P. Fine

The Use of Picture Cards to Elicit Postgraduate Dental Student Feedback

The aim of this study was to elicit information about the use of picture cards to stimulate student feedback following a postgraduate dental course. Twenty-nine general dental practitioners (GDPs) volunteered for the study. Following an explanation of how this style of feedback worked, students were asked to choose a picture card from those available and use that image to stimulate their feedback. An independent interviewer introduced the topic and gathered comments in the form of qualitative data, generated by pre-formed questions. 93% (n = 26) questionnaires were completed and returned. 77% (n = 20) GDPs reported enjoying giving their feedback by ‘picture card’ technique; 83% (n = 20) reported this form of feedback stimulated their thoughts. Qualitative data were analysed thematically. Some GDPs felt the picture cards helped them formulate their feedback, others felt being able to give feedback to a third party they did not know was beneficial and giving feedback as a group was helpful. This novel approach of using picture cards to stimulate feedback was well received by these GDPs. A mixed result as to the value of this style of feedback was evident. A group feedback session facilitated by a stranger was considered to be a valuable approach to take.

The Impact of a Postgraduate Learning Experience on the Confidence of General Dental Practitioners

This study aimed to explore the relationship between participating in a learning experience and the ensuing changes in confidence. A self-selected group of General Dental Practitioners (GDPs) entered a five-year, part-time postgraduate master’s training programme in restorative dentistry. Confidence in communication with patients and technical skills were measured at the start of the programme by questionnaire and at the conclusion of the programme by questionnaire and personal interview. A total of 72 clinicians started the programme; 27% (n = 20) completed the master’s degree. Assessment of confidence revealed a spread from 4/10 to 10/10 for communication with patients and clinical skills in restorative dentistry before the programme started. A total of 15% (n = 11) volunteered for interview. Analysis of qualitative data revealed (i) a perceived increase in confidence from all clinicians; (ii) a perceived greater ability to treat patients; (iii) an increase in treatment options being offered to patients; (iv) a perceived increase in treatment uptake by patients; and (v) greater job opportunities. The study showed a positive relationship between the learning experience and the perceived increase in confidence of clinicians. The increase in confidence manifested itself in better communication and clinical skills.