My Three Potential Jobs: Dentist, Dental Therapist, and Nursing Yolanda Abernathy 9/27/07 1B.
DENTAL THERAPIST FOUNDATION TRAINING Thames Valley … Guide 2016-2017.pdf · DENTAL THERAPIST...
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DENTAL THERAPIST FOUNDATION TRAINING Thames Valley and Wessex DTFT GUIDE 2016 - 2017
Transcript of DENTAL THERAPIST FOUNDATION TRAINING Thames Valley … Guide 2016-2017.pdf · DENTAL THERAPIST...
DENTAL THERAPIST FOUNDATION
TRAINING
Thames Valley and Wessex
DTFT GUIDE
2016 - 2017
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CONTENTS
1 Introductory Letter 4
2 Getting Started 5
3 Key Contacts 6
4 Organisational Chart 7
5 Trainers and Trainees 8
6 Working and Training in the NHS - Health Education England 12
7 Aims and Objectives of Dental Therapist Foundation and Core Training 14
8 What is Dental Foundation Training? 16
9 Outline of the Year 17
10 General requirements for all Dental Foundation and Core Training Posts 19
11 Expectations of Trainees 20
12 Important Dates for Dental Therapist Foundation Training 22
13 Dental Therapist Foundation Assignments, Deadlines and Completion for 2016-2017 24
14 Trainer & Trainee Representatives 29
15 Responsibilities of the Dental Therapist Foundation Trainee 30
16 The Study Day Programme 33
17 Educational Support and Monitoring Progress 33
18 Portfolio Expectations and Guide for Trainees and Trainers 34
19 Requirements Regarding Working Patterns for Dental Foundation Therapists (DTFTs) 36
20 Dental Therapist Foundation Training Educational Supervisor (Trainer) Sessions 39
21 Problem Solving – Advice for Trainees 42
22 Occupational Health 44
23 Raising Concerns if Patients and Colleagues are at Risk 45
24 When Things Go Wrong 46
25 Guidelines for Dental Therapist’s Claiming Travel and Subsistence for Attending Dental Courses 48
26 DTFT Travel Claim Form 50
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1 Introductory Letter
Dear Colleague, Welcome to Health Education England Thames Valley and Wessex. I hope you are going to enjoy the next year working in a supportive training environment. I would like to encourage you to engage fully with the training process, to ensure you get the most from your time with us and receive the support you need at this important stage of your career. Training practices and departments are quality assured by Health Education England Thames Valley and Wessex and by your Educational Supervisors (trainers), who receive additional training to help them develop the appropriate skills to support you. We regularly seek views from trainees and educational supervisors, and aim to continuously improve the quality of your training and educational experience. If you have suggestions for improvement, please let us know, or if you prefer, contact your trainee representative who can bring things to our notice. Foundation and Core Training exists to allow you to apply the knowledge and skills that you have acquired during your undergraduate years and develop these in a practising environment. The emphasis throughout the year is for us to provide support, guidance and advice as it is needed and requested by you. You will be encouraged to share, discuss, debate and question during the study days. You will need to be open and honest about your experiences throughout the year, be they good or bad. Reflection is absolutely essential and you will be encouraged to engage with this process throughout the year, paving the way for the habit of a lifetime! By sharing and discussing your problems and achievements, the whole group can learn from your experiences and you can receive the support and advice from your peers and colleagues nurturing your skills together. The programme is designed to meet your needs, and requires your full engagement and a positive, constructive attitude to gain the maximum benefit. In organising your training programme, we have tried to prioritise presentations and educational activities in those areas that we have found most often need attention, or that may not have been fully taught at Dental School. We try to make the schemes enjoyable as well as educational, and hope that you will make friends and contacts during this year that you will endure throughout your career. If you have any concerns about the scheme, practice, department or any related matters that cannot easily be resolved locally, please let us know. Your Training Programme Director, Associate Dean and I are always available to help. The year will pass very quickly and I hope that you learn a lot and have an enjoyable and a memorable year.
John Darby Postgraduate Dental Dean [email protected] 01865 785513
Postgraduate Dental Education Health Education Thames Valley
4630 Kingsgate, Oxford Business Park South Oxford, OX4 2SU
Tel: 01865 785513 Fax: 01865 785501
Email: [email protected]
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2 Getting Started
What to do within the first few weeks of starting your Dental Therapy Foundation Training… We appreciate that the first few weeks of a new training post will be busy for you. For ease of reference we have therefore provided you with a checklist, which you may find useful:
• Before you start seeing patients it is important that you attend your workplace induction,
familiarise yourself with practice policies and write a reflective piece on this in your portfolio
• Attend Deanery induction days • Ensure that you have bi-weekly appointments to see your educational supervisor
(Trainer) for tutorials as soon as possible. It would be a good idea for you to have some topics that you would like to discuss with your trainer in the early weeks. It is important that you prepare for these tutorials to ensure that you gain maximum benefit from them
• Find out about your rota and timetable for the year and how to find places that you will
need to travel to. • Familiarise yourself with the dental foundation training curriculum domains, portfolio and
assessment forms
• After completing your educational agreement you can start to think about completing the workplace based assessments and assignments
• Read this handbook because it will contain much of the information you will need to
know throughout the year. • Book annual leave with your practice as soon as possible – please give at least 6 weeks’
notice and remember to avoid study days • Hand in your contact details form and two passport sized photos to the Dental Therapist
Foundation Training Administrator
Obtain your IT passwords as appropriate to your practice and Deanery • Make sure you have a username and password for any online training • Buy and encrypt a USB stick for storing audits etc.
Remember - No patient identifiable data is to be moved from or stored outside your employing Practice
And finally …….
Ask the Key Contacts in this handbook any questions that you may have…remember they are all here to help you to become a competent, caring, reflective practitioner who enjoys this first step on the professional ladder.
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3 Key Contacts
DEANERY STAFF CONTACTS
Deans Management & Admin POSTGRADUATE DENTAL DEAN Mr John Darby
Tel: 01865 785513 Home: 0160 Email: [email protected]
ASSOCIATE DENTAL DEAN FOR FOUNDATION TRAINING Mr Shalin Mehra BDS DGDP (UK)
Tel: 01865 785514 Home: 0160 Mobile: 07831 252122 Email: [email protected]
DTFT ADMINISTRATOR – OXFORDSHIRE SCHEME Mrs Laura Stevens
Tel: 01865 785512 Email: [email protected]
INTERIM TRAINING PROGRAMME DIRECTOR FOR DENTAL THERAPIST FOUNDATION Mrs Gill Mather Tel: 01865 785512 Mobile: 07917 580683 Email: [email protected]
DENTAL BUSINESS MANAGER Mrs Liz Imlah Tel: 01865 785513 Email: [email protected]
Dental School Health Education Thames Valley 4630 Kingsgate Oxford Business Park South Oxford OX4 2SU
Dental School Health Education Thames Valley 4630 Kingsgate Oxford Business Park South Oxford OX4 2SU
Dental School Health Education Thames Valley 4630 Kingsgate Oxford Business Park South Oxford OX4 2SU
Dental School Health Education Thames Valley 4630 Kingsgate Oxford Business Park South Oxford
OX4 2SU
Dental School Health Education Thames Valley 4630 Kingsgate Oxford Business Park South Oxford
OX4 2SU
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4 Organisational Chart
DF Training Programme Directors
Berks Rajan Syal Oxon Steve Brookes Bucks Cathie Brady Ports James Kingham Wincs Simon Shillaker
Training Programme Director
Noel Davies
Postgraduate Dean John Darby
Dental Business Manager Liz Imlah
Workforce Transformation & Faculty Development Manager
TBC
Dental Core Training Programme Directors
Primary & community Pam Kaur Secondary Care Sirishi Ponduri
Interim Therapist Training Programme Director
Gill Mather
Dental Training Programmes Manager
Dee Hogg
North Regional Adviser – Workforce Transformation
Katy Kerr
DCP Tutors Facilitators IOW Vicky Goode Portsmouth Leanne Covey Southampton Julie Brown Hants LC/JB
DCP Tutors/Facilitators Oxon Amanda Evans Bucks Maureen Stone/Hazel Coey Berk E Jane Shrowder Berk W Gill Mather M.Keynes Hazel Coey
Dental Programme Administrator
Lauren Kirk
South Regional Adviser – Continuing Registration
Kim Jones
Dental Hants Verna Easterby-Smith IOW Syed Ahmed Portsmouth Kim Jones Southampton Richard Cox
Dental Programme Support Officer
Laura Higgs
Dental Berks/Oxon Nicky Spillane Bucks/Oxon Kay Worrell Appraisals Roz Tritton
Associate Dean for Post-Foundation Training
Jane Powell
Dental Technicians Alex Forsyth
Barry Garfoot
Dental Foundation Programme Manager George Fahey
Dental Foundation & Core Training Administrator Hollie Dalton
Dental Foundation & Therapist Administrator Laura Stevens
Associate Dean Foundation & Faculty
Development Shalin Mehra
Associate Dean for Continuing Registration
Malcolm Brady
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5. Thames Valley and Wessex Trainers and Trainees 2016-17 Trainer Contact Details TFT Contact Details
Dr Pradeep Anand
Abbey Dental Surgery 5, Sheffield Road Slough SL1 3EG Phone 01753-536601 Email: [email protected]
Laura Cox
Email: [email protected] Mobile: 07743 907850
Dr Pam Kaur
Abbey Dental Surgery 5, Sheffield Road Slough SL1 3EG Mobile 07957 291 262 Email: [email protected]
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Ramona Seth
Westwood Dental Practice 29 London Road Langley Slough, SL3 7RP Phone 01753 522091 Email: [email protected]
Bhavishka Patel
Email: [email protected] Mobile: 07753 463514
Jamal Johnston
Westwood Dental Practice 29 London Road Langley Slough, SL3 7RP Phone 01753 522091 Email: [email protected]
Dr Shashi Chopra
The Dental Studio 5, Kingfisher Court 281, Farnham Road Slough SL2 1JF Phone 01753 550888 Email: [email protected]
Husein Bandali
Email: [email protected] Mobile: 07988 407561
Dr Peter Otzen
Westbridge Dental Practice 127 Pound Way Templars Square Cowley OX4 3XH Phone 01865 771729 Email: [email protected]
Selchia Selvendran
Email: [email protected] Mobile: 07960 130807
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Mrs Nicola Smith
Community Dental Service Havant Health Centre Civic Centre Road Havant PO9 2AZ Phone 02392 344211 Email: [email protected]
Georgina Oldcroft
Email: [email protected] Mobile: 07584 576191
Jennifer Rayner
Busby House Dental Care Ltd 13 Hagbourne Road, Didcot OX11 8DP Phone 01235 816486 Email: [email protected]
Holly Charnock
Email: [email protected] Mobile: 07415 780868
Emma Huzzey
Busby House Dental Care Ltd 13 Hagbourne Road, Didcot OX11 8DP Phone 01235 816486 Email: [email protected]
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Kully Nijjar
Malthouse Dental Centre 5-7 Duke Street, Princes Risborough, Bucks, HP27 0AT Phone 01844 273333 Email: [email protected]
Claire Bailey
Email: [email protected] Mobile: 07791 010115
Roshan Patel
Malthouse Dental Centre 5-7 Duke Street, Princes Risborough, Bucks, HP27 0AT Phone 01844 273333 Email: [email protected]
Rimmi Bhogal
Temple Street Dental 26 Temple Street, Oxford, OX4 1JS Phone 01865 92211 Email: [email protected]
Louisa Sutton
Email: [email protected] Phone: 07704 405341
Mori Neshat
Temple Street Dental 26 Temple Street, Oxford, OX4 1JS Phone 01865 92211 Email: [email protected]
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6. Working and Training in the NHS - Health Education England
Health Education England’s mission is to improve health outcomes for the people of England by
developing people for health and healthcare.
Locally, we support training and development for the multi professional NHS workforce in the
Thames Valley and Wessex regions of England, where the Medical and Dental Deaneries have
responsibility for almost 5,000 trainees.
In order to support high quality training and education we provide training and development for
our trainers, educational supervisors and educational leaders in both Primary and Secondary
Care.
The Oxford and Wessex Dental Deanery The Oxford and Wessex Dental Deanery is part of Health Education Thames Valley and
Wessex and coordinates the delivery and funding of postgraduate dental education and training
programmes for the dental team in Oxfordshire, Buckinghamshire, Berkshire, Hampshire, and
the Isle of Wight.
There are Dental Deanery offices in both Health Education Thames Valley (Oxford) and Health
Education Wessex (Otterbourne near Winchester) because of the large geographical area.
We provide postgraduate and post registration education and training for Dentists and Dental
Care Professionals in Berkshire, Buckinghamshire, Hampshire and the Isle of Wight and
Oxfordshire, via our network of tutors and advisors
We offer Foundation Training Programmes, Core Training Programmes; Specialty Training
Programmes (Orthodontics, Oral Surgery, Special Care Dentistry, Dental Public Health) and a
wide range of continuing professional development courses for the dental team.
We also run training programmes for Dental Care Professionals, including a Dental Therapist
Foundation Training Scheme.
Our priority is to ensure that our trainees and trainers are competent and confident in their roles,
and can provide high quality, safe patient care through high quality training programmes and
learning environments, to develop our future dental workforce.
Dental Therapist Foundation Training is fully
funded by the NHS. This includes trainees’
salaries, trainers’ grants and employing
practices’ costs as well as educational costs
to run the day release programme.
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The NHS Constitution and NHS Values
In March 2011, the Department of Health published the NHS Constitution. It sets out the
guiding principles of the NHS and your rights as an NHS patient.
The seven key principles guide the NHS in all it does. They are underpinned by core NHS values which have been derived from extensive discussions with staff, patients and the public.
www.nhs.uk/NHSEngland/thenhs/about/Pages/nhscoreprinciples.aspx
NHS Values
Working together for patients
The value of ‘working together for patients’ is a central tenet guiding service provision in the NHS and other organisations providing health services. Patients must come first in everything the NHS does. All parts of the NHS system should act and collaborate in the interests of patients, always putting patient interest before institutional interest, even when that involves admitting mistakes. As well as working with each other, health service organisations and providers should also involve staff, patients, carers, and local communities to ensure they are providing services tailored to local needs.
Respect and dignity
Every individual who comes into contact with the NHS and organisations providing health services should always be treated with respect and dignity, regardless of whether they are a patient, carer or member of staff. This value seeks to ensure that organisations value and respect different needs, aspirations and priorities and take them into account when designing and delivering services. The NHS aims to foster a spirit of candour and a culture of humility, openness and honesty, where staff communicate clearly and openly with patients, relatives and carers.
Commitment to quality of care
The NHS aspires to the highest standards of excellence and professionalism in the provision of high quality care that is safe, effective and focused on patient experience. Quality should not be compromised – the relentless pursuit of safe, compassionate care for every person who uses and relies on services is a collective endeavour, requiring collective effort and collaboration at every level of the system. The delivery of high quality care is dependent on feedback: organisations that welcome feedback from patients and staff are able to identify and drive areas for improvement.
Compassion
Compassionate care ties closely with respect and dignity in that individual patients, carers and relatives must be treated with sensitivity and kindness. The business of the NHS extends beyond providing clinical care and includes alleviating pain, distress and making people feel valued and that their concerns are important.
Improving lives
The core function of the NHS is emphasised in this value – the NHS seeks to improve the health and wellbeing of patients, communities and its staff through professionalism, innovation and excellence in care. This value also recognises that to really improve lives the NHS needs to be helping people and their communities take responsibility for living healthier lives.
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Everyone counts
We have a responsibility to maximise the benefits we obtain from NHS resources, ensuring they are distributed fairly to those most in need. Nobody should be discriminated or disadvantaged and everyone should be treated with equal respect and importance.
7. Aims and Objectives of Dental Therapist Foundation Training
The primary aim of Dental Therapist Foundation Training is to provide a safe and supported
learning environment to ease the transition for recently qualified dental therapists to working
within a primary dental care setting.
Length of Dental Therapist Foundation Training:
Dental Foundation Training will normally be undertaken for one year part time (3 days a week).
Completion of Dental Therapist Foundation Training:
On successful completion of the programme, the Postgraduate Dental Dean will issue a
certificate of completion, but this does not confer any statutory rights or permissions.
Assessment
A formal assessment framework is in place for all training programmes comprising a series of
workplace based and formative assessments, which, in the case of Dental Therapy Foundation
Training, combine to deliver a summative assessment at the end of the training period.
Competences are acquired by treating patients under supervision, carrying out related clinical
and non-clinical activities, and taking part in defined structured educational programmes.
The NHS values apply to everything that we do as part of dental foundation training, both in delivery of direct patient care and when involved with education and training activities.
Patient safety is paramount and in order to comply with clinical governance requirements foundation and core dentists and foundation therapists should not undertake procedures without direct supervision for which they have not previously been trained. They should not be expected at any time to work beyond their level of competence or scope of practice.
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Clinical and Educational Supervision
In general practice/primary care, the Clinical and Educational Supervisor roles are often
combined (e.g. as a Foundation Trainer) and may also be carried out by two trainers as a joint
responsibility.
Educational Supervisor
Each Foundation Therapist will be assigned a nominated Educational Supervisor who is
responsible for:
Overseeing their educational progress
Agreeing a learning plan
Tutorial
Appraisals
Regular progress reviews
Workplace based assessments
Providing regular feedback on progress to the trainee
Advising the Dean about progress and providing evidence and recommendation for
completion of training as appropriate
The Educational Supervisor will encourage the trainee to regularly complete the relevant
Training Portfolio and use the educational tools provided for support.
Clinical Supervisor
The trainee will also have one or more clinical supervisors throughout the period of foundation
or core training.
They will be responsible for
Day-to-day clinical supervision
Facilitating and carrying out assessments
Supporting the trainee
Ensuring appropriate workload
Liaising with Educational Supervisor and Training Programme Director and providing
progress reports
The principal duty of the Trainer is to teach, both within the formal context of the one to one
tutorial and in the broader framework of teaching by example. Other professionals will also
contribute to your teaching (e.g. Associates, Consultants, practice staff).
The Trainer is in the best position to assess the trainee’s needs. Through the various processes
of assessment, appraisals and tutorials these needs can be identified, discussed and hopefully
satisfied. Trainers will encourage their trainees to develop their own personal skills and
attributes.
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Training Programme Directors
Each Foundation and Core scheme/programme will have a Training Programme Director
appointed by the Deanery who is responsible for managing the scheme/programme, arranging
educational courses (study days, seminars, audit days, etc.) and who provides on-going support
for both trainees and Educational and Clinical Supervisors. They are also responsible for
advising about recruitment and selection of trainers and trainees and arranging placements.
The Training Programme Director’s main responsibilities are:
Act as organiser of the scheme for trainees in the area, in liaison with the local tutor/s, Postgraduate Centre staff, Employing NHS Trusts and Area Teams of NHS England
Advise on Satisfactory Completion/ completion and certification
Ensure that local records of the scheme are maintained
Attend the day release scheme and facilitate learning in practice. Monitor the professional development of trainees on the scheme and their progress towards unsupervised practice
Supervise the assessment of trainees by trainers, ensure that regular feedback occurs between trainer/trainee/TPD and that Professional Development Portfolios are maintained
Counsel trainers and trainees and troubleshoot problems within the scheme /programme
Give career advice
Assist in the recruitment and appointment of trainers, the inspection of training environments and the re-appointment of trainers
Educational Portfolios and Personal Development Plans
Each foundation and core trainee must complete a Deanery approved learning and
development portfolio to provide evidence of educational and training activity and submit this to
the Dean or Deputy on request and for approval as part of the sign off process.
For the dental therapist foundation training scheme in Thames Valley and Wessex there is a
portfolio, which you will be expected to regularly complete. Regular accurate completion is a
requirement of your training post. Your compliance will be monitored by the Dean and staff and
will contribute to an assessment of your progress (professionalism).
8 What is Dental Foundation Training?
The purpose of dental foundation training is to enhance clinical, communication, management
and professional competence, promote high standards and to introduce the foundation dentist
to general dental practice in a protected environment, while enhancing skills.
This excerpt from The National Health Service (Performers Lists) (England) Regulations
2013 (http://www.legislation.gov.uk/uksi/2013/335/made) defines Foundation Training as
follows:
“Foundation Training” means a relevant period of employment during which a dental practitioner is employed under a contract of service by an approved trainer to provide a wide range of dental care and treatment and to attend such study days as that contract provides, with the aims and objectives of enhancing clinical and administrative competence and promoting high
standards through relevant postgraduate training and in particular to—
a. Enable the dental practitioner to practise and improve the dental practitioner’s skills;
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b. Introduce the dental practitioner to all aspects of dental practice in primary care;
c. Identify the dental practitioner’s personal strengths and weaknesses and balance them through a planned programme of training;
d. Promote oral health of, and quality dental care for, patients;
e. Develop and implement peer and self-review and reflection, and promote awareness of the need for professional education, training and audit as a continuing process; and
f. Enable the dental practitioner to—
i. Make competent and confident professional decisions including decisions for referrals to other services,
ii. Demonstrate that the dental practitioner is working within the guidelines regarding the ethics and confidentiality of dental practice,
iii. Implement regulations and guidelines for the delivery of safe practice,
iv. Know how to obtain appropriate advice on, and practical experience of, legal and financial aspects of practice, and
v. Demonstrate that the dental practitioner has acquired skill and knowledge in the
psychology of care of patients and can work successfully as a member of a practice team.
9 Outline of the Year
The training year is made up of a number of components which are organised to provide you
with a well-rounded experience. The various components include: clinical working in practice or
department, a supportive educational programme, formative and summative assessments as
well as appraisal and personal development planning. These components are underpinned by a
professional development portfolio.
Educational Programme
The day release course is for a minimum of 12 days (Dental Therapist Foundation Training),
over one full year. It is planned to help you develop all the necessary skills and knowledge
required for successful clinical practice. The majority of the courses are based at Postgraduate
Centres in local hospitals, but some days may be held at other venues, or combined with other
schemes. Most days will begin with a problem solving opportunity where problems of any nature
may be openly discussed with your peers and Training Programme Director.
The structure of the course is not rigid, and all attempts are made to tailor the contents to the
trainee’s needs, working with the Training Programme Director. The days will be a mixture of
lectures and discussions and your full participation is required for their success.
Attendance at all study days is mandatory for successful completion of the programme.
Successful completion of the programme will
result in the award of a Certificate of
Completion of Dental Therapy Foundation
Training
You should not take annual
leave on a study day.
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Completion of Dental Therapist Foundation Training
This will involve three formal progress reviews at various stages of the year to ensure that all
DFTs are progressing in line with expectations. It will enable us to jointly identify and manage
any problems that may have arisen. It also helps us to ensure that the facilities and support in
the training practice conform to the requirements of Health Education England.
The three reviews are:
Early Stage Review (ESR) – This will take place at approximately 6 weeks after the start of the
training year (mid-end October). A self-evaluation will be carried out by all Foundation Dental
Therapists (DTFT’s), along with a discussion with their trainer to identify areas of notable
practice and areas for development. This will be supported by a trainer’s report and an action
plan, all of which is submitted to the Training Programme Director (TPD). The TPD will report to
the Dean on the progress of all individual DTFTs, and depending on the outcome, may require
an additional meeting with an DTFT to help resolve any issues or concerns identified.
Interim Review of Competence Progression (IRCP) – This will take place at the mid-year
point (February). Trainers will submit a structured report to the TPD detailing progress made by
the DTFT towards fulfilling the various obligations and requirements for the DTFT year,
including a review and comments section completed by the DTFT. The data considered at the
IRCP includes a patient record card audit at month 3, patient satisfaction questionnaires (PSQs)
and multi-source feedback (MSF) at months 4 & 5. The TPD will also complete a structured
report reviewing this information and the DTFT’s engagement with the study day programme
and ePDP. This is then presented by the TPD and discussed with a Deanery panel. Again,
depending on the outcome, a meeting with the DTFT may be required to formulate an action
plan to help resolve any issues and ensure progress towards satisfactory completion.
Final Review of Competence Progression (FRCP) – This will take place at the end of month
10 (June) and will follow exactly the same process as the IRCP. Fulfilling all the DTFT year
obligations will be necessary in order for the DTFT to be signed off as completing the year. A
Certificate cannot be issued until a full 12 months’ training has been completed and the
recommendation of the FRCP Panel will be subject to sustained performance throughout the
entire period of training.
A certificate cannot be issued until a full 12 months training has been completed and the
recommendation of the FRCP Panel will be subject to sustained satisfactory performance
throughout the entire period of training.
Assessments
As an undergraduate you will be familiar with different types of assessment; formative, to guide
future learning, or summative, such as exams, to make a judgement about competence at a
defined level, or fitness for further learning.
Formative assessments will play an important role in your foundation and indeed they will
become a familiar part of your working routine. After each assessment you must record any
identified learning needs, (i.e. gaps in skills and knowledge) in the Personal Development Plan
section of the e-Portfolio. Your trainer and TPD can provide support so that you can then
address these specific areas of your own professional development.
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Assessments will help you to reflect on your strengths, weaknesses and areas for development
and the choice of which particular procedures or patient treatments to assess is largely for you
to decide with your trainer. It is expected, of course, that you cover the full range of domains
and competencies within the curriculum.
There are a number of workplace based assessment tools commonly in use, such as case
based discussion, a dental evaluation of performance (ADEPT), patient satisfaction surveys
(PSQs) and multi-source feedback (MSF).
Appraisals
An appraisal is an opportunity to formally recognise and applaud achievement, give constructive
feedback and encourage personal and professional development planning (PDP) of the
individual.
You will complete a number of appraisals with your trainer/educational supervisor and Training
Programme Director during the programme. The Deanery provides standard forms for you to
complete for self-evaluation of your performance. These forms must be completed prior to your
appraisal meeting and will form the basis of discussions with your trainer/educational supervisor
and TPD.
10 General requirements for all Dental Therapist Foundation
Training Posts
All Foundation Dental Therapist Trainees must:
Have a named educational supervisor (trainer)
Have a signed educational/learning agreement at the beginning of the placement
Have a structured induction programme tailored to the requirements of the post
Regularly and accurately complete the Training e -portfolio and log book and make this available to the Educational Supervisor and Deanery on request
Have ready access to internet, library and study facilities
Attend study days as directed by the Deanery and have regular tutorials in protected time in the department with the educational supervisor/trainer
Have a structured clinical training programme to address the major competences in the Dental Foundation Training portfolio as appropriate to the Scope of Practice and meet individual identified learning needs (Please note that UK wide curricula for dental core training as well as therapist foundation training are in development, and the interim arrangements for curricula will be explained to you). For Dental Foundation Training, the 2015 curriculum is available to download from http://www.copdend.org/ Postgraduate Training.
Complete specific educational activities as agreed by The Deanery (e.g. clinical case presentations, clinical audits, written presentations)
Carry out a specified number of hands-on personal treatment sessions per week
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11 Expectations of Trainees
Your trainer/educational supervisor has undertaken to ensure that you receive excellent training
during your training year. In response to this it is necessary for you to:
Show a willingness to learn
Foster good relationships with colleagues
In discussion with your trainer/educational supervisor formulate an individual training plan within a month of your new appointment
Maintain your PDP and make it available at all tutorials and day release study days
Allow and encourage your trainer to observe your clinical work, seeking and acting upon constructive feedback.
Participate in regular tutorials with your trainer
Attend all day release study days and participate to your full capacity
Ensure holiday is taken in agreement with your trainer/educational supervisor
Produce written work & case presentations to your best standard and on time
Participate in peer review and clinical audit as required
Manage all aspects of patient care
Work successfully as a member of the practice/department clinical team
Make competent and confident professional decisions, recognizing personal strengths and weaknesses including the need to refer and seek advice as appropriate
Practise ethically according to GDC Standards, including respect for patient confidentiality
Demonstrate that you understand that continuing professional development should be a lifelong commitment
GDC Standards
As a registered dental professional, you are expected to behave according to the GDC’s
standards for dental professionals at all times, not only when working in your practice or
department.
Attendance at day-release courses
Attendance at day release programme days is compulsory in order to receive your completion
certificate at the end of the year. A record of attendance is kept and verifiable CPD certificates
are issued. Holidays, interviews etc. should be arranged outside the organised educational
programme. If you are sick on a Study Day, please telephone your Training Programme
Director by 9am. A medical certificate will be required.
You will not be certified at the end of the year unless you have been on a course related to the
topic missed, as agreed with the Training Programme Director, at your own cost and in your
own time. You will be required to submit a verifiable CPD certificate to the TPD for any courses
you have been required to make up.
Punctuality at day-release courses
The start time is indicated in the programme; please remember that you will be expected to be
present in advance of this time. If you arrive late you may be excluded from the course for that
day.
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Dress and behaviour at day-release courses
Professional standards of dress are expected at the day release course and any away days or
conferences. Jeans, trainers and T-shirts or revealing dress are not appropriate. If you are
inappropriately dressed you may be asked to leave the study day or away day. All dress should
be appropriate for the environment.
Politeness and respect for colleagues, administrative and other staff and the general public who
may be present at the venue is an absolute requirement. Mobile devices such as tablets and
laptops may be used to take notes or complete evaluations only. Using these devices for
anything else may result in you being asked to leave. It is not acceptable to use mobile phones
at all during the educational aspects of the day-release programme and these should be
switched off except during break times.
Completion of Coursework
In order to receive a certificate of completion you must submit the completed required pieces of
coursework on time.
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12 Important Dates for Dental Therapist Foundation Training
Trainers As part of the commitment to being a Dental Therapist Foundation trainer, trainers (Educational Supervisors) attend a minimum of 7 approved sessions (4 each for joint trainers) to support their own development and contribute to the programme across Thames Valley and Wessex. These sessions will start each academic year with the Induction day and include: the Autumn Residential jointly with trainees, trainers’ appraisals the ‘Meet and Greet’ and the Spring ‘Training the Trainers’ course. Other sessions may include attendance at DTFT study days, assisting with recruitment and regional selection centres.
2016 Required Trainer Sessions
EVENT / MEETING
1 September
ALL Trainers and Trainees
First day in practice for trainees (all schemes)
8 September
ALL Trainers and Trainees
1 session (pm)
Day Release for all trainers and trainees (Trainers to attend pm session) Venue: Jurys Inn, Oxford
9 September
ALL Trainees
Day Release for trainees only Venue: Jurys Inn, Oxford
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October Trainers Dental and Therapist Foundation and Dental Core Trainer
Applications for 2016-2017 open online. All Training Practices must submit an application annually to ensure current requirements are being met. This is an open competitive process.
3
November ALL Trainers and Trainees
Deadline for submission of Early Stage Review Documentation
20 November
Trainers Dental and Therapist Foundation and Core Trainer Applications for 2016-2017 close
16 December
Trainers who have applied for 2016/17
Dental & Therapist Foundation and Core Trainer Interview Dates confirmed with applicants
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The TPD and Scheme Administrator will keep a log of attendance and Trainers will be asked to show evidence of completion of 7 approved sessions or pro rata for joint trainers when they re- apply to be trainers each year.
2017 Required EVENT/MEETING
19 January NEW
Trainers
2 sessions (am and pm)
Study Day – Management of the Grossly Carious Primary Tooth Venue: Kadoorie Skills Room, John Radcliffe Hospital, Oxford
2 February ALL
Trainers
and
Trainees
Deadline for submission Interim Review of Competence Progression Documentation
21 February 2, 9 March
Trainers who have applied for 2015/16.
TBC Dental & Therapist Foundation & Core Trainer Interviews for 2017-2018 Programmes Existing Trainers in practices consistently graded as “Excellent” in the annual HETV Quality Management Process are interviewed once every 3 years All other trainers are interviewed annually. Please hold all dates until tbc
2 February
ALL Trainers
1 session (am)
DTFT Scheme Trainer Meeting and Appraisals
11 May 12 May (new trainers)
ALL Trainers
2 sessions (am and pm)
Training the Trainers Course for all trainers on Buckinghamshire/Milton Keynes, Oxfordshire, Berkshire, Portsmouth, Winchester and Therapist schemes Newly appointed trainers due to start in September 2016 will also attend this course as part of their trainer induction. Venue: TBC
29 June Trainers and Trainees
Deadline for submission of Final Review of Competence Progression documentation
29 June
Trainers and Trainees in Practices who have been confirmed for September 2017
1 session (am)
Dental Therapist Foundation Meet and Greet Day for 2017-2018 Venue: tbc
TBC Trainers and Trainees
End of Year Presentations and Dinner Arrangements and venue: tbc
10 August Trainees (as requested)
Exit Interviews (as required)
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13 Dental Therapist Foundation Assignments and Deadlines for Assessment of Completion 2016-2017
Assessment Minimum Requirement Notes
Induction
Practice induction to be
completed within first two
weeks
Induction checklist in portfolio to be used
Record of pre-Foundation clinical activity to be completed in portfolio
Child Protection and Vulnerable
Adults Online Training
To be completed by end of
month 2 (October)
Accessed by e-Learning for Health - http://www.e-lfh.org.uk/programmes/dentistry/ (login details will be confirmed at the start of the year)
CPD Certificates to be submitted as evidence to Scheme Administrator
Early Stage Review and Reports
DTFT and ES reports to be
completed by end of Month 2
and TPD meetings held Available to the Panel for information
DOPs Two completed within first
two to four weeks 1.Preventive Advice (communication skills) and Radiographs (clinical skills)
2. Simple restoration (clinical skills)
Reflection on Induction at Practice Completed by end of month
2 (October) Submitted to Scheme Administrator
Radiography Audit Report
1st cycle completed by end of month 3 (November)
2nd cycle completed by start of month 6 (February)
10 radiographs reviewed by DTFT
PSQ(s) Completed in Month 4
(December) Minimum of 30 submitted forms required
Repeated in Months 8 or 9 (April/May) if required by Interim Panel
MSF(s) Completed in Month 5
(January)
Minimum of 8 submitted forms required
Must include ES(s), FD’s Dental Nurse, Practice Receptionist
Repeated in Months 8 or 9 (April/May) if required by Interim Panel
Information Governance and Data
Protection Training
Completed by end of month
5 (January)
Access given by practice
If using the IG Training Tool, all 5 available modules (excluding yearly refresher) should be completed
CPD certificates to be submitted as evidence to Scheme Administrator
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Assessment Minimum Requirement Notes
Clinical Audit on Record Keeping
1st cycle completed by end of month 5 (February)
2nd cycle completed by end of month 7 (April)
10 Records reviewed by DTFT
3 Records reviewed by ES
Chair a practice meeting report and
reflection Completed by end of month 6 (March) Submitted to Scheme Administrator
Periodontal and Restorative case
written and one to be presented for
externally moderated Case Based
Discussion, signed off by trainer and
TPD
Completed by end of month 9 (May) Submitted to Scheme Administrator
5 Year Personal Development Plan Completed by end of month 9 (May) Submitted to Scheme Administrator
ADEPTs Eleven completed by end of training
ADEPTs with scores less than 3 must be repeated until score of 3 or above achieved
Minimum of 4 completed by Interim RCP Stage
Minimum of 9 completed by Final RCP Stage 1
Case-based Discussions (CbDs) Eight to be completed by end of training
Minimum of 4 completed by Interim RCP Stage
Minimum of 7 completed by Final RCP Stage 1
One CbD to be formally presented and assessed at a Study Day
Reflective Clinical Log All logs completed, action plans generated and identified learning needs addressed
Minimum of eight to be completed by end of Month 2 (October)
Minimum of one to be completed each month between Months 3 (November) and 12 (August)
Clinical Activity Record
Record completed and activity demonstrates experience of a broad range of treatments and patient types relevant to General Dental Practice
Activity to also include a minimum of:
5 Pulpotomies
5 Preformed Metal Crowns
Expected quotas of restorative work will be confirmed during the year
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Assessment Minimum Requirement Notes
Professionalism and Management & Leadership Domains
Evidence of training submitted by DTFT by end of Month 9 (May) See matrix on pages 25/26 for assessment evidence options
Study Day attendance
All Deanery Study Days (or approved alternatives) attended, recorded and evaluated reflectively
Minimum 12 Study Days in 12 months period
Deanery Study Days held after Final RCP recommendation must be attended and evaluated for Certificate of Completion of DTFT to be issued
Educational Supervisor Tutorial Programme
All Tutorials required by Deanery completed, recorded and evaluated reflectively
20 Tutorials in 12 months period
Tutorials scheduled after Final RCP recommendation must be attended and evaluated for Certificate of Completion of DTFT to be issued
Significant Events Reporting required in portfolio and ESs’ Structured Reports
Panels will take account of the evidence and its relevance to completion in reaching their recommendations
Complaints Reporting required in portfolio and ESs’ Structured Report
Panels will take account of the evidence and its relevance to completion in reaching their recommendations
Sickness absence Reporting required in portfolio and ESs’ Structured Reports
Panels will take account of the evidence and its relevance to completion in reaching their recommendations. Formal reviews and occupational health referrals to take place after 10 total days’ unscheduled absence.
Annual leave Reporting required in portfolio and ESs’ Structured Reports
Panels will take account of the evidence and its relevance to completion in reaching their recommendations
Maximum annual leave is 12 days excluding statutory holidays
ES Structured Report Completed at end of Months 5 (January) and Month 10 (June)
Separate reports required for Interim and Final RCP Panels
Supplementary report also to be completed if concerns or if required by LETB/Deanery
TPD Structured Report Completed at end of Months 5 (January) and Month 10 (June) Separate reports required for Interim and Final RCP Panels
RCP Panel Report Completed in Month 6 (February) during Interim RCP and Month 10 (June) during Final RCP
Interim RCP Panel Report available for review by Final RCP Panel(s)
Final RCP Outcome 6 required for a Certificate of Completion of DTFT to be issued
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Professionalism and Management & Leadership Domains – Evidence Required for Assessments
Options Matrix
Topic
Evidence (Please tick () source submitted
Tutorial Study Day Audit
Reflective
Commentary
/ Portfolio
Other
(please state)
Professionalism
Appraisal
Clinical audit and peer
review
Confidentiality
Ethical behaviour MSF/PSQ
Critical evaluation CbD
Decision making ADEPT/CbD
GDC Scope of Practice
Whistleblowing
Management of difficult
patients
Patient safety
Self-awareness
PDP/MSF/PSQ
/ADEPT/CbD
Professionalism and
Management
Basic Life Support training CPD Certificate
Consent
Equality & Diversity
GDC Standards
NHS complaints procedure
Referring patients
Management
COSHH regulations
Dental equipment selection,
care and maintenance
Data Protection
Employment contracts
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Topic
Evidence (Please tick () source submitted
Tutorial Study Day Audit
Reflective
Commentary
/ Portfolio
Other
(please state)
Employment Law basics
Finance
Health & Safety
requirements in dentistry
Infection control procedures
NHS prescribing
NHS Rules & Regulations in
Dentistry
Prescribing, directing,
taking, processing and
interpreting radiographs
Range and scope of NHS
dental care
Record keeping
Use of emergency drugs
Leadership
Facilitating learning in others PDP
Quality management and
improvement PDP
Role model MSF
Teamwork PDP/MSF
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14 Trainer & Trainee Representatives
Trainer Representative
I would like to take this opportunity to introduce myself. I am Sabrina Khan the current Trainer
Representative. I have been a FD Trainer since 2001 and am based at Wexham Road Dental
Surgery in Slough. I have strong links with the dental community and am committed to
Postgraduate Training and Development and achieving clinical excellence. As Trainer
Representative my role is primarily to represent the views of my fellow trainers.
I am required to attend two Dental Foundation Training Subcommittee meetings a year, (May and
October). At this meeting I contribute my views and relay feedback from the trainers in order to
improve the Quality Management of training across the Deanery. I will send emails out requesting
feedback on certain issues and would greatly value contribution from my fellow trainers in order for
me to represent your feedback.
I am also involved in other projects. In July 2014, I attended the SJT (Situational Judgement Test)
workshop in London where I gave input into the tests that will be used as part of National
Recruitment for the new cohort of DFTs.
I also participated in the National Recruitment Interviews for the DFTs in November 2014 for the
recruitment of the new cohort of Foundation Dentists.
Please feel free to contact me on the following address if you would like me to represent your
views or feedback: [email protected]
I would like to thank you for all your feedback and support. This is really appreciated and I will do
my best to pass these comments on to the Deanery.
Dr Ashifa Sabrina Khan
BDS (Lon) FDSRCS (Eng) MFGDP (UK)
Specialist in Oral Surgery
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Trainee Representative
Each year we ask trainees to elect a trainee representative. This process takes place at the end of
September via an email ballot. You will receive information at your residentials and the elected
representative will be expected to attend the Deanery Foundation Subcommittee meeting that lasts
approximately 2 hours, on the following dates, to represent the views of fellow Dental Foundation
and Therapist trainees:
Friday 11 November 2016 – Birmingham, venue tbc
Thursday 18 May 2017 – Oxford, venue tbc
The successful Trainee Representative will be reimbursed for their travel to these meetings.
15 Responsibilities of the Dental Therapist Foundation Trainee
In summary trainees should:
Demonstrate professional behaviour in accordance with best practice at all times
Be familiar with the requirements for completion of the Dental Therapy Foundation
Training programme
Be fully involved in the education and assessment processes, including attending and
fully engaging with Practice and Deanery induction, teaching and training sessions and
tutorials. (You should keep a record of your attendance in your portfolio)
Meet bi-weekly with your Educational Supervisor (Trainer) and maintain an up-to-date
e-Portfolio provided for this purpose by Health Education Thames Valley & Wessex
When not attending the Deanery Study Days or on annual leave, work clinically in the
practice so that a total of 22.5 hours per week is spent in the practice.
Take part in systems of quality assurance and quality improvement in your clinical work
and training including practice/department meetings, audit and clinical governance.
Trainees’ responsibilities are described in the employment contract and the Agreement with the Postgraduate Dental Dean. It is very important that trainees and trainers read these documents carefully.
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A word about Professionalism Professionalism has many definitions, but essentially, as far as the dental professions are concerned, is described in some detail in GDC Standards. (http://www.gdc-uk.org/Dentalprofessionals/Standards/Pages/default.aspx). You should be very familiar with these standards and aim to apply the principles in all aspects of your life – not just when treating patients. Trustworthiness, integrity and respect for others are some of the hallmarks of a true professional and it’s important to recognise that other people (e.g. work colleagues, patients and carers, administrators and the general public) are not a means to achieving one’s own end, but worthy individuals in their own right with individual needs, wants, opinions and feelings, without whom professionals would not have a role. As a newly qualified dental therapist it can be easy to feel you are at the bottom of the pecking order, but to most people you are already viewed as someone with special abilities and skills and you are by virtue of your professional standing someone who is in a position of high trust. Being a dental therapist has many rewards and many responsibilities too. If you are feeling out of your depth, it’s important to discuss how you feel with a trusted senior colleague such as your trainer or TPD. How you appear, what you say and how you behave are outward markers of your professionalism and attitude and determine how others perceive you.
Punctuality Timely and accurate completion of records, referral letters, assessments and the e –portfolio, as well as attendance in practice and at study days is required. You are expected to arrive before the scheduled start of each day, whether in practice or at the study days e.g. if the start time is 9am you are expected to be there by 8.50am at the latest. Work finishes when the job is done, not when the clock reaches a set point and routinely leaving early while colleagues clear up after you is not acceptable. Professional development is assessed during the Foundation Training year, and one measurement of professionalism is punctuality. If you arrive after the indicated start time at a study day, you may be excluded for that day, after discussion with your TPD. Repeated lateness at study days will not be tolerated and will compromise your ability to complete the programme.
Continued lateness or leaving early in the practice may lead to disciplinary action. Please be aware that in extreme circumstances this could involve you not completing dental foundation training or potentially having to extend your Foundation Training year. You may not take annual leave on a study day.
You must notify your TPD at least 6 weeks in advance if you are required to miss a study day
to sit a professional examination or attend an interview.
If you miss a study day for any reason (e.g. attending an examination or interview), you will be
required to attend equivalent CPD at your own expense and in your own time, i.e. using
annual leave or attending a course outside working hours, for any study day missed,
regardless of the reason.
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Sickness absence policy
Any on-going health concerns should have been raised at the time of application so please notify your Trainer and Training Programme Director immediately if circumstances have changed. An occupational health appointment may be arranged for you if there are special circumstances to consider, that could affect your ability to work and train and particularly if patients might be at risk, but this is not something that is routinely available free of charge in NHS General Dental Practice (see section on Occupational Health). If you are ill for less than 7 days then you should complete a self-certification form. For prolonged incapacity which lasts for over 7 days including non-working days, then you will require a UK GP certificate, stating the reason for absence (obtained at your own expense). Prolonged absence may impact on your ability to complete the programme within a year.
Work shadowing, Job Interviews and Examinations
During the foundation year, a total of 2 days is allowed out of practice to attend job interviews, examinations and shadowing for your next training post. This is to be agreed in advance and in writing with your Trainer and TPD. If you already have more than 3 days absence (other than annual leave), when you apply, this may not always be approved.
You may take a maximum 1 days to attend job interviews
Other work shadowing opportunities will require prior written approval from the TPD, and applications must include aims, learning outcomes and an agreement to provide a written reflection to be recorded in the portfolio.
If you want to take any more time than this out of practice, you will have to use your annual leave.
You must record absences for any reason, including annual leave, weekly in the portfolio. Additionally you must report cumulative absence (excluding annual leave), of more than 5 days, in writing to your TPD and of 10 days or more during the year in writing to the Postgraduate Dental Dean.
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16 The Study Day Programme
The Study Day programme is arranged separately for each scheme and comprises a minimum of 12 days, normally held on a Thursday. Attendance is compulsory. Some days are held jointly with other schemes, some days include both trainers and trainees and some days are held at external venues. The content is mapped to the dental foundation training curriculum and aims to cover the curriculum areas that cannot be easily covered in the training practice environment. Verifiable CPD is awarded for attending these days and in order to download certificates,
attendees will need to register on Maxcourse
(http://www.maxcourse.co.uk/heetvw/guestHome.asp) where they will be able to view the course
aims, objectives and learning outcomes and speaker details in advance; compete on-line
evaluations and download CPD Certificates.
Study leave policy
The Deanery study leave policy is available to download (http://www.oxforddeanery.nhs.uk/dental_school/dental_foundation_training/DFT.aspx) Compulsory study days are provided for DTFTs and attendance at additional study days is not normally required to complete the programme. Practices may arrange in house or external CPD events such as Basic Life Support Training and to meet employment or CQC requirements, and these must be attended. Some employers, practices or trainers may invite and/or pay for trainees to voluntarily attend independently arranged external educational meetings or events. These are not part of the Dental Foundation Training Programme and do not count towards requirements for completion of the programme. Health Education England takes no responsibility for such events.
17 Educational Support and Monitoring Progress
Tutorials
Tutorials must take place in working hours and in protected time (without patients) – preferably at
the start of a working session. In the case of joint trainers, tutorials should be delivered equally by
both trainers.
Normally the trainer will decide what topics are covered at the start of the year, and as the DTFT
gains experience, they will be asked to suggest topics they would find useful.
Discussing cases is a valuable exercise as is reviewing recent journals and publications, and
problem solving. However, it is not appropriate to use the tutorial hour in activity directly connected
with patient treatment (e.g. carrying out ADEPTs).
It is the dental registrant’s personal responsibility to maintain accurate CPD records for up to 10 years to comply with GDC requirements.
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Day-release Evaluation Form Day release study sessions must be evaluated by all attendees using the online course booking
system, Maxcourse (http://www.maxcourse.co.uk/heetvw/guestHome.asp). This allows us to
award verifiable CPD hours as recognised by the General Dental Council. It is also essential for us
to review, update and improve the programme in accordance with GDC guidelines for the quality
assurance of CPD.
Trainers who attend CPD events will be required to complete the on-line evaluation and download
a CPD certificate in order to receive a claim form (FP84) for travel and subsistence costs for study
days. This form can be obtained from your Scheme Administrator.
End of Term Appraisals
At the end of each term, the Training Programme Director will have a one-to-one interview with the
DTFT and will follow up with the Trainer at a later date. The purpose of this interview is to ensure
that the facilities and provisions made in the practice conform to the requirements of the scheme.
It is also an opportunity to discuss progress and any problems that might have arisen.
18 Portfolio Expectations and Guide for Trainees and Trainers
Trainees are provided with access to a Portfolio in which they must record their progress weekly. The portfolio should be reviewed each week at the tutorial and completed by the Trainer. It is also periodically reviewed and completed by the Training Programme Director.
***Please ensure that this portfolio is completed and submitted regularly*** Progress in all areas of professional life is increasingly dependent on having records of the extent and nature of previous experience. This is difficult do accurately in retrospect; thus the habit of regular record keeping is best developed at the outset. Your portfolio is there for you to record your experiences and your reflections on a regular basis. It has been developed to allow you to plan your professional and personal development; to document your progress through the foundation
Meetings with the Training Programme Director may be requested by Trainers or Trainees at any time and are encouraged especially if problems
are being encountered.
Study day session evaluation forms must be completed within 7 days. CPD certificates will be required to be presented by DTFTs as part of the end of year sign off process.
35
programme; and allow you to demonstrate evidence of the attainment of competences (knowledge and skills). The Trainee is responsible for maintaining the portfolio, and both trainees and trainers must ensure that the portfolio is regularly updated. Completion of Dental Therapist Foundation Training is dependent upon your maintaining and keeping your portfolio up-to-date. There are a number of different aspects to keep up to date. CPD This page is where all your CPD activities for the year are to be recorded. You will need to add in details of your study days, tutorials, verifiable and non-verifiable CPD activities. PDP This page is where you can record your identified learning needs, identified from CbDs and ADEPTs, for example, prioritise them and indicate when the need has been completed. Experience This is where you will have the opportunity to record numbers of clinical procedures you have undertaken and your confidence in them prior to foundation training, and to review these at 26 weeks. This page also provides a cumulative total of these procedures as the year progresses, which the Deanery will use as evidence to ensure you have meet the targets you have been advised of. Tutorial logs Here you will record your reflections on the weekly in- practice tutorials you have undertaken. It is important that the tutorial topics and time given over to the discussions are recorded in “Record of Tutorials .Your TPD will also review these weekly. Study day logs Here you will record your reflections on the 15 study days you have undertaken throughout the year. Your TPD will also review these regularly. Assessment logs Here you will record the major competencies that your assessments (CbD, ADEPT, PSQ and MSF) cover. You should ensure all major competencies are regularly assessed each quarter and all competencies are completed by year end.
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19 Requirements Regarding Working Patterns for Foundation Dental
Therapists (DTFTs)
To be read in conjunction with the employment contract
DTFTs should not be timetabled to work as the sole clinician in the practice except in
exceptional circumstances, and the TPD must be notified of this in advance
Working hours and patterns must be agreed in writing prior to the commencement of the
foundation year (in the contract) and any changes notified to the trainee and TPD.
If a DTFT works at the weekend there must be a day off during the week (i.e. the DTFT should
not work on more than three days in any week).
The DTFT must not be timetabled to work more than five hours without a break of one hour
and for no more than eight hours in one day
An DTFT should not work more than 1 weekend day a month
DTFTs are entitled to 12 working days’ holiday in addition to bank holidays (4.8 days). It is
recommended that DTFTs speak to their trainers to arrange holidays well in advance.
Holidays may not be taken on Deanery Study Days.
ADEPTs should be undertaken in clinical time not tutorial time
Premises and equipment
The training practice will provide a dedicated surgery for use by the DTFT. The surgery must be
available to the trainee during normal working hours, and also when the day release course is not
being run. The surgery should be in close proximity to that of the Trainer, preferably on the same
floor. The practice and premises must comply with the current CQC regulations and statutory
requirements. The DTFT’s surgery must be capable of adaptation to accommodate both left and
right-handed operators.
The DTFT’s surgery will be equipped with the full range of instruments necessary to provide all
routine general practice dental surgery. It is expected that there will be enough sterile instruments
instantly available to provide routine examination and care.
Staff Support
The training practice will comply with current employment law, CQC and GDC requirements.
Written contracts for all staff will be provided. All nurses supporting DTFTs must have at least one
year’s full-time experience as a Dental Nurse. Because Foundation Dental Therapists are in a
period of rapid learning, for the first 3 months, the DTFT should work with the same Dental Nurse
throughout the entire period. Thereafter there should be a maximum of 2 Dental Nurses working
with the trainee. Appropriate reception and office staff must also be available.
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Educational Resources
A library must be available in the practice containing current journals and other educational
resources. It should contain a range of relevant books/magazines. A computer with internet access
should be available in the practice to enable e-learning and other relevant material to be used.
Trainer Attendance
The Trainer must be available in the practice for at least three working days per week while the
DTFT is present (excluding holidays which must not exceed six weeks per year). It is expected that
another experienced dentist or therapist will be available on the premises when the trainer is not
present. Cover arrangements must be made during any absence of the Trainer and the TPD kept
informed. It is expected that the Trainer will be present/available throughout the first month in
order to assure patient safety and close support for the trainee.
The practice must provide enough appropriate patients for the curriculum to be covered, the DTFT
to be fully occupied and to carry out a full range of treatments including primary extractions,
pulpotomies and preformed metal crowns. The number of patients seen will increase with
experience and this should be taken into account. The DTFT should not be expected to carry an
excessive workload.
It is expected that DTFT trainees are booked no less than 30 minute appointments for one item of
treatment in the first two months of their training. Obviously small items such as fluoride application
or radiographs can be grouped with a larger item of treatment such as a restoration and Trainers
are expected to monitoring the way in which the trainee is managing their clinical workload.
Appointment times in the first few months should be trainee led and if trainees request to reduce
appointment times or increase the amount of work done in an appointment this is acceptable
provided that the ES is confident with the standard of the trainees clinical work. The workload will
be monitored through the EPDP which makes it easy for you trainee, ES and TPD to monitor
exactly the type and amount of work the trainee is completing.
Explaining Options and Choices to Patients
It is expected that the vast majority of clinical work during the Foundation year will be carried out
under the NHS General Dental or Personal Dental Services contract.
The full range of NHS care should be offered to all patients, e.g. composite restoration of molar
teeth is an appropriate NHS option, when based on patient need and sound clinical judgement.
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Private Work
The NHS GDS and PDS contracts do not support some specific treatment options, such as sports
mouth guards, dental implants or cosmetic dentistry. Foundation Dental Therapists should not
use Botox or facial/dermal fillers in their Foundation Training year.
DTFT’s may complete a MAXIMUM of ONE HOUR private work per day, or three hours per week.
An audit of private workload carried out by DTFT’s will be completed during the year.
All clinically necessary treatments can be provided as part of the NHS General Dental Services
contract that you will be performing. Any private work as well as all NHS work should be clearly
written in the treatment plan and in patient notes and there should be written evidence that patients
have made an informed decision about any private treatment, having considered and been offered
all available options. Information must be given to patients that clearly and accurately explains
these options, their benefits, risks and costs, using the form FP17DC.
All work carried out by Foundation Dental Therapists must follow the principles in GDC Standards
for the Dental Team, in particular: putting patients first, clear communication, and informed
consent.
Activity Levels Trainers and practices are encouraged to ensure trainees have a good mix of patients and
treatments; allowing them access to both new and returning patients.
Trainees are expected to have sufficient direct experience of the full range of primary dental care
including pulpotomies, preformed metal crowns and primary extractions to enable them to work
independently and without supervision by the end of the programme. -
Practices that do not ensure sufficient and appropriate clinical activity is available for
trainees may not be suitable for re appointment as training practices.
Record Keeping
Records should be clear, legible and contemporaneous and comply with FGDP record keeping
standards
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20 Dental Therapist Foundation Training Educational Supervisor
(Trainer) Sessions
Background
As part of the educational agreement between appointed Dental Foundation Trainers and Health
Education England, each Educational Supervisor (trainer), or pair of joint trainers is expected to
undertake 7 sessions (half days) of Deanery specified activities to support their own development,
their individual foundation dental therapist (DTFT) and the programme. Joint trainers of an
individual DTFT are each expected to take part in 4 sessions.
From September 2015 onwards, all Dental Foundation Training Schemes in England, Wales and
Northern Ireland will be piloting a model of assessed completion of the programme, with structured
assessments being carried out and reports being produced at pre-determined intervals. The
intention is to identify trainees’ learning needs at a very early stage and to continuously monitor
progress using a range of assessors, work place based assessments and other tools. This has
meant that a review of trainer sessions has been necessary to allow this activity to happen and the
revised approach is summarised below.
The majority of sessions are core requirements for all trainers; with more core fixed sessions for
sole trainers or where there are two joint trainers for two trainees in a practice, than for joint
trainers. (“green” sessions). In every case there is at least one uncommitted flexible (“yellow”)
session available for an individual trainer. Taking part in these various activities is likely to be of
mutual benefit to both the trainer and the scheme; and can contribute to personal and professional
development. No fee is payable by trainers to attend these sessions and where verifiable CPD is
justified, a certificate of attendance will be issued in accordance with GDC requirements. Trainers
may attend more than 8 sessions in any one year if they wish, but additional sessions cannot be
“carried over” to subsequent years. Attendance at sessions will be reviewed and included as part
of the decision making process for trainer re appointment.
Health Education England has a limited budget available to support programmes and every effort
has been made to prioritise essential educational activities.
Process
Training Programme Directors will invite Trainers (Educational Supervisors) to express a
preference at the start of the academic year for how they wish to make up their flexible “yellow”
sessions and may offer guidance and ask trainers to carry out specific activities in order to ensure
all the programmes’ needs can be met and ensure effective use of all the programmes’ trainer
sessions. Please note that preferences will be fully considered but cannot always be guaranteed.
TPDs should submit their plans for use of all the scheme’s available discretionary sessions to the
Associate Dean for approval by 30th September and once approved this overall plan will be
forwarded to the Scheme Administrator for distribution to all trainers in the scheme within 2 weeks.
Scheme Administrators will keep a log of planned and actual trainer sessions used during the year
Changes to the original plan should be agreed with the TPD and documented by the administrator.
Trainers may be asked to use their flexible sessions to support other schemes by prior written
agreement with both TPDs and the Associate Dean for DFT. Some schemes will have more
flexible sessions available to them than others because of the balance between single and joint
trainers, and this should allow a more equitable approach.
40
Where all flexible sessions available to the programmes have been used, trainers may be invited
by the TPD or Associate Dean to carry out extra responsibilities and an agreed sessional rate will
be offered. For lectures attracting verifiable CPD, this will be the standard Deanery rate. For
carrying out additional Workplace Based Assessments at a different practice, the Loss of Practice
Earnings allowance is payable. Where there are conflicts of interest that apply to TPDs or trainers,
and payment is requested, these arrangements must be agreed in writing in advance by the
Postgraduate Dental Dean. Attendance at optional “blue” sessions does not attract any payment.
TPDs and administrators will arrange half day sessions to allow trainers to complete a half day
session in their practices either before or after the DFT Programme session, recognising that some
training practices can be some distance from the centre visited.
Please note that in addition to core and flexible sessions; trainers (and employers where they are
not trainers), are expected to make themselves available as necessary for practice and programme
quality assurance visits, practice inspections and other activities as described in the Trainer
Agreement and Application Guide, to allow the safe delivery of the programme and appropriate
support for trainees.
Dental Therapist Foundation Trainer 7 Sessions - September 2016 - August 2017
Key Green = Fixed Yellow = Flexible
Blue = Optional (Does not contribute to 7 sessions)
Session Description Joint trainers (4 sessions each)
Sole Trainers (and for both trainers where there are 2 joint trainers for 2 trainees)
Optional additional sessions once 7 combined sessions have been completed
1 Deanery Induction
2 Trainer appraisal with TPD
3 Meet and Greet Minimum one joint trainer
4 Training of Trainers
5 Training of Trainers
Attend Cert Med Ed Course
All flexible sessions to be agreed with TPD in advance.
DTFT New Trainer Induction
Pulpotomy/SSC Study day
Faculty /Trainer Support (e.g. New trainer buddy)
Study Day Lecture/ Presentation/ Facilitation
Study Day Lecture
41
Preparation Time
Scheme Meeting
Cert Med Ed / DDE Facilitation
Trainer Representative duties
Trainee Interviews
End of Year Dinner
42
21 Problem Solving – Advice for Trainees
During the DTFT year problems may arise. These may range from the ‘restoration which won’t stay in’ to problems communicating with the Dental Nurse. During your Dental Foundation Training year you have available a wealth of expertise and experience to draw upon to help you to solve your problems.
In your practice the main source of assistance in problem solving is of course your Trainer. During normal working hours you can approach your trainer for assistance, or alternatively you can bring up a matter that is causing concern during a tutorial.
Your Training Programme Director (TPD) is also available for help on any subject. You may not wish to wait until a Day Release Course, so contact your TPD by phone or email early on if you have a problem or concern. Early resolution of that burning issue will help prevent any further worry. Remember that patient safety is paramount and confidentiality is assured if required.
The DTFT group is also a very useful forum to air problems and to seek a solution. Opportunities for group discussion occur in nearly every session of the Day Release Course. Naturally openness and frankness is required, but all members of the group will respect our rule of confidentiality outside the sessions. Alternatively you may wish to discuss your problem with the Associate Dean or Dean.
43
What to do if DFT trainees are having problems that cannot be resolved at Practice / TPD level
Trainee
Trainer
Training
Programme
Director
TPD discusses referral to
PSU with Associate
Dental Dean
Practice Visit and
Assessment
Associate Dean
Reviews Case
Informs Dental
Dean
Associate Dean Meets
Trainee
Associate Dean refers to
Professional Support
Unit
Professional Support
Unit (PSU)
Writes
report
44
22 Occupational Health
Foundation dental therapists must:
Contact the occupational health and infection control lead at your practice upon appointment and follow the practice occupational health procedures
Provide health screening and immunisation details to your training practice
Follow practice protocols for inoculation injuries and subsequent occupational health screening
Take appropriate precautions in relating to safer sharps practice and use the required personal protective equipment for safe dental practice
Practise infection control as per HTM 01-05 and described in the, BDA advice sheet - Infection Control (England).
Inform your employer and Training Programme Director of significant events or issues relating to your occupational health.
The Dean or practice may choose to refer you to Occupational Health if there are particular health issues that may affect your ability to complete your Foundation Training year.
Resources
HTM 0105 - Decontamination Health Technical Memorandum 01-05: Decontamination in primary care dental practices: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/170689/HTM_01-05_2013.pdf
BDA advice sheet infection control England: www.hse.gov.uk/biosafety/blood-borne-viruses/dentists.htm
Health Protection Agency Centre for Infections 61 Colindale Avenue London NW9 5EQ Tel: 020 8200 4400 Email: [email protected]
45
23 Raising Concerns if Patients and Colleagues are at Risk
Foundation dental therapists must always put the patient’s safety first and act promptly if patients or colleagues are at risk and take measures to protect them.
Foundation dental therapists should take appropriate action if they have concerns about the possible abuse of children or vulnerable adults.
Foundation dental therapists must be familiar with the training practice’s written procedures for raising concerns.
Foundation dental therapists must be familiar with local procedures for the protection of children and vulnerable adults and know who to refer to for advice.
Concerns should be raised with your employer. However, if they fail to act on your concern, then the NHS England Area Team, CQC, GDC, or Health Education England (Oxford and Wessex Dental Deanery) can be contacted.
Employers, Trainers and Foundation Dental Therapists must inform the TPD immediately about any significant events at the practice concerning the trainee
Employers, Trainers and Foundation Dental Therapists must declare any current investigations about themselves or the practice to the Postgraduate Dental Dean. This includes investigation by the GDC, CQC, NHS England Area Team, Police or any other investigation related to their work as a dentist.
Resources GDC Standards - Principal 8: Raise concerns if patients are at risk: http://www.gdc-uk.org/Dentalprofessionals/Standards/Documents/Standards%20for%20the%20Dental%20Team.pdf
46
24 When Things Go Wrong
If you do have concerns about your training, it is important that you contact your educational
supervisor/trainer immediately. If you are still not happy after having spoken to the educational
supervisor/trainer, please contact the Foundation Training Programme Director.
The Deanery and your employer both have responsibilities and generally you should first work with
your employing organisation, keeping your TPD informed of progress. If there are still unresolved
problems contact the Deanery Office. There are also organisations which can help dentists/dental
therapists in personal trouble, and your TPD can advise you further.
DEANERY SUPPORT
1. Health Education Thames Valley and Wessex Professional Support Services
Oxford and Wessex Deaneries both have a Professional Support Service that provides help
for dentists in training. Referrals for Foundation Dental Therapists can only be made via the
Associate Dean or Postgraduate Dental Dean. For information, please visit the following
websites:
Thames Valley: http://www.oxforddeanerycdu.org.uk/
Wessex: http://www.wessexdeanery.nhs.uk/professional_support_unit.aspx
2. Medic Support
Medic Support is a confidential service specifically for doctors and dentists training in
Oxfordshire, Berkshire and Buckinghamshire, offering psychotherapy and psychology.
Please see below for further information:
http://www.ouh.nhs.uk/education-centres/careers/doctors-support.aspx
Tel: 01865 904552
Email: [email protected]
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OTHER SUPPORT
1. DENTAL PROTECTION LIMITED www.dentalprotection.org/uk/
2. DENTAL DEFENCE UNION www.the-ddu.com
3. BRITISH ASSOCIATION OF DENTAL THERAPISTS An association that supports the dental therapist in all matters relative to dental therapy,
from education, restorative techniques, pediatric and adult dentistry, employment and
personal development.
www.badt.org.uk
4. BRITISH SOCIETY OF DENTAL HYGIENISTS AND THERAPISTS
The mission of BSDHT is to represent the interests of members and to provide a
consultative body for public and private organisations on all matters relating to dental
hygiene and therapy. We aim to work with other professional and regulatory groups to
provide the highest level of information to our members as well as to the general public.
The Society seeks to increase the range of benefits offered to members and to support this
with a clear business and financial strategy. The Society will continue to work to increase
membership for the benefit of the profession.
www.bsdht.org.uk
5. GENERAL DENTAL COUNCIL The GDC regulates dental professionals in the United Kingdom. www.gdc-uk.org
6. DEFEAT DEPRESSION LEAFLET - Royal College of Psychiatrists Available from some Postgraduate Centres leaflet/information stands or from the Royal
College of Psychiatrists
www.rcpsych.ac.uk
7. ALCOHOLICS ANONYMOUS www.alcoholics-anonymous.org.uk
8. NARCOTICS ANONYMOUS Tel: 0300 900 1212
www.ukna.org
9. THE SAMARITANS
Tel: 08457 909090 (UK)
www.samaritans.org.uk
48
25 Guidelines for Dental Therapists Claiming Travel and Subsistence for
Attending Dental Courses
Payments to Trainees
Who can claim? Claims are only payable to dental therapists who are current Health Education Thames Valley & Wessex approved Foundation Trainers or Trainees. What can be claimed? Expenses can be claimed for attending courses approved for Dental Therapist Foundation Training travel costs within the UK only:
I. Second class travel and exact standard mileage. Air fares within the UK where these are no more than the equivalent land travel. (For journeys claimed in excess of 300 miles return, prior approval must be sought in writing from the Dental Postgraduate Dean and must accompany the claim).
II. Car parking (airport parking is for two days maximum) III. Meal allowance as below IV. Accommodation as below
Notes on allowances – Overnight Accommodation allowance: Overnight accommodation allowance can only be claimed for a course that is taking place on consecutive days and where a claim is explicitly authorised in advance by the Postgraduate Dental Dean. Actual receipted cost of bed & breakfast up to a maximum of £55.00 Meal allowance: Per 24-hour period = £20.00. Daily allowance: Lunch (applicable when more than five hours away from practice, including the times between 12:00-2:00 p.m. = £5.00; Evening meal (applicable when away from the practice for more than 10 hours after 7:00 p.m.) = £15.00. The evening allowance can only be claimed if it involves an overnight stay. Receipts must be provided when making a claim. Mileage allowance: Dental therapists using their own vehicle (shortest practicable route between place of work & place visited) = £0.25 per mile; dental therapists/dentists carrying one or more named eligible dental therapists/dentists to the same course = an additional £0.02 per mile. Where passengers are being claimed for, their full names and vehicle registration number must be included on the form. All claim forms must be completed accurately and honestly. You may only claim for actual expenses incurred and must not exaggerate claims, provide alternative or fabricated receipts or deliberately incur unnecessary expense. False claims are fraudulent and may be investigated by the practice or Health Education Thames Valley and Wessex, with onward referral to NHS Fraud Investigators and/or the GDC.
How are claims paid? Dental Therapist Foundation Trainees should submit their completed claim form and receipts to their TPD to be signed and then to their trainer or practice manager. Claims must be submitted on a signed and completed approved claim form.
Claims must be submitted within 3 months of the event and receipts must be included for all travel, accommodation, meals and car parking. Trainees are advised to send claim forms by signed delivery service (you may not claim this postage cost).
49
Payments to Trainers
Payment will be made to trainees in their wages via their training practice. Payments to trainers for their own travel and subsistence will be made to the NHS contract provider via monthly schedules from the Dental Service Division of the Business Service Agency. The provider must forward all expenses payments to the trainer or trainee. Trainers must keep a copy of each FP84 and your receipts for your records and send the originals to your Area Team address by recorded delivery: FP84s should be sent by post only to the below addresses depending on the practice’s address: For trainers and trainees at practices in Milton Keynes ONLY:
Joanne Bateman Dental Claims Charter House Charter Hous Parkway Welwyn Garden City Hertfordshire AL8 6JL Tel: 0113 8251 883 (direct line)
Email: [email protected]
For trainers and trainees at practices in Berkshire, Buckinghamshire and Oxfordshire:
Louise Tree NHS South, Central and West CSU Primary Care Team Omega House 112 Southampton Road Eastleigh Hampshire SO50 5PB Tel: 02380 622847 (direct line) Email: [email protected]
For trainers and trainees at practices in Hampshire:
Wessex Dental Finance NHS England South (Wessex) Oakley Road Southampton Hampshire SO16 4GX Tel: 01138 247 522 (direct line) Email: [email protected]
50
DTFT TRAVEL CLAIM 2016-17
NAME: ………………………………………………………………….
PRACTICE: …………………………………………………………….
Date
Places visited and Purpose
Base to
place
visited
and
return
Overall
miles
from
start of
journey
to end of
journey
CAR PUBLIC
TRANSPORT Please provide full details of
journey undertaken, including
addresses of starting point,
places visited and reason for
journey
£ £
Please ensure all columns are totalled TOTALS
SIGNED BY CLAIMANT: …………….………….………….DATE: ……….….………
SIGNED BY TPD: ……………….…………….………….....DATE: …………..………
(Gill Mather)
51
APPENDIX 1
EDUCATIONAL
PROGRAMME
52
53
THERAPIST FOUNDATION TRAINING 2016-17
STUDY DAY PROGRAMME AT A GLANCE
DATE SUBJECT SPEAKER VENUE
8 September 2016 Introduction to the DTFT Year
Record Keeping and Complaints
(Trainers to attend PM session only)
Ms.Gill Mather Dr. Kully Nijar
Jury’s Inn Hotel, Oxford
9 September 2016 Communication Skills and Conflict Management
Dr. Adam Porter Jury’s Inn Hotel, Oxford
6 October 2016 Clinical Photography *Joint session with Oxford DFT’s*
Radiography in Practice
Dr. Richard Staincliffe
Ms. Sharon Grant
George Pickering Ed Centre, John Radcliffe Hospital,
Oxford
10 November 2016 Diagnosis & Treatment Planning in Periodontics
*Joint study day with DFT’s*
*Early Stage Reviews*
Dr. Richard Snoad
Ms Gill Mather
Seminar Room 2A, George Pickering Ed Centre, John Radcliffe Hospital, Oxford
15 December 2016
Posture – How to get it right
*Joint study day with Oxford DFT’s*
Ms. Leigh-Ann Randall Kadoorie Skills Room, John Radcliffe Hospital, Oxford
19 January 2017 Management of the Grossly Carious Primary Tooth
Dr. Liege Matharu am – West Wing pm – Kadoorie Skills Rm, JR,
Oxford
16 February 2017 AM – TBC
Safeguarding Children
TBC
Ms. Alison Chapman
Seminar Room 4B George Pickering Ed Centre,
John Radcliffe Hospital, Oxford
9 March 2017 Treatment and Management of Traumatised Anterior Teeth
Dr. Mike Cooper Kadoorie Skills Room, John Radcliffe Hospital, Oxford
6 April 2017 Implants and Peri-Implantitis
PM - TBC
TBC
TBC
TBC
4 May 2017 Interview Skills and CV Writing Ms. Michelle Sykes Ms. Ellie Kennoway
John Lister Postgraduate Centre, Wexham Park
Hospital, Slough
1 June 2017 Direct Access – What Will it Mean for You?
*Case Presentations*
Dr. Pam Kaur
Ms. Gill Mather
Kennet & Avon Rooms, Royal Berkshire Hospital,
Reading
29 June 2017 Meet and Greet Event - John Lister Postgraduate Centre, Wexham Park
Hospital, Slough
13 July 2017 Risk Management
DPL Speaker DPL Head Office
Friday 4 August 2017 TBC
Dental and Therapist Foundation End of Year Dinner
For Bucks, Berks & Ox Scheme
-
TBC
10 August 2017 Self-Employment & Financial Advice
Career Planning
*Exit Interviews*
Mr. Nathan Poole &
Ms.Fiona Sandom
Seminar Room 1 George Pickering Ed Centre,
John Radcliffe Hospital, Oxford
54
Therapist Foundation Training Scheme 2016-17
Study Day Programme September 16 – August 17
DATE AM PM VENUE/ROOM
SEPTEMBER
8th 9.30 am – 11.00am
Introduction to the DTFT Year Gill Mather
11.15am – 1.00pm Record Keeping and Professionalism Kully Najir
Jurys Inn Hotel, Oxford
Trainers to attend the afternoon session only (2.00pm)
9th Communication Skills and Conflict Management
Adam Porter
Jurys Inn Hotel, Oxford
OCTOBER
6th Tutorial 9.00 – 10.00
George Pickering Education Centre, John Radcliffe Hospital, Oxford
Clinical Photography Richard Staincliffe Joint session with Oxford DFT’s *Remember to bring - Digital SLR cameras, macro ring flash, photography lens, mouth mirrors, cheek retractors, gloves, wipes*
Radiography in Practice Sharon Grant *Remember to bring rinn holders*
NOVEMBER
10th
Tutorial 9.00 – 10.00
Seminar Room
Unless Otherwise Stated
08.45 AM Registration 09.00 – 10.00 TUTORIAL 10.00 – 13.00 AM session (3hrs) 13.00 – 14.00 Lunch 14.00 – 17.00 PM session (3 hrs)
55
Diagnosis & Treatment Planning in Periodontics Richard Snoad Joint study day with Oxford DFT’s
2A, George Pickering Education Centre, John Radcliffe Hospital, Oxford
Early Stage Review (ESR) Gill Mather
DECEMBER
15th
Tutorial 9.00 – 10.00
Kadoorie Skills Room, John Radcliffe Hospital, Oxford
Posture – How to get it right Leigh-Ann Randall Joint study day with Oxford DFT’s
JANUARY
19th
Tutorial 9.00 – 10.00
Kadoorie Skills Room, John Radcliffe Hospital, Oxford
Management of the Grossly Carious Primary Teeth Liege Matharu *Remember to bring at least 5 primary molars* *Any trainers that have not previously attended this study day will need to attend*
FEBRUARY
16th
Tutorial 9.00 – 10.00
Seminar Room 4B, George Pickering Education Centre, John Radcliffe Hospital, Oxford
To be confirmed tbc
Safeguarding Alison Chapman
MARCH
9th
Tutorial 9.00 – 10.00
Kadoorie Skills Room, John Radcliffe Hospital, Oxford
Treatment and Management of Traumatised Anterior Teeth Mike Cooper
APRIL
6th
Tutorial 9.00 – 10.00
TBC
56
Implants and Peri-implantitis TBC
To be confirmed
MAY
4th
Study day 10.00 – 4.30 (no tutorial that day)
John Lister Postgraduate Centre, Wexham Park, Slough
Interview Skills and CV Writing Michelle Sykes and Ellie Kennoway *Remember to bring a copy of your CV*
JUNE
1st
Tutorial 9.00 – 10.00
Kennet & Avon Rooms, Royal Berkshire Hospital, Reading
Direct Access – What will it mean for you? Pam Kaur
To be confirmed
Case Presentations Gill Mather
29th Meet and Greet Event
John Lister Postgraduate Centre, Wexham Park, Slough
JULY
13th
Visit to Dental Protection – Risk Management
Dental Protection Offices, London
AUGUST
Friday 4th
TBC Dental and Therapist Foundation End of Year Dinner for Bucks, Berks and Oxford Schemes
TBC
10th Tutorial 9.00 – 10.00
Seminar Room 1, George Pickering Education Centre, John Radcliffe Hospital, Oxford
Self-Employment & Financial Advice Nathan Poole
Career Planning Fiona Sandom
57
APPENDIX 2
ASSESSMENT
GUIDANCE
58
59
Assignments and Deadline Dates Printed copies must be handed in at the beginning of the study day to Laura
Stevens – please do not email copies
Deadline dates ARE NOT negotiable
Assignment Deadline
Child Protection and Vulnerable Adults – online training with CPD certificate
Accessed by e-Learning for Health – login details to be confirmed
Reflection on Induction at Practice 10th November 2016
Radiography Audit 1 15th December 2016
Patient Satisfaction Questionnaires (PSQ) x30 19th January 2017
Information Governance online training certificates
19th January 2017
Radiography Audit 2 16th February 2017
Multi Source Feedback (MSF) x8 16th February 2017
Record Keeping Audit 1 9th March 2017
Chair Practice Meeting Report/Reflection
6th April 2017
Record Keeping Audit 2 4th May 2017
Clinical Case Presentation Write Up (x 2) and Presentation
1st June 2017
5 Year Personal Development Plan (PDP) 1st June 2017
60
Clinical Audit
DTFTs will be required to present a report which provides evidence of the use of audit as a
quality management tool in their clinical practice. Clinical audit is a quality assurance tool which is
about finding out what is best practice. It involves examining, measuring, evaluating current
clinical practice against standards and reporting these findings.
The report should demonstrate that an aspect of patient care or management has been improved
and met at an acceptable standard which is usually evidence based external standard. However,
you may set your own standard by referring to published data or pilot study.
Generally the topics should be common, important, and amenable to change.
Questions to ask yourself:
Is the audit project common problem or practice in dentistry? Have you clearly described the method? Do you have a large enough sample size to be able to demonstrate current performance? Have you demonstrated with a clear presentation your data collection sheet with all relevant data collected without bias? Have you presented your evidence with the original data to support the audit? Where a joint project is carried out the individual must display their own reflective conclusion and writing.
Evidence that you need to provide:
Aims and methodology. Standards to be judged against Show clear presentation data collection Results Reflection and commentary of results against standards Show where a joint project is carried out your own reflective conclusion Show how the audit has changed your clinical practice
Suggested evidence items:
A clear introduction describing the background to the audit with references
Described method including the standard set and a sufficient sample size to be able to demonstrate current performance A clear presentation of data collection sheet with all relevant data collected without bias. Well presented results and conclusions.
Evidence of implementing change:
Re-audit with results.
Supporting material:
A Practical Handbook for Clinical Audit: NHS Clinical Governance Support Team.
What is Clinical Audit: Hayward Medical Communications?
Quality assurance and audits -MFGDP guide to the coursework module.
BDA web site has useful examples of Clinical Audit
61
Radiography Audit
The radiography audit should be completed towards the end of month two (October). A random sample of at least 15 trainee radiographs should be analysed. This audit may also be done jointly with the trainer. The report should contain the following information and format:
You may wish to use the following data collection sheet. Please feel free to amend as appropriate and discuss how and why you chose the criteria selected in your audit.
A data collection sheet should capture the following items of data:
Identification
Date
Justification for taking X-ray
Did the X-ray cover the right anatomical area?
Were the films correctly exposed (density and contrast)?
Were the films correctly processed without fogging or stains?
Was the film useful in diagnosis?
The Topic To Be Audited Including The Aims And Objectives
To audit the justification, quality and use of radiographs in providing adequate information to make
effective treatment decisions. To ensure the practices meet the IR(ME)R 2000 regulations and the
NRPB guidelines.
The Source Material
NRPB Guidance Notes for Dental Practitioners on the Safe Use of X-Ray Equipment www.nrpb.co.uk Selection Criteria for Radiography Faculty of GDP (UK) ISBN 0 9520537 9 9 Standards in Dentistry FDGP(UK) Section 3 radiology 3.2.2.14 The standards will be as recommended in the NRPB Guidelines
A new x-ray should be essential to provide information and the justification noted on the record The x-ray should cover the right anatomical area The teeth should not overlap obscuring possible caries, angulation The films should be correctly exposed and processed without fogging or chemical stains The films should be mounted with name and date Film should aid diagnosis The report should outline the following areas:
Introduction to the audit Method Data analysis Results including graphs/charts Analysis Recommendations for improvement Clear action plan to be implemented before next audit cycle
62
The following standards with suggested values are taken from NRPB Guidelines
1
Excellent No errors of patient preparation, exposure, positioning, processing or film handling
2
Diagnostically
acceptable
Some errors of patient preparation, exposure, positioning, processing or film handling,
but which do not detract from the diagnostic utility of the radiograph
3 Unacceptable Errors of patient preparation, exposure, positioning, processing,
or film handling, which render the radiograph diagnostically unacceptable
Radiography Clinical Audit Data Collection Sheet
No. Named & Dated Justification Positioning Exposure Processing Mounted Diagnostically
Useful
Overall
score
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
64
Score Codes
Excellent 1
Acceptable but could be better 2
Unacceptable 3
Overall score is taken as the highest score achieved
Score Percentage
1
2
3
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Record Keeping Audit
This audit should be completed as part of a tutorial with your trainer during month 6 (February). A minimum of
at least 10 randomly selected at patient’s records with recently completed courses of treatment of both trainee
and trainer should be analysed.
Method:
-Determine a suitable target for each criterion as a percentage (e.g. 90% of records will follow the practice
protocol for radiography).
-Scrutinise the clinical records for patient 1 (Trainer may wish to go first) and enter ‘S’ (Satisfactory), ‘R’
(Review) or ‘N/A’ in column 1, on the Trainer’s audit sheet, for each criterion.
-Repeat for TFT patient 1, using the TFT’s audit sheet, then alternate through the rest of the records, 2-10.
Give a score for each criterion for the number of ‘S’ expressed as a percentage of the number of ‘S + R’,
excluding any N/A Boxes. (See example below).
-During the process, the discussion may digress and other aspects of the patient’s care may be considered.
This is not to be discouraged as one of the aims of the curriculum is to improve the quality of professional
dialogue and enhance tutorials.
-When the scoring process is complete any areas for improvement should be noted in the box available and
the Trainer should sign the TFT’s audit sheet.
If necessary, one or more further audit cycles, analysing the areas for improvement noted in the first cycle may
be carried out.
Example
1 2 3 4 5 Target Score
Medical
History
S S S R S 100% 80%
Score = 4 ‘S’ = 3 = 80%
4 ‘S’ + 1 ‘R’ 4
In this example the score is 80%, thus not meeting the set target.
It would be anticipated that most criteria would need to be set at a 100% target (or very close), however this is
at the discretion of the auditing clinicians.
66
Key points to check in patients’ clinical records
Medical history Has a medical history been recorded according to the practice
protocol?
Charting Is there a relevant charting of the teeth?
BPE Is there a recent screening chart of the periodontal condition?
Soft tissues Is there a record of the condition of the soft tissues?
Risk factors Is there a note of risk factors such as smoking, alcohol consumption or
dietary habits together with a record of any discussion that has taken
place?
Radiography Protocol
Protocol Justification
Evaluation
Findings
Have appropriate radiographs been taken with due regard to the
practice protocol?
The practitioner should record a justification for taking The radiograph.
The practice quality assurance policy should be followed.
A record of relevant information gleaned from the radiograph
Valid consent Where appropriate there should be a record of the patient’s consent to
treatment with details of options, risks and prognoses.
Treatment plan Where appropriate, is there a written treatment plan?
Estimate Where appropriate, was the patient given an estimate of the cost? Was
form FP17 used as appropriate?
Treatment Is the record of treatment carried out complete?
Legibility Are the written notes legible? (not relevant if computer record)
Signature Are written notes signed or identifiable to treating to clinician?
Conversational notes
(optional)
Has the clinician noted an ‘aide memoire’ to facilitate conversation at
the next visit?
67
The report following the audit should outline the following areas:
Introduction to the audit
Method
Data analysis
Results including graphs/charts
Analysis
Recommendations for improvement
Clear action plan to be implemented before next audit cycle
68
Clinical records audit sheet (use in either cycle 1 or 2)FT’s Name……………….. Date…………….. Audit Cycle……..….
Enter ‘S’ for satisfactory and ‘R’ for review as relevant for each case discussed
1 2 3 4 5 6 7 8 9 10 Target Score
Medical history
Charting
BPE
Soft tissues
Risk factors
Radiography
Protocol
Protocol Justification
Evaluation
Findings
Valid consent
Treatment plan
Estimate
Treatment
Legibility
Signature
Conversational notes
(optional)
FT’s Signature…………………………………………………….……. Date…………………………
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Reflection on Induction in Practice
Once your induction in practice is complete you should reflect on the process.
You may wish to consider the following questions:
What information did you find helpful?
Was there any other information you would like to know that was not included?
Did you have a range of staff members contribute to your induction and how was this helpful?
Do you feel that you understand the policies that you were presented with?
Were you able to identify any areas for your PDP?
Is there anything that could be improved in the induction process and how?
This reflection should be written up as an addition reflection towards the end of month 2 (October) in your your
portfolio. The induction checklist should also be completed.
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Patient Satisfaction Questionnaires
The core requirements for TFT include the implementation of a Patient Assessment Questionnaire (PAQ)
assessment at some point during the post. This will be carried out in month 4 (December).
Implementation Guidelines
Within a four week period, a total of 30 PAQs should be handed out by FTs to consecutive, adult patients
whom they have cared for. It is important that their completed forms remain ANONYMOUS, and so an
envelope (which can be sealed) should be provided for the patient to place their completed PAQ into.
Responses can be collected using a ‘post box’ in reception.
Results Report
The PAQ responses will be analysed by deanery administrative support.
For each of the 13 questions within the PAQ, the results (ratings) should be presented in the following format:
- Frequency of each rating (i.e. number of times the option “Poor” was chosen by patients, number of times
“Fair” was chosen… and so on)
- Mean Score
The report should then be inserted into the ASSESSMENT section of the portfolio for review by the trainer and
TPD.
Outcomes from PAQ Assessment
If the mean score for any question is below 2.0, then the reasons should be investigated, targeted training
implemented (if necessary) and the FT must be reassessed using PAQ before the end of the position.
Please see sample questionnaire below. Please note that this may differ from the final questionnaire
issued for the training year
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Patient Satisfaction Questionnaire
Name of Dental Therapist: ………………………………………………………………
Thank you for taking the time to complete this confidential and completely anonymous questionnaire. It will
give the dental therapist named above valuable information about how you feel so that he/she can improve the
way they deliver your care.
Please use the 9 point scale (1 being very poor and 9 being excellent) to indicate how well you feel the
dental therapist has performed for each statement during your appointment today. If you have time, please
add comments in the space provided at the foot of the form.
Please indicate how well the Foundation Therapist demonstrates the following behaviours:
Development required Satisfactory Outstanding
1 2 3 4 5 6 7 8 9
Greeted you and made
you feel welcome
Helped you feel at ease
Listened to you and to
your questions
Showed you respect and
courtesy
Explained treatment
choices clearly and
thoroughly to you in
terms you understood
Gave you time to think
and ask questions
Answered any questions
you had
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Please also indicate:
How confident you felt with the dental therapist:
To what degree the appointment felt/did not feel rushed:
Would you recommend the dental therapist to a friend or member of your family?
YES NO
Did you feel discriminated against in any way?
YES NO
Please add comments below:
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Multisource Feedback Form
Name of Foundation Dental Therapist: ……………………………………………………………………
Thank you for taking the time to complete this questionnaire. It will provide valuable information about how
you feel so that the Foundation Dental Therapist named above can improve the way he/she delivers patient
care and work in a team. The completed questionnaire is anonymous and completely confidential. If
possible please do not identify yourself through your answers.
Please use the 9 point scale to indicate how well you feel the dentist performs in the areas highlighted in the
left hand column, with 1 meaning 'very poor' and 9 meaning 'excellent'. If you have time, please add
comments in the space provided at the foot of the form. If you cannot respond to a question because your
role does not give any insight in that area, please tick the box marked N/A
Please indicate how well the Foundation Therapist demonstrates the following behaviours:
Development
required
Satisfactory Outstanding Not
observed
1 2 3 4 5 6 7 8 9 N/A
Being approachable
Listening to you
Being sympathetic to your point of
view
Showing appreciation to you for the
contribution you make
Listening to advice given by yourself
or others
Seeking help appropriately and when
required
Interacting and working well with
team members
Making decisions and communicating
them clearly
Making decisions in an appropriate
time frame
Being calm when stressful situations
arise
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Communicating appropriately & at
the right level for each individual
patient
Managing challenging patients or
situations in a professional manner
Conducting themselves in a
professional way in the workplace
Treating patients, colleagues and
team members with respect
Being ethical & honest and displaying
integrity
Having good time management
Writing clear instructions
Prioritising tasks well under pressure
Keeping up to date with
administrative tasks
Planning ahead
Responding quickly to
emails/memos/ requests
Please comment on what the FT does particularly well:
Please comment on areas the FT could improve upon:
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Chair Practice Meeting Report and Reflection
During your DTFT year you should be involved in chairing a practice meeting. It is suggested that
you do this during month 7.
In order to effectively chair a meeting you will need to provide staff with an agenda for the meeting,
ask for any suggested agenda items in good time, direct the meeting and then write up the resulting
minutes of the meeting.
Some questions to ask yourself when writing the report include:
How did you feel about chairing a practice meeting? Worries? Experiences?
What planning/Prep did you do?
Difficulties?
How did you find drawing up an agenda?
How did it go?
What techniques did you use to engage all staff?
How did you follow up any action points etc.?
What would you do differently if anything next time? You need to include a copy of the agenda for the meeting, a copy of the resulting minutes and any presentations that were carried out during the meeting with your report. The report should be no less than 500 words.
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Clinical Case Presentation
As part of the DTFT year you are required to select two patients (one perio and one restorative, adult or paediatric) whom you have treated, and to write up a clinical case presentation for each. You will be required to choose one of these cases to present as a case based discussion at a study day to your TPD and an external examiner. The clinical case presentation will allow you to demonstrate your approach to patient management and how you reflect on managing a complex treatment plan. A 20 minute discussion will take place on Thursday 1st June 2017 with your TPD and another clinician. The discussion will be based on one of the case presentations that you have prepared. You should be prepared to answer questions on: The treatment plan and any alternatives that could have been offered; What you have learned from the case and what you may do differently next time; Materials used and alternatives; Techniques employed; The future management of the patient; Copies of the patient’s clinical notes, and any radiographs, study/working casts and clinical photographs should be brought along to the presentation. If your case report is found to be of an unacceptable standard you will be asked to repeat the process. Your certificate of completion of Foundation Training will not be issued until this is achieved. If you have any questions regarding your case reports, contact your Trainer or TPD at the earliest opportunity. Reports should be typed on the front side of A4 paper sheets and be of no more than 2000 words, with a word count included at the end of the document. The structure of the reports is individual to each FT and this information should be used as guidance only. You should structure your report with clear an logical headings. Reports should be bound and 2 copies of each report will be required by the examiners. A powerpoint presentation should be delivered on the case you have chosen to present. This should last no longer than 15 minutes. It should contain clinical photographs and radiographs that you use in your report. You will be assessed using the standard form for Case Based Discussions as is included in your portfolio. Important points to address: Ensure patient confidentiality: You must remove all patients’ details to ensure confidentiality (such as name and address) on any records or evidence you enclose. In your typed narrative, use the following sections:
History
Examination
Investigations
Treatment plan
Evidence which supports your decisions (e.g. radiographs)
Treatment undertaken
Prognosis and plans for the future
Reflection
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You should include copies of clinical photographs and radiographs relating to the case.
Questions to ask yourself
Have I used an open style of questioning and written the problem in the patient's own words?
How did I discuss the diagnosis with the patient?
Are the investigations appropriate for my patient’s problem?
Did the patient respond to my advice?
Have I responded to the patient’s needs and solved the presenting problem?
Are there any alternative treatment options?
Have I considered why I used particular materials/techniques for treatment?
Have I evaluated the treatment I provided? (Have I satisfied the patient’s needs and solved presenting problems?)
Have I considered and discussed with the referring dentist all treatment options and alternatives?
Evidence and accompanying items The following should also be included within the report:
Copies of clinical notes (direct copies not retyped)
Up to six photographs
Copies of radiographs
Relevant correspondence (e.g. letters to specialist colleagues)
Evidence of consent
Candidates declaration (i.e. stating that you have carried out all the treatments yourself in a primary care environment) (See below)
Findings from special investigations as appropriate
Evidence-based discussion
Reference sources relating to the treatment. All identifiable patient information should be removed from any reports and evidence submitted.
78
PATIENT'S CONSENT & CANDIDATE’S DECLARATION
Patient's Consent for Reproduction of Records
I (full name )
of (address )
( )
( )
( )
consent to records of my dental treatment, including photographs, radiographs and models of my
teeth and jaws, being used for the purpose of supporting the dental therapists vocational training
scheme final case presentation assessment. No part of the records, including the case report of my
treatment, may be reproduced or divulged to anyone outside the vocational training scheme without
my further consent.
I understand that I am entitled in accordance with current legislation to scrutinise these records,
including the case presentations transcribed from the records, and may ask for copies for which I
may be charged reasonable expenses.
My consent is only in respect of the dental therapist whose name appears below.
I have been given a copy of this consent form.
(date) (date)
(signature) (signature)
Patient (parent/guardian Dental Therapist FT
in the case of a child under
the age of 16 years)
Candidates Declaration – Case Report
I declare that the treatment of the case presented in this case report is my own work produced
during time spent in primary dental care, except where otherwise indicated. I declare that all
materials supplied are a true record and have not been altered by any means including manual or
electronic.
(date) (signature)
Dental Therapist Foundation Trainee
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CONSENT FORM FOR CLINICAL PHOTOGRAPHY
To be completed by the Dental Therapist Foundation Trainee (DTFT):
I hereby consent to (name of DTFT)………………………………………………………………. to take
photographs of my teeth and face and to use those photographs as part of his/her training (as well
as for my clinical needs).
I understand that (name of DTFT) ……………………………………………………………. may
disclose these photographs to his/her tutors as part of his/her future educational development.
I also understand that my name will not be used, although my face may be recognisable from some
of the photographs.
Furthermore, I understand that, if I no longer wish my photographs to be used, I can contact
(name of DTFT)……………………………………………………………………. via
(contact name/number) ………………………………………………………….
To be completed by the Patient:
Signed …………………………………………………….
Name ……………………………………………………..
Date ………………………………………………………
Address
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
80
5 Year Personal Development Plan
Personal development planning is a key part of continuing professional development (CPD) within
many professions and organisations. It is integral to many appraisal processes and also to
professional developments portfolios in use in many training and management situations.
All registrants need to develop an ethos of personal development planning to help ensure targeted
learning and development needs that will contribute to high levels of professional performance.
Taking the first step can be difficult but in its simplest form a PDP can be looked at under some
concise headings:
What development needs do I have? Explain the need;
How will I address them? Explain how you will take action and resources needed;
Date by which I plan to achieve the development goal;
Outcome: How will your practice change as a result of the development activities;
Completed: Confirmation that the development need has been met at the date of sign off.
The format of a PDP can vary but the key principles include examining current practice, reflecting on
how improvements or new developments can be made and implemented, and also developing a
plan linked to a time line for the learning needs to be met.
As all registrants need to embrace the concept of lifelong learning then a PDP can become a
foundation on which to develop that philosophy and maintain high levels of professionalism and
clinical skills.
The PDP should help direct learning and be used as a template for professional development which
demonstrates that the registrant is committed to high standards and good clinical practice.
What development
needs have I?
How will I address
them?
Date by which I
plan to achieve
the development
goal
Outcome Completed
Explain the need.
1.
2.
3.
4.
There is a PDP template for use in your portfolio and you may wish to consider using the following
template for the 5 year PDP (please amend as appropriate):
81
Personal Development
Planning for Dental
Therapists
Name………………………………………………………….
GDC No………………………………………………………..
Start Date……………………………………………………..
82
Getting Started
Dental practice, whilst often stimulating and enjoyable, is also very demanding. The busy clinician is
required to carry out a wide range of tasks, both clinical and non-clinical and there is ever increasing
pressure to perform these to the highest standards! You may be the sort of individual who is used to
reflecting on what you have achieved in this way, in which case the process of personal
development planning will be nothing new (although you may not have documented it fully in the
past). However, for many who might regard themselves as ‘pragmatists’ the process of looking back
and evaluating strengths and weaknesses is not something they may be particularly familiar with.
The exercise for some may even seem an uncomfortable one! For any in the latter 2 groups, this
guide aims to take you through the process in a gentle but efficient manner. The ‘keep it simple’
principle applies throughout this process. So, have a go at filling in some of the boxes!
The Aim
Using a personal development plan (PDP) is simply a means of identifying your development needs
and wants whilst devising the best way to satisfy these requirements. This process is part of Clinical
Governance and it is a government requirement that all clinicians in the NHS have and use a PDP.
For a little input on a regular basis you will be able to identify areas of your professional life which
need:
Consolidating
Updating
Revisiting
Stimulating with new ideas
It will allow you to:
Identify your real qualities
Identify clinical concerns
Prioritise your personal educational endeavours
Plan for the future
What to do first!
The first part of the PDP provides you with an opportunity to consider your ‘Professional Hotspots’.
The questions should help you to identify both strengths and weaknesses. However, an important
question to consider is:
I really think I am good at ……….. (eg crowns, perio, endo etc). How do I know?
This could equally well be turned around, as follows:
I don’t think I do …………. as well as I should. Am I really as bad as that?!
You may also wish to consider the following:
The results of any audits you have carried out – have things been going as well as you thought? Those times you feel you have not been able to meet a patient’s needs (Patient Unmet Needs – or PUNS)
83
Any significant events in practice which have made an impact on your mind (and heart). These can be examples of when things go significantly right as well as significantly wrong, and can be clinical or non-clinical events. This is the process of Significant Event Analysis (SEA) Turn now to the first form, ‘Professional Hotspots’ and take a few minutes to fill in the boxes. You may find it easier to do this away from the surgery in suitably comfortable surrounds. Liquid refreshment may help!
84
Professional Hotspots
Best / Most Rewarding / Reflected Your Skills
What are you most proud of?
Worst / Most Difficult / Most Frustrating
What was a struggle?
Achievements
What do you feel good about?
Concerns
What do you feel least able to change? What do you feel let you down?
What do I need to change?
Are the constraints environmental or are they knowledge or skill based?
85
What next?
Hopefully this process has helped you to evaluate where you are now in terms of your professional
development. The next stage is to match what you already have with what you might feel are your
needs. This section needs to be filled in with common sense. No-one has endless amounts of time
available for personal development, so it is probably sensible now to estimate what you feel you are
prepared to commit in terms of your personal resources.
At this point, remember the GDC requirements for Continuing Professional Development.
https://www.gdcuk.org/Newsandpublications/Publications/Publications/Continuing%20Professional%
20Development%20for%20Dental%20Professionals.pdf
These can be integrated fully with any personal development time you set aside. They are as
follows:
You must do 150 hours of CPD over each 5-year cycle
Of these, 50 hours must be verifiable CPD
The remainder can be non-verifiable CPD Now turn to the next form ‘Working with what I already have’ and have a go at completing the
sections here. This is a slightly longer form and may take a little longer to complete.
86
Working with what I already have
What do I need?
The prompts are in italics!
Personal Resources
How much time do I want to give?
Hours per week, days per month or year? Will it be a set time?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
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What journals do I subscribe to / regularly have access to?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
What associations / societies am I a member of?
……………………………………………………………………………………………………………………
…………………………………………………………………………….………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Where do I go for my formal postgraduate education?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Where else would I be prepared to go? How do I check their programmes?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
87
What other sources can I access to help me?
What facilities do I have? Can I research on the web at work or at home? Can someone help me
with this? Do I really have to do this all myself? Can I get someone else to collect the information for
me?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
What rewards do I need to keep me going?
Do I need acknowledgement of my endeavours other than the Official Certificate and NHS
reimbursements? Will this mean enrolling on a programme in order to get a qualification? Will this
help to ‘organise’ and discipline me?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
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88
Practice Resources
What kind of patients do I have?
Do I work in a new practice and am busy treating new patients? Does this imply that there’s a lot of
new work to be done? Do I work in a well-established practice that is maintaining the needs of a
stable population? Am I looking after a lot of young people? Do I have an ageing group of patients?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
What kind of dentistry do I have the opportunity to provide?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
What do I have to change to achieve what I want?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Who do I have to discuss issues with?
Principals, Associates, Colleagues, other Professionals?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
89
Supporting Infrastructure
What access do I have to support?
How can my old dental school support me? Professional Association links? Local postgraduate
centre and libraries?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
E-Learning
Where can I get help to allow me to use this medium, carry out reliable searches, participate in
activities?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Postgraduate lectures
Am I prepared to travel around? How could I best make use of my local centre?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Postgraduate Hands-on
What is my experience of ‘Hands on’? How could I incorporate this into my plans?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Distance learning
90
What have I done or thought of doing, using this medium?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Learning programmes as opposed to stand-alone courses
Should I consider enrolling in a programme of work rather than electing to do stand-alone
educational events? Have I tried this in the past?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Reading advice – reading lists on common topic areas
Have I accessed services like this before? Would this help to organise my non-verifiable learning?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Common interest groups – local groups wishing to further themselves in general areas
Are there any such groups in my locality? What would be the commitment? Would it help to keep me
focused and increase my motivation?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Special interest groups – groups with specific and specialist interest. Do I have a particular interest
or strength I wish to develop? Are there such groups in my locality? What would be the
commitment?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
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Developing your plan
By now, you should have begun to get some idea of where you stand in terms of your personal and
professional development. You should be ready to formulate some plans for educational activity
which will help to move you forward. As you do that you will inevitably have to make a number of
assumptions about that activity, be it a course or some other method. These assumptions will lead
you to certain expectations. The next thing to do is to use the Record of Formal Educational Activity
as a means of focusing your thoughts on the activity and the impact this has on your practice.
Remember, this is meant to include distance (including E learning) and Computer Aided Learning as
well as traditional postgraduate activities.
Ask yourself the following questions:
What am I expecting to change in myself as a result of attending / participating in this activity?
What do I think my knowledge is / my skills are? Am I expecting to learn a lot of new things or am I just intending to reassure myself that I am doing what I ought to be doing, knowing what I ought to know?
What questions do I want answered?
Aims:
What do I want to get out of it? Achievement: What would I recognise as being a successful achievement or outcome for this activity? Often, the reality turns out to be different? Post-activity reflection will help you to decide whether the course had met your expectations and requirements.
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Personal Development Log
Activity Date
What Happened
Analysis and Reflection
Action Plan
93
PERSONAL DEVELOPMENT PLAN
Priority Development Area Timescale
(Target Date)
The Objective Area (How this might be developed)
Timescale
(Target Date)
Resources required (What is needed to for this development in terms of people, material, time, etc.)
Benefits to self and practice
Priority Development Area Timescale
(Target Date)
The Objective Area (How this might be developed)
Timescale
(Target Date)
Resources required (What is needed to for this development in terms of people, material, time, etc.)
Benefits to self and practice
94
Useful further reading:
Personal Development Plans for Dentists. Amar Rughani with Chris Franklin and Stephen Dixon.
2003. Radcliffe Professional Development, Radcliffe Medical Press (www.radcliffe-oxford.com)
ISBN: 1 85775 917 6
This book provides an in depth analysis of personal development plans with particular reference to
dentists. It contains useful chapters on making a start with PDPs together with useful forms that can
be copied and used in conjunction with these notes.
http://www.hertspced.org/ - this site contains some useful tips, although aimed at the medical
professions.
