Informal Learning using Hybrid Social Learning Networks for Continuing Professional Development Amongst Dental Professionals in the UK
Creators: name: Stanfield, John
Publisher: name: Lancaster University
Year: 2024
Subjects: informal learning, Dental Professionals, CPD, Social Media, United Kingdom
ybrid Social Learning Networks,

description: Background:
 
 The background presents a comprehensive examination of how dental
 professionals in the UK integrate social networks into their daily
 practice. They rely on online resources for just-in-time learning,
 acquiring essential knowledge and skills when needed. The General Dental
 Council (GDC) oversees dental professionals, setting standards for
 practice and protecting patients' interests. The GDC's
 regulatory framework has historically undervalued informal learning,
 partly due to limited evidence of its effectiveness and the challenges in
 evaluating its outcomes. Nevertheless, dental professionals actively
 engage in self-directed learning, with social media playing a valuable
 role in their professional development. The complex nature of social media
 demands further research, necessitating the development of a comprehensive
 conceptual framework to explore the interconnected aspects of networks and
 informal learning and its complexities.
 
 Objectives:
 
 The primary aim of this research is to acquire comprehensive insights into
 the utilisation of Hybrid Social Learning Networks among Dental
 Professionals in the United Kingdom, specifically concerning their
 professional development. The study explores how these Dental
 Professionals engage in learning, exchanging information, and sharing
 their experiences through various networks, as well as their attitudes
 towards the adoption of technology.
 
 Methods:
 
 An online survey employing a fixed mixed methods design was utilised to
 gather both quantitative and qualitative data. The survey incorporated a
 combination of closed and open-ended questions to capture a comprehensive
 understanding of the research topic via the lens of complexity theory.
 
 
 Results:
 
 The data revealed a positive impact of personal use of social media on its
 professional application among dental professionals. They actively engaged
 with social media networks to collaborate with peers and experts, sharing
 knowledge and staying updated on professional developments. These dental
 professionals employed various resources for learning and shared their
 experiences across different domains. Notably, some variations were
 observed between age groups, with younger participants being more inclined
 to seek guidance from peers and experts. Additionally, Dental Care
 Professionals (DCPs) demonstrated a higher tendency to access and
 participate in professionally related Facebook groups compared to
 dentists.
 
 Overall, both groups exhibited a preference for determining their own
 learning needs and believed in their ability to reflect on their learning
 requirements. While both groups found the internet to be a valuable source
 of information, they expressed concerns regarding the influence wielded by
 self-appointed experts within these online platforms.
 
 Conclusion:
 
 In the realm of continuing professional development (CPD) for dental
 professionals in the UK, a hybrid social learning network holds great
 promise as a platform that facilitates both informal and formal learning
 opportunities. The network can foster valuable informal learning
 experiences through peer-to-peer discussions and experience-sharing.
 Simultaneously, it can offer structured CPD opportunities through online
 courses and educational resources.
 
 The integration of both formal and informal learning within a hybrid
 social learning network presents a unique opportunity to bolster the
 effectiveness of CPD and support ongoing professional growth for dental
 professionals. Regulators and CPD providers should embrace this approach
 and incorporate informal learning into their frameworks, thereby embracing
 all forms of learning and maximising the potential for professional
 development.