The challenges faced by educational supervisors in dental foundation training represent a pressing issue that directly impacts the quality and sustainability of dental education systems. In this context, the article ‘Exploring the challenges which influence general dental practitioners' participation as educational supervisors in dental foundation training in the South West of England' by Matabdin et al. offers valuable insights into the critical facets of recruitment, retention, and support for educational supervisors (ESs) in dental foundation training (DFT).1 Their investigation highlights the pivotal role of ESs in bridging the transition from undergraduate education to independent clinical practice, underscoring the need for broader attention to address the systemic challenges they face.

Matabdin et al. outlined several challenges undermining the participation of ESs, including increasing workload, insufficient financial remuneration, and dissatisfaction with the national recruitment process. These findings resonate with broader studies, such as Bartle et al. which identified a lack of formalised training pathways and recognition for ESs as significant barriers to sustained engagement.2 Particularly troubling is the dual strain placed on ESs: managing their professional responsibilities while ensuring the clinical, personal, and professional development of foundation dentists (FDs). The compounding effect of rising administrative duties and inadequate funding creates an unsustainable environment that jeopardises the quality of DFT. Moreover, the national recruitment model, criticised for limiting ESs' influence over trainee selection, has implications for team dynamics and mentorship effectiveness.

The study highlights urgent interventions needed to address the diminishing pool of ESs. At a regional level, simplifying application processes and revising eligibility criteria - initiatives already trialled in the South West - have shown promise in reducing attrition rates and increasing new ES applications. However, these measures must be complemented by national reforms. As Bartle et al. suggested, the development of structured professional development programmes tailored to the needs of ESs could significantly enhance their capacity to manage clinical supervision effectively while maintaining patient safety.2 Brocklehurst et al. also emphasised leadership training as a critical component in empowering ESs to navigate the competing demands of academia and clinical practice.3

The positive impacts of well-supported ESs on dental education and the broader healthcare system cannot be overstated. Richardson highlighted that effective clinical supervision fosters the development of safe, ethical, and competent practitioners, thus underpinning the integrity of the healthcare workforce.4 Similarly, King et al. demonstrated that participation in foundation training programmes not only enhances the clinical confidence of trainees but also improves their career trajectories, underscoring the value of robust supervision frameworks.5 In conclusion, while the challenges facing ESs are formidable, they are not insurmountable. The insights offered by Matabdin et al. provide a crucial foundation for systemic change. However, addressing these challenges will require a coordinated effort involving local initiatives and national policy reforms. By prioritising the well-being and professional development of ESs, stakeholders can ensure the sustainability of DFT programmes and uphold the quality of dental education across the UK.