In their own words: investigating the preparedness of final year dental students in the UK for independent general dental practice.

Introduction: There is relatively little data on the preparedness of UK dental graduates for independent general dental practice. Two recent studies have indicated that graduates appear well prepared, but although quantifying the level of preparedness, they provide limited understanding of the underlying factors contributing to preparedness. This study aims to more deeply understand the contributing factors leading to assertions of graduate preparedness using focus groups of final year dental students, and semi-structured interviews of senior faculty members. Materials and methods: Three UK dental schools were visited in order to conduct both study elements. Focus groups and semi-structured interviews were audio recorded and fully transcribed. Thematic analysis of the transcripts resulted in the production of a thematic matrix. Results: The major categories of the thematic matrix were classified as extrinsic; including the role of educators and features of the course, and intrinsic; relating to fear of the unknown, the development of adult learning abilities and less easily identifiable attributes in the development of competence, which became known as 'bricks and mortar'. Discussion: Students felt that the most important factor affecting their preparation was clinical exposure. Outreach placements were felt to be particularly useful, the simulation of general dental practice being highly valued by final year students. The interaction with educators was also felt to be a key influence on preparedness, with the involvement of general practitioners in dental school teaching felt to be helpful, perhaps giving students an extended exposure to general practice. Conclusion: It is hoped that the rich data derived from this study may allow an invaluable insight into factors contributing to preparedness of new dental graduates, which may then be considered in the light of any proposed changes in the curricula or syllabi.

How prepared are foundation dentists in England and Wales for independent general dental practice?

Introduction The Graduate Assessment of Preparedness for Practice (GAPP) questionnaire has been shown to be valid and reliable in assessing the preparedness of foundation dentists (FDs) for independent general dental practice (GDP). In this study it is used to establish preparedness at six weeks of dental foundation training (DFT) across England and Wales.Method GAPP questionnaires were sent to all FDs and ESs in England and Wales in mid-September 2012. Part 1 of the GAPP questionnaire collected the descriptive data of respondents. Part 2 comprised 34 'competence areas' designed to reflect the breadth of Preparing for Practice allowing respondents a 7-category Likert style response. Part 3 comprised open questions designed to allow respondents to expand on their views. Quantitative categorical data from Part 2 was analysed using IBM SPSS (version 20). Median scores were analysed and mean rank scores were generated in order to compare FD and ES responses. Part 2 results were cross-tabulated with the Part 1 descriptors and analysed using the Mann Whitney U and Kruskal Wallis H non-parametric tests. Mean rank scores were considered to be statistically significant if P ≤0.05. Part 3 data was analysed thematically using NVivo (version 10).Results FDs and ESs felt that FDs were generally well prepared for independent GDP, although FDs rated their preparedness significantly higher than ESs in all areas. FDs who graduated from 4-year courses felt significantly more prepared across most of the curriculum than those from 5-year courses, and graduates from outside the UK felt less prepared for GDP than those from a UK school.Conclusions FDs appear to be well prepared for independent GDP at six weeks of DFT. FDs rated their preparedness significantly higher than ESs across the curriculum. Coupled with the finding that the more experienced ESs felt their FDs were less well prepared, that may indicate FDs potentially overstate their level of preparedness. FDs who completed 4-year courses were generally more prepared across a range of curricular areas, some of which may reflect differences in the courses they completed, while others may relate to the individual being a graduate on entry to the course. Distribution of questionnaires through DFT schemes has resulted in a large number of respondents which may allow valuable generalisations to be made about the preparedness of graduates entering DFT in the UK.

The development and piloting of the graduate assessment of preparedness for practice (GAPP) questionnaire.

Introduction Most new dental graduates in the UK begin their professional career following a year in dental foundation training (DFT). There has been little investigation of how prepared they feel for independent general dental practice across all four domains of the General Dental Council's curriculum 'Preparing for practice'. This paper describes the development of the Graduate Assessment of Preparedness for Practice (GAPP) questionnaire to address this.Methodology The GAPP questionnaire was developed and piloted using a cohort of educational supervisors (ESs) and foundation dentists (FDs). The questionnaire comprised three parts, the first of which collected respondent demographic data. The second was based on Preparing for practice and was used to develop 34 'competence areas' and required a tick-box response on a 7-category Likert Scale. The third comprised free text questions in order to further explore the subject's responses.Results Pilot feedback was positive, the statements were felt to be clear and unambiguous, allowing them sufficient scope to state their position. The pilot study informed small cosmetic changes to the GAPP questionnaire and inclusion of a 'comments' column for respondents to qualify their responses. The pilot results indicated that both FDs and their ESs felt that at ten months of DFT, the FDs were very well prepared for independent general dental practice.Discussion The paper describes the important considerations relating to the reliability and validity of the GAPP questionnaire.Conclusions GAPP appears to be a suitable questionnaire to measure preparedness of new graduates with a degree of reliability and validity. The instrument is designed to be simple to complete and provides a useful analytical instrument for both self-assessment of competence and for wider use within dental education.