Community‐Based Dental Education and the Importance of Faculty Development

McAndrew, Maureen

doi:10.1002/j.0022-0337.2010.74.9.tb04953.x

Cited by 16 publications

(10 citation statements)

References 39 publications

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“…Second, SF who base their value as a teacher in their clinical skills may need to be made aware through education of their need for pedagogy about learning principles to increase their competence and credibility as a teacher . Third, SF could benefit from being able to access knowledge and skills relevant to their teaching through convenient FD, possibly progressing them towards becoming a medical educator . Finally, SF who rate their connectedness with the teacher community lower may be supported by developing (or including them in) FD communities that increase their connectedness to the respective department .…”

Section: Discussionmentioning

confidence: 99%

Factors predicting identity as educators and openness to improve: an exploratory study

et al. 2019

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Context Researchers suggest that teachers’ work environment affects their sense of connectedness and appreciation, which affects their educator identity. However, sessional (also known as adjunct, clinical, contingent and non‐tenured) faculty members may struggle with their educator identity. The purpose of this exploratory study was to examine the extent to which perceived connectedness and received appreciation predicted identity as a medical (health care science) educator and openness to improve in tenure‐track and sessional faculty members. Methods We utilised an ‘identification with teaching’ scale to measure medical educator identity. We developed scales to measure perceived connectedness to university department, openness to improve teaching, and appreciation as a motivation to try a new teaching method. We then hypothesised a path model between these constructs. We surveyed faculty members at a health sciences school and performed confirmatory factor analyses and structural equation modelling using data from a sample of 73 tenure‐track and 146 sessional faculty members to explore support for the hypothesised model. Results Connectedness and appreciation predicted identity as a medical educator and openness to improve in different ways for sessional and tenure‐track faculty members. For tenure‐track faculty members, appreciation predicted medical educator identity and openness to improve, whereas a sense of connectedness trended towards predicting an openness to improve. For sessional faculty members, connectedness to their department predicted their identity as a medical educator, which acted as a mediator to predict an openness to improve. Discussion Our data supported the hypothesised model, but the sessional and tenure‐track faculty models differed in strength and focus. We explore reasons for these differences based on the working environment of each teacher type. We suggest that the two models partially explain the transformation from ‘a clinician who teaches’ to a medical educator. Finally, we make suggestions for how identity as a medical educator and openness to improve may be encouraged in both types of teachers.

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Section: Discussionmentioning

confidence: 99%

Factors predicting identity as educators and openness to improve: an exploratory study

et al. 2019

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“…In the era of globalization, teachings related to substance use [ 12 ], queer health [ 13 ], and social responsibility [ 10 ] need to be revisited within alternative pedagogies beyond lectures, and within a flipped classroom approach by introducing students to learning material before class and deepening their understanding of the content within classroom time [ 14 , 15 ]. Moreover, pedagogies in which the community is engaged as a teacher should be favored, adding depth and context to a solely community-based dental education where students are enabled to get a positive learning experience while providing needed dental services to the underserved [ 16 ]. Community-engaged learning not only addresses community-identified concerns and their context, but also utilizes the expertise of the community in proposing, contextualizing, and delivering the didactic content and guiding any community experiences so that the teaching is culturally appropriate and meaningful from their own perspectives [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

Community as the teacher on issues of social responsibility, substance use, and queer health in dental education

et al. 2020

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Introduction In order to foster dental and dental hygiene practices that are inclusive, sensitive to diversity, equitable, and without prejudice, a call to broadly teach cultural diversity within dental and dental hygiene education has been made. The research question of this study was "to what extent can an interactive and open dialogue about substance use, queer health, and social responsibility foster transformative learning?" Methods A collaborative and interdisciplinary project engaged the community as a teacher over the Summer and Fall of 2019 to address issues of substance use, queer health, and social responsibility and was delivered to 55 first-year undergraduate dental and 23 third-year dental hygiene students over three educational sessions. Dental and dental hygiene students were asked to reflect, in writing, on each session using between 200 and 400 words. Textual information from students' self-reflections and from the community's feedback were analyzed thematically for content (e.g., codes and themes). Results In total, 128 written reflections-for an average of 42 reflections per session-were gathered and analyzed interactively by the authors. Three major themes emerged: feeling privileged, breaking stereotypes, and coalescing learning. Feedback from the participating community members highlighted changes to be implemented in these sessions in the future, including more opportunities for small group activities in class.

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“…5,7,8 Communitybased faculty/preceptors usually have little experience as educators and can also benefit from faculty development activities with access to current dental technologies, educational methodologies, and assessment/feedback skills. 9 Strengthening teaching skills and calibration maximizes both faculty and trainee experiences. 10 Due to the varied nature of faculty development content and implementation, outcome evaluations tend to focus on faculty satisfaction, attitudes, knowledge, skills, academic activities, and professional networking, but not practice change or patient outcomes.…”

Section: Introductionmentioning

confidence: 99%

Outcomes from the Health Resources and Services Administration's Dental Faculty Development Program

Ungard

Beck

Byington

et al. 2020

Journal of Dental Education

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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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Community‐Based Dental Education and the Importance of Faculty Development

Cited by 16 publications

References 39 publications

Factors predicting identity as educators and openness to improve: an exploratory study

Factors predicting identity as educators and openness to improve: an exploratory study

Community as the teacher on issues of social responsibility, substance use, and queer health in dental education

Outcomes from the Health Resources and Services Administration's Dental Faculty Development Program

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