Varying the format of CDE: Practitioners' perceptions of need and usefulness

Abstract

Continuing dental education (CDE) is the primary learning mechanism for practicing dentists. Consequently, practitioners' perceived need for CDE and their assessment of its usefulness should be continually evaluated. These issues were addressed during a continuing education initiative on fissure sealants. Of 677 dentists who were oflered CDE and responded to pre-and postintervention surveys, 78% selected one of three formats offered: a formal continuing education course, mailed written materials and a videotape, or mailed written materials only. Participants also received a monthly newsletter and patient teaching aids (tooth models). About 8% of the dentists declined the CDE offer, while 15% did not respond to the offer. Participants and nonparticipants did not differ by age, mean years since graduation from dental school, office stafling patterns, or numbers of young patients. At follow-up, all groups that participated demonstrated a significant gain in knowledge compared to dentists who did not respond to the CDE ofser. Selection of a CDE format seemed to parallel a participant's perceived need for education. Dentists who participated in the CDE courses made the greatest gains in knowledge at follow-up, with the second greatest gains being made by the Written Material and Videotape subgroup. Asked to rank the usefulness of program components, participants considered the newsletter and the tooth models to be useful; journal articles were not considered to be very useful. CDE constructed with varying formats can facilitate match-215 Woolfolk et al.ing of content and educational need, increase participation, and enhance the likelihood of successjhl program outcomes.

A review of continuing professional development for dentists in Europe

“…However, when Woolfolk et al. (64) presented participants with a choice of CPD formats, 42% selected distance learning methods whilst only 17% chose traditional formal lecture courses.…”

“…Abbott et al (56) found that half of the courses taken by their Australian participants were lecture courses or seminars with the remainder incorporating practical and clinical components. However, when Woolfolk et al (64) presented participants with a choice of CPD formats, 42% selected distance learning methods whilst only 17% chose traditional formal lecture courses.…”

Consequences of Bullying in Schools: The Viewpoint of School Directors. Suggestions for Mitigating the Phenomenon - A Case Study of the District of Tirana

“…The parenting style is influential because with a very tolerant parent the child is likely to be polite but on the other hand, in a family where the child is being bullied, he or she is more likely to behave inappropriately by following the family model. (Woolfolk, 2011) Bandura emphasizes the same with his theory, highlighting the fact that children tend to model their behavior by observing the social environment where they grow up. (Dragoti, 2012) Another factor is the individual and personal component which can be learned but there are also studies that claim that it may be innate, i.e.…”