R Clow1, S Mehra. 1. Westminster Institute of Education, Oxford Brookes University, Harcourt Hill Campus, Oxford, OX2 9AT, UK. raclow@brookes.ac.uk
Abstract
OBJECTIVE: To carry out an in depth evaluation of the vocational training year. DESIGN: Qualitative structured focus groups and interviews. SETTING: Three regional vocational training schemes in the south of England. METHODS: Each scheme provided a group of six vocational dental practitioners (VDPs) who met with researchers at three points in the training year. Additionally one of the researchers interviewed advisers and trainers. RESULTS: and recommendations Possible improvements were identified in the appointment process, induction, tutorials, assessment of clinical knowledge, technical skill, social and communication skills and development of the skills of reflective practice. CONCLUSIONS: The vocational training year is a very good learning experience, which could be further enhanced to make it excellent.
OBJECTIVE: To carry out an in depth evaluation of the vocational training year. DESIGN: Qualitative structured focus groups and interviews. SETTING: Three regional vocational training schemes in the south of England. METHODS: Each scheme provided a group of six vocational dental practitioners (VDPs) who met with researchers at three points in the training year. Additionally one of the researchers interviewed advisers and trainers. RESULTS: and recommendations Possible improvements were identified in the appointment process, induction, tutorials, assessment of clinical knowledge, technical skill, social and communication skills and development of the skills of reflective practice. CONCLUSIONS: The vocational training year is a very good learning experience, which could be further enhanced to make it excellent.