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Implant Learning Portfolio

Why keep a Learning Portfolio?

The Portfolio provides:

  • Supervisor-validated evidence and record of training
  • Record of achievement of core competencies in implant dentistry
  • Evidence of the maintenance of fitness to practise through continuing professional development
  • Logbook of cases and audit of clinical results
  • Evidence for revalidation (possible)

What is in the Learning Portfolio?

  • The Personal Development Plan from the first meeting and amended as and when necessary in light of new learning
  • Audited Logbook of all implant activity (ADI members should use Implant Logbook) 
  • Record of structured case presentations (5 to 10 cases written in highly structured format illustrating the quality of decision making and evidence base for the treatment provided)
  • Competency assessment 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 course
*** see below for guidance on reflective writing

Reflective statements

“Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience 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 adapt and improve 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 achieve 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 improve it at the time?
  • How have I developed my knowledge and skills from this encounter? How will this help me in the longer term?
  •  Have I developed other skills and knowledge, which may be useful elsewhere at another time? If so, what are my own emergent learning outcomes from doing this assignment?
  • What was the best thing I did? Why was this the best thing I did? How do I know that this was the best thing I did?
  • What worked least well for me? Why did this not work well for me? What have I learned about 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 above questions?
  • With hindsight, how would I go about this experience differently if doing it again from scratch? To what extent will this experience influence the way I tackle anything similar in future?
  • What did I find the greatest challenge in doing this work? Why was this a challenge to me? To what extent do I feel I have met this challenge? What can I do to improve 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 experience helped (or hindered) my motivation to learn more about this part of my training? Has it encouraged me, or disillusioned me?
  • What advice would I give to a friend about to start on the same procedure? How would I advise them about time, resources, preparation, communication, patient information etc? What pitfalls would I advise to be well worth not falling into?
  • What are the three most important things that I think I need to do with this area 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.