A Review of the Literature on Continuing Professional Development (CPD) Commissioned by the General Dental Council (GDC) to inform their policy proposals for CPD development 10 January 2019 Association for Dental Education in Europe (ADEE) 10 January 2019 Association for Dental Education in Europe International Office Dublin Dental School and Hospital Trinity College, Lincoln Place Dublin 2, Ireland T: +353 1 612 7287 / 7235 F: +353 1 612 7294 Project Team Professor Jonathan Cowpe, emeritus professor, Cardiff University, School of Dentistry (Project Lead) Dr Argyro Kavadella, Athens University, School of Dentistry (Lead Project Researcher) Professor Alison Bullock, Cardiff University, School of Social Sciences, (Expert Advisor & Researcher) Ms Emma Barnes, Cardiff University, School of Social Sciences (Search Advisor & Researcher) Dr Barry Quinn, King’s College London (Project Researcher) Mr Denis Murphy, Chief Administrative Officer of ADEE (Project Administrator) Contents GLOSSARY ................................................................................................................................................ Other abbreviations ............................................................................................................................. EXECUTIVE SUMMARY ............................................................................................................................ i INTRODUCTION ....................................................................................................................................... 1 Background ........................................................................................................................................ 1 Enhanced CPD Rules ......................................................................................................................... 2 Shifting the Balance ........................................................................................................................... 2 Aim of the Review .............................................................................................................................. 3 The Research Questions .................................................................................................................... 3 The Project Team and conclusions from their earlier work ............................................................. 4 LITERATURE RESEARCH METHODOLOGY ............................................................................................. 6 Keywords and Databases .................................................................................................................. 6 Research Area Experts ...................................................................................................................... 6 Exclusion Criteria ............................................................................................................................... 7 The Selection Process and Data Extraction ..................................................................................... 7 Study Design Quality Levels – Strength of Evidence ................................................................... 9 Data from the online survey and additional contacts................................................................... 10 LITERATURE SYNTHESIS ..................................................................................................................... 11 Question 1: Evidence on specific CPD activities: interactive, e-learning, peer-learning, mentoring/coaching, reflective practice........................................................................................ 11 Interactive activities .................................................................................................................... 12 e-learning ..................................................................................................................................... 16 Peer learning ............................................................................................................................... 21 Mentoring and Coaching ............................................................................................................ 23 Reflection and reflective activities ............................................................................................. 26 Question 2. Areas of best practice in relation to the specific CPD activities (Q1) ...................... 28 Impact of CPD on Practice .......................................................................................................... 32 Question 3. Evidence on CPD activities across different workplace settings ............................. 36 Rural settings .............................................................................................................................. 37 Interprofessional learning and primary/secondary care settings ............................................ 38 Question 4. Evidence on CPD choices driven by insight and intelligence ................................... 41 On an individual level .................................................................................................................. 41 On an Organisational Level ........................................................................................................ 45 Question 5. Evidence of qualitative-based CPD models .............................................................. 47 Outcomes-based models ............................................................................................................ 47 Mixed models .............................................................................................................................. 49 Good Guidance ............................................................................................................................ 53 Quality Management Systems ................................................................................................... 55 CONCLUSIONS ..................................................................................................................................... 56 A proposed qualitative-based model for UK dental professionals ........................................... 56 Final remarks .............................................................................................................................. 58 REFERENCES ....................................................................................................................................... 60 TABLES AND FIGURES Figure 1: Literature Search Results ......................................................................................................................... 8 Table 1: Study Design Quality Levels ...................................................................................................................... 9 Table 2: Study Design Quality Levels of the texts referred to in this literature review ......................................... 10 APPENDICES Appendix 1: Keywords and Combinations ............................................................................................................ 78 Appendix 2: Survey Responses .............................................................................................................................. 79 Appendix 3: Contact with Research Area Experts ................................................................................................. 80 ACKNOWLEDGEMENTS AND DISCLAIMER We would like to thank all our Research Area Experts for their contribution and the GDC for their financial support for this project. We appreciate the guidance and support we received from Jessica Rothnie and Guy Rubin at the GDC. This report presents independent research funded by the General Dental Council (GDC). The views and opinions expressed by authors in this publication are those of the authors and do not necessarily reflect those of the GDC GLOSSARY We present in this glossary definitions of core terms, mainly based on references used in this review. By providing a glossary, our intention is to enhance the understanding of this report rather than to establish one final ‘definition’ for each concept. Active learning A method of learning in which learners are actively involved in the learning process (opposite to passive learning). It is learner-centered and requires the active participation of learners, who must engage in higher-order thinking tasks such as analysis, synthesis and evaluation, by doing things and reflecting on them. Academic detailing Structured visits by trained professionals to healthcare practices for the (Educational outreach purpose of delivering tailored education and training to healthcare visits) providers. It is also referred to as educational outreach visits, educational detailing, or university-based detailing. Typically it is delivered face-to-face, but web-based technologies are sometimes employed. Andragogy Concerning the methods and practice of education with adult learners, in contrast to those intended for children (pedagogy). Appraisal A process between an ‘appraiser’ and an ‘appraisee’, focused on the appraisee’s performance and achievements and involving critical reflection, identification of learning needs and planning for professional development. Related: medical appraisal A process of facilitated self-review supported by information gathered from the full scope of a doctor’s work Association for Dental