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Quick KK, Danciu TE, Ramaswamy V, Dehghan M, Haley CM, Godley LW, Snay S, Horvath Z. Oral health educators' reflections on teaching 2022 and beyond. J Dent Educ 2024. [PMID: 38558033 DOI: 10.1002/jdd.13534] [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: 10/24/2023] [Revised: 02/29/2024] [Accepted: 03/14/2024] [Indexed: 04/04/2024]
Abstract
INTRODUCTION The global pandemic prompted changes in health science education affecting both teaching and learning. This multi-institutional study assesses the near-term implications of these changes on faculty and faculty development. The project goals were to: (1) describe faculty experiences of teaching during the pandemic; (2) identify ways to sustain new pedagogical approaches, (3) describe the types of support faculty members need, and (4) offer recommendations to enhance oral health professions education. METHODS A mixed-method approach using exploratory sequential design was conducted in two phases collecting qualitative and quantitative data. Focus group participants included didactic, pre-clinical, and clinical faculty in dental school (DMD/DDS), dental hygiene and dental therapy programs, and also faculty members serving in administrative roles in these programs (N = 37). One hundred forty-four faculty participated in the multi-institutional follow-up survey. RESULTS Focus group and survey results led to 14 recommendations (nine structural and five individual) for oral health profession institutions and educators. CONCLUSION Oral health profession education faculty were dramatically impacted by the pandemic and new faculty development needs were identified. Traditional faculty development topics and practices may be no longer applicable in the post-COVID-19 environment. Additionally, the pandemic stimulated creative approaches for curriculum design, teaching, and assessment in oral health profession education. Strategies need to be implemented to sustain these innovations.
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Affiliation(s)
- Karin K Quick
- Department of Primary Dental Care, School of Dentistry, University of Minnesota, Minneapolis, Minnesota, USA
| | - Theodora E Danciu
- Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA
| | - Vidya Ramaswamy
- Department of Curriculum Evaluation and Promotion of Teaching and Learning, School of Dentistry, University of Michigan, Ann Arbor, Michigan, USA
| | - Mojdeh Dehghan
- Department of General Dentistry, College of Dentistry, University of Tennessee Health Sciences Center, Memphis, Tennessee, USA
| | - Colin M Haley
- Department of Oral Medicine and Diagnostic Sciences, College of Dentistry, University of Illinois at Chicago, Chicago, Illinois, USA
| | - Lance W Godley
- Department of Restorative Clinical Sciences, University of Missouri-Kansas City School of Dentistry, Kansas City, Missouri, USA
| | - Sarah Snay
- Program Evaluation Group, University of Michigan, Ann Arbor, Michigan, USA
| | - Zsuzsa Horvath
- Department of Dental Public Health, School of Dental Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
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Wong CL, Melo MAS, Scarpa-Lota N, Moazzez R, Furness A, Stewart KT. The future of faculty recruitment: Inspiring students into an academic career. J Dent Educ 2024. [PMID: 38532660 DOI: 10.1002/jdd.13514] [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: 12/14/2023] [Revised: 02/14/2024] [Accepted: 03/03/2024] [Indexed: 03/28/2024]
Abstract
The dilemma surrounding faculty shortages within dental education continues to present significant challenges for the dental profession. There remains a tremendous need to create an effective and sustainable pathway for the recruitment of faculty into dental academia, with an emphasis on the establishment of a more diverse and representative faculty composition. This perspective paper proposes a blueprint to nurture and inspire dental students into academia.
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Affiliation(s)
- Cynthia L Wong
- Department of Pediatric Dentistry, Eastman Institute for Oral Health, University of Rochester Medical Center, Rochester, New York, USA
| | - Mary Anne S Melo
- Department of Comprehensive Dentistry, University of Maryland School of Dentistry, Baltimore, Maryland, USA
| | - Nathalie Scarpa-Lota
- Department of Restorative Dentistry, Rutgers School of Dental Medicine, Newark, New Jersey, USA
| | - Rebecca Moazzez
- Department of Preventive and Restorative Dentistry, Arthur A Dugoni School of Dentistry/University of the Pacific, San Francisco, California, USA
| | - Alan Furness
- Department of Restorative Sciences, The Dental College of Georgia at Augusta University, Augusta, Georgia, USA
| | - Kelton T Stewart
- Department of Orthodontics and Oral Facial Genetics, Indiana University School of Dentistry, Indianapolis, Indiana, USA
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3
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West KP. Oral health education reimagined. J Dent Educ 2023; 87:1625-1626. [PMID: 38115170 DOI: 10.1002/jdd.13435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2023] [Accepted: 12/06/2023] [Indexed: 12/21/2023]
Affiliation(s)
- Karen P West
- American Dental Education Association, Washington, District of Columbia, USA
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4
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Yassa MA, Edinger AL. Diversifying faculty recruitment in biomedical sciences. FASEB J 2023; 37:e23224. [PMID: 37779389 DOI: 10.1096/fj.202300688rr] [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] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2023] [Revised: 09/12/2023] [Accepted: 09/14/2023] [Indexed: 10/03/2023]
Abstract
A wealth of data has consistently demonstrated that a diverse faculty maximizes productivity and innovation in the research enterprise and increases the persistence and success of groups that are underrepresented in STEM. While the diversity of students in graduate programs has steadily increased, faculty diversity, particularly in the biomedical sciences, continues to remain relatively flat. Several issues contribute to this mismatch between the pipeline and the professoriate including biases in search and hiring practices, lack of equity and equal opportunities for individuals from underrepresented backgrounds, and unwelcoming campus climates that lead to marginalization and isolation in academic life. A comprehensive approach that addresses these challenges is necessary for institutions of higher education to achieve their faculty diversity goals and create a climate where individuals from all groups feel welcomed and succeed. This article focuses on the first step in this approach-diversifying faculty recruitment through adopting search practices that generate an applicant pool that matches national availability, ensures equity in evaluation and hiring practices, and promotes inclusion and belonging in the hiring experience. These strategies have been recently used at the University of California, Irvine's School of Biological Sciences and while the long-term impact remains unknown, short-term outcomes in recruitment and hiring have demonstrated significant improvement over previous years.
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Affiliation(s)
- Michael A Yassa
- Department of Neurobiology and Behavior, School of Biological Sciences, University of California, Irvine, Irvine, California, USA
| | - Aimee L Edinger
- Department of Developmental and Cell Biology, School of Biological Sciences, University of California, Irvine, Irvine, California, USA
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5
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Sabato E, Doubleday AF, Lee CT, Correa LP, Huja S, Crain G. Recommendations for remaining agile in the face of a dental faculty workforce shortage. J Dent Educ 2023; 87:295-302. [PMID: 36251365 DOI: 10.1002/jdd.13118] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Revised: 08/18/2022] [Accepted: 09/17/2022] [Indexed: 11/11/2022]
Abstract
PURPOSE Dental education is facing a faculty workforce shortage. Lack of preparation risks faculty, student, and staff morale and is an impediment to institutional growth and innovation. Administrators and faculty must consider strategies to better prepare for, and be successful within, a faculty shortage environment. METHODS We review strategies utilized by health professional institutions that have confronted faculty workforce shortages. RESULTS These strategies were grouped into four domains reflecting the organizational units that typically direct and initiate change within dental education institutions: budget and finance, human resources, organizational structure, and curricular structure. Recommendations using a four-pronged approach based on these domains have been developed for remaining agile in the face of a faculty workforce shortage. CONCLUSIONS Local needs assessments and strategic planning are the first steps in highlighting institutional strengths and identifying gaps within each of the domains. Faculty development and retention efforts, as well as increasing curricular efficiencies, are essential for success across all domains.
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Affiliation(s)
- Emily Sabato
- Office of Academic Affairs, Department of Community Health, Rutgers School of Dental Medicine, Newark, New Jersey, USA
| | - Alison F Doubleday
- Department of Oral Medicine and Diagnostic Sciences, University of Illinois at Chicago, College of Dentistry, Chicago, Illinois, USA
| | - Chun-Teh Lee
- Department of Periodontics and Dental Hygiene, The University of Texas Health Science Center at Houston, Houston, Texas, USA
| | - Leopoldo P Correa
- Department of Diagnostic Sciences, Craniofacial Pain Center, Tufts University School of Dental Medicine, Boston, Massachusetts, USA
| | - Sarandeep Huja
- Dean, Medical University of South Carolina - College of Dental Medicine, Charleston, South Carolina, USA
| | - Geralyn Crain
- Innovative Faculty Development & Interprofessional Collaboration, Roseman University of Health Sciences South Jordan Campus, South Jordan, Utah, USA
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Savard W, Paul P, Raymond C, Richter S, Olson J. Experiences of new tenure-track PhD-prepared faculty: a scoping review. Int J Nurs Educ Scholarsh 2023; 20:ijnes-2022-0025. [PMID: 37167279 DOI: 10.1515/ijnes-2022-0025] [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: 03/11/2022] [Accepted: 04/25/2023] [Indexed: 05/13/2023]
Abstract
The purpose of this scoping review was to assess the state of the literature concerning the experiences of new PhD-prepared tenure-track faculty, with a keen interest in nursing faculty. Effective recruitment and retention strategies for new nursing academic faculty need to be found and implemented. A literature review based on Arksey and O'Malley's five-stage framework for scoping reviews was undertaken. Using the PRISMA protocol, a systematic literature search was conducted in seven databases of studies published in English. Based upon inclusion criteria and relevance, 13 studies out of 90 papers were included in this study. Themes identified from the studies were transitioning to academia, developing a research program, balancing work and life, and perceived inequity. The research was predominately American and Canadian based. Several gaps in the literature were identified. Further research is critical to make recommendations to key stakeholders for recruitment and retention strategies.
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Affiliation(s)
| | - Pauline Paul
- Faculty of Nursing, University of Alberta, Edmonton, Canada
| | - Christy Raymond
- Faculty of Nursing, University of Alberta, Edmonton, Canada
- Faculty of Nursing, MacEwan University, Edmonton, Canada
| | - Solina Richter
- Faculty of Nursing, University of Alberta, Edmonton, Canada
- Faculty of Nursing, University of Saskatchewan, Saskatoon, Canada
| | - Joanne Olson
- Faculty of Nursing, University of Alberta, Edmonton, Canada
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Mays KA, Burns LE, Branch-Mays G, Quock R. Junior faculty perspectives on the academic environment: A call for development and onboarding. J Dent Educ 2022; 86:804-813. [PMID: 35181890 DOI: 10.1002/jdd.12903] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [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: 11/12/2021] [Revised: 01/14/2022] [Accepted: 01/25/2022] [Indexed: 01/20/2023]
Abstract
BACKGROUND One challenge in dental education is new faculty members can be hired with limited teaching experience or understanding of pedagogy. Recent publications document increasing initiatives of faculty development in US and Canadian dental schools. This study evaluates full-time faculty perspectives of their develop and academic environment. METHODS A 33-item questionnaire distributed to senior administrators and forwarded to faculty, collected data on demographics and satisfaction, utilizing a 5-item Likert scale, multiple choice, and binary yes/no questions. Responses were descriptively and statistically analyzed utilizing an analysis of variance, chi-square, and two-sample t-test. RESULTS There were 183 faculty respondents (37.7% male/62.3% female), age ranges were 20-29 (2.2%), 30-39 (53.5%), and 41-49(44.3). Respondents reported race/ethnicity: Caucasian (60.7%), Asian (19.1%), Hispanic (12.6%), Black/African American (5.5%), two or more races (2.2%), and Native American 0%. Length of employment was significantly associated with primary responsibility (p = 0.0023), recent publications (p < 0.0011), and short-term intent to remain in academia (p = 0.046). There was a statistically significant difference between age and satisfaction with professional development (p = 0.0411), achieving career objectives (p = 0.0151), well-being (p = 0.0492), access to resources for scholarly interests (p = 0.0114), communication (p = 0.0058), and assessment training (p = 0.0249). Non-Caucasian faculty reported greater dissatisfaction with being treated respectfully (p = 0.0302), departmental commitment to diversity and inclusion (p = 0.0075), and departmental cooperation/teamwork (p = 0.0323). CONCLUSIONS A significant number of junior faculty have interest in academic dental careers. Institutions should invest in improving onboarding and professional development. Improve the early experiences of faculty, and foster diversity and inclusion and faculty well-being.
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Affiliation(s)
- Keith A Mays
- University of Minnesota School of Dentistry, Minneapolis, Minnesota, USA
| | - Lorel E Burns
- Department of Endodontics, NYU College of Dentistry, New York, New York, USA
| | - Grishondra Branch-Mays
- Missouri School of Dentistry and Oral Health, A.T. Still University, Kirksville, Missouri, USA
| | - Ryan Quock
- School of Dentistry, University of Texas Health Science Center at Houston, Houston, Texas, USA
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Sinkford JC, West JF. Mentoring dental faculty: A survey of faculty with early development funding and supports. J Dent Educ 2020; 84:1173-1178. [PMID: 33063360 DOI: 10.1002/jdd.12432] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Accepted: 09/11/2020] [Indexed: 11/11/2022]
Affiliation(s)
- Jeanne C Sinkford
- Howard University College of Dentistry, Washington, DC, USA.,American Dental Education Association, Washington, DC, USA
| | - Joseph F West
- Capgenus Research and Consulting, Washington, DC, USA
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9
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Schwartz SB, Smith SG, Johnson KR. ADEA Faculty Diversity Toolkit: A Comprehensive Approach to Improving Diversity and Inclusion in Dental Education. J Dent Educ 2020; 84:279-282. [PMID: 32115710 DOI: 10.1002/jdd.12143] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
Population demographic shifts in the United States and Canada have led to an increasingly diverse postsecondary student population. However, the largely homogenous dental faculty in the United States and Canada does not reflect the rapidly changing student body and the diverse patient population academic dentistry has been called to serve. Therefore, recruitment and retention of diverse dental faculty in dental education must be a priority. Substantial evidence also indicates improved outcomes for faculty, students, and institutions when faculty diversity on campus is increased. Beyond the positive impact faculty diversity can deliver to the learning and working environments of an academic institution, a variety of regulatory bodies mandate good faith efforts to maintain a diverse faculty, including the Commission on Dental Accreditation (CODA) standards for dental schools and dental therapy education programs. To assist its member institutions with answering the call for improved faculty diversity, the American Dental Education Association (ADEA) worked with its members to develop the ADEA Faculty Diversity Toolkit (ADEA FDT), a landmark evidence-based resource designed to assist dental education with the design and implementation of faculty recruitment and retention initiatives that can be tailored to their unique needs. This article provides an overview of the changing landscape of the United States and Canadian populations, shares the historic homogeneity of dental education faculty, provides an overview of some of the benefits associated with faculty diversity and highlights the challenges and barriers related to recruiting and retaining diverse faculty. Most importantly, it introduces the ADEA FDT and the need for dental schools and allied dental programs to use the Toolkit as a proactive resource in increasing and maintaining faculty diversity. Furthermore, it provides an overview of how to utilize and adapt the highlighted best practices and model programs to improve faculty diversity on their campuses.
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Affiliation(s)
- Scott B Schwartz
- Department of Pediatrics, University of Cincinnati College of Medicine and the Division of Pediatric Dentistry and Orthodontics at Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
| | - Sonya G Smith
- Chief Diversity Officer, American Dental Education Association, Washington District of Columbia, USA
| | - Kelli R Johnson
- Director, Inclusive Programs and Services, American Dental Education Association, Washington District of Columbia, USA
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Abstract
When scholars express concern about trust in science, they often focus on whether the public trusts research findings. This study explores a different dimension of trust and examines whether and how frequently researchers misrepresent their research accomplishments when applying for a faculty position. We collected all of the vitae submitted for faculty positions at a large research university for 1 year and reviewed a 10% sample for accuracy. Of the 180 applicants whose vitae we analyzed, 141 (78%) claimed to have at least one publication, and 79 of these 141 (56%) listed at least one publication that was unverifiable or inaccurate in a self-promoting way. We discuss the nature and implications of our findings, and suggest best practices for both applicants and search committees in presenting and reviewing vitae.
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11
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McAndrew M, Nad O. A Long-Term Follow-Up Study of Former Dental School Teaching Assistants: Are They Teaching After Graduation? J Dent Educ 2018; 82:1265-1272. [PMID: 30504463 DOI: 10.21815/jde.018.132] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [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: 03/31/2018] [Accepted: 06/09/2018] [Indexed: 11/20/2022]
Abstract
There has been growth in teaching opportunities for dental students over the past two decades, but little research on whether these experiences have led to actual positions in academia. The aims of this study were to determine whether former teaching assistants at New York University College of Dentistry continued in dental academia after graduation or intended to teach during their careers and to assess their reasons for or for not teaching. Of the 294 former teaching assistants who taught their peers from 2003 to 2014, 106 responded to a survey, for a response rate of 36%. Of the respondents, 28% reported having teaching appointments, with 7% (n=8) having full-time teaching appointments and 21% (n=22) having part-time teaching appointments in a dental school or hospital-based program at some point after graduation. The most common reasons given for teaching were "intellectual stimulation" and "enjoyment" followed by "interactions with students." The most reported reason for not teaching was "student loan debt," followed by "too busy building private practice," "limited teaching opportunities in area," and "family commitments." Significantly, 95% of these former teaching assistants either taught or intended to teach during their careers, and they were six times less likely to rule out future teaching than dental school seniors in national surveys. These findings suggest that participating in teaching opportunities in dental school plants the seed for future teaching. More follow-up studies should be undertaken to see which types of teaching assistant programs are more successful in creating long-term teaching commitments.
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Affiliation(s)
- Maureen McAndrew
- Maureen McAndrew, DDS, MSEd, is Clinical Professor and Senior Director, Office of Professional Development, New York University College of Dentistry; Oksana Nad is a fourth-year dental student, New York University College of Dentistry.
| | - Oksana Nad
- Maureen McAndrew, DDS, MSEd, is Clinical Professor and Senior Director, Office of Professional Development, New York University College of Dentistry; Oksana Nad is a fourth-year dental student, New York University College of Dentistry
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Bogle S, Bosio JA, Cangialosi TJ, Jiang SS. U.S. and Canadian Orthodontic Faculty Professional Satisfaction: A Survey Study. J Dent Educ 2018; 82:1146-1154. [PMID: 30385680 DOI: 10.21815/jde.018.118] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [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: 10/25/2017] [Accepted: 02/27/2018] [Indexed: 11/20/2022]
Abstract
The aims of this study were to evaluate U.S. and Canadian orthodontic faculty members' degree of job satisfaction and to assess the relationship between job satisfaction and factors such as full-time/part-time status, tenure status, age, and teaching training. This information is needed to set long-term goals for improving the recruitment and retention of full-time and part-time faculty. In August 2016, all members of the Council on Orthodontic Education Society of Educators and faculty members of the American Association of Orthodontists were invited via email to participate in a 34-question survey, which collected demographic data and asked respondents to report their degree of satisfaction on seven factors. Out of 645 individuals invited to participate, 133 completed all items on the survey (response rate 20.6%). The results showed that faculty time commitment, rank/position in the institution, and tenure status affected respondents' levels of satisfaction regarding quantity of clinical time, value placed on teaching by their institution and students, and leadership of their department chair. In the open-ended responses, increased compensation, more teaching time, and less administrative activity were the most frequent recommendations to improve satisfaction levels. About half (52%) of the respondents reported being satisfied with their financial compensation. Respondents whose institutions gave them training opportunities in teaching skills were 4.78 times more satisfied than those not given those opportunities. The results suggest that reduction of administrative workload, creation of meaningful faculty development programs, more feedback and sharing of information about requirements for promotion, and improvement of financial compensation could improve recruitment and retention of orthodontic educators.
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Affiliation(s)
- Samantha Bogle
- Samantha Bogle, DMD, is an Orthodontic Resident, Department of Orthodontics, Rutgers School of Dental Medicine; Jose A. Bosio, BDS, MS, is Clinical Associate Professor and Program Director, Department of Orthodontics and Pediatric Dentistry, University of Maryland School of Dentistry; Thomas J. Cangialosi, DDS, is Professor and Chair, Department of Orthodontics, Rutgers School of Dental Medicine; and Shuying S. Jiang, MS, is Research Associate, Department of Institutional Assessment and Quality Improvement, Rutgers School of Dental Medicine
| | - Jose A Bosio
- Samantha Bogle, DMD, is an Orthodontic Resident, Department of Orthodontics, Rutgers School of Dental Medicine; Jose A. Bosio, BDS, MS, is Clinical Associate Professor and Program Director, Department of Orthodontics and Pediatric Dentistry, University of Maryland School of Dentistry; Thomas J. Cangialosi, DDS, is Professor and Chair, Department of Orthodontics, Rutgers School of Dental Medicine; and Shuying S. Jiang, MS, is Research Associate, Department of Institutional Assessment and Quality Improvement, Rutgers School of Dental Medicine.
| | - Thomas J Cangialosi
- Samantha Bogle, DMD, is an Orthodontic Resident, Department of Orthodontics, Rutgers School of Dental Medicine; Jose A. Bosio, BDS, MS, is Clinical Associate Professor and Program Director, Department of Orthodontics and Pediatric Dentistry, University of Maryland School of Dentistry; Thomas J. Cangialosi, DDS, is Professor and Chair, Department of Orthodontics, Rutgers School of Dental Medicine; and Shuying S. Jiang, MS, is Research Associate, Department of Institutional Assessment and Quality Improvement, Rutgers School of Dental Medicine
| | - Shuying S Jiang
- Samantha Bogle, DMD, is an Orthodontic Resident, Department of Orthodontics, Rutgers School of Dental Medicine; Jose A. Bosio, BDS, MS, is Clinical Associate Professor and Program Director, Department of Orthodontics and Pediatric Dentistry, University of Maryland School of Dentistry; Thomas J. Cangialosi, DDS, is Professor and Chair, Department of Orthodontics, Rutgers School of Dental Medicine; and Shuying S. Jiang, MS, is Research Associate, Department of Institutional Assessment and Quality Improvement, Rutgers School of Dental Medicine
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Fung B, Fatahzadeh M, Kirkwood KL, Hicks J, Timmons SR. Should Dental Schools Invest in Training Predoctoral Students for Academic Careers? Two Viewpoints: Viewpoint 1: Dental Schools Should Add Academic Careers Training to Their Predoctoral Curricula to Enhance Faculty Recruitment and Viewpoint 2: Addition of Academic Careers Training for All Predoctoral Students Would Be Inefficient and Ineffective. J Dent Educ 2018; 82:379-387. [PMID: 29606655 DOI: 10.21815/jde.018.035] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [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: 02/18/2017] [Accepted: 10/10/2017] [Indexed: 11/20/2022]
Abstract
This Point/Counterpoint considers whether providing dental students with academic career training and teaching experiences during their predoctoral education would be valuable to recruit dental academicians. While training the next generation of dentists continues to be the primary focus for dental schools, the cultivation and recruitment of dental faculty members from the pool of dental students remain challenges. Viewpoint 1 supports the position that providing dental students with exposure to academic career opportunities has positive value in recruiting new dental faculty. The advantages of academic careers training as a required educational experience in dental schools and as a potential means to recruit dental students into the ranks of faculty are described in this viewpoint. In contrast, Viewpoint 2 contends that such career exposure has limited value and argues that, across the board, allocation of resources to support preparation for academic careers would have a poor cost-benefit return on investment. Adding a requirement for educational experiences for all students would overburden institutions, students, and faculty according to this viewpoint. The authors agree that research is needed to determine how and where to make predoctoral curricular changes that will have maximum impact on academic recruitment.
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Affiliation(s)
- Brent Fung
- Dr. Fung is Associate Professor and Assistant Dean for Curriculum Integration, Western University of Health Sciences College of Dental Medicine; Dr. Fatahzadeh is Professor of Oral Medicine, Rutgers School of Dental Medicine; Dr. Kirkwood is Professor, Department of Oral Biology, State University of New York at Buffalo; Dr. Hicks is Professor, University of Texas Health Science Center at San Antonio School of Dentistry; and Dr. Timmons is Associate Professor and Program Director, Department of Oral Pathology, Radiology, and Medicine, University of Iowa College of Dentistry & Dental Clinics
| | - Mahnaz Fatahzadeh
- Dr. Fung is Associate Professor and Assistant Dean for Curriculum Integration, Western University of Health Sciences College of Dental Medicine; Dr. Fatahzadeh is Professor of Oral Medicine, Rutgers School of Dental Medicine; Dr. Kirkwood is Professor, Department of Oral Biology, State University of New York at Buffalo; Dr. Hicks is Professor, University of Texas Health Science Center at San Antonio School of Dentistry; and Dr. Timmons is Associate Professor and Program Director, Department of Oral Pathology, Radiology, and Medicine, University of Iowa College of Dentistry & Dental Clinics
| | - Keith L Kirkwood
- Dr. Fung is Associate Professor and Assistant Dean for Curriculum Integration, Western University of Health Sciences College of Dental Medicine; Dr. Fatahzadeh is Professor of Oral Medicine, Rutgers School of Dental Medicine; Dr. Kirkwood is Professor, Department of Oral Biology, State University of New York at Buffalo; Dr. Hicks is Professor, University of Texas Health Science Center at San Antonio School of Dentistry; and Dr. Timmons is Associate Professor and Program Director, Department of Oral Pathology, Radiology, and Medicine, University of Iowa College of Dentistry & Dental Clinics.
| | - Jeffery Hicks
- Dr. Fung is Associate Professor and Assistant Dean for Curriculum Integration, Western University of Health Sciences College of Dental Medicine; Dr. Fatahzadeh is Professor of Oral Medicine, Rutgers School of Dental Medicine; Dr. Kirkwood is Professor, Department of Oral Biology, State University of New York at Buffalo; Dr. Hicks is Professor, University of Texas Health Science Center at San Antonio School of Dentistry; and Dr. Timmons is Associate Professor and Program Director, Department of Oral Pathology, Radiology, and Medicine, University of Iowa College of Dentistry & Dental Clinics
| | - Sherry R Timmons
- Dr. Fung is Associate Professor and Assistant Dean for Curriculum Integration, Western University of Health Sciences College of Dental Medicine; Dr. Fatahzadeh is Professor of Oral Medicine, Rutgers School of Dental Medicine; Dr. Kirkwood is Professor, Department of Oral Biology, State University of New York at Buffalo; Dr. Hicks is Professor, University of Texas Health Science Center at San Antonio School of Dentistry; and Dr. Timmons is Associate Professor and Program Director, Department of Oral Pathology, Radiology, and Medicine, University of Iowa College of Dentistry & Dental Clinics
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Nazarova E, Martin-Peele M, Fifield J. U.S. Dental Specialty Residents' Expectations and Anticipated Benefits of Academic Employment. J Dent Educ 2016; 80:1196-1204. [PMID: 27694293] [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] [Received: 10/09/2015] [Accepted: 04/02/2016] [Indexed: 06/06/2023]
Abstract
The aims of this study were to assess features of an academic career that dental specialty residents, as a group and by gender, find most attractive and to identify what determines their expectations for responsibilities and professional growth in academic employment. In November 2013, an invitation to participate in the study along with a link to an online survey was sent to the 407 U.S. program directors of six of the dental specialties (endodontics, oral and maxillofacial surgery, pediatric dentistry, periodontics, prosthodontics, and orthodontics), asking them to forward the survey to their residents. A total of 287 residents responded (112 [41.3%] female and 159 [58.7%] male) out of 4,400 enrolled in these specialty training programs (6.5% response rate). The female respondents were significantly more interested in joining academia than were the male respondents (female 48%; male 31.5%; p<0.005). Respondents of both genders were attracted to academic dentistry by opportunities for intellectual and professional stimulation, but the lifestyle of academicians was significantly more important for the female respondents. The most important feature of a successful academic career for the female respondents was the ability to have a good balance between career and personal life. While opportunity to conduct research was a positive feature for all residents interested in academia and both male and female respondents agreed strongly on the need for collaboration between faculty members for productive research, male respondents agreed significantly more than female respondents that faculty members should conduct independent research. Faculty members' feedback about academic employment were a significantly positive influence on those planning an academic career compared to those planning to enter private practice. This study found that the female and male residents differed in their expectations of responsibilities and professional growth in academic employment. These results may be useful for academic dental institutions and organizations when developing faculty recruitment and retention programs.
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Affiliation(s)
- Elena Nazarova
- Dr. Nazarova is Associate Clinical Professor, Department of Reconstructive Sciences, School of Dental Medicine, UConn Health; Ms. Martin-Peele is Director of Evaluation and Center Services, Ethel Donaghue TRIPP Center, UConn Health; and Dr. Fifield is Professor, Department of Family Medicine, Director of Ethel Donaghue TRIPP Center, School of Medicine, UConn Health.
| | - Melanie Martin-Peele
- Dr. Nazarova is Associate Clinical Professor, Department of Reconstructive Sciences, School of Dental Medicine, UConn Health; Ms. Martin-Peele is Director of Evaluation and Center Services, Ethel Donaghue TRIPP Center, UConn Health; and Dr. Fifield is Professor, Department of Family Medicine, Director of Ethel Donaghue TRIPP Center, School of Medicine, UConn Health
| | - Judith Fifield
- Dr. Nazarova is Associate Clinical Professor, Department of Reconstructive Sciences, School of Dental Medicine, UConn Health; Ms. Martin-Peele is Director of Evaluation and Center Services, Ethel Donaghue TRIPP Center, UConn Health; and Dr. Fifield is Professor, Department of Family Medicine, Director of Ethel Donaghue TRIPP Center, School of Medicine, UConn Health
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Horvath Z, Albani SE, Wankiiri-Hale C. Training Future Dentists for an Academic Career: A Three-Tiered Model. J Dent Educ 2016; 80:502-516. [PMID: 27139201] [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] [Received: 01/19/2015] [Accepted: 10/20/2015] [Indexed: 06/05/2023]
Abstract
The anticipated shortage of dental faculty presents a challenge for dental education as it will greatly impact the training of the next generation of practicing dentists. One way to alleviate shortages is to identify students who are interested in an academic career at the predoctoral level and provide them with training in teaching, research, and leadership. Based on available evidence, formal programs offer the best way to introduce students to academia as a viable career path. A well-designed program can also equip interested students with the necessary skills and basic knowledge to facilitate starting an academic career. The University of Pittsburgh School of Dental Medicine has developed a three-tiered model for providing its dental students with exposure to and training in academic dentistry. The three tiers reflect differing levels of commitment: 1) a two-year academic career track program, 2) academic career track elective courses, and 3) extracurricular activities. The aim of this study was to provide an initial assessment of the program's overall effectiveness. Data were collected using student and faculty surveys and student applications for the two-year academic career track program. The data gathered included characteristics of, and feedback from, students taking the elective courses, as well as student and faculty feedback about student teacher effectiveness. The study found overall positive responses to the three-tiered program from faculty, students, and student teachers at this initial stage. Whether these students ultimately become faculty members (the ultimate goal of the program) will be assessed in the future.
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Affiliation(s)
- Zsuzsa Horvath
- Dr. Horvath is Director of Faculty Development and Assistant Professor, Department of Dental Public Health, School of Dental Medicine, University of Pittsburgh; Ms. Albani is a Class of 2019 student, School of Dental Medicine, University of Pittsburgh; and Dr. Wankiiri-Hale is Associate Dean for Student Affairs and Assistant Professor, Department of Restorative Dentistry and Comprehensive Care, School of Dental Medicine, University of Pittsburgh.
| | - Sarah E Albani
- Dr. Horvath is Director of Faculty Development and Assistant Professor, Department of Dental Public Health, School of Dental Medicine, University of Pittsburgh; Ms. Albani is a Class of 2019 student, School of Dental Medicine, University of Pittsburgh; and Dr. Wankiiri-Hale is Associate Dean for Student Affairs and Assistant Professor, Department of Restorative Dentistry and Comprehensive Care, School of Dental Medicine, University of Pittsburgh
| | - Christine Wankiiri-Hale
- Dr. Horvath is Director of Faculty Development and Assistant Professor, Department of Dental Public Health, School of Dental Medicine, University of Pittsburgh; Ms. Albani is a Class of 2019 student, School of Dental Medicine, University of Pittsburgh; and Dr. Wankiiri-Hale is Associate Dean for Student Affairs and Assistant Professor, Department of Restorative Dentistry and Comprehensive Care, School of Dental Medicine, University of Pittsburgh
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Shin TR, Clark Dula CA, Mehta BH, Rodis JL, Pruchnicki MC. Pharmacy residents' pursuit of academic positions. Am J Pharm Educ 2015; 79:38. [PMID: 25995513 PMCID: PMC4428423 DOI: 10.5688/ajpe79338] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2014] [Accepted: 11/09/2014] [Indexed: 06/04/2023]
Abstract
OBJECTIVE To describe pharmacy residents' interest in and pursuit of academic positions. METHODS An electronic presurvey and postsurvey were sent to pharmacy residents during the 2011-2012 residency year. The initial survey evaluated residents' job preferences and interest in academia at the beginning of residency, and the follow-up survey focused on job selection and reasons for pursuing or not pursuing positions in academia. RESULTS Nine hundred thirty-six residents responded to the initial survey and 630 participated in both the initial and follow-up survey. Forty-eight percent of those responding to both surveys strongly considered a career in academia in the initial survey, 28% applied for an academic position, and 7% accepted a position. Second-year postgraduate residents were more likely than first-year postgraduate residents to apply for and be offered a faculty position. CONCLUSION Pharmacy residents are interested in academia. While increasing interest among residents is encouraging for faculty recruitment, the academy should also encourage and develop adequate training experiences to prepare residents to succeed in these positions.
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Affiliation(s)
- Tiffany R. Shin
- The University of Kansas School of Pharmacy, Wichita, Kansas
| | | | - Bella H. Mehta
- The Ohio State University College of Pharmacy, Columbus, Ohio
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Peirce GL, Desselle SP, Draugalis JR, Spies AR, Davis TS, Bolino M. Identifying psychological contract breaches to guide improvements in faculty recruitment, retention, and development. Am J Pharm Educ 2012; 76:108. [PMID: 22919084 PMCID: PMC3425923 DOI: 10.5688/ajpe766108] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2012] [Accepted: 02/21/2012] [Indexed: 06/01/2023]
Abstract
OBJECTIVE To identify pharmacy faculty members' perceptions of psychological contract breaches that can be used to guide improvements in faculty recruitment, retention, and development. METHODS A list of psychological contract breaches was developed using a Delphi procedure involving a panel of experts assembled through purposive sampling. The Delphi consisted of 4 rounds, the first of which elicited examples of psychological contract breaches in an open-ended format. The ensuing 3 rounds consisting of a survey and anonymous feedback on aggregated group responses. RESULTS Usable responses were obtained from 11 of 12 faculty members who completed the Delphi procedure. The final list of psychological contract breaches included 27 items, after modifications based on participant feedback in subsequent rounds. CONCLUSION The psychological contract breach items generated in this study provide guidance for colleges and schools of pharmacy regarding important aspects of faculty recruitment, retention, and development.
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Affiliation(s)
- Gretchen L Peirce
- College of Pharmacy, The University of Oklahoma Health Sciences Center, Tulsa, OK, USA.
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Desselle SP, Peirce GL, Crabtree BL, Acosta D, Early JL, Kishi DT, Nobles-Knight D, Webster AA. Pharmacy faculty workplace issues: findings from the 2009-2010 COD-COF Joint Task Force on Faculty Workforce. Am J Pharm Educ 2011; 75:63. [PMID: 21769139 PMCID: PMC3138346 DOI: 10.5688/ajpe75463] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2010] [Accepted: 02/17/2011] [Indexed: 05/27/2023]
Abstract
Many factors contribute to the vitality of an individual faculty member, a department, and an entire academic organization. Some of the relationships among these factors are well understood, but many questions remain unanswered. The Joint Task Force on Faculty Workforce examined the literature on faculty workforce issues, including the work of previous task forces charged by the American Association of Colleges of Pharmacy (AACP). We identified and focused on 4 unique but interrelated concepts: organizational culture/climate, role of the department chair, faculty recruitment and retention, and mentoring. Among all 4 resides the need to consider issues of intergenerational, intercultural, and gender dynamics. This paper reports the findings of the task force and proffers specific recommendations to AACP and to colleges and schools of pharmacy.
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Nykamp D, Murphy JE, Marshall LL, Bell A. Pharmacy students' participation in a research experience culminating in journal publication. Am J Pharm Educ 2010; 74:47. [PMID: 20498740 PMCID: PMC2865413 DOI: 10.5688/aj740347] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2009] [Accepted: 09/07/2009] [Indexed: 05/13/2023]
Abstract
OBJECTIVES To examine factors that influenced doctor of pharmacy (PharmD) students to collaborate with faculty members, preceptors, or others on scholarly activities that resulted in publication of an article in a pharmacy journal, and whether this experience influenced their consideration of a career in academic pharmacy. METHODS A 17-question survey instrument was e-mailed to student authors of papers published between 2004 and 2008 in 6 pharmacy journals. Responses were analyzed to determine factors influencing student participation in research and whether the experience led them to consider a career in academic pharmacy. RESULTS Factors about their participation in the scholarly activity that respondents found valuable included personal fulfillment and making a contribution to the literature. Respondents indicated they were more interested in a career in academic pharmacy after their participation in the scholarly experience (p < 0.001). CONCLUSIONS Participation in scholarly activities and student authorship of a peer-reviewed journal manuscript during pharmacy school may lead to increased interest in a career in academic pharmacy.
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Affiliation(s)
- Diane Nykamp
- Mercer University College of Pharmacy and Health Sciences, Atlanta, GA, USA.
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Poirier TI, Santanello C. Impact of a pharmacy education concentration on students' teaching knowledge and attitudes. Am J Pharm Educ 2010; 74:23. [PMID: 20414436 PMCID: PMC2856412 DOI: 10.5688/aj740223] [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] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2009] [Accepted: 08/25/2009] [Indexed: 05/15/2023]
Abstract
OBJECTIVE To describe the introduction of an education concentration in a doctor of pharmacy (PharmD) program and to evaluate its impact on students' knowledge and attitudes about teaching. DESIGN A concentration consisting of 3 elective 2-credit didactic courses and an advanced pharmacy practice experience with a teaching focus were developed and implemented into the PharmD curriculum. ASSESSMENT An attitudes survey instrument and knowledge test were administered to students enrolled in the education concentration track at baseline and after completing the 3 didactic education courses. Students' attitudes toward using various assessment tools and instructional strategies improved and knowledge about concepts in higher education and interest in pursuing a career in academia increased. CONCLUSION Pharmacy students completing an education concentration were more likely to consider a career in higher education.
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Affiliation(s)
- Therese I Poirier
- School of Pharmacy, Southern Illinois University Edwardsville, Edwardsville, IL 62025, USA.
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Abstract
The pharmacist shortage, increasing numbers of female pharmacy graduates, more pharmacy schools requiring faculty members, and a lower percentage of female faculty in academia are reasons to develop unique arrangements for female academic pharmacists who wish to work part-time. Job sharing is an example of a flexible alternative work arrangement that can be successful for academic pharmacists who wish to continue in a part-time capacity. Such partnerships have worked for other professionals but have not been widely adopted in pharmacy academia. Job sharing can benefit the employer through retention of experienced employees who collectively offer a wider range of skills than a single employee. Benefits to the employee include balanced work and family lives with the ability to maintain their knowledge and skills by remaining in the workforce. We discuss the additional benefits of job-sharing as well as our experience in a non-tenure track job-sharing position at the University of Tennessee College of Pharmacy.
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Beardsley R, Matzke GR, Rospond R, Williams J, Knapp K, Kradjan W, Kehrer JP, Zavod R, Davis P, Brazeau D. Factors influencing the pharmacy faculty workforce. Am J Pharm Educ 2008; 72:34. [PMID: 18496923 PMCID: PMC2384209 DOI: 10.5688/aj720234] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
In 2005, the Council of Faculties and the Council of Deans within the American Association of Colleges of Pharmacy (AACP) formed a task force to review the status of the pharmacy faculty workforce and to identify factors that may influence the supply of and demand for pharmacy faculty members. This manuscript summarizes the Task Force on Faculty Workforce's findings and describes specific strategies needed to address the various issues facing the academy. Based on Task Force predictions, the academy will need approximately 1200 new faculty members over the next 10 years due to the creation of new pharmacy programs, the expansion of existing programs, faculty retirements, and recurring vacant faculty positions.
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