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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] [What about the content of this article? (0)] [Affiliation(s)] [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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Elayah SA, Liang X, Sakran KA, Telha W, Al-Aroomi MA, Younis H, Alqurmoti SA, Ghaleb O, Cui H, Wang W, Na S. An early microvascular training program of dental intern students and junior residents: a comparative prospective study. Head Face Med 2023; 19:17. [PMID: 37194048 DOI: 10.1186/s13005-023-00360-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2022] [Accepted: 04/24/2023] [Indexed: 05/18/2023] Open
Abstract
BACKGROUND Clinical instructional strategies and the climate in which teaching and learning take place have a significant impact on the quality of dental education. Therefore, this study aimed to evaluate the impact of early microsurgery training on the skills of dental intern students who are planning to join an oral and maxillofacial surgical field (DIS) as compared with junior residents within an oral and maxillofacial surgery department who had no microsurgery experience (JR). METHODS A total of 100 trainees, 70 were DIS, while the other 30 were JR. The average age was 23.87 ± 2.05 years for DIS group and 31.05 ± 3.06 for JR group. All trainees attended a microsurgical course (theoretical and practical parts) for seven days within a Microvascular Laboratory for Research and Education of a university-affiliated tertiary hospital. Two blinded examiners had assessed the performance of trainees independently using a specific scoring system. The independent sample t-test was used to compare the effect of microsurgery training between DIS and JR groups. The significance level was set at 0.05. RESULTS The DIS group had showed higher attendance rate than JR group (p < 0.01), with a lower absence score in DIS than JR groups (0.33 ± 0.58 vs. 2.47 ± 1.36). The total score of the theoretical test was significantly different between both groups (p < 0.01). In this context, the DIS group had revealed higher total score than JR group (15.06 ± 1.92 vs. 12.73 ± 2.49). In term of tissue preservation, there was a significant difference between both groups, with the DIS had better performance score than JR (1.49 ± 0.51 vs. 0.93 ± 0.59). Further, the practical exam score was significantly higher in DIS group than JR group (p < 0.01). CONCLUSION Overall, the performance of dental intern students was favourably compared with junior residents in most aspects. Therefore, it is promising and essential for dental colleges to add a microsurgery course to the curriculum of dental intern students who plan to specialize in oral and maxillofacial surgery.
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Affiliation(s)
- Sadam Ahmed Elayah
- Key Laboratory of Shaanxi Province for Craniofacial Precision Medicine Research, Department of Oral and Maxillofacial Surgery, College of Stomatology, Xi'an Jiaotong University, Xi'an, Shaanxi, China
- State Key Laboratory of Oral Diseases and National Clinical Research Centre for Oral Diseases, Department of Oral and Maxillofacial Surgery, West China Hospital of Stomatology, Sichuan University, Chengdu, China
- Department of Oral and Maxillofacial Surgery, Ibb University, Ibb, Yemen
| | - Xiang Liang
- Key Laboratory of Shaanxi Province for Craniofacial Precision Medicine Research, Department of Oral and Maxillofacial Surgery, College of Stomatology, Xi'an Jiaotong University, Xi'an, Shaanxi, China
| | - Karim Ahmed Sakran
- Department of Oral and Maxillofacial Surgery, Ibb University, Ibb, Yemen
| | - Wael Telha
- State Key Laboratory of Oral Diseases and National Clinical Research Centre for Oral Diseases, Department of Oral and Maxillofacial Surgery, West China Hospital of Stomatology, Sichuan University, Chengdu, China
| | | | - Hamza Younis
- Key Laboratory of Shaanxi Province for Craniofacial Precision Medicine Research, Department of Oral and Maxillofacial Surgery, College of Stomatology, Xi'an Jiaotong University, Xi'an, Shaanxi, China
| | - Sarah A Alqurmoti
- Key Laboratory of Shaanxi Province for Craniofacial Precision Medicine Research, Department of Oral and Maxillofacial Surgery, College of Stomatology, Xi'an Jiaotong University, Xi'an, Shaanxi, China
| | - Omar Ghaleb
- Key Laboratory of Shaanxi Province for Craniofacial Precision Medicine Research, Department of Oral and Maxillofacial Surgery, College of Stomatology, Xi'an Jiaotong University, Xi'an, Shaanxi, China
- State Key Laboratory of Oral Diseases and National Clinical Research Centre for Oral Diseases, Department of Oral and Maxillofacial Surgery, West China Hospital of Stomatology, Sichuan University, Chengdu, China
| | - Hao Cui
- Key Laboratory of Shaanxi Province for Craniofacial Precision Medicine Research, Department of Oral and Maxillofacial Surgery, College of Stomatology, Xi'an Jiaotong University, Xi'an, Shaanxi, China
| | - Weiqi Wang
- State Key Laboratory of Military Stomatology, National Clinical Research Center for Oral Disease, Department of Oral and Maxillofacial Surgery, School of Stomatology, Air Force Military Medical University, Xi'an, Shaanxi, China.
| | - Sijia Na
- Key Laboratory of Shaanxi Province for Craniofacial Precision Medicine Research, Department of Oral and Maxillofacial Surgery, College of Stomatology, Xi'an Jiaotong University, Xi'an, Shaanxi, China.
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Alhassan AI. Implementing Faculty Development Programs in Medical Education Utilizing Kirkpatrick's Model. Adv Med Educ Pract 2022; 13:945-954. [PMID: 36039186 PMCID: PMC9419723 DOI: 10.2147/amep.s372652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Accepted: 07/18/2022] [Indexed: 06/15/2023]
Abstract
Since the 1970s, the definition of faculty development has evolved from improving teaching skills and classroom performance to a full range of activities involving teaching, leadership, mentorship of students, and impacting institutional culture. Unfortunately, in many educational programs, the focus of faculty development is still on classroom performance and research activities. This is troubling given the increased competitive nature of higher education in general, and even medical education, to attract the best students. The purpose of this article is to demonstrate how the Kirkpatrick model can be used as a framework for the development, implementation, and management of a comprehensive faculty development program. An important gap exists within the academic literature regarding a lack of discussion and analysis about how faculty development can be implemented in a way that helps healthcare faculty improve their skills in all areas of academic performance. At the same time, there is a lack of discussion and analysis about the need for medical schools to align faculty development with larger institutional goals and outcomes. The discussion included in this article serves to begin the process of filling that gap within the academic literature by demonstrating that the Kirkpatrick model can be used to implement and manage faculty development programs in which there is an institutional focus rather than an individual focus. By focusing on faculty development that is aligned with larger institutional goals, medical schools can be more competitive and better serve the future healthcare professionals they are training.
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Affiliation(s)
- Abdulaziz I Alhassan
- Department of Medical Education, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
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Hare A, Bird S, Wright S, Ucer C, Khan RS. Current Undergraduate Dental Implantology Teaching in UK. Dent J (Basel) 2022; 10:127. [PMID: 35877401 PMCID: PMC9324480 DOI: 10.3390/dj10070127] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Revised: 06/13/2022] [Accepted: 06/14/2022] [Indexed: 02/04/2023] Open
Abstract
Dental Implants are a popular treatment option for tooth replacement, with documented long-term success and survival rates of more than 95% over a period of 10 years. However, incorporating dental implantology into an undergraduate dental curriculum has issues associated. Therefore, the aim of this research was to examine and evaluate current undergraduate dental implantology education in the UK, investigate the amount of time allocated to this subject and analyse the barriers that are currently impeding the development of the programmes. An online questionnaire hosted by Online Surveys was designed, piloted, and sent to 16 dental schools providing undergraduate education in the UK. Ethical approval was gained from The University of Salford to conduct the study. Out of the 16 dental schools contacted, eight questionnaire responses were received, hence a response rate of 50% was achieved. The hours dedicated to the implant teaching programme varied from 3 h to 25 h, with a mean average of 11 h. It was identified from the results that no teaching of dental implantology was conducted in year 2; 12% of the schools responded that the subject was taught in year 1, 37% in year 3, 75% in year 4 and 50% in year 5. The methods used to deliver the programme were mainly lecture-based teaching, with only one dental school allowing students to place implants on patients. The main barriers to progression of the programme were financial (75%), followed by time limitations imposed by the curriculum (37%) and liability insurance (37%). However, there appears to be a consensus that further training beyond bachelor’s degree level is required to teach implantology effectively.
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Fallis D, Irwin S, Cervero R, Durning S. Frameworks to Guide Faculty Development for Health Professions Education: A Scoping Review. J Contin Educ Health Prof 2022; 42:180-189. [PMID: 34459440 DOI: 10.1097/ceh.0000000000000376] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION The authors explored the existence of explicit definitions, guiding competency frameworks, and learning theory to inform health professions education faculty development (FD) programs. The authors analyzed identified frameworks based on thematic focus, scope of targeted faculty, and design structure. METHODS A scoping review was used to identify health professions education literature between 2005 and 2020. Frameworks were characterized according to the scope of the faculty targeted and design structure, and then, domains were grouped into topical categories for analysis. RESULTS Twenty-three articles met the criteria for data extraction, of which only one (4.3%) described the explicit use of a learning theory and three (13%) included an explicit definition of FD. One (4.3%) used a recognized framework, whereas 12 (52.2%) developed a novel framework based on an existing outline. Ten (43.5%) described de novo framework development. Only three (13.0%) used entrustable professional activities or similar constructs. Five (21.7%) programs targeted multiple health professions, 11 (47.8%) targeted a single health profession, and seven (30.5%) targeted a specific specialty within a health profession. Only two frameworks included a developmental component. DISCUSSION Few authors describe an explicit definition, learning theory, or use a pre-established framework when framing their FD programs. The use of entrustable professional activities to structurally link competencies to work practices is also uncommon, as well as the use of developmental structures designed to support progressive FD over time.
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Affiliation(s)
- Drew Fallis
- Dr. Fallis: Associate Dean for Faculty Affairs, Uniformed Services University, Postgraduate Dental College, Professor of Orthodontics, Diplomate of the American Board of Orthodontics. Dr. Irwin: Director, Tri-Service Center for Oral Health Studies, Military Consultant to the AF Surgeon General for Dental Public Health, Assistant Professor, Uniformed Services University, Postgraduate Dental College, Diplomate, American Board of Dental Public Health. Dr. Cervero: Professor and Deputy Director Center for Health Professions Education (CHPE), Uniformed Services University. Dr. Durning: Director, Center for Health Professions Education (CHPE), Professor and Vice Chair, Department of Medicine, F. Edward Hébert School of Medicine, Uniformed Services University
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Ishida Y, Kuwajima Y, Kobayashi T, Yonezawa Y, Asack D, Nagai M, Kondo H, Ishikawa-nagai S, Da Silva J, Lee SJ, Corbella S. Current Implementation of Digital Dentistry for Removable Prosthodontics in US Dental Schools. Int J Dent 2022; 2022:1-10. [PMID: 35464101 PMCID: PMC9033361 DOI: 10.1155/2022/7331185] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2022] [Revised: 03/18/2022] [Accepted: 03/30/2022] [Indexed: 12/03/2022] Open
Abstract
Objectives Although digital technology has been widely integrated into dental education, there is limited literature investigating the extent of the integration of computer-aided design and computer-aided manufacturing (CAD-CAM) for removable systems in the dental curriculum. The purpose of this study was to assess the current implementation of CAD-CAM complete and partial dentures in predoctoral (PP) and advanced graduate prosthodontic (AGP) education in US dental schools. The study also aimed to identify potential barriers to its implementation in the dental curriculum. Methods An online survey with 15 questions was created using online survey software. The survey was distributed to the directors of predoctoral prosthodontics in 56 schools and advanced graduate programs of prosthodontics in 52 schools listed in the 2018–19 American Dental Education Association (ADEA) Directory. Results The percentage of programs (PP and AGP) implementing CAD-CAM complete dentures (CAD-CAM CDs) and CAD-CAM removable partial dentures (CAD-CAM RPDs) in their didactic, preclinical, and clinical curricula was recorded. CAD-CAM CDs are taught in didactic courses in 54.2% of PP and 65.2% of AGP. However, CAD-CAM RPDs are only taught in 37.5% of PP and 47.8% of AGP. Programs are largely limited by a lack of funds, resources, time, and faculty members. Conclusion While digital technologies have indeed become more prevalent in dental education, many institutions face barriers to implementation. More research must be conducted in order to support the continued incorporation of digital technologies into dental education.
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Challa S, Loomer PM, Hoff GM, Hendricson WD. Pilot test of an emerging leaders program for dental school faculty. J Dent Educ 2022; 86:918-927. [PMID: 35255528 DOI: 10.1002/jdd.12908] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Revised: 01/26/2022] [Accepted: 02/06/2022] [Indexed: 11/09/2022]
Abstract
PURPOSE/OBJECTIVES The School of Dentistry at The University of Texas Health Science Center at San Antonio (UTHSA-SoD) implemented an SoD Emerging Leaders Program (SoDELP) in 2020-2021. This case report describes the leadership training needs of junior faculty that stimulated SoDELP development, the inter-institutional collaboration that facilitated program implementation, SoDELP curriculum content, and outcomes of formative assessment for two pilot cohorts of the SoDELP. METHODS The 32-h curriculum was comprised of readings, reflection exercises, seminars by the Center for Professional Excellence at the University of Texas at San Antonio, case discussion, analysis of leadership dilemmas, and self-assessments. For a capstone project, participants created a case depicting a challenging leadership situation they experienced as a team leader or member. The SoDELP commenced in a face-to-face format but was completed online due to COVID 19. Formative evaluation included participants' pre- and post-training perceptions elicited by the Leadership Attitudes, Confidence and Concerns Inventory (LACCI) and qualitative appraisal of program components obtained by surveys and focus groups. RESULTS All 18 participants completed SoDELP and provided positive evaluations of program content, organization, teaching quality, and value. Analysis of pre- and post-assessments indicated that participants' confidence in performing an array of leadership tasks was significantly enhanced, and participants' concerns about assuming leadership roles, such as not being ready for the job, impact on friendships, or concerns about ethical challenges, were significantly reduced. The LACCI displayed promising reliability in assessing participants' confidence, attitudes and concerns, demonstrating the potential to serve as a measurement tool to appraise outcomes of leadership training in the health professions. CONCLUSION Outcomes suggest that SoDELP enhances faculty members' sense of readiness for leadership roles, and the LACCI may be a useful assessment tool for leadership training.
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Affiliation(s)
- Suman Challa
- Department of Comprehensive Dentistry, Division of Dental Public Health, School of Dentistry, University of Texas Health Science Center at San Antonio, San Antonio, Texas, USA
| | - Peter M Loomer
- Office of the Dean, School of Dentistry, University of Texas Health Science Center at San Antonio, San Antonio, Texas, USA
| | - Giovannie M Hoff
- Office of Human Resources, University of Texas Health Science Center at San Antonio, San Antonio, Texas, USA
| | - William D Hendricson
- Department of Comprehensive Dentistry, School of Dentistry, University of Texas Health Science Center at San Antonio, San Antonio, Texas, USA
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Bezerra HKF, Passos KKM, Leonel ACLDS, Carvalho EJDA, Nascimento EHLD, Ramos-Perez FMDM, Perez DEDC. Identifying misconceptions about oral radiology and medicine among dental students. J Dent Educ 2021; 86:144-153. [PMID: 34542910 DOI: 10.1002/jdd.12789] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Revised: 07/21/2021] [Accepted: 09/03/2021] [Indexed: 11/06/2022]
Abstract
PURPOSE/OBJECTIVES Misconceptions are learning deficiencies that can lead to inappropriate clinical decision-making in dental practice. Although misconceptions are common among students, they are rarely analyzed in dental education. Thus, this study aimed to identify and analyze students' misconceptions about oral radiology and medicine at a Brazilian dental school. METHODS Between October 2019 and March 2020, a self-administered anonymous questionnaire was distributed to dental students at the Federal University of Pernambuco, Brazil, which comprised multiple-choice questions about oral radiology and medicine. The questions were divided into two groups: 10 knowledge-based questions (less demand for reasoning) and five scenario-based questions (higher demand for reasoning). The students' responses were assessed for correctness (correct or incorrect) and confidence (sure or unsure), while misconceptions were identified when a student was sure of an incorrect response. Pearson's chi-square test was used to analyze the variables (α = 0.05). RESULTS A total of 1380 responses were collected. Misconceptions represented 24.3% (n = 336) of the total responses and 56.8% of the incorrect responses. The mean misconceptions per student were 3.7 (range, 0-8). Students who chose incorrect answers tended to have higher confidence levels (p < 0.001). Moreover, misconceptions were more frequent for scenario-based questions (25.7%) than for knowledge-based questions (23.7%) (p = 0.000). CONCLUSION A large number of misconceptions existed among participants. Our findings will aid educators and students in identifying misconceptions and planning measures to prevent and correct them.
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Affiliation(s)
| | | | | | - Elaine Judite de Amorim Carvalho
- School of Dentistry, Department of Clinical and Preventive Dentistry, Universidade Federal de Pernambuco, Recife, Pernambuco, Brazil
| | | | | | - Danyel Elias da Cruz Perez
- School of Dentistry, Department of Clinical and Preventive Dentistry, Universidade Federal de Pernambuco, Recife, Pernambuco, Brazil
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Bartle EK, McGowan KM. Clinical supervisors' reflections on their role, training needs and overall experience as dental educators. Eur J Dent Educ 2021; 25:282-290. [PMID: 32976687 DOI: 10.1111/eje.12602] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2020] [Revised: 07/23/2020] [Accepted: 08/04/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES The aims of this study were to understand the views of clinical supervisors overseeing final year dental students and investigate their perceived role, level of support and training available, and ways to improve the supervisory experience. METHODS Clinical supervisors who oversaw fifth-year dental students in 2019 were invited to participate in an online survey. Respondents who indicated their willingness to participate were contacted for a semi-structured interview which were analysed using Constant Comparative Methodology. RESULTS Sixteen supervisors completed the survey, with a response rate of 73%. Respondents reported low levels of formal training in clinical supervision (38%) and most (75%) felt further training would be beneficial for their role. While nearly all (94%) reported they had developed as a dental professional through supervision, most (63%) were not positively encouraged to develop a career as a supervisor, with tensions between health service delivery and academia identified as a key challenge. The driving motivator to supervise was a desire to teach (62.5%). Seven (44%) participants completed the semi-structured interview. Participants' perception of their role varied depending on career stage and clinic location. Lack of recognition and defined career pathways were the biggest challenges reported by participants. CONCLUSION Retention and morale of supervisors may increase with better-defined career pathways and meaningful professional development opportunities. There is a need to develop tailored training programs for supervisors that enable them to teach critical thinking and clinical judgement while ensuring patient safety.
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Affiliation(s)
- Emma K Bartle
- The University of Queensland, School of Dentistry, UQ Oral Health Centre, Herston, Qld, Australia
| | - Kelly M McGowan
- The University of Queensland, School of Dentistry, UQ Oral Health Centre, Herston, Qld, Australia
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Madiyal A, Bhat S, Babu GS, Achalli S. Impact of COVID-19 on Dental Education. Journal of Health and Allied Sciences NU 2021. [DOI: 10.1055/s-0040-1722792] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
AbstractWith the closure of educational institutions across the world, didactic education has come to a stop from the level of primary education up to the level of professional training. Due to the discovery of a high viral load in saliva, dental schools have been considered as a hub of potential disease transmission. Students have reported anxiety over their safety, availability of learning resources, and retaining their efficiency of patient care after dental schools open. Administrators and educators are scrambling to ensure an effective learning experience while retaining the flexibility to adapt to new challenges. Ensuring a uniform grading system for year-end examinations, exit, and entrance examinations will help young professionals retain their career momentum. Problem-based learning, case-based and team-based learning, objective structured clinical examinations, and flipped classrooms are some of the methods that can be used to continue e-learning among dental students while we learn to live in this “new normal” situation.
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Affiliation(s)
- Ananya Madiyal
- Department of Oral Medicine and Radiology, A.B. Shetty Memorial Institute of Dental Sciences, Mangalore, Karnataka, India
| | - Supriya Bhat
- Department of Oral Medicine and Radiology, A.B. Shetty Memorial Institute of Dental Sciences, Mangalore, Karnataka, India
| | - G. Subhas Babu
- Department of Oral Medicine and Radiology, A.B. Shetty Memorial Institute of Dental Sciences, Mangalore, Karnataka, India
| | - Sonika Achalli
- Department of Oral Medicine and Radiology, A.B. Shetty Memorial Institute of Dental Sciences, Mangalore, Karnataka, India
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Gordon-Ross PN, Kovacs SJ, Halsey RL, West AB, Smith MH. Veterinary Educator Teaching and Scholarship (VETS): A Case Study of a Multi-Institutional Faculty Development Program to Advance Teaching and Learning. J Vet Med Educ 2020; 47:632-646. [PMID: 32530798 DOI: 10.3138/jvme-2019-0089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Content expertise in basic science and clinical disciplines does not assure proficiency in teaching. Faculty development to improve teaching and learning is essential for the advancement of veterinary education. The Consortium of West Region Colleges of Veterinary Medicine established the Regional Teaching Academy (RTA) with the focus of "Making Teaching Matter." The objective of the RTA's first effort, the Faculty Development Initiative (FDI), was to develop a multi-institutional faculty development program for veterinary educators to learn about and integrate effective teaching methods. In 2016, the Veterinary Educator Teaching and Scholarship (VETS) program was piloted at Oregon State University's College of Veterinary Medicine. This article uses a case study approach to program evaluation of the VETS program. We describe the VETS program, participants' perceptions, participants' teaching method integration, and lessons learned. A modified Kirkpatrick Model (MKM) was used to categorize program outcomes and impact. Quantitative data are presented as descriptive statistics, and qualitative data are presented as the themes that emerged from participant survey comments and post-program focus groups. Results indicated outcomes and impacts that included participants' perceptions of the program, changes in participant attitude toward teaching and learning, an increase in the knowledge level of participants, self-reported changes in participant behaviors, and changes in practices and structure at the college level. Lessons learned indicate that the following are essential for program success: (1) providing institutional and financial support; (2) creating a community of practice (COP) of faculty development facilitators, and (3) developing a program that addresses the needs of faculty and member institutions.
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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] [What about the content of this article? (0)] [Affiliation(s)] [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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13
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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] [What about the content of this article? (0)] [Affiliation(s)] [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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14
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Johnston C, Ganas J, Jeong YN, Nevius A, Bassir SH, Dragan IF. Faculty Development Initiatives in Academic Dentistry: A Systematic Review. J Dent Educ 2019; 83:1107-1117. [DOI: 10.21815/jde.019.096] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2018] [Accepted: 01/12/2019] [Indexed: 11/20/2022]
Affiliation(s)
- Chelsea Johnston
- Tufts University School of Dental Medicine at the time of this study
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15
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Horvath Z, Washburn C, Albrecht SA, Song M, Meyer SM. Learning and Teaching Together to Advance Evidence-Based Clinical Education: A Faculty Learning Community. J Dent Educ 2019; 83:1402-1410. [PMID: 31451554 DOI: 10.21815/jde.019.148] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2019] [Accepted: 07/07/2019] [Indexed: 11/20/2022]
Abstract
Clinical teaching is a cornerstone of health sciences education; it is also the most challenging aspect. The University of Pittsburgh Schools of Dental Medicine, Nursing, and Pharmacy developed a new evidence-based interprofessional course framed as a faculty learning community (FLC) around the principles of learning in a clinical environment. The aim of this study was to assess the overall effectiveness of this two-semester FLC at four health professions schools in academic year 2014-15. The assessment included anonymous participant surveys in each session and an anonymous end-of-course survey. Thirty-five faculty members from dental, health and rehabilitation sciences, nursing, and pharmacy enrolled in the FLC, with six to 32 enrollees attending each session. All attendees at each session completed the session evaluation surveys, but the attendance rate at each session ranged from 17.1% to 91.4%. Sixteen participants (46%) completed the end-of-course survey. The results showed overall positive responses to the FLC and changes in the participants' self-reported knowledge. Session surveys showed that the participants found the FLC topics helpful and appreciated the opportunity to learn from each other and the interprofessional nature of the FLC. Responses to the end-of-course survey were in alignment with the individual session surveys and cited specific benefits as being the content, teaching materials, and structured discussions. In additional feedback, participants reported interest to continue as a cohort and to extend the peer-support system beyond the FLC. This outcomes assessment of the first round of the FLC confirmed that this cohort-based faculty development in an interprofessional setting was well received by its participants. Their feedback provided valuable insights for changes to future offerings.
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Affiliation(s)
- Zsuzsa Horvath
- Zsuzsa Horvath, PhD, is Director of Faculty Development and Assistant Professor, Department of Dental Public Health, School of Dental Medicine, University of Pittsburgh; Carol Washburn, EdD, is Director of the Center for Scholarship in Teaching and Learning in Nursing, School of Nursing, University of Pittsburgh; Susan A. Albrecht, PhD, RN, CRNP, FAAN, is Associate Professor, School of Nursing, University of Pittsburgh; Meiyi Song, EdD, is Teaching and Learning Consultant and Instructional Designer, University Center for Teaching and Learning, University of Pittsburgh; and Susan M. Meyer, PhD, is Director of the Pitt Interprofessional Center for Health Careers and Associate Dean for Education and Professor, School of Pharmacy, University of Pittsburgh.
| | - Carol Washburn
- Zsuzsa Horvath, PhD, is Director of Faculty Development and Assistant Professor, Department of Dental Public Health, School of Dental Medicine, University of Pittsburgh; Carol Washburn, EdD, is Director of the Center for Scholarship in Teaching and Learning in Nursing, School of Nursing, University of Pittsburgh; Susan A. Albrecht, PhD, RN, CRNP, FAAN, is Associate Professor, School of Nursing, University of Pittsburgh; Meiyi Song, EdD, is Teaching and Learning Consultant and Instructional Designer, University Center for Teaching and Learning, University of Pittsburgh; and Susan M. Meyer, PhD, is Director of the Pitt Interprofessional Center for Health Careers and Associate Dean for Education and Professor, School of Pharmacy, University of Pittsburgh
| | - Susan A Albrecht
- Zsuzsa Horvath, PhD, is Director of Faculty Development and Assistant Professor, Department of Dental Public Health, School of Dental Medicine, University of Pittsburgh; Carol Washburn, EdD, is Director of the Center for Scholarship in Teaching and Learning in Nursing, School of Nursing, University of Pittsburgh; Susan A. Albrecht, PhD, RN, CRNP, FAAN, is Associate Professor, School of Nursing, University of Pittsburgh; Meiyi Song, EdD, is Teaching and Learning Consultant and Instructional Designer, University Center for Teaching and Learning, University of Pittsburgh; and Susan M. Meyer, PhD, is Director of the Pitt Interprofessional Center for Health Careers and Associate Dean for Education and Professor, School of Pharmacy, University of Pittsburgh
| | - Meiyi Song
- Zsuzsa Horvath, PhD, is Director of Faculty Development and Assistant Professor, Department of Dental Public Health, School of Dental Medicine, University of Pittsburgh; Carol Washburn, EdD, is Director of the Center for Scholarship in Teaching and Learning in Nursing, School of Nursing, University of Pittsburgh; Susan A. Albrecht, PhD, RN, CRNP, FAAN, is Associate Professor, School of Nursing, University of Pittsburgh; Meiyi Song, EdD, is Teaching and Learning Consultant and Instructional Designer, University Center for Teaching and Learning, University of Pittsburgh; and Susan M. Meyer, PhD, is Director of the Pitt Interprofessional Center for Health Careers and Associate Dean for Education and Professor, School of Pharmacy, University of Pittsburgh
| | - Susan M Meyer
- Zsuzsa Horvath, PhD, is Director of Faculty Development and Assistant Professor, Department of Dental Public Health, School of Dental Medicine, University of Pittsburgh; Carol Washburn, EdD, is Director of the Center for Scholarship in Teaching and Learning in Nursing, School of Nursing, University of Pittsburgh; Susan A. Albrecht, PhD, RN, CRNP, FAAN, is Associate Professor, School of Nursing, University of Pittsburgh; Meiyi Song, EdD, is Teaching and Learning Consultant and Instructional Designer, University Center for Teaching and Learning, University of Pittsburgh; and Susan M. Meyer, PhD, is Director of the Pitt Interprofessional Center for Health Careers and Associate Dean for Education and Professor, School of Pharmacy, University of Pittsburgh
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16
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Wooster E. Translating research and evidence into practice: Understanding the influencing factors. Arch Med Health Sci 2019. [DOI: 10.4103/amhs.amhs_166_19] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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17
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Kérourédan O, Smirani R, Oriez D, Péli JF, Seux D, Quinton A, Devillard R. Self-perceived educational needs of junior assistant professors in Conservative Dentistry and Endodontics in France. Eur J Dent Educ 2018; 22:e514-e521. [PMID: 29498152 DOI: 10.1111/eje.12334] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/10/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Academic dental educators play a major role in training future dentists. They help students to develop medical knowledge and behavioural skills that improve the quality and rigor of their future practice. Therefore, their experience and knowledge are critical to ensure effective learning. However, a French national workshop revealed that most junior assistant professors lack educational skills at the beginning of their career. The aim of this study was to assess educational training needs of junior assistant professors in the Department of Conservative Dentistry and Endodontics. MATERIALS AND METHODS An electronic survey was sent to junior assistant professors belonging to Departments of Conservative Dentistry and Endodontics within the 16 French dental schools in 2016. This survey was designed to collect data regarding their motivations, teaching expertise and interest in pedagogy. RESULTS Sixty of the 69 junior educators turned in their answers, which represents a response rate of 87%. About 86.7% of respondents cited their attraction to teaching as one of the main reasons behind their application. The major difficulty encountered by junior faculty was related to course preparation. Only 15% had received educational training despite the fact that 98.3% were convinced of the usefulness of such a training for junior teachers. CONCLUSION This study identified the motivations and difficulties encountered by junior assistant professors. This collection of educational needs should be considered when planning a national programme for educational training of dental faculty that will promote the acquisition of teaching skills and improve the education of dental students.
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Affiliation(s)
- O Kérourédan
- Faculty of Odontology, Bordeaux University, Bordeaux, France
| | - R Smirani
- Faculty of Odontology, Bordeaux University, Bordeaux, France
| | - D Oriez
- Faculty of Odontology, Bordeaux University, Bordeaux, France
| | - J F Péli
- Faculty of Odontology, Bordeaux University, Bordeaux, France
| | - D Seux
- Faculty of Odontology, Lyon 1 University, Lyon, France
| | - A Quinton
- Center for Applied Research in Education, CRAME, Bordeaux University, Bordeaux, France
| | - R Devillard
- Faculty of Odontology, Bordeaux University, Bordeaux, France
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18
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Grazziotin-Soares R, Lind SL, Ardenghi DM, Curtis DA. Misconceptions amongst dental students: How can they be identified? Eur J Dent Educ 2018; 22:e101-e106. [PMID: 28244629 DOI: 10.1111/eje.12264] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/30/2017] [Indexed: 06/06/2023]
Abstract
AIM To compare the frequency of misconceptions amongst dental students resulting from assessments in different subject areas using different types of multiple-choice questions (MCQs). We wanted to know whether misconceptions, or strongly held incorrect beliefs, differed by subject area or question type. METHODS A total of 104 students completed two assessments that included 20 MCQs on endodontics and 20 MCQs on dental implants. On each examination, 10 questions were scenario-type questions requiring interpretation or analysis and 10 questions were factual-based, knowledge questions. Incorrect responses and confidence levels by student and subject were recorded for a comparison of average misconceptions by question type and for correlations between scenario and knowledge question types for misconceptions on both assessments. RESULTS Students were overly confident on their incorrect responses and misconceptions for both assessments. On the endodontic examination, students held a statistically significant higher number of mean misconceptions on scenario questions than for knowledge questions, but the difference was not statistically significant for the dental implant examination. There was a moderately weak relationship between scenario and knowledge questions for misconceptions on the endodontic (r=.31) and dental implant (r=.20) assessments, suggesting students who have misconceptions on knowledge questions are somewhat more likely to have misconceptions on scenario questions. CONCLUSION Students had a consistent rate of overconfidence (75%) in their incorrect responses regardless of question type or dental subject. Questions that prompted a higher per cent of incorrect responses were more likely to detect misconceptions, as students were highly confident in their mistakes, for both assessments.
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Affiliation(s)
- R Grazziotin-Soares
- Department of Conservative Dentistry, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, RS, Brazil
| | - S L Lind
- School of Economics and Business Administration, Saint Mary's College of California, Moraga, CA, USA
| | - D M Ardenghi
- College of Dentistry, University of Saskatchewan, Saskatoon, SK, Canada
| | - D A Curtis
- Department of Preventive and Restorative Dental Sciences, School of Dentistry, University of California San Francisco, San Francisco, CA, USA
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19
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Braga MM, Lenzi TL, Ferreira FR, Mendes FM, Raggio DP, Imparato JC, Bonecker M, Magalhães AC, Wang L, Rios D, Pessan JP, Duque C, Rebelo MAB, Alves Filho AO, Lima MDDM, Moura MS, De Carli AD, Sanabe ME, Cenci MS, Oliveira EF, Correa MB, Rocha RO, Zenkner JE, Murisí PU, Martignon S, Lara JS, Aquino FG, Carrillo A, Chu CH, Deery C, Ricketts D, Melo P, Antunes JLF, Ekstrand KR. Impact of a Tutored Theoretical-Practical Training to Develop Undergraduate Students' Skills for the Detection of Caries Lesions: Study Protocol for a Multicenter Controlled Randomized Study. JMIR Res Protoc 2017; 6:e155. [PMID: 28814381 PMCID: PMC5577444 DOI: 10.2196/resprot.7414] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2017] [Revised: 06/08/2017] [Accepted: 06/29/2017] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Tutored laboratorial activities could be a manner of improving the competency development of students. However, its impact over conventional theoretical classes has not yet been tested. Additionally, different university contexts could influence this issue and should be explored. OBJECTIVE To assess the impact of a tutored theoretical-practical training for teaching undergraduate students to detect caries lesions as compared with theoretical teaching activities. The impact of these teaching/learning activities will be assessed in terms of efficacy, cost/benefit, retention of knowledge/acquired competences, and student acceptability. METHODS Sixteen centers (7 centers from Brazil and 9 centers from other countries throughout the world) are involved in the inclusion of subjects for this protocol. A randomized controlled study with parallel groups will be conducted. One group (control) will be exposed to a 60- to 90-minute conventional theoretical class and the other group (test) will be exposed to the same theoretical class and also a 90-minute laboratory class, including exercises and discussions based on the evaluation of a pool of images and extracted teeth. The mentioned outcomes will be evaluated immediately after the teaching activities and also in medium- and long-term analyses. To compare the long-term outcomes, students who enrolled in the university before the participating students will be interviewed for data collection and these data will be used as a control and compared with the trained group. This stage will be a nonrandomized phase of this study, nested in the main study. Appropriate statistical analysis will be performed according to the aims of this study. Variables related to the centers will also be analyzed and used to model adjustment as possible sources of variability among results. RESULTS This ongoing study is funded by a Brazilian national funding agency (CNPq- 400736/2014-4). We expect that the tutored theoretical-practical training will improve the undergraduate students' performance in the detection of caries lesions and subsequent treatment decisions, mainly in terms of long-term retention of knowledge. Our hypothesis is that tutored theoretical-practical training is a more cost-effective option for teaching undergraduate students to detect caries lesions. CONCLUSIONS If our hypothesis is confirmed, the use of laboratory training in conjunction with theoretical classes could be used as an educational strategy in Cariology to improve the development of undergraduate students' skills in the detection of caries lesions and clinical decision-making.
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Affiliation(s)
- Mariana Minatel Braga
- Dental School, Pediatric Dentistry Departament, University of São Paulo, Sao Paulo, Brazil.,Initiatives for undergraduate Students' Training in Cariology (IuSTC Group), Multi-institutional group, São Paulo, Brazil
| | - Tathiane Larissa Lenzi
- Dental School, Pediatric Dentistry Departament, University of São Paulo, Sao Paulo, Brazil.,Dental School, Federal University of Santa Maria, Santa Maria, Brazil.,Dental School, Federal University of Minas Gerais, Belo Horizonte, Brazil
| | | | - Fausto Medeiros Mendes
- Dental School, Pediatric Dentistry Departament, University of São Paulo, Sao Paulo, Brazil
| | - Daniela Prócida Raggio
- Dental School, Pediatric Dentistry Departament, University of São Paulo, Sao Paulo, Brazil
| | - José Carlos Imparato
- Dental School, Pediatric Dentistry Departament, University of São Paulo, Sao Paulo, Brazil.,CPO Sao Leopoldo Mandic, Campinas, SP, Brazil
| | - Marcelo Bonecker
- Dental School, Pediatric Dentistry Departament, University of São Paulo, Sao Paulo, Brazil
| | | | - Linda Wang
- School of Dentistry, University of São Paulo, Bauru, Brazil
| | - Daniela Rios
- School of Dentistry, University of São Paulo, Bauru, Brazil
| | | | - Cristiane Duque
- School of Dentistry, São Paulo State University (Unesp), Araçatuba, Brazil
| | | | | | | | - Marcoeli Silva Moura
- Postgraduate Programme in Dentistry, Federal University of Piaui, Teresina, PI, Brazil
| | | | - Mariane Emi Sanabe
- School of Dentistry "Prof Albino Coimbra Filho", Federal University of Mato Grosso do Sul, Campo Grande, MS, Brazil
| | | | | | - Marcos Britto Correa
- Graduate Program in Dentistry, Federal University of Pelotas, Pelotas, RS, Brazil
| | | | | | - Pedroza Uribe Murisí
- Dental School, Pediatric Dentistry Departament, University of São Paulo, Sao Paulo, Brazil.,Facultad de Odontologia, Universidad de Guadalajara, Guadalajara, Mexico
| | - Stefania Martignon
- UNICA - Caries Research Unit, Research Vice-rectory,, Universidad El Bosque, Bogotá, Colombia.,Dental Innovation and Translation Centre, King's College of London, London, United Kingdom
| | - Juan Sebastian Lara
- Dental School, Pediatric Dentistry Departament, University of São Paulo, Sao Paulo, Brazil.,UNICA - Caries Research Unit, Research Vice-rectory, Universidad El Bosque, Bogotá, Colombia.,The Dental Health Unit, The University of Manchester, Manchester, United Kingdom
| | | | | | - Chun Hung Chu
- Faculty of Dentistry, The University of Hong Kong, Hong Kong, China (Hong Kong)
| | - Chris Deery
- University of Sheffield, Sheffield, United Kingdom
| | - David Ricketts
- Dundee Dental Hospital and School, University of Dundee, Dundee, United Kingdom
| | - Paulo Melo
- Faculty of Dental Medicine, EpiUnit, University of Porto, Porto, Portugal
| | | | - Kim Rud Ekstrand
- Department of Odontology, University of Copenhagen, Copenhagen, Denmark
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- Initiatives for undergraduate Students' Training in Cariology (IuSTC Group), Multi-institutional group, São Paulo, Brazil
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20
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Zheng M, Bender D, Nadershahi N. Faculty professional development in emergent pedagogies for instructional innovation in dental education. Eur J Dent Educ 2017; 21:67-78. [PMID: 26663694 DOI: 10.1111/eje.12180] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/25/2015] [Indexed: 06/05/2023]
Abstract
Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes.
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Affiliation(s)
- M Zheng
- Office of Academic Affairs, School of Dentistry, University of the Pacific, San Francisco, CA, USA
| | - D Bender
- Office of Academic Affairs, School of Dentistry, University of the Pacific, San Francisco, CA, USA
| | - N Nadershahi
- Office of Academic Affairs, School of Dentistry, University of the Pacific, San Francisco, CA, USA
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22
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Ciancio MJ, Lee MM, Krumdick ND, Lencioni C, Kanjirath PP. Self-Perceived Knowledge, Skills, Attitudes, and Use of Evidence-Based Dentistry Among Practitioners Transitioning to Dental Educators. J Dent Educ 2017. [DOI: 10.1002/j.0022-0337.2017.81.3.tb06271.x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Mae J. Ciancio
- Biomedical Sciences Program; College of Health Sciences, Midwestern University; Downers Grove IL
| | - Michelle M. Lee
- Behavioral Medicine Program; College of Health Sciences, Midwestern University; Downers Grove IL
| | - Nathaniel D. Krumdick
- Behavioral Medicine Program; College of Health Sciences, Midwestern University; Downers Grove IL
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23
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Affiliation(s)
| | | | - Leila Jahangiri
- Department of Prosthodontics; New York University College of Dentistry
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24
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Marei HF, Al-Khalifa KS. Pattern of online communication in teaching a blended oral surgery course. Eur J Dent Educ 2016; 20:213-217. [PMID: 26272195 DOI: 10.1111/eje.12163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/06/2015] [Indexed: 06/04/2023]
Abstract
AIM To explore the factors that might affect the patterns of interaction amongst dental students that can be found in asynchronous online discussion fora. SUBJECTS AND METHODS It is a qualitative study that involved the participation of 71 dental students (42 male and 29 female) who belong to one academic year. Students were participated in asynchronous online discussion fora as a part of a blended oral surgery course that involved both face-to-face lecture and an online learning environment using the Blackboard learning management system. Qualitative analysis of students' pattern of discussion was performed using Transcript Analysis Tool. RESULTS The total number of postings was 410. Sixty-seven of 71 students participated in the discussion by writing posts, whereas all of the students had accessed all of the postings. A positive correlation between imposing vertical questions and the number of non-referential and referential statements was observed. Regarding horizontal questions, a positive correlation was observed with the number of referential statements, whilst there was a negative correlation with the number of non-referential statements. CONCLUSION Asynchronous online discussion fora that are integrated as a part of a whole pedagogical practice may provide an opportunity for promoting learning, especially when consideration is given to the structure of problems, timely feedback by tutors and supportive strategies within the discussion threads.
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Affiliation(s)
- H F Marei
- College of Dentistry, University of Dammam, Dammam, Saudi Arabia.
- Faculty of Dentistry, Suez Canal University, Ismailia, Egypt.
| | - K S Al-Khalifa
- College of Dentistry, University of Dammam, Dammam, Saudi Arabia
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25
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Steinert Y, Mann K, Anderson B, Barnett BM, Centeno A, Naismith L, Prideaux D, Spencer J, Tullo E, Viggiano T, Ward H, Dolmans D. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Med Teach 2016; 38:769-86. [PMID: 27420193 DOI: 10.1080/0142159x.2016.1181851] [Citation(s) in RCA: 281] [Impact Index Per Article: 35.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
BACKGROUND This review, which focused on faculty development initiatives designed to improve teaching effectiveness, synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building. METHODS This review included 111 studies (between 2002 and 2012) that met the review criteria. FINDINGS Overall satisfaction with faculty development programs was high. Participants reported increased confidence, enthusiasm, and awareness of effective educational practices. Gains in knowledge and skills, and self-reported changes in teaching behaviors, were frequently noted. Observed behavior changes included enhanced teaching practices, new educational initiatives, new leadership positions, and increased academic output. Organizational changes were infrequently explored. Key features included evidence-informed educational design, relevant content, experiential learning, feedback and reflection, educational projects, intentional community building, longitudinal program design, and institutional support. CONCLUSION This review holds implications for practice and research. Moving forward, we should build on current success, broaden the focus beyond individual teaching effectiveness, develop programs that extend over time, promote workplace learning, foster community development, and secure institutional support. We should also embed studies in a theoretical framework, conduct more qualitative and mixed methods studies, assess behavioral and organizational change, evaluate transfer to practice, analyse key features, and explore the role of faculty development within the larger organizational context.
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Affiliation(s)
- Yvonne Steinert
- a Centre for Medical Education, Faculty of Medicine , McGill University , Montreal , Canada
| | - Karen Mann
- b Division of Medical Education, Faculty of Medicine , Dalhousie University , Halifax , Canada
| | - Brownell Anderson
- c International Programs , National Board of Medical Examiners , Philadelphia, PA , USA
| | - Bonnie Maureen Barnett
- d Department of Integrated Studies in Education, Faculty of Education , McGill University , Montreal , Canada
| | - Angel Centeno
- e Faculty of Biomedical Sciences , Austral University , Buenos Aires , Argentina
| | - Laura Naismith
- f HoPingKong Centre for Excellence in Education and Practice and The Wilson Centre , University Health Network , Toronto , Canada
| | - David Prideaux
- g Prideaux Centre for Research in Health Professions Education , School of Medicine, Flinders University , Adelaide , Australia
| | - John Spencer
- h School of Medical Education, Faculty of Medical Sciences , Newcastle University , Newcastle upon Tyne , UK
| | - Ellen Tullo
- i Newcastle NIHR Biomedical Research Centre in Ageing and Chronic Disease and Institute of Health and Society , Newcastle University , Newcastle upon Tyne , UK
| | | | - Helena Ward
- k Medicine Learning and Teaching Unit, School of Medicine , The University of Adelaide , Adelaide , Australia
| | - Diana Dolmans
- l School of Health Professions Education (SHE) , Maastricht University , Maastricht , The Netherlands
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Affiliation(s)
- Lucinda J. Lyon
- Department of Dental Practice; Arthur A. Dugoni School of Dentistry; University of the Pacific
| | - Terry E. Hoover
- Department of Dental Practice; Arthur A. Dugoni School of Dentistry; University of the Pacific
| | - Lola Giusti
- Arthur A. Dugoni School of Dentistry; University of the Pacific
| | - Mark T. Booth
- Arthur A. Dugoni School of Dentistry; University of the Pacific
| | - Elham Mahdavi
- Arthur A. Dugoni School of Dentistry; University of the Pacific
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AlFaris E, Naeem N, Irfan F, Qureshi R, Saad H, Al Sadhan R, Abdulghani HM, Van der Vleuten C. A One-Day Dental Faculty Workshop in Writing Multiple-Choice Questions: An Impact Evaluation. J Dent Educ 2015. [DOI: 10.1002/j.0022-0337.2015.79.11.tb06026.x] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Eiad AlFaris
- Department of Family and Community Medicine; College of Medicine; King Saud University; Riyadh Saudi Arabia
| | | | - Farhana Irfan
- Department of Family and Community Medicine; College of Medicine; King Saud University; Riyadh Saudi Arabia
| | - Riaz Qureshi
- Department of Family and Community Medicine; College of Medicine; King Saud University; Riyadh Saudi Arabia
| | - Hussain Saad
- Department of Family and Community Medicine; College of Medicine; King Saud University; Riyadh Saudi Arabia
| | - Ra'ed Al Sadhan
- College of Dentistry; King Saud University; Riyadh Saudi Arabia
| | | | - Cees Van der Vleuten
- School of Health Professions Education; Faculty of Health, Medicine, and Life Sciences; Department of Educational Development and Research; Maastricht University; Netherlands
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Warman S, Pritchard J, Baillie S. Faculty Development for a New Curriculum: Implementing a Strategy for Veterinary Teachers within the Wider University Context. J Vet Med Educ 2015; 42:346-352. [PMID: 26315211 DOI: 10.3138/jvme.1214-124r1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Faculty development in veterinary education is receiving increasing attention internationally and is considered of particular importance during periods of organizational or curricular change. This report outlines a faculty development strategy developed since October 2012 at the University of Bristol Veterinary School, in parallel with the development and implementation of a new curriculum. The aim of the strategy is to deliver accessible, contextual faculty development workshops for clinical and non-clinical staff involved in veterinary student training, thereby equipping staff with the skills and support to deliver high-quality teaching in a modern curriculum. In October 2014, these workshops became embedded within the new University of Bristol Continuing Professional Development scheme, Cultivating Research and Teaching Excellence. This scheme ensures that staff have a clear and structured route to achieving formal recognition of their teaching practice as well as access to a wide range of resources to further their overall professional development. The key challenges and constraints are discussed.
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Møystad A, Lycke KH, Barkvoll TA, Lauvås P. Faculty development for clinical teachers in dental education. Eur J Dent Educ 2015; 19:149-155. [PMID: 25135255 DOI: 10.1111/eje.12115] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/14/2014] [Indexed: 06/03/2023]
Abstract
UNLABELLED Dental education has been reviewed, and suggestions for further enhancement include the implementation of faculty development activities to enhance teaching and learning environments. PURPOSE The aim of this study was to gain insight into the participants' perceptions of outcomes of faculty development for clinical teachers and clinical learning environments as well as into the sustainability of such outcomes. METHODS The program was organized in the form of (i) a 2-day seminar; (ii) collegial supervision and development projects; and (iii) a 1-day follow-up seminar. The participants' perceptions from the five-first programs were studied. A Web-based questionnaire was sent to all participants, that is 3-27 months after completion of the program (follow-up survey). RESULTS The outcomes of the program (response rate 70%) indicate a strong impact of the program on the clinical teachers' competence and on the clinical learning environments. The teachers report that they think more about what their students really learn, have become more conscious about how they supervise and have been stimulated to become better teachers. The learning environment as well as collaboration, and calibration between teachers have improved. The novice teachers report greater benefits than do the experienced teachers. The participants initiated a variety of development projects during the program. The majority of the participants continued the development activities. CONCLUSIONS The faculty development program presented confirms that faculty development activities for clinical teachers based on theories of learning and experiences documented in the literature can be implemented with positive outcomes for individual teachers and for the learning environments.
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Affiliation(s)
- A Møystad
- Faculty of Dentistry, Institute of Clinical Dentistry, University of Oslo, Norway
| | - K H Lycke
- Faculty of Education, University of Oslo, Oslo, Norway
| | - T A Barkvoll
- Faculty of Dentistry, Institute of Clinical Dentistry, University of Oslo, Norway
| | - P Lauvås
- Østfold University College, Fredrikstad, Norway
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32
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Affiliation(s)
| | - Aseel Murad
- College of Dental Medicine-Arizona; Midwestern University
| | - Ronald J. Hunt
- College of Dental Medicine-Arizona; Midwestern University
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Affiliation(s)
| | - Joanne Hamilton
- Medical Education; College of Medicine; Faculty of Health Sciences; University of Manitoba
| | - Jo-Ann V. Sawatzky
- Graduate Programs; College of Nursing; Faculty of Health Sciences; University of Manitoba
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34
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Affiliation(s)
- Heiko Spallek
- Center for Informatics in Oral Health Translational Research; School of Dental Medicine; University of Pittsburgh
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Long CR, Ackerman DL, Hammerschlag R, Delagran L, Peterson DH, Berlin M, Evans RL. Faculty development initiatives to advance research literacy and evidence-based practice at CAM academic institutions. J Altern Complement Med 2014; 20:563-70. [PMID: 24936915 DOI: 10.1089/acm.2013.0385] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVES To present the varied approaches of 9 complementary and alternative medicine (CAM) institutions (all grantees of the National Center for Complementary and Alternative Medicine) used to develop faculty expertise in research literacy and evidence-based practice (EBP) in order to integrate these concepts into CAM curricula. DESIGN A survey to elicit information on the faculty development initiatives was administered via e-mail to the 9 program directors. All 9 completed the survey, and 8 grantees provided narrative summaries of faculty training outcomes. RESULTS The grantees found the following strategies for implementing their programs most useful: assess needs, develop and adopt research literacy and EBP competencies, target early adopters and change leaders, employ best practices in teaching and education, provide meaningful incentives, capitalize on resources provided by grant partners, provide external training opportunities, and garner support from institutional leadership. Instructional approaches varied considerably across grantees. The most common were workshops, online resources, in-person short courses, and in-depth seminar series developed by the grantees. Many also sent faculty to intensive multiday extramural training programs. Program evaluation included measuring participation rates and satisfaction and the integration of research literacy and EBP learning objectives throughout the academic curricula. Most grantees measured longitudinal changes in beliefs, attitudes, opinions, and competencies with repeated faculty surveys. CONCLUSIONS A common need across all 9 CAM grantee institutions was foundational training for faculty in research literacy and EBP. Therefore, each grantee institution developed and implemented a faculty development program. In developing the framework for their programs, grantees used strategies that were viewed critical for success, including making them multifaceted and unique to their specific institutional needs. These strategies, in conjunction with the grantees' instructional approaches, can be of practical use in other CAM and non-CAM academic environments considering the introduction of research literacy and EBP competencies into their curricula.
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Affiliation(s)
- Cynthia R Long
- 1 Palmer Center for Chiropractic Research, Palmer College of Chiropractic , Davenport, IA
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Gates P, Ubu N, Smithey L, Rogers J, Haden NK, Rodriguez T, Albino JE, Evans C, Zarkowski P, Weinstein G, Hendricson WD. Faculty Development for Underrepresented Minority Dental Faculty and Residents. J Dent Educ 2013. [DOI: 10.1002/j.0022-0337.2013.77.3.tb05469.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Paul Gates
- Department of Dentistry; Bronx-Lebanon Hospital Center
| | - Ngozi Ubu
- Department of Dentistry; Bronx-Lebanon Hospital Center
| | | | | | | | | | | | | | | | | | - William D. Hendricson
- Educational and Faculty Development; University of Texas Health Science Center at San Antonio; Dental School
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Jahangiri L, McAndrew M, Muzaffar A, Mucciolo TW. Characteristics of effective clinical teachers identified by dental students: a qualitative study. Eur J Dent Educ 2013; 17:10-8. [PMID: 23279387 DOI: 10.1111/eje.12012] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/14/2012] [Indexed: 05/16/2023]
Abstract
This qualitative research study identified criteria for clinical teacher quality preferences as perceived by dental students. Third and fourth year dental students at New York University College of Dentistry were given a two question, open-ended survey asking what qualities they liked most and least in a clinical teacher. Responses were collected until data saturation was achieved. A total of 157 respondents provided a total of 995 written comments. Descriptive words within the responses were coded and grouped into key words, according to similar relationships, and further refined into 17 defined categories. Three core themes, Character, Competence and Communication, emerged from these 17 categories, which were validated according to specific references found in the existing educational literature. 'Character' comprised nine of the 17 defined categories: (caring, motivation, empathy, patience, professionalism, available, fairness, happiness, patient-centred) and yielded 59.1% of total student responses; 'Competence' consisted of five categories: knowledgeable, expertise, efficient, skilful, effective (29.2%); and 'Communication' represented the remaining three categories: feedback, approachable and interpersonal communication (11.7%). Positive and negative responses related to the defined category of caring were cited by 59.2% of all students. Motivation was the next highest category, cited by 45.9% of students. Non-cognitive attributes, especially those in the Character theme, comprised the majority of student comments. Because students' perceptions are so critical to understanding clinical teaching effectiveness in dental education, these findings can be used to develop assessments to measure clinical teaching effectiveness, to create criteria for the hiring and promotion of clinical faculty and to plan faculty development programming.
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Affiliation(s)
- L Jahangiri
- Department of Prosthodontics, New York University College of Dentistry, NY, USA
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Abstract
INTRODUCTION The formal preparation of dental professionals for teaching is increasingly seen as essential to enhance teacher effectiveness and student learning and to promote curricular initiatives. As a result, many dental schools have implemented a variety of faculty development programming. There is a body of literature that describes these programmes, but there is limited rigorous evaluation of them. The use of multiple measures of evaluation helps to compensate for potential inadequacies of individual methods. Analyses with multiple measures provide a more comprehensive view of whether a programme is achieving its learning outcomes. MATERIALS AND METHODS A dental faculty development programme, Class Advanced Clinical Teaching Scholars (ACTS), at New York University College of Dentistry (NYUCD) was evaluated with four different measures: pre- and post-programme tests of participants' level of relevant pedagogical knowledge, pre- and post-programme objective structured teaching examinations (OSTEs), pre- and post-programme self-assessments of teaching abilities and post-programme participant satisfaction surveys. Two of the measures used a comparison group of faculty. RESULTS Results revealed that the Class ACTS participants significantly improved their knowledge; observed teaching performance in most teaching domains tested showed significant improvement; there was no significant change in self-assessed teaching abilities after participation; and the course was viewed positively by the participants. CONCLUSION Class ACTS, an advanced dental faculty development course, has been successfully implemented and evaluated with the use of multiple measures.
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Affiliation(s)
- M McAndrew
- Cariology and Comprehensive Care, New York University College of Dentistry, New York, NY, USA.
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Khandelwal S, Bernard AW, Wald DA, Manthey DE, Fisher J, Ankel F, Williams SR, Szyld D, Riddle J, Anders Ericsson K. Developing and assessing initiatives designed to improve clinical teaching performance. Acad Emerg Med 2012; 19:1350-3. [PMID: 23216823 DOI: 10.1111/acem.12029] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2012] [Accepted: 07/03/2012] [Indexed: 11/26/2022]
Abstract
To improve the teaching performance of emergency physicians, it is necessary to understand the attributes of expert teachers and the optimal methods to deliver faculty development. A working group of medical educators was formed to review the literature, summarize what is known on the topic, and provide recommendations for future research. This occurred as a track of the 2012 Academic Emergency Medicine (AEM) consensus conference "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success." The group concluded that the current state of research on these topics is limited. Improvement in understanding will come through research focusing on Kirkpatrick's higher levels of evaluation (behavior and results).
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Affiliation(s)
- Sorabh Khandelwal
- Department of Emergency Medicine; The Ohio State University College of Medicine (SK, AB); Columbus; OH
| | - Aaron W. Bernard
- Department of Emergency Medicine; The Ohio State University College of Medicine (SK, AB); Columbus; OH
| | - David A. Wald
- Department of Emergency Medicine; Temple University School of Medicine (DAW); Philadelphia; PA
| | - David E. Manthey
- Wake Forest University School of Medicine (DEM); Winston-Salem; NC
| | - Jonathan Fisher
- Department of Emergency Medicine; Beth Israel Deaconess Medical Center (JF); Boston; MA
| | - Felix Ankel
- Regions Hospital; University of Minnesota School of Medicine (FA); Saint Paul; MN
| | - Sarah R. Williams
- Department of Emergency Medicine; Stanford University School of Medicine (SRW); Stanford; CA
| | - Demian Szyld
- Department of Emergency Medicine; NYU Medical Center (DS); New York; NY
| | - Janet Riddle
- Department of Medical Education; University of Illinois at Chicago College of Medicine (JR); Chicago; IL
| | - K. Anders Ericsson
- Department of Psychology; Florida State University (KAE); Tallahassee; FL
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Affiliation(s)
| | | | - Gaëlle C. Pierre
- General Internal Medicine; School of Medicine New York University
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Affiliation(s)
- Cara L. Tax
- Prof. Tax is Assistant Professor; School of Dental Hygiene Dalhousie University
| | - Heather Doucette
- Prof. Doucette is Assistant Professor; School of Dental Hygiene Dalhousie University
| | - Nancy R. Neish
- Prof. Neish is Director and Assistant Professor; School of Dental Hygiene Dalhousie University
| | - J. Peggy Maillet
- Prof. Maillet is Assistant Professor; School of Dental Hygiene Dalhousie University
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Affiliation(s)
- Mandeep S. Virdi
- Department of Pediatric Dentistry; PDM Dental College and Research Institute; Haryana India
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Abstract
The demands on faculty in terms of teaching are increasing, but until recently there has been little discussion of how faculty perceive that development as a teacher can be achieved or what approaches they use or suggest themselves. The aim of this study is to explore how teachers in dentistry and medicine understand development as teachers. For this study, 20 teachers were interviewed. The interviews were analysed using a phenomenographic approach. Three different ways of understanding development were identified: 1) Development as a dental or medical clinician/expert as the teacher role is seen as a tacit part of the role of the clinician. 2) Experience and professional and personal maturation, related to personal and professional development and confidence in ones clinical role. 3) Knowledge in education and systematic teacher training as in this category, being a teacher is seen as a separate role from that of being a clinician. The differences in these three ways of understanding development as a teacher are shown in their different aims of development, what kind of knowledge that may be used and what methods they suggested. The way teachers understand what it means to develop as a teacher will affect their motivation for engaging in development activities, which activities they choose and their own aims of development. This means that awareness of teachers' understanding of development is central when developing support or faculty development activities for teachers.
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Affiliation(s)
- T Stenfors-Hayes
- Karolinska Institutet, Stockholm, Sweden Linköping University, Linköping, Sweden.
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Abstract
The aim of this article is to describe the process of an in situ staff development process with the objective to influence change in assessment practice. An in situ training course focusing on writing questions for written examinations, but also including some contextual aspects of assessment practice, was therefore developed and implemented. The anticipated change was measured against Kirkpatrick's four levels for evaluating training programmes. As a whole, the reaction from the participants was positive (Kirkpatrick Level 1), and in a number of instances, learning, which includes changes in attitude, knowledge and skills (Kirkpatrick Level 2) and change in behaviour (Kirkpatrick Level 3), was observed. To conclude, the staff development initiative in the form of in situ assessment training facilitated change resulting in an improvement in assessment practice in the School in a relatively short period of time.
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Affiliation(s)
- G E Pickworth
- School of Dentistry, Faculty of Health Sciences, University of Pretoria, Pretoria, South Africa.
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Evans R, Delagran L, Maiers M, Kreitzer MJ, Sierpina V. Advancing evidence informed practice through faculty development: the Northwestern Health Sciences University model. Explore (NY) 2012; 7:265-8. [PMID: 21724163 DOI: 10.1016/j.explore.2011.04.014] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Roni Evans
- Wolf-Harris Center for Clinical Studies, NorthwesternHealth Sciences University, USA
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van Roermund TCM, Tromp F, Scherpbier AJJA, Bottema BJAM, Bueving HJ. Teachers' ideas versus experts' descriptions of 'the good teacher' in postgraduate medical education: implications for implementation. A qualitative study. BMC Med Educ 2011; 11:42. [PMID: 21711507 PMCID: PMC3163623 DOI: 10.1186/1472-6920-11-42] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/04/2010] [Accepted: 06/28/2011] [Indexed: 05/06/2023]
Abstract
BACKGROUND When innovations are introduced in medical education, teachers often have to adapt to a new concept of what being a good teacher includes. These new concepts do not necessarily match medical teachers' own, often strong beliefs about what it means to be a good teacher.Recently, a new competency-based description of the good teacher was developed and introduced in all the Departments of Postgraduate Medical Education for Family Physicians in the Netherlands. We compared the views reflected in the new description with the views of teachers who were required to adopt the new framework. METHODS Qualitative study. We interviewed teachers in two Departments of Postgraduate Medical Education for Family Physicians in the Netherlands. The transcripts of the interviews were analysed independently by two researchers, who coded and categorised relevant fragments until consensus was reached on six themes. We investigated to what extent these themes matched the new description. RESULTS Comparing the teachers' views with the concepts described in the new competency-based framework is like looking into two mirrors that reflect clearly dissimilar images. At least two of the themes we found are important in relation to the implementation of new educational methods: the teachers' identification and organisational culture. The latter plays an important role in the development of teachers' ideas about good teaching. CONCLUSIONS The main finding of this study is the key role played by the teachers' feelings regarding their professional identity and by the local teaching culture in shaping teachers' views and expectations regarding their work. This suggests that in implementing a new teaching framework and in faculty development programmes, careful attention should be paid to teachers' existing identification model and the culture that fostered it.
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Affiliation(s)
- Thea CM van Roermund
- Department Primary and Community Care, Radboud University Nijmegen Medical Centre, Nijmegen, Postbus 9101, Route number 166, 6500 HB Nijmegen, the Netherlands
| | - Fred Tromp
- Department Primary and Community Care Radboud University Nijmegen Medical Centre, Nijmegen, the Netherlands
| | - Albert JJA Scherpbier
- Institute for Medical Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
| | - Ben JAM Bottema
- Department Primary and Community Care, Radboud University Nijmegen Medical Centre, Nijmegen, the Netherlands
| | - Herman J Bueving
- Department of Post Graduate Medical Training for Family Medicine, ErasmusMC, University Medical Center Rotterdam, Rotterdam, the Netherlands
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49
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Affiliation(s)
- Anne E. Gwozdek
- Dental Hygiene Degree Completion Programs, Periodontics and Oral Medicine; University of Michigan
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50
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Affiliation(s)
- Mark Scarbecz
- College of Dentistry; University of Tennessee Health Science Center
| | | | - Robert G. Shreve
- Faculty Administration; University of Tennessee Health Science Center
| | | | - Cheryl R. Scheid
- College of Education; University of Memphis
- Academic, Faculty, and Student Affairs; University of Tennessee Health Science Center
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