Abstract
Specialty registrar training in restorative dentistry is intended to develop mono-specialty knowledge and clinical competence to ensure optimal treatment outcomes and improved quality of life in complex cases. There have been a number of changes to the training programme in recent years, with the introduction of structured curricula and increased emphasis on learning outcomes, assessed via mono-specialty examinations (MSEs). However, the views of trainers and trainees on these changes, the relevance of MSEs to training and their impact on development and future employment prospects are not clear.
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