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Snook AG, Schram AB, Arnadottir SA. “I am a teacher” – exploring how to support teacher identity formation in physical therapists. PHYSICAL THERAPY REVIEWS 2021. [DOI: 10.1080/10833196.2021.2000809] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
| | - Asta B. Schram
- School of Health Sciences, University of Iceland, Reykjavik, Iceland
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Brondani M, Harjani M, Siarkowski M, Adeniyi A, Butler K, Dakelth S, Maynard R, Ross K, O’Dwyer C, Donnelly L. Community as the teacher on issues of social responsibility, substance use, and queer health in dental education. PLoS One 2020; 15:e0237327. [PMID: 32797074 PMCID: PMC7428088 DOI: 10.1371/journal.pone.0237327] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Accepted: 07/22/2020] [Indexed: 11/19/2022] Open
Abstract
INTRODUCTION In order to foster dental and dental hygiene practices that are inclusive, sensitive to diversity, equitable, and without prejudice, a call to broadly teach cultural diversity within dental and dental hygiene education has been made. The research question of this study was "to what extent can an interactive and open dialogue about substance use, queer health, and social responsibility foster transformative learning?" METHODS A collaborative and interdisciplinary project engaged the community as a teacher over the Summer and Fall of 2019 to address issues of substance use, queer health, and social responsibility and was delivered to 55 first-year undergraduate dental and 23 third-year dental hygiene students over three educational sessions. Dental and dental hygiene students were asked to reflect, in writing, on each session using between 200 and 400 words. Textual information from students' self-reflections and from the community's feedback were analyzed thematically for content (e.g., codes and themes). RESULTS In total, 128 written reflections-for an average of 42 reflections per session-were gathered and analyzed interactively by the authors. Three major themes emerged: feeling privileged, breaking stereotypes, and coalescing learning. Feedback from the participating community members highlighted changes to be implemented in these sessions in the future, including more opportunities for small group activities in class. CONCLUSIONS The three major themes that emerged from the thematic analysis of the self-reflections and community member feedback (feeling privileged, breaking stereotypes, and coalescing leaning) further highlighted the impact of community-driven curricula on students' learning in regard to substance use, queer health, and social responsibility. Further work is critical to understand the impact of such a pedagogy on students' practices once they leave their undergraduate programs.
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Affiliation(s)
- Mario Brondani
- Department of Oral Health Science, Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
| | - Maxine Harjani
- Department of Oral Health Science, Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
| | - Michael Siarkowski
- Department of Oral Health Science, Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
| | - Abiola Adeniyi
- Department of Oral Health Science, Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
| | - Krista Butler
- Megaphone Speakers Bureau, Vancouver, British Columbia, Canada
| | - Sekani Dakelth
- Megaphone Speakers Bureau, Vancouver, British Columbia, Canada
| | - Russell Maynard
- Portland Hotel Society - Community Services, Vancouver, British Columbia, Canada
| | - Kinnon Ross
- Providence Health Care, Vancouver, British Columbia, Canada
| | - Cormac O’Dwyer
- Stigma and Resilience Among Vulnerable Youth Centre, University of British Columbia, Vancouver, British Columbia, Canada
| | - Leeann Donnelly
- Department of Oral Biological & Medical Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
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Xu X, Xie Q, Zhou Y, Wu L, Cao Y. Effect of a Standardized Training with Digital Evaluation on the Improvement of Prosthodontic Faculty's Performance in Crown Preparation: A Pre-Post Design. J Prosthodont 2020; 29:766-771. [PMID: 32608056 DOI: 10.1111/jopr.13222] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/27/2020] [Indexed: 12/01/2022] Open
Abstract
PURPOSE Standardized crown preparation is an important competency for prosthodontic faculty especially when they take on the dual role of clinician and clinical teacher. Effects of faculty training for enhancing crown preparation competency are seldom reported. This study aimed to analyze the impact of a standardized training workshop with digital evaluation on the dental faculty's performance in crown preparation. MATERIALS AND METHODS The digitally evaluated grades of anterior (the maxillary right central incisor) and posterior (the mandibular left first molar) tooth preparations made by 76 participants who accomplished all six training tasks were collected, including off-site and on-site exercises before the didactic lecture and live demonstration, three rounds of practices with digital feedback, and a final test. Grades of preparations performed in the on-site exercise were adopted as pre-training scores, and those in the final test as post-training scores. Total scores and marks deducted for the parameters including amount of reduction, margin line, and taper were compared among each training task. RESULTS The post-training scores of both anterior and posterior tooth preparations increased significantly more than the pre-training scores. The average increased score proportion was 22.95% ± 4.17% for anterior tooth preparations, and 21.78% ± 3.68% for posterior tooth preparations. For anterior tooth preparations, total scores and the parameters except taper significantly improved in the first practice and maintained the same level for the next sessions. Total scores and all parameters for posterior tooth preparations exhibited continual improvement during the training process. CONCLUSION Standardized training can further improve dental faculty's crown preparation performance in a moderate way. Individual design for crown preparation training can be considered based on different tooth positions. Providing such training will aid the calibration of clinical teaching behavior and the elevation of clinical operative standards for prosthodontic faculty.
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Affiliation(s)
- Xiaoxiang Xu
- Department of Prosthodontics, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Laboratory for Digital and Material Technology of Stomatology & Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Qiufei Xie
- Department of Prosthodontics, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Laboratory for Digital and Material Technology of Stomatology & Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Yongsheng Zhou
- Department of Prosthodontics, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Laboratory for Digital and Material Technology of Stomatology & Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Lei Wu
- Nissin Dental Products Co., Kunshan, Jiangsu Province, China
| | - Ye Cao
- Department of Prosthodontics, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Laboratory for Digital and Material Technology of Stomatology & Beijing Key Laboratory of Digital Stomatology, Beijing, China
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Ungard JT, Beck E, Byington EA, Catalanotto FA, Chou CF, Edelstein BL, Fenesy KE, Hicks JL, Holtzman JS, Jung P, Kritz-Silverstein D, Kovarik RE, Rogers S, Sabato EH. Outcomes from the Health Resources and Services Administration's Dental Faculty Development Program. J Dent Educ 2020; 84:974-982. [PMID: 32488901 DOI: 10.1002/jdd.12192] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2019] [Revised: 04/24/2020] [Accepted: 05/10/2020] [Indexed: 11/10/2022]
Abstract
PURPOSE/OBJECTIVES While the Commission on Dental Accreditation (CODA) requires programs to conduct faculty development, implementation of faculty development activities vary widely. Faculty development programs can enhance teaching, research, and leadership skills needed to transition from clinical practice to teaching. In 2012, the Health Resources and Services Administration (HRSA) funded 6 institutions to plan, develop, and operate programs for training oral healthcare providers who plan to teach in general, pediatric, public health dentistry, or dental hygiene. This performance study examines the results of the dental faculty development programs. METHODS After the 5-year grant program (2012-2017), we used descriptive analysis to examine annual performance data including trainee demographics, faculty development activities, post-completion intentions, and course development activities. RESULTS Nearly 300 trainees participated across 6 funded grantees; the majority were female, aged 30-49 years, and non-Hispanic White. For those who completed, 80% intended to teach. Common faculty development activities included community-based training, curriculum enhancements, Web-based training, and interprofessional education methods. Faculty development modalities included faculty seminars, Master's degrees, and mentoring. Pipeline activities, online resources, and continuing education supported dental students and providers moving into academics. CONCLUSIONS Faculty development better prepares individuals to compete in academic environments and develop faculty. Community-based programs may utilize faculty development to recruit community preceptors and achieve calibration. HRSA investment in faculty development programs builds resources and infrastructure to promote continuing engagement in clinical education, research, and administrative skills. Future research is needed to establish the impact of faculty development initiatives on practice change and patient outcomes.
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Affiliation(s)
- Jesse T Ungard
- Division of Medicine and Dentistry, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA
| | - Ellen Beck
- Department of Family Medicine and Public Health, University of California San Diego School of Medicine, La Jolla, California, USA
| | - Emily A Byington
- Section of Population Oral Health, Division of Behavioral Science, Columbia University College of Dental Medicine, New York, New York, USA
| | - Frank A Catalanotto
- Department of Community Dentistry and Behavioral Science, University of Florida College of Dentistry, Gainesville, Florida, USA
| | - Chiu-Fang Chou
- National Center for Health Workforce Analysis, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA
| | - Burton L Edelstein
- Dental Medicine and Health Policy & Management, Division of Behavioral Science, Columbia University Irving Medical Center and Chair, Section of Population Oral Health at the College of Dental Medicine, Section of Population Oral Health, New York, New York, USA
| | - Kim E Fenesy
- Academic & Student Affairs, Office of Institutional Assessment & Quality Improvement, Rutgers School of Dental Medicine, Newark, New Jersey, USA
| | - Jeffery L Hicks
- Department of Comprehensive Dentistry, University of Texas Health, San Antonio, San Antonio, Texas, USA
| | - Jennifer S Holtzman
- Division of Medicine and Dentistry, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA
| | - Paul Jung
- Division of Medicine and Dentistry, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA
| | - Donna Kritz-Silverstein
- Department of Family Medicine and Public Health, University of California San Diego School of Medicine, La Jolla, California, USA
| | - Robert E Kovarik
- Restorative Dentistry, Department of Oral Health Practice, University of Kentucky College of Dentistry, Lexington, Kentucky, USA
| | - Shane Rogers
- Division of Medicine and Dentistry, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA
| | - Emily H Sabato
- Academic Affairs, Department of Community Health, Rutgers School of Dental Medicine, Newark, New Jersey, USA
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Snook AG, Schram AB, Jones BD, Sveinsson T. Factors predicting identity as educators and openness to improve: an exploratory study. MEDICAL EDUCATION 2019; 53:788-798. [PMID: 31131926 DOI: 10.1111/medu.13909] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2019] [Revised: 03/08/2019] [Accepted: 04/09/2019] [Indexed: 06/09/2023]
Abstract
CONTEXT Researchers suggest that teachers' work environment affects their sense of connectedness and appreciation, which affects their educator identity. However, sessional (also known as adjunct, clinical, contingent and non-tenured) faculty members may struggle with their educator identity. The purpose of this exploratory study was to examine the extent to which perceived connectedness and received appreciation predicted identity as a medical (health care science) educator and openness to improve in tenure-track and sessional faculty members. METHODS We utilised an 'identification with teaching' scale to measure medical educator identity. We developed scales to measure perceived connectedness to university department, openness to improve teaching, and appreciation as a motivation to try a new teaching method. We then hypothesised a path model between these constructs. We surveyed faculty members at a health sciences school and performed confirmatory factor analyses and structural equation modelling using data from a sample of 73 tenure-track and 146 sessional faculty members to explore support for the hypothesised model. RESULTS Connectedness and appreciation predicted identity as a medical educator and openness to improve in different ways for sessional and tenure-track faculty members. For tenure-track faculty members, appreciation predicted medical educator identity and openness to improve, whereas a sense of connectedness trended towards predicting an openness to improve. For sessional faculty members, connectedness to their department predicted their identity as a medical educator, which acted as a mediator to predict an openness to improve. DISCUSSION Our data supported the hypothesised model, but the sessional and tenure-track faculty models differed in strength and focus. We explore reasons for these differences based on the working environment of each teacher type. We suggest that the two models partially explain the transformation from 'a clinician who teaches' to a medical educator. Finally, we make suggestions for how identity as a medical educator and openness to improve may be encouraged in both types of teachers.
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Affiliation(s)
| | - Asta B Schram
- Health Sciences School, University of Iceland, Reykjavik, Iceland
| | - Brett D Jones
- Virginia Polytechnic Institute and State University, Blacksburg, Virginia, USA
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McAndrew M, Horvath Z, Atiyeh LE. A Survey of Faculty Development in U.S. and Canadian Dental Schools: Types of Activities and Institutional Entity with Responsibility. J Dent Educ 2018; 82:1127-1139. [DOI: 10.21815/jde.018.116] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2018] [Accepted: 04/12/2018] [Indexed: 11/20/2022]
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Affiliation(s)
- Maureen McAndrew
- New York University College of Dentistry; 137 East 25th Street, 4th floor New York NY 10010
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Partido BB, Jones AA, English DL, Nguyen CA, Jacks ME. Calculus Detection Calibration Among Dental Hygiene Faculty Members Utilizing Dental Endoscopy: A Pilot Study. J Dent Educ 2015. [DOI: 10.1002/j.0022-0337.2015.79.2.tb05866.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Affiliation(s)
- Brian B. Partido
- Department of Periodontics; University of Texas Health Science; Center at San Antonio School of Dentistry at the time of this study
| | - Archie A. Jones
- Department of Periodontics; Predoctoral Division; University of Texas Health Science Center at San Antonio School of Dentistry
| | - Dana L. English
- Dental Hygiene Division; Department of Periodontics; University of Texas Health Science Center at San Antonio School of Dentistry
| | - Carol A. Nguyen
- Dental Hygiene Division; Department of Periodontics; University of Texas Health Science Center at San Antonio School of Dentistry
| | - Mary E. Jacks
- Dental Hygiene Division; Department of Periodontics; University of Texas Health Science Center at San Antonio School of Dentistry
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Affiliation(s)
- Maureen McAndrew
- Department of Cariology and Comprehensive Care; New York University College of Dentistry
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Botello-Harbaum MT, Demko CA, Curro FA, Rindal DB, Collie D, Gilbert GH, Hilton TJ, Craig RG, Wu J, Funkhouser E, Lehman M, McBride R, Thompson V, Lindblad A. Information-Seeking Behaviors of Dental Practitioners in Three Practice-Based Research Networks. J Dent Educ 2012. [DOI: 10.1002/j.0022-0337.2013.77.2.tb05457.x] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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