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Wingrove DP. Experiences of junior dental faculty transitioning from clinician to educator. J Dent Educ 2024. [PMID: 38795324 DOI: 10.1002/jdd.13587] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2024] [Revised: 04/23/2024] [Accepted: 05/04/2024] [Indexed: 05/27/2024]
Abstract
PURPOSE Dental faculty enter academia, after a career in practice or directly from school, without any formal education training. Faculty development programs have been designed based on survey needs assessments, but not on in-depth descriptions of junior faculty transition experiences. The purpose of this research project is to describe the transition experiences of dental faculty from clinician to educator within the last 5 years. METHODS A qualitative multiple case study approach from an emic perspective was used. An emic approach is an analysis from the perspective of one who participates in the group being studied. Data were collected through semi-structured interviews with 12 junior dental faculty. Thematic analysis identified common themes in the data through the lens of the social cognitive career theory. RESULTS Three salient themes were extracted from the data: guidance, job satisfaction, and motivating factors. Guidance was the main theme with participants revealing their need for more formal preparation regarding teaching, formal mentorship, and career progression goals. Participants find academia highly rewarding, and a unique finding was that physical injury was a major factor to entering academia. CONCLUSION This study reveals that junior dental faculty members feel unprepared for their teaching role and highlights the benefits of mentorship in helping them develop their vocational goals and advance their careers. This study illuminates why clinicians choose to leave clinical practice, the preparation they receive, the areas in which they feel unprepared, and how they develop their teaching skills. These insights can help academic institutions better support their faculty and improve student learning outcomes.
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Affiliation(s)
- Danielle P Wingrove
- Department of Endodontics, The University of Utah School of Dentistry, Salt Lake City, Utah, USA
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Wendland ME, Gadbury-Amyot CC, Van Ness CJ, Haas SE. Women in dental education and their desire to lead: A follow-up. J Dent Educ 2024; 88 Suppl 1:690-698. [PMID: 38758034 DOI: 10.1002/jdd.13507] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Accepted: 01/13/2024] [Indexed: 05/18/2024]
Abstract
The aim of this study was to provide a follow-up to the 2015 national survey of women in dental education to re-examine factors and perceived barriers to pursuing administrative and leadership roles. At the beginning of 2023, a survey was administered to full-time women faculty in predoctoral dental programs in the United States. The survey instrument employed a structured format along with open-ended questions to capture qualitative data. The overall response rate was 26% (527/1994) and included respondents from fifty-five of the sixty-seven dental schools contacted. Half of respondents indicated holding an administrative position and 20% reported administration as their primary appointment. There was a significant increase in the number of women holding a leadership role in 2023 (76%) compared to 2015 (53%). Those seeking a leadership position in 2023 were less likely to have participated in leadership training (p<0.01) and less likely to have previously sought an administrative position (p>0.01). Women in leadership and administrative roles were more likely to indicate receiving extra compensation for administrative duties (p<0.01) and a desire for higher rank (p = 0.04) compared to 2015, but perceptions persist among the majority of respondents (71%) that women are not being compensated equally to their male counterparts. Respondents highlighted the negative impact of the COVID-19 pandemic on career advancement and the positive culture changes that have contributed to greater workplace flexibility. Overall, respondents sent a resounding message that women in dental education need structural change to achieve success: pay equity, mentorship, and inclusive and supportive work environments.
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Affiliation(s)
- Meghan E Wendland
- Department of Dental Public Health & Behavioral Sciences, University of Missouri-Kansas City School of Dentistry, Kansas City, USA
| | | | | | - Steven E Haas
- University of Missouri-Kansas City School of Dentistry, Kansas City, USA
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Burns LE, Makiling M, Pezzullo C, Wilson TE, Hamilton ES, Davis G, Fleming E. Black and Hispanic predoctoral dental students' perceptions and considerations of careers in academic dentistry. J Dent Educ 2024; 88:480-489. [PMID: 38163853 DOI: 10.1002/jdd.13436] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 10/23/2023] [Accepted: 12/15/2023] [Indexed: 01/03/2024]
Abstract
BACKGROUND Dental schools aim to train and support a diverse dentist workforce. Among all faculty, full-time and part-time faculty who identify as members of historically underrepresented groups are 13.9% and 8.4%, respectively. The recruitment and retention of faculty is a known challenge, with growing faculty vacancies at dental schools. This study explored dental student perceptions of academic careers, specifically focusing on Black and Hispanic predoctoral students. METHODS From August to November 2022, we conducted focus group with second-, third-, and fourth-year predoctoral dental students who identified as Black or Hispanic using a semi-structured interview guide that was developed for this study. Data were analyzed using inductive thematic analysis. RESULTS Four themes emerged: (1) students perceived academic dental dentistry as inclusive but not diverse spaces for Black and Hispanic people; (2) academic dental careers were perceived as secondary careers; (3) academic dental careers were perceived as a career option with a lack of autonomy and less income, compared to clinical practice in other settings; (4) students expressed a lack of knowledge about pathways to academic dental careers. Despite these challenges, students expressed interest in academic dental careers and noted being inspired by younger faculty members. CONCLUSION Dental schools must do more to encourage dental students to consider careers in academic dentistry. Pathway programs, mentoring, and the presentation of academic careers as a viable career option for students by faculty should be further emphasized practices. Increasing the diversity of faculty members is also key. Students cannot be who they cannot see.
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Affiliation(s)
- Lorel E Burns
- New York University College of Dentistry, New York, New York, USA
| | - Mark Makiling
- New York University College of Dentistry, New York, New York, USA
| | | | - Tiffany E Wilson
- Meharry Medical College School of Dentistry, Nashville, Tennessee, USA
| | | | - Gerald Davis
- Meharry Medical College School of Dentistry, Nashville, Tennessee, USA
| | - Eleanor Fleming
- University of Maryland School of Dentistry, Baltimore, Maryland, USA
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Wong CL, Melo MAS, Scarpa-Lota N, Moazzez R, Furness A, Stewart KT. The future of faculty recruitment: Inspiring students into an academic career. J Dent Educ 2024. [PMID: 38532660 DOI: 10.1002/jdd.13514] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2023] [Revised: 02/14/2024] [Accepted: 03/03/2024] [Indexed: 03/28/2024]
Abstract
The dilemma surrounding faculty shortages within dental education continues to present significant challenges for the dental profession. There remains a tremendous need to create an effective and sustainable pathway for the recruitment of faculty into dental academia, with an emphasis on the establishment of a more diverse and representative faculty composition. This perspective paper proposes a blueprint to nurture and inspire dental students into academia.
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Affiliation(s)
- Cynthia L Wong
- Department of Pediatric Dentistry, Eastman Institute for Oral Health, University of Rochester Medical Center, Rochester, New York, USA
| | - Mary Anne S Melo
- Department of Comprehensive Dentistry, University of Maryland School of Dentistry, Baltimore, Maryland, USA
| | - Nathalie Scarpa-Lota
- Department of Restorative Dentistry, Rutgers School of Dental Medicine, Newark, New Jersey, USA
| | - Rebecca Moazzez
- Department of Preventive and Restorative Dentistry, Arthur A Dugoni School of Dentistry/University of the Pacific, San Francisco, California, USA
| | - Alan Furness
- Department of Restorative Sciences, The Dental College of Georgia at Augusta University, Augusta, Georgia, USA
| | - Kelton T Stewart
- Department of Orthodontics and Oral Facial Genetics, Indiana University School of Dentistry, Indianapolis, Indiana, USA
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Myint LL, Akkadechanunt T, Sirakamon S, Chitpakdee B. Factors influencing nursing faculty members' intent to stay: A structural equation modeling approach. Nurs Health Sci 2024; 26:e13080. [PMID: 38356114 DOI: 10.1111/nhs.13080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2023] [Revised: 11/04/2023] [Accepted: 12/14/2023] [Indexed: 02/16/2024]
Abstract
Intent to stay is a helpful indicator in predicting the turnover rate of nursing faculty members in academia. This descriptive, cross-sectional study aimed to identify the factors influencing nursing faculty members' intent to stay. The sample consisted of 350 nursing faculty members randomly selected from 53 nursing and midwifery training schools in Myanmar. Data were collected between June and October 2021. The eight instruments used showed satisfactory (0.80-1.00) for validity and (0.86-0.96) for reliability. Data were analyzed by descriptive statistics and structural equation modeling (SEM). The final modified model of intent to stay fit the empirical data and explained 81.30% of total variance for intent to stay. SEM revealed that job satisfaction and organizational commitment directly affected intent to stay; transformational leadership, job autonomy, and perceived organizational support indirectly affected intent to stay; and workload, age, and job stress, directly and indirectly, affected intent to stay. These results suggest nursing administrators and nursing leaders to develop appropriate strategies or design interventions for enhancing nursing faculty members' intent to stay.
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Affiliation(s)
- Lay Lay Myint
- Department of Human Resources for Health, Ministry of Health, Naypyitaw, Myanmar
| | - Thitinut Akkadechanunt
- Department of Nursing Administration, Faculty of Nursing, Chiang Mai University, Chiang Mai, Thailand
| | - Somjai Sirakamon
- Department of Nursing Administration, Faculty of Nursing, Chiang Mai University, Chiang Mai, Thailand
| | - Bunpitcha Chitpakdee
- Department of Nursing Administration, Faculty of Nursing, Chiang Mai University, Chiang Mai, Thailand
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Sharab L, Sonkar J, Thomas PM, Prasannakumar P, Guha U, Leventer M, Vazouras K, Cappelli D. Reshaping dental faculty development using collective healthcare experiences. J Dent Educ 2023; 87:1234-1241. [PMID: 37400111 DOI: 10.1002/jdd.13286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 05/16/2023] [Accepted: 05/26/2023] [Indexed: 07/05/2023]
Abstract
Dental academics provide a fulfilling career path to educate the next generation of oral health professionals. The number of dentists choosing a career in dental academics is declining and existing faculty are opting for other career options. As the number of dental schools increase across the US, a critical shortage of educators may be evidenced. In dentistry, innovative approaches to develop academic faculty are not keeping pace with the growing needs of dental faculty, who are challenged to establish a fulfilling work-life balance. This work reviews existing methods that other health professions implement to develop faculty for successful career growth. This review highlights factors and related cofactors that influence career development among dental faculty. Recommendations are presented as potential solutions based on the assessment of similar experiences published by related academic healthcare professions. Dental academia must increase attention to faculty needs and awareness by conducting institutional-specific studies to address these issues with customizable solutions.
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Affiliation(s)
- Lina Sharab
- Division of Orthodontics, Department of Oral Health Science, College of Dentistry, University of Kentucky, Lexington, Kentucky, USA
| | | | - Priya M Thomas
- Department of Biomedical Sciences and Comprehensive Care, Indiana University School of Dentistry, Indianapolis, USA
| | - Priya Prasannakumar
- Arthur A. Dugoni School of Dentistry, University of the Pacific, San Francisco, California, USA
| | - Upoma Guha
- Adult Restorative Dentistry Department, College of Dentistry, University of Nebraska Medical Center, Lincoln, Nebraska, USA
| | - Martin Leventer
- School of Dentistry, University of Maryland, Baltimore, Maryland, USA
| | - Konstantinos Vazouras
- Department of Prosthodontics, Tufts University School of Dental Medicine, Boston, Massachusetts, USA
| | - David Cappelli
- Department of Community Engagement, University of Nevada Las Vegas, Las Vegas, Nevada, USA
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Burns L, Coelho C, Addy A. Ethnic diversity in academic dentistry in the United Kingdom. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022. [PMID: 35978469 DOI: 10.1111/eje.12847] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2022] [Revised: 06/14/2022] [Accepted: 07/01/2022] [Indexed: 06/15/2023]
Abstract
Careers in academic dentistry are failing to attract a new generation of academics to steer dental education and research. Dental academia is further limited by inadequacies in levels of ethnic diversity. There is a stark contrast between the diversity of graduates entering the dental profession and those in academic positions, especially in senior ranks. Dentistry is not the only field in academia, which lacks representation and lessons may be drawn from other faculties. This paper focuses on what is known about dental academia in the United Kingdom, where there are formal research training pathways. There is an emerging recognition of the requirement for action, and it is hoped this will stimulate debate and impetus for research across Europe. The terminology used throughout this piece follows the United Kingdom Cabinet Office recommendations for writing about ethnicity (Writing about ethnicity, 2021; https://www.ethnicity-facts-figures.service.gov.uk/style-guide/writing-about-ethnicity). Where cited sources have employed less acceptable terms (Please don't call me BAME or BME!: Civil service, 2019; https://civilservice.blog.gov.uk/2019/07/08/please-dont-call-me-bame-or-bme/), these have been changed.
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Affiliation(s)
- Lorna Burns
- Peninsula Dental School, Faculty of Health, University of Plymouth, Plymouth, United Kingdom
| | - Cathy Coelho
- Peninsula Dental School, Faculty of Health, University of Plymouth, Plymouth, United Kingdom
| | - Amanda Addy
- Peninsula Dental School, Faculty of Health, University of Plymouth, Plymouth, United Kingdom
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