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Reconceptualising dentist learning-A commentary.

Adeline Yuen Sze Goh¹, Alistair Daniel Lim²

¹Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Gadong, Brunei.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe

|December 26, 2021

Summary

This summary is machine-generated.

Continuing professional development (CPD) for dentists is shifting from input-based to outcome-based models. This commentary explores the underlying learning assumptions to broaden perspectives on dental professional learning and CPD effectiveness.

Keywords:

continuing professional development dentists' learning learning at work professional learning workplace learning

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Accuracy in Dental Medicine, A New Way to Measure Trueness and Precision

Accuracy in Dental Medicine, A New Way to Measure Trueness and Precision

Published on: April 29, 2014

Area of Science:

Dental Education
Professional Learning Theory

Background:

Mandatory continuing professional development (CPD) is increasingly required for healthcare professionals, including dentists.
There is a notable shift from input-based to outcome-based CPD models to better meet dental professionals' needs.

Purpose of the Study:

To critically examine the learning assumptions embedded within current input-based and outcome-based CPD models for dentists.
To stimulate discussion on expanding viewpoints regarding dentists' professional learning and its impact on CPD.

Main Methods:

A commentary synthesizing professional learning literature.
Incorporation of insights from one author's dental work experience.

Main Results:

Current CPD models may hold implicit assumptions about how dentists learn.
A need exists to broaden the understanding of professional learning in dentistry.

Conclusions:

Re-evaluating the assumptions within CPD frameworks is crucial for effective professional development in dentistry.
A wider perspective on dental professional learning can enhance the design and impact of CPD.