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Byrne SJ, Glasser S. Creativity as a framework for innovation in dental education. FRONTIERS IN ORAL HEALTH 2023; 4:1233983. [PMID: 38024145 PMCID: PMC10655018 DOI: 10.3389/froh.2023.1233983] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2023] [Accepted: 10/19/2023] [Indexed: 12/01/2023] Open
Abstract
Dental education is rich with examples of innovation as educators have responded to advances in knowledge, technology, the needs of the community, and most recently the challenges of the COVID-19 pandemic. Current challenges requiring innovative pedagogies include developing graduates who are interprofessional collaborative practice-ready, adapting to technological advances, embedding sustainability in the curriculum, and addressing equity and diversity in dental education. Creativity is the production of something that is novel and useful and is intimately linked to innovation which is the implementation of new and improved ways of doing things. To develop innovative pedagogies and address the current challenges facing dental education, educators and dental schools must reflect on the factors necessary for supporting creativity and innovation and seek to remove barriers to or biases against creativity. Here, we discuss the importance of creativity in supporting innovation in dental education, and call for leadership to actively support all elements of creativity for continued innovation to address the challenges we face in educating the future oral health workforce.
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Affiliation(s)
- Samantha J. Byrne
- Melbourne Dental School, University of Melbourne, Melbourne, VIC, Australia
| | - Solange Glasser
- Melbourne Conservatorium of Music, University of Melbourne, Melbourne, VIC, Australia
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Kulo V, Cestone C. A continuing professional development imperative? Examining trends and characteristics of health professions education doctoral programs. BMC MEDICAL EDUCATION 2022; 22:853. [PMID: 36482331 PMCID: PMC9733163 DOI: 10.1186/s12909-022-03937-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/18/2022] [Accepted: 11/30/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Despite the long-standing faculty development initiatives for improving teaching skills in the health professions, there is still a growing need for educators who are formally trained in educational theory and practice as health professions schools experience dramatic demand and growth. Graduate programs in health professions education (HPE) provide an avenue for health professions' faculty continuing professional development to enhance their knowledge and skills for teaching and curriculum leadership roles. There has been a proliferation of certificate, master's, and doctoral programs in HPE over the last two decades to respond to the growing need for well-prepared faculty educators and program leadership. The purpose of this study was to identify and describe current HPE doctoral programs in United States (U.S.) and Canada. METHODS The study first examined doctoral programs in HPE identified in earlier studies. Next, we searched the literature and the web to identify new doctoral programs in the U.S. and Canada that had been established between 2014, when the prior study was conducted, and 2022. We then collated and described the characteristics of these programs, highlighting their similarities and differences. RESULTS We identified a total of 20 doctoral programs, 17 in the U.S. and 3 in Canada. Of these, 12 programs in the U.S. and 1 program in Canada were established in the last 8 years. There are many similarities and some notable differences across programs with respect to degree title, admission requirements, duration, delivery format, curriculum, and graduation requirements. Most programs are delivered in a hybrid format and the average time for completion is 4 years. CONCLUSIONS The workforce shortage facing health professional schools presents an opportunity, or perhaps imperative, for continuing professional development in HPE through certificate, master's, or doctoral programs. With the current exponential growth of new doctoral programs, there is a need to standardize the title, degree requirements, and further develop core competencies that guide the knowledge and skills HPE graduates are expected to have upon graduation.
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Affiliation(s)
- Violet Kulo
- Health Professions Education, Graduate School, University of Maryland Baltimore, MD, Baltimore, USA.
| | - Christina Cestone
- Health Professions Education, Graduate School, University of Maryland Baltimore, MD, Baltimore, USA
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Skapetis T, Cheema S, El Mustapha M. Evaluation of clinical versus non-clinical continuing education in terms of preferences and value for oral healthcare workers. MEDICAL EDUCATION ONLINE 2022; 27:2125630. [PMID: 36124488 PMCID: PMC9518277 DOI: 10.1080/10872981.2022.2125630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Revised: 06/22/2022] [Accepted: 09/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Continuing professional development (clinical) and continuing education (non-clinical) is fundamental to education and self-improvement of all categories of staff within a large healthcare facility. AIM This study sought to examine the attendance preferences and perceived value of clinical and non-clinical oral healthcare workers towards clinical continuing professional development (CPD) and non-clinical, continuing education (CE) activities. METHODS A retrospective cross-sectional survey design was used capturing 8640 self-reported evaluations collected across 8 successive years and 160 CPD and CE activities in a large dental hospital. Analysis was performed using descriptive statistics including mean scores, independent t-test and cross tabulations using chi-square. RESULTS A strongly significant association (p < 0.001) was found between attendee position type (clinical or non-clinical) and attendance preference to either clinical or non-clinical education. Dental assistants, compared to Dentist/Specialist (p < 0.001) found the programs more accurate, relevant, improved their knowledge, would use what was learned and rated the sessions higher overall. Clinical CPD was deemed more relevant (p = 0.025) and improved knowledge (p = 0.01) while non-clinical CE had higher presenter quality (p < 0.001) and overall mean scores (p = 0.015). CONCLUSION There was a preference towards attending clinical CPD over non-clinical CE, by not only clinical, but also non-clinical oral healthcare workers. Non-clinical CE was scored higher by both clinical and non-clinical participants and should therefore be considered for inclusion in CPD education programs with similar settings.
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Affiliation(s)
- Tony Skapetis
- Sydney Dental School, Faculty of Medicine and Health, University of Sydney, Westmead Campus, Sydney, NSW, Australia
- Division of Oral Health, Western Sydney Local Health District, Sydney, NSW, Australia
| | - Simran Cheema
- Sydney Dental School, Faculty of Medicine and Health, University of Sydney, Westmead Campus, Sydney, NSW, Australia
| | - Mariam El Mustapha
- Sydney Dental School, Faculty of Medicine and Health, University of Sydney, Westmead Campus, Sydney, NSW, Australia
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Leadbeatter D, Dracopoulos S, Lansdown K, Terry A. Using self-study as a methodology for dental educators' professional inquiry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:310-317. [PMID: 32991027 DOI: 10.1111/eje.12606] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2020] [Revised: 09/08/2020] [Accepted: 09/19/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Dental educators play crucial roles in dental education and in the functioning of dental schools. Whilst it is recognised that dental educators need more than relevant disciplinary expertise and that scholarly development of dental educators is important, there is a lack of knowledge about ways research can be used to promote professional development. This article aims to showcase a research methodology for professional inquiry that is widely used in teacher education to promote the view that dental education is a professional practice. APPROACH Self-study methodology was employed by four dental educators to illuminate their theory-informed practice. We chose to frame the inquiry around technology and accumulated three forms of data: individual journaling, video-call discussions and Padlet/bricolage. Analysis of this data focused on how the learning was co-constructed by the group. FINDINGS AND DISCUSSION Five key elements of our self-study were constructed into narratives: understanding technology as a dental educator, being a learner and embodied scholarship, the (expanded) roles of a teacher in a technological environment, advancing our own professional identity as an educator, and possibilities and limits for self-study in the dental education context. CONCLUSION Professionalisation of dental educators is critical to sustainable dental education. By educators researching their own practice, research approaches such as self-study can perform a dual role of facilitating scholarly development and contributing to the generation of new knowledge about becoming and being a dental educator.
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Affiliation(s)
| | - Susie Dracopoulos
- Scientific Affairs and Education Manager, 3M Oral Care Division (AUS/NZ), North Ryde, NSW, Australia
| | - Karen Lansdown
- Sydney Dental School, The University of Sydney, Sydney, NSW, Australia
| | - Andrew Terry
- Sydney Dental School, The University of Sydney, Sydney, NSW, Australia
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Zheng M. Developing a cross-disciplinary faculty community to accelerate instructional innovation in dental education. J Dent Educ 2021; 85 Suppl 3:1974-1975. [PMID: 33836099 DOI: 10.1002/jdd.12619] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Revised: 03/19/2021] [Accepted: 04/01/2021] [Indexed: 11/09/2022]
Affiliation(s)
- Meixun Zheng
- Office of Academic Affairs, Arthur A. Dugoni School of Dentistry, University of the Pacific, San Francisco, California, 94103, USA
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Bennardo F, Buffone C, Fortunato L, Giudice A. COVID-19 is a challenge for dental education-A commentary. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:822-824. [PMID: 32542796 PMCID: PMC7323383 DOI: 10.1111/eje.12555] [Citation(s) in RCA: 55] [Impact Index Per Article: 13.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2020] [Revised: 05/20/2020] [Accepted: 05/31/2020] [Indexed: 05/03/2023]
Abstract
The COVID-19, which appeared to originate in China in December 2019, has spread worldwide pandemically. In this commentary, authors described this new challenge for dental education using the recent literature and experience gained in the Italian University of Catanzaro.
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Affiliation(s)
- Francesco Bennardo
- School of DentistryDepartment of Health SciencesMagna Graecia University of CatanzaroCatanzaroItaly
| | - Caterina Buffone
- School of DentistryDepartment of Health SciencesMagna Graecia University of CatanzaroCatanzaroItaly
| | - Leonzio Fortunato
- School of DentistryDepartment of Health SciencesMagna Graecia University of CatanzaroCatanzaroItaly
| | - Amerigo Giudice
- School of DentistryDepartment of Health SciencesMagna Graecia University of CatanzaroCatanzaroItaly
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Hayes MJ, Ingram K. Australian dental practitioner perspectives on academic careers. J Dent Educ 2020; 85:341-348. [PMID: 33089520 DOI: 10.1002/jdd.12459] [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] [Received: 06/07/2020] [Revised: 09/20/2020] [Accepted: 10/06/2020] [Indexed: 11/09/2022]
Abstract
OBJECTIVES Due to forecasted faculty shortages and increasing student enrollments in dental education, there is a need to attract talented clinicians into academia. To address this growing concern, we need to explore dental practitioners' perspectives on the academic career pathway, including enablers and barriers to entering the academic workforce. METHODS A mixed-methods electronic survey was disseminated through professional associations and dental groups on social media in 2018. Qualitative responses were examined using an inductive thematic analysis. RESULTS Participants (n = 85) considered an academic career highly regarded (80%) but indicated there was not a clear pathway (79%) and could not recall it being discussed during their dental studies (85%). It was perceived that experience, further study, and networks all played a significant role in forging an academic career. Perceived benefits to an academic career included professional development opportunities, good employment conditions, and making a meaningful contribution. Barriers included the geographical location of universities, losing clinical skills and the lack of a clear career pathway. CONCLUSION Despite being a highly regarded career, clinicians admit the career pathway to academia is not clear. Improving awareness of academic career paths might be achieved by educating dental students and providing accessible resources to the wider profession.
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Affiliation(s)
- Melanie J Hayes
- Faculty of Medicine and Health, Sydney School of Health Sciences, The University of Sydney, Sydney, New South Wales, Australia
| | - Kelsey Ingram
- Faculty of Health and Medicine, School of Health Sciences, University of Newcastle, Callaghan, New South Wales, Australia
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Fa BA, Interrante MA, Castagna DM. Pilot study implementing mixed media and animation into the Preclinical Dental Anesthesia Course. J Dent Educ 2020; 84:1046-1052. [PMID: 32441776 DOI: 10.1002/jdd.12185] [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] [Received: 02/18/2020] [Accepted: 05/02/2020] [Indexed: 11/09/2022]
Abstract
PURPOSE/OBJECTIVES During 2019, the "perfect intersection" of collaboration and innovative education using live video merged with animation was launched in the preclinical local anesthesia curriculum at the University of the Pacific, Arthur A. Dugoni School of Dentistry. This article includes the audible video created and describes the software used to blend dynamic animation for content delivery. This mixed-media approach merges animation with live video resulting with innovative teaching and student learning. Further, outcomes are discussed from voluntary postassessment surveys regarding how students perceived this innovation when introduced into preclinical local anesthesia curriculum. Within the advancements for the preclinical local anesthesia curriculum, development of short videos is introduced to students reviewing armamentarium and injection delivery to address patients' pain management. DESIGN Within the advancements for this preclinical local anesthesia curriculum, short video development was introduced to students through online assessments. Afterward, students were given a voluntary postassessment survey. The 2017 results served as the genesis for the 2019 pilot study implementing mixed media and animation into assessments. RESULTS/CONCLUSION Results determined 78.6% agreed they would like to see more assessments made with integrated animation and mixed media. Additionally, 77% agreed they would like to see other courses use mixed media assessments. The pilot study implementing mixed media and animation into the preclinical dental anesthesia course was a unique addition to the curriculum engaging students for assessments.
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Affiliation(s)
- Bernadette Alvear Fa
- Department of Preventive and Restorative Dentistry, University of the Pacific, Arthur A. Dugoni School of Dentistry, San Francisco, California, USA
| | | | - Daniel M Castagna
- Department of Preventive and Restorative Dentistry, University of the Pacific, Arthur A. Dugoni School of Dentistry, San Francisco, California, USA
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Brondani M, Harjani MG, Alfawzan N, Alves CMC, Wårdh I, Donnelly L. Discussing elder abuse and neglect in undergraduate dental education: a commentary. J Elder Abuse Negl 2020; 32:399-408. [PMID: 32338173 DOI: 10.1080/08946566.2020.1750523] [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] [Indexed: 10/24/2022]
Abstract
The intra- and extra-oral signs of physical abuse and neglect can appear visible to a dental professional during routine care. Yet, little is known about the existing pedagogies employed to discuss elder abuse and neglect in undergraduate dental education and the level of knowledge undergraduate dental students have about elder abuse and neglect. The purpose of this commentary is to present a literature review exploring how the subject of elder abuse and neglect is taught in dental schools and to discuss the results of a brief knowledge-based questionnaire focused on elder abuse and neglect applied to Canadian undergraduate dental students.
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Affiliation(s)
- Mario Brondani
- Faculty of Dentistry, University of British Columbia , Vancouver, Canada
| | - Maxine G Harjani
- Faculty of Dentistry, University of British Columbia , Vancouver, Canada
| | - Nawaf Alfawzan
- Faculty of Dentistry, King Saud University , Riyadh, Saudi Arabia
| | | | - Inger Wårdh
- Academic Centre of Geriatric Dentistry and Department of Dental Medicine, Karolinska Institutet , Sweden
| | - Leann Donnelly
- Faculty of Dentistry, University of British Columbia , Vancouver, Canada
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Developing a preliminary questionnaire for the faculty development programme needs of medical teachers using Delphi technique. J Taibah Univ Med Sci 2020; 14:495-501. [PMID: 31908636 PMCID: PMC6940618 DOI: 10.1016/j.jtumed.2019.09.007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2019] [Revised: 09/21/2019] [Accepted: 09/27/2019] [Indexed: 12/14/2022] Open
Abstract
Objective The study aimed to develop a preliminary medical teachers' faculty development programme (FDP) needs questionnaire through two rounds of Delphi technique. Methods This study utilised the Delphi study between April to June 2019. Face-to-face interviews and a literature review were conducted to propose a set of domains and items for the FDP needs of medical teachers. Two rounds of the Delphi technique were incorporated to obtain a consensus for the proposed questionnaire by 10 expert panels from their respective fields. The consensus was pre-defined as a mean score of four or above and with a percent agreement of 75%. Results Initially, four domains and 26 items were proposed. Finally, a total of six domains and 38 items were endorsed by the expert panels. The selected domains included six competencies, including teaching, assessment, research, curriculum, publication, and public service. These domains consisted of seven, nine, six, seven, four, and five items, respectively. Conclusion This study developed the first preliminary FDPs needs questionnaire specifically designed for medical teachers. It would be an effective instrument to measure the needs of the FDPs in medical education.
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Nor MZM. Contribution of faculty developmental programmes to professional identity development of medical educators in Malaysia: A phenomenological study. J Taibah Univ Med Sci 2019; 14:324-331. [PMID: 31488963 PMCID: PMC6717078 DOI: 10.1016/j.jtumed.2019.06.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2019] [Revised: 06/01/2019] [Accepted: 06/03/2019] [Indexed: 11/27/2022] Open
Abstract
OBJECTIVE Professional identity development (PID) of academicians is triggered by numerous elements, including faculty development programmes (FDP). The study aims at exploring how FDPs contribute to PID among junior medical educationists. METHODS A qualitative phenomenological study was carried out in six Malaysian public medical schools from 15th March to 15th April 2019. A total of 10 junior medical educationists participated in the study. A purposive sampling technique was utilised to select eligible participants. A series of semi-structured interviews was conducted to collect the data using a pre-determined interview protocol. The collected data were then analysed using open, axial, and selective coding methods assisted by ATLAS.ti software. RESULTS Three themes (i.e. personal growth, professional growth, and self-reflective practice) and nine sub-themes (i.e. self-awareness, intention, internal satisfaction, career pathway, maintaining professional skills, acquiring new knowledge, identifying strengths and weaknesses, and areas for improvement) emerged from the data analysis. CONCLUSION The study showed that PID could be developed through personal growth, professional growth, and self-reflective practice. Policymakers should focus on these characteristics during training sessions designed for the professional development of their medical faculty staff.
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Affiliation(s)
- Mohd Zarawi Mat Nor
- Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Health Campus, Kubang Kerian, Malaysia
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12
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Phillips C, Bassell K, Fillmore L. Transforming Nursing Education through Clinical Faculty Development. TEACHING AND LEARNING IN NURSING 2019. [DOI: 10.1016/j.teln.2018.09.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Xiao N, Thor D, Zheng M, Baek J, Kim G. Flipped classroom narrows the performance gap between low- and high-performing dental students in physiology. ADVANCES IN PHYSIOLOGY EDUCATION 2018; 42:586-592. [PMID: 30251890 DOI: 10.1152/advan.00104.2018] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The flipped classroom has been shown to have positive outcomes in learning. However, relatively little has been reported on the implementation of it in dental education. The purpose of this study was to evaluate the impact of the flipped classroom on predoctoral dental students' learning. Two consecutive classes of dental students learned the physiology of the autonomic nervous system through the nonflipped (traditional lecture) or the flipped approach. Students' learning was assessed with an identical quiz at the end of the module. The mean score in the flipped approach was higher than that in the nonflipped approach ( P < 0.01). Mean score on the content-based quiz questions in the flipped approach was higher than that in the nonflipped approach ( P < 0.05). Performance on case-based questions did not show a significant difference ( P = 0.12). Mean quiz performance of the lower 27% scorers in the flipped approach was higher than that in the nonflipped approach ( P < 0.05). Mean quiz performance of the upper 27% scorers showed an increase in the flipped approach as well ( P < 0.05), but to a less extent than that of the lower 27% scorers ( P < 0.01). The flipped approach also increased peer collaboration ( P < 0.01). In summary, the flipped classroom improved dental students' performance on content-based questions in physiology. The flipped classroom narrowed the performance gap between the low- and high-performing dental students.
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Affiliation(s)
- Nan Xiao
- Department of Biomedical Sciences, Arthur A. Dugoni School of Dentistry, University of the Pacific , San Francisco, California
| | - Der Thor
- Department of Biomedical Sciences, Arthur A. Dugoni School of Dentistry, University of the Pacific , San Francisco, California
| | - Meixun Zheng
- Office of Academic Affairs, Arthur A. Dugoni School of Dentistry, University of the Pacific , San Francisco, California
| | - Joshua Baek
- Arthur A. Dugoni School of Dentistry, University of the Pacific , San Francisco, California
| | - Grace Kim
- Arthur A. Dugoni School of Dentistry, University of the Pacific , San Francisco, California
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Thor D, Xiao N, Zheng M, Ma R, Yu XX. An interactive online approach to small-group student presentations and discussions. ADVANCES IN PHYSIOLOGY EDUCATION 2017; 41:498-504. [PMID: 28978517 DOI: 10.1152/advan.00019.2017] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2017] [Revised: 08/21/2017] [Accepted: 08/23/2017] [Indexed: 06/07/2023]
Abstract
Student presentations had been widely implemented across content areas, including health sciences education. However, due to various limitations, small-group student presentations in the classroom may not reach their full potential for student learning. To address challenges with presentations in the classroom, we redesigned the assignment by having students present and discuss online using VoiceThread, a cloud-based presentation and discussion tool. First-year students pursuing a Doctor of Dental Surgery degree were assigned into small groups to present physiology content and to discuss that content online. This assignment was similar to traditional student classroom presentations, with the exception that the entire assignment was conducted online. The primary purpose of this exploratory study was to investigate the impact of the online format on the discussion quality. Another purpose of the study was to examine students' perceptions of using VoiceThread for presenting and learning, as well as the online interactions between the presenter and audience. Students posted a higher number of questions and comments than required by the assignment. The questions from students were also higher level questions, and the answers to these questions were more thorough compared with what we had previously observed in classroom presentations. The survey results showed that students preferred using VoiceThread for presenting, learning from other presentations, and discussing presentation content over performing this process in the classroom. Preliminary findings suggested that having dental students make presentations and hold discussions online might help address the challenges of student presentations in the classroom.
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Affiliation(s)
- Der Thor
- Department of Biomedical Sciences, Arthur A. Dugoni School of Dentistry, University of the Pacific, San Francisco, California; and
| | - Nan Xiao
- Department of Biomedical Sciences, Arthur A. Dugoni School of Dentistry, University of the Pacific, San Francisco, California; and
| | - Meixun Zheng
- Department of Dental Practice, Arthur A. Dugoni School of Dentistry, University of the Pacific, San Francisco, California
| | - Ruidan Ma
- Department of Biomedical Sciences, Arthur A. Dugoni School of Dentistry, University of the Pacific, San Francisco, California; and
| | - Xiao Xi Yu
- Department of Biomedical Sciences, Arthur A. Dugoni School of Dentistry, University of the Pacific, San Francisco, California; and
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Bilal, Guraya SY, Chen S. The impact and effectiveness of faculty development program in fostering the faculty's knowledge, skills, and professional competence: A systematic review and meta-analysis. Saudi J Biol Sci 2017; 26:688-697. [PMID: 31048993 PMCID: PMC6486500 DOI: 10.1016/j.sjbs.2017.10.024] [Citation(s) in RCA: 38] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2017] [Revised: 10/03/2017] [Accepted: 10/16/2017] [Indexed: 11/27/2022] Open
Abstract
Background Faculty vitality is the main ingredient to enhance professional education and competence. Enriching the faculty vitality in key domains of teaching, assessing, research, professionalism, and administration is perceived to improve educational environment significantly and enhances the academic performance of learners. Faculty development program (FDP) has been considered as a stand-alone educational pedagogy in fostering knowledge and professional skills of faculty. However, few studies have provided objective reports about the impact of such programs in a healthcare system. Methods This research was conducted by selecting data sources of PubMed-Medline, Wiley online library, Cochrane library, Taylor & Francis Online, CINAHL, Springer link, Proquest, ISI Web of knowledge, ScienceDirect, EJS, EBSCO, Blackwell, Emerald and ABI Inform. This search followed a step-wise approach defined by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A total of 37 studies that explored the impact of FDPs on medical and allied health faculty's professional development were selected. Results This meta-analysis reported a mean effect size of 0.73 that reflects a significant and positive impact of FDPs in enhancing faculty's knowledge and professional competence (z-statistics of 4.46 significant at p-value < 0.05) using the random effects model and forest plot. Conclusion This article reiterates the incorporation of FDPs in all healthcare institutions for improving the academic performance of faculty with resultant enrichment of learners' knowledge and skills.
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Affiliation(s)
- Bilal
- School of Management and Economics, Beijing Institute of Technology, Beijing, China
| | - Salman Y Guraya
- College of Medicine, University of Sharjah, United Arab Emirates
| | - Songsheng Chen
- School of Management and Economics, Beijing Institute of Technology, Beijing, China
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Zheng M, Bender D, Reid L, Milani J. An Interactive Online Approach to Teaching Evidence-Based Dentistry with Web 2.0 Technology. J Dent Educ 2017; 81:995-1003. [DOI: 10.21815/jde.017.051] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2016] [Accepted: 12/18/2016] [Indexed: 11/20/2022]
Affiliation(s)
- Meixun Zheng
- Arthur A. Dugoni School of Dentistry, University of the Pacific
| | - Daniel Bender
- Arthur A. Dugoni School of Dentistry; University of the Pacific
| | - Laura Reid
- Department of Integrated Reconstructive Dental Sciences; Arthur A. Dugoni School of Dentistry, University of the Pacific
| | - Jim Milani
- Department of Integrated Reconstructive Dental Sciences; Arthur A. Dugoni School of Dentistry, University of the Pacific
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Tricio JA, Montt JE, Ormeño AP, Del Real AJ, Naranjo CA. Impact of Faculty Development Workshops in Student-Centered Teaching Methodologies on Faculty Members’ Teaching and Their Students’ Perceptions. J Dent Educ 2017; 81:675-684. [DOI: 10.21815/jde.017.014] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2016] [Accepted: 03/20/2017] [Indexed: 11/20/2022]
Affiliation(s)
- Jorge A. Tricio
- School of Dentistry, University of the Andes; Santiago Chile
- King's College London Dental Institute; UK
| | - Juan E. Montt
- School of Dentistry, University of the Andes; Santiago Chile
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Watkins KD. Faculty development to support interprofessional education in healthcare professions: A realist synthesis. J Interprof Care 2016; 30:695-701. [DOI: 10.1080/13561820.2016.1209466] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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