The ethnographic research tradition in sociological and anthropological studies of educational settings is a significant one. Ethnographic research in higher education institutions is less common, but is itself a growing research strategy.

VERIFIABLE CPD PAPERThis study outlines how dental tutors at the chairside view their teaching and describes what are considered important current issues, requirements and recommendations for good chairside teaching practice. A qualitative analysis was undertaken of stakeholder perceptions of chairside teaching from both a single dental school study and a UK wide evaluation workshop. The evaluation of good chairside teaching showed that training requirements might be quite different for different stakeholders in chairside teaching. Further, this evaluation process may serve as a process model for institutional change for improvements in chairside teaching. This article is the second of a series of three and evaluates chairside teaching on a UK wide scale. The fi rst, investigated the perceptions of stakeholders of chairside teaching at a single dental school. The third provides educational tools to encourage collaboration and sharing good chairside teaching practice. A further accompanying article reviews some of the educational methodology and innovations in teaching and learning that may be applied to dentistry.

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This study raises concerns about the aims and functions of courses offering qualifications in medical education. It identifies a number of obstacles to the development of educational researchers who are skilled in the philosophical underpinnings of research activity or equipped to undertake educational research that is of a quality sufficient to withstand the scrutiny of the authors' scientific and clinical counterparts. We argue that if research into medical education is to thrive, it requires the full commitment of all those who are engaged in teaching the topic and supporting researchers.

Aim: Our aim was to undertake a systematic review of the comparison of the methods used to train staff in clinical skills. Methods: The only studies considered were those that compared two different training methods and contained defined outcome measures. The skills of intubation, venous cannulation and central venous line insertion were chosen as representative of the type of physical skills taught to clinicians. Results: Only nine papers met the eligibility criteria with most papers evaluating a single teaching method. A wide range of teaching methods were used, including lectures, computer-based teaching, manikins and video assisted feedback. The studies included nurses, doctors, paramedics and medical students. Conclusions: Although no clear conclusions can be drawn from the studies, it appears that the teaching methods used have little effect on outcomes. In contrast, better outcomes are associated with workplace-based training and a course which provides repeated episodes of training spaced out over a period of weeks/months with the facility for practice of the skill. These findings are important as many current clinical skills training courses do not use the techniques associated with better outcomes.