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Related Experiment Video

Updated: Jun 17, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Developing guidelines for postgraduate dental educators in the UK.

A D Bullock¹, V R Firmstone, H C Falcon

¹Cardiff Unit for Research and Evaluation in Medical and Dental Education (CUREMeDE), Cardiff University School of Social Sciences, Glamorgan Building, King Edward VII Avenue, Cardiff, CF10 3WT, UK. bullockad@cardiff.ac.uk

British Dental Journal

|January 9, 2010

Summary

This summary is machine-generated.

New UK guidelines for dental educators were developed by the UK Committee of Postgraduate Dental Deans and Directors (COPDEND). This framework addresses educator knowledge, practice, and leadership, with feedback integrated into the final version.

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Last Updated: Jun 17, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

Dental Education
Professional Development
Healthcare Leadership

Background:

Dental education requires standardized frameworks for effective teaching and professional growth.
The UK Committee of Postgraduate Dental Deans and Directors (COPDEND) identified a need for comprehensive guidelines for dental educators.

Purpose of the Study:

To establish UK-wide guidelines for dental educators.
To provide a framework for the employment, development, and management of dental educators.
To report on the development process, including feedback integration.

Main Methods:

Development of 79 statements across eight domains and four zones.
Integration of feedback and consultation on early drafts.
Analysis of 102 responses to address implementation and interrelation issues.

Main Results:

A comprehensive framework for dental educators was established.
Feedback highlighted interrelations between zones, domain differentiation, measurability, and implementation challenges.
Responses to consultation issues were incorporated into the final guidelines.

Conclusions:

The COPDEND guidelines offer a robust framework for dental educator practice in the UK.
The development process emphasized stakeholder consultation and iterative refinement.
The guidelines aim to enhance the quality and consistency of dental education.