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

Abstract

Purpose Dental education is facing a faculty workforce shortage. Lack of preparation risks faculty, student, and staff morale and is an impediment to institutional growth and innovation. Administrators and faculty must consider strategies to better prepare for, and be successful within, a faculty shortage environment. Methods We review strategies utilized by health professional institutions that have confronted faculty workforce shortages. Results These strategies were grouped into four domains reflecting the organizational units that typically direct and initiate change within dental education institutions: budget and finance, human resources, organizational structure, and curricular structure. Recommendations using a four‐pronged approach based on these domains have been developed for remaining agile in the face of a faculty workforce shortage. Conclusions Local needs assessments and strategic planning are the first steps in highlighting institutional strengths and identifying gaps within each of the domains. Faculty development and retention efforts, as well as increasing curricular efficiencies, are essential for success across all domains.

Reshaping dental faculty development using collective healthcare experiences

“…11 Budget deficits related to COVID and the general recession continue to be major influencing factors on faculty resources, recruitment, and staff retention, which remain unresolved issues. 10,25 A recent report by ADEA found a shift toward a reduction of basic science faculty and an increase in student-to-faculty ratios among persistent financial constraints. 11 Due to the cumulative increase of full-time non-administrative clinical faculty, 11 financial decisions are made by non-clinical administrative staff, which creates a communication gap between financially driven decisions and faculty needs.…”

“…11 Due to the cumulative increase of full-time non-administrative clinical faculty, 11 financial decisions are made by non-clinical administrative staff, which creates a communication gap between financially driven decisions and faculty needs. A recent study reported that while workplace improvements for faculty are stalled, 10 dental schools are investing in the integration of digital dental practice and technology without consideration of current financial constraints. 26,27 Endowing faculty with the needed institutional support is as important for sustainable education.…”

“…Encouraging faculty engagement and increased retention of talented individuals are essential to sustain the current educational model. 5,10 A survey among deans, department chairs, and program directors in US dental schools showed that 65% of the department chairs held tenured faculty positions. 39 The survey did not differentiate between clinical versus nonclinical faculty.…”

“…46 On the contrary, leadership positions in recent years have been assigned to inexperienced young faculty without proper preparation. 10,11 Young faculties are typically excited and intent to remain in academia regardless of the perceived challenges. 3 This factor is likely related to hopeful future planning, that is, naturally related to a younger age group, creating opportunities for institutions to direct this positive attitude with formal mentoring.…”

“…It is well established that academic careers, although satisfying, are plagued with work overload and low salaries. 10,11 As a source of compensation, many institutions offer to supplement the low salaries with patient care or research incentives. However, with declining budgets, these incentives may amplify the pressure to produce with limited time provided to pursue these activities.…”