Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.657211
Title: An assessment of peer review and its effect on changing the knowledge and practice of participants
Author: Maidment, Y. G. E.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2002
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Abstract:
The purposes of the study were to determine the demographic characteristics of the study group, the extent of their participation in continuing professional development activities and an assessment of the efficacy of those activities along with peer review. The study design was a non-experimental descriptive one to compare modes of continuing dental education. Data were collected by sending an anonymous attitude questionnaire to 268 general dental practitioners in Scotland who had participated in peer review during a 26 month period, which produced a usable response from 59% of them. A further 2% were not useable. The demographic information collected showed that the sample could be regarded as typical. A device included in the questionnaire helped to demonstrate that the responses were consistent. The reported proportion of 89% attending at least one section 63 course in the previous two years and a mean number attended of six, compares favourably with other recent surveys. Computer assisted learning was the least popular activity, with only 22% participating, while reading dental journals was the most popular - with 98% engaging in it. Only 2% attended no continuing professional development activity at all and only one dentist (0.67%) reported no continuing education activity at all. Section 63 courses, private courses, symposia, reading journals, watching videos, study groups and peer review were found to be effective in increasing knowledge. Section 63 courses, private courses, study groups and peer review were found to be effective in changing practice. Peer review was found to be less effective than Section 63 courses, private courses and reading journals in changing knowledge. It was also found to be less effective in changing practice than all other activities, except computer assisted learning. However, 91 % stated that peer review had increased their knowledge and 72 % that it had changed their practice.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.D.S.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.657211  DOI: Not available
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