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Marwaha RS, Bland L, Hicks J, Hendricson WD, Aguilar RP, Torre MDL, Pao W, Challa SN. An interprofessional education initiative: Introducing a local anesthesia dental course for nurse practitioner and physician assistant students. J Dent Educ 2023. [PMID: 37143260 DOI: 10.1002/jdd.13231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2022] [Revised: 02/03/2023] [Accepted: 04/07/2023] [Indexed: 05/06/2023]
Abstract
PURPOSE/OBJECTIVE To assess the impact of local anesthesia (LA) course for physician assistant (PA) and adult gerontology-acute care nurse practitioner (NP) program students on knowledge, attitudes, confidence, and intention to incorporate skills in clinical practice. METHODS The course was conducted by dental faculty for forty-eight PA and seven NP students and consisted of two lecture hours on anatomy of the oral cavity, anesthesia and pain management, 2 hours of preclinic lab where participants practiced injection technique on mannikins, and a clinical practicum conducted by dental school faculty and residents where students observed dental treatment including administration of LA, and discussed symptom triage by NPs and PAs for patients with dental problems including orofacial pain, initial management including LA, and patient referral to dentists. An online survey was administered to all students before and after the course to assess changes in knowledge, attitudes, confidence, and intention to incorporate LA administration skills into clinical practice and elicit students' perception of program quality. Pre- to post-changes were analyzed by two-tailed t-tests and analysis of variance (ANOVA) with significance at 0.05. RESULTS The response rate for pre- and post-course assessment was 96.4% and 87.3% respectively. Students' overall scale score for self-assessment of dental knowledge increased significantly from pre- (2.34) to post-assessment (4.19). An increase was seen in students' attitudes regarding management of dental emergencies (t = 2.181; p < 0.05). Furthermore, overall confidence of students related to managing patients with dental problems increased significantly (2.00 to 3.85) after taking the course. CONCLUSION The LA course was well received by PA and NP students and resulted in increased knowledge and confidence in recognizing common oral health conditions, understanding dental pain management including administration of LA, and making referrals to dentists to optimize patient care.
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Affiliation(s)
- Rochisha S Marwaha
- Department of Comprehensive Dentistry, UT Health San Antonio, School of Dentistry, San Antonio, Texas, USA
| | - Leticia Bland
- Department of Physician Assistant Studies, UT Health San Antonio, School of Health Professions, San Antonio, Texas, USA
| | - Jeffery Hicks
- Department of Comprehensive Dentistry, UT Health San Antonio, School of Dentistry, San Antonio, Texas, USA
| | - William D Hendricson
- Department of Comprehensive Dentistry, UT Health San Antonio, School of Dentistry, San Antonio, Texas, USA
| | - Rosalie P Aguilar
- Department of Comprehensive Dentistry, UT Health San Antonio, School of Dentistry, San Antonio, Texas, USA
| | - Magda de la Torre
- Department of Comprehensive Dentistry, UT Health San Antonio, School of Dentistry, San Antonio, Texas, USA
| | - Wen Pao
- UT Health School of Nursing, San Antonio, Texas, USA
| | - Suman N Challa
- Department of Comprehensive Dentistry, UT Health San Antonio, School of Dentistry, San Antonio, Texas, USA
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2
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Hendricson WD, Challa S, de la Torre M, Singh Marwaha R, Hicks J, Aguilar R. Residents' online activity report for oral health care in remote rural communities. J Dent Educ 2022; 86 Suppl 3:1774-1776. [PMID: 35581688 DOI: 10.1002/jdd.12963] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Revised: 04/12/2022] [Accepted: 05/12/2022] [Indexed: 12/24/2022]
Affiliation(s)
- William D Hendricson
- Department of Comprehensive Dentistry, School of Dentistry, University of Texas Health Science Center at San Antonio, San Antonio, Texas, USA
| | - 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
| | - Magda de la Torre
- 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
| | - Rochisha Singh Marwaha
- 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
| | - Jeffery Hicks
- Department of Comprehensive Dentistry, School of Dentistry, University of Texas Health Science Center at San Antonio, San Antonio, Texas, USA
| | - Rosalie Aguilar
- Department of Comprehensive Dentistry, School of Dentistry, University of Texas Health Science Center at San Antonio, San Antonio, Texas, USA
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3
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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] [What about the content of this article? (0)] [Affiliation(s)] [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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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] [What about the content of this article? (0)] [Affiliation(s)] [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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5
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Oliveira ER, Rose WF, Hendricson WD. Online Case-Sharing to Enhance Dental Students' Clinical Education: A Pilot Study. J Dent Educ 2019; 83:416-422. [DOI: 10.21815/jde.019.051] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2018] [Accepted: 10/09/2018] [Indexed: 11/20/2022]
Affiliation(s)
- Erica R. Oliveira
- Department of Comprehensive Dentistry; School of Dentistry; University of Texas Health Science Center at San Antonio
| | - William F. Rose
- Department of Comprehensive Dentistry; School of Dentistry; University of Texas Health Science Center at San Antonio
| | - William D. Hendricson
- Education and Faculty Development; School of Dentistry; University of Texas Health Science Center at San Antonio
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6
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Hanlon JP, Prihoda TJ, Verrett RG, Jones JD, Haney SJ, Hendricson WD. Critical Thinking in Dental Students and Experienced Practitioners Assessed by the Health Sciences Reasoning Test. J Dent Educ 2018; 82:916-920. [DOI: 10.21815/jde.018.089] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2017] [Accepted: 03/16/2018] [Indexed: 11/20/2022]
Affiliation(s)
- John P. Hanlon
- Department of Comprehensive Dentistry; University of Texas Health Science Center at San Antonio School of Dentistry
| | - Thomas J. Prihoda
- Department of Pathology; University of Texas Health Science Center; San Antonio
| | - Ronald G. Verrett
- Department of Comprehensive Dentistry; University of Texas Health Science Center at San Antonio School of Dentistry
| | - John D. Jones
- Department of Comprehensive Dentistry; University of Texas Health Science Center at San Antonio School of Dentistry
| | - Stephan J. Haney
- Department of Comprehensive Dentistry; University of Texas Health Science Center at San Antonio School of Dentistry
| | - William D. Hendricson
- Education and Faculty Development; University of Texas Health Science Center at San Antonio School of Dentistry
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7
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Rodriguez KD, Bartoloni JA, Hendricson WD. Is Dental Students’ Clinical Productivity Associated with Their Personality Profile? J Dent Educ 2017; 81:1436-1443. [DOI: 10.21815/jde.017.104] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2017] [Accepted: 07/08/2017] [Indexed: 11/20/2022]
Affiliation(s)
| | - Joseph A. Bartoloni
- Department of Comprehensive Dentistry; School of Dentistry, University of Texas Health Science Center; San Antonio
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Affiliation(s)
- Stefanie D. Seitz
- School of Dentistry; University of Texas Health Science Center; San Antonio
| | | | - William D. Hendricson
- Educational and Faculty Development; School of Dentistry; University of Texas Health Science Center; San Antonio
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9
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Seitz SD, Zimmermann RL, Hendricson WD. Expansion of a Predoctoral Surgical Implant Selective for Dental Students. J Dent Educ 2016; 80:328-333. [PMID: 26933108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Historically, predoctoral dental education programs have focused on the restoration of implants in the clinical environment; however, given the increase in dental implant therapy being performed by general dentists, the need to incorporate surgical implant training is becoming evident. This article describes a predoctoral surgical implant selective at the University of Texas Health Science Center at San Antonio and its evolution across five years to include emerging techniques and technology to enhance students' understanding of dental implant therapy, both surgical and restorative. From virtual implant planning and guided surgery to intra-oral scanning of implants for custom abutments and restorations, students obtained first-hand experiences with a wide spectrum of aspects of implant therapy. The results of anonymous surveys completed by 2014-15 students before and after the year-long selective regarding their impression of the program are also discussed.
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Affiliation(s)
- Stefanie D Seitz
- Dr. Seitz is Assistant Clinical Professor of Comprehensive Dentistry, School of Dentistry, University of Texas Health Science Center at San Antonio; Dr. Zimmermann is Assistant Clinical Professor of Comprehensive Dentistry, School of Dentistry, University of Texas Health Science Center at San Antonio; Mr. Hendricson is Assistant Dean, Educational and Faculty Development, School of Dentistry, University of Texas Health Science Center at San Antonio.
| | - Richard L Zimmermann
- Dr. Seitz is Assistant Clinical Professor of Comprehensive Dentistry, School of Dentistry, University of Texas Health Science Center at San Antonio; Dr. Zimmermann is Assistant Clinical Professor of Comprehensive Dentistry, School of Dentistry, University of Texas Health Science Center at San Antonio; Mr. Hendricson is Assistant Dean, Educational and Faculty Development, School of Dentistry, University of Texas Health Science Center at San Antonio
| | - William D Hendricson
- Dr. Seitz is Assistant Clinical Professor of Comprehensive Dentistry, School of Dentistry, University of Texas Health Science Center at San Antonio; Dr. Zimmermann is Assistant Clinical Professor of Comprehensive Dentistry, School of Dentistry, University of Texas Health Science Center at San Antonio; Mr. Hendricson is Assistant Dean, Educational and Faculty Development, School of Dentistry, University of Texas Health Science Center at San Antonio
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McMahan CA, Pinckard RN, Jones AC, Hendricson WD. Fostering Dental Student Self-Assessment of Knowledge by Confidence Scoring of Multiple-Choice Examinations. J Dent Educ 2014. [DOI: 10.1002/j.0022-0337.2014.78.12.tb05843.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- C. Alex McMahan
- Department of Pathology; The University of Texas Health Science Center at San Antonio
| | - R. Neal Pinckard
- Department of Pathology; The University of Texas Health Science Center at San Antonio
| | - Anne Cale Jones
- Department of Pathology; The University of Texas Health Science Center at San Antonio
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McMahan CA, Pinckard RN, Jones AC, Hendricson WD. Fostering dental student self-assessment of knowledge by confidence scoring of multiple-choice examinations. J Dent Educ 2014; 78:1643-1654. [PMID: 25480280] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Creating a learning environment that fosters student acquisition of self-assessment behaviors and skills is critically important in the education and training of health professionals. Self-assessment is a vital component of competent practice and lifelong learning. This article proposes applying a version of confidence scoring of multiple-choice questions as one avenue to address this crucial educational objective for students to be able to recognize and admit what they do not know. The confidence scoring algorithm assigns one point for a correct answer, deducts fractional points for an incorrect answer, but rewards students fractional points for leaving the question unanswered in admission that they are unsure of the correct answer. The magnitude of the reward relative to the deduction is selected such that the expected gain due to random guessing, even after elimination of all but one distractor, is never greater than the reward. Curricular implementation of this confidence scoring algorithm should motivate health professions students to develop self-assessment behaviors and enable them to acquire the skills necessary to critically evaluate the extent of their current knowledge throughout their professional careers. This is a professional development competency that is emphasized in the educational standards of the Commission on Dental Accreditation (CODA).
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Affiliation(s)
- C Alex McMahan
- Dr. McMahan is Professor, Department of Pathology, The University of Texas Health Science Center at San Antonio; Dr. Pinckard is Distinguished Teaching Professor, Department of Pathology, The University of Texas Health Science Center at San Antonio; Dr. Jones is Distinguished Teaching Professor, Department of Pathology, The University of Texas Health Science Center at San Antonio; and Mr. Hendricson is Assistant Dean for Education and Faculty Development, School of Dentistry, The University of Texas Health Science Center at San Antonio.
| | - R Neal Pinckard
- Dr. McMahan is Professor, Department of Pathology, The University of Texas Health Science Center at San Antonio; Dr. Pinckard is Distinguished Teaching Professor, Department of Pathology, The University of Texas Health Science Center at San Antonio; Dr. Jones is Distinguished Teaching Professor, Department of Pathology, The University of Texas Health Science Center at San Antonio; and Mr. Hendricson is Assistant Dean for Education and Faculty Development, School of Dentistry, The University of Texas Health Science Center at San Antonio
| | - Anne Cale Jones
- Dr. McMahan is Professor, Department of Pathology, The University of Texas Health Science Center at San Antonio; Dr. Pinckard is Distinguished Teaching Professor, Department of Pathology, The University of Texas Health Science Center at San Antonio; Dr. Jones is Distinguished Teaching Professor, Department of Pathology, The University of Texas Health Science Center at San Antonio; and Mr. Hendricson is Assistant Dean for Education and Faculty Development, School of Dentistry, The University of Texas Health Science Center at San Antonio
| | - William D Hendricson
- Dr. McMahan is Professor, Department of Pathology, The University of Texas Health Science Center at San Antonio; Dr. Pinckard is Distinguished Teaching Professor, Department of Pathology, The University of Texas Health Science Center at San Antonio; Dr. Jones is Distinguished Teaching Professor, Department of Pathology, The University of Texas Health Science Center at San Antonio; and Mr. Hendricson is Assistant Dean for Education and Faculty Development, School of Dentistry, The University of Texas Health Science Center at San Antonio
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McMahan CA, Pinckard RN, Prihoda TJ, Hendricson WD, Jones AC. Improving Multiple-Choice Questions to Better Assess Dental Student Knowledge: Distractor Utilization in Oral and Maxillofacial Pathology Course Examinations. J Dent Educ 2013. [DOI: 10.1002/j.0022-0337.2013.77.12.tb05638.x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- C. Alex McMahan
- Department of Pathology; University of Texas Health Science Center at San Antonio
| | - R. Neal Pinckard
- Department of Pathology; University of Texas Health Science Center at San Antonio
| | - Thomas J. Prihoda
- Department of Pathology; University of Texas Health Science Center at San Antonio
| | - William D. Hendricson
- Educational and Faculty Development; Dental School, University of Texas Health Science Center at San Antonio
| | - Anne Cale Jones
- Department of Pathology; University of Texas Health Science Center at San Antonio
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13
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McMahan CA, Pinckard RN, Prihoda TJ, Hendricson WD, Jones AC. Improving multiple-choice questions to better assess dental student knowledge: distractor utilization in oral and maxillofacial pathology course examinations. J Dent Educ 2013; 77:1593-1609. [PMID: 24319131] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
How many incorrect response options (known as distractors) to use in multiple-choice questions has been the source of considerable debate in the assessment literature, especially relative to influence on the likelihood of students' guessing the correct answer. This study compared distractor use by second-year dental students in three successive oral and maxillofacial pathology classes that had three different examination question formats and scoring resulting in different levels of academic performance. One class was given all multiple-choice questions; the two other were given half multiple-choice questions, with and without formula scoring, and half un-cued short-answer questions. Use by at least 1 percent of the students was found to better identify functioning distractors than higher cutoffs. The average number of functioning distractors differed among the three classes and did not always correspond to differences in class scores. Increased numbers of functioning distractors were associated with higher question discrimination and greater question difficulty. Fewer functioning distractors fostered more effective student guessing and overestimation of academic achievement. Appropriate identification of functioning distractors is essential for improving examination quality and better estimating actual student knowledge through retrospective use of formula scoring, where the amount subtracted for incorrect answers is based on the harmonic mean number of functioning distractors.
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Affiliation(s)
- C Alex McMahan
- San Antonio, 7703 Floyd Curl Drive, San Antonio, TX 78229-3900;.
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Hicks JL, Hendricson WD, Partida MN, Rugh JD, Littlefield JH, Jacks ME. Career transition and dental school faculty development program. Tex Dent J 2013; 130:1115-1122. [PMID: 24400416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Academic dentistry, as a career track, is not attracting sufficient numbers of new recruits to maintain a corps of skilled dental educators. The Faculty Development Program (FDP) at the University of Texas Health Science Center at San Antonio Dental School received federal funds to institute a 7-component program to enhance faculty recruitment and retention and provide training in skills associated with success in academics including:(1) a Teaching Excellence and Academic Skills (TExAS)Fellowship, (2) training in research methodology,evidence-based practice research, and information management, (3) an annual dental hygiene faculty development workshop for dental hygiene faculty, (4) a Teaching Honors Program and Academic Dental Careers Fellowship to cultivate students' interest in educational careers, (5) an Interprofessional Primary Care Rotation,(6) advanced education support toward a master's degree in public health, and (7) a key focus of the entire FDP, an annual Career Transition Workshop to facilitate movement from the practice arena to the educational arm of the profession.The Career Transition Workshop is a cap stone for the FDP; its goal is to build a bridge from practice to academic environment. It will provide guidance for private practice, public health, and military dentists and hygienists considering a career transition into academic dentistry. Topics will be addressed including: academic culture, preparation for the academic environment,academic responsibilities, terms of employment,compensation and benefits, career planning, and job search / interviewing. Instructors for the workshop will include dental school faculty who have transitioned from the practice, military, and public health sectors into dental education.Objectives of the Overall Faculty Development Program:• Provide training in teaching and research skills,career planning, and leadership in order to address faculty shortages in dental schools and under representation of minority faculty.• Provide resident and faculty training in cultural and linguistic competency.• Develop and conduct a collaborative inter professional education project with a Pediatric Medicine department, a nursing school, and other health professions' education programs.• Provide faculty and residents with financial support to pursue a master's degree in public health; and • Provide support and assistance for dental practitioners desiring to explore a transition into the educational environment.
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Affiliation(s)
- Jeffery L Hicks
- Department of Comprehensive Dentistry, University of Texas Health Science Center at San Antonio Dental School, San Antonio, Texas, USA.
| | - William D Hendricson
- University of Texas Health Science Center at San Antonio Dental School, San Antonio, Texas, USA
| | - Mary N Partida
- Department of Comprehensive Dentistry, University of Texas Health Science Center at San Antonio Dental School, San Antonio, Texas, USA
| | - John D Rugh
- Department of Developmental Dentistry, University of Texas Health Science Center at San Antonio Dental School, San Antonio, Texas, USA
| | - John H Littlefield
- Department of Comprehensive Dentistry, University of Texas Health Science Center at San Antonio Dental School, San Antonio, Texas, USA
| | - Mary E Jacks
- Dental Hygiene Division, Department of Periodontics, University of Texas Health Science Center at San Antonio Dental School, San Antonio, Texas, USA
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Gates P, Ubu N, Smithey L, Rogers J, Haden NK, Rodriguez T, Albino JEN, Evans C, Zarkowski P, Weinstein G, Hendricson WD. Faculty development for underrepresented minority dental faculty and residents. J Dent Educ 2013; 77:276-291. [PMID: 23486892] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
This report describes the implementation and evaluation of the Bronx-Lebanon Hospital Center Dental Faculty Development Program (DFDP) for fifteen participants: five advanced dental education faculty members and ten residents. The 100-hour DFDP, designed in the longitudinal immersion model for faculty development, was conducted in four phases at the Bronx-Lebanon Department of Dentistry in the Bronx, New York, in 2010-11. The DFDP was implemented to help underrepresented minority (URM) dental residents and clinical faculty members develop skills necessary for academic careers and enhanced teaching effectiveness. The program's curriculum had four themes: teaching and learning, scholarship, academic leadership, and career planning. For each phase, the participants completed pre- and post-training assessments of their knowledge, attitudes, and confidence, as well as qualitative evaluation of DFDP organization, content, activities, and value. The participants' pre-instruction mean knowledge score for all phases combined was 48.3 percent, and the post-test score was 81.1 percent (p=0.01). The participants showed minimal change in their attitudes about educational issues, but they reported enhanced confidence for twenty-five skills addressed in the DFDP. The total confidence score was 77.5 (25 skills × 3.1 group mean) on all pre-tests combined and 100.2 (25 × 4.0 group mean) on the post-tests (p=0.01). The participant ratings for overall DFDP implementation and for twenty-four topical sessions were uniformly positive. The faculty and resident participants in this year-long faculty development initiative at an advanced dental education program with a high URM representation demonstrated enhanced knowledge and confidence and provided positive program evaluations. This report also describes curricular and assessment enhancements for subsequent years of the DFDP based on the first-year outcomes.
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Affiliation(s)
- Paul Gates
- Department of Dentistry, Bronx-Lebanon Hospital Center, USA
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Gates P, Ubu N, Smithey L, Rogers J, Haden NK, Rodriguez T, Albino JE, Evans C, Zarkowski P, Weinstein G, Hendricson WD. Faculty Development for Underrepresented Minority Dental Faculty and Residents. J Dent Educ 2013. [DOI: 10.1002/j.0022-0337.2013.77.3.tb05469.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Paul Gates
- Department of Dentistry; Bronx-Lebanon Hospital Center
| | - Ngozi Ubu
- Department of Dentistry; Bronx-Lebanon Hospital Center
| | | | | | | | | | | | | | | | | | - William D. Hendricson
- Educational and Faculty Development; University of Texas Health Science Center at San Antonio; Dental School
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Cragun DL, DeBate RD, Severson HH, Shaw T, Christiansen S, Koerber A, Tomar SL, Brown KM, Tedesco LA, Hendricson WD. Developing and pretesting case studies in dental and dental hygiene education: using the diffusion of innovations model. J Dent Educ 2012; 76:590-601. [PMID: 22550105] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
Case-based learning offers exposure to clinical situations that health professions students may not encounter in their training. The purposes of this study were to apply the Diffusion of Innovations conceptual framework to 1) identify characteristics of case studies that would increase their adoption among dental and dental hygiene faculty members and 2) develop and pretest interactive web-based case studies on sensitive oral-systemic health issues. The formative study spanned two phases using mixed methods (Phase 1: eight focus groups and four interviews; Phase 2: ten interviews and satisfaction surveys). Triangulation of quantitative and qualitative data revealed the following positive attributes of the developed case studies: relative advantage of active learning and modeling; compatibility with a variety of courses; observability of case-related knowledge and skills; independent learning; and modifiability for use with other oral-systemic health issues. These positive attributes are expected to increase the likelihood that dental and dental hygiene faculty members will adopt the developed case study once it is available for use. The themes identified in this study could be applied to the development of future case studies and may provide broader insight that might prove useful for exploring differences in case study use across dental and dental hygiene curricula.
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Affiliation(s)
- Deborah L Cragun
- Department of Community and Family Health, College of Public Health, University of South Florida, Tampa, FL 33612, USA.
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Cragun DL, DeBate RD, Severson HH, Shaw T, Christiansen S, Koerber A, Tomar SL, Brown KM, Tedesco LA, Hendricson WD. Developing and Pretesting Case Studies in Dental and Dental Hygiene Education: Using the Diffusion of Innovations Model. J Dent Educ 2012. [DOI: 10.1002/j.0022-0337.2012.76.5.tb05293.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Deborah L. Cragun
- Department of Community and Family Health; College of Public Health University of South Florida
| | | | | | | | | | - Anne Koerber
- College of Dentistry University of Illinois at Chicago
| | - Scott L. Tomar
- Community College of Dentistry; Dentistry University of Florida
| | | | | | - William D. Hendricson
- Educational and Faculty Development; Dental School University of Texas Health Science Center at San Antonio
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Hendricson WD. Changes in educational methodologies in predoctoral dental education: finding the perfect intersection. J Dent Educ 2012; 76:118-141. [PMID: 22262556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
This article describes the evolution of thinking, primarily over the past fifteen years, within the academic dentistry community concerning teaching and learning strategies to facilitate students' acquisition of competence. Readers are encouraged to consider four issues. First, looking back to the time of the Institute of Medicine report Dental Education at the Crossroads: Challenges and Change fifteen years ago, in the mid-1990s, where did we think we would be now, in 2011, in regard to the structure of the predoctoral curriculum and use of specific educational methodologies, and to what extent have those predictions come true? The author's own crystal ball predictions from the 1990s are used to kick off a discussion of what connected and what did not among numerous advocated educational reforms, many of them transformative in nature. Second, what is the nature of the evidence supporting our ongoing search for educational best practices, and why are advocacy for educational best practices and prediction of down-the-road outcomes so treacherous? This section distinguishes types of evidence that provide limited guidance for dental educators from evidence that is more helpful for designing educational strategies that might make a difference in student learning, focusing on factors that provide a "perfect intersection" of student, teacher, educational method, and learning environment. Third, readers are asked to revisit four not-so-new teaching/learning methods that are still worthy of consideration in dental education in light of best evidence, upcoming events, and technology that has finally matched its potential. Fourth, a specific rate-limiting factor that hinders the best efforts of both teachers and students in virtually all U.S. dental schools is discussed, concluding with a plea to find a better way so that the good works of dental educators and their students can be more evident.
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Affiliation(s)
- William D Hendricson
- University of Texas Health Science Center at San Antonio, Dental School, 7703 Floyd Curl Drive, San Antonio, TX 78229, USA.
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Zimmermann R, Hendricson WD. Introduction of an implant surgical selective into a predoctoral dental curriculum. J Dent Educ 2011; 75:1256-1262. [PMID: 21890856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
This article describes the introduction of an implant surgical selective into a predoctoral dental curriculum. It outlines the various challenges encountered in developing the program and the methods used to overcome those challenges. The article also discusses the outcomes of the first year of the program.
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Affiliation(s)
- Richard Zimmermann
- Comprehensive Dentistry, Dental School, University of Texas Health Science Center at San Antonio, San Antonio, TX 78229-3900, USA.
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Rugh JD, Hendricson WD, Glass BJ, Hatch JP, Deahl ST, Guest G, Ongkiko R, Gureckis K, Jones AA, Rose WF, Gakunga P, Stark D, Steffensen B. Teaching evidence-based practice at the University of Texas Health Science Center at San Antonio dental school. Tex Dent J 2011; 128:187-190. [PMID: 21473246] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
The overarching goal of the Evidence-Based Practice Program at San Antonio is to provide our graduates with life-long learning skills that will enable them to keep up-to-date and equip them with the best possible patient care skills during their 30-40 years of practice. Students are taught to (1) ask focused clinical questions, (2) search the biomedical research literature (PubMed) for the most recent and highest level of evidence, (3) critically evaluate the evidence, and (4) make clinical judgments about the applicability of the evidence for their patients. Students must demonstrate competency with these "just-in-time" learning skills through writing concise one-page Critically Appraised Topics (CATs) on focused clinical questions. The school has established an online searchable library of these Critically Appraised Topics. This library provides students and faculty with rapid, up-to-date evidence-based answers to clinical questions. The long-range plan is to make this online library available to practitioners and the public.
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Affiliation(s)
- John D Rugh
- Department of Developmental Dentistry, UTHSCA, San Antonio, TX, USA
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Hendricson WD, Rugh JD, Hatch JP, Stark DL, Deahl T, Wallmann ER. Validation of an instrument to assess evidence-based practice knowledge, attitudes, access, and confidence in the dental environment. J Dent Educ 2011; 75:131-144. [PMID: 21293036 PMCID: PMC3078051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
This article reports the validation of an assessment instrument designed to measure the outcomes of training in evidence-based practice (EBP) in the context of dentistry. Four EBP dimensions are measured by this instrument: 1) understanding of EBP concepts, 2) attitudes about EBP, 3) evidence-accessing methods, and 4) confidence in critical appraisal. The instrument-the Knowledge, Attitudes, Access, and Confidence Evaluation (KACE)-has four scales, with a total of thirty-five items: EBP knowledge (ten items), EBP attitudes (ten), accessing evidence (nine), and confidence (six). Four elements of validity were assessed: consistency of items within the KACE scales (extent to which items within a scale measure the same dimension), discrimination (capacity to detect differences between individuals with different training or experience), responsiveness (capacity to detect the effects of education on trainees), and test-retest reliability. Internal consistency of scales was assessed by analyzing responses of second-year dental students, dental residents, and dental faculty members using Cronbach coefficient alpha, a statistical measure of reliability. Discriminative validity was assessed by comparing KACE scores for the three groups. Responsiveness was assessed by comparing pre- and post-training responses for dental students and residents. To measure test-retest reliability, the full KACE was completed twice by a class of freshman dental students seventeen days apart, and the knowledge scale was completed twice by sixteen faculty members fourteen days apart. Item-to-scale consistency ranged from 0.21 to 0.78 for knowledge, 0.57 to 0.83 for attitude, 0.70 to 0.84 for accessing evidence, and 0.87 to 0.94 for confidence. For discrimination, ANOVA and post hoc testing by the Tukey-Kramer method revealed significant score differences among students, residents, and faculty members consistent with education and experience levels. For responsiveness to training, dental students and residents demonstrated statistically significant changes, in desired directions, from pre- to post-test. For the student test-retest, Pearson correlations for KACE scales were as follows: knowledge 0.66, attitudes 0.66, accessing evidence 0.74, and confidence 0.76. For the knowledge scale test-retest by faculty members, the Pearson correlation was 0.79. The construct validity of the KACE is equivalent to that of instruments that assess similar EBP dimensions in medicine. Item consistency for the knowledge scale was more variable than for other KACE scales, a finding also reported for medically oriented EBP instruments. We conclude that the KACE has good discriminative validity, responsiveness to training effects, and test-retest reliability.
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Affiliation(s)
- William D Hendricson
- Educational and Faculty Development, Dental School, University of Texas Health Science Center at San Antonio, 7703 Floyd Curl Drive, San Antonio, TX 78229, USA.
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Hendricson WD, Rugh JD, Hatch JP, Stark DL, Deahl T, Wallmann ER. Validation of an Instrument to Assess Evidence-Based Practice Knowledge, Attitudes, Access, and Confidence in the Dental Environment. J Dent Educ 2011. [DOI: 10.1002/j.0022-0337.2011.75.2.tb05031.x] [Citation(s) in RCA: 50] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- William D. Hendricson
- Educational and Faculty Development; Dental School; University of Texas Health Science Center at San Antonio
| | - John D. Rugh
- Educational and Faculty Development; Dental School; University of Texas Health Science Center at San Antonio
| | - John P. Hatch
- Educational and Faculty Development; Dental School; University of Texas Health Science Center at San Antonio
| | - Debra L. Stark
- Educational and Faculty Development; Dental School; University of Texas Health Science Center at San Antonio
| | - Thomas Deahl
- Educational and Faculty Development; Dental School; University of Texas Health Science Center at San Antonio
| | - Elizabeth R. Wallmann
- Educational and Faculty Development; Dental School; University of Texas Health Science Center at San Antonio
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Connor JP, Hendricson WD, Guest GF, Dodge WW. Development and Implementation of an Online Screening Application at the University of Texas Health Science Center at San Antonio Dental School. J Dent Educ 2010. [DOI: 10.1002/j.0022-0337.2010.74.11.tb04994.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | | | - Gary F. Guest
- University of Texas Health Science Center at San Antonio Dental School
| | - William W. Dodge
- University of Texas Health Science Center at San Antonio Dental School
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Connor JP, Hendricson WD, Guest GF, Dodge WW. Development and implementation of an online screening application at the University of Texas Health Science Center at San Antonio Dental School. J Dent Educ 2010; 74:1206-1213. [PMID: 21045225] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
This article describes a quality improvement (QI) initiative that is in process at the University of Texas Health Science Center at San Antonio (UTHSCSA) Dental School and the website that grew out of this effort. The process of screening and assignment of patients was selected for improvement in 2006. QI methods were used to develop a website that improves access to care for patients and assists in the matching of patients and students. The website (www.dentalscreening.com) has received more than 15,000 screening applications in the period from May 2007 to January 2010 and has provided unprecedented insight into the needs of our patients. This article outlines the process by which the website was created, the rationale for the design, and the benefits of establishing a screening website for any dental school. The program was developed entirely at UTHSCSA, but it addresses a problem that may affect many dental schools.
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Affiliation(s)
- Joseph P Connor
- Department of Restorative Dentistry , San Antonio Dental School, 7703 Floyd Curl Drive, San Antonio, TX 78229, USA.
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Haden NK, Hendricson WD, Kassebaum DK, Ranney RR, Weinstein G, Anderson EL, Valachovic RW. Curriculum change in dental education, 2003-09. J Dent Educ 2010; 74:539-557. [PMID: 20446373] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
This 2009 study of dental school curricula follows a similar one conducted in 2002-03. Through a web-based survey, the authors gathered information from dental schools about 1) past trends in curricular change over seven years; 2) current changes under way in dental school curricula; 3) significant challenges to curricular innovation; and 4) projected future trends in curricular change and innovation. Fifty-five schools (fifty U.S. and five Canadian) responded to the survey for a response rate of 86 percent. In addition to background information, the survey requested information in four broad areas: curriculum format, curriculum assessment, curriculum innovation, and resources needed for curriculum enhancement. Forty-nine percent of the respondents defined their curriculum format as primarily organized by disciplines. Half of the respondents reported the use of problem-based and case-reinforced learning for a section or specific component of some courses. In a significant change from the 2002-03 study, a high proportion (91 percent) of the responding schools require community-based patient care by all students, with just over half requiring five or more weeks of such experience. Competency-based education to prepare an entry-level general dentist seems well established as the norm in responding dental schools. Forty-three percent or less of the responding schools indicated that their students participate with other health professions education programs for various portions of their educational experience. Since the 2002-03 survey, dental schools have been active in conducting comprehensive curriculum reviews; 65 percent indicated that their most recent comprehensive curriculum review is currently under way or was conducted within the past two years. Respondents indicated that the primary reasons for the configuration of the current curriculum were "perceived success" (it works), "compatibility with faculty preferences," "faculty comfort," and "capacity/feasibility." Key catalysts for curricular change were "findings of a curriculum review we conducted ourselves," students' feedback about curriculum, and administration and faculty dissatisfaction. There was an increase in the percentage of schools with interdisciplinary courses, especially in the basic sciences since 2002-03, but no change in the use of problem-based and case-reinforced learning in dental curricula. Respondents reported that priorities for future curriculum modification included creating interdisciplinary curricula that are organized around themes, blending the basic and clinical sciences, provision of some elements of core curricula in an online format, developing new techniques for assessing competency, and increasing collaborations with other health professions schools. Respondents identified training for new faculty members in teaching skills, curriculum design, and assessment methods as the most critical need to support future innovation.
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Affiliation(s)
- N Karl Haden
- Academy for Academic Leadership, Atlanta, GA 30339, USA.
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Affiliation(s)
| | - William D. Hendricson
- Educational and Faculty Development; University of Texas Health Science Center at San Antonio; Dental School
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Affiliation(s)
| | - William D. Hendricson
- Educational and Faculty Development-both at the Dental School; University of Texas Health Science Center at San Antonio
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30
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Wright EF, Hendricson WD. Evaluation of a 3-D interactive tooth atlas by dental students in dental anatomy and endodontics courses. J Dent Educ 2010; 74:110-122. [PMID: 20145066] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
Advances in information and communication technology continually offer innovations to assist faculty in their efforts to help students learn new information or develop new skills. However, faculty members are often hesitant to incorporate these innovations into their courses out of fear that these new methods may not provide the anticipated outcomes. Hence, students are often the subjects of educational trials to evaluate curriculum innovations by comparing a new teaching/learning method to traditional lecture-based instruction. The most typical finding is that students can learn equally well by either method. However, two questions that have not been studied extensively in dental education are whether dental students will actually use computer-based educational resources made available to them and whether students perceive these materials to provide a value-added learning experience. Accordingly, the goals of this study were to determine whether first-year dental students (D1), second-year dental students (D2), and third-year dental students (D3) would 1) use an interactive tooth atlas, available on a DVD, as a study aid and 2) perceive that the atlas provided sufficient value-added benefit for their dental anatomy (D1), preclinical laboratory endodontics (D2), and clinical endodontics (D3) courses to recommend adding it to their school's comprehensive electronic resources. A low percentage of the students (14 percent; 40/289) voluntarily downloaded the atlas from a DVD to their laptops prior to the addition of incentives in the form of atlas-related examination questions. Even after incentives were added, only 43 percent of the students (126/289) downloaded the DVD. After using the atlas, students responded to the statement "Using the 3D Interactive Tooth Atlas was beneficial for me" on a 0 to 10 scale with 0 representing strongly disagree, 5 representing unsure, and 10 representing strongly agree. The mean rankings were 5.34 for D1s, 6.79 for D2s, and 7.28 for D3s. Students also responded to the statement "The atlas should be added to our school's VitalBook" (digital library of curriculum materials). The mean rankings for this statement, using the same 0-10 scale, were 5.15 for the D1s, 6.63 for the D2s, and 7.26 for the D3s. Based upon these findings, the course directors decided not to add this atlas to the students' electronic resources.
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Affiliation(s)
- Edward F Wright
- Department of Restorative Dentistry, Dental School, University of Texas Health Science Center at San Antonio, San Antonio, TX 78229, USA.
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Rugh JD, Hendricson WD, Hatch JP, Glass BJ. The San Antonio CATs Initiative. J Am Coll Dent 2010; 77:16-21. [PMID: 20836411 PMCID: PMC3079325] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
There is evidence from medicine that schools and practitioners are slow to adopt new and proven effective treatments while marketing efforts lead practitioners to too quickly adopt unproven modalities. To address these problems, the dental school at the University of Texas Health Sciences Center at San Antonio, has developed a program designed to teach students, faculty, and practitioners the skills of accessing the literature as an intrinsic part of treatment. The Critically Appraised Topics (CATs) program is described and evidence is presented showing that participants can be taught to prepare high-quality summaries of the literature pertinent to clinical problems.
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Affiliation(s)
- John D Rugh
- University of Texas Health Sciences Center, San Antonio, USA.
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Haden NK, Hendricson WD, Kassebaum DK, Ranney RR, Weinstein G, Anderson EL, Valachovic RW. Chanqes in dental school curricula, 2003-2009. J Am Coll Dent 2010; 77:27-33. [PMID: 20836413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
This 2009 study of dental school curricula follows a similar one conducted in 2002-2003. Through a Web-based survey, the authors gathered information from dental schools about: (a) trends in curricular change over seven years; (b) changes underway in dental school curricula; (c) significant challenges to curricular innovation; and (d) projected trends in curricular change and innovation. In a significant change from the 2002-2003 study, a high proportion (91%) of the responding schools require community-based patient care by all students, with just over one-half ot them requiring five or more weeks of such experience. Respondents reported that priorities for future curriculum modification included: creating interdisciplinary curricula that are organized around themes, blending the basic and clinical sciences, provision of some elements of core curriculum in an online format, developing new techniques for assessing competency, and increasing collaborations with other health professions schools. Respondents identified training for new faculty members in teaching skills, curriculum design, and assessment methods as the most critical need to support future innovation.
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Haden NK, Hendricson WD, Killip JW, O'Neill PN, Reed MJ, Weinstein G, Williams JN, Valachovic RW. Developing Dental Faculty for the Future: ADEA/AAL Institute for Teaching and Learning, 2006-09. J Dent Educ 2009. [DOI: 10.1002/j.0022-0337.2009.73.11.tb04824.x] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- N. Karl Haden
- University of Texas Health Science Center at San Antonio Dental School
| | | | | | - Paula N. O'Neill
- University of Texas Health Science Center at Houston Dental Branch
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Haden NK, Hendricson WD, Killip JW, O'Neill PN, Reed MJ, Weinstein G, Williams JN, Valachovic RW. Developing dental faculty for the future: ADEA/AAL Institute for Teaching and Learning, 2006-09. J Dent Educ 2009; 73:1320-1335. [PMID: 19916257] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
This report summarizes the history and curriculum of the American Dental Education Association/Academy for Academic Leadership Institute for Teaching and Learning (ADEA/AAL ITL) Program for Dental School Faculty, describes participant feedback, and reviews how the program serves the faculty development initiatives of the American Dental Education Association. The fifty-hour program (6.5 days), conducted in two phases at collaborating dental schools, enhances core academic competencies of new and transitional faculty, including faculty members whose responsibilities include predoctoral, allied, and postdoctoral dental education. The program's mission is to prepare participants to become more effective teachers and develop other skills that will facilitate confidence, job satisfaction, and professional growth in the academic environment. From 2005 to 2009, 174 individuals graduated from the program, representing forty-three schools of dentistry in the United States and Canada and twenty-nine private practices. A total of forty scholarships have been awarded to participants by the American Academy of Periodontology Foundation, the American Academy of Pediatric Dentistry, and the American Association of Orthodontists. In an online survey completed by 75 percent of ADEA/AAL ITL participants, 99 percent indicated they were positive or highly positive about their learning experience in this faculty development program. Ninety-six percent stated that the program had been important or very important in their effectiveness as a teacher. In 2010, the program will be held at the University of North Carolina at Chapel Hill School of Dentistry, with phase I occurring on August 19-22, 2010, and phase II on October 22-24, 2010. In summary, the ADEA/AAL ITL is addressing an unmet need through a formal professional development program designed to help new and potential faculty members thrive as educators and become future leaders in academic health care.
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Affiliation(s)
- N Karl Haden
- Academy for Academic Leadership, 1870 The Exchange, Suite 100, Atlanta, GA 30339, USA.
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Hendricson WD. The ADEA CCI series of articles: Perspectives and Reflections in Dental Education (PRIDE). J Dent Educ 2009; 73:160-165. [PMID: 19234070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
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Affiliation(s)
- Gene A. Kramer
- Department of Testing Services, American Dental Association; University of Colorado
| | - Judith E.N. Albino
- Department of Oral and Craniofacial Biology; School of Dental Medicine; Department of Community and Behavioral Health; Colorado School of Public Health; University of Colorado; Denver
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Kramer GA, Albino JEN, Andrieu SC, Hendricson WD, Henson L, Horn BD, Neumann LM, Young SK. Dental student assessment toolbox. J Dent Educ 2009; 73:12-35. [PMID: 19126764] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Affiliation(s)
- Gene A Kramer
- American Dental Association, Chicago, IL 60611-2637, USA.
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Albino JE, Young SK, Neumann LM, Kramer GA, Andrieu SC, Henson L, Horn B, Hendricson WD. Assessing Dental Students’ Competence: Best Practice Recommendations in the Performance Assessment Literature and Investigation of Current Practices in Predoctoral Dental Education. J Dent Educ 2008. [DOI: 10.1002/j.0022-0337.2008.72.12.tb04620.x] [Citation(s) in RCA: 116] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Judith E.N. Albino
- Department of Oral and Craniofacial Biology; School of Dental Medicine; University of Colorado; Denver
- Department of Community and Behavioral Health; Colorado School of Public Health; University of Colorado; Denver
| | | | | | - Gene A. Kramer
- Department of Testing Services, American Dental Association; Louisiana State University
| | | | | | - Bruce Horn
- Joint Commission on National Dental Examinations; University of Texas Health Science Center; San Antonio
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Albino JEN, Young SK, Neumann LM, Kramer GA, Andrieu SC, Henson L, Horn B, Hendricson WD. Assessing dental students' competence: best practice recommendations in the performance assessment literature and investigation of current practices in predoctoral dental education. J Dent Educ 2008; 72:1405-1435. [PMID: 19056620] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
In this article, the Task Force on Student Outcomes Assessment of the American Dental Education Association's Commission on Change and Innovation in Dental Education describes the current status of student outcomes assessment in U.S. dental education. This review is divided into six sections. The first summarizes the literature on assessment of dental students' performance. Section two discusses catalysts, with a focus on problem-based learning, for development of new assessment methods, while the third section presents several resources and guides that can be used to inform selection of assessment techniques for various domains of competence. The fourth section describes the methodology and results of a 2008 survey of current assessment practices in U.S. dental schools. In the fifth section, findings from this survey are discussed within the context of competency-based education, the educational model for the predoctoral curriculum endorsed by the American Dental Education Association and prescribed by the Commission on Dental Accreditation. The article concludes with a summary of assessments recommended as optimal strategies to measure three components of professional competence based on the triangulation model. The survey of assessment practices in predoctoral education was completed by 931 course directors, representing 45 percent of course directors nationwide, from fifty-three of the fifty-six U.S. dental schools. Survey findings indicate that five traditional mainstays of student performance evaluation-multiple-choice testing, lab practicals, daily grades, clinical competency exams, and procedural requirements-still comprise the primary assessment tools in dental education. The survey revealed that a group of newer assessment techniques, although frequently identified as best practices in the literature and commonly used in other areas of health professions education, are rarely employed in predoctoral dental education.
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Affiliation(s)
- Judith E N Albino
- American Indian/Alaska Native Programs, School of Dental Medicine, Colorado School of Public Health, University of Colorado, Denver, Anschutz Medical Campus, Mail Stop F800, P.O. Box 6508, Aurora, CO 80045, USA.
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Hendricson WD, Anderson E, Andrieu SC, Chadwick DG, Cole JR, George MC, Glickman GN, Glover JF, Goldberg JS, Haden NK, Kalkwarf KL, Meyerowitz C, Neumann LM, Pyle M, Tedesco LA, Valachovic RW, Weaver RG, Winder RL, Young SK. Does faculty development enhance teaching effectiveness? J Dent Educ 2007; 71:1513-1533. [PMID: 18096877] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Academic dentists and members of the practice community have been hearing, for more than a decade, that our educational system is in trouble and that the profession has lost its vision and may be wavering in the achievement of its goals. A core of consistently recommended reforms has framed the discussion of future directions for dental education, but as yet, most schools report little movement toward implementation of these reforms in spite of persistent advocacy. Provision of faculty development related to teaching and assessment strategies is widely perceived to be the essential ingredient in efforts to introduce new curricular approaches and modify the educational environment in academic dentistry. Analyses of the outcomes of efforts to revise health professions curricula have identified the availability and effectiveness of faculty development as a predictor of the success or failure of reform initiatives. This article will address faculty development for purposes of enhancing teaching effectiveness and preparing instructors for potential new roles associated with curriculum changes. Its overall purpose is to provide information and insights about faculty development that may be useful to dental schools in designing professional growth opportunities for their faculty. Seven questions are addressed: 1) What is faculty development? 2) How is faculty development accomplished? 3) Why is faculty development particularly important in dental education? 4) What happens when faculty development does not accompany educational reform? 5) Why are teaching attitudes and behaviors so difficult to change? 6) What outcomes can be expected from faculty development? and 7) What does the available evidence tell us about the design of faculty development programs? Evidence from systematic reviews pertaining to the teaching of evidence-based dentistry, strategies for continuing professional education, and the Best Evidence in Medical Education review of faculty development outcomes are presented to answer this question: does faculty development enhance teaching effectiveness? Characteristics consistently associated with effective faculty development are described.
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Affiliation(s)
- William D Hendricson
- ADEA Commission on Change and Innovation in Dental Education, Educational and Faculty Development, University of Texas Health Science Center at San Antonio Dental School, 7703 Floyd Curl Drive, San Antonio, TX 78229, USA.
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Hendricson WD, Anderson E, Andrieu SC, Chadwick DG, Cole JR, George MC, Glickman GN, Glover JF, Goldberg JS, Haden NK, Kalkwarf KL, Meyerowitz C, Neumann LM, Pyle M, Tedesco LA, Valachovic RW, Weaver RG, Winder RL, Young SK. Does Faculty Development Enhance Teaching Effectiveness? J Dent Educ 2007. [DOI: 10.1002/j.0022-0337.2007.71.12.tb04428.x] [Citation(s) in RCA: 68] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- William D. Hendricson
- Educational and Faculty Development; University of Texas Health Science Center at San Antonio Dental School
| | - Eugene Anderson
- Center for Educational Policy and Research; American Dental Education Association
| | | | | | | | - Mary C. George
- Department of Dental Ecology; University of North Carolina School of Dentistry
| | | | | | | | | | - Kenneth L. Kalkwarf
- Commission on Change and Innovation in Dental Education; University of Texas Health Science Center at San Antonio Dental School
| | - Cyril Meyerowitz
- Eastman Dental Center; University of Rochester School of Medicine and Dentistry
| | | | | | | | | | - Richard G. Weaver
- Center for Educational Policy and Research; American Dental Education Association
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Haden NK, Andrieu SC, Chadwick DG, Chmar JE, Cole JR, George MC, Glickman GN, Glover JF, Goldberg JS, Hendricson WD, Meyerowitz C, Neumann L, Pyle M, Tedesco LA, Valachovic RW, Weaver RG, Winder RL, Young SK, Kalkwarf KL. The dental education environment. J Dent Educ 2006; 70:1265-70. [PMID: 17170316] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
The second in a series of perspectives from the ADEA Commission on Change and Innovation in Dental Education (CCI), this article presents the CCI's view of the dental education environment necessary for effective change. The article states that the CCI's purpose is related to leading and building consensus in the dental community to foster a continuous process of innovative change in the education of general dentists. Principles proposed by CCI to shape the dental education environment are described; these are critical thinking, lifelong learning, humanistic environment, scientific discovery and integration of knowledge, evidence-based oral health care, assessment, faculty development, and the health care team. The article also describes influences external to the academic dental institutions that are important for change and argues that meaningful and long-lasting change must be systemic in nature. The CCI is ADEA's primary means to engage all stakeholders for the purpose of educating lifelong learners to provide evidence-based care to meet the needs of society.
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Affiliation(s)
- N Karl Haden
- Academy for Academic Leadership, 1870 The Exchange, Suite 100, Atlanta, GA 30339, USA.
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Haden NK, Andrieu SC, Chadwick DG, Chmar JE, Cole JR, George MC, Glickman GN, Glover JF, Goldberg JS, Hendricson WD, Meyerowitz C, Neumann L, Pyle M, Tedesco LA, Valachovic RW, Weaver RG, Winder RL, Young SK, Kalkwarf KL. The Dental Education Environment. J Dent Educ 2006. [DOI: 10.1002/j.0022-0337.2006.70.12.tb04228.x] [Citation(s) in RCA: 83] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | | | | | | | | | | | - Mary C. George
- Department of Dental Ecology; University of North Carolina School of Dentistry
| | | | | | | | | | - Cyril Meyerowitz
- Eastman Dental Center; University of Rochester School of Medicine and Dentistry
| | | | | | | | | | - Richard G. Weaver
- Center for Educational Policy and Research; American Dental Education Association
| | | | | | - Kenneth L. Kalkwarf
- Commission on Change and Innovation in Dental Education
- American Dental Education Association
- University of Texas Health Science Center; San Antonio Dental School
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Hendricson WD, Andrieu SC, Chadwick DG, Chmar JE, Cole JR, George MC, Glickman GN, Glover JF, Goldberg JS, Haden NK, Meyerowitz C, Neumann L, Pyle M, Tedesco LA, Valachovic RW, Weaver RG, Winder RL, Young SK, Kalkwarf KL. Educational strategies associated with development of problem-solving, critical thinking, and self-directed learning. J Dent Educ 2006; 70:925-36. [PMID: 16954414] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
This article was developed for the Commission on Change and Innovation in Dental Education (CCI), established by the American Dental Education Association. CCI was created because numerous organizations within organized dentistry and the educational community have initiated studies or proposed modifications to the process of dental education, often working to achieve positive and desirable goals but without coordination or communication. The fundamental mission of CCI is to serve as a focal meeting place where dental educators and administrators, representatives from organized dentistry, the dental licensure community, the Commission on Dental Accreditation, the ADA Council on Dental Education and Licensure, and the Joint Commission on National Dental Examinations can meet and coordinate efforts to improve dental education and the nation's oral health. One of the objectives of the CCI is to provide guidance to dental schools related to curriculum design. In pursuit of that objective, this article summarizes the evidence related to this question: What are educational best practices for helping dental students acquire the capacity to function as an entry-level general dentist or to be a better candidate to begin advanced studies? Three issues are addressed, with special emphasis on the third: 1) What constitutes expertise, and when does an individual become an expert? 2) What are the differences between novice and expert thinking? and 3) What educational best practices can help our students acquire mental capacities associated with expert function, including critical thinking and self-directed learning? The purpose of this review is to provide a benchmark that faculty and academic planners can use to assess the degree to which their curricula include learning experiences associated with development of problem-solving, critical thinking, self-directed learning, and other cognitive skills necessary for dental school graduates to ultimately become expert performers as they develop professionally in the years after graduation.
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Hendricson WD, Andrieu SC, Chadwick DG, Chmar JE, Cole JR, George MC, Glickman GN, Glover JF, Goldberg JS, Haden NK, Meyerowitz C, Neumann L, Pyle M, Tedesco LA, Valachovic RW, Weaver RG, Winder RL, Young SK, Kalkwarf KL. Educational Strategies Associated with Development of Problem-Solving, Critical Thinking, and Self-Directed Learning. J Dent Educ 2006. [DOI: 10.1002/j.0022-0337.2006.70.9.tb04163.x] [Citation(s) in RCA: 106] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | - William D. Hendricson
- Educational and Faculty Development; University of Texas Health Science Center at San Antonio Dental School
| | | | | | | | | | - Mary C. George
- Department of Dental Ecology; University of North Carolina School of Dentistry
| | | | | | | | | | - Cyril Meyerowitz
- Eastman Dental Center; University of Rochester School of Medicine and Dentistry
| | | | | | | | | | - Richard G. Weaver
- Center for Educational Policy and Research; American Dental Education Association
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Pyle M, Andrieu SC, Chadwick DG, Chmar JE, Cole JR, George MC, Glickman GN, Glover JF, Goldberg JS, Haden NK, Hendricson WD, Meyerowitz C, Neumann L, Tedesco LA, Valachovic RW, Weaver RG, Winder RL, Young SK, Kalkwarf KL. The case for change in dental education. J Dent Educ 2006; 70:921-4. [PMID: 16954413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
This article introduces a series of white papers developed by the ADEA Commission on Change and Innovation (CCI) to explore the case for change in dental education. This preamble to the series argues that there is a compelling need for rethinking the approach to dental education in the United States. Three issues facing dental education are explored: 1) the challenging financial environment of higher education, making dental schools very expensive and tuition-intensive for universities to operate and producing high debt levels for students that limit access to education and restrict career choices; 2) the profession's apparent loss of vision for taking care of the oral health needs of all components of society and the resultant potential for marginalization of dentistry as a specialized health care service available only to the affluent; and 3) the nature of dental school education itself, which has been described as convoluted, expensive, and often deeply dissatisfying to its students.
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Affiliation(s)
- Marsha Pyle
- Associate Dean for Education, Case School of Dental Education, 10900 Euclid Avenue, Cleveland, OH 44106-4905, USA.
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Pyle M, Andrieu SC, Chadwick DG, Chmar JE, Cole JR, George MC, Glickman GN, Glover JF, Goldberg JS, Haden NK, Hendricson WD, Meyerowitz C, Neumann L, Tedesco LA, Valachovic RW, Weaver RG, Winder RL, Young SK, Kalkwarf KL. The Case for Change in Dental Education. J Dent Educ 2006. [DOI: 10.1002/j.0022-0337.2006.70.9.tb04162.x] [Citation(s) in RCA: 89] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | | | | | | | | | | | - Mary C. George
- Department of Dental Ecology; University of North Carolina School of Dentistry
| | | | | | | | | | - William D. Hendricson
- Educational and Faculty Development; University of Texas Health Science Center at San Antonio Dental School
| | - Cyril Meyerowitz
- Eastman Dental Center; University of Rochester School of Medicine and Dentistry
| | | | | | | | - Richard G. Weaver
- Center for Educational Policy and Research; American Dental Education Association
| | | | | | - Kenneth L. Kalkwarf
- Dean of the University of Texas Health Science Center at San Antonio Dental School
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Hendricson WD, Panagakos F, Eisenberg E, McDonald J, Guest G, Jones P, Johnson L, Cintron L. Electronic curriculum implementation at North American dental schools. J Dent Educ 2004; 68:1041-57. [PMID: 15466056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/30/2023]
Abstract
Electronic curriculum, or E-curriculum, refers to computer-based learning including educational materials available on CD or DVD, online courses, electronic mechanisms to search the literature, email, and various applications of instructional technology including providing laptops to students, multimedia projection systems, and Internet-compatible classrooms. In spite of enthusiasm about the potential for E-curriculum to enhance dental education, there is minimal guidance in the literature to assist schools with implementation. The study objectives were: 1) identify U.S. and Canadian dental schools that have initiated mandatory laptop programs and assess cost, faculty development issues, extent of curricular use, problems, and qualitative perceptions; 2) determine the extent to which twenty-two other E-curriculum resources were available and used at North American dental schools; and 3) identify factors that influenced E-curriculum implementation. A twenty-six item questionnaire, known as the Electronic Curriculum Implementation Survey (ECIS), was mailed to all sixty-six North American dental schools (ten Canadian and fifty-six U.S. schools) during 2002-03 with a response rate of 100 percent. Twenty-five of the twenty-six ECIS questions employed a menu-driven, forced choice format, but respondents could provide amplifying comments. Fifty-three questionnaires were completed by associate deans for academic affairs, three by deans, and ten by instructional technology (IT) managers, IT committee chairs, or directors of dental informatics departments. The survey found that E-curriculum implementation among North American dental schools is following the classic innovation pattern in which a few early adopting institutions proceed rapidly while the majority of potential adopters make modifications slowly. Fourteen U.S. dental schools have established mandatory laptop programs for students. Ten of these laptop programs were created in the past two years; respondents reported numerous growing pains but were generally pleased with their progress. Other E-curriculum capabilities were incorporated into courses more frequently at laptop schools than the fifty-two non-laptop schools including websites, online course evaluations, and instructor use of email to communicate with students. Few dental schools use online courses, and at most schools, few faculty have received training in online instructional techniques. Virtually all North American dental schools have provided substantial instructional technology resources to their faculty, but use of twenty-two components and capabilities of E-curriculum was limited, especially at schools without laptop programs. Various faculty-related issues were reported as implementation barriers including lack of time, skill, and incentive to develop educational software. We conclude that many North American dental schools, especially those with laptop programs, are functioning at the "learn by doing" phase of initial implementation in a four-stage innovation adoption model. E-curriculum planners should pay close attention to implementation problems that occur at this stage where many innovation efforts break down.
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Hendricson WD, Panagakos F, Eisenberg E, McDonald J, Guest G, Jones P, Johnson L, Cintron L. Electronic Curriculum Implementation at North American Dental Schools. J Dent Educ 2004. [DOI: 10.1002/j.0022-0337.2004.68.10.tb03851.x] [Citation(s) in RCA: 55] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- William D. Hendricson
- Division of Educational Research and Development; Department of Academic Informatics Services; University of Texas Health Science Center at San Antonio
| | - Fotinos Panagakos
- Academic Affairs; University of Medicine and Dentistry of New Jersey
| | - Elise Eisenberg
- Dental Informatics; New York University College of Dentistry
| | | | - Gary Guest
- Predoctoral Clinics; University of Texas Health Science Center at San Antonio School of Dentistry
| | - Pamela Jones
- State University of New York at Buffalo School of Dental Medicine
| | | | - Laura Cintron
- Division of Educational Research and Development; Division of Educational Research and Development; University of Texas Health Science Center at San Antonio
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