Dental Council Research Articles

A Perspective From the British Society of Dental Hygiene and Therapy Members Regarding the Need for Clinical Support by a Dental Nurse

ABSTRACTObjectivesIn the United Kingdom (UK), Dental Hygienists (DHs) and Dental Therapists (DTs) are required by the UK's regulatory body, the General Dental Council, to “… be appropriately supported when treating patients”. However, what is deemed ‘appropriate support’, and the need for that support, has been ‘open to interpretation’, and consequently, the support dental business owners provide for the DHs and DTs they employ or contract varies. The objective of this perspective is to initiate a discourse within the international community in order to gain a deeper appreciation regarding the matter of Dental Nurse (DN) chairside support for DHs and DTs beyond the UK.MethodsThe British Society of Dental Hygiene and Therapy (BSDHT) canvassed its members, inviting voluntary, anonymous statements to reflect their real‐world experiences, both positive and negative, of working with or without DN chairside support in their roles. The statements from a sample of the membership were subsequently subjected to qualitative thematic analysis.ResultsThe analysis revealed three themes: (1) Competency Factors; (2) Conduct Factors and (3) Contextual Factors. These thematic outcomes were congruent with the General Dental Council's Risk in Dentistry Report (2014).ConclusionsThe discussion elucidates the complexity of the matter of DN chairside assistance for DH and DT BSDHT members. The authors of this perspective welcome dialogue from our international colleagues regarding how DN chairside support for both DHs and DTs is of benefit to them and impacts their clinical role.

PAs in Ghana: A rich tradition with a hopeful future.

The West African country of Ghana boasts a stable democracy and diverse culture. Although strides have been made in education and healthcare access, challenges persist, particularly in rural communities. The physician associate (PA) profession emerged in the 1960s to address healthcare shortages, with formal training programs established and accreditation overseen by the Ghana Tertiary Education Commission and the Medical and Dental Council. PAs play a critical role in healthcare delivery, providing services in both urban and rural areas. Ghana's healthcare system, while advancing, is concentrated in urban centers, necessitating task-sharing strategies for improved access. Health outcomes have improved, but maternal and child mortality remain high. PAs contribute significantly to Ghana's healthcare system, including reproductive health and primary care services, alongside efforts to combat epidemics such as COVID-19. Key concerns for PAs include career progression, resource allocation, and public understanding of their role. Despite challenges, PAs remain essential in providing care to underserved populations. Addressing concerns and supporting PAs are vital for sustainable and effective healthcare in Ghana.

Oral and maxillofacial sciences: an integrated syllabus to deliver professional competence

As Peter Thomson returns to Australia to begin his second term as head of dentistry, and professor of oral and maxillofacial sciences at James Cook University, he reflects on the genesis, organisation and delivery of an integrated, didactic course in oral and maxillofacial sciences. Comprising previously taught ‘stand-alone’ subjects such as oral pathology, oral medicine, oral and maxillofacial surgery, medicine and surgery, and dental pharmacology and therapeutics, and firmly based on a student-centred comprehensive dental care model, the integrated course focuses on programme clarity, structure, and the acquisition and assessment of clinically applied knowledge and skills. The efficacy of the oral and maxillofacial sciences programme in delivering the professional competences expected of a newly graduated practitioner by the Australian Dental Council is thus explored.

The safe practitioner framework: an imperative to incorporate a psychosocial sub-curriculum into dental education

A primary aim of dental schools is to produce competent and caring independent professionals, capable of developing themselves and serving the needs of their patients through reflective practice and self-regulated continuous learning. The General Dental Council has also explicitly recognised the importance of self-regulated learning, and other associated behaviours, in the new The safe practitioner framework. However, traditional learning designs focus on the development of academic and clinical skills, and assume that psychosocial skills, which support self-regulated learning and enable the management of personal challenging circumstances, are already present. Unfortunately, data suggest that the psychosocial skills in many students currently entering healthcare programmes are relatively underdeveloped, impacting upon their approaches to learning and their mental health, and potentially, patient safety. Therefore, there is a need to support students in their psychosocial development. This development starts with teachers understanding the societal, academic and environmental circumstances that their current students have experienced, followed by the consideration of the importance of psychosocial skills within their dental education. This paper discusses these matters and suggests a psychosocial sub-curriculum along with a suggested framework for its implementation.

Working to a Full Scope of Practice in General Dental Practice. A Mixed Methods Study Presenting the Results of a British Society of Dental Hygiene and Therapy Member Survey.

Anecdotally, it is currently accepted that many dental hygienists and dental therapists in the UK do not work consistently, if at all, to their full scope of practice, as determined by the General Dental Council and in line with their pre-registration training and post-qualification continuing professional development. Consider the professional demographics of the BSDHT and investigate the types of clinical skills that are being utilised in a particular setting, in addition to the members' usual daily practice, how consistently they are employing them, and any potential barriers and facilitators for working consistently to a full scope of practice. BSDHT members (n = 2487) were invited to complete an online questionnaire and take part in an individual 30-min semi-structured online interview with the investigator. The quantitative data was collected on a master Excel spreadsheet, and qualitative data following the interviews were available as digital recordings and AI transcripts. The response rate was 12.5% (n = 312), of which 64% (n = 200) were dental hygienists and 36% (n = 112) dental therapists: 70% (n = 19) of the dental hygienists who work in an NHS practice never work to their full scope, in comparison to 48% (n = 9) of dental therapists. Of those that would like to work to their full scope, 51% (n = 103) were dental hygienists and 31% (n = 35) were dental therapists. Of the 312 members who responded to the questionnaire, 24.7% (n = 77) indicated that they would be willing to take part in the online semi-structured interviews. The skills of dental hygienists and dental therapists are often underutilised across all dental practice settings. However, dental therapists are more likely than dental hygienists to work to their full scope of practice in both NHS and mixed dental practice settings. Further studies are needed to investigate and understand the barriers that prevent all dental hygienists and dental therapists from working to their full scope of practice and identify possible facilitators that could offer greater opportunities.

A Study to Assess the Knowledge of Obstructive Sleep Apnea Among Dental Graduates

Introduction: Obstructive sleep apnea (OSA) is a prevalent but often undiagnosed respiratory disorder that can lead to significant health issues. Dental professionals play a crucial role in identifying and referring patients with OSA. Yet, insufficient training during dental education has led to a gap in their ability to recognize and manage the condition effectively. Methodology: This cross-sectional study aimed to assess the knowledge and attitudes of dental graduates toward OSA. General dentists with at least 5 years of professional experience registered with the Dental Council of India (DCI) participated in the survey. A structured questionnaire was used to collect data on their knowledge, attitudes, and practices concerning OSA. The validity and reliability of the questionnaire were ensured through expert validation and a Cronbach’s alpha of 0.70 or higher. Results: The study included 249 dental professionals, with a majority being female (55%) and practicing in hospitals (52%). In terms of knowledge, five questions received over 50% correct answers, indicating good knowledge, while four questions scored poorly with less than 50% correct responses. Regarding attitudes, 50% of respondents showed a positive attitude toward OSA in some questions, while others exhibited a negative attitude, suggesting an insufficient understanding of the condition and its management. Conclusion: The findings reveal a significant deficiency in the knowledge and attitude of dentists toward OSA, highlighting the need for enhanced education in dental curricula. By improving training on OSA, dental professionals could play a more effective role in identifying and managing the condition, ultimately improving patient health outcomes.

Overview of statistics teaching within undergraduate programmes in UK and Ireland dental schools

Introduction The United Kingdom (UK) General Dental Council's (GDC's) learning outcomes for undergraduate dental students briefly mention critical appraisal but not statistics. Hence, wide variation in statistics teaching across the dental schools is likely but has not yet been well-documented.Methods A survey was conducted to capture the main features of each of the dental degrees in the 18 UK and Ireland dental schools in terms of statistics-related (standalone or as part of other courses/modules) teaching.Results Representatives from all 18 dental schools completed the survey. There were some similarities, such as most using teaching materials specifically developed for their school, and aiming to teach students to understand/interpret but not generate statistics. However, the number/type of staff delivering the teaching, student contact hours, number of statistical concepts taught, whether statistical theory/formulae/packages were used and inclusion in summative assessments varied extensively. Most reported that this teaching was negatively perceived by the students and many felt that changes were needed.Discussion and conclusion This comprehensive review of undergraduate dental statistics-related provision allows dental schools to compare and contrast their own teaching, which is very timely given the imminent need to implement a new GDC framework. Guidelines to encourage more standardised teaching should be developed to improve the ability of newly qualified dentists to practise evidence-based dentistry.

Why the General Dental Council should incorporate informal learning into continuing professional development.

Continuing professional development (CPD) is essential for maintaining competence and ensuring high standards in the dental profession. The General Dental Council (GDC) in the UK currently emphasises formal learning within its CPD framework. However, this article argues that informal learning - particularly through hybrid social learning networks - plays a vital role in the ongoing professional development of dental practitioners. Drawing on key studies, including Stanfield (2024), Bullock et al. (2023) and Cowpe et al. (2019), as well as the work of Evans (2019) and Greenhow and Lewin (2016), this article explores the significance of informal learning and how it complements formal CPD.Informal learning, driven by peer-to-peer interaction, online networks and reflective practice, allows dental professionals to acquire real-time, context-specific knowledge, bridging the gap between theoretical learning and clinical application. This form of learning promotes lifelong professional growth and helps practitioners remain agile in adapting to technological advances. Moreover, informal learning is cost-effective and accessible, offering a practical solution for overcoming barriers to traditional CPD, such as time and financial constraints.Recognising informal learning within the GDC's CPD framework would create a more flexible, inclusive and effective system of professional development. Recommendations include incorporating reflective practice, developing mechanisms to validate informal learning and promoting the use of digital platforms for CPD.By acknowledging the value of informal learning, the GDC can ensure that dental professionals are not merely complying with CPD requirements but are actively engaged in a continuous process of improvement, better prepared to meet the evolving demands of the profession.

Embedding cultural competence in dental education.

Cultural competence plays a pivotal role in dentistry and is increasingly recognised and studied worldwide. As the dental profession evolves to cater to an ever-diverse society, it is imperative that universities consider how they support students in acquiring the skillset for providing culturally sensitive care. Cultural competency in dental education is highly variable globally. The requirement for dental graduates to demonstrate cultural competence is a key part of accreditation frameworks in the United States, Canada and Australia, and is a recent addition in the General Dental Council's Safe Practitioner Framework in the UK, alongside the requirement to develop socially responsible graduates. However, there is a lack of consensus on the pedagogical direction for instilling the skillset within dental students and in fostering a desire to work with minority groups. Conceptual methods in cultural competency education are diverse. One theory categorises teaching methods into cultural sensitivity (multicultural or categorical) and cross-cultural, focusing on student attitude, knowledge and skills development. However, criticisms arise, as such approaches may oversimplify diversity, equate culture with race or ethnicity, and perpetuate stereotypes and discrimination. This article argues that a multi-pronged, pedagogical approach will best empower future clinicians to meet the needs of today's diverse society.

Bangladeshi Female Graduate Doctors Leaving Medical Profession: A Real Threat to Health System or a Rumor

Background: Female graduate doctors represent a major part of health care/ educational services in Bangladesh. But a portion of female graduate doctors leaving their profession immediately or after sometimes of completion of their graduation, even some of them never registered themselves under Bangladesh Medical & Dental Council (BM&DC). Objective: This research aimed to find out percentages of female graduate doctors leaving medical profession and different reasons behind it. Methods: This cross sectional descriptive research was carried out in the Centre for Medical Education (CME), Mohakhali, Dhaka from July 2022 to June 2023. Data were collected through one self-administered semi-structured questionnaire among 500 female graduate doctors who got their registration from 2005-2020 and selected by convenient and snowball sampling. Results: Among 500 female graduate doctors, 428 (85.6%) were involved in different health care services and rest 72 (14.4%) were not involved and among rest 14.4%, about 10% never involved in health care services after completion of their graduation. When 72 respondents female graduate doctors who were not involved asked about their current professions, about one fourth (25%) mentioned they were doing ‘online businesses’, 15.02% were ‘purely housewife’ and 12.5% were ‘changing profession to others’. Among 72 respondents female graduate doctors, one third (33.33%) chose other profession for 'better income'. The most two common reasons for not involving were 'to care children' (39.7%) and 'absence of day care centers' (20.5%). Nearly half (45.5%) of the respondents chose 'establishment of day care / breast feeding centers' when they asked what strategies the government should take to utilize female work force effectively. Conclusions: Female graduate doctors who were not involved in health system mentioned different reasons behind their decisions and strategies require to be taken by the Government to overcome such conditions. BJME, Volume-16, Issue-01, January 2025: 15-25

Written Versus Oral Assessment Are Both Equally Effective in Pharmacology ?

Background: The undergraduate medical curriculum guidelines established by the Bangladesh Medical and Dental Council (BMDC) placed significant emphasis on assessing knowledge, skills, and attitudes in pharmacology. Currently, students are mostly assessed through written and oral assessments. However, oral assessment is resource-intensive and time-consuming while written assessment can efficiently assess a larger number of students in a shorter timeframe. Objective : This study aimed to observe the level of effectiveness of written assessment and oral assessment in evaluating learning objectives in pharmacology education for MBBS students. Methods: A formative interventional study was conducted from August 2022 to September 2023 at four medical colleges in Chattogram, Bangladesh, involving fourth year MBBS students and faculty members of pharmacology. Pharmacologists' opinions were gathered prior to the assessment, and post-assessment feedback from students and examiners were collected regarding the effectiveness of written and oral assessment methods in evaluating learning outcomes aligned with the curriculum objectives. Results: A total number of 240 students and 16 faculty members of pharmacology participated in the study. There was no significant differences found in students’ and teachers’ perceptions of written and oral assessment when evaluating objectives related to the cognitive and affective domains. However, written assessment was significantly preferred for evaluating objectives related to prescribing drug for special group and analyzing information. Teachers also favoured written assessment for evaluating objectives related to prescription writing. Examiners who conducted written assessment indicated that all objectives, except for communication with patients, could be effectively evaluated through written assessment. Oral examiners reported that certain objectives could be fully assessable by oral, while objectives related to drug history taking, ethics of prescribing and prescribing for special groups were partially assessable. Choosing safe and effective drugs and analyzing information could not be adequately evaluated through oral assessment. Conclusion: Findings of this suggest that written assessment can serve as a valid alternative to oral assessment in the pharmacology curriculum within medical education of Bangladesh. This study provides valuable insights for the BMDC, offering a cost-effective and time-saving approach to pharmacology assessment in the MBBS curriculum with adequate learning outcomes. BJME, Volume-16, Issue-01, January 2025: 26-39

Comparison of opportunities and perceptions towards neurosurgery between the public and private sector in Pakistan: a national survey of medical students and recent graduates.

Public and private medical institutes must adhere to the same standards of quality set by the Pakistan Medical & Dental Council (PMDC). However, studies have noted varied learning environments. The current study aims to assess opportunities and compare the differences in perceptions between the two sectors. An online survey was conducted among medical students, interns, and medical officers across Pakistan. Respondents were divided into two groups: private and public sector and the survey responses of the two groups were compared. Descriptive statistical analyses of responses were performed, and a chi-square test was used to obtain the p-values. 2,481 responses were collected (48.6% public vs 51.3% private sector). A higher proportion of public sector respondents reported neurosurgery within their curriculum (71.2% public, 58.9% private) ( p < 0.001), while a greater proportion of private sector respondents had less exposure to neurosurgery clerkships (58.5% public, 71.9% private). A higher proportion from the private sector reported that sufficient mentorship opportunities (38.3% private, 29.5% public) (p < 0.001) were provided by their medical college. More private sector respondents reported lack of work-life balance (39.5% public, 42.4% private), competitive work environment (55.9% public, 61.3% private) (p < 0.001) and financial burden (67.3% private, 60.8% public) (p < 0.001) as major barriers towards pursuing neurosurgery. Our study outlines key areas for improvement from the perspective of the learners themselves. These include increasing exposure to neurosurgery in medical colleges and affiliated hospitals and improving post-graduate training among all sectors. Addressing these concerns of the medical students, interns, recent graduates and medical officers can foster the pursuit of neurosurgery as a career in Pakistan. It is crucial to further investigate medical education in Pakistan and study differences in the public and private education sector globally.

The role of Pakistan Medical &amp; Dental Council in steering undergraduate medical curriculum reforms in Pakistan

The role of Pakistan Medical &amp; Dental Council in steering undergraduate medical curriculum reforms in Pakistan

Advertising the Tooth: An Analysis of Content and Compliance of Malaysian Dental Clinics’ Facebook and Instagram Posts

Social media has quickly become a popular method for dental clinics to advertise their services broadly and economically. Information disseminated to the public via social media must conform to guidelines set by local regulatory bodies. This study aimed to investigate the types of Facebook and Instagram posts produced by dental practices in Malaysia and their compliance with guidelines set by the Malaysian Dental Council (MDC). This was a cross-sectional analysis of Facebook and Instagram posts by private dental clinics in Malaysia. Data were extracted from posts uploaded over a six-month period between 1st October 2021 and 1st April 2022. Information available, frequency of posts and type of posts were recorded. Each post was then categorised as being compliant or non-compliant mapping to the MDC guidelines. Data was tabulated to generate descriptive statistics with frequency tables. In total, 243 accounts (11,780 posts) were analysed. The most common types of posts were advertisements. Although only 15% of posts were noncompliant, more than half of the investigated social media accounts had one or more noncompliant posts on their platform. Majority of dental clinics are posting advertisements or clinical photos but not all posts are compliant with MDC guidelines.

Oral and maxillofacial surgery accelerated dental programme for medical graduates: a review of fourteen graduating years (2010-2023).

Oral and maxillofacial surgery accelerated dental programme for medical graduates: a review of fourteen graduating years (2010-2023).

Prevalence and Influencing Factors of Rubber Dam Use among Tunisian Dentists: A Cross-Sectional Study.

Despite its undeniable advantages, the rubber dam (RD) is still struggling to claim its rightful place as the most effective used isolation tool in endodontics. The study aimed to estimate the prevalence of RD use during endodontic treatment and to identify factors associated with its use by Tunisian dentists. A cross-sectional study was conducted. An online Google Form was emailed to a sample of Tunisian dentists, randomly selected from the National Dental Council register. It contains 33 questions divided into five parts: demographic characteristics, general endodontic practice, clinical applications of RD, reasons for not using RD, and alternative methods. The sample size, comprising 300 dentists, was calculated considering a previous prevalence. Chi-square/Fisher exact tests and t test have been used to investigate factors influencing RD use. For the multivariable analysis, we used binary logistic regression. Among the 174 respondents, 56.3% were women, with a mean age of 37.7 ± 6.6 years. Seventy-three percent did not have postgraduate training on RD placement. Seventy-one percent reported never using RD for root canal treatments (RCTs) during undergraduate study. Forty-four percent used it with variable frequencies. In the univariable analysis, the number of RCTs per week, years of experience, duration of endodontic sessions, age, pre-endodontic buildup, and undergraduate training were associated with RD use. In the logistic regression, the duration of endodontic sessions [adjusted odds ratio (OR) = 1.053; 95% confidence interval (CI) = 1.023-1.083; P < 10-3] and the undergraduate training (adjusted OR = 4.625; 95% CI = [1.88-11.378]; P = 0.001) were associated with RD use. The use of RD by Tunisian dentists during endodontic procedures is not common. RD application is associated with the duration of the endodontic session and the undergraduate training. Greater emphasis should be placed on the application of RD at dental school and in clinical practice through continuous dental education programs.

Oral and Maxillofacial Surgery Curriculum (2021) and Oral Surgery Curriculum (2023): A forensic comparison of two documents

Oral and Maxillofacial Surgery Curriculum (2021) and Oral Surgery Curriculum (2023): A forensic comparison of two documents

A review of the ‘second degree’ universities of Oral and Maxillofacial Surgery (OMFS) Specialists and Trainees in the UK. Locations of their graduate entry medicine and graduate entry dentistry degrees, graduating between 1979-2019

A review of the ‘second degree’ universities of Oral and Maxillofacial Surgery (OMFS) Specialists and Trainees in the UK. Locations of their graduate entry medicine and graduate entry dentistry degrees, graduating between 1979-2019

A Cross-Sectional Study of the Current and Future Dental Hygiene and Dental Therapy Student Workforce in the UK and Ireland During 2022-2025: Considering Facilitators and Barriers to the Growth of This Workforce.

With evidence suggesting that dental hygienists (DH) and dental therapists (DThs) can undertake a significant proportion of routine clinical work, this paper explores the number of recent graduates and students currently in training in the UK and Ireland and considers whether there are sufficient DH and DTh registrants to positively impact on population needs. An online questionnaire survey was distributed by the Directors of Dental Hygiene and Therapy Group to all programme leads of dental hygiene and dental therapy programmes during December 2023. There was a 100% response rate. The majority of programmes award a Bachelor's degree, with a minority offering a Diploma or Foundation degree; one programme awards an MSc level qualification. The number of graduates in the 2022-2023 academic year was 429, registered with both the General Dental Council (GDC) and Dental Council of Ireland (DCI). The numbers of DH students expected to graduate in 2023-2024 academic year is likely to increase by 44% and in 2024-2025 this will increase by a further 12% compared to the previous year. The anticipated numbers of DTh graduates registering across the UK in 2023-2024 academic year is 312, representing in a slight decrease of 3% from the previous year; in 2024-2025 this figure is expected to remain static at 313. The results of this study demonstrate the numbers of students recently graduated and in training in the UK and Ireland, during 2022-2025. The numbers of registrants is slightly increasing, but there is a need for detailed information regarding working practices to inform future workforce planning; this will inform the need for increasing training numbers.

Utilisation of the dental workforce: a service evaluation in one dental institute.

Objective This study examines the skill set and utilisation of dental care professionals (DCPs) in secondary and tertiary dental care roles.Methods DCPs were surveyed across various specialities using the General Dental Council's Scope of practice as a reference.Results Dental nurses employ 23 out of 30 identified skills, dental therapists use 28 out of 32, and dental hygienists perform 27 out of 29 of their skills. Dental technicians use 17 out of 20 skills within their scope; however, clinical dental technicians only employ 3 out of 20 skills regularly. The majority of participants expressed a desire for further training and skill utilisation.Discussion DCPs possess diverse skill sets and a commitment to ongoing development. However, challenges, including educational priorities, patient referrals and treatment constraints, limit their scope in secondary and tertiary care.Conclusion Enhancing DCPs' contributions to patient care requires collaboration with dentists and addressing systemic barriers in secondary and tertiary dental care. Promoting additional training and full skill set utilisation can improve the dental care workforce to meet evolving patient and population needs.