Fifth‐year dental students’ visions of leadership—A qualitative study

Taipale, Heidi; Tuononen, Tiina; Suominen, Anna Liisa

doi:10.1111/eje.12359

Cited by 3 publications

(5 citation statements)

References 26 publications

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“…This is likely driven by the content of the course, which over the 15 weeks period spent almost 70% on important management topics for the dentist, like strategic planning, personal and professional financial planning, management concepts and entrepreneurship 1,2,5,7,16 . This provided less time for leadership skills development of the dental student 9,[17][18][19] . We expect to further balance the distribution between management and leadership in the course in the future.…”

Section: Discussionmentioning

confidence: 99%

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Impact of the curricular component management and professional guidance on the level of knowledge about administration of dentistry students at UFPB

et al. 2022

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Obtaining basic management skills and including management and leadership as essential components of the curriculum is a critical part of dental students' education. This research evaluated the understanding of management concepts of dental students at the Federal University of Paraíba (UFPB), before and after participating in a Management and Professional Guidance course. This quantitative study assessed the level of knowledge of management skills and competencies of dental students through a validated questionnaire. The data were analyzed using descriptive and inferential statistics, adopting a significance level of 5%. The sample consisted of 47 students, 18 from the 1st semester, 18 from the 7th semester and 11 from the 10th semester of the course. All students considered knowledge about management extremely important for the dentist. The level of knowledge about management skills and leadership is low among students, with no statistically significant difference between student year of training. Specifically, concerning students midway through their dental training, there was a significant increase in knowledge for all management skills after attending the Management and Professional Guidance course (p <0.05). As for Leadership Skills, there was a statistically significant difference (p <0.05) for "Legal Notions", "Self-Management" and "Management Relationship". We conclude that knowledge about management and leadership is low among undergraduate dental students at UFPB and that the "Management and Professional Guidance" course promoted a significant increase in the level of this knowledge, contributing to better professional training for students.

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Section: Discussionmentioning

confidence: 99%

“…Undoubtedly, there is a positive impact on dentists when they enter the marketplace with adequate leadership and management skills 4,19 . It behooves dental schools to stay in touch with their graduates in an effort to evaluate the effectiveness of their academic curriculum 22 .…”

Section: Discussionmentioning

confidence: 99%

Impact of the curricular component management and professional guidance on the level of knowledge about administration of dentistry students at UFPB

et al. 2022

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“…5 Formal leadership training can be used to prepare dental healthcare professionals to become change agents for their teams and communities by equipping them with the skills to bring about constructive change and effectively resolve problems. 6,7 Leadership training for dentists should begin while in dental school to prepare future clinicians for the workforce and to be ready to lead their teams, communities, and profession. 8 The Commission on Dental Accreditation (CODA) requires predoctoral dental students to demonstrate leadership of the oral health team and the ability to self-assess 9 ; however, opportunities for students to gain formal leadership training in predoctoral dental education are sparse.…”

Section: Introductionmentioning

confidence: 99%

“…Training for leadership generally focuses on expanding one's leadership capacity 4 and often focuses on communication, self‐reflection, problem‐solving, and ethical behavior 5 . Formal leadership training can be used to prepare dental healthcare professionals to become change agents for their teams and communities by equipping them with the skills to bring about constructive change and effectively resolve problems 6,7 …”

Section: Introductionmentioning

confidence: 99%

Preparing learners to ACT as change agents: Early implementation of leadership curricula in dental education

Kornegay,

Hayon,

Gisler

et al. 2023

Journal of Dental Education

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Objective: Graduates of dental schools are expected to become leaders in their practices, communities, and profession. Yet, formal leadership training is underutilized in U.S. dental school curricula to help learners develop these skills. The objective of this study was to understand third-and fourth-year dental students' perceptions of their initial semester of Bell Leadership Institute training as part of the novel Advocate, Clinician, Thinker curriculum at the UNC Adams School of Dentistry.Methods: Focus groups of 52 third-and fourth-year dental students were conducted after the completion of the first semester of leadership seminars. Session notes were transcribed, and qualitative analysis was performed to help elucidate student perceptions of the value and pertinence of the leadership seminars.Results: Participants valued the opportunities to self-reflect, develop listening skills, and learn strategies to address and mitigate conflict through the leadership seminars. Perceptions of seminar length, frequency, and structure were varied. Participants also noted that explicit connections and applications of leadership topics to the field of dentistry would improve the quality of the programing.Feedback from 52 focus group participants suggests a general appreciation for curriculum-integrated leadership training. Conclusion:Early implementation of seminar-style leadership training in dental school curricula appears to be a productive avenue for developing critical leadership skills in dental school graduates.

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“…It is an area that is lacking, which is surprising given that undergraduate training would be an ideal time to enthuse and encourage the development of the dental leaders of the future . Dental students have shown an awareness of the importance of leadership within the profession, including a need for leadership skills in the future . Given that higher education students come from diverse backgrounds with differing experiences, it is important that all students have the opportunity to learn leadership skills that equip them with the skills and confidence to lead their profession into the future, build the image of the profession and improve their employability by preparing them for alternate career paths.…”

Section: Introductionmentioning

confidence: 99%

Leadership and career development curriculum in Australian dental and oral health programmes

Hayes

Ingram

2019

Eur J Dental Education

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Introduction There is very little evidence of dental schools offering leadership or career development training for students. Given that tertiary students come from diverse backgrounds with differing experiences, it is important that all students learn skills that improve their employability by preparing them for a range of career paths and equipping them with the confidence to lead their profession into the future. This study mapped current leadership and career development training in dental education programmes throughout Australia, focusing on the capacity, barriers and enablers. Methods In 2018, an electronic survey was sent to the Program Convenors of all nineteen dental programmes in Australia. Survey questions were sourced from existing literature and the current regulatory competencies. Results Whilst the majority of respondents (n = 17, 89% response rate) indicated that their programmes included both leadership training (72%) and career development activities (88%), it is clear that the content focus, hours allocated and assessment items vary widely across the country. Further, curriculum appeared to focus almost exclusively on clinical work, which does not provide an avenue for students to explore alternative, non‐clinical career options or pathways or develop their skills beyond treating individual patients. Time constraints and ideological differences were reported as the biggest barriers to implementing leadership and career development curricula. Conclusion Despite an inconsistent approach nationally, it appears there is an opportunity for faculty across institutions to collaborate, potentially to develop a set of leadership and career development competencies and best practice teaching and learning activities.

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Fifth‐year dental students’ visions of leadership—A qualitative study

Cited by 3 publications

References 26 publications

Impact of the curricular component management and professional guidance on the level of knowledge about administration of dentistry students at UFPB

Impact of the curricular component management and professional guidance on the level of knowledge about administration of dentistry students at UFPB

Preparing learners to ACT as change agents: Early implementation of leadership curricula in dental education

Leadership and career development curriculum in Australian dental and oral health programmes

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