and social sciences (BeSS) in medical education in the UK have put the role and place of the BeSS in dental education back on the curricular agenda. Behavioural and social sciences have been a component of the UK dental curriculum since 1990 but, to our knowledge, have only been reviewed once, in 1999. The aim of this article is to reignite a discussion about the role and place of BeSS in dental education in the UK. It reiterates the benefits of BeSS to dental education and dentistry in general, while remaining cognisant of the implicit and explicit barriers that can conspire to side-line their contribution to dental education. This paper concludes by making renewed calls for more integration of BeSS into the dental undergraduate curriculum as well as sectoral recognition for its contribution to the advancement of dental education and the professional development of dentists.

Perceptions of e-professionalism among dental students: a UK dental school study

Introduction

The social media activity of some healthcare students has created doubt about their ability to uphold and defend the ethical principles of healthcare in their online behaviours. A lot of research has been conducted on the online behaviours of medical and allied health professional students, however, less has been undertaken on dental students.

Aims

The aim was to determine whether students were aware of the guidelines set by the General Dental Council (GDC) regarding social media and whether they believed they were being professional in their online activities.

Methods and materials

Eighty-eight dental students (46 from year 2; 42 from year 4) at one UK dental school completed a questionnaire study examining their attitude towards and perceptions of e-professionalism.

Results

The results show that most students were heavy users of social media with an awareness of social media guidelines set out by the GDC. However, student responses to various e-professionalism scenarios reveals disagreement on whether posts referring to alcohol and work colleagues were deemed unprofessional.

Conclusion

Student perceptions of and attitudes towards e-professionalism is complicated and contradictory. More research will need to be undertaken to explore how we can inculcate e-professional values and behaviours in dental professionalism teaching.

Between fairness and fear-Dental undergraduates' attitudes towards objective structured clinical examinations

INTRODUCTION

Objective structured clinical examinations (OSCEs) are an established method of assessment for dental undergraduates. There is little published dental education research exploring the views of undergraduates towards OSCEs.

AIM

To explore and describe the views of dental undergraduates towards OSCEs.

METHOD

A sequential mixed methods design was applied. This included a cross-sectional survey of all 204 dental undergraduates in Years 2, 3 and 4 within a UK dental school using an anonymous self-report online questionnaire (response rate 57%), which was followed by two focus group interviews of n = 10 Year-2 students.

RESULTS

Most students gave positive views regarding the OSCE form of assessment. Questionnaire data highlighted that students felt that the OSCE tested their diagnostic, clinical and communication skills, and covered a wide range of skills and disciplines. Students also generally saw them as a useful educational exercise that went beyond testing recall of facts. Most students thought that the OSCEs were "fair" assessments. Negative views focused around student lack of preparation for them, especially in earlier years. Focus group data explored further these concerns but also emphasised the need for more student-centred support pre-OSCE.

CONCLUSION

Objective structured clinical examinations can be an anxiety-inspiring form of assessment for students in the early years of the programme. Dental educators need to be more aware of these concerns to develop strategies to increase student preparedness for OSCEs without increasing stress.

Developing a Dental Scrubs Ceremony to define professional identity and teach professionalism to dental undergraduates; lessons learned

INTRODUCTION

The UK General Dental Council stipulates that professionalism is a key aspect of the teaching and training of dental students. However, dental educators highlight that teaching dental student's professionalism can be challenging and students often rate this teaching activity negatively. This article documents a teaching initiative at one UK Dental School that aimed to strengthen the professionalism curriculum by introducing a Dental Scrubs Ceremony for second-year students.

MATERIALS AND METHOD

The Dental Scrubs Ceremony is inspired by the White Coat Ceremonies that medical students have in universities in North America. It marks the students' first step in their professional and clinical development, with the signing of a pledge of conduct and public presentation of dental scrubs to each student. We report student feedback questionnaire data over a three-year period together with reflections on the merits and limitations of this alternative approach to teaching professionalism.

RESULTS

Student evaluation data show that the perceived usefulness and worthwhileness of a Dental Scrubs Ceremony have grown since its inception in 2015. Most students enjoyed the symbolism of the ceremony, receiving their dental scrubs in a formal event. However, there was mixed evaluation for its effectiveness to teach professionalism.

CONCLUSION

A Dental Scrubs Ceremony is a useful addition to the formal curriculum of professionalism in a dental school. It provides dental students with an opportunity to be inducted into the dental profession as novice dental students starting out on their professional career.

What factors influence recruitment to a birth cohort of infants with Down's syndrome?

OBJECTIVE

To understand how to maximise recruitment of young infants with Down's syndrome (DS) into research through qualitative interviews with parents and care providers. In complex neonatal and genetic conditions such as DS, frequently diagnosed after birth, parents may go through a period of adaptation. These factors need consideration when overcoming barriers to recruitment.

PARTICIPANTS AND DESIGN

Participants, who were drawn from health professionals and volunteers working with families experiencing DS, were recruited using a purposive sampling strategy. Semistructured telephone interviews were completed with nine paediatricians, three research nurses and six family support workers. Five of those interviewed had a child with DS. The interviews were transcribed and analysed thematically.

RESULTS

A positive decision to take part in a 'from-birth' cohort study depends on factors such as the child's overall health, parent demographics (educational background and ethnicity), medical interactions that take place with the families (communication) and study logistics. The data suggest that recruitment methods need to take all these factors into consideration. Multiple recruitment methods should be considered including face to face, through parent and support groups, websites and social media. There also needs to be flexibility in the research timings to fit around the needs of the child and parents.

CONCLUSION

Researchers need to be aware of the variable responses elicited by families to a diagnosis of DS for their baby and be sensitive to the child's current medical status. This does not preclude recruitment into studies, but to maximise uptake good communication and flexibility is essential.

Social media and professionalism: a retrospective content analysis of Fitness to Practise cases heard by the GDC concerning social media complaints

Introduction Since 2013, all General Dental Council (GDC) registrants' online activities have been regulated by the GDC's social media guidelines. Failure to comply with these guidelines results in a Fitness to Practise (FtP) complaint being investigated.Aims This study explores the prevalence of social media related FtP cases investigated by the GDC from 1 September 2013 to 21 June 2016.Method Documentary analysis of social media related FtP cases published on the GDC's website was undertaken. All cases that met the study's inclusion criteria were analysed using a quantitative content analysis framework.Findings It was found that 2.4% of FtP cases published on the GDC website during that period were related to breaches of the social media guidelines. All of the cases investigated were proven and upheld. Most of those named in the complaints were dental nurses and the most common type of complaint was inappropriate Facebook comments.Conclusions The low incidence rate should be interpreted with caution, being illustrative of the types of issues that might arise rather than the volume. The GDC will need to remain vigilant in this area and ensure that social media awareness training is an active part of CPD for all the dental team.

Exploring the ethnic diversity of UK dentistry

This article was migrated. The article was marked as recommended. It is widely acknowledged that there are many social benefits to having a multicultural health force, including ensuring that there is less of a barrier around access for underrepresented groups. Despite this, certain healthcare professions, including dentistry, have struggled with the historical legacy of being conceptualised as a "white" profession and whether it is ethnically representative of the public it serves. This article examines the role and place of ethnicity in the dental profession in the UK. It will describe the changing ethnic composition of UK dentistry and highlight some of the challenges faced by the profession from an equality and diversity perspective. The current qualitative work of the author exploring the barriers and facilitators faced by students from an ethnic background pursuing a career in dentistry will also be introduced. It concludes by encouraging more research on this topic.

An observational analysis of recent female dental enrolment figures in the Republic of Ireland

PURPOSE/OBJECTIVE

This research investigates the participation and completion rates of Irish female undergraduate dental students from 2003 to 2014.

METHODS

The Higher Education Authority database was accessed and dental students enrolment and completion figures were extracted, compiled and analysed according to gender distribution.

RESULT

From 2003 to 2014, there has been a steady increase in the number of female students enrolled in and completing Ireland's undergraduate dentistry programmes.

CONCLUSIONS

The findings reveal that a distinct process of feminisation has occurred in Ireland since the early 2000s. The feminisation of dentistry in Ireland will impact on workforce projections for the Irish dental service. However, more research needs to be undertaken to explore why female students are motivated to pursue a career in dentistry. Due regard also needs to be given to ensuring these women progress in their dental career. Dental education can play an important role here.

Social media and dentistry: some reflections on e-professionalism

The proliferation of digital technology is impacting on the training and development of healthcare professionals. Research on the online behaviour of medical and pharmacy students indicates that social media poses a number of risks to the professional practice of healthcare professionals. General Dental Council guidelines on the use of social media also suggest that it has the potential to expose dental professionals to a variety of breaches of professional conduct. This paper explores the various ways social media can help, as well as hinder, the practice of dental professionalism. However, the lack of primary research on the social media behaviour of dental students and qualified dental practitioners alike acts as a barrier to increasing social media awareness within dentistry. The paper concludes by calling for more research-led discussion on the role social media plays in shaping our understanding of dental professionalism in the twenty-first century.

That ‘mushy boxed fog feeling’: dental students’ evaluations of the social and behavioural sciences in dental education

This article was migrated. The article was marked as recommended. This article documents the experiences of two dental educators with responsibility for teaching the Social and Behavioural sciences components of an undergraduate dental programme in the United Kingdom (UK). Many dental undergraduates struggle to see the relevance of behavioural and social science components to their training as dentists, similar to the experiences of medical students. This opinion piece will outline some of the key challenges faced by dental students when studying a social and behavioural science curriculum. It will conclude with an outline of a research project designed to learn more about the learning journey of dental students with the social and behavioural sciences that is currently in progress.