Perception of studying dental law and ethics among postgraduate dental students in the UK
Authors
Wassif, HodaAffiliation
University of BedfordshireIssue Date
2015-08-14
Metadata
Show full item recordAbstract
Law and ethics is an integral part of medical and dental professional practice. The subject is touched upon in the undergraduate curriculum. Historically, dentists interested in postgraduate study in this subject have accessed courses on medical law and ethics. While there are areas of shared interest (for example, consent, confidentiality) there are differences in emphasis and content (for example, end of life care, organ transplants, etc) which are not relevant to dentistry. A new postgraduate certificate (PgCert) course was approved by the University of Bedfordshire designed specifically for dental practitioners, making it the only university accredited course in the UK that is specific to dental staff. Students' perception of the subject of dental law and ethics at a postgraduate level was not known. The first PgCert student cohort was assessed at the start and the end of the course using two questionnaires. Sixteen students, all qualified dental practitioners working in the UK, took part. The perception toward the subject of dental law and ethics was in-line with the current guideline and regulations governing the dental profession. Perception of dental law was clearer at the end of the course compared to the beginning while dental ethics remained a challenging subject.Citation
Wassif HS (2015) 'Perception of studying dental law and ethics among postgraduate dental students in the UK', British Dental Journal, 21 pp.131-134.Publisher
Nature Publishing GroupJournal
British Dental JournalPubMed ID
26271870Additional Links
https://www.nature.com/articles/sj.bdj.2015.594Type
ArticleLanguage
enISSN
0007-0610ae974a485f413a2113503eed53cd6c53
10.1038/sj.bdj.2015.594
Scopus Count
Collections
Related items
Showing items related by title, author, creator and subject.
-
Exploring the role of postgraduate foundation training in advancing dental therapist careersWassif, Hoda; University of Bedfordshire (Nature, 2024-10-11)A focused research insight, part of Dental Education Journal
-
Understanding continuous professional development participation and choice of mid-career general dental practitionersBrown, T.; Wassif, Hoda; Health Education Yorkshire and Humber; University of Bedfordshire (Wiley, 2015-12-10)Participating in continuing professional development (CPD) activities is a requirement for dental practitioners to keep their skills and knowledge up to date. Understanding the ways dental practitioners engage with professional development and the impact on practice is not fully known (Eaton et al. 2011, http://www.gdc-uk.org/Aboutus/policy/Documents/Impact Of CPD In Dentistry.pdf). The aim of this study was to gain insights into the ways that dentists reflect on their professional development and what may be influencing their choices. Empirical qualitative data were collected by semi-structured interviewing of five mid-career dentists. Using grounded theory, the data were analysed for themes about CPD choice and participation. Three themes were identified as influences to dentists' choices of CPD with pragmatic considerations of how new learning could benefit their patients and their practices. Dental practitioners were influenced by the requirements of external regulatory bodies which they did not consider to necessarily improve practice. Dentists working in primary care in the UK are undertaking CPD which is influenced by the pragmatic requirements of running a small business and to meet regulatory requirements. In this sample, dentists are not critically reflecting on their education needs when choosing their CPD activity. Protected learning time and organisational feedback and support are recommended as a way to promote more meaningful reflection on learning and to improve professional development. OBJECTIVE METHOD RESULTS CONCLUSION
-
I reflect, therefore I am!: exploring the use of a voluntary online reflective journal as a learning tool among postgraduate dental studentsWassif, Hoda; University of Bedfordshire (Wiley, 2024-08-02)Introduction: Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose, for example in completing e-portfolios or dealing with critical incidences. This study explores the use of an optional online journal that Postgraduate (PG) dental students were encouraged to use as part of their own development. Aim: to explore how PG dental students perceive the use of optional online journals. Materials and Methods: data were collected via an anonymous questionnaire that included a word pool, Likert scale statements and free text comment sections (Appendix 1). Results: 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal showing 58% selecting “connecting with tutors” and 41% selecting “keeping track” of own learning and progress. The word “reflection” was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as “added pressure”, and 41% felt it was “extra work” as the journal, although voluntary, presented an added task to complete. All students made at least one entry on the online journal. Discussion and Conclusion: The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity.