Outcomes of a 2-year, 5 cohort faculty development program.

INTRODUCTION: A grant-funded faculty development program, From Practice to Preceptor (FP2P), sought to recruit and train diverse general and pediatric dentists to become dental faculty from 2012-2018. This study is an evaluation of this completed initiative and offers an initial review of long-term outcomes of the program. METHODS: Over 5 entering cohorts, 133 practitioners applied to the program and 45 were accepted. A 2-year training program used classroom and hands-on training to prepare practitioners for the occupational demands of academia. Program participants were offered pre- and post-surveys to evaluate their perceived preparedness in faculty competencies identified by the program. Participants were also sent an alumni survey, and employment was tracked by the host institution. RESULTS: Most (43 of 45) participants completed the program. Pre- and post-survey results were received from 24 of 30 (80%) participants in Cohorts 2, 3, and 5, and used for this analysis. The results suggest the program participants' perception of their ability to work effectively as faculty members in administrative, teaching, and clinical arenas increased. Over half of the program completers obtained employment as dental faculty. A majority of (19/26, 73%) program completers who responded to the alumni survey indicated the skills and knowledge gained in the program were useful to their current employment. CONCLUSION: The FP2P program evaluation results indicate a long-term faculty training program may be a useful methodology for recruiting and training current dentists to work in academic dentistry.

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

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.

Development, implementation, and early results of a 4-year interprofessional education curriculum.

This article seeks to outline the implementation of a longitudinal interprofessional education (IPE) program in the predoctoral curriculum at a U.S. dental school. The challenges of implementing the curriculum in a complex environment are reviewed, and an overview of the 4-year curriculum is offered, including exposure, immersion, and clinical readiness components. Results of developmental evaluations are reviewed. Respondents to surveys regarding the capstone case conference experiences overwhelmingly suggest the conferences were educationally rewarding as well as enriching for each of the health professions represented. While response was limited, alumni surveys also indicate satisfaction with the IPE experience. A discussion of challenges and suggestions regarding successful implementation and expansion of IPE programs from didactic to clinical settings are also included.

Elements of Undergraduate Education Related to Students' Academic Performance in the First Year of Dental School.

The aim of this study was to improve understanding of predictors of student success in dental school. A total of 178 student records from the Classes of 2015 and 2016 at a U.S. dental school were reviewed for this retrospective study. The records assessed included admissions files with such elements as scores on the Dental Admission Test (DAT), participation in a pipeline program, and undergraduate transcripts; academic records from the first term of dental school (class rank, course remediation, and withdrawal/dismissal from dental school); and National Board Dental Examination (NBDE) Part I results. The results showed that the DAT Perceptual Ability Test was positively related to performance in the first term of dental school (p=0.030). The DAT Academic Average (p<0.0001) and participation in a pipeline program (p=0.006) were found to be predictors of performance in the lower 25% of the class by end of first term rank. Taking organic chemistry in a summer term during undergraduate study was identified as a predictor variable for dismissal, withdrawal, or entry into a decompressed curriculum (p=0.025). Although this analysis found that traditional predictors of academic success in dental school were associated with strong academic performance in the study sample, it also provided a more complex assessment of factors that may be associated with students who struggle in the first year. As the vast majority of students in this sample successfully completed dental school, the results were not sought to inform admissions criteria, but rather to help academic and student affairs officers identify at-risk students in order to offer timely intervention.

The Effect of Undergraduate Coursework on Students' Performance in the First Year at a U.S. Dental School.

The aim of this study was to determine if there was a relationship between students' academic history and their performance in the first year of dental school, with a focus on academic load in undergraduate education. A total of 174 student records from the Rutgers School of Dental Medicine Classes of 2011 to 2018 were analyzed. These records included students at the top and bottom of each class at the end of their first term of study. Outcomes were broad measures of student success: student continued in curriculum, student withdrew/was dismissed, or student remediated at least one course. In the comparison of the top and bottom ten students across the classes, the following variables were found to be significant: Barron's score of undergraduate institution, undergraduate science GPA, number of failures or withdrawals from science courses during undergraduate education, DAT scores, and underrepresented minority status. The results of this study are not meant to inform the admissions process, but to highlight opportunities for enhancing student services via early identification of students who may benefit from additional academic support while in dental school.