Outcomes from the Health Resources and Services Administration's Dental Faculty Development Program

Abstract

Purpose/objectives While the Commission on Dental Accreditation (CODA) requires programs to conduct faculty development, implementation of faculty development activities vary widely. Faculty development programs can enhance teaching, research, and leadership skills needed to transition from clinical practice to teaching. In 2012, the Health Resources and Services Administration (HRSA) funded 6 institutions to plan, develop, and operate programs for training oral healthcare providers who plan to teach in general, pediatric, public health dentistry, or dental hygiene. This performance study examines the results of the dental faculty development programs. Methods After the 5‐year grant program (2012‐2017), we used descriptive analysis to examine annual performance data including trainee demographics, faculty development activities, post‐completion intentions, and course development activities. Results Nearly 300 trainees participated across 6 funded grantees; the majority were female, aged 30‐49 years, and non‐Hispanic White. For those who completed, 80% intended to teach. Common faculty development activities included community‐based training, curriculum enhancements, Web‐based training, and interprofessional education methods. Faculty development modalities included faculty seminars, Master's degrees, and mentoring. Pipeline activities, online resources, and continuing education supported dental students and providers moving into academics. Conclusions Faculty development better prepares individuals to compete in academic environments and develop faculty. Community‐based programs may utilize faculty development to recruit community preceptors and achieve calibration. HRSA investment in faculty development programs builds resources and infrastructure to promote continuing engagement in clinical education, research, and administrative skills. Future research is needed to establish the impact of faculty development initiatives on practice change and patient outcomes.

Recommendations for remaining agile in the face of a dental faculty workforce shortage

“…Faculty development programs have been found to be extremely beneficial across health professions 27 and necessary in dental education 28 . Participation in long‐term faculty development programs increases leadership confidence, engagement, collaboration and contributes to increased productivity 29,30 . In addition, supporting junior faculty members in the development of their faculty identity as well as provide mentorship and general support can contribute to faculty retention 31 .…”

“…28 Participation in long-term faculty development programs increases leadership confidence, engagement, collaboration and contributes to increased productivity. 29,30 In addition, supporting junior faculty members in the development of their faculty identity as well as provide mentorship and general support can contribute to faculty retention. 31 However, in 2016, less than half of US and Canadian dental schools had an Office of Faculty Affairs or Faculty Development, and sustained financial support for professional development activities is, generally, limited.…”

Perception of Dental Faculty on Face-to-Face and Virtual Programs of Faculty Development; A Cross-Sectional Study

“…3-11. 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.…”

Exploring the experiences and perspectives of women on oral health during pregnancy: A qualitative study in Tasmania, Australia

“…16,17,34 These patient-level factors, in conjunction with the aforementioned provider-level factors, suggest a significant barrier to accessing timely dental care for pregnant women. There has been increased attention to encourage ANC providers in oral health promotion in various healthcare settings across Australia 31 and around the world, 35 with studies demonstrating such programmes are feasible and effective. 15,36,37 More pragmatic options for preventative dental care among Tasmanian pregnant women, such as through streamlined referral processes by ANC providers to local dentists and a trained, oral health-informed medical workforce, are recommended.…”