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Khounyotha T, Yeh BI, Lee ST, Lee C, Park KH. Needs assessment for faculty development in dental education, at the University of Health Sciences, Lao PDR. KOREAN JOURNAL OF MEDICAL EDUCATION 2022; 34:327-336. [PMID: 36464903 PMCID: PMC9726232 DOI: 10.3946/kjme.2022.241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Revised: 09/25/2022] [Accepted: 10/03/2022] [Indexed: 06/17/2023]
Abstract
Due to the short history of dental education in Laos, the educational system is still incomplete, with only a few faculty development (FD) programs. This study aims to identify the needs assessment for FD, in Lao dental education. A survey was conducted, with dentists from the Faculty of Dentistry, in 2022. Data on demographics, perceived importance, and ability, on the 13 roles and competencies of teachers, as well as the 26 FD items' needs assessment were collected. Data were compared between the two groups (lecturers and assistant teachers), and analyzed to identify different needs. Sixty-seven responses were included, after excluding inappropriate ones. Lecturers and assistant teachers expressed their needs for developing a syllabus, and teaching using simulation. Lecturers revealed the need to improve their roles as resource developers, followed by learning facilitators and lecturer in a classroom setting. Assistant teachers reported their prioritized needs for improving their role as on-the-job role models, followed by lecturer in a classroom setting, and mentor, personal adviser, or tutor. Assistant teachers showed higher educational needs scores than lecturers, in most questionnaire items. Although the needs assessment of FD indicates different needs, based on the differing roles and responsibilities, assistant teachers' needs scores are generally higher. An FD program could prioritize the most common needs of both groups at an early stage, but the topics most needed by each group should also be considered. This study can inform a future FD program, to improve Lao dental education.
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Affiliation(s)
- Talany Khounyotha
- Department of Prosthodontics, Faculty of Dentistry, University of Health Sciences, Vientiane, Lao PDR
- Department of Medical Education, Yonsei University Wonju College of Medicine, Wonju, Korea
| | - Byung-il Yeh
- Department of Medical Education, Yonsei University Wonju College of Medicine, Wonju, Korea
| | - Sangmi Teresa Lee
- Department of Medical Education, Yonsei University Wonju College of Medicine, Wonju, Korea
| | - Chunui Lee
- Department of Oral and Maxillofacial Surgery, Yonsei University Wonju Severance Christian Hospital, Wonju, Korea
| | - Kyung Hye Park
- Department of Medical Education, Yonsei University Wonju College of Medicine, Wonju, Korea
- Department of Emergency Medicine, Yonsei University Wonju Severance Christian Hospital, Wonju, Korea
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Fallis D, Irwin S, Cervero R, Durning S. Frameworks to Guide Faculty Development for Health Professions Education: A Scoping Review. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:180-189. [PMID: 34459440 DOI: 10.1097/ceh.0000000000000376] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION The authors explored the existence of explicit definitions, guiding competency frameworks, and learning theory to inform health professions education faculty development (FD) programs. The authors analyzed identified frameworks based on thematic focus, scope of targeted faculty, and design structure. METHODS A scoping review was used to identify health professions education literature between 2005 and 2020. Frameworks were characterized according to the scope of the faculty targeted and design structure, and then, domains were grouped into topical categories for analysis. RESULTS Twenty-three articles met the criteria for data extraction, of which only one (4.3%) described the explicit use of a learning theory and three (13%) included an explicit definition of FD. One (4.3%) used a recognized framework, whereas 12 (52.2%) developed a novel framework based on an existing outline. Ten (43.5%) described de novo framework development. Only three (13.0%) used entrustable professional activities or similar constructs. Five (21.7%) programs targeted multiple health professions, 11 (47.8%) targeted a single health profession, and seven (30.5%) targeted a specific specialty within a health profession. Only two frameworks included a developmental component. DISCUSSION Few authors describe an explicit definition, learning theory, or use a pre-established framework when framing their FD programs. The use of entrustable professional activities to structurally link competencies to work practices is also uncommon, as well as the use of developmental structures designed to support progressive FD over time.
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Affiliation(s)
- Drew Fallis
- Dr. Fallis: Associate Dean for Faculty Affairs, Uniformed Services University, Postgraduate Dental College, Professor of Orthodontics, Diplomate of the American Board of Orthodontics. Dr. Irwin: Director, Tri-Service Center for Oral Health Studies, Military Consultant to the AF Surgeon General for Dental Public Health, Assistant Professor, Uniformed Services University, Postgraduate Dental College, Diplomate, American Board of Dental Public Health. Dr. Cervero: Professor and Deputy Director Center for Health Professions Education (CHPE), Uniformed Services University. Dr. Durning: Director, Center for Health Professions Education (CHPE), Professor and Vice Chair, Department of Medicine, F. Edward Hébert School of Medicine, Uniformed Services University
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Ungard JT, Beck E, Byington EA, Catalanotto FA, Chou CF, Edelstein BL, Fenesy KE, Hicks JL, Holtzman JS, Jung P, Kritz-Silverstein D, Kovarik RE, Rogers S, Sabato EH. Outcomes from the Health Resources and Services Administration's Dental Faculty Development Program. J Dent Educ 2020; 84:974-982. [PMID: 32488901 DOI: 10.1002/jdd.12192] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2019] [Revised: 04/24/2020] [Accepted: 05/10/2020] [Indexed: 11/10/2022]
Abstract
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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Affiliation(s)
- Jesse T Ungard
- Division of Medicine and Dentistry, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA
| | - Ellen Beck
- Department of Family Medicine and Public Health, University of California San Diego School of Medicine, La Jolla, California, USA
| | - Emily A Byington
- Section of Population Oral Health, Division of Behavioral Science, Columbia University College of Dental Medicine, New York, New York, USA
| | - Frank A Catalanotto
- Department of Community Dentistry and Behavioral Science, University of Florida College of Dentistry, Gainesville, Florida, USA
| | - Chiu-Fang Chou
- National Center for Health Workforce Analysis, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA
| | - Burton L Edelstein
- Dental Medicine and Health Policy & Management, Division of Behavioral Science, Columbia University Irving Medical Center and Chair, Section of Population Oral Health at the College of Dental Medicine, Section of Population Oral Health, New York, New York, USA
| | - Kim E Fenesy
- Academic & Student Affairs, Office of Institutional Assessment & Quality Improvement, Rutgers School of Dental Medicine, Newark, New Jersey, USA
| | - Jeffery L Hicks
- Department of Comprehensive Dentistry, University of Texas Health, San Antonio, San Antonio, Texas, USA
| | - Jennifer S Holtzman
- Division of Medicine and Dentistry, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA
| | - Paul Jung
- Division of Medicine and Dentistry, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA
| | - Donna Kritz-Silverstein
- Department of Family Medicine and Public Health, University of California San Diego School of Medicine, La Jolla, California, USA
| | - Robert E Kovarik
- Restorative Dentistry, Department of Oral Health Practice, University of Kentucky College of Dentistry, Lexington, Kentucky, USA
| | - Shane Rogers
- Division of Medicine and Dentistry, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA
| | - Emily H Sabato
- Academic Affairs, Department of Community Health, Rutgers School of Dental Medicine, Newark, New Jersey, USA
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Bilal, Guraya SY, Chen S. The impact and effectiveness of faculty development program in fostering the faculty's knowledge, skills, and professional competence: A systematic review and meta-analysis. Saudi J Biol Sci 2019; 26:688-697. [PMID: 31048993 PMCID: PMC6486500 DOI: 10.1016/j.sjbs.2017.10.024] [Citation(s) in RCA: 43] [Impact Index Per Article: 8.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2017] [Revised: 10/03/2017] [Accepted: 10/16/2017] [Indexed: 11/27/2022] Open
Abstract
BACKGROUND Faculty vitality is the main ingredient to enhance professional education and competence. Enriching the faculty vitality in key domains of teaching, assessing, research, professionalism, and administration is perceived to improve educational environment significantly and enhances the academic performance of learners. Faculty development program (FDP) has been considered as a stand-alone educational pedagogy in fostering knowledge and professional skills of faculty. However, few studies have provided objective reports about the impact of such programs in a healthcare system. METHODS This research was conducted by selecting data sources of PubMed-Medline, Wiley online library, Cochrane library, Taylor & Francis Online, CINAHL, Springer link, Proquest, ISI Web of knowledge, ScienceDirect, EJS, EBSCO, Blackwell, Emerald and ABI Inform. This search followed a step-wise approach defined by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A total of 37 studies that explored the impact of FDPs on medical and allied health faculty's professional development were selected. RESULTS This meta-analysis reported a mean effect size of 0.73 that reflects a significant and positive impact of FDPs in enhancing faculty's knowledge and professional competence (z-statistics of 4.46 significant at p-value < 0.05) using the random effects model and forest plot. CONCLUSION This article reiterates the incorporation of FDPs in all healthcare institutions for improving the academic performance of faculty with resultant enrichment of learners' knowledge and skills.
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Affiliation(s)
- Bilal
- School of Management and Economics, Beijing Institute of Technology, Beijing, China
| | - Salman Y. Guraya
- College of Medicine, University of Sharjah, United Arab Emirates
| | - Songsheng Chen
- School of Management and Economics, Beijing Institute of Technology, Beijing, China
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McAndrew M, Horvath Z, Atiyeh LE. A Survey of Faculty Development in U.S. and Canadian Dental Schools: Types of Activities and Institutional Entity with Responsibility. J Dent Educ 2018; 82:1127-1139. [DOI: 10.21815/jde.018.116] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2018] [Accepted: 04/12/2018] [Indexed: 11/20/2022]
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Rubin MS, Millery M, Edelstein BL. Faculty Development for Metro New York City Postdoctoral Dental Program Directors: Delphi Assessment and Program Response. J Dent Educ 2017. [DOI: 10.1002/j.0022-0337.2017.81.3.tb06270.x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Marcie S. Rubin
- College of Dental Medicine, Columbia University Medical Center
| | | | - Burton L. Edelstein
- Section of Population Oral Health; College of Dental Medicine, Columbia University
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Use of a Needs Assessment in the Development of an Interprofessional Faculty Development Program. Nurse Educ 2016; 41:324-327. [DOI: 10.1097/nne.0000000000000270] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Schönwetter DJ, Hamilton J, Sawatzky JAV. Exploring Professional Development Needs of Educators in the Health Sciences Professions. J Dent Educ 2015. [DOI: 10.1002/j.0022-0337.2015.79.2.tb05865.x] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | - Joanne Hamilton
- Medical Education; College of Medicine; Faculty of Health Sciences; University of Manitoba
| | - Jo-Ann V. Sawatzky
- Graduate Programs; College of Nursing; Faculty of Health Sciences; University of Manitoba
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Tax CL, Doucette H, Neish NR, Maillet JP. A Model for Cultivating Dental Hygiene Faculty Development Within a Community of Practice. J Dent Educ 2012. [DOI: 10.1002/j.0022-0337.2012.76.3.tb05260.x] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Cara L. Tax
- Prof. Tax is Assistant Professor; School of Dental Hygiene Dalhousie University
| | - Heather Doucette
- Prof. Doucette is Assistant Professor; School of Dental Hygiene Dalhousie University
| | - Nancy R. Neish
- Prof. Neish is Director and Assistant Professor; School of Dental Hygiene Dalhousie University
| | - J. Peggy Maillet
- Prof. Maillet is Assistant Professor; School of Dental Hygiene Dalhousie University
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Drisko CL, Whittaker LP. Dental School Faculty and the Academic Environment from 1936 to 2011: Familiar Features in a New Context. J Dent Educ 2012. [DOI: 10.1002/j.0022-0337.2012.76.1.tb05235.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Bin Abdulrahman KA, Siddiqui IA, Aldaham SA, Akram S. Faculty development program: a guide for medical schools in Arabian Gulf (GCC) countries. MEDICAL TEACHER 2012; 34 Suppl 1:S61-S66. [PMID: 22409194 DOI: 10.3109/0142159x.2012.656748] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
The effective faculty development (FD) program is the most essential component for creating successful educational innovation. The purpose of having any FD program is to enable faculty to accomplish their goals, and through accomplishing these goals, the missions of their departments, colleges, and universities would be accomplished. FD programs will need to provide an extensive set of developmental-educational skills and strategies in order to serve faculty members who come from various disciplines and at different stages of their careers, have different faculty responsibilities, backgrounds, appointments, and bring unique personal circumstances to their work. Although, there are quite a large number of medical schools in Arabian Gulf (GCC) countries, still the FD programs are extremely lacking. To analyze the situation in Gulf medical schools with regards to FD programs, we would emphasize the following needs: (1) FD committees or departments; (2) formal programs in FD for new or junior and for also senior and established faculty members; and (3) funding support has to be devoted to improve the skills of faculty members in academia. This aimed at presenting a proposed FD program to be considered as a tool for qualitative improvement in medical schools of GCC countries.
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