Understanding continuous professional development participation and choice of mid-career general dental practitioners T. Brown 1 and H. S. Wassif 2 1 Health Education Yorkshire and Humber (Leeds Office), Leeds, UK, 2 Department of Clinical Education and Leadership, Faculty of Health and Social Sciences, University of Bedfordshire, Luton, Bedfordshire, UK keywords dental education; CPD; general dental practitioners; development; learning. Correspondence Hoda S. Wassif Department of Clinical Education and Leadership Faculty of Health and Social Sciences University of Bedfordshire Luton Bedfordshire UK Tel: 01582 489224 Fax: 01582 489065 e-mail: hoda.wassif@beds.ac.uk Accepted: 22 October 2015 doi: 10.1111/eje.12177 Abstract Objective: Participating in continuing professional development (CPD) activities is a requirement for dental practitioners to keep their skills and knowledge up to date. Understanding the ways dental practitioners engage with professional development and the impact on practice is not fully known (Eaton et al. 2011, http://www.gdc-uk.org/ Aboutus/policy/Documents/Impact%20Of%20CPD%20In%20Dentistry.pdf). The aim of this study was to gain insights into the ways that dentists reflect on their profes- sional development and what may be influencing their choices. Method: Empirical qualitative data were collected by semi-structured interviewing of five mid-career dentists. Using grounded theory, the data were analysed for themes about CPD choice and participation. Results: Three themes were identified as influences to dentists’ choices of CPD with pragmatic considerations of how new learning could benefit their patients and their practices. Dental practitioners were influenced by the requirements of external regula- tory bodies which they did not consider to necessarily improve practice. Conclusion: Dentists working in primary care in the UK are undertaking CPD which is influenced by the pragmatic requirements of running a small business and to meet regulatory requirements. In this sample, dentists are not critically reflecting on their education needs when choosing their CPD activity. Protected learning time and organ- isational feedback and support are recommended as a way to promote more meaning- ful reflection on learning and to improve professional development. Background Dental Practitioners in the UK are advised by the general dental council that they should use a personal development plan to help them to identify their learning needs. Understanding the ways that dentists engage with professional development and the impact on practice is not fully known (1). Six key studies identified economic, organisational, career breaks and gender factors as barriers to continuing professional development (CPD) (2–7). Dental practitioners favoured tried and tested learning activities (6). What these studies do not say is why dentists undertake CPD or in what way they are moti- vated to participate in learning. There is a need to understand what motivates dental practi- tioners to participate in CPD in order to provide the organisa- tional backup to support them both in terms of education provision and in how their work is structured. There is a high degree of dissatisfaction with the current remuneration system and business model of general dental services particularly in England (8). This high level of dissatisfaction has been acknowledged by the government in their acceptance of the Steele report (8) and the implementation of pilot sites to test new models of service provision. Knowledge of how dentists select activities for their continu- ing professional development and what factors are important to them in that process will be necessary information for ª 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd 1 European Journal of Dental Education ISSN 1396-5883