Abstract
The aim of this study was to explore the effectiveness of a professional development initiative using organisational change research studies to frame the inquiry. Two faculty groups and two student groups participated in a total of four focus group interviews to ascertain their perceptions of a new model of pre-clinical dental education. Using a grounded theory approach, the findings showed that there were individual, structural and resource-related issues that advanced and restricted the successful implementation of the initiative. The exchange of ideas and the development of critical thinking skills, the use of modelling in multidisciplinary clinics, and just in time consultation were benefits of the programme, while its reliance on attaining competencies to determine student skill development and continual issues with patient allocation and a sufficient pool of patients were drawbacks. The findings suggest that inviting those involved in the professional development initiative into an investigation of their instructional practices while trying out new ideas in action is key to the processes of institutionalising change and engendering professional development growth.
Notes
1. Endodontics focuses on the diagnosis, prevention and treatment of diseases of the dental pulp; prosthodontics is concerned with restoration and maintenance of oral function by the replacement of missing teeth; periodonotology is dedicated to the study and treatment of diseases of the periodontium and soft tissues; operative dentistry focuses on diagnosis, treatment and prevention of tooth disease or trauma; treatment planning focuses on diagnosis of tooth problems and developing ways to treat related conditions; oral and maxillofacial surgery and diagnostic sciences focuses on surgical treatment of tooth disease or preparation for artificial devices designed for restoration.