The latest issue of the Primary Dental Journal, ‘General dentistry (part one)’, is now live online.
The issue features articles on a wide range of topics of relevance to the whole dental team, selected by the journal’s Editor-in-Chief, Prof Igor Blum (Clinical Professor of Primary Care Dentistry and Advanced General Dental Practice at King’s College London).
Topics covered include, among others, an exploration of the Delivering Better Oral Health version 4 toolkit; an examination of job satisfaction/dissatisfaction among dentists and dental care professionals; a review of current trends in digital implant planning and rehabilitation; and an update on dental transpositions. This issue also includes the final update on College developments by Dr Abhi Pal, whose term as President ends in June 2024. (The full list of contents is below.)
Outlining the purposes of the general dentistry issues, Prof Blum said:
“As part of our ongoing effort to support the journey of continued learning and development of the primary dental care team, the articles in these issues address topics likely to be informative and relevant to your practice, and which I trust readers will find stimulating, interesting and valuable.”
Full online access to the majority of articles is reserved for College of General Dentistry members and Primary Dental Journal subscribers, who can also expect their printed copies to arrive in the next 2–3 weeks.
For non-members / non-subscribers, at least one paper in each issue is made available online free of charge, with all other articles available to purchase via the links below.
An annual print subscription, normally costing £130, is included with membership of the College, which also includes online access to the current issue, access to the PDJ Archive of over 1,400 past articles, and a range of other benefits. College membership, which is tax deductible, is available from £125 for dentists, £83 for other dental professionals, and £42 for Dental Nurses, new registrants and concessions.
On behalf of the College, the PDJ editorial team would like to express its gratitude to all the authors and peer reviewers who have contributed to the publication of this issue.
CGDent members can view full articles by logging in via the yellow button below, then clicking ‘Access the PDJ Archive’:
The College is expanding its elected national representation to encompass the whole dental team.
Elections are held each year for a number of seats on the College’s Council, and this year, for the first time, four role-based seats will be elected: one each representing dentists; dental hygienists and dental therapists; dental nurses and orthodontic therapists; and dental technicians and clinical dental technicians.
Those elected will serve three-year terms starting in June 2024, during which they will help to shape the College’s development, have the opportunity to be involved in areas such as careers, policy and standards, and be eligible to vote and stand in the annual election of two Vice Presidents of the College.
The elections, which are the latest step in a journey to build a Royal College for the general dental team, are taking place twenty years after the College’s predecessor organisation, the Faculty of General Dental Practice UK (FGDP), began admitting Dental Care Professionals (DCPs) into Affiliate Membership.
However Affiliate Members – a category distinct from the Associate Membership and higher grades of membership then available only to dentists – could not progress in membership, nor stand for elected office or vote in elections, and their board representative did not carry a vote.
When the FGDP transferred into the College, CGDent became the first organisation of its type to allow all qualifying dental professionals into substantive membership, with Full Membership and Associate Fellowship opened to all team roles in 2021, followed by Fellowship in 2022.
For those without postgraduate qualifications, Associate Membership of the College is also now available equally to all registered dental professionals, with Affiliate Membership open to non-clinical team members such as practice managers.
At the same time as these changes were made, three additional seats were created on the College Council, all with voting rights, to ensure fuller representation of all registrant roles. These seats have been appointed during the early years of the College’s existence, but in becoming elected will further improve the standing of DCPs.
The franchise for the role-based seats has also been expanded to include Associate Members, enabling a greater number of DCPs and younger dentists to participate in Council elections, many for the first time.
And in addition to the role-based seats, dental professionals from across the clinical team who are Full Members may stand in any of the eight regional seats for which elections are also being held this year: Central London; Mersey and North West; North East and North West Thames; South West; Trent and East Anglia; Wales; West Midlands; and Yorkshire and Northern.
Nominations open on Friday 15 March and close on Monday 15 April, and dental professionals wishing to stand for election will need to be a member of the College to submit their nomination. Those not already a member are advised to apply for membership by the end of March in order to allow the process to complete in time.
Further information on the role and nominations process is available via the button below.
Elections will soon be held for twelve regional and role-based seats on the College Council, and all eligible members are invited to consider standing.
The Council is the voice of our members. It oversees our role as a professional body and guides the Trustee Board on the development of the College to fulfil its mission.
Elections are being held this year for eight of the thirteen regional seats on the Council, and for the first time also to four seats representing specific roles within the dental team.
Nominations will be open from Friday 15 March to Monday 15 April. Following validation of nominations, voting will open during the week commencing 22 April and will close 30 days later, with the results announced shortly thereafter.
The role
As a Council member, you would provide leadership, strategic input and direction in all the professional affairs of the College. You would be helping to shape key moments in the College’s growth and could also get involved in specific initiatives on areas such as careers, policy and standards.
If elected, you would serve a three-year term, from June 2024 – June 2027, during which you would be expected to attend face-to-face Council meetings on three Fridays each year, as well as regular online meetings and occasional committees outside of business hours. Your first Council meeting would be on Friday 21 June 2024 in London.
You would also be expected to vote, and eligible to stand, in the annual election of two Vice Presidents; to participate in the triennial appointment of a College President; and to attend College events around the UK.
You would be able to stand for re-election in 2027, and individuals may serve up to three elected terms (i.e. nine years) on the Council. The role is voluntary, but we do cover essential expenses. A role profile is available below.
To stand for election to a regional seat, you must be a Full Member, Associate Fellow or Fellow of the College (in any team role) and must live or work within that region, and be registered to that region with the College.
To stand for election to a role-based seat, you must be an Associate Member, Full Member, Associate Fellow or Fellow of the College, and must be registered with the GDC (or overseas equivalent) in a relevant role for the seat. All members are automatically assigned to one of the College’s four faculties for electoral purposes, based on the team role in which they have registered their College membership.
If you are a member considering upgrading your membership in order to stand or vote in an election, or a non-member considering joining, you will need to allow at least two weeks ahead of the relevant date(s) below for this process to complete.
Council seats for electionin 2024
Nomination are sought for the following seats:
Central London
Mersey and North West
North East and North West Thames
South West
Trent and East Anglia
Wales
West Midlands
Yorkshire and Northern
Faculty of Dental Hygiene & Dental Therapy
Faculty of Dental Nursing & Orthodontic Therapy
Faculty of Dental Technology & Clinical Dental Technology
Faculty of Dentists
College electoral regions
If you are unsure which College region you are in, check your entry on the Member Register
Nominations process
On 15 March 2024 (tbc), all eligible members will be emailed a link to the nominations website by the College’s election services provider, Mi-Voice.
If you are interested in standing for election, you will need to complete the nomination process via that link (once received), where you will be asked for further information, and to submit an election statement.
You will also be required to provide the names of two supporters of your nomination. For regional seats, your supporters must each be a Full Member, Associate Fellow or Fellow of the College. For role-based seats, your supporters must each be an Associate Member, Full Member, Associate Fellow or Fellow of the College. If you are unsure of the membership status or region of potential supporters, please consult our Member Register
If you think you might like to put yourself forward as a candidate and would like further information before deciding, we would be pleased to have a confidential discussion and answer any questions about the role and the process. Please get in touch via [email protected]
Please note that this item was amended on 28 February 2024 to reflect the addition of Central London to the list of regional seats being elected this year
The College has published its full response to the government’s Dental Recovery Plan, adding further detail to the interim response from its President, Dr Abhi Pal FCGDent, which was issued earlier this week.
Announcing the plan, Health Secretary Victoria Atkins MP quoted the College on the importance of making use of the full range of skills of all dental team members
The updated statement from the College includes responses to the proposal to speed up entry to the NHS Performers List; to the idea of commissioning private-only dentists to deliver NHS care; to the intention to press the GDC in relation to the recognition of additional qualifications as being equivalent to the UK BDS; to the intended expansion of the LDS, and to the plan to provide preparatory support for LDS candidates. It also includes additional considerations in relation to the proposed ‘golden hello’; to the creation of a provisional registration scheme; and to the increase in the number of dental school places.
The new commentary is as follows:
“While we support in principle the NHS making use of available local capacity to provide much-needed dental care, the proposal to use private-only dentists to do this would either fail or be completely iniquitous to those practitioners who have remained committed to NHS delivery. The correct solutions are to take measures to support the recruitment and retention of dental professionals in the NHS, and to support the financial viability of practices through adequate funding of contracts.
“We are already looking forward to an increase in the number of sittings and places for the Overseas Registration Examination, and we welcome the proposed expansion of the LDS examination. We also welcome proposals to support candidates in preparing for the LDS, and would advocate for similar support to be made available to candidates preparing for the ORE.
“We support the intention to speed up entry to the NHS Performers List, and the possibility of provisional registration, but public safety must not be compromised in our haste to fill gaps in the workforce. There must be proper structure in the training and assessment of provisional registrants, and a robust Quality Assurance process must be developed to ensure that the end product is a Safe Practitioner. Additional training and support may also be required for supervising dentists, as this role may well be more challenging than that of Educational Supervisor of Foundation Dentists.
“Similarly, we support the intention to identify non-EEA qualifications which meet the standard required for registration as a dentist in the UK, but due care and rigour must take priority in order to ensure patient safety. In time, this may prove a useful additional means of ameliorating the labour shortage experienced by dental practices, and the consequent lack of access to NHS dental care experienced by so many patients.”
The sections of the response which have been expanded are as follows:
“The planned ‘golden hello’ scheme also brings implicit recognition of the difficulties experienced by dental practices in the recruitment and retention of clinical staff to deliver NHS dental care. However, we are concerned that the proposed short-term offer, which is in any case limited to dentists, may fail to overcome many practitioners’ long-term concerns about embarking on a career in NHS care delivery, among which are burnout, lack of career progression and insufficient recognition for enhanced skills. We would emphasise that these factors apply not only to dentists but to other members of the dental team, especially dental nurses, and consideration should be given to exploring alternative models of incentivisation to support their recruitment and retention.”
“We are already looking forward to the increase in the number of dental school places available for dentistry, dental hygiene and dental therapy students. The planned expansion of student numbers must be accompanied by an appropriate increase in academic teaching capacity and resources so that the quality of undergraduate training is maintained.”
The College response in full is below.
The College’s response to the ‘Dental Recovery Plan’ in full
Responding to the government’s Dental Recovery Plan, Dr Abhi Pal FCGDent, President of the College, said:
“The government has set out a range of initiatives intended to help tackle some of the many longstanding problems facing NHS dental provision in England. These include some potentially positive new initiatives, which we welcome, alongside previously made announcements. However, while some further positive changes to the dental contract are anticipated later this year, the Dental Recovery Plan does not represent the more fundamental contract reform which is required, nor will the additional £210m in funding behind the plan, welcome as it is, restore universal access to NHS dental care.
“We welcome the proposed Smile For Life programme, with its focus on intervening early to prevent oral diseases in children. Tooth decay remains the leading cause of hospital admission for 6–10-year-olds in England, and a preventative approach has the potential to reduce the need for restorative treatment. However, we wait to see whether sufficient resources will be invested for the programme to be a success.
“The additional temporary funding aimed at those who have been unable to access dental care for two years or more is much needed. However, we would like to see consideration of the ongoing care of individuals benefitting from this initiative.
“The intention to bring NHS dentistry back to some of the many communities who have lost access to it is also very welcome. While mobile units may help in the short term, bricks-and-mortar dental surgeries should remain the backbone of routine ongoing care delivery, and appropriate funding should be put in place to support the re-establishment of NHS practices to address lack of access and meet the volume of need.
“While we support in principle the NHS making use of available local capacity to provide much-needed dental care, the proposal to use private-only practices to do this would either fail or be completely iniquitous to those practices which have remained committed to NHS delivery. The correct solutions are to take measures to support the recruitment and retention of dental professionals in the NHS, and to support the financial viability of practices through adequate funding of contracts.
“The planned ‘golden hello’ scheme also brings implicit recognition of the difficulties experienced by dental practices in the recruitment and retention of clinical staff to deliver NHS dental care. However, we are concerned that the proposed short-term offer, which is in any case limited to dentists, may fail to overcome many practitioners’ long-term concerns about embarking on a career in NHS care delivery, among which are burnout, lack of career progression and insufficient recognition for enhanced skills. We would emphasise that these factors apply not only to dentists but to other members of the dental team, especially dental nurses, and consideration should be given to exploring alternative models of incentivisation to support their recruitment and retention.
“We are already looking forward to the increase in the number of dental school places available for dentistry, dental hygiene and dental therapy students. The planned expansion of student numbers must be accompanied by an appropriate increase in academic teaching capacity and resources so that the quality of undergraduate training is maintained.
“We also look forward to the implementation of medicines exemptions for dental hygienists and therapists. Greater recognition and use of the full range of skills of all team members will enable the delivery of more care and make NHS dentistry more attractive to dental professionals. We also look forward to further proposals which empower the wider dental team when the next set of contractual changes are consulted upon.
“We also recognise that an increase in the minimum UDA value will support a minority of practices to continue delivering NHS dental care. And we support the intent to introduce community water fluoridation in areas of high need as this has the potential to reduce the prevalence of oral diseases and the need for invasive interventions.
“Finally, while dental practices struggle to recruit and many patients struggle to access care, there are many dental professionals who have qualified and practised overseas and who could be providing care here in the UK, but are unable to do so due to the waiting lists for registration exams.
“We are already looking forward to an increase in the number of sittings and places for the Overseas Registration Examination, and we welcome the proposed expansion of the LDS examination. We also welcome proposals to support candidates in preparing for the LDS, and would advocate for similar support to be made available to candidates preparing for the ORE.
“We support the intention to speed up entry to the NHS Performers List, and the possibility of provisional registration, but public safety must not be compromised in our haste to fill gaps in the workforce. There must be proper structure in the training and assessment of provisional registrants, and a robust Quality Assurance process must be developed to ensure that the end product is a Safe Practitioner. Additional training and support may also be required for supervising dentists, as this role may well be more challenging than that of Educational Supervisor of Foundation Dentists.
“Similarly, we support the intention to identify non-EEA qualifications which meet the standard required for registration as a dentist in the UK, but due care and rigour must take priority in order to ensure patient safety. In time, this may prove a useful additional means of ameliorating the labour shortage experienced by dental practices, and the consequent lack of access to NHS dental care experienced by so many patients.”
Second year Dental Therapy and Hygiene student at the University of Portsmouth, Modupe Ilesanmi, advocates using self-directed learning to improve your performance at dental school.
What is self-directed learning?
Self-directed learning (SDL) is an approach to taking responsibility for acquiring knowledge on a particular subject matter in order to become proficient in that area. In a didactic teaching method, the learner often takes on a passive role of receiving information. However, in a clinical environment such as dentistry, a student is presented with a variety of unique cases that raise questions on content learnt, so a didactic teaching method alone is not sufficient. For instance, you could have a patient present with an unfamiliar case and you are expected to find appropriate resources that support your clinical judgement. Another example is where you venture on an in-depth learning journey on a topic of interest.
SDL initiates and shifts the student’s learning experience from a passive state to a state of autonomy, thereby providing room for learners to take the lead on their own learning experience. The academic then takes on the role of a facilitator and motivator rather than instructor. Consequently, your learning ability and confidence as a student is enhanced.
What I’ve gained by using self-directed learning
Through self-directed learning, I’ve gained control over my academic trajectory. SDL allows me to dictate my educational needs and customise my learning schedule according to my preferences. With the flexibility to decide what, when, and how I learn, I’m able to progress at my own pace. In addition, I can hone my critical thinking and problem-solving skills. It enables me to analyse evidence and draw independent conclusions, skills essential for academic excellence and lifelong learning. Furthermore, SDL empowers me to set goals, manage my time effectively, and assess my progress. These self-regulation abilities not only enhance my academic performance but also serve as a valuable asset in advancing my career.
How to navigate self-directed learning in dental school
Identify your learning needs
The ability to apply the knowledge you have obtained is crucial in dentistry. In order to achieve this, thoroughly understanding the subject is vital. To understand a topic you must identify your knowledge gaps. To do this you have to be true to yourself. Write down everything you know about the topic then proceed to using resources such as lecture slides or textbooks to supplement what you know. This will eventually advance your proficiency in the subject matter. Knowledge gaps can also be identified through reflection on your performance and feedback from lecturers or peers.
Determine the learning outcomes
It is important to understand the objective of any particular learning. How is this going to help me as a student? The learning objective answers the question “why am I learning this?” Learning objectives also keep you on track. Set a number of questions around the subject matter that you should be able to understand by the end of the study.
Gather a variety of sources for identified topics
Depending on what you study, there are various resources you can use to gather the relevant information. For instance: protocols, guidelines, textbooks, evidence-based research. Knowing what type of resource you need is relevant to identifying the right information and will help you achieve your learning objective efficiently. An understanding of what each resource is and how to apply them is key.
Narrow everything down to key points
Narrow everything you found on the subject at hand to key points based on the learning objectives. Going back to your learning needs will help to keep you on track and not go off on a tangent.
Retain the information
An evidence-based method for retention is active recall and space repetition. Information that is not revisited will be eventually forgotten, whereas information that is consistently actively revisited, will be retained for a longer period of time. Try asking yourself questions about what you have learnt at different intervals.
Top tips: in order to stay motivated, always remember the reason you are embarking on this study. Remember how this will help you be a better clinician in the long run. Be accountable to someone who will keep you in check. For dental students, developing a self-directed learning approach at university will be valuable throughout your career, especially for your continuing professional development.
Author bio
“I am a second year Dental Therapy and Hygiene student at the University of Portsmouth. I am keen on restorative dentistry. My hobbies outside of dental school are swimming and playing the piano.”
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.
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 61,6631dental 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.
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.
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
As part of a new initiative to raise awareness of its mission to dental students and early career professionals, the College held its first ‘NextGen’ event on Saturday 25 November 2023.
The CGDent NextGen Leadership Workshop, which took place in Manchester, was open to students on the Bachelor of Dental Surgery, BSc or DipHE Dental Hygiene and Dental Therapy, BSc Clinical Dental Technology and BSc Dental Studies courses at the University of Manchester, the University of Liverpool, the University of Birmingham and the University of Central Lancashire, as well as Foundation Dentists and Foundation Dental Therapists in the North West region.
Successful applicants were awarded a fully funded place at the one-day workshop, which explored the skills required for effective leadership in dentistry, through a series of talks, workshops and discussion. The day focused on the five competencies in the Agency Domain of the College’s Professional Framework for Career Pathways in Dentistry: autonomy, decision-making, influence, leadership and management.
Supported by five College facilitators, the delegates were encouraged to examine the key leadership skills and consider how they could develop them through short-term, medium-term and long-term goals.
Christy, a BDS student at the University of Birmingham who took part in the day, said: “…it was great to meet the facilitators and other students there. Everyone was so welcoming, and the talks and activities were easily accessible – no matter what stage or area of dentistry we were in. I’ve learnt multiple ways to develop my skill set, information about the College of General Dentistry and thoroughly look forward to future events!”
Many of those who attended the workshop have become NextGen Ambassadors for the College, with the aim of raising awareness within their communities of CGDent’s mission and of the career support it offers to dental professionals.
The College wishes to thank the students and Foundation Trainees who enthusiastically took part in the day; the workshop facilitators who generously gave their time and expertise (Phillip Brown, Poppy Dunton, Roshni Karia, Abhi Pal and Sir Nairn Wilson); and the University of Manchester, University of Liverpool, University of Birmingham, University of Central Lancashire and Health Education North West for their support.
At the 2024 edition of the British Dental Conference & Dentistry Show (BDCDS24), the College will once again be the headline education partner for the Enhanced CPD Theatre.
The annual conference, which will take place at the National Exhibition Centre in Birmingham on Friday 17 and Saturday 18 May, is the UK’s largest dental event, bringing together the whole dental team with 9,000 dental professionals gathering under one roof.
Free to attend for all registered dental professionals, attendees can expect over 200 lectures across 11 CPD theatres in total, as well as the opportunity to meet over 400 exhibiting suppliers. Details of the College’s lectures will be announced in due course.
The College will also be hosting a stand throughout the conference where staff and senior members will be available to answer any queries you may have about the College and membership, or just to say hello.
Dental Therapist Sarah Murray MBE, Associate Member, Board member of the College’s Faculty of Dental Hygiene and Dental Therapy, and Senior Lecturer in Dental Public Health at Queen Mary University of London, discusses the role of dental practices in delivering preventative oral care advice.
As dental professionals, we are all aware of the challenges individuals are currently experiencing in accessing dental services. We are also very aware that tooth decay has a significant impact on children, their families and the wider society, with children experiencing pain, infections and difficulty in eating, the need to take time out of school to attend dental appointments, parents taking time off work to bring their children to the dental practices, and the high costs of general anaesthetic for extractions when preventive measures have not been adopted or failed. The latest guidance from Public Health England (2017) Health Matters: Child Dental Health, identified a staggering £7.8 million was spent on tooth extractions in 2015 to 2016 amongst children under the age of five, with the majority being a result of tooth decay.
As dental professionals we need to review whether we are utilising every opportunity to promote healthy oral health behaviours from early in a child’s life and through an individual’s life course, and it is the responsibility of all members of the dental team to provide this support. Utilising extended duties dental nurses who are appropriately trained and competent in oral health education and the application of fluoride varnish, dental hygienists, dental therapists and orthodontic therapists, in addition to dentists, is fundamental to this.
We have all experienced that getting our patients to change their unhealthy behaviours is a challenge, so we should be promoting this at every appointment and see it as a long-term commitment from the dental team. The advice we provide needs to be tailored and individualised, and to regularly reinforce key messages in line with contemporary evidence.
Foundation Dentists’ experiences
A recent article by Rutter et al (2023) made me consider whether we need to review what messages we are providing to our patients and how we are delivering these. The authors explored the challenges that newly qualified dentists experienced in delivering oral health advice to parents and caregivers of young children in the Yorkshire and Humber region; one of the five themes was around motivation for behaviour change and this linked well to another theme around parental receptivity to the messages being provided.
The study identified two aspects to motivation: the parents’ motivation to change, and the practitioners’ motivation to engage in a behaviour change conversation. As many experienced clinicians will have found, there are no surprises to the findings: the Foundation Dentists discovered that in general, parents did not return diet diaries and, if they were returned, there were questions about whether they were accurate. The lack of embracing positive oral health behaviours by patients created despondency in the practitioners; this is a sad outcome considering how Foundation Dentists are at the start of their career journeys and experiences such as these could hinder them in promoting behaviour change through the rest of their careers.
Supporting patients to take the next step
We remind ourselves that changing behaviour is part of a cycle; every time we promote healthy habits we are enabling patients to think about making a change (precontemplation and contemplation), and one day, they inform you that they are planning on making that change and have set a date for the change (planning for change) – how wonderful is that! We should be there to support them when they are ready to make that change (action) and guide them if, and when, they relapse.
Reviewing our practices
So, what are dental practices or clinics actively doing to encourage positive oral health behaviours particularly in children? These could include:
embracing Dental Check by One in our clinics, by using the British Society of Paediatric Dentistry posters as a promotion tool; this could encourage parents to book an appointment and begin considering healthy habits for their babies which may result in a change for their other children and themselves. BSPD has other useful resources on its website so is worth checking out further
utilising extended duty dental nurses to provide health promotion in dental practices, and in outreach, such as schools and the community
ensuring children have a toothbrush and are using the correct toothpaste for their needs, and reinforcing the ‘spit, don’t rinse’ message
considering undertaking clinical audits of patient records to establish whether the advice being provided is highlighting any gaps; look to see if the messaging is clear and consistent and explore ways this can be improved
reviewing the literature to ensure our skill set is maximised and for us to be open to making change and sharing new information with the whole of the dental team
How we work with the population who are experiencing common oral diseases and difficulties with access, and how we move to a future population free from dental caries, and other preventable oral diseases, is certainly food for thought.
Rutter L, Duara R, Vinall-Collier KA, Owen J, Haley I, Gray-Burrows KA, Hearnshaw S, Marshman Z and Day PF (2023). Experiences of newly qualified dentists in delivering oral health advice to parents/caregivers of young children —challenges and solutions. Front. Oral. Health 4. Available at https://eprints.whiterose.ac.uk/199925/1/froh-04-1079584.pdf
Join us for a webinar, in partnership with Haleon, to discover how we’re working together to enhance oral healthcare across the UK and to discuss the findings of our upcoming ‘Dental Health Barometer’ campaign. Join us on Thursday 30 November at 2pm (GMT) – more information and register.
Can you help us in the next phase of our research? We would like to hear from practices around the UK who are interested in hosting an evening focus group to explore preventative oral care advice given within practice – find out more.
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