Title: Outcomes of a feedback informed oral surgery placement in longitudinal dental training
Abstract:
Introduction: The Midlands Joint Dental Foundation and Core Training (JDFCT) programme is an longitudinal model of early postgraduate education that integrates Dental Foundation Training and Dental Core Training Year 1 across primary and secondary care. Designed to improve clinical confidence, service continuity and workforce retention in particularly in underserved areas. The programme offers an alternative to traditional rotational training structures. Evaluation and feedback of the first pilot cohort identified variability in surgical exposure and limited trainee confidence in oral surgery procedures. Attributed to pilot cohorts supernumerary status and differences between secondary care services. In response, a targeted intervention was collaboratively developed with the Derbyshire Local Dental Network. A supervised enhanced surgical skills placement embedded within Intermediate Oral and Maxillofacial Surgery (iMOS) services.
Methods: The initiative aimed to enhance trainee confidence and competence in surgical exodontia, strengthen management of medically and surgically complex patients and increase readiness for independent practice. Six longitudinal trainees completed structured preparation, including both online and in person theory and practical sessions, followed by three supervised full-day iMOS clinical placements. Evaluation was via mixed-methodology qualitative and quantitative evaluation using pre- and post-placement questionnaires.
Results: Trainees reported increased confidence and self-rated clinical skills in flap raising, bone removal, tooth sectioning, suturing, and complication management, with post-placement scores showing greater consistency across the cohort. Supervisors corroborated these findings, highlighting professional behaviour, engagement, and meaningful skill development, while also identifying the value of extended or repeated exposure.
Discussion: Despite logistical challenges related to compressed timescales, geography and patient availability. The pilot illustrates how collaborative commissioner-supported educational innovation can rapidly address identified competency gaps and provide increased support. Ultimately to support workforce development, enhance early career confidence, and contribute to sustainable service and increased patient access to primary care.
