Mentoring dental faculty: A survey of faculty with early development funding and supports

Sinkford, Jeanne C.; West, Joseph F.

doi:10.1002/jdd.12432

Cited by 2 publications

(2 citation statements)

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“…In 2004, the American Dental Education Association (ADEA) and the W.K. Kellogg Foundation partnered in a Minority Dental Faculty Development Program that provided resources to academic dental institutions to develop diversity programs 4,5 . The program was built on a philosophy of “Grow Our Own,” which is in alignment with the ADEA 2022 Annual Session theme, “Lifting as We Rise.” The pathway to creating a more diverse profile of leaders in academic dentistry will be the result of intentional actions made by each individual dental institution.…”

Section: Intentional Leadership Developmentmentioning

confidence: 99%

HURE leadership pathways: A new landscape of value, intentionality, and belief

Mays

Nadershahi

Quock³

2022

Journal of Dental Education

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Section: Intentional Leadership Developmentmentioning

confidence: 99%

HURE leadership pathways: A new landscape of value, intentionality, and belief

Mays

Nadershahi

Quock³

2022

Journal of Dental Education

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“…As a result, a heightened interest has emerged in exploring how students and instructors interact with one another (Fleming et al, 2013). This resulted in a culture shift toward facilitating successful mentor/mentee relationships and formal development of structured processes to accomplish this end, with reported success in specific fields including radiology (Perry & Parikh, 2018) and dental (Sinkford & West, 2020) training. Research in other professional settings shows that mentor–mentee relationships improve career progression and personal professional growth (Smith et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Key Attributes of a Medical Learning Community Mentor at One Medical School: The Mentee Perspective

et al. 2022

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To assess the elements necessary to be a successful learning community (ClinCalc) mentor to medical students from the mentee’s perspective. Few such studies have utilized the in-depth and richness of detail obtained in qualitative studies. This qualitative study analyzed four focus group discussions lasting 45–90 min conducted at the University of Texas Southwestern Medical School, which has an established LC, in the year 2018. The groups included 14 pre-clerkship and 8 clerkship students. Investigators evaluated transcriptions of the focus group discussions using ATLAS.ti software. Three overarching categories of discussion emerged from the group discussions: (1) Relationship Competence, (2) Teaching Competence, and (3) Ethical and Compassionate Medical Practice Competence. Relationship Competence themes included “walk with me,” relationship is most important, and one-on-one. Teaching Competence themes included above and beyond, recognize and address mentor limitations, and safe and enriching environment. Ethical and Compassionate Medical Practice Competence themes included ethical decision making and compassionate care for diverse patient populations. Mentees focused on various aspects of the mentor-mentee relationship as the single most essential competence. Themes mentees discussed as important qualities of a successful mentor may denote qualities to be prioritized in faculty development and mentor recruitment. Future studies could investigate how the LC environment informs former medical students and promotes patient outcomes.

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Mentoring dental faculty: A survey of faculty with early development funding and supports

Cited by 2 publications

References 12 publications

HURE leadership pathways: A new landscape of value, intentionality, and belief

HURE leadership pathways: A new landscape of value, intentionality, and belief

Key Attributes of a Medical Learning Community Mentor at One Medical School: The Mentee Perspective

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