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Burns LE, Makiling M, Pezzullo C, Wilson TE, Hamilton ES, Davis G, Fleming E. Black and Hispanic predoctoral dental students' perceptions and considerations of careers in academic dentistry. J Dent Educ 2024; 88:480-489. [PMID: 38163853 DOI: 10.1002/jdd.13436] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 10/23/2023] [Accepted: 12/15/2023] [Indexed: 01/03/2024]
Abstract
BACKGROUND Dental schools aim to train and support a diverse dentist workforce. Among all faculty, full-time and part-time faculty who identify as members of historically underrepresented groups are 13.9% and 8.4%, respectively. The recruitment and retention of faculty is a known challenge, with growing faculty vacancies at dental schools. This study explored dental student perceptions of academic careers, specifically focusing on Black and Hispanic predoctoral students. METHODS From August to November 2022, we conducted focus group with second-, third-, and fourth-year predoctoral dental students who identified as Black or Hispanic using a semi-structured interview guide that was developed for this study. Data were analyzed using inductive thematic analysis. RESULTS Four themes emerged: (1) students perceived academic dental dentistry as inclusive but not diverse spaces for Black and Hispanic people; (2) academic dental careers were perceived as secondary careers; (3) academic dental careers were perceived as a career option with a lack of autonomy and less income, compared to clinical practice in other settings; (4) students expressed a lack of knowledge about pathways to academic dental careers. Despite these challenges, students expressed interest in academic dental careers and noted being inspired by younger faculty members. CONCLUSION Dental schools must do more to encourage dental students to consider careers in academic dentistry. Pathway programs, mentoring, and the presentation of academic careers as a viable career option for students by faculty should be further emphasized practices. Increasing the diversity of faculty members is also key. Students cannot be who they cannot see.
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Affiliation(s)
- Lorel E Burns
- New York University College of Dentistry, New York, New York, USA
| | - Mark Makiling
- New York University College of Dentistry, New York, New York, USA
| | | | - Tiffany E Wilson
- Meharry Medical College School of Dentistry, Nashville, Tennessee, USA
| | | | - Gerald Davis
- Meharry Medical College School of Dentistry, Nashville, Tennessee, USA
| | - Eleanor Fleming
- University of Maryland School of Dentistry, Baltimore, Maryland, USA
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Kohan M, Changiz T, Yamani N. A systematic review of faculty development programs based on the Harden teacher's role framework model. BMC MEDICAL EDUCATION 2023; 23:910. [PMID: 38037063 PMCID: PMC10690997 DOI: 10.1186/s12909-023-04863-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2023] [Accepted: 11/10/2023] [Indexed: 12/02/2023]
Abstract
BACKGROUND Despite the changing roles of faculty in the health professions over the past two decades, none of the reviews has been paid enough attention to the impact of the faculty development programs on these roles. The objective of this review is to synthesize the existing evidence that addresses the questions: "What are the types and outcomes of faculty development programs based on the Harden teachers' role framework and which of the areas described by Harden and Crosby are the authors referring to?" METHODS This review was conducted according to the guidance for Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. In 2020, a literature search was conducted in MEDLINE/PubMed, Scopus, ERIC, ScienceDirect, Google Scholar, Magiran and SID databases. The review included 119 studies (between 1990 and 2020) that met the review criteria. Data were extracted using a modified coding sheet. We used the modified Kirkpatrick model to assess the educational outcomes of faculty development programs. RESULTS The majority of faculty development programs were workshops (33.61%) with various durations. Most programs focused on the domain of information provider and coach (76.47%), followed by the facilitator of learning and mentor (53.78%) and assessor and diagnostician (37.81%). Only five faculty development programs focused on the domain of role model. The majority (83.19%) of outcomes reported were at level 2B, level 1 (73.95%) and level 2A (71.42%). Gains in knowledge and skills related to teaching methods and student assessment were frequently noted. Behavior changes included enhanced teaching performance, development of new educational curricula and programs, improved feedback and evaluation processes, new leadership positions, increased academic output and career development. The impact on the organizational practice continued to be underexplored. CONCLUSION Based on the review findings, broadening the scope of faculty development programs beyond the traditional roles of the faculty members by utilizing a competency-based framework for developing a comprehensive faculty development program is recommended. Attention to individualized form of faculty development programs and incorporating more informal approaches into the design and delivery of faculty development programs is also needed.
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Affiliation(s)
- Mahmoud Kohan
- Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Tahereh Changiz
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Nikoo Yamani
- Medical Education Research Center, Medical Education Development Center, Isfahan University of Medical Sciences and Health Services, Isfahan, Iran.
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Soklaridis S, Lin E, Black G, Paton M, LeBlanc C, Besa R, MacLeod A, Silver I, Whitehead CR, Kuper A. Moving beyond ‘think leadership, think white male’: the contents and contexts of equity, diversity and inclusion in physician leadership programmes. BMJ LEADER 2022; 6:146-157. [DOI: 10.1136/leader-2021-000542] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2021] [Accepted: 03/31/2022] [Indexed: 11/03/2022]
Abstract
The lack of both women and physicians from groups under-represented in medicine (UIM) in leadership has become a growing concern in healthcare. Despite increasing recognition that diversity in physician leadership can lead to reduced health disparities, improved population health and increased innovation and creativity in organisations, progress toward this goal is slow. One strategy for increasing the number of women and UIM physician leaders has been to create professional development opportunities that include leadership training on equity, diversity and inclusivity (EDI). However, the extent to which these concepts are explored in physician leadership programming is not known. It is also not clear whether this EDI content challenges structural barriers that perpetuate the status quo of white male leadership. To explore these issues, we conducted an environmental scan by adapting Arksey and O’Malley’s scoping review methodology to centre on three questions: How is EDI currently presented in physician leadership programming? How have these programmes been evaluated in the peer-reviewed literature? How is EDI presented and discussed by the wider medical community? We scanned institutional websites for physician leadership programmes, analysed peer-reviewed literature and examined material from medical education conferences. Our findings indicate that despite an apparent increase in the discussion of EDI concepts in the medical community, current physician leadership programming is built on theories that fail to move beyond race and gender as explanatory factors for a lack of diversity in physician leadership. To address inequity, physician leadership curricula should aim to equip physicians to identify and address the structural factors that perpetuate disparities.
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Challa S, Loomer PM, Hoff GM, Hendricson WD. Pilot test of an emerging leaders program for dental school faculty. J Dent Educ 2022; 86:918-927. [PMID: 35255528 DOI: 10.1002/jdd.12908] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Revised: 01/26/2022] [Accepted: 02/06/2022] [Indexed: 11/09/2022]
Abstract
PURPOSE/OBJECTIVES The School of Dentistry at The University of Texas Health Science Center at San Antonio (UTHSA-SoD) implemented an SoD Emerging Leaders Program (SoDELP) in 2020-2021. This case report describes the leadership training needs of junior faculty that stimulated SoDELP development, the inter-institutional collaboration that facilitated program implementation, SoDELP curriculum content, and outcomes of formative assessment for two pilot cohorts of the SoDELP. METHODS The 32-h curriculum was comprised of readings, reflection exercises, seminars by the Center for Professional Excellence at the University of Texas at San Antonio, case discussion, analysis of leadership dilemmas, and self-assessments. For a capstone project, participants created a case depicting a challenging leadership situation they experienced as a team leader or member. The SoDELP commenced in a face-to-face format but was completed online due to COVID 19. Formative evaluation included participants' pre- and post-training perceptions elicited by the Leadership Attitudes, Confidence and Concerns Inventory (LACCI) and qualitative appraisal of program components obtained by surveys and focus groups. RESULTS All 18 participants completed SoDELP and provided positive evaluations of program content, organization, teaching quality, and value. Analysis of pre- and post-assessments indicated that participants' confidence in performing an array of leadership tasks was significantly enhanced, and participants' concerns about assuming leadership roles, such as not being ready for the job, impact on friendships, or concerns about ethical challenges, were significantly reduced. The LACCI displayed promising reliability in assessing participants' confidence, attitudes and concerns, demonstrating the potential to serve as a measurement tool to appraise outcomes of leadership training in the health professions. CONCLUSION Outcomes suggest that SoDELP enhances faculty members' sense of readiness for leadership roles, and the LACCI may be a useful assessment tool for leadership training.
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Affiliation(s)
- Suman Challa
- Department of Comprehensive Dentistry, Division of Dental Public Health, School of Dentistry, University of Texas Health Science Center at San Antonio, San Antonio, Texas, USA
| | - Peter M Loomer
- Office of the Dean, School of Dentistry, University of Texas Health Science Center at San Antonio, San Antonio, Texas, USA
| | - Giovannie M Hoff
- Office of Human Resources, University of Texas Health Science Center at San Antonio, San Antonio, Texas, USA
| | - William D Hendricson
- Department of Comprehensive Dentistry, School of Dentistry, University of Texas Health Science Center at San Antonio, San Antonio, Texas, USA
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Sabato EH, Fenesy KE. Outcomes of a 2‐year, 5 cohort faculty development program. J Dent Educ 2020; 84:1091-1098. [DOI: 10.1002/jdd.12242] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2020] [Revised: 05/27/2020] [Accepted: 06/03/2020] [Indexed: 11/08/2022]
Affiliation(s)
- Emily H. Sabato
- Office of Academic Affairs Rutgers School of Dental Medicine Newark New Jersey USA
| | - Kim E. Fenesy
- Office of the Vice Dean, Rutgers School of Dental Medicine Newark New Jersey USA
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Hendricson WD, Seitz S, English DK. Case Report of a Program to Enhance Dental Students’ Interest in Academic Dentistry. J Dent Educ 2019; 83:1047-1056. [DOI: 10.21815/jde.019.097] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2018] [Accepted: 11/14/2018] [Indexed: 11/20/2022]
Affiliation(s)
- William D. Hendricson
- Department of Cell Systems and Anatomy; School of Medicine and former Assistant Dean for Education and Faculty Development; School of Dentistry; UT Health San Antonio
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Mayberry ME, Young DD, Sawilowsky S, Hoelscher D. Exposure of Seventh and Eighth Grade Urban Youth to Dentistry and Oral Health Careers. J Dent Educ 2018; 82:29-38. [DOI: 10.21815/jde.018.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2017] [Accepted: 08/11/2017] [Indexed: 11/20/2022]
Affiliation(s)
- Melanie E. Mayberry
- Department of Oral Health and Integrated Care; University of Detroit Mercy School of Dentistry
| | - Deirdre D. Young
- Department of Patient Management; University of Detroit Mercy School of Dentistry
| | - Shlomo Sawilowsky
- Evaluation and Research Department; Wayne State University College of Education
| | - Diane Hoelscher
- Department of Patient Management; University of Detroit Mercy School of Dentistry
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Zheng M, Bender D, Nadershahi N. Faculty professional development in emergent pedagogies for instructional innovation in dental education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21:67-78. [PMID: 26663694 DOI: 10.1111/eje.12180] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/25/2015] [Indexed: 06/05/2023]
Abstract
Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes.
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Affiliation(s)
- M Zheng
- Office of Academic Affairs, School of Dentistry, University of the Pacific, San Francisco, CA, USA
| | - D Bender
- Office of Academic Affairs, School of Dentistry, University of the Pacific, San Francisco, CA, USA
| | - N Nadershahi
- Office of Academic Affairs, School of Dentistry, University of the Pacific, San Francisco, CA, USA
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Inglehart MR, Stefanac SJ, Johnson KP, Gwozdek AE, May KB, Piskorowski W, Woolfolk MW. Recruiting Underrepresented Minority and Low-Income High School Students into Dentistry While Educating Dental and Dental Hygiene Students About Academic Careers. J Dent Educ 2014. [DOI: 10.1002/j.0022-0337.2014.78.3.tb05692.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Marita R. Inglehart
- Department of Periodontics and Oral Medicine; School of Dentistry; Department of Psychology; College of Literature, Science, and Arts, University of Michigan
| | - Stephen J. Stefanac
- Department of Periodontics and Oral Medicine; University of Michigan School of Dentistry
| | | | - Anne E. Gwozdek
- Department of Periodontics and Oral Medicine; University of Michigan School of Dentistry
| | - Kenneth B. May
- Department of Biologic and Materials Sciences, and Director of Office for Multicultural Affairs and Recruitment; University of Michigan School of Dentistry
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