Table 1 - uploaded by William Dennis Hendricson
Content may be subject to copyright.
Source publication
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 A...
Similar publications
Revised accreditation standards for dental and dental hygiene education programs have increased emphasis on faculty development that can improve teaching and learning, foster curricular change including use of teaching and learning technologies, and enhance retention and satisfaction of faculty. The American Dental Education Association (ADEA) and...
Citations
... Nationally, this phenomenon appears to be especially true for female and underrepresented minority faculty members. [9][10][11] At UTHSA-SoD, virtually all of the academic careerists who joined the school in its formative phase during the 1970s and 1980s retired during the past 10 years. Consequently, the school has designated leadership training for early-career faculty as a priority. ...
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.
... Definitive frameworks for development of e-learning conditions have been proposed in the literature. However, there is still gaps in the evaluation of effective designing of e-learning curriculum with many challenges from students and teachers and developers side [4][5][6][7][8]. The present study aims to evaluate the impact of Online teaching and e-Learning on III, IV undergraduate dental students & Internship students in the state of Telangana. ...
Background: The pandemic has certainly changed the method of teaching. It has brought far-reaching changes in all aspects of our lives. The present study aims to evaluate the perception & acceptance of e-learning among dental students in Telangana state. Methods: The present cross-sectional study is based on a questionnaire that was designed and delivered to dental students in their clinical year third year(final year dental undergraduate students and internship students). The estimated sample size (n = 681) is derived from the Raosoft sample size calculator for this study. The students responded to each statement by using 4 points Likert scale. Results: When asked to rate their online learning experience (in comparison to traditional classes) out of 5, 41.6% rated it a 3/5. Even though 44.2% of students said they found online learning user-friendly, most students (50.4%) opted for traditional learning. Conclusion: Although online teaching was a hopeful & fast expanding endeavour in the pandemic situation, it is a relatively new concept of the hour that may take time for both the students and the teaching staff to adapt themselves. Addressing challenges in near future e-learning should be considered a part of the curriculum to improve the technological knowledge for both students and teachers.
... Such support to the faculty results in a positive change in their teaching behaviours and they contribute in their institutions by escalating the quality of teaching programs. [12][13][14][15][16][17] This study showed that majority of participants had not received any type of faculty development training as represented by the data for both modes of delivery. In addition, the participants who received the training offered by the institution or elsewhere, increased the prospect of developing and improving the skills of educational administration and teaching. ...
Objective: To compare the perception of dental faculty regarding face-to-face and virtual faculty development programs (FDPs) in dental institutes of Karachi. Study design and Setting: A descriptive cross-sectional study was conducted at multiple dental colleges of Karachi. Methodology: The study was carried out among 161 faculty members teaching in private dental institutes, using a modified, validated questionnaire with convenient sampling. Data was analyzed on SPSS version 21. Results: The mean age of study participants was 32.31±8.09 years, and teaching experience was 5.01 ± 6.34 years. Majority of the participants had not received any faculty development training (p-value of 0.001). Most of the faculty reported no established faculty development program available either face-to-face or virtually in their respective institute. Majority (28.8 %) of participants perceived that the main barrier for FDPs was the lack of administrative support. However, the facultydesired to enhance their teaching skills, recommending that faculty development programs be made compulsory for all faculty members. The majority of participants (35.43 +ve mean rank) were in favour of face-to-face sessions (p=0.001) but were reluctant towards virtual sessions. Most (49.2 %) of the faculty perceived the foremost benefit of attending FDPs to be improvement in teaching skills and MCQs /EMQs writing. Conclusion: Dental faculty were more inclined towards face-to-face sessions than virtually conducted sessions however, their perception of the utility of FDPs were found to be limited. Moreover, it was that some of the barriers to attend FDPs was faculty determinants like deficient time and dearth of commitment.
... Leadership training programs for post-graduate learners are typically rooted in immersive distraction-free face-to-face training methodology using a "retreat" or "intensive" model and now face many of the same challenges. 5,10 If the programs are long term (more than 6 months), it is typical to offer some type of continuing connectivity, usually via a webinar series to develop and maintain shared identity and learning. 5 Some programs have reported implementing ongoing executive coaching, [11][12][13] online connectivity between facultyparticipants, 14 and/or online self-directed learning. ...
... Effective leadership initiatives pair immersive learning formats with reflexive self-assessment and opportunities to network with and receive feedback from peers. 10 While the evaluation results suggest we were able to meaningfully recreate the learning part of that goal, the connection part fell short of our program's expectations. Creating networking and relationship building opportunities as participants discuss and "make meaning" of the experience in a virtual environment presents unique challenges as compared to in an immersive in-person environment. ...
Introduction
Since the inception of distance-based teaching modalities, a debate has ensued over the quality of online versus in-person instruction. Due to the COVID-19 pandemic, a number of teaching environments—including leadership development trainings for post-graduate learners—have been thrust into exploring the virtual learning environment more thoroughly. One three-year leadership development program for interdisciplinary healthcare professionals transitioned three simultaneous leadership intensives from in-person to online in the spring of 2020.
Methods
Documented changes in overall training length, session length, and session format are described. Further, evaluative data were collected from participants at both retreats via post-session surveys. Ninety-three participants attended the 2019 retreat, and 92 participants attended the 2020 virtual retreat. Quantitative data of three rating questions per session are reported: 1) overall session satisfaction, 2) participants’ reported knowledge gain, and 3) participants’ reported ability gain. Qualitative data were obtained via two open-ended feedback questions per session.
Results
In comparing pre/post scores for knowledge and ability, participants had meaningful (and in some cases higher) self-reported gains in knowledge and ability measures in the online environment, as compared to the in-person environment. Participants reported statistically significant gains in all sessions for both knowledge and ability. Qualitative data of participant feedback identified a number of positive themes similar across the in-person and virtual settings. Negative or constructive feedback of the virtual setting included time constraint issues (eg too much content in one session, a desire for more sessions overall), technical difficulties, and the loss of social connection and networking with fellow participants as compared to in-person trainings.
Discussion
While meaningful shifts in knowledge and ability ratings indicate that the transition to successful online learning is possible, several disadvantages remain. The preparation time for both faculty and participants was considerable, there is a need to reduce overall content in each session due to time restraints, and participants indicated feeling the loss of one-on-one connections with their peers in the training. Lessons learned of transitioning leadership training from in-person to an online experience are highlighted.
... It is assumed that these competencies will automatically translate into effective teaching. [2] However in health professions education, the quality of the 21 st century health professions student [3,4] and the academic vitality of an institute, are dependent on certain additional skills and expertise of the teacher. [5] The Lancet commission report in 2010, therefore, had recommended faculty development programs (FDP) as one of the significant reforms in health professions education. ...
... [28] Therefore, a long-term follow-up evaluation assumes significance in assessing the outcome of an FDP. [2,29,30] Satisfaction is at the lowest level of Kirkpatrick' s model. Nevertheless, if the faculty were not satisfied with the program, they would neither be motivated nor recommend the course to others. ...
... The top five recommendations based on multiple sources of data from the study The need for faculty development has been stressed in many studies to improve faculty well-being and work-life as well as education innovation and student learning. 4,5,9,20,[22][23][24] Our study joins the recently published one conducted at the University of the Pacific in including the perceptions of dental school staff members in assessments, affirming that working in a humanistic environment is an important issue for them as well. 25 Fourth, all three groups in our study indicated that it was not always easy for them to feel comfortable with others at the school regardless of their position. ...
... 17,18 Faculty development can not only benefit faculty members, but also help create a learning environment that is conducive to encouraging learning. 5,9,[19][20][21][22][23] initiate institutional culture change. Other dental schools may find this approach useful to ensure that their systematic evaluations of their climate directly result in positive change. ...
The aim of this study was to assess the culture and climate for diversity and inclusion and the humanistic learning environment for students, faculty, and staff at the University of Michigan School of Dentistry. From July 2014 to June 2015, two committees of 16 faculty members, staff members, and students, in partnership with trained program evaluators, used a participatory program evaluation (PPE) process to conduct the assessment using key informant interviews, surveys, and focus groups. The topics addressed were humanistic environment, learning environment, diversity and inclusion, microaggressions and bullying, and activities and space. All staff members, all faculty members (both full- and part-time), and all students in all four years were invited to participate in the parallel but distinctive versions of the survey from November 10 to 25, 2014. Response rates for each group were as follows: 50% (318/642) for students, 68% (217/320) for staff, and 40% (147/366) for faculty; numbers responding to individual items varied. Among the respondents, the majority (76% faculty, 67% staff, 80% students) agreed that the environment fostered learning and personal growth and that a humanistic environment was important (97% faculty, 95% staff, 94% students). Many reported having experienced/witnessed a micro-aggression or bullying. Many also reported having "ever had" dissatisfaction with the learning environment (44% faculty, 39% staff, 68% students). The students sought better relationships with the faculty; the staff and faculty members sought opportunities for professional development and mentoring. Recommendations included cultural sensitivity training, courses for interpersonal skills, leadership and team-building efforts, addressing microaggressions and bullying, creating opportunities for collaboration, and increasing diversity of faculty, staff, and students. These recommendations were incorporated into the school's strategic plan. In this study, a utilization-focused PPE process using mixed methods was effective for evaluating the dental school's climate for diversity and inclusion, as well as the learning environment for faculty, staff, and students.
... Studies have shown that, for those institutions wishing to develop an online presence, it is critical that the administration provides the necessary resources including technology and technology support in the form of professional development and instructional designers. [23][24][25][26] Instructional designers can work side by side with instructors to structure content and activities for student learning, while at the same time considering what technological solutions will work best for students to achieve competence. 27 Another interesting finding of our study was that although there was a high prevalence of discussion board use to promote interaction, when respondents were asked to choose the one form of interaction they believed most important in improving learning outcomes, the responses were distributed equally across various forms of interaction, resulting in no one interaction favored by the majority. ...
The purpose of this study was to determine perceptions of full-time, entry-level dental hygiene educators regarding the ability to achieve interaction in their distance education courses and the impact of interaction on learning outcomes. The specific interactions explored were student-instructor, student-content, and student-student. A survey was developed, pilot tested, revised, and mailed to 287 educators across the United States, generating an overall response rate of 22.3 percent. The majority of respondents perceived interaction to be achievable in their distance courses, to increase through technology, and to positively influence learning outcomes. Nearly 90 percent reported student-instructor interaction as achievable, 95.3 percent reported student-content interaction as achievable, and 79.7 percent reported student-student interaction as achievable. Learning outcomes were defined in this study as the student's achievement of course objectives and competencies at course completion. Approximately 81 percent of the respondents reported a positive influence from student-instructor interaction, 79.7 percent from student-content interaction, and 70.3 percent from student-student interaction. This study also examined which modalities were perceived as being most influential in achieving interaction. The results demonstrated a prevalence of discussion board posting in an environment in which numerous Web 2.0 tools are available and respondents were not as positive about their ability to achieve student-student interaction in the distance learning environment. The authors conclude that faculty development is critical in achieving quality outcomes in dental hygiene distance education courses.
... T he literature recognizes that effective faculty development programs are necessary to improve teaching practice and support professional growth. [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16] However, attendance at didactic sessions may have little effect in changing the teaching practices of participants. 17 Most faculty development initiatives are formal programs such as workshops and seminars, 1,9,16 in which there is little opportunity to help faculty members implement new knowledge and teaching skills in the workplace. ...
... Haden et al. 7 reported a scarcity in the literature on outcomes of faculty development initiatives in dental schools. The Best Evidence in Medical Education Collaborative (BEME) 1 has provided the most comprehensive systematic review of the effectiveness of faculty development and served as an important resource in our study. ...
... The Best Evidence in Medical Education Collaborative (BEME) 1 has provided the most comprehensive systematic review of the effectiveness of faculty development and served as an important resource in our study. Haden et al. 7 described BEME as "an international organization of health professions educators who share a mission to move the education of care providers from opinion-based education to evidence-based education." ...
... Many challenges are facing the innovators. Meaningful and long lasting change of the curriculum must be systemic in nature (Haden et al, 2006). ...
... The program has been extremely beneficial, as 99 percent of the participants have indicated that it was a positive or highly positive learning experience. 17 Another program is the Academic Dental Careers Fellowship Program (ADCFP) developed by ADEA in 2006 with financial support from the American Dental Association Foundation. This fellowship is designed to foster recruitment efforts by encouraging and preparing students to enter academic dentistry. ...
The scarcity of full-time clinical faculty members in dental schools across the country is a major crisis confronting dentistry. Dental schools are experiencing critical faculty shortages and are struggling to maintain appropriate faculty to student ratios. The adage of "doing more with less" applies, in many ways, to dental schools and their mission of educating future dentists. Solutions to the problem have included plans to recruit, develop, and mentor faculty members. However, progress has been slow. Dental schools have created incentive programs to help with faculty shortages and develop future educators in dentistry. This requires commitment and resources and will take years before these efforts and their impact can be assessed. Creative solutions need to be developed both nationally and locally to reverse the trend more rapidly.
