Preparedness of dental graduates for foundation training: a qualitative study

Abstract

This study provides useful insights into the concept of preparedness as perceived by the stakeholders. The findings of this study may offer clarity on the essential attributes required by dental graduates upon entry into foundation training.

Conceptual Framework Explaining “Preparedness for Practice” of Dental Graduates: A Systematic Review

“…Among the three articles that used qualitative methods, only one had unpacked the construct of preparedness through an exploratory study of stakeholders including students, academics, foundation dental practitioners, trainers, general practitioners, and a postgraduate deanery representative. [21][22][23] Most of the articles described the structure of the tools used to assess preparedness in adequate detail. However, four of the articles that used quantitative approaches did not mention the source of the tools used.…”

“…This domain emerged from all the articles reviewed. [8][9][10][11][12][13][14][15][16][17][18][19][20][21][22][23] It may be defined as a combination of adequate theoretical and practical knowledge for routine patient management; adequate practical experience in using the knowledge and skills in patient management; adequate knowledge to identify medical emergencies in routine practice; and the necessary skills to manage medical emergencies.…”

“…All the articles except two discussed this domain. [8][9][10][11][12][13][14][16][17][18][20][21][22][23] The definition included the ability for effective and sensitive communication with patients, supporting staff members, colleagues from one's team, colleagues who worked outside of one's team, and the general public.…”

“…All the articles except three discussed the skills involved in this domain as integral to being prepared. 8,9,11,12,[15][16][17][18][19][20][21][22][23] The skills that emerged under the domains were in the nature of abilities or mechanisms that helped the clinician to handle a diverse set of clinical circumstances that he or she may encounter during independent practice. An example of this skill is the ability to manage patients with special needs such as children, elderly, persons with cognitive disabilities, and the medically compromised.…”

“…Thirteen articles discussed this domain. [8][9][10][12][13][14][16][17][18][20][21][22][23] Professional attitude involved the willingness to place patients' interests first and to respect and protect patients' choices and dignity in all interactions. Commitment to equality and respect for diversity were essential for this.…”