Leadership Training for Postdoctoral Dental Students

Leadership and work community - views of graduating dental students

PURPOSE

This study aims to explore what kind of perceptions dental students at graduation stage have on leadership and work communities, and themselves as leaders and work community members after completing a leadership course tailored for them.

DESIGN/METHODOLOGY/APPROACH

The research material comprised reflective essays written by fifth-year dental students who had participated in a leadership course. The essays were analyzed using qualitative content analysis.

FINDINGS

Most students reported that they had not considered seeking a leadership position before the course, but their views of leadership had grown more positive as a result of completing the course. Students perceived interpersonal communication competence as the most important factor for leaders, the whole work community and for themselves. They assessed that their biggest strengths were found in this area. The biggest challenges in adapting to a work community concerned the students' professional identities, which were still taking shape at the time of graduation.

ORIGINALITY/VALUE

The need for leaders in health-care professions is growing due to ongoing reforms, multidisciplinary teamwork, the development of new technologies and patient demands. Therefore, undergraduate leadership education is needed to ensure that students have knowledge of leadership. Graduating dental students' perceptions concerning leadership and work communities have not been widely explored. Students' perceptions of leadership were positive after the course and helped students to realize their own potential in this area.

Presence of management, entrepreneurship, leadership and marketing topics in the dental school curriculum in Brazil

INTRODUCTION

To analyse the presence and characteristics of curricular components related to management, entrepreneurship, leadership and marketing as part of the structure and teaching methods of undergraduate courses in dentistry in Brazil.

MATERIALS AND METHODS

This is an observational study that used the Ministry of Education's Undergraduate Course Accreditation Platform, which included 424 undergraduate courses in Dentistry on the last date of collection (August 31 2019). The following items were analysed as follows: the existence of curricular components in relation to the proposed themes, the most recurring denominations of curricular components, minimum and maximum workload, mandatory/optional classification, theoretical/practical teaching condition and in which year the curricular components were inserted.

RESULTS

367/424 (86.6%) of dentistry courses in Brazil included at least one of the topics: management, entrepreneurship, leadership and marketing curricular components in their curriculum, whilst 57/424 (13.4%) did not have these curricular components in their curricular structure. The most frequent names were "Management" 99 (45.21%) and "Entrepreneurship" 80 (36.5%). There was a predominance of the "theoretical method" and the number of hours varied considerably, with the most common course hours between 40 and 60 h. The majority of curricular components were inserted in the third to fifth year and offered on a compulsory basis.

CONCLUSION

Most curricular matrices of dentistry courses in Brazil had components related to the topics studied. However, due to the variety of curricular components' names, hours, periods of courses and different teaching methodologies, there is a need to redesign the teaching and learning process, defining educational and evaluation models with common curricular components.

A literature review of leadership training and a novel conceptual model of leader-member exchange theory for new dentists

PURPOSE

The purpose of the paper is to describe the current state of leadership and leader-member exchange (LMX) theory in dentistry and develop a novel conceptual model of LMX to guide future research and highlight the importance of enhancing leadership training for new dentists.

DESIGN/METHODOLOGY/APPROACH

A literature review exploring leadership in dentistry and LMX in dentistry was completed. The findings were analyzed with framework analysis to develop a novel conceptual model of LMX specific to dentistry.

FINDINGS

LMX theory was applied to leadership in dentistry, including a focus on new dentists, senior dentists, other dental team members and the patient. A new conceptual model of the New Dentist LMX Quartet, which is unique and specific to new dentist teams, was developed.

RESEARCH LIMITATIONS/IMPLICATIONS

The study identifies the need for research in LMX in dentistry, contributes a new conceptual model for LMX theory and identifies future research.

PRACTICAL IMPLICATIONS

Practitioners, policymakers and educators can utilize this information to explore concepts in leadership and improve training and dental practice.

ORIGINALITY/VALUE

No other studies specifically exploring LMX in dentistry for new dentists exist. The current literature review and conceptual paper begins the conversation on developing understanding of leadership in dentistry through further research.

Self-perception of leadership style of dentists: heads of dental departments in community hospitals, Southern Thailand

INTRODUCTION

Leadership is crucial in all professions and organisations, including the oral health profession.

OBJECTIVES

The aims of this analytical cross-sectional study were to evaluate the self-reported leadership behaviours and the factors influencing leadership behaviours among dentists who were heads of dental departments in community hospitals, southern Thailand.

MATERIALS AND METHODS

The self-administered questionnaire was composed of four parts: personal data; a 45-item Multifactor Leadership Questionnaire version 5× short (MLQ 5× short); a 34-item organisational climate perception; and a 52-item emotional intelligence screening test.

RESULTS

Of 134 dentists, 133 returned the questionnaire, providing a 99.3% response rate. The scores on the transactional component had a mean score of 2.98 (SD = 0.46). The transformational scores ranged with a mean of 2.90 (SD = 0.49). The scores of the passive leadership component had the lowest results, with a mean of 1.21 (SD = 0.57). Afterwards, the highest score for each head of the dental department was examined and compared across the three components. Approximately 60% of the dentists fell on the transactional, 34.6% on the transformational and 2.3% on the passive-avoidant scale. Multiple linear regression showed that the factors influencing the leadership of the dentists included emotional intelligence, the professional position of the dentists and the perception of the organisational climate.

CONCLUSIONS

The majority of heads of dental departments had transactional leadership style followed by transformational leadership style, and passive-avoidance was the least common. Emotional intelligence, the professional position and the perception of the organisational climate significantly increased the transformational leadership score.

Postdoctoral nursing researcher career: A scoping review of required competences

Aim

The aim of this review was to identify and summarize the required competences of nursing PhD students and postdoctoral researchers to pursue a successful researcher career and to compare these competences with the existing competence frameworks.

Design

Scoping review.

Methods

PubMed, CINAHL, SocIndex, PsycInfo, Eric, EMBASE, Academic Search Premier and Scopus databases were searched from January 1990-December 2018. The guidelines of PRISMA Extension for Scoping Reviews and the scoping review framework by Arksey and O'Malley (2005, International Journal of Social Research Methodology, 8, 19) were applied.

Results

Forty-four studies were reviewed comprising 15 competence domains. Competences corroborated the competences defined in the competence frameworks. However, the qualitative and descriptive research designs rendered a modest level of evidence and generalizability.

The effectiveness of an initial continuing education course in leadership for dentists

PURPOSE/OBJECTIVES

The purpose of this study was to measure the effectiveness of a continuing education course in leadership presented to postdoctoral dentist-leaders.

METHODS

The authors developed a 3-day course on leadership and management with topics including self-awareness, leadership qualities, emotional intelligence, communication skills, social skills, conflict management, personal branding, quality improvement and team motivation. Twenty-two course participants with a median age of 37.5 years and an average of 13.7 years of professional experience were assessed using three different metrics: satisfaction with the course and presenters immediately following the course; pre-course and post-course tests on knowledge of leadership topics; and self-assessments of leadership competency skills prior to the course, immediately following the course and then 6 months after the course.

RESULTS

Participant satisfaction with both instructors' effectiveness and the overall course design was very high. A survey 6 months following the course showed that participants were very positive regarding the practical use of the leadership skills they acquired in the course. The average of all participants' scores on the objectively assessed leadership knowledge test showed a statistically significant (P<.001) difference between pre-course and post-course scores. At 6-month follow-up, participant self-assessment of leadership competency significantly improved following the course.

CONCLUSION

A well-designed course in leadership skills can have a positive impact on the leadership knowledge and competency of dentist-leaders. This unique leadership course was effective in increasing leadership knowledge and self-perceived leadership competency. The course and the skilled instructors were rated very highly by participants.

A communication-focused curriculum for dental students - an experiential training approach

BACKGROUND

Successful interaction and communication with patients is as vital for dentists as it is for physicians. Therefore, the aim of this study was the development and evaluation of an interactive, experiential training curriculum with an emphasis on communication for dual degree seekers of medicine and dentistry.

METHODS

A pre-clinical course with an emphasis in physician/dentist-patient communication and interaction was adapted by a team of subject experts based largely on the propositions of Experiential Learning Theory. After attending the course, dental students (N = 81) rated the course on a Likert- style scale and answered two open questions.

RESULTS

Students found the interactive course curriculum to be very helpful and vital. Many students reported that their initial interest in the course was mainly because it is a dual degree requirement, but later on rated the course as highly important in terms of later physician/dentist-patient interaction. One aspect of the curriculum course participants regarded as very important, yet neglected during dental studies, was (self-) perception.

CONCLUSION

In the view of dental students, the rigorous structure of the pre-clinical dental curriculum does not allow for time spent on topics such as (self-) perception and awareness, but training one's ability to self-reflect and think critically about one's own actions, conduct or position can aid with advanced medical and dental studies and practices later on. Experiential courses with an emphasis on patient-physician/dentist communication should be offered early on during pre-clinical medical and dental studies as a regular part of the curriculum.