Dental lygienists course
7
The studies assessing the impact of courses in radiation protection all used validated pre- and post-course multiple course questions to test knowledge and comprehension levels (Absi et al. 2011, Absi et al. 2009, Absi at al. 2006). They applied convenience samples of practitioners who had attended courses in radiation protection. All studies demonstrated that at baseline, levels of radiation protection knowledge were very low, but attending an approved course improved this considerably in the immediate to short term. However, Absi et al. (2009) highlighted that competency and performance were not measured, as this would require more rigorous forms of assessment, such as practice visits and peer review that would have been costly. Absi et al. (2006) also found that more recently qualified practitioners performed slightly better than their more experienced peers. The authors suggested that this was because they were more familiar with multiple choice questionnaires and had recent learning experience. Finally, in the most recent study, Absi et al. (2011) demonstrated a substantial amount of knowledge loss 6 to 12 months after an attendance course. The authors suggested that to achieve long-term knowledge retention, early or repeated reinforcement may be necessary.
Brown et al. (2004) assessed the impact of a longer-term (one year) continuing education intervention in periodontics on a group of randomly selected private practitioners in Adelaide, Australia. The intervention involved a one day seminar, bi-monthly newsletters, individualised three monthly feed-back and technical assistance. The results demonstrated that an extended CPD intervention had a statistically significant effect on the provision of periodontal services. This was detected through an increase in the number of periodontal diagnostic, preventative and treatment recordings in the patient records of participating practices. However, the authors acknowledged that this change had been achieved through frequent contact and support, at significant cost and investment of resources and the research did not address the most important question, namely whether there were health benefits for patients.
In a study of 122 Washington State general dental practices, Chapko et al. (1984) investigated the impact of receiving continuing education in the efficient utilisation of dental auxiliaries (dental nurses). Evaluation of the course’s effects demonstrated that such a course in practice management can have a positive effect on delegation of tasks to auxiliaries, practice output and dentist income. The training had statistically significant effects on task delegation after one year, with enhancements in productivity evident only after two years. The authors noted that effects of the continuing education are sequential with changes in delegation to auxiliaries (dental nurses) occurring first, and increases in volume of services and income occurring later.
Francis at al. (2000) utilised a pre and post-course multiple choice test to assess knowledge levels of two online modules on dental radiology and occupational safety and health administration standards. Results demonstrated a significant increase in mean pre- to post-test scores. However, generalisations cannot be made to the entire dental profession as the study utilised a small convenience sample of participants, and furthermore, no attempt was made to standardise the learning styles or groups that evaluated the modules.
The final two studies utilised pre and post-course tests to demonstrate increases in knowledge levels of cross-infection control (Gray et al. 2007) and fissure sealants (Farsi 1999). In a national study, Gray et al. (2007) carried out a post-impact evaluation of a cross-infection control CD-ROM. The majority of respondents to the survey evaluation felt that the CD-Rom was well designed, fit for purpose, and extended their subject knowledge in the area of cross-infection control. However, they also felt that an online resource should also have been made available. Farsi (1999) utilised a sample of randomly selected private practitioners in Jeddah, Saudi Arabia. Practitioners were provided with educational material including scientific literature, and a plaster model to allow the visual demonstration of the effect of fissure sealants.
18
Table 4: Studies utilising self assessed information from dentists
Professional group Study type Title
Dentists
Self assessed effective modes of CPD The evaluation and assessment of the effectiveness of personal learning plans for GDPs (Carrotte et al. 2003) Grade 3 The self assessed impact of a personal development plan upon learning needs, extent of new learning, immediate and longer-term impact on practice (Bullock et al. 2007) Grade 2 The utilisation of a personal development plan in the identification of learning needs (Wright and Franklin 2007) Grade 3 The value of the questionnaire as a tool for assessing the impact of short course attendance on general dental practice (Bullock et al. 1999) Grade 3 The self perceived impact of course attendance on the practice of dentists (Firmstone et al. 2004) Grade 3 The influence on partial denture design of a teaching video for general dental practitioners (Holt et al. 1994) Grade 3 The impact of computer-based continuing education upon performance (Marsh et al. 2001) Grade 3 The impact of a 2-day course organised for dental hospital consultants as part of a project on raising awareness of dental staff about HIV and AIDS (Lewis et al. 2000) Grade 3 The self assessed impact of CPD programmes in endodontics and implant dentistry on clinical practice (John and Parashos 2007) Grade 3 The impact of a part-time five-year Master of Science (MSc) programme on participants' knowledge and confidence (Bullock et al. 2009) Grade 3
These studies all utilised various applications of self-perceived data to report on study findings. Topics included the perception of personal learning and development plans on clinical practice and learning needs, the value of a post-course questionnaire, the impact of course attendance upon practice, the impact of a teaching video in partial denture design, the impact of a two day course on HIV and AIDS and the impact of longer term and sustained postgraduate study on knowledge levels.
In a study investigating the impact of personal learning plans for GDPs, Carrotte et al. (2003) demonstrated how dentists perceived that they were being well trained for their job, that they had developed new skills during the study programme, and that subsequently, they used their skills better than before.
Based on self-ratings within a controlled study of 87 participants over a six month period, Bullock et al. (2007) demonstrated that dentists who were supported to develop a personal learning plan (PDP)
19
perceived greater benefits from their CPD than the control group. Participants felt that being supported to develop a PDP helped them identify learning needs and focused their selection of CPD. They welcomed the help of a tutor in this process. For attendance at courses, the impact of the PDP was more clearly in evidence when there was a good match between the PDP and the CPD activities undertaken. The self-ratings for impact were higher among the group who had been supported in the development of a PDP, and this was particularly true for reading. Furthermore, the authors suggested that being supported to develop a PDP has a greater influence on reading than on courses.
In a study describing the work undertaken by a Postgraduate Primary Care Trust (PCT) Dental Tutor for South Yorkshire and the East Midlands Regional Postgraduate Dental Education Office, Wright and Franklin (2007) demonstrated the role of a PCT Tutor in facilitating the writing of PDPs for 202 general dental practitioners in four Sheffield PCTs. The most common areas of need were endodontics, practice management and development, and computing and IT skills. The authors reported how the introduction of this post also increased the number of Sheffield GDPs with written PDPs, to 45%. The authors cited the GDC reported national average of dentists with a written PDP as 16% (GDC 2001).
Bullock et al. (1999) examined the self-perceived value of a questionnaire as a tool for assessing the impact of short course attendance on general dental practice. The study used a convenience sample of participants attending three short courses who completed delayed impact-on-practice questionnaires. Respondents thought the questionnaire was an appropriate tool for assessing impact on practice, an appropriate interval of time between the course and the delayed questionnaire was about six weeks and that courses most likely to impact on practice were those which offer updates on common clinical topics and are hands-on in nature. Answers to open questions indicated that courses that offered updates on common clinical topics were perceived to have the greatest impact on practice, particularly if they were of a hands-on nature. The authors highlighted how it is not feasible to assess all courses using a delayed impact-on-practice questionnaire, due to the limitations of resource and time.
In a study reporting the self-rated impact of course attendance on the practice of dentists, Firmstone et al. (2004) demonstrated that course attendance was perceived to impact upon practice. Impact was enhanced when the selection of courses was based on an individual’s learning needs. Results also demonstrated how the self-assessed impact of continuing education was only significantly affected when a GDP attended a number of courses, rather than just one course. Authors suggested that those practitioners who attend only occasional CPD courses may be put off further attendance, because of their perceived lack of apparent impact on their practices. It was also concluded that course attendance may confirm current practice rather than lead to change, and therefore dentists may self- select courses that reinforce their current knowledge, rather than address areas of deficiency.
Holt et al. (1994) highlighted that although a teaching video in partial denture design had been well received, it only revealed perceived intentions to change clinical practice, not actual changes in practice. In a study assessing the impact of computer-based instructional programs upon a self-selected group of orthodontists, participants reported similar findings of self-perceived changes in clinical practice (March et al. 2001). Following a two day course on HIV and AIDS, Lewis et al. (2000) demonstrated a general improvement in dentists’ confidence in their knowledge, ability to communicate with HIV-positive patients and in talking to staff who were unwilling to provide treatment. There was also a reported increase in confidence about knowledge of HIV, oral manifestations and their management immediately following the course, which was maintained two years later.
20
Longer-term studies were also identified. John and Parashos (2007) showed how following a minimum of three months after attending didactic lecture and interactive hands-on CPD courses, 90 per cent of the 60 respondents who had attended endodontic courses, and 53 per cent of the 19 implant participants felt that their practice had changed as a result of attending these programmes.
Bullock et al. (2009) described the impact of a sustained programme of postgraduate study for GDPs in a study assessing the effect of the University of Birmingham Masters Degree in General Dental Practice on the participants’ self reported learning gains. The two assessed modules, New Dental Technologies and Periodontology, were shown to increase participants’ perceived knowledge and confidence levels.
The inherent limitations of a questionnaire survey design must be acknowledged when considering the findings from these studies. Studies showed that CPD programmes in a range of disciplines significantly impacted on a self-perceived change in clinical practice. While this does provide some evidence of the impact of such programmes on clinical practice, it must be recognised that self-reporting of clinical behaviour may not necessarily correlate with actual practice.
Table 5: Studies describing modes of CPD that demonstrate no effectiveness for dentists
Professional group Study type Title
Dentists
Modes of CPD which demonstrate no effectiveness The effect of educational outreach visits on antibiotic prescribing for acute dental pain in primary care. (Seager et al. 2006) Grade 2
The impact of education in evidence-based practice teaching guidelines on changing dentist behaviour (Clarkson et al. 2008) Grade 2 The impact of a computer aided learning intervention upon performance (in terms of sensitivity and specificity of dentists’ restorative treatment decisions) (Kay et al. 2001) Grade 2
These three Grade 2 studies described modes of CPD or educational programmes which demonstrated no actual effectiveness or impact.
In a study examining the effect of educational outreach visits on antibiotic prescribing for acute dental pain in primary care, Seager et al. (2006) showed how the sole use of evidence-based guidelines on prescribing for acute dental pain did not improve prescribing by GDPs. However, it was noted that visits by a trained pharmacist may be a successful method to improve prescribing.
In a randomised controlled trial investigating the impact of education in evidence-based practice upon clinician behaviour, the educational intervention was designed to influence knowledge about evidence-based practice as a way of encouraging preventive care, using current adult learning practice which advises an interactive approach (Clarkson et al. 2008). The aims were to provide skills to implement an evidence-based approach to clinical practice and to raise awareness of research methods in primary care. Guidelines on targeted caries prevention were used as working examples. The authors demonstrated how teaching an evidence-based approach to primary care dentists may not produce readily detectable changes in clinical practice. The education intervention was shown to have no statistically significant effect.
21
Kay et al. (2001) sought to demonstrate whether or not an educational intervention delivered by a computer aided learning package improved the sensitivity and specificity of dentists’ restorative treatment decisions. Results suggested that the computer aided learning package used in the study had no effect on dentists’ treatment decision-making behaviour. The authors concluded that a greater understanding is required of the psychology of treatment decision-making in order to determine the key factors influencing dentists’ choices.
Table 6: Studies claiming actual effective modes of CPD for dental hygienists
Professional group Study type Title
Dental hygienists
Claimed effective modes of CPD Immediate and long term effects of a continuing education course on dental hygienists’ knowledge, attitudes and clinical skills (Young et al 1982) Grade 3
Factors associated with performance on a continuing education course in periodontics (Young et al. 1989) Grade 3 Dental hygienists’ knowledge, skill level, and clinical practice habits after completion of a 24-hour continuing education course in local anaesthesia (Cross-Poline et al. 1992) Grade 3
These Grade 3 studies all utilised pre and post-course multiple choice questions to test knowledge of periodontics (Young et al. 1989, Young et al. 1982) and treatment procedures with local anaesthesia (Cross-Poline et al. 1992). The periodontal studies demonstrated significant short-term/immediate gains in knowledge at the conclusion of the course. Cross-Poline et al. (1992) demonstrated significant improvements in knowledge gain of local anaesthesia, but a major limitation of this study was the lack of control group.
Table 7: Studies utilising self assessed information from dental hygienists
Professional group Study type Title
Dental hygienists
Self assessed effective modes of CPD The likelihood of dental hygienists reporting abuse before and after a training program (Harmer-Beem 2005) Grade 3
This Grade 3 study utilised a self-selected convenience sample of dental hygienists who attended a continuing education training programme for the recognition and reporting of abuse. Participants were asked to complete a before and after course 10-item statement form to ascertain if training would influence dental hygienists’ perceived likelihood to report abuse. The results demonstrated that training on this topic increased the self-perceived likelihood to report abuse. The authors also reinforced the importance of clinicians identifying their own educational needs, and then seeking out appropriate continuing education.
The selected literature from other healthcare professional groups provided information on the effectiveness of a range of CPD applications, with particular focus on the benefits of interactive education and active participation, needs assessment and reflective practice.
The studies assessing the impact of courses in radiation protection all used validated pre- and post-course multiple course questions to test knowledge and comprehension levels (Absi et al. 2011, Absi et al. 2009, Absi at al. 2006). They applied convenience samples of practitioners who had attended courses in radiation protection. All studies demonstrated that at baseline, levels of radiation protection knowledge were very low, but attending an approved course improved this considerably in the immediate to short term. However, Absi et al. (2009) highlighted that competency and performance were not measured, as this would require more rigorous forms of assessment, such as practice visits and peer review that would have been costly. Absi et al. (2006) also found that more recently qualified practitioners performed slightly better than their more experienced peers. The authors suggested that this was because they were more familiar with multiple choice questionnaires and had recent learning experience. Finally, in the most recent study, Absi et al. (2011) demonstrated a substantial amount of knowledge loss 6 to 12 months after an attendance course. The authors suggested that to achieve long-term knowledge retention, early or repeated reinforcement may be necessary.
Brown et al. (2004) assessed the impact of a longer-term (one year) continuing education intervention in periodontics on a group of randomly selected private practitioners in Adelaide, Australia. The intervention involved a one day seminar, bi-monthly newsletters, individualised three monthly feed-back and technical assistance. The results demonstrated that an extended CPD intervention had a statistically significant effect on the provision of periodontal services. This was detected through an increase in the number of periodontal diagnostic, preventative and treatment recordings in the patient records of participating practices. However, the authors acknowledged that this change had been achieved through frequent contact and support, at significant cost and investment of resources and the research did not address the most important question, namely whether there were health benefits for patients.
In a study of 122 Washington State general dental practices, Chapko et al. (1984) investigated the impact of receiving continuing education in the efficient utilisation of dental auxiliaries (dental nurses). Evaluation of the course’s effects demonstrated that such a course in practice management can have a positive effect on delegation of tasks to auxiliaries, practice output and dentist income. The training had statistically significant effects on task delegation after one year, with enhancements in productivity evident only after two years. The authors noted that effects of the continuing education are sequential with changes in delegation to auxiliaries (dental nurses) occurring first, and increases in volume of services and income occurring later.
Francis at al. (2000) utilised a pre and post-course multiple choice test to assess knowledge levels of two online modules on dental radiology and occupational safety and health administration standards. Results demonstrated a significant increase in mean pre- to post-test scores. However, generalisations cannot be made to the entire dental profession as the study utilised a small convenience sample of participants, and furthermore, no attempt was made to standardise the learning styles or groups that evaluated the modules.
The final two studies utilised pre and post-course tests to demonstrate increases in knowledge levels of cross-infection control (Gray et al. 2007) and fissure sealants (Farsi 1999). In a national study, Gray et al. (2007) carried out a post-impact evaluation of a cross-infection control CD-ROM. The majority of respondents to the survey evaluation felt that the CD-Rom was well designed, fit for purpose, and extended their subject knowledge in the area of cross-infection control. However, they also felt that an online resource should also have been made available. Farsi (1999) utilised a sample of randomly selected private practitioners in Jeddah, Saudi Arabia. Practitioners were provided with educational material including scientific literature, and a plaster model to allow the visual demonstration of the effect of fissure sealants.
18
Table 4: Studies utilising self assessed information from dentists
Professional group Study type Title
Dentists
Self assessed effective modes of CPD The evaluation and assessment of the effectiveness of personal learning plans for GDPs (Carrotte et al. 2003) Grade 3 The self assessed impact of a personal development plan upon learning needs, extent of new learning, immediate and longer-term impact on practice (Bullock et al. 2007) Grade 2 The utilisation of a personal development plan in the identification of learning needs (Wright and Franklin 2007) Grade 3 The value of the questionnaire as a tool for assessing the impact of short course attendance on general dental practice (Bullock et al. 1999) Grade 3 The self perceived impact of course attendance on the practice of dentists (Firmstone et al. 2004) Grade 3 The influence on partial denture design of a teaching video for general dental practitioners (Holt et al. 1994) Grade 3 The impact of computer-based continuing education upon performance (Marsh et al. 2001) Grade 3 The impact of a 2-day course organised for dental hospital consultants as part of a project on raising awareness of dental staff about HIV and AIDS (Lewis et al. 2000) Grade 3 The self assessed impact of CPD programmes in endodontics and implant dentistry on clinical practice (John and Parashos 2007) Grade 3 The impact of a part-time five-year Master of Science (MSc) programme on participants' knowledge and confidence (Bullock et al. 2009) Grade 3
These studies all utilised various applications of self-perceived data to report on study findings. Topics included the perception of personal learning and development plans on clinical practice and learning needs, the value of a post-course questionnaire, the impact of course attendance upon practice, the impact of a teaching video in partial denture design, the impact of a two day course on HIV and AIDS and the impact of longer term and sustained postgraduate study on knowledge levels.
In a study investigating the impact of personal learning plans for GDPs, Carrotte et al. (2003) demonstrated how dentists perceived that they were being well trained for their job, that they had developed new skills during the study programme, and that subsequently, they used their skills better than before.
Based on self-ratings within a controlled study of 87 participants over a six month period, Bullock et al. (2007) demonstrated that dentists who were supported to develop a personal learning plan (PDP)
19
perceived greater benefits from their CPD than the control group. Participants felt that being supported to develop a PDP helped them identify learning needs and focused their selection of CPD. They welcomed the help of a tutor in this process. For attendance at courses, the impact of the PDP was more clearly in evidence when there was a good match between the PDP and the CPD activities undertaken. The self-ratings for impact were higher among the group who had been supported in the development of a PDP, and this was particularly true for reading. Furthermore, the authors suggested that being supported to develop a PDP has a greater influence on reading than on courses.
In a study describing the work undertaken by a Postgraduate Primary Care Trust (PCT) Dental Tutor for South Yorkshire and the East Midlands Regional Postgraduate Dental Education Office, Wright and Franklin (2007) demonstrated the role of a PCT Tutor in facilitating the writing of PDPs for 202 general dental practitioners in four Sheffield PCTs. The most common areas of need were endodontics, practice management and development, and computing and IT skills. The authors reported how the introduction of this post also increased the number of Sheffield GDPs with written PDPs, to 45%. The authors cited the GDC reported national average of dentists with a written PDP as 16% (GDC 2001).
Bullock et al. (1999) examined the self-perceived value of a questionnaire as a tool for assessing the impact of short course attendance on general dental practice. The study used a convenience sample of participants attending three short courses who completed delayed impact-on-practice questionnaires. Respondents thought the questionnaire was an appropriate tool for assessing impact on practice, an appropriate interval of time between the course and the delayed questionnaire was about six weeks and that courses most likely to impact on practice were those which offer updates on common clinical topics and are hands-on in nature. Answers to open questions indicated that courses that offered updates on common clinical topics were perceived to have the greatest impact on practice, particularly if they were of a hands-on nature. The authors highlighted how it is not feasible to assess all courses using a delayed impact-on-practice questionnaire, due to the limitations of resource and time.
In a study reporting the self-rated impact of course attendance on the practice of dentists, Firmstone et al. (2004) demonstrated that course attendance was perceived to impact upon practice. Impact was enhanced when the selection of courses was based on an individual’s learning needs. Results also demonstrated how the self-assessed impact of continuing education was only significantly affected when a GDP attended a number of courses, rather than just one course. Authors suggested that those practitioners who attend only occasional CPD courses may be put off further attendance, because of their perceived lack of apparent impact on their practices. It was also concluded that course attendance may confirm current practice rather than lead to change, and therefore dentists may self- select courses that reinforce their current knowledge, rather than address areas of deficiency.
Holt et al. (1994) highlighted that although a teaching video in partial denture design had been well received, it only revealed perceived intentions to change clinical practice, not actual changes in practice. In a study assessing the impact of computer-based instructional programs upon a self-selected group of orthodontists, participants reported similar findings of self-perceived changes in clinical practice (March et al. 2001). Following a two day course on HIV and AIDS, Lewis et al. (2000) demonstrated a general improvement in dentists’ confidence in their knowledge, ability to communicate with HIV-positive patients and in talking to staff who were unwilling to provide treatment. There was also a reported increase in confidence about knowledge of HIV, oral manifestations and their management immediately following the course, which was maintained two years later.
20
Longer-term studies were also identified. John and Parashos (2007) showed how following a minimum of three months after attending didactic lecture and interactive hands-on CPD courses, 90 per cent of the 60 respondents who had attended endodontic courses, and 53 per cent of the 19 implant participants felt that their practice had changed as a result of attending these programmes.
Bullock et al. (2009) described the impact of a sustained programme of postgraduate study for GDPs in a study assessing the effect of the University of Birmingham Masters Degree in General Dental Practice on the participants’ self reported learning gains. The two assessed modules, New Dental Technologies and Periodontology, were shown to increase participants’ perceived knowledge and confidence levels.
The inherent limitations of a questionnaire survey design must be acknowledged when considering the findings from these studies. Studies showed that CPD programmes in a range of disciplines significantly impacted on a self-perceived change in clinical practice. While this does provide some evidence of the impact of such programmes on clinical practice, it must be recognised that self-reporting of clinical behaviour may not necessarily correlate with actual practice.
Table 5: Studies describing modes of CPD that demonstrate no effectiveness for dentists
Professional group Study type Title
Dentists
Modes of CPD which demonstrate no effectiveness The effect of educational outreach visits on antibiotic prescribing for acute dental pain in primary care. (Seager et al. 2006) Grade 2
The impact of education in evidence-based practice teaching guidelines on changing dentist behaviour (Clarkson et al. 2008) Grade 2 The impact of a computer aided learning intervention upon performance (in terms of sensitivity and specificity of dentists’ restorative treatment decisions) (Kay et al. 2001) Grade 2
These three Grade 2 studies described modes of CPD or educational programmes which demonstrated no actual effectiveness or impact.
In a study examining the effect of educational outreach visits on antibiotic prescribing for acute dental pain in primary care, Seager et al. (2006) showed how the sole use of evidence-based guidelines on prescribing for acute dental pain did not improve prescribing by GDPs. However, it was noted that visits by a trained pharmacist may be a successful method to improve prescribing.
In a randomised controlled trial investigating the impact of education in evidence-based practice upon clinician behaviour, the educational intervention was designed to influence knowledge about evidence-based practice as a way of encouraging preventive care, using current adult learning practice which advises an interactive approach (Clarkson et al. 2008). The aims were to provide skills to implement an evidence-based approach to clinical practice and to raise awareness of research methods in primary care. Guidelines on targeted caries prevention were used as working examples. The authors demonstrated how teaching an evidence-based approach to primary care dentists may not produce readily detectable changes in clinical practice. The education intervention was shown to have no statistically significant effect.
21
Kay et al. (2001) sought to demonstrate whether or not an educational intervention delivered by a computer aided learning package improved the sensitivity and specificity of dentists’ restorative treatment decisions. Results suggested that the computer aided learning package used in the study had no effect on dentists’ treatment decision-making behaviour. The authors concluded that a greater understanding is required of the psychology of treatment decision-making in order to determine the key factors influencing dentists’ choices.
Table 6: Studies claiming actual effective modes of CPD for dental hygienists
Professional group Study type Title
Dental hygienists
Claimed effective modes of CPD Immediate and long term effects of a continuing education course on dental hygienists’ knowledge, attitudes and clinical skills (Young et al 1982) Grade 3
Factors associated with performance on a continuing education course in periodontics (Young et al. 1989) Grade 3 Dental hygienists’ knowledge, skill level, and clinical practice habits after completion of a 24-hour continuing education course in local anaesthesia (Cross-Poline et al. 1992) Grade 3
These Grade 3 studies all utilised pre and post-course multiple choice questions to test knowledge of periodontics (Young et al. 1989, Young et al. 1982) and treatment procedures with local anaesthesia (Cross-Poline et al. 1992). The periodontal studies demonstrated significant short-term/immediate gains in knowledge at the conclusion of the course. Cross-Poline et al. (1992) demonstrated significant improvements in knowledge gain of local anaesthesia, but a major limitation of this study was the lack of control group.
Table 7: Studies utilising self assessed information from dental hygienists
Professional group Study type Title
Dental hygienists
Self assessed effective modes of CPD The likelihood of dental hygienists reporting abuse before and after a training program (Harmer-Beem 2005) Grade 3
This Grade 3 study utilised a self-selected convenience sample of dental hygienists who attended a continuing education training programme for the recognition and reporting of abuse. Participants were asked to complete a before and after course 10-item statement form to ascertain if training would influence dental hygienists’ perceived likelihood to report abuse. The results demonstrated that training on this topic increased the self-perceived likelihood to report abuse. The authors also reinforced the importance of clinicians identifying their own educational needs, and then seeking out appropriate continuing education.
The selected literature from other healthcare professional groups provided information on the effectiveness of a range of CPD applications, with particular focus on the benefits of interactive education and active participation, needs assessment and reflective practice.
Dental lygienists course
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