Delivering a remote induction programme for dental core trainees: an innovative learner-centric approach during the COVID-19 pandemic

Abstract

The absence of face-to-face teaching during the COVID-19 pandemic has created particular challenges for clinical postgraduate educators. Induction for dental core trainees (DCTs) entering secondary care posts for the first time is of prime importance, with the aim of delivering a comprehensive course covering core topics, fundamental to patient safety. This paper describes the adaptation and delivery of a remote DCT induction programme for the Midlands and East of England area. Using a 'flipped classroom' approach, prior induction content was adapted to provide online pre-recorded lectures and learning resources to prepare for web-based video conferencing case-based discussions. In order to assess the quality of teaching and success of the course, participants completed three questionnaires: identical assessments before and after the course to evaluate a change in knowledge and confidence, and a course evaluation survey. In total, 126 DCTs attended the induction course, with response rates of 82%, 75% and 61% for the 3 questionnaires respectively. Comparing DCT knowledge and confidence in treating patients before and after the course, there was a statistically significant increase in 13 of 14 domains. Despite being a web-based course, 100% of participants described the case-based small group discussions as ‘interactive and enjoyable’, with overall positive feedback for the delivery of a remote induction course We demonstrate how a remote web-based induction course for DCTs is achievable and has potential advantages with regard to pooling of resources and faculty. Several key learning points are discussed, in addition to the potential for a standardised framework for national DCT induction.