Elections will soon be held for twelve regional and role-based seats on the College Council, and all eligible members are invited to consider standing.
The Council is the voice of our members. It oversees our role as a professional body and guides the Trustee Board on the development of the College to fulfil its mission.
Elections are being held this year for eight of the thirteen regional seats on the Council, and for the first time also to four seats representing specific roles within the dental team.
Nominations will be open from Friday 15 March to Monday 15 April. Following validation of nominations, voting will open during the week commencing 22 April and will close 30 days later, with the results announced shortly thereafter.
The role
As a Council member, you would provide leadership, strategic input and direction in all the professional affairs of the College. You would be helping to shape key moments in the College’s growth and could also get involved in specific initiatives on areas such as careers, policy and standards.
If elected, you would serve a three-year term, from June 2024 – June 2027, during which you would be expected to attend face-to-face Council meetings on three Fridays each year, as well as regular online meetings and occasional committees outside of business hours. Your first Council meeting would be on Friday 21 June 2024 in London.
You would also be expected to vote, and eligible to stand, in the annual election of two Vice Presidents; to participate in the triennial appointment of a College President; and to attend College events around the UK.
You would be able to stand for re-election in 2027, and individuals may serve up to three elected terms (i.e. nine years) on the Council. The role is voluntary, but we do cover essential expenses. A role profile is available below.
To stand for election to a regional seat, you must be a Full Member, Associate Fellow or Fellow of the College (in any team role) and must live or work within that region, and be registered to that region with the College.
To stand for election to a role-based seat, you must be an Associate Member, Full Member, Associate Fellow or Fellow of the College, and must be registered with the GDC (or overseas equivalent) in a relevant role for the seat. All members are automatically assigned to one of the College’s four faculties for electoral purposes, based on the team role in which they have registered their College membership.
If you are a member considering upgrading your membership in order to stand or vote in an election, or a non-member considering joining, you will need to allow at least two weeks ahead of the relevant date(s) below for this process to complete.
Council seats for electionin 2024
Nomination are sought for the following seats:
Central London
Mersey and North West
North East and North West Thames
South West
Trent and East Anglia
Wales
West Midlands
Yorkshire and Northern
Faculty of Dental Hygiene & Dental Therapy
Faculty of Dental Nursing & Orthodontic Therapy
Faculty of Dental Technology & Clinical Dental Technology
Faculty of Dentists
College electoral regions
If you are unsure which College region you are in, check your entry on the Member Register
Nominations process
On 15 March 2024 (tbc), all eligible members will be emailed a link to the nominations website by the College’s election services provider, Mi-Voice.
If you are interested in standing for election, you will need to complete the nomination process via that link (once received), where you will be asked for further information, and to submit an election statement.
You will also be required to provide the names of two supporters of your nomination. For regional seats, your supporters must each be a Full Member, Associate Fellow or Fellow of the College. For role-based seats, your supporters must each be an Associate Member, Full Member, Associate Fellow or Fellow of the College. If you are unsure of the membership status or region of potential supporters, please consult our Member Register
If you think you might like to put yourself forward as a candidate and would like further information before deciding, we would be pleased to have a confidential discussion and answer any questions about the role and the process. Please get in touch via [email protected]
Please note that this item was amended on 28 February 2024 to reflect the addition of Central London to the list of regional seats being elected this year
Foundation Dentist and CGDent NextGen Ambassador, Dr Choudhury Rahman, describes his experience transitioning from undergraduate studies to Foundation Dental Training, along with tips on how to make this change smoother and get the most out of the year!
As I sat down waiting for my first patient as a qualified dentist, I debated how to introduce myself. Dr Rahman, or just Choudhury? I felt the same nerves I did when I saw my first patient as an undergrad, a sense of imposter syndrome. Am I really a dentist now?
When I think back to this time last year, running up to finals, wishing it would be over with, I never thought I would have learnt as much as I have now, in just a few months of FD training. Nothing quite prepares you for general practice.
The pace at which you learn and develop is unbelievable. From seeing three patients a day in the undergrad clinic to 20-30 in general practices, along with vast quantities of treatment. When people tell you that you’ll do more treatment in a month of FD vs the whole of undergrad, they aren’t joking.
Of course, the experience you get will depend on where you work. If you’re fortunate enough to work in an area of high needs like mine in Rochdale, you will get bags of treatment – lots of caries, restorations, extractions, and root canals. However, you may also work in an area where you can do more aesthetic work, or somewhere with great oral surgery experience.
Here are my tips on how to make the transition smoother and get the most out of your FD year:
Spend time making good treatment plans
Sit down with your Educational Supervisor (ES), discuss cases with them, and get help with deciding what treatment to do. This will be your biggest learning curve, deciding independently what treatment to do and when. The more experience you get doing this, the better you will be at planning by yourself over time. Remember, you don’t have to make it at your initial appointment, you can always bring the patient back for this.
Don’t worry about how long you need for treatments
Want to spend three hours doing a molar endo? Or two hours on some posterior composites? Do it. FD year is when you get the chance to spend as long as you want on the treatments you want to do. You aren’t paid by Units of Dental Activity (UDAs), you’re paid a fixed salary. Use the time you have to provide good, high-quality treatment, and then you can focus on building speed towards the later stages.
Push yourself with complex treatments
You will have the support of an Educational Supervisor by your side throughout the year. They are there to help you and guide you. Take on that difficult molar endo, and plan for that surgical extraction. It’s your one year where you have help at every step of the way if you need it.
Build a good relationship with everyone at your practice
From the receptionist, the practice principal, and of course, your nurses. If you build a good bond with your team, and look after them, they will look after you!
Overall it’s been a tremendous experience. I have been very fortunate to have an amazing practice and a supportive ES. FD training is a unique and enjoyable experience. You can practice all the things in dentistry you love, not worry about UDA targets or lab bills, and push yourself with challenging cases knowing someone has your back. But one thing is for sure, you will get out what you put into this year. If you put in 100%, you will get so much out of your FD year.
One last thing I recommend is to become a member of the College of General Dentistry. I’ve been told by many colleagues, at this stage of your career, the world is your oyster. It can be difficult to navigate and work out exactly what you want to do. Should I do Dental Core Training (DCT)? Is MFDS really worth it? What postgrad training course should I enrol for? These are all questions a mentor will help you answer when you enrol on their Certified Membership Scheme, which is crucial at this stage of your career.
Author bio
“I Graduated from University of Manchester in 2023 and am currently doing my FD Training in the Greater Manchester North Scheme. I’m also a NextGen Ambassador for the College of General Dentistry. My clinical interests include Oral Surgery and Prosthodontics. I aspire to become a well rounded GDP, able to provide full mouth rehabilitation including placement and restoration of implants. Outside of work, I enjoy running and 5-a-side football.”
The College is in the process of appointing its next President, and all full members are eligible to apply.
The President chairs and represents the elected College Council, is accountable to the Board of Trustees, and is the College’s most senior and visible office holder. (S)he will work closely with the Chief Executive to deliver the College’s ambitions as a professional body and charity in the public interest, and will provide leadership across the profession at a critical time on the journey to secure dentistry’s own Royal Charter.
The current President, Dr Abhi Pal, was elected the eleventh and final Dean of the Faculty of General Dental Practice UK (FGDP) in 2021, and has served the majority of his three-year term of office as the first President of the College. The second President will be the first to be appointed by the College since its independence.
While Deans of the FGDP were elected by and strictly from within the Faculty Board, all Full Members, Associate Fellows and Fellows of the College are now eligible to apply for the post of College President, and the appointment will be made by a selection panel with a majority drawn from the elected College Council.
The Presidency is a paid position for 1.5 days per week, but demands flexibility in time commitment, with frequent travel to London and other parts of the UK. A role profile is available below.
Applications should be made by email, headed “President”, to [email protected], attaching a CV and covering letter, and citing two supporters who are also current Full Members, Associate Fellows or Fellows of the College. College membership status can be checked on our Member Register.
The closing date for applications is Monday 18 March 2024.
Interviews are expected to be held in the week beginning 8 April, and the appointee will take office at the College Council meeting in London on Friday 21 June 2024.
If you have questions or would like a confidential discussion about the role, please contact Simon Thornton-Wood PhD, Chief Executive of the College, at [email protected]
The College has published its full response to the government’s Dental Recovery Plan, adding further detail to the interim response from its President, Dr Abhi Pal FCGDent, which was issued earlier this week.
Announcing the plan, Health Secretary Victoria Atkins MP quoted the College on the importance of making use of the full range of skills of all dental team members
The updated statement from the College includes responses to the proposal to speed up entry to the NHS Performers List; to the idea of commissioning private-only dentists to deliver NHS care; to the intention to press the GDC in relation to the recognition of additional qualifications as being equivalent to the UK BDS; to the intended expansion of the LDS, and to the plan to provide preparatory support for LDS candidates. It also includes additional considerations in relation to the proposed ‘golden hello’; to the creation of a provisional registration scheme; and to the increase in the number of dental school places.
The new commentary is as follows:
“While we support in principle the NHS making use of available local capacity to provide much-needed dental care, the proposal to use private-only dentists to do this would either fail or be completely iniquitous to those practitioners who have remained committed to NHS delivery. The correct solutions are to take measures to support the recruitment and retention of dental professionals in the NHS, and to support the financial viability of practices through adequate funding of contracts.
“We are already looking forward to an increase in the number of sittings and places for the Overseas Registration Examination, and we welcome the proposed expansion of the LDS examination. We also welcome proposals to support candidates in preparing for the LDS, and would advocate for similar support to be made available to candidates preparing for the ORE.
“We support the intention to speed up entry to the NHS Performers List, and the possibility of provisional registration, but public safety must not be compromised in our haste to fill gaps in the workforce. There must be proper structure in the training and assessment of provisional registrants, and a robust Quality Assurance process must be developed to ensure that the end product is a Safe Practitioner. Additional training and support may also be required for supervising dentists, as this role may well be more challenging than that of Educational Supervisor of Foundation Dentists.
“Similarly, we support the intention to identify non-EEA qualifications which meet the standard required for registration as a dentist in the UK, but due care and rigour must take priority in order to ensure patient safety. In time, this may prove a useful additional means of ameliorating the labour shortage experienced by dental practices, and the consequent lack of access to NHS dental care experienced by so many patients.”
The sections of the response which have been expanded are as follows:
“The planned ‘golden hello’ scheme also brings implicit recognition of the difficulties experienced by dental practices in the recruitment and retention of clinical staff to deliver NHS dental care. However, we are concerned that the proposed short-term offer, which is in any case limited to dentists, may fail to overcome many practitioners’ long-term concerns about embarking on a career in NHS care delivery, among which are burnout, lack of career progression and insufficient recognition for enhanced skills. We would emphasise that these factors apply not only to dentists but to other members of the dental team, especially dental nurses, and consideration should be given to exploring alternative models of incentivisation to support their recruitment and retention.”
“We are already looking forward to the increase in the number of dental school places available for dentistry, dental hygiene and dental therapy students. The planned expansion of student numbers must be accompanied by an appropriate increase in academic teaching capacity and resources so that the quality of undergraduate training is maintained.”
The College response in full is below.
The College’s response to the ‘Dental Recovery Plan’ in full
Responding to the government’s Dental Recovery Plan, Dr Abhi Pal FCGDent, President of the College, said:
“The government has set out a range of initiatives intended to help tackle some of the many longstanding problems facing NHS dental provision in England. These include some potentially positive new initiatives, which we welcome, alongside previously made announcements. However, while some further positive changes to the dental contract are anticipated later this year, the Dental Recovery Plan does not represent the more fundamental contract reform which is required, nor will the additional £210m in funding behind the plan, welcome as it is, restore universal access to NHS dental care.
“We welcome the proposed Smile For Life programme, with its focus on intervening early to prevent oral diseases in children. Tooth decay remains the leading cause of hospital admission for 6–10-year-olds in England, and a preventative approach has the potential to reduce the need for restorative treatment. However, we wait to see whether sufficient resources will be invested for the programme to be a success.
“The additional temporary funding aimed at those who have been unable to access dental care for two years or more is much needed. However, we would like to see consideration of the ongoing care of individuals benefitting from this initiative.
“The intention to bring NHS dentistry back to some of the many communities who have lost access to it is also very welcome. While mobile units may help in the short term, bricks-and-mortar dental surgeries should remain the backbone of routine ongoing care delivery, and appropriate funding should be put in place to support the re-establishment of NHS practices to address lack of access and meet the volume of need.
“While we support in principle the NHS making use of available local capacity to provide much-needed dental care, the proposal to use private-only practices to do this would either fail or be completely iniquitous to those practices which have remained committed to NHS delivery. The correct solutions are to take measures to support the recruitment and retention of dental professionals in the NHS, and to support the financial viability of practices through adequate funding of contracts.
“The planned ‘golden hello’ scheme also brings implicit recognition of the difficulties experienced by dental practices in the recruitment and retention of clinical staff to deliver NHS dental care. However, we are concerned that the proposed short-term offer, which is in any case limited to dentists, may fail to overcome many practitioners’ long-term concerns about embarking on a career in NHS care delivery, among which are burnout, lack of career progression and insufficient recognition for enhanced skills. We would emphasise that these factors apply not only to dentists but to other members of the dental team, especially dental nurses, and consideration should be given to exploring alternative models of incentivisation to support their recruitment and retention.
“We are already looking forward to the increase in the number of dental school places available for dentistry, dental hygiene and dental therapy students. The planned expansion of student numbers must be accompanied by an appropriate increase in academic teaching capacity and resources so that the quality of undergraduate training is maintained.
“We also look forward to the implementation of medicines exemptions for dental hygienists and therapists. Greater recognition and use of the full range of skills of all team members will enable the delivery of more care and make NHS dentistry more attractive to dental professionals. We also look forward to further proposals which empower the wider dental team when the next set of contractual changes are consulted upon.
“We also recognise that an increase in the minimum UDA value will support a minority of practices to continue delivering NHS dental care. And we support the intent to introduce community water fluoridation in areas of high need as this has the potential to reduce the prevalence of oral diseases and the need for invasive interventions.
“Finally, while dental practices struggle to recruit and many patients struggle to access care, there are many dental professionals who have qualified and practised overseas and who could be providing care here in the UK, but are unable to do so due to the waiting lists for registration exams.
“We are already looking forward to an increase in the number of sittings and places for the Overseas Registration Examination, and we welcome the proposed expansion of the LDS examination. We also welcome proposals to support candidates in preparing for the LDS, and would advocate for similar support to be made available to candidates preparing for the ORE.
“We support the intention to speed up entry to the NHS Performers List, and the possibility of provisional registration, but public safety must not be compromised in our haste to fill gaps in the workforce. There must be proper structure in the training and assessment of provisional registrants, and a robust Quality Assurance process must be developed to ensure that the end product is a Safe Practitioner. Additional training and support may also be required for supervising dentists, as this role may well be more challenging than that of Educational Supervisor of Foundation Dentists.
“Similarly, we support the intention to identify non-EEA qualifications which meet the standard required for registration as a dentist in the UK, but due care and rigour must take priority in order to ensure patient safety. In time, this may prove a useful additional means of ameliorating the labour shortage experienced by dental practices, and the consequent lack of access to NHS dental care experienced by so many patients.”
Second year Dental Therapy and Hygiene student at the University of Portsmouth, Modupe Ilesanmi, advocates using self-directed learning to improve your performance at dental school.
What is self-directed learning?
Self-directed learning (SDL) is an approach to taking responsibility for acquiring knowledge on a particular subject matter in order to become proficient in that area. In a didactic teaching method, the learner often takes on a passive role of receiving information. However, in a clinical environment such as dentistry, a student is presented with a variety of unique cases that raise questions on content learnt, so a didactic teaching method alone is not sufficient. For instance, you could have a patient present with an unfamiliar case and you are expected to find appropriate resources that support your clinical judgement. Another example is where you venture on an in-depth learning journey on a topic of interest.
SDL initiates and shifts the student’s learning experience from a passive state to a state of autonomy, thereby providing room for learners to take the lead on their own learning experience. The academic then takes on the role of a facilitator and motivator rather than instructor. Consequently, your learning ability and confidence as a student is enhanced.
What I’ve gained by using self-directed learning
Through self-directed learning, I’ve gained control over my academic trajectory. SDL allows me to dictate my educational needs and customise my learning schedule according to my preferences. With the flexibility to decide what, when, and how I learn, I’m able to progress at my own pace. In addition, I can hone my critical thinking and problem-solving skills. It enables me to analyse evidence and draw independent conclusions, skills essential for academic excellence and lifelong learning. Furthermore, SDL empowers me to set goals, manage my time effectively, and assess my progress. These self-regulation abilities not only enhance my academic performance but also serve as a valuable asset in advancing my career.
How to navigate self-directed learning in dental school
Identify your learning needs
The ability to apply the knowledge you have obtained is crucial in dentistry. In order to achieve this, thoroughly understanding the subject is vital. To understand a topic you must identify your knowledge gaps. To do this you have to be true to yourself. Write down everything you know about the topic then proceed to using resources such as lecture slides or textbooks to supplement what you know. This will eventually advance your proficiency in the subject matter. Knowledge gaps can also be identified through reflection on your performance and feedback from lecturers or peers.
Determine the learning outcomes
It is important to understand the objective of any particular learning. How is this going to help me as a student? The learning objective answers the question “why am I learning this?” Learning objectives also keep you on track. Set a number of questions around the subject matter that you should be able to understand by the end of the study.
Gather a variety of sources for identified topics
Depending on what you study, there are various resources you can use to gather the relevant information. For instance: protocols, guidelines, textbooks, evidence-based research. Knowing what type of resource you need is relevant to identifying the right information and will help you achieve your learning objective efficiently. An understanding of what each resource is and how to apply them is key.
Narrow everything down to key points
Narrow everything you found on the subject at hand to key points based on the learning objectives. Going back to your learning needs will help to keep you on track and not go off on a tangent.
Retain the information
An evidence-based method for retention is active recall and space repetition. Information that is not revisited will be eventually forgotten, whereas information that is consistently actively revisited, will be retained for a longer period of time. Try asking yourself questions about what you have learnt at different intervals.
Top tips: in order to stay motivated, always remember the reason you are embarking on this study. Remember how this will help you be a better clinician in the long run. Be accountable to someone who will keep you in check. For dental students, developing a self-directed learning approach at university will be valuable throughout your career, especially for your continuing professional development.
Author bio
“I am a second year Dental Therapy and Hygiene student at the University of Portsmouth. I am keen on restorative dentistry. My hobbies outside of dental school are swimming and playing the piano.”
The College has issued an interim response to the government’s press release announcing a ‘Dental Recovery Plan’, pending publication of the plan itself which is expected later today.
Commenting on the proposals in the release, Dr Abhi Pal FCGDent, President of the College of General Dentistry, said:
“The government has today set out a range of initiatives intended to help tackle some of the many longstanding problems facing NHS dental provision in England. These include some potentially positive new initiatives, which we welcome, alongside previously made announcements. However, while some further positive changes to the dental contract are anticipated later this year, the Dental Recovery Plan does not represent the more fundamental contract reform which is required, nor will the additional £210m in funding behind the plan, welcome as it is, restore universal access to NHS dental care.
“We welcome the proposed Smile For Life programme, with its focus on intervening early to prevent oral diseases in children. Tooth decay remains the leading cause of hospital admission for 6–10-year-olds in England, and a preventative approach has the potential to reduce the need for restorative treatment. However, we wait to see whether sufficient resources will be invested for the programme to be a success.
“The additional temporary funding aimed at those who have been unable to access dental care for two years or more is much needed. However, we would like to see consideration of the ongoing care of individuals benefitting from this initiative.
“The intention to bring NHS dentistry back to some of the many communities who have lost access to it is also very welcome. While mobile units may help in the short term, bricks-and-mortar dental surgeries should remain the backbone of routine ongoing care delivery, and appropriate funding should be put in place to support the re-establishment of NHS practices to address lack of access and meet the volume of need.
“The planned ‘golden hello’ scheme brings implicit recognition of the difficulties experienced by dental practices in the recruitment and retention of clinical staff to deliver NHS dental care. However, we are concerned that this short-term offer may fail to overcome many practitioners’ long-term concerns about embarking on a career in NHS care delivery, among which are burnout, lack of career progression and insufficient recognition for enhanced skills.
“We are already looking forward to the expansion in the number of dental school places available for dentistry and dental hygiene students, and to the implementation of medicines exemptions for dental hygienists and therapists. Greater recognition and use of the full range of skills of all team members will enable the delivery of more care and make NHS dentistry more attractive to dental professionals. We also look forward to further proposals which empower the wider dental team when the next set of contractual changes are consulted upon.
“We also recognise that an increase in the minimum UDA value will support a small number of practices to continue delivering NHS dental care. And we support the intent to introduce community water fluoridation in areas of high need as this has the potential to reduce the prevalence of oral diseases and the need for invasive interventions.
“Finally, while dental practices struggle to recruit and many patients struggle to access care, there are many dental professionals who have qualified and practised overseas and who could be providing care here in the UK, but are unable to do so due to the waiting lists for the Overseas Registration Exams. So we welcome the possibility of provisional registration, and await the detail with interest.”
This response may be updated following publication of the plan.
The College has endorsed a scheme offering dental professionals certified training and experience in research.
The National Institute for Health and Care Research (NIHR)Associate Principal Investigator Scheme is aimed at UK health and care professionals who would not normally have the opportunity to take part in clinical research in their day to day role, but who are interested in learning about it and willing to make a significant contribution to the conduct and delivery of a study for at least six months.
Participating practitioners work alongside the Principal Investigator (PI) of a relevant NIHR Portfolio study being carried out locally, at the same site, typically for 2-3 hours per week. Mentored by the PI, they also complete a checklist of study activities and an online learning pathway, and on successful completion of the scheme are issued a certificate confirming NIHR Associate Principal Investigator status.
Endorsement by the College has allowed the scheme to open to NIHR Portfolio studies in the institute’s Oral and Dental Specialty, and certificates issued to successful trainees will be endorsed by the College.
An introductory video is above, and details of how to become a trainee, or how to register a study for the scheme, can be found on the NIHR Associate PI Scheme website
The College’s online Member Register, a public record of each current member’s membership number and grade, now has the additional facility to advertise members’ qualifications.
The new functionality has been developed following interest from members, who can now proudly display their educational and career achievements alongside their membership of the College.
Permitted inclusions are those postgraduate qualifications and professional accomplishments which contribute to eligibility for the individual’s grade of membership. Associate Fellows not yet qualifying for Fellowship may also display awards which are recognised in the criteria for individual Fellowship domains.
To have their qualifications displayed, members will need to follow the instructions below to upload them to their online account. Members who have previously uploaded their qualifications and awards for the purpose of providing evidence of eligibility for Full Membership, Associate Fellowship or Fellowship should note that these will not have been automatically added to the Member Register by the College unless they have joined or upgraded since December 2023. These members should also follow the instructions below, bypassing the third step.
Once validated by the College, details of qualifications and awards will then be displayed on the individual’s record. There is no charge for this service.
Members can link their personal record to their practice website or LinkedIn profile in order to demonstrate their professional standing, educational achievements and commitment to high standards.
Associate Members and Affiliate Members also appear on the Member Register but are not eligible to add postgraduate qualifications to their published entry. However, Associate Members may upload their postgraduate qualifications to their online account, and the College will be pleased to advise whether their qualifications provide, or contribute towards, eligibility for Full Membership, Associate Fellowship or Fellowship.
How to add your eligible qualifications to the Member Register
1. Sign in to your account using the email address you have registered with the College.
If you need to use the ‘Forgot Password’ option, please check your junk/spam folder in case the password reset email is directed there
3. Click Add new record and fill in the details of your qualification or award. You will also need to upload the certificate or document in PDF format or an image of it as a JPEG file (in either case this must be under 3MB in size).
4. Click Save, and once you have added all your qualifications and awards in the same manner, tick the two confirmation boxes and click Submit.
Publication of your qualifications and/or awards will take place after validation by the College.
The following awards are currently permitted on the Member Register:
All Full Members, Associate Fellows and Fellows
MJDF
MFDS
MFGDP(UK)
Diploma in General Dental Practice
Postgraduate Certificate(s) in a relevant subject
Associate Fellows and Fellowsonly
Accredited Full Membership of the British Association for Cosmetic Dentistry
CGDent Diploma in Primary Care Orthodontics
Diploma in Postgraduate Dental Studies
Fellowship of the American Academy of Implant Dentistry
Fellowship of the Faculty of Dental Trainers of the Royal College of Surgeons of Edinburgh
Fellowship of the Faculty of Medical Leadership & Management
Fellowship of the Higher Education Academy
Fellowship of the International College of Dentists
FGDP(UK) Diploma in Implant Dentistry
FGDP(UK) Diploma in Minor Oral Surgery
FGDP(UK) Diploma in Orthodontics
FGDP(UK) Diploma in Primary Care Oral Surgery
FGDP(UK) Diploma in Restorative Dentistry
Law degree or LLM
Master’s level qualification(s) in a relevant subject
Membership in Advanced General Dental Surgery of the Royal College of Surgeons of Edinburgh
Membership in General Dental Surgery
Membership of the Royal Australasian College of Dental Surgeons
MPhil or PhD in a relevant subject
Postgraduate Certificate in Medical Education
Postgraduate Certificate or Diploma in a relevant legal subject
Postgraduate Diploma or Masters in a leadership and/or management subject
Postgraduate Diploma(s) in a relevant subject
RCS(Ed) Diploma in Implant Dentistry
Specialty Membership of a Royal College or Royal College faculty
Fellows only
Board Certification by the American Board of General Dentistry
Fellowship of the College of Dentistry of South Africa
Fellowship or Honorary Fellowship of the former Faculty of General Dental Practice UK
Fellowship of the Royal College of Dentists of Canada
Fellowship of the Royal College of Physicians and Surgeons of Glasgow or its Faculty of Dental Surgery
Fellowship of the Royal College of Surgeons in Ireland or its Faculty of Dentistry
Fellowship of the Royal College of Surgeons of Edinburgh or its Faculty of Dental Surgery
Fellowship of the Royal College of Surgeons of England or its Faculty of Dental Surgery
Fellowship of the Royal Australasian College of Dental Surgeons
Please note that to be accepted, Postgraduate Certificates, Postgraduate Diplomas and Master’s-level qualifications must be university-awarded or equivalent credentials at Level 7 as defined in England, Wales and Northern Ireland (equivalent to Level 11 in Scotland).
They must also provide, respectively, 60, 120 and 180 UK credits or their international equivalent – 60 UK credits is the equivalent to 30 European Credit Transfer and Accumulation System (ECTS) credits or typically 15 US credits.
Awards from recognised UK higher education institutions and those of other member states of the European Higher Education Area (EHEA) are recognised by default, however those submitting qualifications awarded by an institution outside of the EHEA will also be asked to provide a Statement of Comparability, which can be obtained from the UK National Information Centre for the recognition and evaluation of international qualifications and skills (UK ENIC, formerly UK NARIC).
The list of eligible awards may change from time to time as eligibility criteria for College membership grades are reviewed. College Fellowships in Dental Nursing, Dental Hygiene & Therapy and Dental Technology are currently being developed, and awards contributing to eligibility for these will be added to the list once determined.
Dental therapist and business operations manager, Poppy Dunton, reflects on her career in dentistry and how her mantra that “every day is a school day” has supported her development.
Never would I have expected to have the career that I did out of dentistry. I was a disgruntled 15-year-old being told my graphic design two-week work placement had pulled out. With everyone else having picked their placements, I was left with the unexpected choice of a dental practice. “A dental practice! You’ve got to be joking?” I initially thought. Yet, as I made cups of tea and filed blue forms, the hustle and bustle of the place felt surprisingly comfortable. To say I enjoyed it was an understatement.
As the two-week period ended, the principal dentist offered me a part-time after-school job – making tea and cleaning the old impression trays (pre-single use era), and earning £3.15 per hour. I jumped at the chance, feeling like I was made of money. Every day after school, I would walk and do my 4 pm – 6:30 pm shift. When a trial day at Northampton College for photography didn’t sit right with me, I informed the principal dentist that evening. My father was called in for a meeting, and that’s when the principal dentist said, “I’ll only give her a job here, Graham if she makes something of her life.” That evening became the catalyst for my passion in dentistry.
The evolution of my career is intricately tied to a commitment to education. I embarked on an evening college course, alongside my apprenticeship, to train to become a dental nurse. Tuesday evenings in Milton Keynes led to passing the NEBDN Certificate in Dental Nursing. Once I had this, I spent the following months learning as much as possible – four-handed dentistry, impression taking, and implant nursing. The practice grew, and another was bought over the road, giving me the chance to set up an oral hygiene program.
Following my return from Cardiff University, where I completed a diploma in Dental Hygiene and Therapy, I was privileged enough to be offered my job back in the practice where I started. The first week was a week to remember; I ran an hour late, fell down the stairs, and stuck two teeth together. I had the most patient mentors, and working in an NHS practice was fantastic, allowing me to complete my full scope of practice, including paediatrics. Was it hard? Yes. Did it teach me speed and resilience? Absolutely.
After graduating in 2012, there were limited postgraduate options. Notable pursuits included constantly up-skilling and working in a team supportive of therapists. Composite courses with GC in Belgium, Level 7 in Employment Law, and being promoted to operations manager of two NHS practices – eventually managing a team of 64 staff – led to me being offered a practice manager position four years into my career. This opened learning about people psychology, leadership, and planning team meetings alongside my clinical career.
I was privileged enough to then open a squat practice alongside my principal, with a business plan for two surgeries over two years which resulted in 10 surgeries being opened over five years, including a vaccination clinic. Three CQC inspections later, and the role of CQC manager was also added to my repertoire. The most rewarding part of project managing the development of this new practice was recruiting a group of individual dental professionals and watching them grow into a wonderful team.
Upon completing a PGDip in Perio and PGDip in Aesthetic and Restorative Dentistry, I was introduced to the College of General Dentistry and was eager to explore the recognition I could gain as a dental therapist. Unfortunately, the course credits were not enough per course to contribute towards Fellowship. Thus, I joined the College’s Certified Membership Scheme (CMS) to gain guidance on how to continue advancing my career and choose the best postgraduate training to reflect my aspirations. As part of the Scheme, I have regular contact with a Facilitator who consistently ensures that my investment in courses leads me in the correct direction. Ongoing self-reflection allows me to constantly critique myself, and the leadership module fits well with my management of staff, completing practice meetings, and public speaking. Being part of the CMS has supported me to complete a Level 5 ILM in Leadership and Management, by enabling me to choose an appropriate course and help develop leadership qualities.
The College’s Professional Framework, which underpins the Certified Membership Scheme, maps 22 key capabilities, many of which have played a crucial role in my journey. Emphasising the value of postgraduate education, I would encourage new graduates to embrace opportunities for further learning and to constantly be self-critical of their work. Recording self-reflection, taking photographs, and analysing what went well in each case, shadowing peers, or approaching colleagues for their opinions are essential. Don’t fear failure; it’s what makes you better.
In my experience, this profession can be challenging and, at times, isolating. There are days when running late, neglecting notes, skipping meals, and even necessities like restroom breaks become the norm. The toll on one’s body—back pain, eye strain, and hand fatigue—can be significant. Looking after your long-term career is vital. Record-keeping has been one of the largest changes I’ve seen, starting in my early career with very short notes. Now, ensuring my conversations with patients are highlights in notes, and my nurses help and scribe during appointments. This has proved invaluable when a complaint arises. Protecting yourself is vital.
The most unexpected rewards in my dental therapy role often come during these challenging moments. Patient gratitude and the joy of assisting anxious individuals through treatment illuminate the darker days.
This career has allowed me ongoing dedication to continuous learning, reflecting on my mentor’s ethos of “everyday is a school day”. My commitment to education and mentorship is rooted in a desire to guide new professionals in navigating complexities while maintaining their well-being. In 2023, I was privileged to join the Board of the Faculty of Dental Hygiene & Dental Therapy for the College and long to continue my career in teaching.
Recently I have relocated due to family illness, and this marks the end of a significant chapter in my career, prompting reflection on the unconventional path that led me to the field of dentistry, the intricacies of managing a bustling practice, combined with the personal growth and educational pursuits that defined my journey. In conclusion alongside all new graduates, I continue to embrace new challenges and aspirations, remaining steadfast in my commitment to contributing positively to the ever-evolving world of dental therapy.
The College is now accepting applications for the next cohort of its Postgraduate Diploma programme in Primary Care Orthodontics, starting in June.
The comprehensive Level 7 programme is designed to give General Dental Practitioners the skills and knowledge needed to treat more complex malocclusions, including extraction cases, taking them up to just below specialist training level. It covers all appliance systems – fixed functional, aligners, lingual and Inman – and includes both the theory and practical aspects of orthodontic care.
Through a combination of lectures, seminar and practical sessions, the syllabus includes:
Records, assessment, diagnosis and treatment planning
Treatment planning for Class I, Class II div1, Class II div 2 and Class III malocclusions
Radiography – Ceph/OPG/CBCT
Fixed appliances
Lingual appliances
Removable appliances
Functionals
Retention
Aetiology of malocclusion, growth & development
Development of the dentition and tooth movement
Dental material & biomechanics
Multidisciplinary care, including restorative, periodontics & surgery
Critical reading skills
Health education, health & safety, legislation and audit
Marketing and practice management
During the programme, which is limited to 12 places, students will discuss multiple new cases, participate in hands-on practical sessions and weekly online planning discussions, and will be given one-to-one mentoring by specialists for ten treated cases. The 2024-26 programme is supported by six training blocks, five of three days and one of four days, which take place in June and October 2024, and February, June, September and December 2025.
To ensure enough case-flow and experience, the course is recommended for dentists who have treated at least ten fixed cases, are treating a minimum of ten orthodontic cases per annum, and are familiar with using fixed appliances.
The 120 credit programme, including ongoing informal and formal assessment, is delivered by IAS Academy, with a final examination held by the College.
It is led by Professor Ross Hobson, a specialist orthodontist, former Head of Orthodontic MSc/Specialist training at Newcastle University, and former Chair in Orthodontics at the University of Central Lancashire. He holds a Master’s in Dental Surgery and PhD from Newcastle, a Membership in Orthodontics at the Royal College of Physicians and Surgeons of Glasgow, is a Fellow of the College of General Dentistry, the Royal College of Surgeons of Edinburgh and the Royal College of Surgeons of England, and was the first dentist to be awarded the Senior Fellowship of the Higher Education Academy.
Holders of the CGDent Postgraduate Diploma in Primary Care Orthodontics (DipPCOrth) are eligible for Associate Fellowship of the College, and the qualification also satisfies the Clinical domain of Fellowship.
Professor Hobson is also the presenter of the College’s Introduction to Orthodontics series, which explore the possibilities and limitations of orthodontic treatment with fixed braces and provide an insight into the postgraduate diploma programme. The webinars are free to view on-demand by College members, who can also claim free CPD certificates.
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