MacGregor A J, Long A F, Mercer P E
Department of Dental Surgery, University of Leeds.
Med Educ. 1991 Jul;25(4):349-55. doi: 10.1111/j.1365-2923.1991.tb00077.x.
This paper reports on the construction of an index of dental educational activities (IDEA) developed as part of an exploration of continuing professional development activities among a sample of general dental practitioners (GDPs) in the Yorkshire Region in Britain. To assist in the interpretation of the index scores an analogy is drawn to an academic examination. Only 50% of the GDPs passed, 31% achieving scores of 40% or less and 9% distinctions. Higher IDEAS were achieved by practitioners who spent a lot on their dental education, those who intended to attend continuing education events next year practice principals, those who worked in larger practices and men GDPs. Little difference in the scores was observed by the age of the practitioner, experience of working in hospital or distance from the central continuing education centre. Discussion centres on the utility of the index as a summary of updating practices and its potential as a comparative measure across health professions. High levels of continuing professional development and thus high IDEAs must be encouraged, but they need to be accompanied by high quality care and effective job performance.
本文报告了一项牙科教育活动指数（IDEA）的构建情况，该指数是对英国约克郡地区普通牙科从业者（GDPs）样本的持续专业发展活动进行探索的一部分。为了帮助解释指数得分，文中将其与学术考试进行了类比。只有50%的GDPs通过，31%的得分在40%及以下，9%获得优异成绩。在牙科教育上投入较多的从业者、打算明年参加继续教育活动的从业者、诊所负责人、在较大诊所工作的从业者以及男性GDPs获得了更高的IDEA分数。未观察到从业者年龄、在医院工作的经验或与中央继续教育中心的距离对得分有显著差异。讨论集中在该指数作为更新实践总结的效用及其作为跨卫生专业比较指标的潜力。必须鼓励高水平的持续专业发展，从而获得高IDEA分数，但这需要伴随着高质量的护理和有效的工作表现。
