Change Management in Dental Education: A Professional Learning Community

Abstract

Professional learning communities (PLCs) are defined as "a group of people sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive, learning-oriented, growth-promoting way." PLCs have been found to be an effective change management strategy in business and education when confronted by rapid change. The American Dental Education Association's Commission on Change and Innovation in Dental Education new national program-ADEA CCI 2.0-includes the development of a PLC. By employing an "engage and learn" model PLC centered on continuous quality improvement and systems thinking, dental faculty can identify internal and external barriers to change that could lead to innovative solutions to complex issues. This article argues that a PLC is a viable change management strategy to counteract the effect of multiple external forces impacting dental education and thus to develop future-ready faculty.

Creativity as a framework for innovation in dental education

“…Reflecting on how this definition relates to the 5A's model of creativity, each member of a professional learning community could be considered both as Actor and Audience. In a discussion of change management in dental education, Palatta proposes that participation in professional learning communities may enable creative thinking in dental educators (37). Whilst not explicitly identified as a professional learning community, the collaborative self-study approach of Leadbeatter and colleagues demonstrates characteristics of such a community.…”

“…Exploring their approach (29), creativity-relevant processes are abundantly evident including considering new perspectives on problems and making unusual associations (17). An added benefit of a professional learning community may be a positive impact on the satisfaction and morale of dental educators (37). Therefore, returning to the 5A's model of creativity, design thinking, scenario planning, and the development of professional learning communities are collaborative Affordances which may enable the development of creativity-relevant attributes of dental educators who each play a dual role as Actor and Audience.…”

Applying “think‐pair‐share” for virtual curriculum retreat

“…To achieve competency, a graduate has to show meaningful progress in knowledge, skills, attitude, and behaviors (Figure 1). To maintain a contemporary and cutting‐edge curriculum, ongoing reviews and modification are essential, which now have to include the adaptations in response to the pandemic to evaluate their long‐term validity 2 . Could these adaptations be used as an opportunity to jump start difficult changes?…”

An Adapted Framework for Incorporating the Social Determinants of Health into Predoctoral Dental Curricula

“…48 The irst phase of ADEA CCI 2.0 includes the formation of a national learning community in dental education that includes a diverse group of members from academic dental institutions as the ADEA CCI liaisons. 49 These liaisons, through resources provided by ADEA, inluence their home institutions to consider changes needed in academia to support the concept that oral health is a critical component of overall health and that the dental provider is an essential member of the health care team.…”