College of General Dentistry News

Full response to ‘Recovery Plan’ for NHS dentistry in England

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.”

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College of General Dentistry Student Advice

Using self-directed learning at dental school

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

  1. 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.
  1. 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.
  1. 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.
  1. 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.
  1. 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.”

Modupe Ilesanmi

College of General Dentistry News

Interim response to ‘Recovery Plan’ for NHS dentistry in England

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.

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College of General Dentistry News

Research training scheme for dental professionals

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

FIND OUT MORE

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College of General Dentistry News

Publication of qualifications on the Member Register

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

2. Click Evidence & qualifications

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.

GET STARTED

Qualifications permitted on the Member Register

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 Fellows only
  • 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.

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College of General Dentistry Careers

A dental therapist’s unexpected journey

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.

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College of General Dentistry News

CGDent Postgraduate Diploma in Primary Care Orthodontics, 2024-26

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.

FIND OUT MORE

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.

Prof Hobson also discusses the complexity and importance of correct assessment and diagnosis of a patient before orthodontic treatment in his blog post, Orthodontics in general dentistry – an unknown, unknown

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College of General Dentistry Blog

How the dental sector could retain dental nurses

Dental nurse, Dr Debbie Reed FCGDent, is Chair of the inaugural board of the College’s Faculty of Dental Nursing and Orthodontic Therapy and a Reader and Director of Advanced and Specialist Healthcare in Global and Lifelong Learning at the University of Kent. In this blog, Debbie reflects on the results of her recent research into dental nurse retention in the UK.

There are currently over 61,6631 dental nurses (DNs) on the General Dental Council (GDC) register, making dental nurses the largest occupational group of dental registrants.  However, in recent years there has been a perceived drop in the numbers of dental nurses, to the extent that this has been termed a ‘recruitment crisis’. In my capacity as Reader (associate professor) in Advanced and Specialist Healthcare, I conducted the Dental Nurse Retention Survey, in February – March 20232, which aimed to explore the  current state of the registered Dental Nurse workforce within the United Kingdom (UK).

The main conclusions of the subsequent report3 provide valuable insights into the reasons dental nurses want to remain in the profession, as well as some of the factors that may lead them to consider leaving.

There are three top factors that encouraged 50% of dental nurse respondents to remain registered with the GDC and working within the dental sector. These were, in order:

  • Meaning and growth, focusing on reasons associated with job satisfaction, including meaningful work, career structure and opportunities for professional progression and growth.
  • Extrinsic rewards, including contracts of employment, financial remuneration and pay, as well as additional rewards and incentives provided by employers.
  • Workplace culture and environment, which was defined as a set of values, beliefs, attitudes, and assumptions common to those working together, which influences behaviours and interactions amongst colleagues within the dental team. Workplace environment also means the setting and physical conditions, such as the building structure, equipment, and material, in addition to the culture.

This indicates the potential importance to dental nurses, of having career pathway routes, such as the College of General Dentistry’s Career Pathway for Dental Nurse and Orthodontic Therapists (OTs)4.  CGDent’s Career Pathway offers a progressive and flexible structure through which dental nurses can be enabled in equality of opportunity for career development and progression, alongside a route-map for the achievements of DNs and OTs to be recognised within a prestigious multi-professional, sector wide, recognition framework. CGDent’s progressive career framework, is an accessible and achievable  route to job satisfaction and professional longevity.

Uniquely, CGDent provides a transparent, progressive series of gateways that encourages DNs and OTs to maximise their development opportunities, with means to track their development throughout their career progression. The gateways offer much-needed commonality of approach to career progression across all registered dental professions, with parity of occupational esteem, unparalleled elsewhere in dentistry, nationally or internationally. 

Instinctively, the CGDent Career Pathway, launched in 2022, may go some way to responding to some of the reasons dental nurses not only become uncertain about remaining but the reasons that dental nurses go on to declare an intention to leave.

The Survey Report detailed, with regards to the other 50% of respondents, that 34% who declared having become ‘uncertain about remaining in dental nursing’.  The top three reasons for this, in order, were:

  • First – Dissatisfaction with pay.
  • Joint second – Employers not valuing, recognising, or showing appreciation for the dental nurses’ contribution or no longer enjoying working as dental nurse.
  • Joint third – Dental nurses not getting a sense of meaning and reward from their role or feeling that they were unable to progress in their career.

The remaining 16% of dental nurse respondents declared ‘an intention to leave dental nursing’.  Surprisingly, when requested to be specific, pay was not amongst the top three reasons why dental nurses were making the decision to leave, although it did feature. The three top reasons, in order, why dental nurses intended to leave dental nursing were:

  • Employers not valuing, recognising or showing appreciation for their contribution.
  • Feeling they were unable to progress in their careers.
  • No longer enjoying working as a dental nurse.

Reassuringly, the study also revealed that even within the group who were ‘intending to leave’, that 46% could be tempted by employers, with suitable progression routes, offers, rewards and incentives, to remain or return to dental nursing.  So, it is not too late for employers, there are steps that can be taken to retain this group of dental nurses, and the report offers ideas to be used as a starting point for such discussions and negotiations. The Dental Nurse UK Retention Survey 2023 Report offers hope in the form of possibilities which might be explored to retain or re-engage that group and tempt them to consider re-registering to work in the dental sector.

The Dental Nurse Retention Survey UK Report published the results in Autumn 2023:  Reed, D.P. (2023) The Dental Nurse UK Retention Survey 2023: An Internet Mediated Survey Of Members Of The British Association of Dental Nurses And Wider Dental Nurse Workforce Regarding What Encourages Them To Remain Within The Dental Sector.

Unsurprisingly, it has had over 1,840 reads so far. For those who wish to access the survey results, the report is freely available on ResearchGate: https://www.researchgate.net/publication/374919034_Dental_Nurse_UK_Retention_Survey_2023  

Over the course of the year, look out for the associated blogs (such as the GDC January 2024 Blog5),  papers, journal articles and speaker events, including part of the CDO Lounge events in March 2024 at BDIA Showcase in Excel London,  which will provide further detailed analysis of the survey results.

References:

  1. General Dental Council (GDC) (2024a)GDC Registration Reports January 2024. Available online: https://www.gdc-uk.org/docs/default-source/registration-reports/registration-report—january-2024.pdf?sfvrsn=2fc3066f_3
  2. British Dental Nurse Association (BADN) 2023) DN Recruitment and Retention Survey. Available online via: https://www.badn.org.uk/NewPublic/News/Dental-Nurse-Recruitment-and-Retention-Survey.aspx
  3. Reed, D.P. (2023) The Dental Nurse UK Retention Survey 2023: An Internet Mediated Survey Of Members Of The British Association of Dental Nurses And Wider Dental Nurse Workforce Regarding What Encourages Them To Remain Within The Dental Sector. Available online via ResearchGate: https://www.researchgate.net/publication/374919034_Dental_Nurse_UK_Retention_Survey_2023
  4. College of General Dentistry (CGDent) (2022) Career Pathways. Available online: https://cgdent.uk/career-pathways/
  5. General Dental Council (2024b) Blog 4 January 2024: What encourages dental nurses to remain within the dental sector? Available online: https://www.gdc-uk.org/news-blogs/blog/detail/blogs/2024/01/04/what-encourages-dental-nurses-to-remain-within-the-dental-sector

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College of General Dentistry Blog

‘What are you doing in Glasgow in December?’

Patricia Thomson FCGDent, Vice President of the College and Council representative for West and North Scotland, reviews the College’s third annual study day in Scotland, which took place on Friday 1 December 2023.

On 1 December 2023, the dental community of Scotland, and beyond, convened at Glasgow Science Centre for our third Annual Study Day as CGDent Scotland. This was the continuation of a tradition of annual high-quality CPD conferences in Glasgow, initiated by the highly esteemed John Craig, the man charged with setting up the West of Scotland division of FGDP (UK) when it was established in 1992. He was a man of great vision, and supported by a group of other altruistic like-minded GDPs, nurtured the community of dental practice in Scotland, an initiative which has been continued to this day.

Many distinguished speakers from around the world have addressed our conference over the years. Memorably, several years ago Professor Van Haywood travelled from Georgia with his wife to headline our study day. On being transported from Glasgow Airport by one of Glasgow’s finest taxi drivers, after asking where they had come from and receiving the reply Georgia USA, the taxi driver spluttered: “What the **** are you doing in Glasgow in December?!!!”. The warmth of this reply was much to Van Haywood’s amusement and he recounted the conversation to the delegates, delivered in his version of a broad Glasgow accent.

This year’s speakers, the mild mannered Professors Subir Banerji FCGDent and Shamir Mehta FCGDent may have been asking themselves the same question in less fruity language when they experienced the sub-zero temperatures during their stay in Glasgow, and woke up to a blanket of thick snow on the day of their departure. Finally, after spending Saturday’s daylight hours in Glasgow Airport, they managed to board a flight back to Heathrow that evening.

We were very honoured to welcome Subir and Shamir to spend the study day with us addressing the problem of toothwear.

The 400 delegates present comprised dental professionals of all levels of experience, over 130 Vocational Dental Practitioners, the final year students at Glasgow Dental School, and a number of dental students from Dundee University. Most delegates attended in person, but a small number participated online.

In step with our evolution from FGDP West of Scotland to CGDent Scotland, we were delighted to welcome VDPs from all parts of our country, and are grateful to National Health Service Education Scotland (NES) for continuing to engage with this event, which welcomes the most recent recruits to our profession into the community of general practice and demonstrates to them the fellowship and support that we offer.

The day was very generously supported by various dental organisations and members of the dental trade who have enabled the event to grow to the ambitious scale that we now enjoy.

Proceedings kicked off at 8.15am with hot beverages and breakfast rolls, before a prompt start to the lecture programme at 9am.

Our speakers held the delegates’ attention for two lectures in the morning and one lecture after lunch, during which they discussed the need to record and categorise tooth wear, and moved on to the aetiology and treatment. The lectures were titled “The How and The What and The Wear”.

Subir and Shamir have a unique style of delivery which consists of them sharing the stage and running through their presentation in a conversational manner, in which they discuss various points and anecdotes, bouncing ideas and, occasionally, challenging each other. They have an excellent interpersonal chemistry, and their discussion appeared to flow effortlessly throughout the sessions. Proposed treatment techniques were backed by evidence. The feedback revealed that this format was warmly received by the delegates, and is a presentation formula that works very well for them.

There was a separate breakout session for the students during the second lecture of the day, and they convened in another lecture theatre for several “TED”-style talks presented by multiple stakeholders. This started with an introduction to the College of General Dentistry, its aims and ambitions, the Career Pathway, and the study clubs and activities that we offer in Scotland, together with an encouragement to engage. This was followed by talks on entering the Vocational Training Scheme and ultimately embarking on general practice as an independent practitioner. There was a very enlightening presentation by one of our main sponsors, Martin Aitken, a Scottish accountancy firm with an in depth knowledge of the business of Dentistry, in which they were introduced to the concept of keeping financial records and paying tax!

It was a bit of an undertaking to feed almost 400 delegates at lunchtime, but this was ably achieved by the staff of the Science Centre, and there was even time for delegates to visit the exhibition hall and interact with our trade sponsors.

All delegates reconvened in the IMAX auditorium for the afternoon with Subir and Shamir’s final lecture, and after another coffee break, the final lecture, The Caldwell Memorial Lecture, was presented by Professor Jason Leitch, the National Clinical Director for NHS services in Scotland. Jason graduated as a dentist from Glasgow University, became an oral surgeon, and then attended Harvard to undertake his Masters in Public Health. He then returned to Scotland, but not to dentistry, climbed the ladder of promotion in Public Health, and found himself in the unenviable position of Clinical Director of Scotland when the Covid pandemic arrived. He became the main media persona in Scotland during the pandemic, and was praised for the clarity of his Public Health messaging. He spoke eloquently on the demands that governments faced throughout the pandemic, balancing the four challenges of the harm to health of the virus, economic harm, impact on health and social care service, and social isolation. He then moved on to the challenges that we face in the future as a nation with the provision of health and social care, discussing the implications for both manpower and finance.

Although very sobering, Jason’s talk was delivered in an entertaining and thought provoking manner.

Just after 5pm, it was time for the delegates to return to the upper floor of the Science Centre for the post-conference drinks reception, and to admire the night-time panoramic view of the banks of the Clyde stretching to the spires of Glasgow University. This part of the day facilitates the mingling of the varied members of our community, the chance for delegates to meet the speakers, networking, and catching up with old friends and colleagues.

The success of the day is down to cooperation and engagement of the entire dental community, and was capably orchestrated by our events coordinator Patricia de Vries. As a result of Patricia’s expert and meticulous planning, we filled our sponsor and delegate places by early October. Patricia also liaised with the Science Centre to ensure the smooth running of the day. We are hugely indebted and grateful to her for the service that she provides.

The Study day in Glasgow is a well oiled machine that has been staged over the last three decades, but it does not happen without much planning and effort by the events planners and members of the CGDent Scotland Committee. However, it is very rewarding for all involved, and we believe it displays the essence of what it means to belong to the “community of practice”.

Any speaker or delegate who comes to Glasgow in future, even though in December, can be assured of a warm welcome from everyone…even the taxi drivers.

We look forward to seeing you at the 2024 Scotland Study Day on Friday 6 December!

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College of General Dentistry News

Ministerial meeting

On 13 December 2023, the President of the College, Dr Abhi Pal, participated in a roundtable meeting with the newly appointed Minister for Primary Care, Andrea Leadsom MP.

Held at the Department of Health and Social Care, the meeting had been called by the newly-appointed Minister to outline her priorities for NHS dentistry in England – ensuring access for urgent dental care and increasing preventative activities such as perinatal advice and supervised toothbrushing schemes – and to hear the profession’s suggested solutions to the problems facing patients and NHS providers.

A wide range of stakeholders were present and discussed the critical need for contract reform as well as the delayed Dental Recovery Plan amongst other issues. On behalf of the College, Dr Pal made the case that the NHS needs to focus on arresting the exodus of the existing dental workforce and on increasing its appeal to newly-qualified professionals and those from overseas, and that to do this it needs to offer more attractive prospects by supporting a formal career progression framework for all those delivering NHS primary dental care. 

A general dental practitioner and principal of an NHS-contracted dental practices in Edgbaston and Derbyshire, Dr Pal has previously given evidence on NHS dentistry to the House of Commons Health and Social Care Select Committee, taken part in a meeting on access to careers and progression in dentistry at 10 Downing Street and addressed the House of Lords Committee on the Integration of Primary and Community Care. 

It is understood that the Minister will continue to engage with the profession through quarterly meetings.

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