Multifaceted and mixed didactic-interactive methods are more effective ways to learn and change behaviour.
METHODS
The following electronic databases were searched from 1986 to the present: Cochrane Library (Cochrane Database of Systematic Reviews, DARE and HTA Databases, and Cochrane CENTRAL Register of Controlled Trials), Medline In Process and Other Non-Indexed Citations and Medline (Ovid), Embase (Ovid), ERIC (CSA), Index to Theses (Expert Information Services), and ZETOC (British Library Electronic Table of Contents and conference proceedings). No language restrictions.


METHODS
Randomised controlled trials or quasi-experimental designs were eligible which evaluated continuing professional development (CPD) interventions in dentistry (for dentists and professions complimentary to dentistry) on learning gains, behaviour change or patient outcomes. These could be compared against no intervention or another CPD intervention. There were no minimum follow up times.


METHODS
The following data were extracted by two reviewers: bibliographic details, settings, characteristics about participants, intervention and control conditions, outcome measures, findings and conclusions. Studies were grouped thematically according to the intervention, and the studies were quality assessed using a custom system based on the CONSORT statement. The results were reported in a narrative form and no attempt was made to combine them in a meta-analysis.


RESULTS
Ten studies were included. Eight studies were judged to be of high to moderately high quality. None of the studies measured patient outcomes, but a multifaceted black box intervention resulted in self-reported patient care and face-to-face contact to change antibiotic prescribing habits showed a change in clinician behaviour. The size of this effect for both of these is not reported here. There was some effect on knowledge but not on behaviour for courses and workshops, written material, computer-assisted learning and audit and feedback.


CONCLUSIONS
Multi-method and multi-phased dental CPD has potential for the greatest impact on practitioner behaviour.
Department of Adult Oral Health, Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, and Department of Primary Care Health Sciences, University of Oxford, Oxford, UK.
Dominic
D
Hurst
D001291:Attitude of Health Personnel; D004498:Education, Dental, Continuing / Q000379:methods*; D006801:Humans; D007858:Learning; D011787:Quality of Health Care