Faculty development for clinical teachers in dental education

Møystad, Anne; Lycke, Kirsten Hofgaard; Barkvoll, T. A.; Lauvås, Per

doi:10.1111/eje.12115

Cited by 17 publications

(21 citation statements)

References 27 publications

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“…4,5,9,20,[22][23][24] Our study joins the recently published one conducted at the University of the Pacific in including the perceptions of dental school staff members in assessments, affirming that working in a humanistic environment is an important issue for them as well. The presentation included a recommendation for a coffee shop/cafeteria in the School of Dentistry to provide a space where the community could come together informally.…”

Section: Micro-aggressions and Bullyingmentioning

confidence: 67%

“…The top five recommendations based on multiple sources of data from the study The need for faculty development has been stressed in many studies to improve faculty well-being and work-life as well as education innovation and student learning. 4,5,9,20,[22][23][24] Our study joins the recently published one conducted at the University of the Pacific in including the perceptions of dental school staff members in assessments, affirming that working in a humanistic environment is an important issue for them as well. 25 Fourth, all three groups in our study indicated that it was not always easy for them to feel comfortable with others at the school regardless of their position.…”

Section: Micro-aggressions and Bullyingmentioning

confidence: 67%

“…On the question "Have you ever felt dissatisfied with the learning environment, as it relates to professional growth and advancement in the school?," the percentages that said yes were 44% for faculty, 39% for staff, and 68% for students. 5,9,[19][20][21][22][23] initiate institutional culture change. Many studies have supported the importance of positive interactions between faculty and students to maintaining a humanistic climate [14][15][16] and promoting academic performance for students.…”

Section: Micro-aggressions and Bullyingmentioning

confidence: 99%

“…17,18 Faculty development can not only benefit faculty members, but also help create a learning environment that is conducive to encouraging learning. 5,9,[19][20][21][22][23] initiate institutional culture change. Other dental schools may find this approach useful to ensure that their systematic evaluations of their climate directly result in positive change.…”

Section: Micro-aggressions and Bullyingmentioning

confidence: 99%

See 3 more Smart Citations

Climate Study of the Learning Environment for Faculty, Staff, and Students at a U.S. Dental School: Foundation for Culture Change

Murdoch‐Kinch

Duff

Ramaswamy

et al. 2017

Journal of Dental Education

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The aim of this study was to assess the culture and climate for diversity and inclusion and the humanistic learning environment for students, faculty, and staff at the University of Michigan School of Dentistry. From July 2014 to June 2015, two committees of 16 faculty members, staff members, and students, in partnership with trained program evaluators, used a participatory program evaluation (PPE) process to conduct the assessment using key informant interviews, surveys, and focus groups. The topics addressed were humanistic environment, learning environment, diversity and inclusion, microaggressions and bullying, and activities and space. All staff members, all faculty members (both full- and part-time), and all students in all four years were invited to participate in the parallel but distinctive versions of the survey from November 10 to 25, 2014. Response rates for each group were as follows: 50% (318/642) for students, 68% (217/320) for staff, and 40% (147/366) for faculty; numbers responding to individual items varied. Among the respondents, the majority (76% faculty, 67% staff, 80% students) agreed that the environment fostered learning and personal growth and that a humanistic environment was important (97% faculty, 95% staff, 94% students). Many reported having experienced/witnessed a micro-aggression or bullying. Many also reported having "ever had" dissatisfaction with the learning environment (44% faculty, 39% staff, 68% students). The students sought better relationships with the faculty; the staff and faculty members sought opportunities for professional development and mentoring. Recommendations included cultural sensitivity training, courses for interpersonal skills, leadership and team-building efforts, addressing microaggressions and bullying, creating opportunities for collaboration, and increasing diversity of faculty, staff, and students. These recommendations were incorporated into the school's strategic plan. In this study, a utilization-focused PPE process using mixed methods was effective for evaluating the dental school's climate for diversity and inclusion, as well as the learning environment for faculty, staff, and students.

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Section: Micro-aggressions and Bullyingmentioning

confidence: 67%

Section: Micro-aggressions and Bullyingmentioning

confidence: 67%

Section: Micro-aggressions and Bullyingmentioning

confidence: 99%

Section: Micro-aggressions and Bullyingmentioning

confidence: 99%

See 2 more Smart Citations

Climate Study of the Learning Environment for Faculty, Staff, and Students at a U.S. Dental School: Foundation for Culture Change

Murdoch‐Kinch

Duff

Ramaswamy

et al. 2017

Journal of Dental Education

View full text Add to dashboard Cite

show abstract

“…In other words, students in this study had succesfully articulated the need of good clinical supervision, which is characterized by friendly communication and provide the kind of questions that focused on the case (good quality of questions). 20 In addition to positive and negative sides, the impacts of the requirement system can be seen from its compliance with the principle of six conceptions of learning. These learning conceptions are proposed by Säljö as many as five conception and by Van Rossum and Taylor as many as one additional conception.…”

Section: 19mentioning

confidence: 99%

Effects of Numerical Requirement System on Students' Learning Strategies

Handayani¹,

Claramita²,

Rahayu³

2015

J Dent Indones

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Research on the impacts of the 'requirement system' on student learning is still rare, however the system is still widely applied by Dental Schools in many countries. The major consequent of this system is the unpreparedness of students' learning prior to presenting patients with particular complaints. Objective: This study aimed to explore the effect of the 'requirement system' on students' learning strategy in Dental Education University of Jenderal Soedirman, Purwokerto, Indonesia. Methods: This was a qualitative-phenomenography study. The collection of data was through observations and interviews. The number of subjects was 13 students of the same batch in a clinical education level, determined by purposive sampling. Observations by 2 clinical teachers were done in advance and lasted for six weeks, followed by in-depth interviews. The analysis followed the phenomenography method. Results: Interviews revealed that application of the 'requirement system' had prompted the students to get the patients and to learn or not learn correspondingly to the specified cases. Students will have adequate preparation to learn if they are motivated to discuss with the teachers, having previous experiences, and if the patient is perceived to be special. Inadequate preparation of learning occurred when students felt tired, insufficient time between patients' arrival and presentation in front of clinical teachers, and repetition of the case. Observations revealed that preparation for learning did not consequently lead to students' performance in doing clinical work. 'Well-done' up to 'less than expected' performances were found in both single-cases as well repetition-cases. Conclusion: 'Requirement system' driven students' preparation for learning. However, number of cases did not. Modifying the 'requirement system' and improving the quality of clinical supervision are two important things suggested by this study.

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Experiences of junior dental faculty transitioning from clinician to educator

Wingrove

2024

Journal of Dental Education

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PurposeDental faculty enter academia, after a career in practice or directly from school, without any formal education training. Faculty development programs have been designed based on survey needs assessments, but not on in‐depth descriptions of junior faculty transition experiences. The purpose of this research project is to describe the transition experiences of dental faculty from clinician to educator within the last 5 years.MethodsA qualitative multiple case study approach from an emic perspective was used. An emic approach is an analysis from the perspective of one who participates in the group being studied. Data were collected through semi‐structured interviews with 12 junior dental faculty. Thematic analysis identified common themes in the data through the lens of the social cognitive career theory.ResultsThree salient themes were extracted from the data: guidance, job satisfaction, and motivating factors. Guidance was the main theme with participants revealing their need for more formal preparation regarding teaching, formal mentorship, and career progression goals. Participants find academia highly rewarding, and a unique finding was that physical injury was a major factor to entering academia.ConclusionThis study reveals that junior dental faculty members feel unprepared for their teaching role and highlights the benefits of mentorship in helping them develop their vocational goals and advance their careers. This study illuminates why clinicians choose to leave clinical practice, the preparation they receive, the areas in which they feel unprepared, and how they develop their teaching skills. These insights can help academic institutions better support their faculty and improve student learning outcomes.

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Faculty development for clinical teachers in dental education

Abstract: 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.

Cited by 17 publications

References 27 publications

Climate Study of the Learning Environment for Faculty, Staff, and Students at a U.S. Dental School: Foundation for Culture Change

Climate Study of the Learning Environment for Faculty, Staff, and Students at a U.S. Dental School: Foundation for Culture Change

Effects of Numerical Requirement System on Students' Learning Strategies

Experiences of junior dental faculty transitioning from clinician to educator

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