Preparing a personal development plan for all members of the dental team

Maguire, William; Blaylock, Paul

doi:10.1038/sj.bdj.2017.730

Cited by 2 publications

(1 citation statement)

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“…39 PDPs have been a mandatory element of DFT for some time and are now more crucial than ever, as essential learning needs require prioritising in the initial months of DFT -early planning will help to overcome any challenges that cause disruption to training and not adversely affect progression. 40,41 It remains to be seen whether 2020 graduates, with less experience and an increased time between cessation of clinical activity and beginning DFT, will pose a greater risk to litigation or not, as they may require more direct supervision than previous cohorts. Some respondents voiced their concerns surrounding 'de-skilling' or becoming anxious when treating patients again, however, fitness to practise (FtP) data from the GDC actually illustrates that newly qualified dentists are nearly four times less likely to be involved in an FtP case than those who have been registered for more than three years.…”

Section: Personal Development Plan and Clinical 'Passport'mentioning

confidence: 99%

Mind the 'GAPP': a pre-graduation assessment of preparedness for practice amid a pandemic

2022

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Introduction 'Preparedness for practice' refers to a multifaceted concept, encompassing not only clinical skills, but also broader, non-clinical skills, such as communication and professionalism. Previous graduates have reported feeling less prepared for complex procedures, such as molar endodontics and surgical extractions. Dental students typically utilise their final year to refine their clinical skills, however, the COVID-19 pandemic has meant that newly qualified dentists will have had around six months where they have not performed clinical dentistry before beginning dental foundation training (DFT). Aims This study aimed to explore final year students' self-reported preparedness for practice, identify areas of relative weakness that may influence future training needs and to highlight any perceived impact of the pandemic on final year experience and potential impact on DFT. Materials and methods The current Graduate Assessment of Preparedness for Practice (GAPP) questionnaire was adapted for our specific research aims and piloted and the PreGAPP questionnaire distributed via the social media channels of dental school student societies. Analysis was carried out using IBM Statistical Package for the Social Sciences software using descriptive statistics and the Mann-Whitney U test for two unrelated variables. Results Responses were received from final year students across all 16 UK dental schools. Students reported increased preparedness across domains in which they had the most experience; for example, providing preventative advice and administering local anaesthesia. Male students reported feeling significantly more prepared than female students, mature students significantly more than younger students, and students on four-year courses significantly more than traditional five-year courses. The COVID-19 pandemic was expected to have a major-to-severe impact on undergraduate experience and future DFT prospects. Conclusion Dental graduates in the COVID-19 era may have significantly different training needs to those before them. Complex clinical procedures remain the areas where students feel they are least prepared for practice. The importance of a clinical passport to highlight current experience level to trainers, alongside the creation of a personal development plan at the beginning of DFT, will ensure that targeted and personalised training can be implemented where required. Supplementary Information Zusatzmaterial online: Zu diesem Beitrag sind unter 10.1038/s41415-022-4154-5 für autorisierte Leser zusätzliche Dateien abrufbar.

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Section: Personal Development Plan and Clinical 'Passport'mentioning

confidence: 99%