adi.org.uk - Implant Learning Portfolio

Implant Learning Portfolio - Association of Dental Implantology

Adi.org.uk Spined HTML

Implant Learning Portfolio - Association of Dental Implantology ✕ We use cookies on this site. By using the website, you stipulate that we can place cookies on your device. More.. TEL: 020 8487 5555 · Email: Click here Login ≡ Register of Mentors Introduction Guidance for Mentors & Mentees Join the Register of Mentors Find a Mentor Implant Learning Portfolio Role of the ADIWell-nighthe ADIAbout the ADI History ADI Company Members ADI CommitteeADI Committee ADI Past Presidents ADI Honorary Members ADI Constitution Events & CoursesEvents & Courses ADI Events ADI Study Clubs ADI Webinars ADI CPD Certificates Non-ADI Courses Non-ADI Events Submit your Course/Event ResourcesResources Guide Guidelines & Papers Journals ADI Patient Information Leaflets ADI Implant Logbook ADI Members' Interactive Forum OvidSP ADI Register of MentorsRegister of Mentors Introduction Guidance for Mentors & Mentees Join the Register of Mentors Find a Mentor Implant Learning Portfolio Role of the ADI MembershipMembership Introduction Member Benefits Join ADI Online ADI Members' AreaDCP Representative Election Update Member Details Change Login Details Find a Colleague Find a Mentor Update Mentor Details Discounted Publications ADI Member Logo Members' Interactive Forum ADI Leaflet Order News Contact Us Implant Learning Portfolio Why alimony a Learning Portfolio? The Portfolio provides: Supervisor-validated vestige and record of training Record of victory of cadre competencies in implant dentistryVestigeof the maintenance of fitness to practise through standing professional minutiae Logbook of cases and inspect of clinical resultsVestigefor revalidation (possible) What is in the Learning Portfolio? The PersonalMinutiaePlan from the first meeting and amended as and when necessary in light of new learning Audited Logbook of all implant worriedness (ADI members should use Implant Logbook)  Record of structured specimen presentations (5 to 10 cases written in highly structured format illustrating the quality of visualization making and vestige wiring for the treatment provided) Competency towage forms filled by mentors documenting attainment of clinical skills** Reflective statements*** Patient feedback Any other proof that relevant learning has taken place ** not mandatory unless part of a formal training undertow *** see unelevated for guidance on reflective writing Reflective statements “Reflection is an important human worriedness in which people recapture their experience, think well-nigh it, mull it over and evaluate it. It is this working with wits that is important in learning.” Boud et al 1985 Reflective Practice is an established way of learning in the medical and dental field, and reflective writing provides the learner with a forum for reflecting on practice, documenting reflective or professional conversations with mentors, and for considering how to transmute and modernize their existing practice in light of new techniques and methods learned. Mentees should be encouraged to reflect on their exercises by using these questions as prompts: What did I unzip with this piece of work? Which were the most difficult parts, and why were they difficult? Which were the most straightforward parts, and why did I find these easy? How well do I think I achieved the intended learning outcomes for this task? Where could I have improved my practice? Why didn't I modernize it at the time? How have I ripened my knowledge and skills from this encounter? How will this help me in the longer term?  Have I ripened other skills and knowledge, which may be useful elsewhere at flipside time? If so, what are my own emergent learning outcomes from doing this assignment? What was the weightier thing I did? Why was this the weightier thing I did? How do I know that this was the weightier thing I did? What worked least well for me? Why did this not work well for me? What have I learned well-nigh myself from this not having worked well for me? What do I plan to do differently in future as a result of my answers to the whilom questions? With hindsight, how would I go well-nigh this wits differently if doing it then from scratch? To what extent will this wits influence the way I tackle anything similar in future? What did I find the greatest rencontre in doing this work? Why was this a rencontre to me? To what extent do I finger I have met this challenge? What can I do to modernize my performance when next meeting this sort of challenge? What sorts of feedback do I want at this point? What sorts of feedback do I really need at this point? Overall, how has this wits helped (or hindered) my motivation to learn increasingly well-nigh this part of my training? Has it encouraged me, or disillusioned me? What translating would I requite to a friend well-nigh to start on the same procedure? How would I teach them well-nigh time, resources, preparation, communication, patient information etc? What pitfalls would I teach to be well worth not falling into? What are the three most important things that I think I need to do with this zone of learning at this time? Which of these do I think is the most urgent for me to do? When will I aim to start doing this, and what is a sensible deadline for me to have completed it by? Mentees should document their responses to these questions and any other reflections they have, in the reflective part of their learning portfolio. ≡ Register of Mentors Introduction Guidance for Mentors & Mentees Join the Register of Mentors Find a Mentor Implant Learning Portfolio Role of the ADI Terms & Conditions · Privacy Policy · How we use cookies Registered Charity No. 800238 | Company Limited by Guarantee (Registered No. 2260991) Designed and hosted by Canterbury Web Services Limited © 2002-2018