Damien Walmsley

International peer review in undergraduate dentistry: enhancing reflective practice in an online community of practice.

To stimulate and enhance student learning in the areas of global citizenship, critical reflection and e-learning, an online international peer review using a purpose-built web platform, has been developed between international dental schools. Since its inception in 2007, n = 6 dental schools from six different countries have participated with n = 384 dental students engaged in online peer review. Project development was conceptually analysed utilising Lave and Wengers notion of a community of practice (CoP). Analysis drew on the three core components within the CoP organising framework: domain, community and practice. All three components were evident in building project identity. The domain focused on both curriculum and institutional co-operation. The community was evident for both educators and students. Finally, analysis of practice was found to be significant in terms of sustained interaction and collaboration. Empirical evaluation is recommended as the next phase of project design.

Guidelines for the organisation of continuing professional development activities for the European dentist.

AIM Free movement of dental professionals across the European Union calls for more uniform continuing education in dentistry to ensure up-to-date, high-quality patient care and patient safety. This article provides guidelines for the management and delivery of high-quality continuing professional development (CPD) by European dental schools and other CPD providers. METHOD The guidelines are based on an extensive literature inventory, a survey of existing practices (both available as separate publications), discussions during meetings of the Association for Dental Education in Europe in 2011 and 2012 and debate amongst the members of the DentCPD project team representing six dental schools. RESULTS On the basis of the literature review, survey and discussions, we recommend that (i) every dentist should be given the opportunity for CPD, (ii) providers should be quality-approved and impartial, (iii) educators should be approved, impartial, suitably trained, and with educational expertise, (iv) the mode of CPD delivery should suit the educational activity, with clear learning objectives or outcomes, (v) effort should be made to assess the learning, (vi) participant feedback should be collected and analysed to inform future developments and (vii) uniform use of the pan-European system of learning credit points (ECTS) should be implemented. CONCLUSION Implementation of these guidelines should make dental CPD more transparent to all relevant parties and facilitate the transferability of earned credits across the European Union. It will also enable better quality control within dentistry, resulting in enhanced dental care and ultimately the improvement in patient safety.

The therapeutic use of botulinum toxin in cervical and maxillofacial conditions.

Data SourcesMedline, Cochrane Library and bibliographies of identified articles.Study selectionStudies of high methodological quality (systematic reviews or randomised controlled trials; RCT) were selected if considered use of botulinum toxin (BTX) either prophylactically or therapeutically, as an adjunct to dental implant therapy for temporomandibular disorders or for other maxillofacial conditions such as bruxism, masseteric hypertrophy, oromandibular dystonia or cervical dystonia.Data extraction and synthesisOnly studies with high levels of evidence were evaluated. Four RCT met the search criteria in the area of cervical dystonia and chronic facial pain.ResultsNo RCT were identified that evaluated dental implant therapy along with use of BTX. Four RCT did meet the search criteria in the area of cervical dystonia and chronic facial pain. People who had cervical dystonia exhibited significant improvements in baseline functional, pain and global assessments compared with placebo, whereas individuals with chronic facial pain improved significantly compared with placebo in terms of pain.ConclusionsDuring the period of study, no references were found evaluating use of BTX in dental implantology. Nevertheless, it appears relatively safe and effective in treating cervical dystonia and chronic facial pain associated with masticatory hyperactivity.

Curriculum content and assessment of pre-clinical dental skills: A survey of undergraduate dental education in Europe

INTRODUCTION Since 1981, the qualifications for various healthcare professionals across the European Union have enjoyed mutual recognition in accordance with the EU Directive 81/1057/EEC. Whilst the directive includes dental practitioners, it is recognised that significant variation exists in curriculum structure, content and scope of practice across institutions. This article aimed to explore pan-European practice in relation to curriculum content, teaching and learning strategies and assessment of pre-clinical dental skills. METHOD A request to complete an online questionnaire, in English, was sent electronically to skills leads at all Association of Dental Education in Europe member schools. The questionnaire collected information in relation to institution and country, regulatory requirements to demonstrate safety, details of specific pre-clinical skills courses, learning materials and teaching staff. RESULTS Forty-eight institutions, from 25 European countries responded. Seven countries (n=7, 28%) reported no requirement to demonstrate student operative safety prior to patient treatment. Several core and operative clinical skills are common to the majority of institutions. The most commonly taught core skills related directly to the clinical environment such as cross-infection control and hand washing. The least common were skills that indirectly related to patient care, such as communication skills and working as a team. CONCLUSION There are clear differences within European pre-clinical dental education, and greater efforts are needed to demonstrate that all European students are fit to practice before they start treating patients. Learning outcomes, teaching activities and assessment activities of pre-clinical skills should be shared collaboratively to further standardise curricula.

Computer-aided learning programmes in teaching dental students

Data sources Sources were MEDLINE, the Cochrane Library, Embase, ERIC (Educational Resources Information Centre), CINHAL (Cumulative Index to Nursing and Allied Health), LISA (Library and Information Science Abstracts), Psycinfo (Psychological Information) and IPA (International Pharmaceutical Abstracts).Study selection Randomised controlled trials (RCT) that compared computer-aided learning (CAL) programmes with any other method of instruction were considered. Only studies within dentistry were included. The quality of studies was assessed using a checklist.Data extraction and synthesis Both qualitative and quantitative outcomes from studies were recorded, and qualitative synthesis of the results was undertaken because of the diverse nature of the outcomes.Results Twelve studies were identified (five in endodontics, three in orthodontics and one each in oral anatomy, restorative, geriatric and prosthetic dentistry).Conclusions For the most part, CAL is either more effective than or equally effective as other methods of education.

William Ronald Edwards Laird.

William Ronald Edwards Laird qualified from the University of Glasgow in 1962. Following dental practice in London, Ron‐ nie returned to Glasgow to become Lecturer in Phar‐ macology and then Dental Prosthetics. It was here that he met Kay, his wife, who worked as a staff nurse in the oral surgery department. In 1970 he under‐ took research at the Eastman, London in physiological jaw movements and in 1974 worked at Manchester Dental School as Senior Lecturer in Prosthetics. Ronnie was appointed Professor of Dental Prosthetics and Head of Depart‐ ment at the University of Birming‐ ham from 1984 until his retirement in 2004. He was Director and Head of the School of Dentistry from 1989 to 1994. There was turmoil and change at the uni‐ versity and Ronnie was asked by the Vice Chancellor, Professor Sir Michael Thomp‐ son, to undertake changes in dentistry. Ronnie kept the ship afloat and Birming‐ ham emerged a much stronger school. Appointed as Public Orator for the university at degree ceremonies, Ronnie introduced well known honorary gradu‐ ands before the award of their degree. His introductory speech for each of the awardees was meticulous in preparation. Externally, he served as Chair of the Council of Deans of Dental Schools (1993‐1995), President of the British Society of Prosthetic Dentistry (1996) and both member and Chair of various GDC committees, including the Finance Committee and Professional Conduct Committee (1989‐2003). He was a cham‐ pion of the education and training of dental nurse assistants and was a mem‐ ber of their national examining board. Ronnie was a super clinician on remov‐ able prosthodontics and did attract his fair share of difficult cases, which he handled professionally and always put the interests of the patient first. He loved teaching and a Facebook page set up as a memorial received over a hundred likes and many more comments. All attested to his fair‐ ness and expertise as a teacher. Outside dentistry he had an encyclo‐ paedic knowledge of Scottish football, and followed Queens Park where he sponsored the match ball at home games. He loved his cars, including Rovers and Jaguars. In his latter years he spent time in Millport, an island off the Scottish coast which was his ‘island of dreams’. Ronnie loved people, he loved conversations and he was in the true sense of the word, a racon‐ teur – never stuck for an anecdote or a joke. At work gatherings or family events he was often called to give speeches – he had a great gift for capturing the moment. He will be missed by Kay, Simon and Sally, the wider family and his grand‐ daughters, Poppy and Charlotte. Damien Walmsley