Advancing the Educational Training of Dental Educators: Review of a Model Program

Graham, Roseanna; Bitzer, Laureen A. Zubiaurre; Anderson, O. Roger; Klyvert, Marlene; Moss-Salentijn, Letty; Lamster, Ira B.

doi:10.1002/j.0022-0337.2012.76.3.tb05259.x

Cited by 9 publications

(9 citation statements)

References 12 publications

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“…Students also complete a research project with a thesis and at the end of the curriculum they are guaranteed acceptance into Creighton's dental school. Furthermore, the dual dentistry/master's in education track offered through Columbia University's College of Dental Medicine (CDM), in collaboration with the Graduate School of Education, Teachers College (TC), states its goal is to “to develop a cadre of part‐time and full‐time faculty members with formal training in education that can help CDM, and dental education in general, develop instructive and more effective ways to educate dental students” (Graham et al, ). The university also provides an avenue for dental faculty to earn their PhD in science education as a means to cultivate faculty with dual expertise in core content and pedagogical background (Graham et al, ).…”

Section: Discussionmentioning

confidence: 99%

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

Richardson-Hatcher

MacPherson

Gould

et al. 2018

Anatomical Sciences Ed

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There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12-credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty-supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert-style and open-ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching-faculty responsibilities, adequately prepared them for teaching-related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ 11: 516-524. © 2018 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 99%

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

Richardson-Hatcher

MacPherson

Gould

et al. 2018

Anatomical Sciences Ed

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“…We knew that dental faculty members often assume more than one role. While supervisory skills, both in clinic and in simulation educational experiences, require complex teaching skill acquisition, the most dramatic faculty learning need has been found in the area of didactic teaching (e.g., course development, assessment, presentations, small group facilitation) due to minimal or no training and/or experience in this area 3 , 5 . That is where the desired shift to active learning and engaging instructional strategies is most needed.…”

Section: Methodsmentioning

confidence: 99%

“…Moving toward learner‐centered education requires training of faculty, and a variety of faculty development programs have been developed—ranging from teaching degree programs to workshops, online courses, and other programs—to meet these training needs. Two studies suggested that progress and tangible outcomes of dental faculty training in this area have been slow 3 , 4 . Similar reforms have been proposed in medical education, but slow progress in implementing faculty training needs has been reported 5 .…”

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confidence: 96%

Assessing the Professional Identity of Dental School Faculty: An Exploratory Study

Pape

Dong

Horváth

2018

Journal of Dental Education

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Experts have argued that dental education needs to shift from a teacher‐centered paradigm to a learner‐centered paradigm. Assisting faculty members to self‐identify as educators may be a key to reaching that goal. The aim of this exploratory study was to assess how dental faculty members described their professional identity (educator or clinician) and the effect of their self‐defined identity on their motivation to pursue professional development as educators. A 14‐question anonymous survey was distributed electronically to all 536 part‐time and full‐time dental faculty members at two U.S. dental schools; 114 responses were recorded for a 21.5% response rate. Just over half of the survey respondents (53.5%, n=61) self‐identified as educators, and the other 46.5% (n=53) self‐identified as clinicians. A lower percentage of the self‐identified clinicians were full‐time employees (37.3%, n=25) than the self‐identified educators (60.7%, n=42); the difference was statistically significant (p=0.0143). Among respondents who self‐identified as educators, 53.2% (n=25) had taken four or more courses on teaching vs. 24.2% (n=8) of those who self‐identified as clinicians (p=0.0321). Also, 50% (n=30) of the self‐identified educators prioritized future teaching courses as their continuing education plan vs. 20.8% (n=11) of the self‐identified clinicians (p=0.0013), and 49.2% (n=30) of the self‐identified educators had attended at least one ADEA Annual Session vs. 15.4% (n=8) of the self‐identified clinicians (p=0.0011); both of those differences were statistically significant. This study found that only about half of the respondents from two dental schools self‐identified as educators, but nearly all viewed learning about teaching concepts and techniques as very or somewhat important. Administrators can use these findings to promote their faculty training initiatives and find ways to encourage and support educator identification.

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“…However, although these teachers are full of clinical experience, they may lack pedagogical skills, hence, faculty development has been addressed. Kinds of programmes and trainings have been implemented, such as providing advanced study , training course in the use of case‐based learning (CBL) , etc.…”

Section: Facultymentioning

confidence: 99%

Current differences in dental education between Chinese and Western models

Wang

Qing-hua

Tan

2016

Eur J Dental Education

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Dental education is the foundation of a country's development of dental science. Economic conditions and cultural backgrounds vary across countries; hence, there are some differences in dental education between Chinese and Western models, including the education programmes, licensures, curricula, teaching methods, facilities. These differences may become obstacles for mutual communication and the development of dental education. In the last 5 years, China has introduced several policies and published some standards, such as the residency programmes and Accreditation Standards for Undergraduate Dental Education Programs. These actions aim to improve the current situation of dental education and reduce the gap between Chinese and Western education models. Indeed, some changes have been made. This article provides a brief introduction of the existing differences and changes and can, thus, serve as a reference for educators.

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Advancing the Educational Training of Dental Educators: Review of a Model Program

Cited by 9 publications

References 12 publications

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

Assessing the Professional Identity of Dental School Faculty: An Exploratory Study

Current differences in dental education between Chinese and Western models

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