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ADEE - Association for Dental Education in Europe
ADEE cooperates with GDC to produce a literature review on dental CPD and disseminate its results
In December 2018, an ADEE project team completed a ‘Review of the Literature on Continuing Professional Development’ on behalf of the General Dental Council of the United Kingdom. The research team focused on specific aspects of the cpd and explored current and future trends of lifelong learning, not only in relation to dentists, dental care professionals and the dental team, but also in other healthcare and non-healthcare professionals, which have an obligatory and regulated cpd system (solicitors, nurses, pharmacists, architects, pilots, etc).
The research included publications and regulatory systems from U.K. and other European countries, and moreover from Canada, USA, Australia, where cpd is highly developed and best practices could be identified. Evidence was retrieved through a systematic literature review, accompanied by an online survey which was emailed to a large number of stakeholders. The aim was to identify evidence-based good practice for CPD to inform the GDC’s future CPD policy.
Within the concept of cpd/lifelong learning, evidence was retrieved in relation to:
reflection and reflective activities, interactive activities and active learning, e-learning, peer learning, mentoring and coaching;
best practices and impact of CPD on practice;
variations across different work settings;
CPD choices driven by intelligence and information gathering, both on an individual and on an organisational level, and
qualitative-based CPD systems, guidance and quality management.
Results revealed a shift to outcomes-based models with an emphasis on personal development planning, e-portfolios, reflective practice and mentoring. It seems the focus is gradually shifting from quantity to quality, promoting engagement between registrants and their regulatory bodies and encouraging ownership and responsibility for CPD. Review highlighted that CPD activities that address the professionals’ individual needs are more likely to promote the sense of ‘’ownership and pride’’ in their continuing educational achievements. Therefore, the aspiration of the regulators must be to create motivation across all registrants to actively pursue meaningful, relevant CPD activities. Aspects of qualitative-based models that could be included in an outcomes-focused model include: emphasis on reflection and reflective practice, active learning, portfolios, peer (and mentor) interaction and feedback; development of online, user-friendly tools, enabling registration of required evidence; a well-designed change and implementation process; reinforcement of close engagement of registrants with regulators through easily accessible communication channels; quality-assurance mechanisms embedded in the model, valuable for both regulators and registrants.
The findings of the review will inform future development of CPD for dental professionals, based on a more qualitative approach to the delivery and monitoring of CPD. The full report and the executive summary of the ADEE's Review of the Literature on Continuing Professional Development were published in January 2019 on the GDC website (they may be found here). The dissemination of the results of the review project includes publications in scientific journals, presentations in meetings, contribution in experts’ panels, workshops, etc.
A major scientific event in which the review results will be presented is the IADR (International Association for Dental Research)meeting, to be held in Vancouver, 19-22 June 2019. The project team will organise a symposium entitled “The End of CPD as we know it!” The symposium will present findings from this research as a trigger for wider debate on the shift from quantitative-based CPD models for dental professionals. Sponsoring Scientific Groups/ Networks of the symposium are: IADR Education Research Group, Association for Dental Education in Europe and the General Dental Council UK.
Learning Objectives of the symposium are:
Identify evidence-based good practice in CPD
Learn about innovations in CPD
Appraise developments from quantitative to qualitative CPD models
Four main themes have been identified and will be addressed during the symposium:
“Interaction in CPD activities” - Peer-learning, Mentoring, Reflective Practice
“E-learning” - Innovative developments in continuing education
“Insight and Intelligence gathering”- how do they influence registrants, CPD providers and regulatory bodies
“No more time serving!”- the move towards Qualitative-based CPD policies
Organiser of the IADR symposium is Barry Quinn (King’s College London, UK) and the Chairpersons will be Jon Cowpe (Cardiff University, UK) and Stephanie Tubert (ADEE President University of Clermont Auvergne, France). The four themes will be addressed by the project team members: Alison Bullock and Emma Barnes (Cardiff University, UK), Argyro Kavadella (University of Athens, Greece) and Barry Quinn, followed by discussion with the audience.
ADEE’s representation in the IADR meeting through the symposium advances the organisation’s international profile and establishes it as an important stakeholder in the global educational landscape. Moreover, the theme of the symposium (continuing dental education) positions ADEE as an expert on this topic worldwide; ADEE has a devoted group of experts (the symposium speakers and project team) who have researched and developed the subject of dental continuing education since a decade, through the DentCPD European project (2010-2012), through workshops and working groups and now through the GDC literature survey and the IADR symposium.
12 February 2019
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