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Valenza JA, George LA, O'Neill PN. A model for clinical credentialing of dental school faculty. J Dent Educ 2005; 69:870-8. [PMID: 16081569] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Committed to the premise that the same standards of review for clinical practice may be applied to clinical teaching, The University of Texas Health Science Center Dental Branch at Houston began credentialing clinical faculty in 1997 as part of its quality assurance and risk management program, one of the first dental schools in the country to do so. Credentialing, modeled after health care institutions such as hospitals, is general and procedure-specific involving the review of qualifications such as licensure, training, education, experience, and performance of professional practitioners; measuring those qualifications against pre-established criteria; and granting of "clinical privileges" to clinical faculty to perform or supervise procedures for which they are deemed qualified, based on that review. The development process included the leadership of the Quality Assurance and Risk Management Committee who met with all interested parties, explained the rationale and justification for credentialing, and successfully gained the support of the clinical department chairs, clinical faculty, faculty senate, and the administration of the school in implementing the credentials process. Evaluation of this process indicates that it has been useful in providing a mechanism to address a variety of patient care and clinical education issues such as faculty competency, compliance, and accommodations through a peer review process.
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53
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McGrath C, Wai Kit Yeung R, Comfort MB, McMillan AS. Development and evaluation of a questionnaire to evaluate clinical dental teachers (ECDT). Br Dent J 2005; 198:45-8. [PMID: 15716893 DOI: 10.1038/sj.bdj.4811957] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2003] [Accepted: 03/04/2004] [Indexed: 11/08/2022]
Abstract
OBJECTIVES To develop and test the psychometric properties (validity and reliability) of a questionnaire to evaluate clinical dental teachers. METHODS An item (question) pool was generated with the use of a literature review, feedback from faculty staff, and from focus group discussions with dental students. Following factor analysis the validity and reliability of a revised questionnaire was assessed. This involved 148 dental students and 453 assessments of 29 clinical dental teachers. RESULTS Effective clinical dental teaching (ECDT) scores were associated with 'global ratings' of the effectiveness of clinical dental teaching (P<0.01), indicating strong criterion validity. In comparison analysis there was strong agreement between students regarding ratings of individual clinical dental teachers, indicating good construct validity. Reliability was assessed by examining internal consistency of sub-scales and overall ECDT scale, and found to be good (Cronbach alpha's > 0.80). CONCLUSION A valid and reliable measure to evaluate clinical dental teachers has been developed for use in a clinical academia setting, and has potential use as a quality assurance measure.
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54
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Masella RS, Thompson TJ. Dental education and evidence-based educational best practices: bridging the great divide. J Dent Educ 2004; 68:1266-71. [PMID: 15576815] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/01/2023]
Abstract
Research about educational best practices is negatively perceived by many dental faculty. Separation between teaching and learning strategies commonly employed in dental education and evidence-based educational techniques is real and caused by a variety of factors: the often incomprehensible jargon of educational specialists; traditional academic dominance of research, publication, and grantsmanship in faculty promotions; institutional undervaluing of teaching and the educational process; and departmentalization of dental school governance with resultant narrowness of academic vision. Clinician-dentists hired as dental school faculty may model teaching activities on decades-old personal experiences, ignoring recent educational evidence and the academic culture. Dentistry's twin internal weaknesses--factionalism and parochialism--contribute to academic resistance to change and unwillingness to share power. Dental accreditation is a powerful impetus toward inclusion of best teaching and learning evidence in dental education. This article will describe how the gap between traditional educational strategies and research-based practices can be reduced by several approaches including dental schools' promotion of learning cultures that encourage and reward faculty who earn advanced degrees in education, regular evaluation of teaching by peers and educational consultants with inclusion of the results of these evaluations in promotion and tenure committee deliberations, creating tangible reward systems to recognize and encourage teaching excellence, and basing faculty development programs on adult learning principles. Leadership development should be part of faculty enrichment, as effective administration is essential to dental school mission fulfillment. Finally, faculty who investigate the effectiveness of educational techniques need to make their research more available by publishing it, more understandable by reducing educational jargon, and more relevant to the day-to-day teaching issues that dental school faculty encounter in classrooms, labs, and clinics.
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Chmar JE, Weaver RW, Ranney RR, Haden NK, Valachovic RW. A profile of dental school deans, 2002. J Dent Educ 2004; 68:475-87. [PMID: 15112926] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/29/2023]
Abstract
Dental school deans were surveyed to update and expand the profile of a dean developed in a 1999 survey and to assess whether the profile has changed since the initial survey. The demographic characteristics and qualifications of dental school deans were similar in 1999 and 2002. The dean turnover rate and average length of deanship have not significantly changed since 1990. There was a shift in the current and emerging issues described by deans in the 1999 and 2002 surveys. In 2002, infrastructure and resource management, future workforce needs, and access to care were much more likely to be mentioned. Nearly all deans have a dental degree and additional advanced degrees or certificates, and they are likely to be specialists. Dental school deans are almost always full professors with tenure and have had significant administrative experience as department chairs and assistant/associate deans and have served on boards outside of their institution. Deans typically are scholars with multiple published journal articles, textbooks, or chapters and have been the principal investigator for grants and contracts. This information provides insight into the background necessary to become a dental school dean and the qualities sought by dental schools.
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56
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Maitland RI. The New York State postgraduate fifth-year dental residency as a new licensure path: concerns for public protection. J Dent Educ 2003; 67:301-10. [PMID: 12665059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/01/2023]
Abstract
The recently enacted law creating an alternative pathway to dental licensure in New York state is benchmark legislation. Along with the positive effects of dental education that may ensue, the author has serious concerns that the strongly emotional and political debate occurring during the bill's consideration obscured important considerations for public safety and the erosion of standards for licensure in New York. In addition, this pathway has potential to negatively affect freedom of movement and licensure by credentials for practice in other jurisdictions.
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57
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Chambers DW, Boyarsky H, Peltier B, Fendler F. Development of a mission-focused faculty evaluation system. J Dent Educ 2003; 67:10-22. [PMID: 12540101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/28/2023]
Abstract
The development of a new system for annual evaluation of faculty members is described. A narrative of the procedure, including accounts of the problems encountered, is used to show that such a process is too complex and too close to the fundamental identity of a dental school and the self-image of faculty members to be created in a one-time, rational effort or imposed by administrative edict. The process required five years to complete and involved an intermediate model. The goals of the new performance appraisal system were to minimize the extreme rating inflation and significant discrepancies from one chair rater to another that had existed previously. It was also a goal that the new system would create rich and effective feedback for faculty and would orient faculty members toward the mission of the school as a common focus. In achieving these goals, it is the authors' perception that faculty members at this dental school value procedural justice (fairness in the process), that evaluation is a political process, and that a performance appraisal system grounded in organizational mission rather than individual tasks of faculty members fits the emerging career model of knowledge professionals.
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Boyd MA. Faculty development, remuneration and tenure. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 1999; 3 Suppl 1:87-93. [PMID: 10865368] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
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59
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Jasinevicius TR, Pyle MA. Student evaluations of dental faculty and courses. J Dent Educ 1998; 62:957-63. [PMID: 9914794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/09/2023]
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60
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Mayhew RB, Van Stewart A. Review of current tenure policies and their relation to junior dental faculty. J Dent Educ 1998; 62:302-6. [PMID: 9603444] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
The nature of tenure eligibility requirements for faculty has changed in recent years. The purpose of this study was to review the current tenure policies among U.S. dental schools. A five-page, sixteen-item survey was mailed to fifty-three U.S. dental schools. The survey produced thirty-seven completed questionnaires for a response rate of 70 percent. Among the results of the survey were: a) the most prevalent probationary period was seven years; b) faculty were expected to have a minimum of six to 15 publications to obtain tenure; c) only 39 percent of schools were perceived to offer a financial guarantee along with the award of tenure; and d) 69 percent of the schools offered an alternative track for selected full-time faculty.
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61
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Guidelines for specialty training in endodontology. European Society of Endodontology. Int Endod J 1998; 31:67-72. [PMID: 9823132] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/09/2023]
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62
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Kantor ML, Beideman RW, Benn DK, Geist JR, Hollender LG, Ludlow JB, Matteson SR, Miles DA, Pharoah MJ, Reiskin AB. Characteristics of an oral and maxillofacial radiology department. Report of the ad hoc Department Characteristics Committee of the American Academy of Oral and Maxillofacial Radiology. ORAL SURGERY, ORAL MEDICINE, ORAL PATHOLOGY, ORAL RADIOLOGY, AND ENDODONTICS 1997; 84:708-12. [PMID: 9431544 DOI: 10.1016/s1079-2104(97)90377-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
Oral and maxillofacial radiology is a dynamic and multifaceted discipline that plays a critical role in patient care, the education of general dentists and dental specialists, and the academic health of the dental school. Diagnostic and treatment advances in temporomandibular joint disorders (TMD), implants trauma and orthognathic surgery, and craniofacial abnormalities depend heavily on conventional and advanced imaging techniques. Oral and maxillofacial radiology contributes to the education of pre- and post-doctoral dental students with respect to biomedical and clinical knowledge, cognitive and psychomotor skills, and the professional and ethical values necessary to properly prescribe, obtain, and interpret radiographs. The development of an active and successful oral and maxillofacial radiology department, division, or section requires the committment of institutional resources. This document may serve as a guide to dental schools committed to excellence in oral and maxillofacial radiology.
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MESH Headings
- Clinical Competence
- Cognition
- Craniofacial Abnormalities/diagnosis
- Craniofacial Abnormalities/therapy
- Credentialing
- Dental Implantation
- Dental Research
- Diagnostic Imaging
- Education, Dental
- Education, Dental, Graduate
- Ethics, Dental
- Faculty, Dental/standards
- Fellowships and Scholarships
- General Practice, Dental/education
- Guidelines as Topic
- Humans
- Maxillofacial Injuries/diagnosis
- Maxillofacial Injuries/therapy
- Motor Skills
- Orthognathic Surgical Procedures
- Patient Care
- Psychomotor Performance
- Radiology/economics
- Radiology/education
- Radiology/organization & administration
- Schools, Dental/economics
- Schools, Dental/organization & administration
- Specialties, Dental/education
- Students, Dental
- Teaching
- Temporomandibular Joint Disorders/diagnosis
- Temporomandibular Joint Disorders/therapy
- Workforce
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63
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Knight GW. Toward faculty calibration. J Dent Educ 1997; 61:941-6. [PMID: 9457137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
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64
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Davis LG. To care or not to care (with apologies to William Shakespeare). Br Dent J 1997; 183:117-9. [PMID: 9293121 DOI: 10.1038/sj.bdj.4809435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Simonsen RJ. The integrity of the institution. QUINTESSENCE INTERNATIONAL (BERLIN, GERMANY : 1985) 1996; 27:299. [PMID: 8941810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
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66
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Carrotte P. Educating the educators--do university lecturers require training in educational practice? Br Dent J 1994; 177:217-20. [PMID: 7917618 DOI: 10.1038/sj.bdj.4808561] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
Universities are coming under increasing pressure to improve their quality and accountability, both in research and in teaching. However whilst there has always been a formal training programme in research, teaching in higher education has generally been carried out by an 'untrained profession'. To accede to the demands of their university, teachers may do two things, either improve their teaching or help students to improve their learning. In order to do either they must have an adequate understanding of educational principles.
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67
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Kidd EA, Millard L, Smeeton NC, Millard AJ. Improving the quality of teaching: staff responses to students' views. Br Dent J 1994; 177:208-12. [PMID: 7917616 DOI: 10.1038/sj.bdj.4808559] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
This paper describes the use of a questionnaire designed to enable students to comment on aspects of the teaching they received from their tutor during the preclinical course in Conservative Dentistry. The information was subsequently used by the teachers themselves, to modify their performance.
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68
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Statement by the Council of Deans to the Institute of Medicine. J Dent Educ 1994; 58:378-84. [PMID: 7759640] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
MESH Headings
- Education, Dental/economics
- Education, Dental/trends
- Faculty, Dental/standards
- Humans
- Insurance, Dental
- National Academies of Science, Engineering, and Medicine, U.S., Health and Medicine Division
- Patient-Centered Care
- Schools, Dental/economics
- Schools, Dental/trends
- Training Support
- United States
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69
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DePaola DP. Dental schools are members of the academy: survival demands a primary focus on scholarship. J Dent Educ 1994; 58:7-11. [PMID: 8270711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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70
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Menges RJ. Dental schools are educational institutions: top priority must be given to teaching and learning. J Dent Educ 1994; 58:4-6. [PMID: 8270710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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71
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Simonsen RJ. Across-the-board salary increases--a reward for mediocrity. QUINTESSENCE INTERNATIONAL (BERLIN, GERMANY : 1985) 1993; 24:827. [PMID: 20830875] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
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72
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Draft recommendations from the Pew Health Professions Commission. J Dent Educ 1992; 56:366-74. [PMID: 1351485] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/25/2023]
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73
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Chambers DW. It's so hard to have a dialogue with yourself. J Dent Educ 1992; 56:380-3. [PMID: 1607449] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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74
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Goldstein G. But what of the caliber of our faculty? J Dent Res 1992; 71:501. [PMID: 1573083 DOI: 10.1177/00220345920710031401] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
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75
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Cohen PA. The future of faculty development in dental education. J Dent Educ 1991; 55:295-8. [PMID: 2026834] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
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