Cevero RM dentistry
39
Focus group
A focus group is a form of qualitative research in which a group of people are asked about their perceptions, opinions, beliefs and attitudes towards an event, product, service, or concept. Questions are asked in an interactive group setting where participants are free to talk with other group members.
Grades of evidence
Evidence-based medicine categorises different types of clinical evidence and Grades them according to defined scientific criteria.
Grey literature
Grey literature refers to a body of information that cannot be found easily through conventional channels such as publishers. Examples of grey literature include technical reports from government agencies or scientific research groups, working papers from research groups or committees, or white papers.
Interview-based questionnaire
This is a quantitative research method. The aim of this approach is to ensure that each interview is presented with exactly the same questions, in the same order. This ensures that answers can be reliably aggregated and that comparisons can be made with confidence between sample subgroups or between different survey periods. The data is collected by an interviewer rather than through a self-administered questionnaire.
Journal based CPD
A specifically identified article within a peer-reviewed professional journal that serves as a planned learning activity and meets specific pre-defined educational quality criteria.
Literature review
A literature review is a body of text that aims to review the critical points of current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic. Literature reviews are secondary sources, and as such, do not report any new or original experimental work.
Multiple choice
Multiple choice is a form of assessment in which respondents are asked to select the best possible answer (or answers) out of the choices from a list.
Outcome
A change in knowledge, skills attitude or behaviour as a result of participation in a CPD activity.
Qualitative interview
The qualitative interview seeks to understand the meaning of what the interviewees say, to incorporate both a factual and a meaning level. The interviewer can pursue in-depth information around the topic.
Random sample
A sample is a subject chosen from a population for investigation. A random sample is a sample chosen by a method involving an unpredictable component.
Randomised controlled trial
A randomised controlled trial (RCT) is a type of scientific experiment - a form of clinical trial - most commonly used in testing the safety (or more specifically, information about adverse drug reactions and adverse effects of other treatments) and efficacy or effectiveness of healthcare services, or health technologies. The key distinguishing feature of the usual RCT is that study subjects, after assessment of eligibility and recruitment, but before the intervention to be studied begins, are randomly allocated to receive one or other of the alternative treatments under study. Random allocation in real trials is complex. After randomization, the two (or more) groups of subjects are followed up in exactly the same way, and the only differences between the care they receive, for example, in terms of procedures, tests, outpatient visits, follow-up calls etc. should be those intrinsic to the treatments being compared.
40
The most important advantage of proper randomization is that it minimises allocation bias, balancing both known and unknown prognostic factors, in the assignment of treatments.
Response bias
Response bias is a type of bias which can affect the results of a statistical survey if respondents answer questions in the way they think the questioner wants them to answer rather than according to their true beliefs.
Systematic review
A systematic review is a literature review focused on a research question that tries to identify, appraise, select and synthesise all high quality research evidence relevant to that question. Systematic reviews of high-quality randomised controlled trials are crucial to evidence-based medicine. An understanding of systematic reviews and how to implement them in practice is becoming mandatory for all professionals involved in the delivery of health care. Besides health interventions, systematic reviews may concern clinical tests, public health interventions, adverse effects, and economic evaluations.
41
8. ReferencesReferencesReferencesReferences References References
These include all 94 papers from the dental literature which were reviewed plus all papers cited in this document.
Abbott P, Burgess K, Wang E, Kim K. (2010) Analysis of dentists' participation in continuing professional development courses from 2001-2006. Open Dentistry Journal; 27: 179-184.
Absi EG, Drage NA, Thomas HS, Newcombe RG, Cowpe J. (2011) Continuing dental education in radiation protection: knowledge retention following a postgraduate course. European Journal of Dental Education.; 15 :189-192.
Absi E, Drage N, Thomas H, Newcombe R, Nash E. (2009) Continuing dental education in radiation protection: monitoring the outcomes. Dentomaxillofacial Radiology; 38:127-133.
Absi EG, Drage NA, Thomas HS, Nash ES, Newcombe RG. (2006) The effectiveness of dental postgraduate courses--are we doing the right thing? British Dental Journal; 201; Sep;Suppl: 19-23.
Academy of Medical Royal Colleges Continuing professional development. Guidelines for recommended headings under which to describe a college or faculty CPD scheme. Academy of Medical Royal Colleges 2010.
Al-Wahadni A., Elnasser Z., Azab M., Owais AI. (2006) Learning priorities and attitudes towards computer-assisted learning of general medical practitioners, general dental practitioners and dental hygienists. International Journal of Dental Hygiene; 4: 91-97.
Allen DL, Caffesse RG, Bornerand M, Frame JW, Heyboer A. (1994) Participatory continuing dental education. International Dental Journal; 44:511-519.
Anderson JM. (2002) Use of local anesthesia by dental hygienists who completed a Minnesota CE course. Journal of dental hygiene: Journal of Dental Hygiene / American Dental Hygienists' Association; 76: 35-46.
Arnold RC and Walmsley AD. (2008) The use of the OSCE in postgraduate education. European Journal of Dental Education ; 12: 126–130.
Asadoorian J, Batty HP. (2005) An evidence-based model of effective self-assessment for directing professional learning. Journal of Dental Education ; 69: 1315-1323.
Asadoorian J., Locker D. (2006) The impact of quality assurance programming: a comparison of two canadian dental hygienist programs. Journal of Dental Education; 70:965-971.
Ashe TE, Elter JR, Southerland JH, Strauss RP, Patton LL. (2006) North Carolina dental hygienists' oral cancer knowledge and opinions: implications for education. Journal of Cancer Education ;21:151-156.
Barham, PM, Benseman J. (1984) Participation in Continuing Medical Education of General Practitioners in New Zealand. Journal of Medical Education; 59: 649-654.
42
Behroozi KR, Tolle-Watts SL, Shuman D. (1989) Attitudes of dental hygienists toward continuing education.Journal of Dental Hygiene ; 63: 424-431.
Belfield CR, Morris ZS, Bullock AD, Frame JW. (2001) The benefits and costs of continuing professional development (CPD) for general dental practice: a discussion. European Journal of Dental Education; 5:47-52.
Bertram DA and Brooks-Bertram PA. (1977) The evaluation of continuing medical education: A literature review. Health Education Monographs; 5:330-362.
Best HA, Eaton KA, Plasschaert A, Toh CG, Grayden SK, Senakola E, Rohlin M. (2005) Continuing professional development--global perspectives: synopsis of a workshop held during the International Association of Dental Research meeting in Gothenburg, Sweden, 2003. Part 2: regulatory and accreditation systems and evidence for improving the performance of the dental team. European Journal of Dental Education ;9 :66-72.
Best HA, Messer LB. (2003) Effectiveness of interventions to promote continuing professional development for dentists. European Journal of Dental Education;7 : 147-153.
Best HA, Messer LB. (2001) Professional development for dentists: patterns and their implications. Australian Dental Journal; 46:289-297.
Bloom B. (2005) Effects of continuing medical education on improving physician clinical care and patient health: A review of systematic reviews. International Journal of Technology Assessment in Health Care;21: 380-385.
Bower EJ, Newton PD, Gibbons DE, Newton JT. (2004) A national survey of dental technicians: career development, professional status and job satisfaction. Br Dent J; 197: 144-148.
Branthwaite A, Ross A, Henshaw A, Davie C. (1988) Continuing Education for General Practitioners: Occasional Paper 38. London, Royal College of General Practitioners.
Brown LF, Keily PA, Spencer AJ. (1992) Evaluation of a continuing education intervention "Periodontics in General Practice".Community Dentistry Oral Epidemiology; 22:441-447.
Browne L, Mehra S, Rattan R, Thomas G. (2004) Comparing lecture and e-learning as pedagogies for new and experienced professionals in dentistry. British Dental Journal; 197: 95-97.
Buck D., Newton T. (2002) Continuing professional development amongst dental practitioners in the United Kingdom: how far are we from lifelong learning targets? European Journal of Dental Education; 6: 36 – 39.
Buckley GJ, Crowley MJ. (1993) The continuing dental education (CDE) activities of a regional cohort of Irish dentists--a baseline study. Journal of Irish Dental Association; 39 :54-59.
Bullock AD, Belfield CR., Butterfield S, Ribbins PM, Frame JW. (1999) Continuing education courses in dentistry: Assessing impact on practice. Medical Education; 33:484-488.
43
Bullock AD, Butterfield S, Belfield CR, Morris ZS, Ribbins PM, Frame JW. (2000) A role for clinical audit and peer review in the identification of continuing professional development needs for general dental practitioners: a discussion. British Dental Journal; 189: 445-448.
Bullock A, Firmstone V, Frame J, Bedward J. (2007) Enhancing the benefit of continuing professional development: a randomized controlled study of personal development plans for dentists. Learning in Health and Social Care; 6: 14–26.
Bullock A, Firmstone V, Burke S. (2009) Sustained continuing education: how a masters programme makes a difference to primary care dentists. Dental Update; 36: 358-360, 362, 364.
Bullock A, Firmstone V, Fielding A, Frame J, Thomas D, Belfield C. (2003) Participation of UK dentists in continuing professional development. British Dental Journal; 194: 47-51.
Carrotte PV, Walker AD, Rennie JS, Ball G, Dodd M. (2003) Personal learning plans for general dental practitioners: a Scottish perspective. Part 2. British Dental Journal; 194: 627-631.
Cervero RM. (1988) Effective Continuing Education for Professionals. San Francisco: Jossey-Bass.
Chan WC, Ng CH, Yiu BK, Liu CY, Ip CM, Siu HH, Chiu GK, Hägg U, Jin LJ. (2006) A survey on the preference for continuing professional dental education amongst general dental practitioners who attended the 26th Asia Pacific Dental Congress. European Journal of Dental Education; 10:210-216.
Chapko MK, Milgrom P, Bergner M, Conrad D, Skalabrin N. (1984) The effects of continuing education in dental practice management. Journal of Dental Education; 48: 659-664.
Cheng BS. (2009) Problem-based learning and the workplace: do dental hygienists in Hong Kong continue to use the skills acquired in their studies? Journal of Dental Education; 73: 991-1000.
Chief Medical Officer’s Report – Medical Revalidation – Principles and Next Steps. Department of Health 2008. Accessed from www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicy/AndGuidance/DH_086430 on 30 September 2011.
Cividin, T M, Ottoson J M.(1997) Linking Reasons for Continuing Professional Education Participation with Postprogram Application. Journal of Continuing Education in the Health Professions;17: 46-55.
Clarkson JE, Turner S, Grimshaw JM, Ramsay CR, Johnston M, Scott A, Bonetti D, Tilley CJ, Maclennan G, Ibbetson R, Macpherson LM, Pitts NB. (2008) Changing clinicians' behavior: a randomized controlled trial of fees and education. Journal of Dental Research; 87: 640-644.
Crandall SJS. (1990) The Role of Continuing Medical Education in Changing and Learning. Journal of Continuing Education in the Health Professions; 10: 339-348.
Cross-Poline GN, Passon JC, Tilliss TS, Stach DJ. (1992) Effectiveness of a continuing education course in local anesthesia for dental hygienists. Journal of dental hygiene: Journal of Dental Hygiene / American Dental Hygienists' Association; 66: 130-136.
44
Focus group
A focus group is a form of qualitative research in which a group of people are asked about their perceptions, opinions, beliefs and attitudes towards an event, product, service, or concept. Questions are asked in an interactive group setting where participants are free to talk with other group members.
Grades of evidence
Evidence-based medicine categorises different types of clinical evidence and Grades them according to defined scientific criteria.
Grey literature
Grey literature refers to a body of information that cannot be found easily through conventional channels such as publishers. Examples of grey literature include technical reports from government agencies or scientific research groups, working papers from research groups or committees, or white papers.
Interview-based questionnaire
This is a quantitative research method. The aim of this approach is to ensure that each interview is presented with exactly the same questions, in the same order. This ensures that answers can be reliably aggregated and that comparisons can be made with confidence between sample subgroups or between different survey periods. The data is collected by an interviewer rather than through a self-administered questionnaire.
Journal based CPD
A specifically identified article within a peer-reviewed professional journal that serves as a planned learning activity and meets specific pre-defined educational quality criteria.
Literature review
A literature review is a body of text that aims to review the critical points of current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic. Literature reviews are secondary sources, and as such, do not report any new or original experimental work.
Multiple choice
Multiple choice is a form of assessment in which respondents are asked to select the best possible answer (or answers) out of the choices from a list.
Outcome
A change in knowledge, skills attitude or behaviour as a result of participation in a CPD activity.
Qualitative interview
The qualitative interview seeks to understand the meaning of what the interviewees say, to incorporate both a factual and a meaning level. The interviewer can pursue in-depth information around the topic.
Random sample
A sample is a subject chosen from a population for investigation. A random sample is a sample chosen by a method involving an unpredictable component.
Randomised controlled trial
A randomised controlled trial (RCT) is a type of scientific experiment - a form of clinical trial - most commonly used in testing the safety (or more specifically, information about adverse drug reactions and adverse effects of other treatments) and efficacy or effectiveness of healthcare services, or health technologies. The key distinguishing feature of the usual RCT is that study subjects, after assessment of eligibility and recruitment, but before the intervention to be studied begins, are randomly allocated to receive one or other of the alternative treatments under study. Random allocation in real trials is complex. After randomization, the two (or more) groups of subjects are followed up in exactly the same way, and the only differences between the care they receive, for example, in terms of procedures, tests, outpatient visits, follow-up calls etc. should be those intrinsic to the treatments being compared.
40
The most important advantage of proper randomization is that it minimises allocation bias, balancing both known and unknown prognostic factors, in the assignment of treatments.
Response bias
Response bias is a type of bias which can affect the results of a statistical survey if respondents answer questions in the way they think the questioner wants them to answer rather than according to their true beliefs.
Systematic review
A systematic review is a literature review focused on a research question that tries to identify, appraise, select and synthesise all high quality research evidence relevant to that question. Systematic reviews of high-quality randomised controlled trials are crucial to evidence-based medicine. An understanding of systematic reviews and how to implement them in practice is becoming mandatory for all professionals involved in the delivery of health care. Besides health interventions, systematic reviews may concern clinical tests, public health interventions, adverse effects, and economic evaluations.
41
8. ReferencesReferencesReferencesReferences References References
These include all 94 papers from the dental literature which were reviewed plus all papers cited in this document.
Abbott P, Burgess K, Wang E, Kim K. (2010) Analysis of dentists' participation in continuing professional development courses from 2001-2006. Open Dentistry Journal; 27: 179-184.
Absi EG, Drage NA, Thomas HS, Newcombe RG, Cowpe J. (2011) Continuing dental education in radiation protection: knowledge retention following a postgraduate course. European Journal of Dental Education.; 15 :189-192.
Absi E, Drage N, Thomas H, Newcombe R, Nash E. (2009) Continuing dental education in radiation protection: monitoring the outcomes. Dentomaxillofacial Radiology; 38:127-133.
Absi EG, Drage NA, Thomas HS, Nash ES, Newcombe RG. (2006) The effectiveness of dental postgraduate courses--are we doing the right thing? British Dental Journal; 201; Sep;Suppl: 19-23.
Academy of Medical Royal Colleges Continuing professional development. Guidelines for recommended headings under which to describe a college or faculty CPD scheme. Academy of Medical Royal Colleges 2010.
Al-Wahadni A., Elnasser Z., Azab M., Owais AI. (2006) Learning priorities and attitudes towards computer-assisted learning of general medical practitioners, general dental practitioners and dental hygienists. International Journal of Dental Hygiene; 4: 91-97.
Allen DL, Caffesse RG, Bornerand M, Frame JW, Heyboer A. (1994) Participatory continuing dental education. International Dental Journal; 44:511-519.
Anderson JM. (2002) Use of local anesthesia by dental hygienists who completed a Minnesota CE course. Journal of dental hygiene: Journal of Dental Hygiene / American Dental Hygienists' Association; 76: 35-46.
Arnold RC and Walmsley AD. (2008) The use of the OSCE in postgraduate education. European Journal of Dental Education ; 12: 126–130.
Asadoorian J, Batty HP. (2005) An evidence-based model of effective self-assessment for directing professional learning. Journal of Dental Education ; 69: 1315-1323.
Asadoorian J., Locker D. (2006) The impact of quality assurance programming: a comparison of two canadian dental hygienist programs. Journal of Dental Education; 70:965-971.
Ashe TE, Elter JR, Southerland JH, Strauss RP, Patton LL. (2006) North Carolina dental hygienists' oral cancer knowledge and opinions: implications for education. Journal of Cancer Education ;21:151-156.
Barham, PM, Benseman J. (1984) Participation in Continuing Medical Education of General Practitioners in New Zealand. Journal of Medical Education; 59: 649-654.
42
Behroozi KR, Tolle-Watts SL, Shuman D. (1989) Attitudes of dental hygienists toward continuing education.Journal of Dental Hygiene ; 63: 424-431.
Belfield CR, Morris ZS, Bullock AD, Frame JW. (2001) The benefits and costs of continuing professional development (CPD) for general dental practice: a discussion. European Journal of Dental Education; 5:47-52.
Bertram DA and Brooks-Bertram PA. (1977) The evaluation of continuing medical education: A literature review. Health Education Monographs; 5:330-362.
Best HA, Eaton KA, Plasschaert A, Toh CG, Grayden SK, Senakola E, Rohlin M. (2005) Continuing professional development--global perspectives: synopsis of a workshop held during the International Association of Dental Research meeting in Gothenburg, Sweden, 2003. Part 2: regulatory and accreditation systems and evidence for improving the performance of the dental team. European Journal of Dental Education ;9 :66-72.
Best HA, Messer LB. (2003) Effectiveness of interventions to promote continuing professional development for dentists. European Journal of Dental Education;7 : 147-153.
Best HA, Messer LB. (2001) Professional development for dentists: patterns and their implications. Australian Dental Journal; 46:289-297.
Bloom B. (2005) Effects of continuing medical education on improving physician clinical care and patient health: A review of systematic reviews. International Journal of Technology Assessment in Health Care;21: 380-385.
Bower EJ, Newton PD, Gibbons DE, Newton JT. (2004) A national survey of dental technicians: career development, professional status and job satisfaction. Br Dent J; 197: 144-148.
Branthwaite A, Ross A, Henshaw A, Davie C. (1988) Continuing Education for General Practitioners: Occasional Paper 38. London, Royal College of General Practitioners.
Brown LF, Keily PA, Spencer AJ. (1992) Evaluation of a continuing education intervention "Periodontics in General Practice".Community Dentistry Oral Epidemiology; 22:441-447.
Browne L, Mehra S, Rattan R, Thomas G. (2004) Comparing lecture and e-learning as pedagogies for new and experienced professionals in dentistry. British Dental Journal; 197: 95-97.
Buck D., Newton T. (2002) Continuing professional development amongst dental practitioners in the United Kingdom: how far are we from lifelong learning targets? European Journal of Dental Education; 6: 36 – 39.
Buckley GJ, Crowley MJ. (1993) The continuing dental education (CDE) activities of a regional cohort of Irish dentists--a baseline study. Journal of Irish Dental Association; 39 :54-59.
Bullock AD, Belfield CR., Butterfield S, Ribbins PM, Frame JW. (1999) Continuing education courses in dentistry: Assessing impact on practice. Medical Education; 33:484-488.
43
Bullock AD, Butterfield S, Belfield CR, Morris ZS, Ribbins PM, Frame JW. (2000) A role for clinical audit and peer review in the identification of continuing professional development needs for general dental practitioners: a discussion. British Dental Journal; 189: 445-448.
Bullock A, Firmstone V, Frame J, Bedward J. (2007) Enhancing the benefit of continuing professional development: a randomized controlled study of personal development plans for dentists. Learning in Health and Social Care; 6: 14–26.
Bullock A, Firmstone V, Burke S. (2009) Sustained continuing education: how a masters programme makes a difference to primary care dentists. Dental Update; 36: 358-360, 362, 364.
Bullock A, Firmstone V, Fielding A, Frame J, Thomas D, Belfield C. (2003) Participation of UK dentists in continuing professional development. British Dental Journal; 194: 47-51.
Carrotte PV, Walker AD, Rennie JS, Ball G, Dodd M. (2003) Personal learning plans for general dental practitioners: a Scottish perspective. Part 2. British Dental Journal; 194: 627-631.
Cervero RM. (1988) Effective Continuing Education for Professionals. San Francisco: Jossey-Bass.
Chan WC, Ng CH, Yiu BK, Liu CY, Ip CM, Siu HH, Chiu GK, Hägg U, Jin LJ. (2006) A survey on the preference for continuing professional dental education amongst general dental practitioners who attended the 26th Asia Pacific Dental Congress. European Journal of Dental Education; 10:210-216.
Chapko MK, Milgrom P, Bergner M, Conrad D, Skalabrin N. (1984) The effects of continuing education in dental practice management. Journal of Dental Education; 48: 659-664.
Cheng BS. (2009) Problem-based learning and the workplace: do dental hygienists in Hong Kong continue to use the skills acquired in their studies? Journal of Dental Education; 73: 991-1000.
Chief Medical Officer’s Report – Medical Revalidation – Principles and Next Steps. Department of Health 2008. Accessed from www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicy/AndGuidance/DH_086430 on 30 September 2011.
Cividin, T M, Ottoson J M.(1997) Linking Reasons for Continuing Professional Education Participation with Postprogram Application. Journal of Continuing Education in the Health Professions;17: 46-55.
Clarkson JE, Turner S, Grimshaw JM, Ramsay CR, Johnston M, Scott A, Bonetti D, Tilley CJ, Maclennan G, Ibbetson R, Macpherson LM, Pitts NB. (2008) Changing clinicians' behavior: a randomized controlled trial of fees and education. Journal of Dental Research; 87: 640-644.
Crandall SJS. (1990) The Role of Continuing Medical Education in Changing and Learning. Journal of Continuing Education in the Health Professions; 10: 339-348.
Cross-Poline GN, Passon JC, Tilliss TS, Stach DJ. (1992) Effectiveness of a continuing education course in local anesthesia for dental hygienists. Journal of dental hygiene: Journal of Dental Hygiene / American Dental Hygienists' Association; 66: 130-136.
44
Cevero RM dentistry
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