Background Revalidation of the medical profession is under review and a system has been proposed to ensure doctors meet standards of practice and professionalism. The current appraisal system allows clinicians to chart their progress and identify developmental needs in order to improve performance. Appraisal is now an annual compulsory requirement for all doctors.Aim and objectives The aim of the study was to investigate the experiences of general practitioners (GPs) of the current appraisal process. The specific objectives were to consider the impact the appraisal process had exerted on their learning, practice and individual continuing professional development (CPD).Methods We employed a cross-sectional design using a postal questionnaire sent to all doctors who work as GPs (n = 385) in West Kent.Main results Questionnaires were returned from 71.7% of doctors (n = 276). The key findings obtained were that 47.5% (n = 131) of doctors stated that taking part in the appraisal process had enhanced their learning, 40.2% (n = 111) felt that the appraisal process had improved their practice and 55.8% (n = 154) stated that the appraisal process had encouraged their CPD Qualitative findings derived from thematic analysis of open questions revealed that participants viewed the role of the appraiser as respected peer to be vital and there was a need for independence in the appraiser’s appointment. The time-consuming nature of the appraisal process was emphasised, with little protected time for preparation of documentation and engagement in CPD. Concerns were expressed about links between appraisal and revalidation.Conclusions Many doctors considered that the appraisal process had enhanced their learning,improved their practice and encouraged their CPD. A vital, independent role for the appraiser was emphasised as was a need to review the timeconsuming nature of the current appraisal process, together with identifying protected time to complete this and CPD engagement. As the role of appraisal within the revalidation process changes it is recognised that ensuring the quality, consistency and nature of appraisal will be essential to maintain the confidence of patients and doctors.

/pdf/does-appraisal-enhance-learning-improvepractice-and-kaymwznkze.pdf

Does appraisal enhance learning, improvepractice and encourage continuingprofessional development? A survey ofgeneral practitionersÃ¢Â€Â™ experiences of appraisal

Impact of time pressure on dentists' diagnostic performance.

...........................................................................................................................................15 CHAPTER 1 ...........................................................................................................................................16 My journey begins ............................................................................................................................. 16 The role of reflection in dental education .......................................................................................... 17 Standard setting and regulation ........................................................................................................ 19 The General Dental Council (GDC) ................................................................................................................19 Fitness to Practice..........................................................................................................................................22 The National Health Service ..........................................................................................................................24 Continuing education ........................................................................................................................ 26 Shifting the balance ........................................................................................................................... 27 Setting the scene for this research .................................................................................................... 28 CHAPTER 2 LITERATURE REVIEW ..........................................................................................................29 Review of the literature ..................................................................................................................... 30 Worked example of a bibliographic database search strategy ......................................................... 30 Formulating search terms prior to bibliographic database search.................................................................31 Bibliographic search interface .......................................................................................................................31 Reflection in education ...................................................................................................................... 33 Introducing reflection ....................................................................................................................................33 The role of reflection in large organisations .................................................................................................33 The reflective learning cycle ..........................................................................................................................34 Reflection on and in action ...........................................................................................................................35 Tacit and explicit knowledge .........................................................................................................................36 Reflecting in action ........................................................................................................................................37 Defining reflective practice ...........................................................................................................................38 Mindfulness ...................................................................................................................................................39 The nature of memory in reflective practice ................................................................................................41 Professional attitude and behaviour ............................................................................................................41 Critical thought ..............................................................................................................................................42 How students learn ............................................................................................................................ 43 Approaches to learning .................................................................................................................................44 Group reflective activities .............................................................................................................................46 Reflection for assessment purposes .............................................................................................................47 Barriers to reflection .......................................................................................................................... 50 Reflection in dental education ........................................................................................................... 51 Peer involvement in dental assessment .......................................................................................................51 Identifying risk in dentistry ................................................................................................................ 52 Limitations of reflection ..................................................................................................................... 54 Fuzzy definitions of reflection .......................................................................................................................54

The mirror crack'd ... : an illuminative evaluation of the use and relevance of reflection in undergraduate Dental Care Professionals' education

Evaluation of Remediation Support in UK Dentistry

Objective The aim of this research was to investigate the views of dental registrants in difficulty (DRiDS) on the support they received from postgraduate dental teams (PgDT) in Health Education England (HEE) and other sources These data were complemented by the views of those appointed from the PgDT to support them on the service they provide Method Qualitative data were collected by recording one-to-one semi structured telephone interviews, lasting approximately 30 minutes, with registrants in difficulty and supporters purposefully sampled from across England and Wales Recordings were transcribed and the interview data analysed for recurring discourses and themes using thematic framework analysis Setting and subjects All regional leads for DRiDs services in PgDT across the UK were asked to invite the DRiDs they were in contact with and the supporters they had appointed to contact the research team Attempts were made to contact all who returned consent forms and six DRiDs and 11 supporters were eventually interviewed Results Overall the DRiDs thought that the PgDT were very helpful They were in many cases the only source of expert support and advice, particularly with regard to developing a personal development plan and collecting evidence about their practice to present to the regulator There was a good match between the qualities that DRiDs wanted their supporters to have and the strengths supporters felt they brought to the role The DRiDs had mixed views about the support provided by their indemnifiers and could not identify any other organisations that provided support once conditions had been imposed Some had the support of peers; but both DRiDs and supporters felt there was a need for further support in addition to the educational support provided by PgDT and legal support provided by the indemnifier Conclusion The DRiDS regarded the PgDT as their primary source of support and, in general, were very satisfied with the character and competence of the service

Is the support that dental registrants in difficulty receive from postgraduate dental teams and other sources adequate

Over the past few years there has been a significant increase in the number of dentists and dental care professionals (registrants) having conditions placed on their practice either by the General Dental Council or NHS area teams. There are a number of reasons for this including the fact that patients complain more often, colleagues are now expected to alert the authorities if poor practice is detected and the demographics of the dental profession in the UK are changing. Steps have already been taken to prevent dentists getting into difficulty, such as the development of requirements for continued professional development by the GDC and past initiatives at a local level set up to assist dentist in difficulty. The regional offices of Health Education England and equivalent organisations in Wales and Scotland assist registrants in difficulty in meeting these conditions. Little published research has been carried out into this important service which has had to develop rapidly over the past few years. There is a need to investigate the current service, the views of those dental professionals being assisted and those providing the support to inform the further development of the service. This paper provides an introduction to a planned series of research papers reporting on our investigation into the service provided by HEE teams.

Supporting dental registrants in difficulty.

The number of dental registrants in difficulty (DRiDs) has increased significantly in recent years and the General Dental Council or National Health Service organisations tasked with the management of dental services will, if appropriate, instruct the registrant to contact postgraduate dental teams (PgDT) based in regional offices of Health Education England and equivalent postgraduate deaneries in Wales and Scotland for assistance in meeting their conditions for continued registration. We surveyed DRiDs Leads within the PgDT with a view to understanding the current development of this important service. Results revealed that these managers had considerable relevant previous experience which underpinned their responsibility for DRiDs. Their responses indicated that there were notable differences between PgDT in the number of DRiDs seeking their help and that the development of the service and the resources deployed to help DRIDs also differed significantly. Those responsible were generally happy with the service they were providing and all were able to see DRiDs for an initial interview within four weeks of being contacted. However, weaknesses were identified such as insufficient time to support individual registrants, lack of consistent process across PgDT teams and a need for clinical training facilities.

/pdf/supporting-dental-registrants-in-difficulty-the-service-4xujh8fqz9.pdf

Supporting dental registrants in difficulty: the service provided by postgraduate dental education teams

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Supporting dental registrants in difficulty.

Supporting dental registrants in difficulty: the service provided by postgraduate dental education teams

Is the support that dental registrants in difficulty receive from postgraduate dental teams and other sources adequate