Sir, one weakness I have identified with the DFT curriculum is the lack of evaluation tools. Curriculum evaluation plays a vital role in facilitating educational development.1 Currently, only trainees are required to complete an evaluation, in the form of a national survey. Surprisingly, there does not seem to be a formal method of collating feedback from educational supervisors, who as teachers play a significant role in trainee learning and development. Surely their feedback on aspects of the curriculum such as content, assessment processes and teaching strategies would be of value?

The survey consists of questions concerning an individual's training including supervision and the training environment, as well as more specific questions relating to their programme and assessments. It is fairly detailed and participants are given the opportunity to add comments. Data from the survey are collected and a report is produced, which summarises key findings. However, the last report was published in 2016 and although compulsory, received an overall response rate of 71%.2

To improve this aspect of the curriculum, I would incorporate several other methods of evaluation such as conducting informal small group interviews with trainees at the midpoint and end of the training period. The aim of this would be to gain a greater insight into the nature of the curriculum. I would also suggest direct observation of the curriculum in action, such as study days and teaching sessions conducted by the educational supervisor. Through observation, one can learn how not just the planned objectives are taught, but also the unplanned ones! Finally, as alluded to earlier, trainers should also complete a survey at the end of each training period.

Another area to develop would be support for educational supervisors. Due to a busy work schedule, trainers may find it difficult to plan effective lessons, develop their teaching skills, and consolidate existing methods of guidance, coaching and mentoring. I suggest developing a support network where trainers can communicate with each other and appraise each other's lesson plans and teaching strategies. Although it is argued that teacher appraisal schemes aid in motivating teachers to perform better, some trainers may not agree, suggesting that the process could result in loss of confidence, self-esteem or even worse, employment. However, the appraisals process should be seen as an opportunity for professional development and to become better educators of tomorrow's dentists.