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NHS funding for dental undergraduate human disease teaching in the UK: a 20-year review.

ABSTRACT: Introduction This study identifies funding of NHS services supporting dental students' teaching over the last 20 years, focusing on human disease (HD) teaching.Aims To identify NHS funding for education in UK dental schools following publication of the 1997 General Dental Council curriculum introducing specific funding for HD teaching and the years 2015/16 to 2019/20.Material and methods Searches of the medical literature, grey literature (government and regulatory authority reports, legislative articles) and freedom of information requests to hospitals helping to deliver teaching.Results There are few publications describing current funding of dental undergraduate teaching. Freedom of information requests gave data for NHS hospital allocations for teaching both clinical dentistry and HD. HD funding has dropped by £2 million in five years.Conclusions NHS Trusts linked to dental schools receive monies to deliver teaching and offset costs of accommodating students. Tracking these funds over 20 years has seen some schools lose up to £1 million of HD funding and some lose it all. Greater transparency regarding funding for HD delivery would help improve teaching. Increasing numbers of older patients, with a greater chronic disease burden who are retaining teeth into later life, need graduating dentists with good medical knowledge to deliver safe care.

SUBMITTER: Atkin PA

PROVIDER: S-EPMC9616713 | biostudies-literature | 2022 Oct

REPOSITORIES: biostudies-literature

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NHS funding for dental undergraduate human disease teaching in the UK: a 20-year review.

Atkin Philip A PA Jones Benjamin A BA

British dental journal 20221028 8

Introduction This study identifies funding of NHS services supporting dental students' teaching over the last 20 years, focusing on human disease (HD) teaching.Aims To identify NHS funding for education in UK dental schools following publication of the 1997 General Dental Council curriculum introducing specific funding for HD teaching and the years 2015/16 to 2019/20.Material and methods Searches of the medical literature, grey literature (government and regulatory authority reports, legislative ...[more]

PMID: 36307713

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Project description:BackgroundStudents must be proficient in surgical skills according to General Medical Council and Royal College of Surgeons of England guidelines. If these skills are not appropriately taught, there is a risk of an incoming junior workforce with inadequate surgical skills. This paper aimed to review the literature relating to undergraduate teaching of surgical skills in the UK and summarize future suggested training methods.MethodsThe databases MEDLINE, Embase and SCOPUS were searched, and the existing literature relating to methodology of undergraduate teaching of surgical skills in the UK over the past 10 years was summarized. The Medical Education Research Quality Instrument was used to assess research quality.ResultsA total of 19 papers were included. Cross-sectional evaluations and survey-based studies highlight a clear deficit in surgical skills teaching in the UK. Medical students are currently unable to fulfil their own learning needs and meet requirements set out by the General Medical Council. This lack of surgical teaching appears to negatively affect student desire to pursue a surgical career. The three main themes for improvement are extracurricular surgical skills days, near-peer teaching and simulation. Each method appeared to improve learning, although no studies utilized medium- to long-term follow-up to demonstrate efficacy and there lacks a clear consensus as to the 'standard' of undergraduate surgical skill education. There was also potential for selection bias and response shift bias in many of the studies assessing pre- and postintervention confidence and opinions.ConclusionThere is a concerning lack of surgical skills teaching that has resulted in medical students and junior doctors not having the necessary surgical skills as per General Medical Council guidance and students feel that their own learning needs are not met. This failure to address the learning deficit may be responsible for the fall in surgical competition ratios. While surgical skills teaching must be improved urgently, more robust evidence is required to evaluate the optimal ways of approaching this issue.

Project description:IntroductionPrinciples of cognitive psychology (CP) aim to shed light on the fundamentals of perception, attention, and knowledge extraction used for critical thinking, learning, and recollection of information. These principles were incorporated to educate undergraduate medical and dental students, and the study aims to assess the perspectives of medical and dental students regarding applying these principles.MethodsThe descriptive cross-sectional study was carried out among 555 Bachelor of Dental Surgery (BDS) and Bachelor of Medicine, Bachelor of Surgery (MBBS) students using a validated questionnaire with purposive sampling. Data was analyzed on SPSS version 21.ResultsThe study population comprised 555 undergraduate medical and dental students, with a mean age of 20.55 ± 1.86 years. Of these, 63.4% were pursuing MBBS, and 36.6% were BDS students. The sample included 320 (57.65%) female and 235 (42.35%) male students. MBBS and BDS students exhibited high confidence levels in most aspects of CP principles required for interactive learning. However, they expressed lower confidence in facilitator-student interaction, receiving feedback within large classes, and experiencing online teaching elements. A significant difference was observed between the two groups. In five of six CP attributes, MBBS students demonstrated significantly higher perceptions than BDS students: overcoming cognitive and emotional challenges, recognizing and overcoming ineffective learning strategies, paying attention in class, and integrating knowledge (p < 0.05).ConclusionThe current study reveals that MBBS students perceived the application of CP principles more positively than BDS students in key interactive learning areas. Furthermore, the integration of CP principles enhanced session interactivity, student engagement, attention, and retention. To optimize learning outcomes, institutions should consider adopting blended learning strategies, curricular innovations, and active learning methodologies (such as case-based, team-based, and problem-solving approaches) aligned with CP principles. Future longitudinal research could provide deeper insights into the long-term impact of CP principles on student learning and perception.

Project description:The success of endodontic restoration of badly compromised teeth depends on the quality of post and core placement and the extra-coronal restoration. Ensuring that students place posts to acceptable quality standards is therefore essential. The aim of this study was to radiographically evaluate post placement by final year undergraduate dental students and to identify any predictors of performance. Two hundred retrospectively and randomly selected posts placed by sixth year students were evaluated radiographically. Data on student gender; number and quality of radiographs; periapical pathology; tooth location; root canal treatment quality; amount of remaining gutta percha; gap between gutta percha and post; post-to-root width; crown-to-root ratio; and types of core material and crowns were recorded. Four criteria were used to grade post placement quality: (i) amount of remaining gutta percha; (ii) gap between gutta percha and post; (iii) post width to root ratio; and (iv) crown-to-root ratio. Assessments were scored to produce final grades. Data are presented using descriptive statistics and the chi-squared test was used to investigate whether student gender or tooth location were associated with final grade. Post and core quality was acceptable in most cases (97.5% were graded as adequate), with no differences in quality between male and female students nor according to tooth location (anterior, premolar, and molar). Just over half of radiographs were adequate quality (53.5%), while just under half were assessed as less than adequate (46.5%) due to cone cutting, overlap, shortening or elongation, although this did not affect formal assessment of post quality. General outcomes of post and core placement by undergraduate students were good, with few errors that might affect the prognosis and long-term survival of treated teeth. Providing undergraduate dental students with clear guidelines on when and how to take radiographs throughout the procedure may improve the quality of post and core treatment and reduce the risk of multiple unnecessary radiographic exposures. From the clinical perspective, although dental students generally place high quality posts and cores, it remains important to monitor the quality and performance of post placement as this determines the survival of compromised teeth.

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NHS funding for dental undergraduate human disease teaching in the UK: a 20-year review.

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NHS funding for dental undergraduate human disease teaching in the UK: a 20-year review.

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