Various factors will influence a dental graduate's decision to undertake postgraduate education and training, including encouragement from family, partners and staff at individual dental schools, although there is currently little information available regarding the number and distribution (by dental school) of recent dental graduates undertaking postgraduate studies. The aim of this study was to analyse data on postgraduate qualifications achieved by dentists who graduated from UK dental schools between 2000 and 2009 and relate this to graduate gender. Data were collected from the General Dental Council (GDC) in an anonymous electronic format, analysed and ordered by year of graduation, dental school, gender and type of postgraduate qualification. Nearly one-quarter (24%) of the dentists that graduated between 2000 and 2004 completed postgraduate studies, with more females (26%) than males (23%) obtaining further postgraduate qualifications. Overall, Bristol produced the largest proportion of graduates completing postgraduate study (39%) and of these the largest proportion of female graduates (45%). Glasgow produced the largest proportion of male graduates completing postgraduate study (37%). Membership of the Faculty of Dental Surgery (MFDS), one of the Royal Colleges, was the most popular postgraduate qualification obtained followed by Membership of the Faculty of General Dental Practitioners UK (MFGDP). This study provides insight into postgraduate studies undertaken by UK dental graduates. An increasing proportion of females are gaining Bachelor of Dental Surgery (BDS) qualifications and therefore the number of female dental graduates obtaining postgraduate qualifications is likely to increase further. This also suggests the male domination of the dental profession is likely to decrease.
The General Dental Council expects graduating dentists to be competent at treating pulpal disease. Previous studies have found dental undergraduates to have low levels of confidence with respect to endodontic treatments. The aim of this study was to investigate the confidence of undergraduate dental students at the University of Bristol when performing root canal treatment, and to investigate their perception of the quality of their endodontic education. An anonymous questionnaire, based upon one used in a 2015 study at Cardiff University, was distributed to all (
Introduction As a response to the lockdown brought about by the COVID-19 pandemic, an innovative change was made to a part of the University of Bristol’s Bachelor of Dental Surgery finals examination. Clinical cases, which were previously assessed face-to-face, were rapidly adapted to a remote assessment format and students’ perceptions of the enforced change were explored. Methods The blueprint of intended learning outcomes was carefully considered in making amendments. University level and external examiner approval was obtained for the transition from face-to-face to remote assessment. The connectivity and communication required for the remote format was tested prior to the assessment. A questionnaire was used to obtain feedback from students who undertook this remote assessment. Respondents were asked to rate their agreement with statements using a four-point Likert scale. Results The intended learning outcomes were satisfactorily assessed remotely. The assessment was delivered successfully with broadly positive perceptions of this new remote assessment format. Conclusions Remote clinical case assessments can be a suitable alternative to face-to-face conventional methods. Meticulous preparation is critical, including engagement with both staff and students as stakeholders.
Abstract: The eruption of the permanent canine, particularly the maxillary tooth, is a milestone in dental development. Although often uneventful, occasionally there are disturbances in eruption, the management of which can be one of the more challenging aspects of orthodontics. This article gives an overview of the possible treatments of the aberrant canine tooth. Clinical Relevance: Awareness of the possible sequelae of unerupted canines is important in diagnosis and treatment planning.
Abstract Introduction Objective structured clinical examinations (OSCEs) are an established method of assessment for dental undergraduates. There is little published dental education research exploring the views of undergraduates towards OSCEs. Aim To explore and describe the views of dental undergraduates towards OSCEs. Method A sequential mixed methods design was applied. This included a cross‐sectional survey of all 204 dental undergraduates in Years 2, 3 and 4 within a UK dental school using an anonymous self‐report online questionnaire (response rate 57%), which was followed by two focus group interviews of n = 10 Year‐2 students. Results Most students gave positive views regarding the OSCE form of assessment. Questionnaire data highlighted that students felt that the OSCE tested their diagnostic, clinical and communication skills, and covered a wide range of skills and disciplines. Students also generally saw them as a useful educational exercise that went beyond testing recall of facts. Most students thought that the OSCEs were “fair” assessments. Negative views focused around student lack of preparation for them, especially in earlier years. Focus group data explored further these concerns but also emphasised the need for more student‐centred support pre‐OSCE. Conclusion Objective structured clinical examinations can be an anxiety‐inspiring form of assessment for students in the early years of the programme. Dental educators need to be more aware of these concerns to develop strategies to increase student preparedness for OSCEs without increasing stress.
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