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Transition of new dental graduates into practice: a qualitative study
Author(s) -
Ali K.,
Tredwin C.,
Kay E.,
Slade A.
Publication year - 2016
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1111/eje.12143
Subject(s) - qualitative research , medical education , nonprobability sampling , dental practice , dental education , clinical practice , variety (cybernetics) , stakeholder , perception , transition (genetics) , medicine , psychology , dentistry , family medicine , sociology , public relations , political science , population , social science , biochemistry , chemistry , environmental health , artificial intelligence , computer science , gene , neuroscience
Abstract Aims The aims of this study were to explore the transition of new dental graduates to gain a deeper understanding of the merits and challenges of a mentored year for new graduates in general dental practice settings. Methods The study was conducted in the south‐west region of England. Qualitative methods were used to engage a range of stakeholders in dental education including dental students, academics, general dental practitioners, new graduates, specialists and representatives of the postgraduate dental deanery. Purposive sampling was employed, and after ethical approval, participants were contacted through professional channels. All interview transcripts were transcribed verbatim. The data were imported into NVivo 10 ( QSR International Pty Ltd) and analysed thematically. Results Sixteen participants representing a variety of stakeholder groups were interviewed. The participants shared their perceptions and experiences regarding the transition new dental graduates into dental practice. The challenges and benefits are discussed along with strategies to facilitate a smooth transition. Conclusions This study provides an insight into experience of a mentored year for new dental graduates in general practice settings. Foundation training provides a structured introduction into general practice and serves as a safety net before new graduates gain further independence in clinical practice.