Does vocational training encourage continuing professional development?

Ralph, J P; Mercer, P E; Bailey, H

doi:10.1038/sj.bdj.4801105

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…Analysis of the uptake of postgraduate activities illustrated that more of those who completed VT engaged in further study, however, there was no statistically significant difference between the groups. It has been shown in other studies that VT does help to maintain an interest in continuing professional development (22). This may stem from attendance at study days, in house tutorials and interaction with peers.…”

Section: Discussionmentioning

confidence: 94%

“…It can help to increase exposure to procedures that were not seen during undergraduate training and it has been proven to help improve young dentists' confidence levels (5). Through in-house tutorials and study days the process can aid future career planning (6) and engender a commitment to continued professional development (7). In addition, the training period enhances clinical and administrative competence and promotes high ethical standards to meet the needs of the general dental service (8,9).…”

Section: Introductionmentioning

confidence: 99%

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Attitudes of Irish dental graduates to vocational training

McKenna

Burke

O’Sullivan

2010

Eur J Dental Education

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Larger proportions of recent graduates are undertaking vocational training.--The majority of VDPs and associates find their initial employment position beneficial.--VDPs benefit from a guaranteed source of income, a supportive peer network and a positive learning environment.--Some associates suffered from a lack of support, feeling isolated and overwhelmed with patients.--The majority of previous VDPs and associates would recommend VT to current undergraduates.--Almost 40% of associates would now choose to take part in VT if given the opportunity.

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Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Attitudes of Irish dental graduates to vocational training

McKenna

Burke

O’Sullivan

2010

Eur J Dental Education

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A review of continuing professional development for dentists in Europe^*

Barnes

Bullock

Bailey

et al. 2013

Eur J Dental Education

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Aim: To summarise findings from a literature review of dentists’ engagement in continuing professional development (CPD) and its effects on improving oral health care for patients. Method: The search strategy used key terms in a range of databases and an academic literature search engine, complemented by hand searching and citation follow‐up. Results: One hundred and fourteen papers were reviewed. The majority of dentists engaged in CPD. Factors affecting participation included time since graduation, costs, work and home commitments, postgraduate qualification, interest and convenience. Learning needs identification and reflection on practice were rarely evidenced. Common modes of CPD were courses and journal reading; no one delivery method proved more effective. Few papers directly explored recommendations for topics although suggestions related to common areas of error and gaps in knowledge or skill. Studies of CPD effectiveness and impact‐on‐practice suggested that courses can result in widespread new learning and considerable self‐reported change in practice. However, significant barriers to implementing change in workplace practice were noted and included availability of materials, resources and support from colleagues. Conclusion: To ensure high standards of care, alongside recommending core or mandatory topics, more attention should be given to reflection on learning needs, the learner’s readiness to engage with education and training and the influence of the workplace environment.

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