Faculty evaluation at the University of Kentucky

Faculty at the University of Kentucky College of Dentistry are now evaluated through the use of a negotiated Distribution of Effort Agreement. This document, negotiated at the beginning of each academic year, must satisfy both department objectives and the professional and personal requirements of the individual faculty member. It may be modified during the year if both the faculty member and his department chairman agree to the change. This document states work objectives for the year similar to learning objectives in a course. At the end of the year, each faculty member is evaluated on how well he has met his individual objectives. Information relevant to teaching, university service, and student service is gathered by college administrators and forwarded to department chairmen. Together with information on research accomplishment, these data are used by the chairman in the evaluation of each faculty member. The college has clearly charged department chairmen with the direct responsibility for faculty evaluation. The Appointments, Promotions, and Tenure Committee also plays a role in faculty development and evaluation by recommending to the dean ways of improving individual faculty performance.

Four-phase study of computer-assisted and slide-tape methods of stimulating clinical endodontic problems

1. Computer-assisted instruction of stimulated clinical endodontic problems is superior to a slide-tape presentation for test selection but not for diagnosis and treatment planning. 2. The lack of a difference in diagnosis is likely due to the already superior performance of students in diagnosis at the University of Kentucky without computer assistance. A study with students of less background might reveal a difference in presentation methods. 3. Students with high GPSs score higher on a written test of endodontic clinical judgment. 4. Reliable results on the effects of a human tutor's supplementing machine instruction were not obtained. 5. Students felt that the problems presented in this study were useful in preparing for clinical treatment of patients. 6. After some exposure to machine methods of instruction, students divided into three sizable groups, one preferring a human teacher, another preferring a machine, and the third having no preference. The decision to use only machine or human instruction cannot then be made from student attitudes. 7. Students liked the active participation and immediate responses of the computer but not the time necessary to complete the problems. 8. Students liked the self-pacing, speed, and convenience of the slide-tape method but not the incompleteness of the problems presented by this method. 9. It appears that there is some justification from this study for offering both slide-tape and computer-assisted presentations to students.

Survey of resident-selection procedures for oral surgery graduate programs

Results of a survey of the resident-selection procedures for oral surgery graduate programs have been reported. Data on the application process, interview mechanisms, decision process, and a retrospective view of past resident selections have been presented. Seventy-one percent of the respondents were satisfied with their current interview process. Eighty-two percent of the residents viewed retrospectively were considered worthy of reselection.

A study of the dental student-patient relationship

We attempted to establish standard patient measures by which to evaluate patients' reactions to dental care and to relate them to charasteristics and attitudes of dental students. Three sets of analyses were reported: relationships of student attitudes, personalities, and grades; relationships of patients' dissatisfaction, anxieties, and discontinuation of treatment; and relationshps between dental student measures and patient measures.