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Making time for what's important: what elements should we value when planning practice-based professional training?

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Summary
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Newly qualified healthcare professionals need support transitioning to practice. The UK

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Area of Science:

  • Healthcare Education
  • Professional Training
  • Dental Practice

Background:

  • Newly qualified healthcare professionals require support transitioning from academia to independent practice.
  • The transition period presents challenges for doctors, dentists, veterinary surgeons, and nurses.
  • Effective postgraduate training is crucial for developing competent practitioners.

Purpose of the Study:

  • To identify key strengths of the UK's dental practice-based training program.
  • To advocate for the value of these features in designing other healthcare professional training.
  • To inform strategies for supporting newly qualified healthcare graduates.

Main Methods:

  • Analysis of the UK's 12-month dental practice-based training program.
  • Identification of core components: clinical practice, mentorship, peer learning, and role modeling.
  • Qualitative assessment of program strengths.

Main Results:

  • The UK dental program offers 12 months of clinical experience within established teams.
  • Consistent one-to-one mentorship and peer group interaction over 12 months are key features.
  • Exposure to role models, including training program directors and general dental practitioners (GDPs), is integral.

Conclusions:

  • The UK dental training program's structure, including mentorship and peer learning, is a unique and valuable model.
  • These features should be considered when designing postgraduate training across healthcare sciences.
  • Valuing these components can enhance the transition to practice for all newly qualified healthcare professionals.