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LIFE LONG LEARNING
AND EVIDENCE-BASED DENTISTRY:
A CROSS-CULTURAL COMPARISON
V. Burlui
C.-E. Dascalu
Globally, there is an expansive shift from continuing medical education to general continuing professional development or ongoing lifelong learning, learning including medical, managerial, social (communication skills included) and personal proficiency and competence. Although the international systems vary in detail, there are many common general main features of content and process that allow international mutual recognition of activities and procedures in professional development since most systems are based on a more or less similar credit system.
In countries such as the United States where revalidation or recertification of practitioners is required, demonstration of continuing professional development is vital but even in countries where such recertification is not required (such as Romania), there are still criteria that a medical practitioner needs to fulfill such as acquiring a number of credits annually by attending conferences, seminars and workshops in relevant field or similar and complementary ones.
It is well known that knowledge and various techniques in the health field are rapidly expanding partly due to rapid changes in the technical field. Unlike other fields that are more predictable, technology moves all so quickly that its developmental pace is exponential. And these days the use of technology is crucial in all medical fields thus even more important it is that health practitioners continuously get the necessary training to be able to use the new equipment and technology for the benefit of their patients, as well as for self-improvement. Carl Lindsay, James Morrison and E. James Kelley were writing in the 70s that the halflife of knowledge acquired in medical school is approximately five years. (Lindsay, Morrison, & Kelley, Professional Obsolescence Implications for Continuing Professional Education, 25 ADULT EDUCATION 3 (1974)). Therefore, according to these authors, in just five years, half of what a doctor learns in medical school is obsolete. If that was the case in the 70s, let’s imagine the rhythm of change nowadays. With such a vast increase in the knowledge base, it is essential that health professionals, particularly doctors, dentists, nurses and medical technicians constantly update their skills.
In fact, their patients' lives and well-being often depend on health professionals keeping current on the latest advances. Hospitals, health and health-related related businesses, practitioners, medical schools at large need to take a more active role and invest more (time, money, resources in general) in staff development.
Establishing the priority of staff development, encouraging it by example and supporting it in attitude and budget are essential practices, thus the imperative role of lifelong learning in all medical fields. Encouraging lifelong learning processes and practices by being engaged in formal orientation programs, cross-functional training, maintenance of professional skills, coaching, career development and
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personal development pays off in the long run. Some of the benefits of lifelong learning for institutions, state and private medical practices, medical schools and medical and wellness developments include employee retention since staff members develop loyalty to the practice if they feel the upper management, the owners, etc. care about them as individuals, allowing them to further develop their skills which means that their careers do not stale out. Another benefit of continuous education is a positive work environment where staff morale is high, individuals feel motivated to continuously better themselves. A third main advantage of encouraging continuous staff development is practice efficiency since orientation and cross training are essential for a smoothly running office. The stability and tenure that result from low staff turnover also contribute to efficiency. Good training doubled by solid manuals or procedures are essential in this direction. Job competency is yet another advantage of having a workforce that continuously better itself through life long training. Last but not least, patient satisfaction is a key advantage as patients do benefit from employees' skills, their positive attitude, and efficiency.
Although there are wide variations across systems for professional development in different countries and healthcare systems, there are some common features. Thus, most are based on an hours related credit system and educational activities tend to be divided into three categories: 1. External activities (courses, seminars, meetings, conferences, audio and video presentations), 2. Internal activities (practice based activities, case conferences, grand rounds, journal clubs, teaching, consultation with peers and colleagues, 3. “Enduring” materials (print, CDs, or web based materials, possibly based on a curriculum, with testing or assessment.
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