JMIR Publications

ABSTRACT

Background:

Lifelong learning (LLL) is increasingly important for orthodontic professionals to remain competent in current practice. While the value of LLL is widely acknowledged, engagement among orthodontic professionals varies considerably due to several factors.

Objective:

To investigate how orthodontic professionals perceive and engage in LLL and to develop a conceptual framework of its key determinants.

Methods:

A qualitative study using semi-structured interviews was conducted in orthodontic professionals. Participants were selected using purposive sampling considering to ensure diversity in settings and experience levels. Data were analyzed using framework analysis grounded in the Theory of Planned Behavior.

Results:

There were 16 orthodontic professionals who participated in this study. All participants believed that LLL was important for clinical improvement and personal fulfillment. However, they reported several challenges including time constraints, financial restrictions, and limited access to resources. Social influences, institutional contexts, technology advancement, and patient expectations were considered as key determinants in shaping LLL engagement. The results also revealed a shift of LLL activities from formal short-course training to the use of generative AI. A conceptual framework illustrating key determinants of LLL engagement was developed.

Conclusions:

LLL engagement was perceived as essential for clinical competence and personal development, which could be influenced by individual, social, institutional, and external factors. The conceptual framework developed in this research demonstrates the key determinants of LLL in orthodontic practice, suggesting that multi-level strategies should be required to sustain engagement.