Trends in Dental Faculty of U.S. Dental Schools, 2003–04 to 2013–14

The need for more dental hygiene educators has led to the increased practice of hiring part‐time faculty members; however, there is little literature on their job satisfaction or intent to stay in education. The aim of this study was to explore demographic and job satisfaction variables that may predict part‐time dental hygiene faculty members’ intent to stay in education within the framework of Herzberg's motivation‐hygiene theory. A cross‐sectional, correlational survey was conducted with a national convenience sample of part‐time dental hygiene faculty members (n = 177). The survey was a combination of two validated survey instruments (modified Nurse Educators’ Intent to Stay in Academe Scale and modified Adjunct Faculty Survey). The completion rate was 87%. Overall, the study found a significantly positive correlation between job satisfaction and intent to stay (ρ[177] = 0.48; p<0.001). Other significant findings were that both average annual salary (p = 0.005) and being approached as an undergraduate (p = 0.004) had an effect on intent to stay. Personal growth (p<0.001), the job satisfaction subscale (p<0.001), and work preference (p = 0.03) had the most predictive influence on intent to stay. Job satisfaction was a strong predictor of intent to stay, which is consistent with Herzberg's motivation‐hygiene theory. Addressing the needs of part‐time dental hygiene faculty members by increasing job satisfaction variables may aid in the recruitment and retention of these educators.

Section: Discussionsupporting

confidence: 89%

Factors Affecting Part‐Time Dental Hygiene Faculty Members’ Intent to Stay in Education

Hodgkins¹,

Boyd²,

Vineyard³

et al. 2020

“…Of considerable concern is the 47% decrease in the number of basic science dental school faculty members over the last decade and the substantial shift away from medical schools’ providing basic science courses 9 , 13 . Presumably, these reductions were made by dental schools to decrease operating costs.…”

Section: Areas Of Challengementioning

confidence: 99%

Current State of Dental Education: Executive Summary

Formicola

2017

Self Cite

This executive summary for Section 1 of the "Advancing Dental Education in the 21 Century" project provides a composite picture of information from 12 background articles on the current state of dental education in the United States. The summary includes the following topics: the current status of the dental curriculum, the implications of student debt and dental school finances, the expansion of enrollment, student diversity, pre- and postdoctoral education, safety net status of dental school clinics, and trends in faculty.

“…He suggested dental education shift toward full-time faculty members dedicated to pedagogy and scholarship. 1 However, nearly 100 years later, this is still an aspirational goal. The majority of new dental school faculty have no formal training in teaching methodologies.…”

Section: Introductionmentioning

confidence: 99%

“…The majority of new dental school faculty have no formal training in teaching methodologies. 1,2 Although the Commission on Dental Accreditation (CODA) requires faculty development activities at all dental schools, implementation of faculty development programs vary considerably. 3 There have been substantive increases in faculty development efforts at US and Canadian dental schools in the last 20 years, but less than half of the schools report having offices dedicated to faculty development and many of those were established after 2011.…”

Section: Introductionmentioning

confidence: 99%

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

Ungard

Beck

Byington

et al. 2020

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.