Clinical educators’ views on the quality of undergraduate clinical restorative dentistry in the UK and ROI

Martín, Nicolás; Fairclough, A.; Smith, Michael W.; Ellis, Lorraine

doi:10.1111/j.1600-0579.2010.00659.x

Cited by 9 publications

(8 citation statements)

References 8 publications

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“…The results of this study suggest that while supervisors generally enjoy their role and feel that their students value their contributions, they feel less valued by the university. This is consistent with the results of supervisor surveys in the United Kingdom and Republic of Ireland where clinical teachers reporting feeling that their roles were not equally valued compared to research and grant capture 25 . Most participants in this study did not feel positively encouraged to develop their career as a clinical supervisor, which supports the recommendation made by the Association for Dental Education in Europe Task Force II to improve staff retention through support and recognition 26 …”

Section: Discussionsupporting

confidence: 86%

Clinical supervisors’ reflections on their role, training needs and overall experience as dental educators

Bartle

McGowan

2020

Eur J Dental Education

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Objectives The aims of this study were to understand the views of clinical supervisors overseeing final year dental students and investigate their perceived role, level of support and training available, and ways to improve the supervisory experience. Methods Clinical supervisors who oversaw fifth‐year dental students in 2019 were invited to participate in an online survey. Respondents who indicated their willingness to participate were contacted for a semi‐structured interview which were analysed using Constant Comparative Methodology. Results Sixteen supervisors completed the survey, with a response rate of 73%. Respondents reported low levels of formal training in clinical supervision (38%) and most (75%) felt further training would be beneficial for their role. While nearly all (94%) reported they had developed as a dental professional through supervision, most (63%) were not positively encouraged to develop a career as a supervisor, with tensions between health service delivery and academia identified as a key challenge. The driving motivator to supervise was a desire to teach (62.5%). Seven (44%) participants completed the semi‐structured interview. Participants’ perception of their role varied depending on career stage and clinic location. Lack of recognition and defined career pathways were the biggest challenges reported by participants. Conclusion Retention and morale of supervisors may increase with better‐defined career pathways and meaningful professional development opportunities. There is a need to develop tailored training programs for supervisors that enable them to teach critical thinking and clinical judgement while ensuring patient safety.

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Section: Discussionsupporting

confidence: 86%

Clinical supervisors’ reflections on their role, training needs and overall experience as dental educators

Bartle

McGowan

2020

Eur J Dental Education

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“…Martin, N., Fairclough, A., Smith, M. & Ellis, L. 2011. Clinical educators’ views on the quality of undergraduate clinical restorative dentistry in the UK and ROI Eur J Dent Educ, 15, 216‐222 101 …”

Section: Discussionmentioning

confidence: 99%

O‐HEALTH‐EDU: A scoping review on the reporting of oral health professional education in Europe

Dixon

Manzanares-Cespedes

Davies

et al. 2020

Eur J Dental Education

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Introduction The variability in oral health professional education is likely to impact on the management of oral health needs across Europe. This scoping review forms the initial part of a larger EU‐funded collaborative Erasmus + project, ‘O‐Health‐Edu’. The aim of this scoping review is to investigate how oral health professional education in Europe is reported. Methods The PRISMA and Arksey & O’Malley methodological frameworks for scoping reviews were used to guide reviewers in answering the research question “How is oral health professional education reported in Europe?”. The search strategy encompassed published literature searches, internet searches and further searching of relevant documents from educational organisations, regulators and professional bodies. Once the search strategy was developed, it was sent to key stakeholders for consultation. Sources were reviewed by two authors (JD, JF) and included in the review if they reported on oral health professional education in Europe. Results A total of 508 sources were retrieved from all of the searches. A total of 405 sources were excluded as they did not report on the topic of interest, leaving 103 sources that reported on oral health professional education in Europe. Handsearching the references of published sources lead to a further 41 sources being screened, of which, 15 were included. In total, 33 duplications were removed and the final number of included sources was 85. The average year of publication for the included sources was 2007, with sources most commonly published in journals dedicated to dental education. Surveys represented the most common form of reporting. From the data obtained, four broad themes of reporting were evident: dental education at a programme level, dental education at a discipline level, other oral health professional education, and postgraduate education and continuous professional development. Conclusion The reporting of dental and oral health professional education in Europe is limited. Whilst there are many useful documents that provide guidelines on dental education, there is limited knowledge on how education is implemented and delivered. There is a greater need for comprehensive educationally driven programme‐level data on oral health professional education across Europe.

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“…17 There are also echoes in this study that link to the known economic pressures on healthcare, dental schools and recruitment. 18 The reliance on part-time clinical staff 19 and the conflicting demands of research, service, teaching and practice commitments for part-time teachers, 20 together with perceptions of the student clinical experience 21 all add further support for the case for more work in this area.…”

Section: Discussionmentioning

confidence: 99%

Why do general dental practitioners become involved in clinical teaching? A pilot study exploring the views of part-time practitioner teachers, King's College London

2013

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Clinical educators’ views on the quality of undergraduate clinical restorative dentistry in the UK and ROI

Cited by 9 publications

References 8 publications

Clinical supervisors’ reflections on their role, training needs and overall experience as dental educators

Clinical supervisors’ reflections on their role, training needs and overall experience as dental educators

O‐HEALTH‐EDU: A scoping review on the reporting of oral health professional education in Europe

Why do general dental practitioners become involved in clinical teaching? A pilot study exploring the views of part-time practitioner teachers, King's College London

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