College of General Dentistry News

The CGDent Scotland Study Day 2026: digital dentistry for the dental team

The College has announced the topic and speakers for its next annual study day in Glasgow.

2026 CGDent Scotland Study Day speakers (l-r): Dr Noland Naidoo, Dr Helen Kaney FCGDent, Professor Murali Srinivasan and Professor Gerry McKenna FCGDent

Delivering lectures under the title “Digital dentistry for the dental team: you say you want a revolution” will be four speakers: Dr Noland Naidoo, Dr Helen Kaney FCGDent, Professor Murali Srinivasan and Professor Gerry McKenna FCGDent.

The annual study day, organised by CGDent Scotland, takes place at Glasgow Science Centre on the first Friday in December – 4 December this year. With six hours of CPD, the day is attended by up to 400 dental professionals from across the UK, and finishes with a drinks reception which marks the start of the festive season for its many regular attendees.

Dr Noland Naidoo is a specialist prosthodontist who practises prosthodontics and endodontics in Edinburgh and Kelso, and previously co-led a private prosthodontic practice in Johannesburg. He qualified BChD from the University of the Western Cape in 2005, and was awarded a PDipDent in Implantology two years later before completing his MDent in Prosthodontics at the University of the Witwatersrand, where he later became a specialist in the Department of Oral Rehabilitation. He relocated to the UK in 2022, joining University College London’s Eastman Dental Institute as a clinical lecturer on postgraduate prosthodontic programmes, and then to Edinburgh in 2024, where in addition to his practice he has taught on postgraduate prosthodontic and endodontic programmes at Edinburgh Dental Institute. He is a Fellow of the International Team for Implantology (ITI), an alumnus of Future Leaders in Prosthodontics (FLiP) and serves on the board of the Shaping the Future of Implant Dentistry (SHIFT) leadership programme. He has contributed to international professional organisations, including the International College of Prosthodontists, and acts as a peer reviewer for leading journals.

Dr Helen Kaney FCGDent is Head of the Dental Division at the Medical and Dental Defence Union of Scotland (MDDUS). She qualified BDS from Glasgow University in 1987 and spent many years in general dental practice as well as working as a clinical assistant in conservative dentistry and prosthodontics at Glasgow Dental Hospital and at Guy’s Hospital in London. She developed an interest in law and ethics early in her career before training and working as a solicitor for a number of years, acting for doctors and dentists in clinical negligence claims, regulatory matters and Fatal Accident Inquiries in Scotland on the instructions of UK indemnity providers. Her first dentolegal role started in 1999, working for a large insurer in Surrey, and she has since accrued significant experience in advising and assisting dentists in the UK and Ireland and in several other jurisdictions, including during 14 years working for Dental Protection, latterly as Head of Dental Services in Scotland. She holds a Bachelor of Laws (LLB) and a Diploma in Legal Practice, and completed an MBA at Strathclyde Business School in 2013. A Fellow of the College of General Dentistry, she was an elected member of its Council from 2019-25.

Professor Murali Srinivasan is a specialist prosthodontist, Director of the Clinic of General, Special Care and Geriatric Dentistry at the University of Zurich and an honorary professor at Chulalongkorn University in Bangkok. He is a past President of the European College of Gerodontology, former Head of the University of Zurich’s Centre for Dental Medicine, and is currently President of both the International Association of Dental Research’s Geriatric Oral Research Group (IADR-GORG) and the Swiss Society of Gerodontology and Special Care Dentistry. He qualified BDS in India in 1996, completed his Master of Dental Surgery in prosthodontics in 2001 and also holds both a Master of Advanced Studies in reconstructive dentistry and a Doctorate in Dental Medicine from the University of Geneva. Formerly practising in Dubai, he moved to Switzerland in 2011 on an ITI scholarship, after which he became a Lecturer, later Senior Lecturer, at the University of Geneva. An active Fellow of the ITI, he has published numerous papers in peer-reviewed journals. His current research encompasses implant dentistry, geriatric dentistry, prevention and the clinical applications of CAD-CAM technology in removable prosthodontics.

Professor Gerry McKenna FCGDent is a Consultant in Prosthodontics and Restorative Dentistry at Queen’s University Belfast, where his clinical work is focused on fixed and removable prosthodontics, including managing older adults in both hospital and private practice. He also leads oral health research within the university’s Centre for Public Health, focussing on optimising treatment options for older adults. After qualifying BDS from Newcastle University in 2004, he worked in a number of dental hospitals, spent time in dental practice, achieved a PhD on the impact of a tailored dietary intervention coupled with oral rehabilitation on the nutritional status of older adults, and completed specialist clinical training at University College Cork. A Vice President of IADR-GORG and past President of both the IADR’s Irish Division of and the European College of Gerodontology, he is an adjunct Professor at University College Cork, King James IV Professor at the Royal College of Surgeons of Edinburgh, and a Fellow of both the College of General Dentistry and RCS Edinburgh. He has recently published the book Clinical Cases in Gerodontology.

The CGDent Scotland Study Day is open to all dental professionals, and can be attended in person or virtually.

Fee discounts are available to College members as follows: College dentist members can buy their tickets for just £149 (£249 once ‘early bird’ places are sold out), compared to the full rate for non-member dentists of £349. The concessionary rate for dental technicians, dental hygienists, dental therapists, dental nurses, practice managers and retired practitioners is £149, but for College members in these categories it is just £129.

Breakfast rolls, a two-course lunch, refreshments throughout the day and evening drinks are all included in the attendance fee, and there will be an accompanying trade exhibition to visit.

Professor Jim McCaul, lead maxillofacial surgeon at the Queen Elizabeth University Hospital in Glasgow, delivering his lecture, ‘Oral Cancer, what you need to know and what you need to do’, to attendees at last year’s CGDent Scotland Study Day

Other discounts to the full rate are available to Foundation Dentists / Vocational Trainees and their trainers, recent graduates and members of the Glasgow Odontological Society and the Royal Odonto-Chirurgical Society of Scotland.

For further information, visit our events pages.

SECURE YOUR PLACE AT EARLY BIRD RATES HERE

A review of the CGDent Scotland 2025 Study Day is available here

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College of General Dentistry News

Revised Fellowship criteria

The College has revised its criteria and application process for Fellowship, and encourages experienced dental professionals to review the revised criteria with a view to applying.

Our landmark experience-based route to Fellowship, launched in 2022, offers recognition of the skills, knowledge and experience accrued by committed general dental professionals over the course of their careers. The revision, four years on, is designed to widen relevance across different aspects of professional achievement, and to further recognise, within the College’s community of practice, the diversity of contributions made to the profession in the service of patients.

As before, all those with at least ten years’ practice as a registered dental professional can apply. Applicants will need to provide evidence of meeting the criteria in at least three of the College’s five Fellowship domains, which are published openly and transparently so that prospective Fellows can easily check their eligibility and be confident in their application.

The previous distinction between ‘standard’ and ‘gateway’ criteria in each domain has been removed, and the application process has been further streamlined to suit the busy modern dental professional, with the submission of reflective statements and CVs no longer required in most cases.

Satisfying the Clinical & Technical (previously Clinical) domain of Fellowship now requires the applicant either to hold a recognised and eligible postgraduate qualification or diploma of membership, or to submit a clinical portfolio demonstrating equivalent training and capability.

For example, applicants holding a relevant Master’s degree or PhD; a recognised postgraduate diploma; a specialty membership of a UK Royal College; a diploma in a specific dental discipline from CGDent, FGDP or RCS England; a diploma or membership in a specific dental discipline from RCS Edinburgh; or the MGDS, MAGDS, MDS or MRACDS, all qualify in this domain, as do CGDent Certified Practitioners and Accredited Full Members of the British Academy of Cosmetic Dentistry.

The Teaching & Assessment domain now requires applicants to either be recognised by an authoritative body in this field, to have a relevant postgraduate certificate together with three years’ qualifying experience, or to have eight years’ qualifying experience plus verified training.

For example, applicants can now qualify in this domain if they have eight years’ service as an NHS Educational Supervisor (for at least 200 hours per year), together with either 27 hours’ relevant and recent CPD or Fellowship of the Faculty of Dental Trainers of the Royal College of Surgeons of Edinburgh.

The Leadership and Management domain, now called Leadership, Management & Clinical Governance, is no longer satisfied through ten years’ experience as principal or partner in a practice of any size together with evidence of external validation such as a CQC inspection report. It now requires applicants either to hold an eligible diploma-level leadership qualification, to hold a certificate-level leadership qualification together with three years’ service in a relevant leadership role, or to have three years’ experience in a defined senior leadership role together with 10 hours’ relevant and recent CPD.

For example, applicants can now qualify in this domain if they have three years’  experience of leadership, oversight and accountability as principal or partner of a multi-chair practice with a minimum of six registrants, together with a relevant Level 7 postgraduate certificate or ILM Level 5 diploma.

The Research & Publications domain requires applicants either to have had at least fivepeer-reviewed articles published in relevant and recognised publications, or to have completed a relevant doctorate or master’s degree with a research dissertation.

The Law & Ethics domain requires applicants to have either five years’ experience in a qualifying role together with 10 hours’ relevant and recent CPD, or to have a law degree or relevant postgraduate qualification together with a year’s experience in a relevant role.

Anyone previously admitted as a Fellow of the former FGDP, of one of the surgical Royal Colleges in the UK or Ireland or their faculties of dental surgery or dentistry, of the Royal Australasian College of Dental Surgery, Royal College of Dentists of Canada or College of Dentistry of South Africa, or who holds Certification by the American Board of General Dentistry, is automatically eligible for Fellowship by equivalence without reference to the above domains.

Marking professional accomplishment, Fellowship celebrates both excellence in dental practice and commitment to the art and science of improving patients’ oral health. The community of Fellows lies at the heart of the College, providing leadership and collectively supporting the development of dentistry, as well as reflecting the values of the organisation and its focus on professionalism.

Those successfully admitted to Fellowship can use the postnominal designation ‘FCGDent’, and are eligible to attend our regular Fellows’ Receptions, where they can have their Fellowship formally presented by the President. As members of the College, they also receive quarterly print copies of the Primary Dental Journal and free or heavily discounted access to live CPD events, study days and other local and national networking opportunities.

Full details of the revised domains, and how to apply for Fellowship of the College, are available by clicking the button below:

FELLOWSHIP DOMAINS

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College of General Dentistry Blog, Student Advice

Reflection is the key to growth in dentistry

Dr Shreya Sharma, an Associate Dentist based in Hampshire, was successful in the 2025 CGDent-GC Award. In this blog, she describes how her reflective practice, a key part of the award entry process, supports her professional development.

Dentistry is a profession defined by lifelong learning. No two cases are ever quite the same and with every patient comes an opportunity to refine our judgement, technique and communication. But true growth doesn’t just come from experience, it comes from reflection.

At university, feedback is constant. Every procedure is supervised, every decision discussed. Once qualified, that safety net disappears and suddenly, we’re left to evaluate our own work. For me, reflection has become a way to recreate that feedback loop, to stay accountable and to keep improving.

I realised this most clearly while preparing my case for the CGDent-GC Award for Foundation Trainees. The award places a strong emphasis on reflective practice, with a significant portion of the assessment criteria dedicated to it. Knowing this encouraged me to slow down, document carefully and truly understand the reasoning behind each decision. That’s where the most meaningful learning happened.

What it means to reflect and why it matters

Reflection isn’t just a tick-box exercise for an e-portfolio. It’s an honest look at your own decision-making: why something worked, what could have gone better and how you’ll approach it differently next time.

During my award case, analysing my own work, even small details like line angles, surface texture and the polish of restorations, helped me understand why they mattered and how they influenced the overall outcome.

One example was restoring the fractured UR1 to match the adjacent UL1 crown. I found the process far more challenging than expected, particularly when trying to recreate the same lustre and the way the light reflected off the crowned tooth. Even achieving the correct width proved difficult.

My successful case: pre-op and post-op photographs

To guide the restoration, I used a measuring gauge to record the width of the UL1 and mirrored those measurements for the UR1. Despite this, the restored UR1 still appeared wider than the crown I was trying to mimic. It was only through reviewing my clinical photographs that I realised the issue was not with the measurements, but with the line angles.

The position and width of the line angles dramatically affect how we perceive tooth shape. My initial line angles were placed too far apart, which made the tooth look flat, dull, and visually broader than it truly was. By adjusting their position and narrowing the distance between them, the restoration immediately appeared more natural and better harmonised with the adjacent central.

This experience highlighted how subtle morphological details can completely change the final aesthetic and how essential reflective practice and clinical photography are in developing that level of awareness.

As clinicians, we hold ourselves to incredibly high standards. Reflection helps balance that drive for excellence with curiosity. It allows us to pause, recognise small wins and identify where to grow next. It transforms experience into understanding and uncertainty into progress.

The value of photography and case write-ups

Clinical photography has completely transformed the way I learn. It’s more than documentation, it’s a mirror that reveals what we might miss in the moment: a defective margin, a shade that could blend better or an open contact point. Reviewing those photographs later helps me see patterns and improvements in my work that are often invisible day-to-day.

A significant part of the CGDent-GC Award involves presenting clinical photographs that meet a high aesthetic and technical standard. Working towards this pushed me to refine my photography skills, pay closer attention to detail and critically assess the quality of my own work. Striving to meet that standard ultimately strengthened both my clinical outcomes and my ability to communicate them clearly.

Over time, these images have become a visual record of progress. They remind me that growth in dentistry rarely happens overnight, it builds with one small improvement at a time.

Case write-ups add another dimension to this process. Writing forces you to think through every stage of treatment, to justify your reasoning, material selection and workflow. While preparing my award case, I found myself analysing each choice, from composite selection to polishing technique. Putting those thoughts into words made my clinical reasoning clearer and my approach more deliberate.

Together, photography, writing and reflection drive ongoing development.

How the CGDent-GC Award nurtures reflection and growth

Entering the CGDent-GC Award deepened my appreciation of reflection. It wasn’t just a competition, it was a structured opportunity for learning.

Selecting a case

The process begins with choosing a case that you are about to start treating. Part of the competition is recognising, early on, that a forthcoming case has potential to showcase your skills and be developed into a strong entry. This shift in mindset encourages reflection from the very beginning: What might make this case a good learning opportunity? What challenges could it present?

It’s not about selecting a “perfect” patient or predicting a flawless outcome. Instead, it’s about identifying a case with learning value and approaching it intentionally, with the aim of documenting your decision-making and growth throughout the process.

Documenting the process

Clinical photography was essential here. Each image encourages you to pause, assess, and understand the nuances of your work. The lens doesn’t lie, it reveals subtleties that might otherwise go unnoticed, and the camera, in many ways became my most objective teacher.

Writing the case report

This was the most introspective stage for me. Writing about my case helped me connect my clinical decisions with their outcomes. It gave structure to what I had previously done instinctively and turned my learning into something tangible.

Winning the award

Winning the award was a huge honour, but the greatest reward was the insight gained along the way. Reflecting on my work, documenting the process and sharing it with others renewed my perspective on dentistry, something that’s easy to lose in the rhythm of daily practice.

Beyond the competition

The impact didn’t end when the results were announced. The experience continues to shape how I practice today. I take more photographs, analyse my outcomes more critically, and make time to reflect regularly. The competition gave me a framework for self-assessment and helped turn reflection from something occasional into something routine.

As part of the prize, I attended a two-day composite course in Belgium, where we learned advanced layering techniques and approaches to restoring fractured and discoloured teeth. It was an incredible opportunity to learn from experienced clinicians, refine my practical skills and connect with like-minded individuals.

On GC’s composite layering course in Belgium, July 2025

Competitions like the CGDent-GC Award (and the Advanced Aesthetic Award for more experienced clinicians) don’t just celebrate clinical skill, they nurture the habits that make us better dentists. They remind us that growth isn’t measured by accolades, but by how much we learn from every case, every challenge, and every uncertainty.

How reflection builds confidence

Confidence doesn’t come from avoiding mistakes, it comes from understanding them.

During my award case, I had plenty of moments of uncertainty: shade selection, matrix placement, polishing protocol. At the time, those doubts felt like signs of inexperience. But revisiting them afterwards showed me that those questions were actually the foundation of growth. Each hesitation led to research, feedback and ultimately, better results.

That shift, from fearing mistakes to learning from them, has been one of the most empowering parts of early-career dentistry. Reflection has taught me to value curiosity over perfection and progress over pressure.

Closing thoughts

Reflection turns experience into understanding and everyday dentistry into a journey of lifelong learning.

For me, it has made my clinical work more intentional, my patient care more consistent, and my growth as a dentist more measurable. Dentistry evolves not only through skill, but through self-awareness. Every case, every success and every setback, has something to teach us, if we just take the time to look.

Dentists and dental therapists who qualified in 2025 or are enrolled on DFT are eligible to enter the 2026 CGDent-GC Award – entries are open until Friday 20 February 2026.

full details & entry form

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College of General Dentistry News

New PDJ online: Leadership

The new issue of the Primary Dental Journal, on the topic of ‘Leadership’, is available to read online now.

This ‘Leadership’ issue of the PDJ has been brought together by Guest Editor Dr Sreenivas Koka FCGDent, co-founder of Executive Leadership Enterprises and the Future Leaders in Prosthodontics (FLiP) programme, and founder of both the Shaping the Future of Implant Dentistry (SHIFT) leadership workshop series and the non-profit Career Design in Dentistry organisation.

The focus of this issue is on helping every member of the primary oral healthcare team to become better leaders and better team members. A wide range of topics are explored, in both clinical papers and opinion pieces, including the hotelier secrets that can help us provide a five-star dental experience for our patients; professional parenting tips and how to juggle the demands of work and family life; how to successfully manage difficult conversations; identifying growth moments, negotiating and embracing your career transitions; and the power of emotional intelligence in leadership. A full list of papers can be found under ‘Issue Contents’ below.

Dr Koka outlines his ambition for this PDJ:

“As you progress on your leadership journey, I hope that you will find some valuable perspectives in this issue that can help you choose to be a wonderful leader; one who is followed because your team members want to follow you and not because they have to.”

Full online access to the majority of articles in this and previous issues is reserved for College of General Dentistry members and Primary Dental Journal subscribers, who can expect their printed copies to arrive by the end of December. New joiners wishing to receive a copy of this issue can let us know by emailing [email protected]

For non-members / non-subscribers, at least one paper in each issue is made available online free of charge, with all other articles available by becoming a member or by purchasing them individually via the links below.

An annual print subscription to the PDJ is included with membership of the College, which also includes online access to over 1,500 current and past articles in the PDJ Library and a range of other benefits.

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 this issue.

ISSUE CONTENTS:

  • Everyday leadership by Akira Maeda, Kohji Nagata, Elizabeth O. Carr, Sreenivas Koka, Sawako Yokoyama

CGDent members can view full articles by logging in via the yellow button below, then clicking ‘Access the PDJ Library’:

PDJ MEMBER ACCESS

The next issue of the journal, on the topic of TMJ, is due out in Winter 2025/2026.

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College of General Dentistry Blog

Career barriers and breakthroughs for academic dental therapists and dental hygienists

Sarah Murray MBE, Reader in Dental Therapy Education at Queen Mary University of London and Board Member of the College’s Faculty of Dental Hygiene and Therapy, and Leon Bassi, Clinical Lecturer in Primary Dental Care (Dental Therapy) at the University of Liverpool, discuss academic career pathways for dental therapists and dental hygienists.

The development of academic expertise within a professional group is essential to the process of professionalisation. To foster ownership of a specific body of knowledge, professional groups must possess adequate academic training to identify (through scholarly and research study), defend (through critical understanding and articulation), and sustain (through research and scholarship) that knowledge. Therefore, it is critical to provide opportunities for professionals to cultivate research skills and engage in research that is specific to their field. This strengthens the professional group to claim custodianship over their clinical discipline but also contributes to the broader process of professionalisation. (Dussault, 1981)

Utilising all of the dental team

In recent years, the NHS has placed increasing emphasis on ‘Building Better Teams’ (NHS England 2017), recognising that high-quality care relies on the effective integration of different professional skills. This is very relevant in dentistry, where the role of dental hygienists (DH) and dental therapists (DThs) has expanded significantly over many years. In a review of the literature, Nash and colleagues (2008) concluded that “access to basic dental care will not be available without the utilisation of dental therapists in the workforce”, whilst Johnson (2009) argues for a paradigm shift using dental hygienists to shift the culture “from treatment to prevention, wellness and self-care”. Research has shown that DTh are able to undertake over 70% of tasks routinely delivered in NHS primary care and ‘that only around 23% of clinical time was spent on “dentist only” tasks within the NHS nationally’ (Wanyonyi et al., 2015). Harnessing the potential of dental hygienists and dental therapists through skill mix, not only enhances efficiency but also addresses workforce challenges for greater access for the population to access dental care.

The NHS Long-Term Workforce Plan in 2023 highlighted the need to invest in dental education, and the Dental Schools Council (DSC) has called for an increase in both dentistry and dental therapy training places as a key priority. Chen et al. (2021) conducted a global scoping review of the education and career pathways of dental therapists, dental hygienists, and oral health therapists, synthesising 53 sources to explore their professional development. The review found that, despite advocacy for expanded roles beyond traditional clinical practice, most professionals in these fields continue to primarily practise as clinicians and express dissatisfaction with limited career progression opportunities. In our opinion, the Health Education England’s Advancing Dental Care project failed to illustrate how dental hygienists and therapists can have a fulfilling academic career. The World Health Organization’s Global Strategy and Action Plan for Oral Health (WHO, 2024) emphasises the need to focus on the oral healthcare team, particularly mid-level care providers, which we feel includes dental hygienists and dental therapists and their unique place in offering research led preventative based care to help tackle the global burden of non communicable diseases.

The dental academic landscape

Within academic institutions, there are other registered dental care professionals who work alongside their dentist colleagues, however, their route to comparable academic career pathway opportunities is varied across the United Kingdom. Unlike the standardised and managed academic career pathways for dentists, the career pathways for DH and DTh working in dental academia are neither standardised and at times not comparable in terms of academic opportunities.

As an example, we thought we would share our own academic career journeys.

Sarah Murray

My academic journey began with a primary qualification as a dental hygienist and dental therapist. My curiosity was sparked by thinking about how different professionals across the wider healthcare community could work together, which led me to pursue an MA in Primary Health and Community Care, with the University of Westminster.

During my postgraduate studies I developed a strong grounding in reflective practice and learning from other healthcare professionals, that included health visitors, GPs, complementary therapists, and these interactions helped me to consider the challenges surrounding working together for enhanced patient centred outcomes. However, at the time there were no structured academic pathways for me to take, so I had to find my own path, seeking out opportunities and mentorship for myself.

I am currently a Reader in Dental Therapy Education at Queen Mary University of London, and have held previous roles with the University of Essex as a Senior Lecturer within the Oral Health Sciences team, and the University of Suffolk in 2023 as the Curriculum Development Lead for their new BSc (Hons) in Dental Hygiene and Therapy. These opportunities have helped shape my academic career journey, each contributing differently, but complementing my academic development as an educator, leader and academic innovator.

Leon Bassi

I graduated as both a dental therapist and dental hygienist from Queen Mary University of London (Barts and The London School of Medicine and Dentistry). I went on to complete an MSc in Advanced Specialist Health Care at the University of Kent, and then a PG Diploma in Paediatric Dentistry for Dental Therapists.

My career spans community, hospital and specialist private practice. Alongside my clinical practice, I work as a Clinical Lecturer in Primary Dental Care (Dental Therapy) at the University of Liverpool.

It is important that student dental hygienists and dental therapists are taught by colleagues within their own profession, because this ensures teaching is grounded in the specific scope of practice, professional identity, and affords the opportunities to explore what the professional boundaries are in various care settings, and real-world challenges unique to their roles. Interprofessional education is key for us to meet the WHO global oral health strategy (WHO, 2024), however, peer-led education is also crucial to foster a deeper understanding of clinical competencies, role boundaries, and teamwork, while also modelling career pathways and inspiring professional confidence.

Conclusion

Dental hygienists and dental therapists play an integral role in oral healthcare, yet the academic pathways leading to professionalisation in these fields remain underdeveloped compared to other dental professions. As the demand for advanced clinical practice, research and teaching continues to grow, it is crucial to support the academic development of these professionals, fostering their ability to become the next generation of researchers, academics and advanced clinical practitioners.

Through the Faculty of Dental Hygiene and Therapy, the College offers structured support to colleagues, helping to forge their academic career. Through professional development, mentorship and networking opportunities, dental hygienists and dental therapists can enhance their skill set and strengthen their leadership, educational, policy and research skills within the wider dental community.

References

Chen, D; Hayes, M; Holden A (2021). A global review of the education and career pathways of dental therapists, dental hygienists and oral health therapists. BDJ Team 8, 36-42 https://doi.org/10.1038/s41407-021-0654-4

Dussault, G. (1981) The Professionalisation of Dentistry In Britain: A Study of Occupational Stratification, published PhD thesis. The University of London.

Johnson, P. (2009). International profiles of dental hygiene 1987 to 2006: a 21-nation comparative study. International Dental Journal, 59(2), 63–77. https://doi.org/10.1922/IDJ_2076Johnson15

Health Education England (2021). Advancing Dental Care: Education and Training Review – Final Report. HEE, London.

NHS England (2017). Building Better Teams: Exploring the contribution of skill mix in NHS primary dental care. NHS England.

Nash, D.A., Friedman, J.W., Kardos, T.B., Kardos, R.L., Schwarz, E., Satur, J., Berg, D.H., Nasruddin, J., Mumghamba, E.G., Davenport, E.S., & Nagel, R. (2008). Dental therapists: a global perspective. International Dental Journal, 58(2), pp. 61–70. https://doi.org/10.1111/j.1875-595x.2008.tb00177.x

Wanyonyi, K.L., Radford, D.R., & Gallagher, J.E. (2015). Alternative scenarios: harnessing mid-level providers and evidence-based practice in primary dental care in England through operational research. Hum Resour Health. 2015 Sep 15;13:78. doi: 10.1186/s12960-015-0072-9

WHO (2024). Global strategy and action plan on oral health 2023–2030. [online] www.who.int. Available at: https://www.who.int/publications/i/item/9789240090538.

Sarah Murray and Leon Bassi delivered a CGDent lecture on academic career pathways for dental therapists and dental hygienists at the British Dental Conference and Dentistry Show in 2025.

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College of General Dentistry Event

CGDent Scotland Annual Study Day

Friday 4 December 2026, 9am-5.30pm (registration from 8am, drinks reception until 7pm)

Glasgow Science Centre, 50 Pacific Quay, Glasgow G51 1EA

“Digital dentistry for the dental team: you say you want a revolution”

Dr Noland Naidoo
Dr Helen Kaney FCGDent
Prof. Dr. Murali Srinivasan
Professor Gerry McKenna FCGDent

Lecture programme

The CGDent Scotland Study Day 2026 lecture programme will be on the topic of digital dentistry and features Dr Noland Naidoo, Dr Helen Kaney FCGDent, Prof. Dr. Murali Srinivasan and Professor Gerry McKenna FCGDent.

Format

The CGDent Scotland Study Day can be attended in person or virtually.

For in-person attendees, over five hours of CPDA lectures will be interspersed with two coffee breaks, a two-course lunch, and a drinks reception afterwards. Delegates can also visit the accompanying trade exhibition. Free parking is available.

Fees

Non-member dentist: £349 (current early bird rate: £249)

Odonto ticket (Glasgow Odontological Society & The Royal Odonto-Chirurgical Society of Scotland Members) : £319 (current early bird rate: £219)

CGDent member dentist: £249 (current early bird rate: £149)

Non-member retired, technician, hygienist, therapist, nurse or practice manager: £149

CGDent member retired, technician, hygienist, therapist, nurse or practice manager: £129

Recent graduate (graduated in or after 2022): £149

Foundation Trainee / Vocational Trainee: £75

book your place

Membership of the College of General Dentistry is open to all registered dental professionals. Membership is available from £135 for dentists, £45 for dental nurses and £91 for other registered dental professionals. The full list of CGDent membership rates is here  

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College of General Dentistry News

College members appointed to senior BADN roles

Members of the College have been appointed to the Executive Committee of the British Association of Dental Nurses (BADN).

(l-r): Preetee Hylton, current BADN President; Carolyn Roberts, BADN President-elect; Rebecca Silver AssocFCGDent, the new BADN Treasurer

Carolyn Roberts, an Associate Member of the College and Board Member of its Faculty of Dental Nursing & Orthodontic Therapy, is the BADN’s new President-elect. Her career in dental nursing began in 1989 with Saturday work at a local practice, and she then spent a decade working in two NHS General Dental Services practices before joining the North Wales Community Dental Service (CDS) in 1999. She is now the Senior Dental Nurse for Anglesey and Gwynedd within Betsi Cadwaladr University Health Board, covering 21 CDS clinics, and is part of the North Wales CDS Senior Management and Improvement Team. She has developed a local CDS Dental Nurse Peer Review Group and remains clinical, with particular experience in supporting sedation, general anaesthetics, Special Care and also patient and staff wellbeing. A committed advocate for career development, she is currently studying for a BSc in Public Health and Wellbeing.

Preetee Hylton, also an Associate Member of the College, became BADN President last year and will remain so until 2026. A full-time dental nurse and safeguarding lead at a private dental practice in London, she is an Associate Examiner for the National Examining Board for Dental Nurses and delivers the NCFE CACHE Level 3 Diploma in Principles and Practice in Dental Nursing. A former receptionist, practice manager, lead dental nurse and clinical mentor to student dental nurses, she holds the NEBDN National Certificate in Dental Nursing, BDA Education Certificates in Oral Health and Dental Radiography, a Preparing to Teach in the Lifelong Learning Sector qualification and a Certificate in Assessing Vocational Achievement, and in 2021 she completed the DDS Treatment Coordinator Programme. A founding member and the former Study Club Co-Director of the ITI UK & Ireland Dental Nurse community, she is an honorary ambassador for the Mouth Cancer Foundation, a member of the editorial board of Dental Nursing, and a past contributor to the Primary Dental Journal.

Rebecca Silver AssocFCGDent has become the BADN’s Treasurer. She has assisted in both NHS and private dental care since 2009, supporting the delivery of a wide range of general and specialist disciplines including endodontics, periodontics, oral surgery, orthodontics, conscious sedation, prosthodontics and implant dentistry, as well as facial aesthetics. A Fellow of the BADN and Associate Fellow of the College, she passed her foundation degree in Advanced Dental Nursing with distinction and in 2021 achieved a merit in completing an MSc in Advanced and Specialist Healthcare (Applied to Dental Practice) at the University of Kent. She also holds post-qualification certificates in Oral Health Education and Conscious Sedation and a Level 3 award in Education and Training, and is currently studying to become an assessor. On the editorial board of Dental Nursing and the reader panel for BDJ Team, she has published articles in a variety of UK and international dental publications and her work has been referenced in the British Medical Journal. In November 2025, she won the first prize in the graduate category of the British and Irish Dental Editors and Writers Forum’s new communicator awards for her article, ‘Hierarchy in dentistry: A dental nurse perspective‘.1 

College membership is open to dental professionals in all team roles. Associate Membership is open to all registered dental professionals, with Full Membership, Associate Fellowship and Fellowship available based on further eligibility criteria. Dental nurses receive a two-thirds discount on standard membership fees, but receive the same benefits as all other members at each grade, including quarterly copies of the Primary Dental Journal and online CPD (all members), post-nominal recognition and a discount with Dental Protection (Full Members and above), and access to College Fellows’ Receptions (Associate Fellows and Fellows).

The Faculty of Dental Nursing & Orthodontic Therapy comprises all dental nurse and orthodontic therapist members of the College, and its Faculty Board supports the College in developing career pathways for dental nurses and orthodontic therapists and contributes to the work of the College Council.

Founded in 1940, the BADN is the UK’s oldest and largest professional association for dental nurses.

  1. Silver R. Hierarchy in dentistry: A dental nurse perspective. BDJ Team 2025; 12: 38–39.

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College of General Dentistry Blog

Rethinking leadership in dentistry: beyond clinical excellence

Professor Igor Blum, Editor of the Primary Dental Journal (PDJ), reviews the meaning of leadership – the theme of the upcoming issue – within the context of dentistry and the general dental team.

Dentistry stands at a crossroads. Today’s dental professionals do more than deliver treatment – they manage teams, communicate under pressure, work across complex systems, manage regulatory challenges, navigate ethical dilemmas, adopt new technologies, and care for increasingly diverse and complex patient needs.

In this context, dentistry depends as much on leadership as it does on clinical competence. Dentistry cannot meet tomorrow’s challenges without educating the leaders of tomorrow, and the dental profession and dental educators have an essential role in shaping that future.

The Autumn 2025 issue of the Primary Dental Journal (PDJ) explores what “leadership” means in the context of healthcare and, in particular, dentistry from the perspective of a variety of team members, and why leadership is increasingly recognised as a critical domain for dental professionals.

Leadership in dentistry has long been viewed through the narrow lens of clinical seniority: the most experienced clinician, the most decorated consultant or specialist, or the individual who has simply “been around the longest.” Yet modern dentistry – multidisciplinary, digitally driven, team-based, and increasingly complex – demands a different understanding of what leadership truly means.

Nowadays, leadership in dentistry is less about hierarchy and more about fostering a positive, supportive culture, creating environments where people can thrive. It is the ability to navigate uncertainty, steward organisational or practice culture, support colleagues’ wellbeing, and translate vision, both clinical and non-clinical, into systems and behaviours that improve patient care. In an era marked by relentless workforce shortages, escalating regulatory scrutiny, and a more litigious landscape, let alone increasing patient expectations, and an expanding scope of practice, leadership is no longer optional – it is compulsory.

In many cases, dentists – and sometimes dental care professionals – enter leadership positions almost by chance, without prior preparation or intention, rather than through deliberate career planning. Many find themselves leading teams, services, or departments without formal leadership training, relying instead on clinical logic and common sense to solve organisational challenges. But clinical acumen and common sense do not automatically confer leadership competence.

As readers can glean from articles in this issue of the PDJ, effective leadership in dentistry requires:

  • reflective practice to learn from error, change behaviour, and model humility
  • clear communication to translate strategy into day-to-day action
  • the ability to effectively manage difficult conversations
  • emotional intelligence to respond to stress, conflict, and diverse personalities
  • courage to address performance concerns, speak up for safety, and challenge inefficient systems
  • vision to anticipate future needs – technological, educational, and demographic

These attributes are cultivated, not inherited. As a profession, we must recognise that leadership is a skillset that demands deliberate development.

Good leadership has measurable clinical consequences. Teams led by authentic, supportive leaders demonstrate better compliance with safety protocols, fewer adverse incidents, and higher patient satisfaction. Conversely, poor leadership is a well-recognised contributor to staff burnout, low morale, regulatory referrals, and declining quality of care.

In this sense, leadership is not separate from clinical practice – it is clinical practice. When a leader fosters psychological safety, team members are more likely to ask for help, discuss decisions, and escalate concerns before harm occurs. When leaders model professionalism, the culture follows. Leadership, therefore, is an evidence-based intervention that directly affects patient outcomes.

The document “The Safe Practitioner: A framework of behaviours and outcomes for dental professional education”,1 published by the General Dental Council (GDC) has replaced “Preparing for Practice”2 as the curriculum document for all programmes of undergraduate dental education in the UK from September 2025. The new framework states that all dental professionals should “where appropriate, lead, manage and take professional responsibility for the actions of colleagues and other members of the team involved in patient care.” Although the language of the framework throughout its various domains and sub domains may not always mention “leadership”, the expectations clearly do.

Therefore, dental schools and postgraduate programmes have an opportunity – and responsibility – to embed leadership development into curricula. Students and trainees should graduate not only as “competent” clinicians, but as professionals equipped to lead teams, contribute to service improvement, and navigate the emotional realities of modern healthcare.

Leadership training should include:

  • human factors and systems thinking
  • communication and conflict resolution
  • reflective and resilient practice
  • understanding diversity, equity, and inclusion
  • ethical decision-making and professionalism
  • real-world exposure to service leadership, not purely theory

We cannot expect clinicians to lead effectively if we never teach them how. If we want graduates who are truly prepared for practice, we must prepare them for leadership.

The College of General Dentistry defines leadership as a learnable “science and art” and integrates it as a key domain within both its Professional Framework for Dentistry and its experience-based route to Fellowship.3,4 Rather than prescribing specific qualities for every single stage, the framework outlines a general progression across career levels, with leadership skills becoming increasingly sophisticated and team oriented as a practitioner advances. The College emphasises that leadership skills are vital for all members of the dental team, regardless of their formal role, as every dental professional is inherently a leader within their practice.

The pressures of contemporary practice – clinical, financial, organisational, and regulatory – will only intensify. Strong leadership is the compass that keeps teams aligned, grounded, and focused on what matters most: the delivery of safe, compassionate, and high-quality care. It is recognised that, ultimately, there is no “one size fits all” approach to leadership in dentistry, but recognition of its importance, and perseverance with establishing a leadership model that works, can transform our clinical environment.5

Our profession must embrace leadership as a collective responsibility, not a title reserved for the few. Every dental professional – whether in training, practice, education or governance – has a role to play in shaping a culture where people feel valued, supported, and inspired.

The future of dentistry will not be defined only by the technologies we adopt or the treatments we deliver, but by the leaders we develop. In this token, I am deeply grateful to Dr Sree Koka, the guest editor of the upcoming leadership-themed issue, and to the many other contributing authors for their essential input producing such wealth of excellent, interesting, and informative articles which can serve as an invaluable source of wisdom for the general dental practice team. It is my sincere hope that readers will find the collection of articles of interest and that the issue will be an asset to all dental professionals in their working environment.

To receive the Leadership issue of the PDJ, join the College by Thursday 4 December 2025.

find out more about the pdj

The Primary Dental Journal is the College’s quarterly peer-reviewed journal dedicated to general dental practice. The titles and abstracts of PDJ papers are available to all dental professionals via the searchable PDJ homepage, with full paper access available to College members through the PDJ Library.

The leadership issue will be available online in mid-December and printed copies should arrive with College members in late December.

References

1. General Dental Council (GDC). The Safe Practitioner: A framework of behaviours and outcomes for dental professional education. [Internet]. London: GDC; 2025. Available at gdc-uk.org/education-cpd/dental-education/quality-assurance/learning-outcomes-and-behaviours#safe [Accessed Nov 2025].

2. General Dental Council (GDC). Preparing for practice: Dental team learning outcomes for registration (2015 revised edition). [Internet]. London: GDC; 2015 (updated 4th July 2019). Available at gdc-uk.org/docs/default-source/registration/registration-for-dcps-qualified-in-an-eea-member-state/preparing-for-practice-(revised-2015).pdf?sfvrsn=e76ff46d_2 [Accessed Nov 2025].

3. The College of General Dentistry (CGDent). Career Pathways in Dentistry: Professional Framework. [Internet]. London: CGDent; 2022. Available at cgdent.uk/career-pathways [Accessed Nov 2025].

4. The College of General Dentistry (CGDent). Fellowship by experience. [Internet]. London: CGDent; 2024. Available at cgdent.uk/fellowship-by-experience [Accessed Nov 2025].

5. McColl E, Bryce G. Leadership in dentistry: what does it really mean? Dental Update. 2025;51(6):383-384.

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College of General Dentistry News

Foundation Nakao – CGDent Award winners 2025

The College and Foundation Nakao would like to congratulate the successful candidates in this year’s Foundation Nakao – CGDent Award in Coaching and Mentoring for Dental Care Professionals.

The winning entrants comprise five Dental Therapists, four Dental Nurses, two Clinical Dental Technicians, one Dental Hygienist and one Orthodontic Therapist from across the UK and elsewhere.

Candidate nameRoleMembershipRegion
Zahra AkhtarDental TherapistAssociate MemberYorkshire and Northern
Humair AlamClinical Dental TechnicianAssociate MemberNorth Thames
Dena AndrewsDental TherapistAssociate Member Trent & East Anglia
Kenneth Binnah AssocFCGDentDental NurseAssociate Fellow Central London
Steven William CatterallDental Nurse Associate Member Mersey & North West
Poppy Louise IrvineDental Hygienist Associate MemberYorkshire and Northern
Sara Amina JalloulOrthodontic TherapistAssociate Member Wessex & Oxford
Maria de los Llanos Martinez AssocFCGDentDental TherapistAssociate FellowOverseas
Caroline PersaudClinical Dental Technician Associate MemberWessex & Oxford
Carolyn Roberts Dental Nurse Associate MemberWales
Michaela Christina Robinson Dental Therapist Associate Fellow Wessex & Oxford
Georgina Smith Dental Nurse Associate Member South Thames
Tyra Anne Watt Dental Therapist Associate Member West & North Scotland

The successful candidates have each been awarded a fully-funded place, worth £375, on a three-day training course in mentoring and coaching. Delivered online by UMD Professional – an organisation with more than thirty years’ experience of establishing coaching and mentoring practices within medical and legal organisations – the short course takes place over two days in November 2025 and one in January 2026, with eight weeks of assimilation and application and a 30-minute 1:1 supervision session in between.

Course content will include:

  • What are coaching and mentoring?
  • Skills, knowledge, attributes and behaviours required in coaching and mentoring
  • A personal SWOT
  • Contracting in coaching and mentoring
  • Understanding boundaries
  • Communication theories:
    • Shannon and Weaver
    • Transactional analysis
    • Johari
    • Assertiveness
  • Objectivity v emotional response and unconscious bias
  • Setting meaningful objectives and action planning
  • Giving feedback
  • The GROW model
  • The OSCAR model
  • Scaling
  • Reflection
  • Successes and challenges
  • Cognitive distortion
  • The role of emotional intelligence
  • Supervision, group supervision and peer review
  • Action learning using delegate examples

The award was made possible by the generous donation through Prof Avijit Banerjee FCGDent of sponsorship by Foundation Nakao. Also known as The Nakao Foundation for Worldwide Oral Health, it was founded by Makato Nakao, Chairman of GC Corporation, a leading manufacturer of dental materials and equipment. (GC also partners with the College on the CGDent-GC Award for Foundation Trainees.)

To enter the award, participants each submitted an application form stating how they would be able to apply their mentoring or coaching skills in practice during the assimilation and application period, and how they would apply the learning to support less experienced colleagues thereafter. The award was open to all Dental Care Professional members of the College.

Establishing a mentoring and coaching culture is key to the College’s commitment to workforce diversity, inclusion, and wellbeing. In promoting effective mentoring practice, we aim to foster appropriate support in the career pathway progression for all members of the oral healthcare team. Our aspiration is to cultivate a community of College members amongst Dental Care Professionals who are equipped and confident to nurture their peers.

It is anticipated that the Foundation Nakao – CGDent Award 2026 will open soon. To register your interest in the 2026 award and receive notifications as soon as applications open, email [email protected] with the subject line “Foundation Nakao – CGDent Award 2026”.

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College of General Dentistry News

College masterclass teaches leadership development skills

The College recently hosted a Leadership Development Masterclass for dental professionals.

Professor Sreenivas Koka FCGDent presenting to participants at the CGDent Leadership Development Masterclass

The masterclass taught some of the most critical elements needed to be an effective team leader, with carefully curated content offering appropriate breadth and depth for early-career leaders, including

  • Giving and receiving feedback as a leader
  • Learning one’s motivations for leadership (and adapting accordingly)
  • Measuring your leadership effectiveness

The one-day programme, which took place at the Royal Society of Medicine in London on Tuesday 14 October 2025, was restricted to Full Members, Associate Fellows and Fellows of the College and was attended by members from across the dental team.

The event was led by Professor Sreenivas Koka DDS MS PhD MBA MAS FACD FCGDent and Professor Elizabeth Carr MAADH DHA FACD(Hon) FCGDent.

Professor Koka is co-founder of Executive Leadership Enterprises and the Future Leaders in Prosthodontics (FLiP) programme, and founder of both the Shaping the Future of Implant Dentistry (SHIFT) leadership workshop series and the non-profit Career Design in Dentistry organisation. He is also a former Chair of the Massachusetts Institute of Technology (MIT) Sloan School of Management Alumni Board. Dean of the University of Mississippi School of Dentistry from 2021-2024, he has been a lecturer at the University of Michigan and University of California Los Angeles, and a professor at Loma Linda University, the University of Nebraska and the Mayo Clinic. In addition to qualifying as a Doctor of Dental Surgery, he holds a Master’s in Prosthodontics from the University of Michigan, an MBA from MIT, a Master’s in Applied Sciences from Johns Hopkins University and a PhD from the University of Nebraska. He was the founder and owner of Premium Dental Editing in Rochester, Minnesota, and of Koka Dental Clinic in San Diego, and is the author/co-author of over 100 peer-reviewed articles and nine book chapters. A Fellow of CGDent, he was brought up in Romford, emigrated to the United States at the age of 19 and is one of 16 dentists in his family.

Professor Carr is Chair of the Department of Dental Hygiene, Professor of Dental Hygiene and Director of the Mississippi Population Oral Health Collaborative at the University of Mississippi School of Dentistry, where she has worked for over 20 years. She holds a Bachelor’s degree in Dental Hygiene and a Doctorate in Health Administration from the University of Mississippi and a Master’s in Dental Hygiene from the University of Tennessee. She has also completed the MIT Sloan School of Management’s Executive Certificate programme in Leadership and Management. A Fellow of the CGDent, she is also an Honorary Fellow of the American College of Dentists, a past President of the Mississippi Dental Hygienists’ Association, and a member of the American Dental Hygienists’ Association and the American Academy of Dental Hygiene. Her peer-reviewed articles on leadership and dental education have been published in the Journal of the American College of Dentists, the Journal of International Oral Health, the Journal of Prosthodontic Research, the Journal of Prosthetic Dentistry, the Journal of Dental Hygiene and the Journal of Dental Education.

Professor Koka is also the guest editor of the next issue of the Primary Dental Journal (PDJ), which will be published later this year on the theme of leadership, and co-author of its paper ‘Oral health in the context of patient well-being: Implications for the general dentist’. Professor Carr is the author of ‘Effectively managing difficult conversations with patients and dental teams’. Both are co-authors of ‘Everyday leadership’.

Simon Thornton-Wood PhD, Chief Executive of the College, said:

“To practise dentistry requires years of education, yet people can take on leadership roles with little or no training at all. First-time and second-time dental leaders are challenged because other people’s actions now define them; the potential to fail in a leadership role is high and the consequences can be significant.

“That’s why leadership in dentistry is such a focus for the College. It was the theme of our very first journal issue in 2021, we’re re-visiting it in the next issue, it is one of our five domains of Fellowship and we have a recorded webinar on the subject available free of charge for all our members. It is also the topic of a blog post by our Immediate Past President, under whose Presidency we hosted a Leadership Workshop for early career dental professionals.

“Leadership can be taught and learned, so we were delighted to be able to host this masterclass, and privileged that it was delivered by two College Fellows who are world-leading scholars in the art and science of practising leadership in the context of oral healthcare delivery.”

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