Training Curriculum Research Articles

Challenges and Facilitators in the Clinical Adoption of Traditional Chinese Medicine Technology

Objective: This study aims to analyze the challenges and facilitators in the clinical adoption of traditional Chinese medicine (TCM) technology. It proposes practical recommendations to provide evidence-based support and guidance for medical institutions at various levels in effectively integrating and advancing TCM technology. Methods: A descriptive phenomenological approach was employed to facilitate semi-structured interviews with doctors, nursing managers, and nurses. The collected data were subsequently analyzed using NVivo software. Results: In a study involving interviews with 17 doctors, nursing managers, and nurses, researchers identified three main themes and ten sub-themes. These included factors that promote the use of traditional Chinese medicine (TCM), such as the development of a comprehensive training curriculum, support from leadership, and strategies for integrating TCM technology. Conversely, hindering factors were also identified, including low awareness of TCM among some healthcare professionals and patients, as well as challenges related to medical costs and insurance. Recommendations for promoting TCM technology in Grade A hospitals include the creation of operation manuals, establishment of platforms for learning and communication, provision of dedicated spaces for teaching and discussion, and empowerment of nurses to assume leadership roles in clinical decision-making. Conclusion: The development of Traditional Chinese Medicine (TCM) appropriate technology projects in general hospitals in Northwest China faces both obstacles and promoting factors. It is essential to address these challenges through targeted training and the implementation of a standardized management system to enhance the capabilities of TCM nursing services. Additionally, establishing a distinctive platform for TCM nursing services, fostering collaboration and exchange across various regions, and encouraging the inheritance and innovation of TCM nursing characteristics are critical steps in advancing TCM practices.

A systematic review of information literacy models in Yunnan province’s physical education faculty

This research aimed to explore the concerning characteristics of information literacy in the physical education faculty of higher education institutions in Yunnan Province. This study provides a systematic meta-analysis of 33 peer-reviewed papers from 2019 to 2023. It discusses that information literacy includes basic research skills, critical thinking, and problem-solving, which include their application in the learning process. The paper describes some approaches that can be used to implement information literacy into teaching and learning, including courses with learning objectives, learner-centered approaches, and institutional support. The study also explored technology and its relation to adopting competencies for the growing technologies’ evolution within the region’s education sector. In addition, the following factors could have enhanced the process: time constraints, differences in discipline, and variations in the usage of information technology. The results indicate the need for context-specific professional learning and policy intervention to facilitate the practice of physical education faculty in Yunnan. The information collected here serves as the framework for effective regional policies regarding education, curriculum, and teacher training, among other related aspects.

Theory is inclusive, practice is integrative? Discourses on inclusion in the education community

AbstractDefining educational inclusion is a complex task on which there is still no conceptual agreement among practitioners. Although the term inclusion has moved away from integration or disability, it has not yet been consolidated as the presence and participation of all students. Some of the reasons are lack of material and human resources, isolated curriculum or teacher training, among others. A qualitative research project was carried out with the aim of identifying the portraits that the different informant agents make of inclusion. The technique used to collect information was an open interview with 44 participants, representatives of different groups (head teachers, classroom teachers, specialists, counsellors, families, students, associations and politicians). The information was analysed using the content analysis model, supported by MAXQDA22 software. The results delve into (1) the dissonant issues with inclusion and (2) the rupture they perceive between legislation and daily practice, and (3) reveal five dominant discourses on the concept: as a legal measure, as a category, as an educational measure, as wealth and as participation. In conclusion, the vision of inclusion in this study remains confused, diffuse and utopian.

WP6.1 - A survey of the estimated cost of surgical consumable items within Ear, Nose, Throat departments

Abstract Aims Studies suggest that practitioners lack knowledge on cost of consumables and fail to appreciate the financial consequences of waste. We aimed to investigate this claim amongst ENT practitioners. Methods An online questionnaire, requiring cost estimations for 20 consumable items, was distributed to London ENT departments. Each item’s actual cost was compared with the average, median and interquartile range of the estimated price. An estimate was deemed ‘correct’ if it was within 20% of the actual price. Results 10.65% of all estimations were ‘correct’. There was no correlation between job role and cost-estimation accuracy. The most accurately estimated item was ‘fenestrated sterile drape’ (24.4%), the least was ‘1L bag of IV normal saline’ and ‘package of sterile sponges’ (0%). Conclusions We found poor cost appreciation of consumables amongst ENT surgeons. This could serve as a catalyst for the inclusion of health economics in specialty training curricula, improving cost-awareness.

ThP7.8 - What is the gap in operative trauma surgical skills needed for humanitarian and military deployment? A systematic narrative review of surgeons in high-income countries

Abstract Aims The incidence of armed conflict, terrorist attacks and environmental disaster is increasing and death from traumatic injury remains a leading cause of mortality globally, posing complex challenges in surgical care. Despite advancements in trauma systems development, practice in high-income countries (HICs) is characterised by low trauma volumes, evolving non-operative strategies and increasing sub-specialisation, raising concerns about surgical preparedness for managing diverse injuries. This systematic review aims to assess the operative trauma skills of surgeons in HICs mapped against core military and humanitarian procedures. Examination of the breadth of skills acquired and identification of areas where further experience is required will inform the development of more comprehensive and adaptable surgical training programs. Methods A systematic literature review was conducted under the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines using MEDLINE and EMBASE. Inclusion criteria targeted general and trauma surgery consultants or trainees in HICs, analysing quantitative and qualitative data on operative workload and skills acquisition. Results Twelve studies from the USA, UK, Netherlands, Ireland, Australia, and New Zealand were included. Trainees demonstrated experience in general surgical trauma but lack exposure to critical skills in orthopaedic, vascular and obstetric and gynaecological surgery. Conclusion This review highlights a gap in the operative trauma surgical skills of surgeons in HICs and the need for re-evaluation of surgical training curricula to address the dynamic challenges posed by contemporary trauma care. Emphasising a versatile skillset and exploring avenues for enhanced exposure through didactic courses and global surgery partnerships might prove crucial for better preparing surgeons for the diverse and demanding scenarios in the field of trauma care

The Barriers to Cardiothoracic Surgery Training in Nigeria: Key Insights From Trainees.

Aim Cardiothoracic surgery has the potential to improve care in resource-deprived countries like Nigeria. This study analyzes the barriers to training in cardiothoracic surgery and gaps in the existing curriculum from a cardiothoracic surgery trainee perspective. Methods An online nationwide mixed-method cross-sectional survey was conducted. The participants were from a pool of senior residents in cardiothoracic surgery. A five-point Likert scale was utilized to rate and evaluate their training experiences. The motivations for choosing cardiothoracic surgery, gaps in the training curriculum, perceived barriers, and facilitators in their training programs were also assessed. The survey included closed and open-ended questions to capture quantitative data and qualitative insights. Thequantitative data were analyzed using SPSS21 (Armonk, NY: IBM Corp), while the qualitative data were analyzed using MAXQDA 24 (Berlin, Germany: VERBI Software). Results Sixteen senior cardiothoracic surgery residents completed the survey. Thematic grouping identified several key barriers, such as low case volume, lack of infrastructure and equipment, and reduced trainee autonomy during cases. The significant deficiencies in the existing curriculum are the absence of clear minimum competencies, lack of local and international collaboration, and robust cardiac training. In low-resource settings like Nigeria, government participation and improved funding, increased collaboration between local and international programs, and establishment of regional centers may offer solutions and successful implementation of cardiothoracic surgery training and improve access to surgical care. Conclusion Cardiothoracic trainees are highly interested in their training despite several barriers. Increased funding, collaboration, and infrastructure development will help improve the training experience.

Refugee child vision screening curriculum for multidisciplinary trainees

Background: Conflicts, natural disasters, and persecution have led to growing refugee populations worldwide. Vision impairment within these populations is a significant concern. Eye conditions in refugee children appear to peak during times of resettlement. Future medical and nursing professionals need to be trained to detect treatable conditions that could lead to permanent vision loss and significant morbidity if undiagnosed. While curricula regarding refugee health exist, no curriculum exists on identifying common eye conditions in refugee children and performing pediatric eye screening. Methods: We created and delivered a virtual, single-session curriculum on pediatric refugee eye conditions and screening to medical and nursing trainees. A needs assessment survey assessing trainees’ knowledge and confidence in detecting eye conditions in children and refugees informed curriculum design. Pre- and post-test assessments evaluated participants’ knowledge and confidence before and after the module. A two-sided signed-rank test was used to compare pre- and post-test scores. Results: Twenty-seven respondents completed the needs assessment survey, which revealed low levels of confidence in performing vision screening, especially in evaluating the eye surface. Fourteen participants completed the module and pre- and post-test surveys. Mean knowledge test score improved from 52% to 75% (P<0.001). Discussion: As the global refugee population grows, this study supports the value of incorporating a refugee child eye curriculum into trainee education to empower providers to detect and address refugee eye conditions.

Designing, delivering and evaluating a specialty specific quality improvement course for the rheumatology multidisciplinary team

Abstract Objectives Quality improvement (QI) methodology aims to drive improvement in healthcare using a systematic approach. QI is an integral part of healthcare professional training curricula. However, many members of the rheumatology community have not accessed formal QI methodology training, including those expected to supervise QI activity. The BSR QI practical methodology workshop was created to address this knowledge gap in a specialty-specific course designed and delivered by, and for, the multidisciplinary team. Methods Course design centred on the Institute for Healthcare Improvement approach, ‘Model for improvement’, adapting materials from the well-established Trainees Improving Patient Safety through QI (TIPSQI) initiative. The course was delivered online (2021) and face-to-face (2022). Kolbs’ four stage experiential learning cycle informed course design utilising rheumatology-specific cases and facilitated breakout rooms to teach QI tools. Kirkpatrick’s four-stage model was used to design the course evaluation. Data from surveys completed before, immediately after, and six months’ following the courses were used to evaluate the course. Results Baseline knowledge of specific QI tools was limited. Post course evaluation demonstrated increased confidence to use and teach tools. Sustained confidence to contribute to and lead QI activity was reported. Course satisfaction was high; 100% of delegates would recommend the course to colleagues. Conclusion This successful, rheumatology specific QI course led to improved delegate knowledge of QI methodology and confidence in leading and teaching QI initiatives. It has contributed to building momentum in a growing rheumatology QI community of practice and to embedding a sustainable culture of improvement across the rheumatology community.

How Students Learn during the Pre-Briefing and Observation of Facilitation in a High-Fidelity Patient Simulation: A Narrative Analysis.

The rapid development of technology has led to the emergence of innovative teaching approaches, such as high-fidelity patient simulation (HFPS). HFPSs have been shown to significantly enhance students' decision-making and intellectual skills. This study aimed to investigate how students learn from the pre-briefing to observation period of the facilitation of the HFPS based on the original quasi-experimental studies. This study analyzed the narratives from 92 students in the intervention group about their learning during the pre-briefing and observation of facilitation. The results indicated that the students learned more independently, received better support and resources for learning, were provided with more appropriate and safe care for the simulated case, and developed higher-level intellectual skills, such as self-directed learning, critical thinking, and clinical reasoning. Importantly, the structured guidelines provided roles and responsibilities and guiding questions or aspects for observation that directed the students to learn more actively and effectively while performing their roles in the HFPS. The structured guidelines serve as a roadmap to instruct students on learning during pre-briefing and applying what they have learned during the facilitation of the HFPS. This roadmap includes the learning journey from novice to competence in knowledge and skills and also from knowing to application. Therefore, this study's results have contributed important knowledge about well-structured HFPS guidelines for all stages of the HFPS, addressing the need for adequate guidance and learning support during the pre-briefing and observation of facilitation. The elements identified during the pre-briefing and observation of facilitation are crucial for directing students to learn and significantly enhance their understanding and application of knowledge and skills, ultimately promoting the development of higher-level intellectual skills, professionalism, and engagement. Nurse educators can incorporate these elements into HFPS training in curricula to enhance students' involvement and optimize the HFPS as an effective teaching tool with structured guidelines providing guidance and support throughout various stages of HFPS training.

Education policy intentions and principals’ and teachers’ conceptualizations of curriculum differentiation in Ethiopian secondary education

This study examined the intentions of education policy documents and the conceptualizations of secondary school principals and teachers regarding curriculum differentiation. Regular and special day schools were selected using purposive sampling based on their experiences with different types of curriculum differentiation. Two school principals and 17 subject teachers were selected using purposive and convenience samplings, respectively. The study analyzed national education policy documents (e.g., education and training policy and curriculum framework) and collected interview data from school principals and teachers. The two main national education policy documents conceptualize curriculum differentiation in terms of various tracks, like fields of study, streams, and school types. The other national document, the guideline for curriculum differentiation, emphasizes the differentiation of curriculum components—contents, instructional processes, assessment strategies, and learning environments—and highlights the importance of inclusive classrooms. Principals’ and teachers’ conceptualizations of curriculum differentiation vary across three levels: lacking awareness, holding divergent views, and aligning with policy intentions. The absence of a coherent policy guide and the lack of engagement of principals and teachers in reform ideas have contributed to these diverse conceptualizations. Additionally, the policy intentions seem inadequately addressed through curriculum differentiation practice by school types, such as regular, special day, and boarding schools, which do not correspond to variations in the types and levels of difficulty of the school subjects taught.

The imperative of teamwork in antimicrobial stewardship (AMS) interventions: insights from an ethnographic study with practitioners in Spain.

Teamwork-the activity of working together in a group towards a similar goal-is a defining feature of the practice of clinical medicine carried out in hospitals and other healthcare facilities. This Viewpoint suggests that teamwork is a defining feature of antimicrobial stewardship (AMS) programmes, and identifies six elements that characterise AMS team dynamics. These insights arise from an original ethnographic study of AMS carried out in Spain, where these programmes are known as Programas para la Optimización de Antimicrobianos. The study used qualitative research methods including ethnographic observations in public hospitals and scientific and educational fora, in-depth interviews and archival research. It calls for a reflection on the part of the global community of AMS practitioners on the role of team dynamics in building sustainable AMS interventions and the inclusion of teamwork skills in training curricula aimed at future practitioners.

A Global Environmental Scan of Competencies for Mobility Assistive Product Provision.

Competencies defined in practice standards and frameworks promote safe and effective healthcare by underpinning training curricula and service standards. The provision of mobility assistive products involves a range of professionals, each guided by various standards and frameworks that define various competencies. This environmental scan aimed to identify global resources containing professional competencies applicable to mobility assistive product provision and to compare them against a gold standard. Competencies for mobility assistive products were found in 14 resources of diverse types. While there were similarities between competency standards, such as service steps, there were also significant differences, such as minimum education levels and competency domains. This environmental scan highlights an opportunity for professionals providing mobility assistive products to collaborate and establish unified competencies. Standardizing these competencies could harmonize training, regulation, and service standards, thereby improving coordination and service quality. Additionally, this approach could serve as a model for developing standardized competencies for other assistive products, such as hearing and vision aids, enhancing outcomes across various assistive technology types.

Contraceptive counseling training experiences and behaviors among obstetrics and gynecology residents in California and Florida

ObjectiveTo describe experiences with contraception counseling training and provision of obstetrics and gynecology residents training in California and Florida. Study designWe conducted a mixed-methods study of obstetrics and gynecology residents training across 19 programs (with approximately 428 residents) in California and Florida from September 2022 through February 2023. We asked participants how often they use tiered-effectiveness counseling, their satisfaction with contraception counseling practices, and experiences with witnessing and recognizing contraception coercion. We asked about personal disappointment when patients decline long-acting reversible contraception (LARC) and pressure from faculty to prescribe LARC. To further explore resident contraception counseling education and behaviors, we conducted semi-structured telephone interviews with a subset of 20 survey volunteers. ResultsWe received survey responses from 155 (36.2%) participants. Most (n = 113 [76.4%]) often or always reported using tiered-effectiveness counseling. While few participants (n = 17 [11.3%]) reported feeling pressure from faculty to convince a patient to keep a LARC, some (n = 34 [22.1%]) reported they often or always feel disappointed when a patient chooses LARC removal, with more Florida participants reporting disappointment (n = 19 [37.3%]) compared to California (n = 15 [14.6%], p = 0.01). We identified two main themes from the telephone interviews. First, residents feel they have limited formal education on how to provide contraceptive counseling and commonly learn these practices by emulating supervising faculty or peer counseling styles. Second, residents are informally taught, through feedback and interactions with supervising faculty and peers, that successful contraception counseling is the ability to convince patients to use highly effective contraception. ConclusionWhen residents lack formalized contraception counseling education, they adopt counseling behaviors that may not be patient centered. ImplicationsWhen obstetrics and gynecology residents lack formalized contraception counseling education, they learn practices that may lead to coercive counseling behaviors during training. Resident education should include recognition and mitigation of contraception coercion and patient-centered counseling both through a formalized curriculum and socialization of trainees during their medical education.

Top DEI Topics to Incorporate Into Dermatology Residency Training: An Electronic Delphi Consensus Study.

Current dermatology residency education may be deficient in curricular topics and training related to diversity, equity, and inclusion (DEI). Integrating more DEI topics within residency curricula may improve clinical care delivered to diverse populations and improve cultural humility among trainees. The objective of this electronic Delphi (e-Delphi) study was to reach a consensus on the most important DEI topics for inclusion in dermatology residency program curricula nationwide. Sixty-one DEI-related topics were proposed by an expert panel consisting of dermatologists from the Association of Professors of Dermatology DEI subcommittee and the American Academy of Dermatology Diversity Task Force. Two rounds of anonymous electronic surveys based on a 5-point Likert scale were administered using a modified e-Delphi design. Voluntary participants including residents and academic dermatologists were self-selected after an email was sent to the Association of Professors of Dermatology listserve.

The internationalization of higher education and labor market transformations study current and future digital capabilities

The fourth industrial revolution that the world is witnessing has constituted a global turning point in which artificial intelligence systems have begun to invade all fields, including the higher education system as a means of investing in human wealth by qualifying for employment. morocco is not immune to these changes, and therefore the problem of the extent to which Moroccan higher education keeps pace can be addressed. to international developments to acquire employability skills imposed by the international labor market to face external competition for positions by asking the problematic question: Does higher education in Morocco prepare the student to keep pace with employment developments in light of a changing world in the direction of internationalization, artificial intelligence, and digitization that has begun to invade the world of work? The aim of this research paper is to study the extent to which Moroccan university students master new global employability skills, to achieve this goal, we adopted the quantitative approach using questionnaire technology, distributing it to a number of students their number is 45 male and female students the research results showed that Moroccan students have partial mastery of international employability skills, and the university has taken steps toward improving education, but it is still at the beginning of the road, and needs to make more efforts in this field. Therefore, it is necessary to integrate these skills into university curricula. with the necessity of disseminating training curricula within universities and public institutions to provide equal opportunities for students while unifying the vision the future of skills required in the labor market. It also supports, encourages and assists students in training in developed and pioneering countries in the field of artificial intelligence, while granting incentive guarantees to return to the homeland, involving the private sector in exchanging experiences with universities by expanding the field training base.

Innovating Flexor Tendon Repair Training with a Three-dimensional Printed Model.

Flexor tendon repair is a technically demanding procedure, with functional outcome directly proportional to skillful execution. A repair must be strong to manage early mobilization and precise to allow for gliding through the tendon sheath. As a result, junior residents face a steep learning curve that may be mitigated by exposure to surgical simulators. To facilitate flexor tendon repair training, a surgical training device and accompanying instructional video were developed. Simulation workshops were held for junior orthopedic and plastic surgery residents (n = 11). To objectively assess validity of the curriculum, study participants performed cadaveric flexor tendon repairs before and after the workshop. Anonymous recordings of these repairs were graded by two certified hand surgeons. Additionally, a tensometer was used to measure strength of repair. Model realism, educational utility, and overall usefulness rated high: 4.6 ± 0.52 95% confidence interval (CI) for realism, 4.9 ± 0.42 95% CI for device, 4.7 ± 0.96 95% CI for video, and 4.9 ± 0.66 95% CI overall. Subjective confidence increased after the training session (73% ranked "moderately" or "extremely"). Likewise, scores given by the surgeons grading the repairs improved for overall quality and time of repair (pre: 2.77 ± 0.61, post: 4.22 ± 0.56, P= 0.0002). Strength of repair did not change (P = 0.87). The proposed three-dimensional surgical simulator for flexor tendon repair is realistic and useful, with improved surgical technique and improved confidence demonstrated after use. This design can be three-dimensionally printed en masse and provide value to hand surgery training curriculum.

Perceived mental health skills and competence among occupational health physicians.

Mental-health-based consultations in occupational health (OH) are increasing due to ongoing changes in working life. We studied the self-assessed mental health competence of trainees and trainers in OH specialist physician training. We conducted an online survey from June to August 2022. We analysed how trainees and trainers in OH assessed their own competence in mental health practice with N (%) and means (standard deviation [SD]). We analysed the underlying assumptions about competences specific to OH using an explanatory factor analysis. We applied the Kruskal-Wallis test to determine differences between trainees and trainers using the variables in the factor analysis. Respondents' perceptions of mental health competence were more positive among trainers (mean 3.97, SD 0.72) than trainees (mean 3.66, SD 1.08, P = 0.2123). Based on trainee physicians' own assessments, more experience increases competence, until after 7 years, when the perceived competence seems to decrease. The trainer physicians' self-assessed mental health competence decreased over time. With factor analyses, we identified five competence factors: general mental health, workplace risks and resources, rehabilitation, promotion and prevention, and special skills. In our results, individual-level mental health competences such as work ability evaluation and to manage return-to-work processes were evaluated better than community-based proactive processes. Physicians in OH specialist physician training self-assessed their mental health competence better at the employee level than at the workplace level. Based on our results, we need to develop the curriculum of OH specialist physician training to meet the needs of working life in support of mental health.

“Racialized persons have a completely different experience”: the experiences of older adults with the Toronto Police Service

PurposeThis paper aims to provide an in-depth examination of culturally and linguistically diverse older adults’ perceptions of and experiences with the Toronto Police Service to inform the development of a training curriculum for police officers working with older persons.Design/methodology/approachA qualitative descriptive study using virtual focus groups with 26 older adults from Toronto was conducted.FindingsThree main themes emerged: understanding intersectionality; the impact of police officer attitudes and biases; and the need for age-friendly policing. Although many older adults rely on police services to keep them safe, there is dissatisfaction with some aspects of how police interact with older adults, particularly from minority groups.Originality/valueParticipants were older adults from culturally, ethnically and linguistically diverse backgrounds who are not usually included in studies on improving police services.

Surgical skill simulation training to proficiency reduces procedural errors among novice cardiac device implanters: a randomized study.

In cardiac device implantation, having both surgical skills and ability to manipulate catheter/lead/wire is crucial. Few cardiologists, however, receive formal surgical training prior to implanting. Skills are mostly acquired directly on-the-job and surgical technique varies across institutions; suboptimal approaches may increase complications. We investigated how novel proficiency-based progression (PBP) simulation training impacts the surgical quality of implantations, compared to traditional simulation (SIM) training. In this international prospective study, novice implanters were randomized (blinded) 1:1 to participate in a simulation-based procedure training curriculum, with proficiency demonstration requirements for advancing (PBP approach) or without (SIM). Ultimately, trainees performed the surgical tasks of an implant on a porcine tissue that was video-recorded and then scored by two independent assessors (blinded to group), using previously validated performance metrics. Primary outcomes were the number of procedural Steps Completed, Critical Errors, Errors (non-critical), and All Errors Combined. Thirty novice implanters from 10 countries participated. Baseline experiences were similar between groups. Compared to SIM-trained, the PBP-trained group completed on average 11% more procedural Steps (P < 0.001) and made 61.2% fewer Critical Errors (P < 0.001), 57.1% fewer Errors (P = 0.140), and 60.7% fewer All Errors Combined (P = 0.001); 11/15 (73%) PBP trainees demonstrated the predefined target performance level vs. 3/15 SIM trainees (20%) in the video-recorded performance. Proficiency-based progression training produces superior objectively assessed novice operators' surgical performance in device implantation compared with traditional (simulation) training. Systematic PBP incorporation into formal academic surgical skills training is recommended before in vivo device practice. Future studies will quantify PBP training's effect on surgery-related device complications.

A scoping review of websites for forensic odontology training programs.

Forensic Odontology developed as a discipline in 1898 with the publication of its first textbook; however, 126 years later, a standardised core curriculum for formal training in Forensic Odontology has yet to be decided. This website scoping review aims to provide information on three main distinct categories (and 17 subcategories): Availability, Content, and Quality of Forensic Odontology education globally. The information on formal education programmes was gathered by conducting a web search using 'Google Search' in English, Arabic, Spanish, and French languages between June and July 2022. Fifty-six programmes from 18 countries met the inclusion criteria. Of the 14 master's and 42 diploma programmes, only 7.14% provided information on their websites from all the subcategories investigated. The highest numbers of master's and postgraduate diploma programmes were identified in Europe (18 programmes), South America (15), North America (11) and Asia (7). A practical aspect was included by 10 master's and 12 diploma programmes' websites. Research integration in various forms was included by 11 master's and seven diploma programmes. Programme providers and applicants must critically consider the quality of the programme being designed or applied to as there are currently no international training standards in Forensic Odontology. This study has developed an 'International Database of Forensic Odontology Programmes' (IDFOP).