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Postgraduate Level (postgraduate + level)
Selected AbstractsA survey on undergraduate implant dentistry education in EuropeEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2009H. De Bruyn Abstract Introduction:, The aim of the survey was to assess the status of implant dentistry education and addressed various aspects related to competence level, practical implementation and barriers for further development in the field. Materials and methods:, An e-mail survey was performed amongst 73 opinion leaders from 18 European countries invited to the Association for Dental Education in Europe (ADEE) workshop on implant dentistry. Results:, Forty-nine surveys were returned (67%) and it was found that theoretical and pre-clinical courses to an average of 36 h are given to undergraduates; 70% reported that students assist or treat patients with prosthetics; 53% reported that students assist with surgery and only 5% is operating patients. In 23% of the schools optional undergraduate courses are available and 90% offer postgraduate training. Barriers for including prosthetics and surgery are lack of time, funding or staff. Partial restorations, including surgery, in the posterior regions may be provided by dentists after attendance at additional courses but complex treatments should be limited to specialists. Conclusion:, This survey confirms that implant dentistry is part of the undergraduate curriculum, albeit with a disparity in time. Whereas implant dentistry is an important part of clinical practice, coverage in the curriculum is limited and when compared with 10 years ago, even stagnating. Priorities within the curriculum should be evaluated depending on demands and treatment needs of the population. To optimise education, learning guidelines should be developed, based on the expected competencies for practicing dentists. Undergraduate education may start the process that must continue through all levels of education, including the postgraduate level. [source] The Impact of Research and Teaching Quality Inputs on the Employment Outcomes of PostgraduatesHIGHER EDUCATION QUARTERLY, Issue 4 2005Peter Urwin In this paper we analyse the extent to which the quality of teaching and research inputs, as measured by Quality Assurance Agency (QAA) and Research Assessment Exercise (RAE) scores, can account for variations in the employability of taught postgraduates. Pooling data from the 1997, 1998 and 1999 First Destinations Surveys we estimate regression equations for male and female UK postgraduates. Our results suggest that the lack of direct financial rewards associated with a higher QAA score may have persuaded many institutions to adopt a ,threshold' approach to Subject Review. However, the impact of RAE score suggests that students in institutions with a stronger research culture do have enhanced levels of employability. This is in line with the strong emphasis on active research input mandated by many professional bodies at the postgraduate level. When considered alongside recent policy pronouncements, this suggests that many institutions choosing to become teaching-only, may ultimately risk becoming undergraduate-only. [source] The use of restraint in the treatment of paediatric dental patients: old and new insightsINTERNATIONAL JOURNAL OF PAEDIATRIC DENTISTRY, Issue 6 2002B. Peretz Summary. Objective. This article reviews aspects of the restraint strategies in paediatric dentistry that have been reviewed in recent years and point out those strategies that remain controversial as well as questionable. Methods. Studies that evaluated demographic and cultural factors that influence dentists' use of restraint, discussion of the rationale behind the use of restraint, the role of parents, informed consent, use of restraints at the undergraduate and at the postgraduate level, and some ethical questions were selected. Conclusions. Practice location, caries prevalence, and the educational backgrounds of the dentist played a role in the selection of behavioural strategies. Use of these techniques varied depending on the age of the dentist and the dental school from which the dentist had graduated. Parents are one leg of the child/dentist/parent triangle and therefore have a role to play in the determination of treatment strategies. Dentists must select techniques that help to instil a positive dental attitude in the child by performing treatment effectively and efficiently. Dentists must inform parents of all aspects of the applied strategy and must have their approval. [source] The Development of Advanced Nursing Practice GloballyJOURNAL OF NURSING SCHOLARSHIP, Issue 3 2008Barbara Sheer Purpose: To examine the development of advanced nursing practice globally. Methods: Data were collected from documentary resources available in the International Nurse Practitioners/Advanced Practice Nurse Network (INP/APNN) of the International Council of Nurses. The areas examined were guided by the "key informant survey on advanced nursing practice self-administered questionnaire." Two core members of the INP/APNN who have rich experience in global advanced nursing development analyzed the data. A total of 14 countries and three regions from five continents were included in the analyses. The development of advanced nursing practice in these areas is facilitated by a need for better access to care in a cost-containment era and the enhancement of nursing education to postgraduate level. The mechanism for regulation of practice is in place in some countries. Conclusions: Confirms the development of advanced practice in nursing is a global trend. Clinical Relevance: APNs can improve global health with points to enhanced education in nursing and regulation of advanced practice. [source] Setting performance standards for medical practice: a theoretical frameworkMEDICAL EDUCATION, Issue 5 2001L Southgate Background The assessment of performance in the real world of medical practice is now widely accepted as the goal of assessment at the postgraduate level. This is largely a validity issue, as it is recognised that tests of knowledge and in clinical simulations cannot on their own really measure how medical practitioners function in the broader health care system. However, the development of standards for performance-based assessment is not as well understood as in competency assessment, where simulations can more readily reflect narrower issues of knowledge and skills. This paper proposes a theoretical framework for the development of standards that reflect the more complex world in which experienced medical practitioners work. Methods The paper reflects the combined experiences of a group of education researchers and the results of literature searches that included identifying current health system data sources that might contribute information to the measurement of standards. Conclusion Standards that reflect the complexity of medical practice may best be developed through an ,expert systems' analysis of clinical conditions for which desired health care outcomes reflect the contribution of several health professionals within a complex, three-dimensional, contextual model. Examples of the model are provided, but further work is needed to test validity and measurability. [source] Modernising Morning Report: innovation in teaching and learningTHE CLINICAL TEACHER, Issue 2 2010Kerry Layne Summary Background:, Over recent years there has been a shift in undergraduate medical education, from predominantly passive, didactic teaching methods to facilitating learning by focusing on the management of common scenarios, through the means of problem- and case-based learning. Context:, Case-based learning and peer-led teaching are often overlooked at postgraduate level, despite the continuing demonstrated success of these methods in fostering independent reasoning and problem-solving skills that are vital for newly qualified doctors to develop. When trying to strike a balance between educational needs and service provision, it is essential to identify and implement efficient, effective approaches to optimise learning opportunities. Innovation:, We have adapted the pre-existing framework of the American ,Morning Report' to suit the needs of today's junior doctors, creating a system of providing case-based learning paired with peer-led teaching. Implications:, We evaluated the educational model through a focus group session, and found that our Morning Report was a unique environment where junior doctors feel comfortable engaging with group case-based teaching, with the support and encouragement of senior consultants, reinforced with online case summaries and blog resources. [source] Methods for Disseminating Research Products and Increasing Evidence-Based Practice: Promises, Obstacles, and Future DirectionsCLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 4 2002Michael E. Addis Although several different rationales for psychotherapy dissemination research have been well articulated, the most effective means for bringing research products to clinical practice have yet to be determined. Two commonly proposed methods are the dissemination of empirically supported treatments and the dissemination of general evidence-based stances to clinical decision making. Obstacles to either approach include (a) practical constraints on practitioners' ability to use research products, (b) lack of research on process and outcome of both empirically supported treatments and existing services in different practice contexts, (c) lack of research on acceptability of research products to end users including practitioners, clients, and administrators, (d) lack of research on training in the integration of science and practice at the undergraduate, graduate, and postgraduate levels, (e) systemic economic contingencies that favor or punish evidence-based decision making, and (f) the tendency to construct dissemination as a hierarchical and unidirectional process of transmission from research to clinical practice. Each obstacle is considered in detail and followed by recommendations for ways to broaden the scope of dissemination efforts. [source] | ||||||||||