The College will once again be an education partner at the upcoming Dentistry Show London 2024.
CGDent speakers at Dentistry Show London 2024: Helen Kaney (bottom left), Kaushik Paul (top left), Andrew Gulson (top right) and Sukhvinder Singh Atthi (bottom right). Top centre: representatives at the College exhibition stand
The College will be a partner for the Enhanced CPD Theatre, which will feature 11 lectures over the two-day conference, with experts in their fields sharing their extensive knowledge, and offering practical advice, on an array of important CPD areas. All lectures will be free of charge for both members and non-members of the College. Four of these lectures will be delivered by College representatives:
Dr Kaushik Paul BDS, MFDS, MJDF, Cert (MOS), Cert (Dental Practice Appraisal), PgCert (Leadership and Management), PgCert (Education), Dip (Con. Sed.), MSc (Oral Surgery), FCGDent, FHEA; accredited Tier 2 Oral Surgery provider and sedation trainer, Clinical Director for MyDentist in the North West.
Andrew Gulson, Principal Radiation Protection Specialist and Dental X-ray Protection Services Technical Manager at the UK Health Security Agency; Specialist Radiation Protection Scientist; certified Radiation Protection Adviser; editor of Guidance Notes for Dental Practitioners on the Safe Use of X-Ray Equipment
Dr Helen Kaney BDS, LLB, MBA, FCGDent, FFFLM; dually qualified dentist and solicitor; Dento-Legal Advisor with the Medical and Dental Defence Union of Scotland
Dr Sukhvinder Singh Atthi BDS, MFDS, Cert (MOS), Cert (Dental Practice Appraisal), PgCert (Conscious Sedation), PgCert (Leadership and Management), PgCert (Learning & Teaching in Higher Education), Dip. FFGDP(UK), MSc Oral Surgery, MSc Orthodontics, FCGDent, FHEA, ILM; Lecturer in oral surgery, University of Birmingham; Tier II-accredited oral surgeon
Full details of all the College lectures are available via the above links, and details of the full programme for the Enhanced CPD Theatre and other theatres are available here.
College representatives will also be available throughout the conference at Stand F61 to talk to attendees about all aspects of membership, fellowship and the College’s vision for the profession.
It is not possible to register for any specific lecture in advance, however those wishing to attend will need to register for Dentistry Show London 2024, which is free for all dental professionals. Conference attendees will have access to up to 100 CPD lectures, as well as 180 exhibiting suppliers, and the opportunity to network with 4,000 dentists, practice managers, hygienists and therapists, dental nurses, technicians and laboratory owners.
The College is supporting government proposals to extend community water fluoridation in north east England.
Around half of the North East either has naturally fluoridated water or has had its water artificially fluoridated for around half a century, including Newcastle, Gateshead, North Shields, Wallsend, Whitley Bay and parts of County Durham. The Department of Health and Social Care, supported by the relevant local authorities, is proposing to extend this to a further 1.6 million people in Cleveland, Darlington, Durham, Hartlepool, Middlesborough, Northumberland, Redcar, Stockton, Sunderland and Tyneside, as well as neighbouring parts of Westmorland, Furness and North Yorkshire.[i]
The College has submitted a positive response to the proposals, in which Simon Hearnshaw FCGDent, the College’s lead on community water fluoridation, highlights epidemiological data demonstrating significant differences in the prevalence of tooth decay, and rates of extraction, between fluoridated and non-fluoridated areas in the region which otherwise have similar indicators of deprivation.
Tooth decay is the most prevalent disease in the UK, and the College supports localised water fluoridation as one means to help reduce its incidence and severity, and the consequent need for invasive oral health interventions, particularly in areas of high need.
There is evidence that the provision of water which is either naturally or artificially fluoridated to around 1 milligram per litre is both safe [ii][iii] and effective [iv][v][vi] in reducing dental caries in a given population. A Cochrane Review in 2015 estimated that water fluoridation resulted in children with no other sources of fluoride having 35% fewer decayed, missing and filled baby teeth and 26% fewer decayed, missing and filled permanent teeth. It also led to a 15% increase in children with no decay in their baby teeth and a 14% increase in children with no decay in their permanent teeth.[vii]
Tooth extraction due to preventable decay remains the most common cause of hospital admission in England for five- to nine-year-old children [viii], and the Office for Health Improvement and Disparities (OHID, formerly Public Health England) estimates that if all five-year-olds currently drinking water with 0.2mg/l of fluoride instead received fluoridated water of at least 0.7mg/l, then the number experiencing decay would fall by 28% in the most deprived areas, and the number of hospital admissions for tooth extractions due to decay would reduce by up to 68%. An analysis by OHID also found that water fluoridation is the most cost-effective intervention to prevent tooth decay, offering a return on investment of over £12 after 5 years, and £22 after 10 years, for every £1 spent.[ix]
While the four UK Chief Medical Officers have published a statement describing water fluoridation as an effective public health intervention in reducing both tooth decay and oral health inequalities [x], only around one in ten households in England currently receives tap water containing fluoride at the recommended level [xi], and since 1985 over 60 local health authorities have consulted on initiating water fluoridation without success.[xii] But the government now has the power to directly introduce or vary water fluoridation schemes [xiii], and the proposals for the North East will test whether this will lead to new community water fluoridation schemes in England for the first time in 40 years.[xiv]
[iv] Griffin SO, Regnier E, Griffin PM and Huntley V, 2007. Effectiveness of fluoride in preventing caries in adults. Journal of Dental Research, 86(5), pp.410-415
[v] Slade GD, Grider WB, Maas WR, Sanders AE. Water Fluoridation and Dental Caries in U.S. Children and Adolescents. J Dent Res. 2018 Sep;97(10):1122-1128
[vi] Touyz LZG, Nassani LM. Affirmation: Fluoridated Water Reduces Caries in Children. J Pediatr Dent Hyg. 2019; 1(1): 1003
[vii] Iheozor-Ejiofor Z, Worthington HV, Walsh T, O’Malley L, Clarkson JE, Macey R, Alam R, Tugwell P, Welch V, Glenny AM. Water fluoridation for the prevention of dental caries. Cochrane Database Systematic Review. 2015 Jun 18;2015(6):CD010856. Available at: https://www.cochrane.org/CD010856/ORAL_water-fluoridation-prevent-tooth-decay
[xii] Goodwin M, Emsley R, Kelly MP, et al. Evaluation of water fluoridation scheme in Cumbria: the CATFISH prospective longitudinal cohort study [Internet]. Southampton (UK): National Institute for Health and Care Research; 2022 Nov. (Public Health Research, No. 10.11.) Chapter 3, History and implementation of water fluoridation as a public health intervention. Available at: https://www.journalslibrary.nihr.ac.uk/phr/SHMX1584/
2024 BDS graduate from the University of Liverpool, Zaira Cantara explains why it’s important to develop good communication skills at university and provides her tips on effective patient communication.
“The dentists who get the most complaints are the ones who lack communication skills”, is a quote I remember hearing from a tutor during second year. It’s something that stuck with me because one of the reasons I decided to embark on a journey into dentistry in my late 20s was my own negative experience with a dentist.
It’s true, quite often when I’m reminded why a patient “hates going to the dentist”, the key word being “hates”, it’s usually one of two reasons: that time they felt they were being butchered; or the dentist simply lacked one of the fundamental skills in this profession – good communication. We hear now and then the importance of communication for clinicians, but I think as students we need to focus on this skill more to realise its benefits before we head out into the real world.
Reading feedback patients had left me recently, I assumed comments would be made on the procedures themselves, but I was surprised by how many focused on my communication skills. Thankfully this was seen as a positive and congenial experience during the appointment as they highlighted what I said, rather than what I did. I didn’t realise how much a patient would appreciate and value me doing something I saw as routine.
Dentists are often seen as specialists of the mouth, but a holistic approach is something students benefit from greatly. Good communication leads to appointment slots being filled, the patient leaving with more motivation to engage in the advice you gave and a better undergraduate portfolio. Taking this into practice will lead to fewer complaints, better staff morale and of course a broader depth of success.
Furthermore, great communication skills are essential when it comes to patient consent, which links in with ethics and law. We are taught to obtain ‘valid consent’ at each appointment, every single time we see a patient using effective communication skills. This involves ensuring the patient has capacity to make a decision, that they are well informed by clearly explaining planned treatment and finally that they are not coerced into any treatment.
From my experience, here are five suggestions to help you improve patient communication:
1. Don’t just treat the mouth
Ask about your patient’s general health, how are they getting on with ‘x’ they disclosed to you in their medical, is it all under control, how was the holiday they were looking forward to after your last session? It’s important to ask about other medical conditions as it might affect the patient’s oral health or the treatment that you are planning.
2. Empower the patient
Any time your patient wants you to stop for a break or feel uncomfortable, ask them to raise a hand, so you can follow their lead and resume once it’s okay for them.
3. Explain what the treatment is and why you are doing it
Explain how the treatment will benefit them, why it is important to follow advice at home and what to expect at the next appointment.
4. Show organisation
Be attentive and have all the clinic set up with what you need; this demonstrates efficiency and reduces the patient’s anxiety.
5. Finally, thank them for showing up
I often thank my patients as soon as we have greeted each other in the waiting room. Their time is playing a significant part in our journey to becoming clinicians, without them things would be very different.
Author bio
“I studied the BDS at the University of Liverpool and graduated in July 2024. What I most enjoyed about my course was the early exposure to patients as well as the variation of different clinics this included one being urgent care for those patients without access to a dentist. During this clinic I enjoyed the history taking, coming up with a diagnosis and then treating to relieve the patient out of pain within the same appointment whilst having an holistic approach.
I will be doing my DFT within North Yorkshire and am currently focusing on improving my skills as a general dentist. My hobbies include reading, travelling and getting together with friends.”
Fifth year BDS students at the University of Plymouth, James Oakley and Dilan Patel, share their advice on getting the most out of dental school.
Studying dentistry poses all sorts of challenges daily. These must be approached with thought and consideration to ensure a fruitful and enjoyable experience at university. Each person will have their own methods or strategies to get the most out of their time at university, but these are some of the tips we have found useful as we come to the end of our time as undergraduates.
Effective note-taking
Find a method of taking notes that works for you and try to commit to it. Taking notes should be a valuable exercise that adds value and structure to your learning. In the past, we have been guilty of writing long, laborious notes, often copied word for word from textbooks or lectures, only to never look at them again. For lectures, instead of frantically noting every word that the lecturer has said, try noting key points and summaries. Mind maps allow your learning process to be visualised, and the inclusion of areas for further reading or research in the form of questions may also be included. By not focusing on writing an essay that you may not use again, you can limit your notes, better listen to the lecture, take in and process the information. This, we believe, allows for better learning, understanding, and can guide extra reading.
Make use of technology
When not being used to scroll through TikTok or Instagram, technology has the potential to make a dental student’s life much easier if implemented correctly. With most lectures either being recorded or the slides being available to download online, students can take their time with the content instead of feeling rushed in the lecture hall. We have also found downloading the slides and inserting them into a PDF app can be useful during lectures. This allows you to annotate or highlight useful material on the slides. By doing this during or ideally prior to the lecture, you can pay more attention to what is being said while also having a written copy to refer to afterward. The use of flashcard apps has also provided great value throughout our time at university. Many apps use studied and recognised techniques like spaced repetition to retain information. These can be stored on the cloud and studied anywhere across multiple devices.
Preparation
Preparation is key to making the most out of any session. Where possible, we have found that observing and planning the coming week ahead of time has helped us stay prepared and on schedule with our course. Dental school requires us to keep up with deadlines, learn new procedures, revise, yet still have time to socialise and partake in extra-curricular activities. To achieve this, a degree of planning and preparation is key to ensure all these aspects of university life get the time they deserve. We have found the use of planners and calendars useful; by doing this, we can better ensure that content is covered, deadlines are met, and social lives are upheld. We also found it useful to be realistic with our planning by not planning too much in one day, which can lead to a sense of demotivation.
Motivation
Motivation is the driving force behind success in dental school. Staying motivated can be challenging amidst the demanding coursework and clinical obligations, but it is essential for achieving your goals and maintaining a positive outlook. One way to stay motivated is to set clear, achievable goals for yourself. Break down your long-term objectives into smaller, manageable tasks that can be completed within a shorter timeframe. Celebrating these small victories can provide a sense of accomplishment and keep you moving forward. Additionally, surrounding yourself with a supportive network of peers can provide encouragement and a sense of camaraderie. Regularly remind yourself of the reasons you chose dentistry and visualise the achievements you aspire to. Balancing your studies with enjoyable activities and ensuring you take time for self-care can prevent burnout and keep your passion for the field alive. Remember, staying motivated is about finding what inspires you and continuously striving towards your aspirations.
Repetition
Repetition is crucial for mastering the extensive material covered in dental school. Employing techniques such as spaced repetition and active recall can significantly enhance your retention and understanding of complex topics. Spaced repetition involves reviewing information at increasing intervals over time, which helps reinforce memory. Using flashcard apps, such as Anki, that incorporate this technique can be particularly effective. Active recall, on the other hand, requires actively stimulating your memory during the learning process by testing yourself on the material rather than passively rereading notes. This method forces you to retrieve information from memory, reinforcing your understanding and making it easier to recall the information in the future. Combining these techniques can create a powerful study routine that solidifies your knowledge and prepares you for exams and practical applications.
In conclusion, navigating dental school successfully requires a combination of effective note-taking, strategic use of technology, thorough preparation, sustained motivation, and robust repetition techniques. By adopting and personalising these strategies, you can enhance your learning experience, retain critical information, and manage the demands of both academic and social life. Remember that consistency and adaptability are key; what works for one person might need adjustment for another. Stay engaged, keep refining your methods, and maintain a balance that keeps you motivated and passionate about your future career in dentistry. We hope these tips will have you well on your way to making the most out of your lectures, practicals, and clinics.
Authors’ bio
“I am currently going into my 5th year at the Peninsula Dental school, which has offered us lots of clinical exposure. I have found getting to know my patients, building rapport and fulfilling their needs, to be an extremely rewarding opportunity. Looking to the future after graduation I am hoping to gain more experience where I can, and further develop my personal interests in Oral Surgery and Restorative Dentistry. I have been really enjoying my time in the Southwest region, making the most of the Golf and Surf at our doorstep.”
James Oakley
“I am also going in to my 5th year at Peninsula Dental School. Since we began seeing patients in our first year I have had the opportunity to see a variety of cases and learnt a great deal throughout this time. I thoroughly enjoy seeing the patient satisfaction that can be achieved through treatment and have developed a great interest in Oral Surgery which I would like to pursue in the future.
Outside of dental school I spend my time travelling, playing golf and playing the saxophone which helps me find a balance between university and my own time.”
Dr Steven Mulligan MCGDent, a founding member of the FDI World Dental Federation Sustainability in Dentistry Task Team, discusses the work they have undertaken and shares practical steps to foster a more environmentally conscious practice.
I am a practicing general dentist in South Yorkshire, and I work within the University of Sheffield as a clinical teacher. For the last few years, I have been involved in research around sustainable oral healthcare. Upon starting my dental career, I recognised that the science behind dental materials and its role in rehabilitating oral disease fascinated me as understanding what is in the dental materials we use is key to understanding their successful implementation. I have often considered that we would not cook and present someone a meal without knowing the ingredients, or the consequences of their use!
I have recently completed a PhD which primarily looked at the environmental impact of resin-based composite (RBC). The premise of the research was that as amalgam is being phased-out based on environmental pollution issues, with RBC consequently acting as the major direct-placement dental material in dentistry, what are the environmental pollution impacts with the use of RBC? Like any research, once you start looking, the more you see. Regarding RBC, the simple answer is yes, RBC has negative environmental pollution impacts. RBC can never be fully polymerised through normal use, and monomers elute for months and years from restorations into the environment.1 When RBC restorations are replaced, polished or adjusted, microparticulate waste, akin to microplastics are released into the environment.2 Manufacturing, distributing, using and disposing of RBC generates a significant carbon footprint. The sundry items required to use RBC, such as applicator brushes, dental dam, sleeves for light curing units are all single-use plastics (SUPs), contributing to dentistry’s waste burden. Comparing the environmental impact of RBC and amalgam is easy, RBC is less bad for the environment.
It was an easy link when considering the environmentally sustainable use of dental materials to consider other aspects of sustainable oral healthcare. But what does sustainability in this respect mean? Sustainable oral healthcare is basically providing care that does not jeopardise the equivalent care of future generations, and ensuring we are acting ethically, not just to our current patients but also to subsequent generations of patients. Global warming, climate change and environmental pollution is a reality and as healthcare professionals we contribute to it. Can we provide optimal care that is also environmentally sustainable?
To answer this, multiple research opportunities arose, and generated publications with interesting insights. Did you know we generate around 2 billion items of SUP annually in the UK dental sector, weighing around 14 tonnes?3 Or that the average UK 50-year old’s dentistry has a carbon footprint of around 1.2 tonnes CO2e, which would need over 130 trees planted to off-set it?4 Or that patients are willing to pay more for more environmentally sustainable oral healthcare?5
A few years ago, the FDI World Dental Federation (FDI WDF) contacted me as they were interested in establishing the FDI WDF Sustainability in Oral Healthcare Task Team. My colleague at the University of Sheffield, Professor Nicolas Martin, took the reins as Chair and we co-founded the team, which currently comprises of Asst. Prof Donna Hackley (Harvard Dental School, USA), Assist. Prof Duygu Ilhan (Istanbul Medipol University, Turkey), Dr Hasan Jamal (Saudi Arabia) and Dr Mick Armstrong (UK).
The FDI WDF acts as the global voice of the dental profession, representing over one million dentists worldwide, working with 191 Member Associations in over 130 countries. The Sustainability Project aims to increase awareness and guide the profession towards environmentally sustainable outcomes, working alongside industry partners such as Colgate-Palmolive, P & G, Kulzer Mitsui Chemicals Group, Haleon, SDI, Dentsply Sirona and Sunstar.
The FDI Sustainability project has delivered multiple resources, including the first Consensus Statement on Sustainable Oral Healthcare which was an evidence-based perspective of the current status quo, with suggested opportunities for implementing sustainable actions.6
In addition, the FDI developed a Toolkit, based around 18 topics and 150 actions that range in how impactful they are and how easy they are to implement. There are things that you can do in practice that are easy to carry out and have a significant impact on improving environmental sustainability, it is a simple process to enrol on and is a great starting point for anyone interested in the topic. The Toolkit aims to help oral healthcare professionals start (or continue) providing more environmentally sustainable care provision, via a structured approach.
The Toolkit is the direct result of two peer-reviewed scoping review publications that explored the awareness, barriers, drivers, opportunities and best practice for the delivery of sustainable oral healthcare. These key publications identified over 250 actions that can be carried out by dental professionals.78
The content within the toolkit is arranged in a way that reflects three aspirational challenge levels: Bronze, Silver and Gold. The criteria considers two parameters for each environmental sustainability (ES) activity: (i) The importance of the task as an ES measure and (ii) the level of implementation difficulty that the implementation of the task presents. Some examples of tasks include:
Putting recycling bins in staff areas.
Education of colleagues regarding appropriate recycling is an easily achieved, important task and compliance using the Toolkit can be demonstrated by uploading the minutes from a staff meeting that highlighted this. An example and a suggested task within the Toolkit is the separation and recycling of plastic and paper from sterilisation packets.
Rethinking the use of resources is another aspect of sustainability and is highlighted in the Toolkit via the use of paperless meetings, double sided printed when necessary, cancelling junk and unsolicited mail that the practice receives and the use of adjunctive technology in the practice such as tablets to record and update medical forms and intraoral scanners/ digital radiography to rethink the need for other disposable resources.
Reviewing how we provide care daily by carefully planning procedures before carrying them out and deciding what equipment is required to prevent waste and unnecessary reprocessing of instruments is another example of smart sustainability.
Selecting products with minimal packaging that is easy to recycle, selecting eco-friendly alternative sundries, products or equipment and choosing durable office equipment that has been sustainably manufactured.
Transport between dental clinics and dental laboratories can be optimised in order to reduce journeys and improve sustainability. The use of digital scanners and CAD CAM allows improved efficiency of transport between dental clinics and laboratories is one example.
Communicating with patients the importance of good oral health that not only benefits them directly but also the planet.
The Toolkit integrates not only sustainability messages but also other important issues within dentistry. An example is the requirement to reduce unnecessary use of antibiotics, not just for the vitally important prevention of antimicrobial resistance. This has a sustainability impact as there is a significant carbon footprint attached to the manufacturing, distribution and disposal of waste medicines.
The FDI WDF has also developed a Massive Online Open Course (MOOC) on Sustainability in Dentistry which consists of three hours of interactive learning modules that helps users understand the impacts of oral healthcare on the planet and how to use evidence-based dentistry to improve the oral health of patients in an environmentally conscious way. A final assessment at the end of the course provides certification of its completion, module one is currently available with future modules to follow.
All the above FDI WDF resources, including infographic posters on the importance of good oral health and its links to environmental sustainability (for use in patient waiting areas), are free to access and another patient-focused poster that highlights your practice’s involvement in this important facet of oral healthcare provision will soon be available to display.
As a practicing dentist, I believe the best way we can be environmentally sustainable is by implementing high-quality preventive and operative care that gives patients ownership of their oral health and an understanding that by having a healthy mouth, they can also improve their impact on the environment. This results in fewer interventions, less travel and less lab-work with reduced overall carbon emissions. It’s a win-win situation.
Dental professionals, patients and other non-clinical members of the dental team are often surprised that dentistry has a significant environmental impact as it may never have occurred to them previously. To that end, increasing awareness around this topic by communicating and engaging with others is a brilliant first step in improving the environmental sustainability of oral healthcare.
Everyone can do something, and even if it seems like something small (like promoting patients to use public transport or booking family appointments to cut down patient journeys or even turning off unused electric items or lights), cumulatively these small measures have a big impact on making dentistry more environmentally sustainable.
1 Mulligan S, Hatton PV, Martin N. Resin-based composite materials: elution and pollution. Br Dent J. 2022 May;232(9):644-652. doi: 10.1038/s41415-022-4241-7. Epub 2022 May 13. PMID: 35562466; PMCID: PMC9106581.
2 Mulligan S, Ojeda JJ, Kakonyi G, Thornton SF, Moharamzadeh K, Martin N. Characterisation of Microparticle Waste from Dental Resin-Based Composites. Materials (Basel). 2021 Aug 8;14(16):4440. doi: 10.3390/ma14164440. PMID: 34442963; PMCID: PMC8402022.
3 Martin N, Mulligan S, Fuzesi P, Hatton PV. Quantification of single use plastics waste generated in clinical dental practice and hospital settings. J Dent. 2022 Mar;118:103948. doi: 10.1016/j.jdent.2022.103948. Epub 2022 Jan 10. PMID: 35026356.
4 Martin N, Hunter A, Constantine Z, Mulligan S. The environmental consequences of oral healthcare provision by the dental team. J Dent. 2024 Mar;142:104842. doi: 10.1016/j.jdent.2024.104842. Epub 2024 Jan 17. PMID: 38237717.
5 Baird HM, Mulligan S, Webb TL, Baker SR, Martin N. Exploring attitudes towards more sustainable dentistry among adults living in the UK. Br Dent J. 2022 Aug;233(4):333-342. doi: 10.1038/s41415-022-4910-6. Epub 2022 Aug 26. PMID: 36028699; PMCID: PMC9412765.
6 Martin N, England R, Mulligan S. Sustainable Oral Healthcare: A Joint Stakeholder Approach. Int Dent J. 2022 Jun;72(3):261-265. doi: 10.1016/j.identj.2022.02.008. Epub 2022 Mar 29. PMID: 35365320; PMCID: PMC9275086.
7 Martin N, Sheppard M, Gorasia G, Arora P, Cooper M, Mulligan S. Awareness and barriers to sustainability in dentistry: A scoping review. J Dent. 2021 Sep;112:103735. doi: 10.1016/j.jdent.2021.103735. Epub 2021 Jun 25. PMID: 34182058.
8 Martin N, Sheppard M, Gorasia G, Arora P, Cooper M, Mulligan S. Drivers, opportunities and best practice for sustainability in dentistry: A scoping review. J Dent. 2021 Sep;112:103737. doi: 10.1016/j.jdent.2021.103737. Epub 2021 Jun 26. PMID: 34182061.
Visit our sustainable dentistry page for further free resources to help dental practices understand and reduce their impact on the environment.
Professor Avijit Banerjee FCGDent has been appointed as the first Chair of the Board of the College’s Faculty of Dentists.
The Faculty of Dentists comprises all dentist members of the College, and the Faculty Board advances the interests of dentists as a discrete professional group. The Chair is appointed for a three-year term, advises and reports to the College Council, and works closely with the President and other Faculty Board Chairs in realising College priorities.
Professor Banerjee is Professor of Cariology and Operative Dentistry, Clinical Lead for Undergraduate Education, and Honorary Consultant and Clinical Lead for Restorative Dentistry at the Faculty of Dentistry, Oral & Craniofacial Sciences at King’s College London (KCL) and Guy’s & St Thomas’ Hospitals Trust.
He is also KCL’s Head of Conservative & Minimum Intervention (MI) Dentistry, Programme Director of its distance-learning MSc in Advanced MI Dentistry, leads its Cariology & Operative Dentistry research programme, and continues to work in private practice in north London as a specialist in restorative dentistry, prosthodontics and periodontics.
Born in Kuala Lumpur and raised in Bolton, after graduating in 1993 from the United Medical and Dental Schools of Guy’s and St Thomas’ Hospitals (UMDS, now part of KCL), he became a House Officer in oral surgery and orthodontics at Queen Alexandra Hospital, Portsmouth, then a Senior House Officer in oral and maxillofacial surgery at Mount Vernon, Hillingdon and Watford General Hospitals.
With thirty years’ experience as a researcher, teacher and examiner, he has worked at KCL since returning to the then-UMDS as a Clinical Training Fellow in 1995, becoming a Clinical Lecturer in 1998, Senior Clinical Lecturer in 2005, and Reader, then Professor, in 2011. He holds an MSc in Mineralised Tissue Biology and a PhD in Cariology, and in 2022 received the International Association of Dental Research’s William H Bowen Distinguished Scientist Award for Research in Dental Caries.
Editor-in-Chief of the journal Oral Health & Preventive Dentistry, he is an Associate Editor of the British Dental Journal, an editorial board member of the International Journal of Adhesion & Adhesives and of Dental Update, and a peer reviewer for thirteen dental journals. He is also the author of 158 published peer-reviewed papers covering cariology and MI operative dentistry, microscopy, dental biomaterials science and dental education research, and author or editor of seven books (and a number of book chapters), most recently A Clinical Guide to Advanced Minimum Intervention Restorative Dentistry.
A Fellow of CGDent and Chair of its Career Pathways Programme Board, he is a reviewer of the forthcoming third edition of Standards in Dentistry, and has previously served on the editorial board of the Primary Dental Journal and as a subject matter expert for the Diploma in Restorative Dentistry of the former Faculty of General Dental Practice UK (FGDP).
He has also gained Fellowship of the Faculty of Dental Surgery of the Royal College of Surgeons of England, of the Higher Education Academy, of the International College of Dentists and of the former FGDP.
He is Deputy Lead of the NIHR Clinical Research Network Oral & Dental Specialty, a Council Member of the European Federation of Conservative Dentistry, and a member of the BDA Health and Science Committee and BDA Indemnity Advisory Panel. He has previously served as a Council Member of the British Society of Restorative Dentistry and of the British Society of Oral & Dental Research, and as President of the BDA Metropolitan Branch.
A member of the European Organisation for Caries Research and of the British Association for Teachers of Conservative Dentistry, he is also an Honorary Member of the Association of Consultants and Specialists in Restorative Dentistry and of the British Association of Dental Therapists, and an Honorary Fellow of the Society of British Dental Nurses.
He is an Honorary Consultant Advisor to the Office of the Chief Dental Officer for England, Visiting Professor at CEU Cardinal Herrera University in Valencia, and Distinguished Adjunct Professor at Siksha ‘O’ Anusandhan University in Bhubaneswar and at Saveetha Dental College and Hospitals in Chennai. He was previously a Visiting Professor at Oman Dental College, and an Honorary Professor at Hong Kong University.
At 7pm on Monday 22 July 2024, Professor Banerjee will be presenting a live CGDent webinar entitled Minimum intervention oral care (MIOC): making caries prevention pay in primary care, which will be free to view all dental professionals. College members will also have free access to the recording of the webinar and can claim CPD hours for free.
Fellows and Associate Fellows of the College are now eligible to enrol on a ‘top-up’ Master’s degree, which can be completed during a single year of part-time distance learning.
Holders of ‘FCGDent’ and ‘AssocFCGDent’ status can enter via advanced standing into Stage 3 of the MSc in General Dental Practice offered by Aston University, with their attainment recognised as equivalent to 90 credits of relevant prior learning at level 7.
The arrangement applies regardless of dental team role or location, so long as the applicant meets the university’s standard postgraduate admissions criteria.
The course consists of a 30-credit taught module in advanced research methods followed by a 60-credit individual research project pertaining to clinical dental practice.
The programme develops competence in research skills including development of hypotheses, research design, execution, data analysis and interpretation, critical evaluation of literature, understanding of ethical issues and reporting of an empirically-based project.
On completion of the taught component, students will be able to select and implement appropriate quantitative and qualitative techniques for different research questions and designs, and will know how to manage their time and resources when undertaking research independently. They will then develop a suitable research question for their topic of choice within the field of general dental practice and plan a programme of research.
Delivered by the Cambridge Academy of Postgraduate Dentistry, learning methods include online lectures, seminars, tutorials, small group activity, independent study, assignments and reflections on assignment feedback. Assessment will be through a combination of continuous assessment, logbook, research proposal, presentations and a dissertation.
Fellowship of the College requires a breadth and depth of knowledge, skills and experience fulfilling the requirements of at least three of five fellowship domains (clinical; teaching, learning & assessment; leadership & management; publications & research; and law & ethics).
Associate Fellowship of the College acts as a stepping stone to Fellowship, and is open to any dental professional holding the MGDS, DPDS, a relevant and accredited Level 7 Postgraduate Diploma providing 120 UK credits, a Specialty Membership of a UK Faculty or certain CGDent/FGDP(UK)/RCS Edinburgh-issued diplomas. The majority of Associate Fellows will find that their qualifying award already fulfils the requirements of the clinical domain of Fellowship, and successful completion of the MSc in General Dental Practice would also satisfy the requirements of the research domain.
Aston University is the only provider in the UK offering students the opportunity to top up their existing dentistry qualification and convert it into a fully approved Master’s qualification. The next cohort of the MSc in General Dental Practice starts in September 2024.
For further information, or to register your interest, email [email protected], call 0121 204 3200, or click the button below.
Professor Ario Santini FCGDent has been awarded the College Medal, the College’s most prestigious honour.
Prof Santini being presented with the certificate formalising his award by outgoing College President, Dr Abhi Pal
Reserved for no more than one recipient per year, the College Medal is awarded for exceptional service to the dental profession and its patients in a manner aligned with the values and mission of the College. Professor Santini has received the award in recognition of his considerable contributions to postgraduate dental education and dental research, including through the College and the former FGDP, during a career spanning more than half a century.
After graduating BDS from the University of Edinburgh in 1966, he studied statistics for a further year, and was a House Officer at Edinburgh Dental Hospital. He was then a general dental practitioner (GDP) in the Lothian region, and partner in a mixed NHS-and-private practice in Edinburgh, for 33 years, and was one of the first GDPs to engage in and publish practice-based research outcomes. For fifteen of these years, he was also a visiting dentist for the Scottish Prison Service, and for ten he was a Clinical Lecturer, then Senior Lecturer, in restorative dentistry and latterly also forensic medicine, at the University of Edinburgh. He was also the first GDP to obtain the DDS degree by thesis from Edinburgh, and later completed a Diploma in Forensic Medicine from the University of Glasgow and a PhD from the University of Nijmegen.
He was a Council member of the Lothian Area Dental Committee for over ten years, including a period of service as Chair, as well as a member of Lothian Health Board and Chair of its General Dental Practitioners sub-committee. He has also served on committees for the National Association of Prison Dentistry, the Oral & Dental Speciality Group of the National Institute for Health and Care Research and the Scottish Dental Clinical Effectiveness Programme.
For almost 20 years, he served the British Dental Association in a number of local, regional and national roles including election to the Scottish Council, the General Dental Services Committee and the Presidency of the East of Scotland Branch.
A founding member of the FGDP, he has been involved with the Faculty, now College, ever since. He achieved the Diploma in General Dental Practice in 1992 and Fellowship in 2010, was appointed to the Faculty Academy in 2020, and is now a Fellow of CGDent.
A member of the Faculty Board for many years, he served on the External Affairs and Quality Control committees and was elected Vice Dean. He also established the FGDP Research Committee, and as Chair for six years was the driving force behind numerous lectures, study days and other initiatives. He was also co-author of the Faculty’s Introduction to research for primary dental care clinicians guidance, which remains available through the College, and which he has recently updated and expanded (together with Professor Kenneth Eaton FCGDent) into a comprehensive 300 page guide. Most recently, he was co-author of The history of the College of General Dentistry: the formation of the Faculty of General Dental Practitioners, which was published in the Dental Historian.[1]
He was also a co-organiser for the Scottish Council for Postgraduate Medical and Dental Education of MGDS exam preparation courses, a lecturer in endodontics and research methodology to Vocational Trainees, a scholarship assessor for the British Society of General Dental Surgery, examiner for the MJDF and MGDS, Honorary Professor at the University of Belgrade and a Visiting Professor at the University of Sassari.
For over a decade he was Director of Biomaterial Research at the Edinburgh Postgraduate Dental Institute, lecturing in research methodology and statistics to postgraduate MSc and PhD students and supervising MClinDent and PhD projects, and for four of these he was also a visiting lecturer in research methodology for undergraduate veterinary students.
From 2010 until his retirement in 2022, he was Professor of Postgraduate Medical Studies at the University of Târgu Mureș, Romania, where he developed and led a course in research methodology for medical students studying for MSc and PhD degrees.
He has been awarded Fellowships of the Faculty of Dental Surgery of the Royal College of Surgeons of England, the Faculty of Dental Surgery of the Royal College of Physicians & Surgeons of Glasgow, the Academy of Dental Materials, the Academy of Facial Aesthetics and the Society of Antiquaries of Scotland. He is an Honorary Fellow of the University of Edinburgh, and has received Life Membership of the British Dental Association and the prestigious Doctor Honoris Causa from the George Emil Palade University of Medicine, Pharmacy, Science, and Technology.
He is also a primary author of three books and over 200 published papers and abstracts, and has been a peer reviewer and editorial board member for a wide range of academic journals. He was among those who created the FGDP’s Primary Dental Care journal, and later Primary Dental Journal, which is still published quarterly by the College. Setting out the latest evidence in the evolving art and science of general dentistry, these journals have formed the intellectual backbone of the Faculty and College, complementary to its guidance and standards publications, through 120 issues to date over 30 years – and in his role as Research Editor, Prof Santini has contributed to every one.
A certificate formalising the award of the College Medal was presented to Prof Santini at the CGDent Fellows’ Summer Reception, which was held at Cutler’s Hall in London on Thursday 20 June. The College has deferred the casting of medals pending grant of a Coat of Arms, which is expected soon. Previous winners (including of the preceding Faculty Medal) were Shelagh Farrell, Mike Mulcahy, Nikolaus Palmer, Professor Ken Eaton, Ian Mills and Andrew Hadden.
Dr Abhi Pal, who conferred the award in one of his final duties as President of the College, said:
“Ario is an extraordinarily committed and accomplished colleague whose contributions to supporting the provision of high quality oral healthcare have been significant and exceptional. The College Medal is the highest honour we bestow, and it is my privilege to be able to confer upon him this most deserved recognition of his remarkable career, and of his record of service to the Faculty, College and profession as a whole.”
[1] Gordon E, Santini A, Wilson N. The history of the College of General Dentistry: the formation of the Faculty of General Dental Practitioners. Dental Historian, 2024 69 (1) 7-15.
Abhi Pal FCGDent, Immediate Past President of the College, says the dental profession needs to create opportunities for all team members to develop leadership skills
Oral health care in the UK is a complex, fast-changing sector, embracing dynamic and skilled teams, and our profession faces a number of key challenges, some of which are not new. These include workforce recruitment and retention, inequalities in oral health, NHS contract reform, the lack of recognition for oral health care teams, and the regulatory environment. This is of course in addition to the wider problems of the cost-of-living crisis, Brexit, and global issues. Overcoming these challenges will need leadership at all levels, from individual practices through to national bodies. It will not be a surprise to readers when I say that that leadership requires creating a vision. That vision has to be informed by listening to individuals, acknowledging their views, and understanding the working environment in order to create a vision that can inspire.
I often hear that leaders are not born but that leadership is a collection of skills that can be learnt. The profession needs to create opportunities for all team members to be encouraged to develop these skills. This starts from the individual surgery and practice level through to professional bodies and national platforms. It is essential that early-career colleagues are encouraged to participate in conversations and decisions which will shape the future of the profession. It is more important than ever that we have role models who reflect the diversity that exists within the profession.
As well as creating a vision, leaders need to be able to communicate the vision to others and inspire teams to get behind the goals. It is important to create a common language that can encapsulate the knowledge and capabilities that we value in our teams. All individuals have strengths and weaknesses. The successful leader will harness the strengths of individuals to delegate successfully and support individuals to help overcome weaknesses.
Many styles of leadership exist but it is often the case that successful leaders understand that styles need to be adapted to suit the requirements of the environment and teams they work in. I have found over the years that demonstration of credibility and authenticity can often be more important than just style.
Leaders also need to readily recognise the hard work undertaken by team members. Monetary reward is only one part of this. There is a general lack of recognition for the skills of primary oral health care teams due largely to the lack of a proper career structure. Without such recognition, we cannot hope to recruit and retain the talent we need in this great profession of ours. We need to have a new look at how this recognition can be provided.
I see an increasing amount of negativity in the profession, much of it spurred on by the ease of posting views on social media. Negativity can stem from the feeling of powerlessness. However, some groups and organisations are stepping up, in spite of those challenges, showing the there is a great deal the profession can itself do to improve matters. The answers to the challenges the profession faces cannot be solved by one body alone. It is time for cooperation and leadership across the whole sector to provide workable solutions.
This article was first published in the British Dental Journal (volume 234, page 921, 2023) by Springer Nature
The latest issue of the Primary Dental Journal, ‘General dentistry (part two)’, is now available to view online.
This new issue contributes to broadening knowledge on a range of relevant topics for the whole dental team, with papers that have been carefully curated by the journal’s Editor-in-Chief, Prof Igor Blum (Clinical Professor of Primary Care Dentistry and Advanced General Dental Practice at King’s College London).
Featured subjects include an insight into the information provided by Greater Manchester dental practice websites on oral cancer; a paradigm shift in dental caries management using silver modified atraumatic restorative treatment (SMART); an overview of the remarkable two-way links between diabetes mellitus and periodontal disease; and a thought-provoking article on regenerative endodontics. Also included in this issue – in the fleeting interim between Presidents, as we bid a fond farewell to Abhi Pal and warmly welcome Roshni Karia to this post – is a unique update from the College’s Chair of Trustees, Mick Horton. (The full list of contents is below.)
Outlining the purposes of the general dentistry issues, Prof Blum said:
“I hope you will enjoy this issue and find the articles… both interesting and stimulating..”
Full online access to the majority of articles is reserved for College of General Dentistry members and Primary Dental Journal subscribers, who can also expect their printed copies to arrive in the next 2–3 weeks.
For non-members / non-subscribers, at least one paper in each issue is made available online free of charge, with all other articles available to purchase via the links below.
An annual print subscription, normally costing £130, is included with membership of the College, which also includes online access to the current issue, access to the PDJ Archive of over 1,400 past articles, and a range of other benefits. College membership, which is tax deductible, is available from £44.
On behalf of the College, the PDJ editorial team would like to express its gratitude to all the authors and peer reviewers who have contributed to the publication of this issue.
CGDent members can view full articles by logging in via the yellow button below, then clicking ‘Access the PDJ Archive’:
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