Models of CPD

49
Sambrook P, Goss A. Ann R. (1996) Continuing education for oral and maxillofacial surgeons--new expectations. Australasian College of Dental Surgery; 13: 193-197.
Seager JM, Howell-Jones RS, Dunstan FD, Lewis MAO, Richmond S, Thomas DW. (2006) A randomised controlled trial of clinical out- reach education to rationalise antibiotic prescribing for acute dental pain in primary care setting. British Dental Journal; 201: 217-22.
Schostak J, Davis M, Hanson J. et al. (2010) The effectiveness of continuing professional development. A report prepared on behalf of the College of Emergency Medicine, Federation of Royal Colleges of Physicians and Manchester Metropolitan University 2010.
Shugars DA, Bader JD, O'Neil EH. (1992) Attitudes of dentists toward emerging competencies for health care practitioners. Journal of Dental Education; 56: 640-645.
Sohn W, Ismail AI, Tellez M. (2004) Efficacy of educational interventions targeting primary care providers' practice behaviors: An overview of published systematic reviews. Journal of Public Health Dentistry; 64: 164-172.
Tan AE. (1992) Survey of continuing dental education attendance in Western Australia. Australian Dental Journal; 37: 296-299.
Tredwin CJ, Eder A, Moles DR, Faigenblum MJ. (2005) British Dental Journal based Continuing Professional Development: a survey of participating dentists and their views. British Dental Journal; 199:665-669.
Uldum B, Christensen HN, Welbury R, Poulsen S. (2010) Danish dentists' and dental hygienists' knowledge of and experience with suspicion of child abuse or neglect. International Journal of Paediatric Dentistry; 20: 361-365. Epub 2010 Jul 18.
Van der Sanden WJ, Mettes DG, Plasschaert AJ, van't Hof MA, Grol RP, Verdonschot EH. (2003) Clinical practice guidelines in dentistry: opinions of dental practitioners on their contribution to the quality of dental care. Quality Safe Health Care; 12 : 107-11.
Vaughan P. (1991) Maintaining Professional Competence: A survey of the role of professional bodies in the development of credit-bearing CPD courses. Hull: University of Hull 1991.
Wood J. and Byrne P S. (1980) Section 63 Activities The Journal of the Royal College of General Practitioners: Occasional Paper 11.
Woolf C R. (1990) Personal Continuing Education (PECE) Plan: Stage 2 - a model to supply physicians' perceived needs. Journal of Continuing Education in the Health Professions; 10: 321-328.
Wright PD and Franklin CD. (2007) The use of significant event analysis and personal development plans in developing CPD: a pilot study. British Dental Journal; 203: 43 – 47.
Young LJ, Keenan KM, Bakdash MB, Grayden SK. (1989) Dental hygiene continuing education. Satisfaction and achievement. Journal of Dental Hygiene/ American Dental Hygienists' Association ; 63: 272-275, 285.
50
Young LJ, Newell KJ. (2008) Can a clinical continuing education course change behaviour in dental hygiene practice? Journal of Dental Hygiene / American Dental Hygienists' Association; 82: 33. Epub 2008, Jul 1.
Young LJ, Speidel TM, Willie R. (1982) The effects of a continuing education course on dental hygiene practice. Journal of Dental Education; 46: 212-215.
51
9. 9. 9. AppendicesAppendicesAppendicesAppendicesAppendicesAppendicesAppendices AppendicesAppendices
9.1 Appendix A: Search strategy and terms
An important early stage of the literature review was an initial search to identify and clarify the major concepts and terms (keywords) for use. This involved defining the search terms (key words). Strings (combinations of search terms) were used to narrow the focus, for example “dentist” with “continuing education” and “performance”.
Search term Combined with Professional title
Outcomes
in combination with Continuing education
Dentist
Dental hygienist
Dental nurse
Dental technician
Dental therapist
Orthodontic therapist
Dental care professional
Professions allied to dentistry
Benefits
Competence
Participation
Performance
Continuing Professional Development*
Accreditation
Revalidation
Improving performance
Effectiveness
Assessment
Learning style
Evaluation
Educational needs
Regulation
Impact / value
Experience / perceptions
Preferences / attitudes
Behaviours
Setting standards
Professional conduct
Models of learning
Modes of learning
Delivery
Access
Strengths
Weaknesses
Barriers
Quality
Core topics
Essential criteria
Returning to practice
Hands on learning
Appraisal
Reflective practice
Frequency
Intensity
* For this term, the following combination was used: Continuing Professional Development – professional title.
52
EMBASE search
The EMBASE search consisted of: “Search terms” – “continuing education” – “professional titles” for all the terms listed in the above table.
Medline search
In the Medline search: “Search terms” – “continuing education” - and only the following professional titles: “Dentist, dental hygienist, dental nurse, dental technician, dental therapist”. This was because very few papers were found in the equivalent EMBASE search using the professional titles “orthodontic therapist”, “dental care professional” and “professions allied to dentistry”.
Study Selection
After searching the electronic databases, the research team scanned all titles, and selected those relevant to the research questions for further review. From this list, two independent reviewers conducted title scans in a parallel fashion. For a title to be eliminated at this stage, both reviewers had to indicate that it was ineligible. If the two reviewers did not agree on the eligibility of an article, it was included in the next stage (review of abstracts). This review stage was designed to capture as many studies as possible that reported on the research questions. All titles that were thought to address these questions were included in the review of abstracts.
The resulting abstracts were then reviewed independently by two investigators. At this stage, abstracts were excluded if both investigators agreed that the article met one or more of the exclusion criteria, which had previously been agreed with the officials of the GDC.
When an abstract did not give sufficiently precise information about the study or such information was not available at all, the full paper was obtained so that its inclusion or exclusion could be decided. In addition, full versions of the all papers whose abstracts met the criteria were obtained.
53
9.2 Appendix B: Data Extraction Process
To minimise the risk of bias in how data were extracted from eligible studies and to maximise consistency in identifying all pertinent data available for subsequent analysis, a standardised form (data template) was used for data extraction from the full versions of the papers. The data collection template that was used is shown below. Additionally, the first completed templates were reviewed by the Principal Investigator and study team, to quality assure the consistency of data extraction.
Paper title and author (s) Text
Quality rating (1-5)
Study conducted in UK or NON UK
Randomised or convenience sampling
Research method:
Interview-based questionnaires
Self-completed questionnaires
Focus groups
Qualitative interviews
Other – please state
1: Models of CPD
2: Regulatory purposes of CPD
3: CPD participation
4: CPD and performance
5: Other Important points
Conclusion
Discussion
Appraisal of significant findings
Any transferrable models
Future considerations
Recommendations
54