A. Eder

An investigation of complete denture teaching in the UK: Part 1 - A survey of undergraduate teaching

Aim This paper is the first in a series of two that investigate the undergraduate teaching of complete dentures in the UK.Materials and methods A questionnaire was sent by email to 13 UK dental schools enquiring about the number of hours spent in the lecture theatre, laboratory and clinic. The schools were also asked to give their views about the preparedness of the new graduates for dealing with complete dentures in general practice.Results There was great disparity between schools in the overall number of lectures delivered. Two schools claimed 28 hours and the remainder varied between 6-15 hours. Four schools devoted more time to laboratory work whereas three schools spent more time in the clinic. One school reported no dedicated clinical time for complete dentures. There appears to be a regional variation with northern UK dental schools spending more time on the teaching of complete dentures. The quota for complete dentures varied from three in most schools to eight in one school and none in another. Comments from the dental schools varied from a reported lack of suitable complete denture cases, to concerns with insufficient curricular time devoted to the subject and a subsequent lack of clinical competence on graduation. Some schools have integrated complete denture teaching into the general prosthodontic course as it is considered inappropriate to teach different aspects of prosthetics in isolation.Conclusion Competence in complete dentures falls short of what is expected. With a single exception all the schools seem to have low expectations for their undergraduate students to be practically trained and experienced in the production of complete dentures. Despite the advent of implants and the introduction of clinical dental technicians, there is and will continue to be a need for the competent treatment of the edentulous population by general practitioners.

BDJ UCL Eastman CPD programme: an online survey

Objective To ascertain from participants of the BDJ UCL Eastman CPD programme its value to their professional endeavours, and in particular to determine whether they would object to making it more robust especially in the way that the CPD hours are achieved.Design An online questionnaire survey.Method Participants were encouraged to complete an online survey of nine questions by 31 July 2012.Results Of the 3,292 participants who began the survey, it was completed by 3,070 (93.2%). Of those, 2,952 (91.1%) thought that additional learning tools would be helpful. The ability to resubmit incorrect answers was preferred by 2,549 (80.1%) of the respondents. Two thousand two hundred and fourteen participants (69.9%) raised no objection to making the scoring system more robust and 953 (30.1%) objections to this proposition were recorded. Ninety-eight percent (3,128) favoured the regular inclusion and flagging of core subjects and 95% of these respondents thought it would be useful to record these separately. The most preferred method of obtaining verifiable CPD was cited by 1,075 (39.5%) participants as reading journals followed by attending lectures and hands-on courses. The BDJ was the preferred journal to achieve both verifiable and general CPD. Most participants (1,930; 67.7%) use a home computer to take part in this initiative while a significant minority use tablets and smart-phones.Conclusion This survey showed that the BDJ UCL Eastman CPD journal-based verifiable CPD programme remains a popular method of fulfilling the GDC regulations and that the majority of participants are in favour of making the process more rigorous.