An evaluation of civilian and military dental foundation training

Richardson, M. E.; Dermont, Mark

doi:10.1038/s41415-020-2275-2

Cited by 3 publications

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“…Qualitative research on dental student's opinions emphasised that the opportunity to learn from each other's mistakes contributed to effective clinical learning experiences 23,24 . However, this can only happen in a space where trust and respect exist, creating a strong relationship that facilitates learning 6,60 …”

Section: Discussionmentioning

confidence: 99%

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An exploration of the impact of working in pairs on the dental clinical learning environment: Students’ views

Dargue

Richards

Fowler

2022

Eur J Dental Education

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Introduction:The aims of this study were to explore the undergraduate dental clinical students' experiences and perspectives of paired working in the clinical learning environment. Materials and methods:An interpretivist methodological approach with a sociocultural lens was used. A stratified purposeful sampling strategy was chosen. Students digitally recorded three audio-diaries using Gibbs' cycle to guide reflection on collaborating clinically with a peer. 1:1 semi-structured interviews were held using a topic guide. Inductive thematic data analysis was undertaken. Results: Eight participants were recruited. Main themes related to individual characteristics (motivation, professionalism, knowledge and experience) and relational features (feeling safe, attaching value, positive working relationships) that contributed to effective collaborative partnerships. The social setting is important for learning in the dental clinical environment. Benchmarking is used by students to motivate and reassure. Students learnt from their peers, particularly when they felt safe and supported and had developed good relationships. A lesser quality learning experience was highlighted in the assistant role. Conclusion: Paired working for clinical training was viewed mostly positively. Working with a variety of peers was beneficial and enabled development of interpersonal skills and professionalism. More effective collaborative learning partnerships were described when students felt they belonged and had affective support. Disadvantages of paired working were noted as reduced hands-on experience, particularly for senior students and when working in the assistant role. Ground rules and setting learning goals to change the mind-set about the assistant role were recommended. Emotional and practical support of students is needed in the clinical setting.

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Section: Discussionmentioning

confidence: 99%

“…23,24 However, this can only happen in a space where trust and respect exist, creating a strong relationship that facilitates learning. 6,60 The students in our study corroborate these findings.…”

Section: Discussionmentioning

confidence: 99%

An exploration of the impact of working in pairs on the dental clinical learning environment: Students’ views

Dargue

Richards

Fowler

2022

Eur J Dental Education

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“…As discussed in Chap. 2, the studies usually assessed a part of the training year or evaluated other possible different training models and the trainer's and trainees' perceptions of the training programme's effectiveness (19)(20)(21)(22)(23). One recent study looked at the intended future working patterns of the FDs in England in the 2018-2019 scheme via a mixed-methods study comprising a quantitative questionnaire and focus groups.…”

Section: Introductionmentioning

confidence: 99%

Is Dental Foundation Training succeeding in producing general dental practitioners with aspirations of a future career primarily within NHS dentistry? A qualitative study involving dentists who completed Dental Foundation Trainees (DFT) from 2020 to 2021 and 2021 to 2022 from the Health Education England (HEE) schemes in England investigating which feelings and experiences of the DFT in their training year promoted or discouraged intentions of pursuing a full-time career in NHS general dental practice

MALIK,

SHERRATT

2023

Preprint

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Introduction Upon completion of dental foundation training (DFT), the foundation trainee (FT) will, in the majority, be expected to start in independent general practice. The main pathway into general practice will be via NHS dentistry for most foundation trainees. Due to poor access to NHS dentistry by the public and surveys showing NHS practices having problems recruiting dentists, does this mean the newly qualified dentists are shunning NHS dentistry for the private pathway? The study would like to explore whether the DFT year's experiences and interactions influence the foundation trainee's choice to work within the NHS primarily long-term or opt for a more significant career in the private contingent. Aims to determine whether, by the end of the DFT, which beliefs/perceptions/experiences have reinforced or diminished the trainee's desire to work mainly within NHS general dental practice. Materials and methods The research method was a cross-sectional survey involving a qualitative questionnaire submitted to a sample of recently completed foundation trainees in HEE England who completed their DFT in 2020 to 2021 and 2021 to 2022 cohorts via WhatsApp (Mobile Messaging App). The researcher will conduct the data analysis using a thematic style analysis to develop codes and generate subthemes, resulting in significant themes grounded within the participant's data. Results We identified three major themes within the data: NHS remuneration is inadequate for the work and time required to treat patients with high-quality care all the time, high workload and stress/pressure of NHS dentistry are causing a drop in standards of care in some cases and poor job satisfaction most of the time, and NHS GDP dentists' main aim is to achieve their Unit of Dental Activity(UDA) targets for the year. The main issues noted were that NHS dentists were overworked, underpaid and on a treadmill chasing their UDA targets at the expense of patient care and job satisfaction. Conclusion Most participants did not see NHS dentistry as a significant portion of their working life within 2 to 3 years after completing DFT and would look to focus on private dentistry. They felt that the current NHS contract was not fit for purpose due to the high workload, UDA treadmill and poor remuneration compared to the private sector. This is a significant problem for the government as NHS dentistry is currently in a state of crisis due to some patients being unable to access an NHS dentist. If the majority of the future workforce does not see its career within the NHS, then NHS dentistry is in a precarious position if the government does not look at contract reform of the current NHS dental contract sooner rather than later.

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MacBeth¹

2022

Br Dent J

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An evaluation of civilian and military dental foundation training

Cited by 3 publications

References 20 publications

An exploration of the impact of working in pairs on the dental clinical learning environment: Students’ views

An exploration of the impact of working in pairs on the dental clinical learning environment: Students’ views

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