Characteristics of an excellent orthodontic residency program.

INTRODUCTION: Although unquantifiable features, such as faculty passion and dedication to teaching, play a vital role in defining the quality of residency education, determinable features that are fundamental to the definition of a "top tier" orthodontic residency program also exist. The objective of this study was to identify those features. METHODS: A survey with 32 items was developed and validated to assess the features of an excellent orthodontic program based on the following 3 major domains: faculty, education, and resident/graduate student/alumni. The survey was sent to 62 orthodontic residency programs in the United States. RESULTS: Thirty-nine programs (63%) completed the survey. Recurring attributes that were identified in what constitutes an excellent program included the following: an adequate number of full-time clinical orthodontic faculty, with each member providing 1 day per week clinic coverage. The average of all respondents was 4, and the range was 1-6; a healthy mix of part-time faculty members with ≥1 full-time faculty member who monitors every clinical session; 80% full-time faculty members who are American Board of Orthodontics (ABO) certified; a craniofacial faculty member; 4 residents/graduate students per each faculty member who covers a clinical session; resident/graduate student exposure to a wide range of treatment modalities and appliances; approximately 70 new case starts per resident/graduate student (50%-60% of patients who are started are debonded by the starting resident/graduate student); patients with craniofacial anomalies and orthognathic surgery patients should be started by each resident/graduate student; 1.5 operatory chairs per resident or graduate student; 1 dental assistant per 4 residents/graduate students; 1 laboratory person; 1 receptionist/secretary per 4 residents; 100% of residents/graduate students successfully completing ABO written examination upon graduation; 60% of residents/graduate students obtaining ABO certification within 5 years of graduation; 50% of residents/graduate students presenting at national meetings would be ideal; and 50% of living alumni contributing financially to the department during the past 5 years. CONCLUSIONS: Based on the responses from the majority of the US orthodontic residency programs, this study has identified certain features that educators feel are ideal for an excellent orthodontic program.

Is the dental clinical learning environment suitable? A survey of Khyber Pakhtunkhwa, Pakistan.

OBJECTIVE: To assess the clinical learning environment in dental institutes of Khyber Pakhtunkhwa. METHODS: The multi-centre cross-sectional survey was conducted from January to May 2017, and comprised students of three institutes affiliated with three different universities in Khyber Pakhtunkhwa province of Pakistan. These included the public-sector Khyber Medical University and two in the private sector: Gandhara University and Riphah International University. A validated Dental Clinical Learning Environment Instrument was distributed among the undergraduate and postgraduate students who were asked to record their perceptions using a six-item Likert scale. Data was analysed using non-parametric statistics. RESULTS: Of the 700 students approached, 553(79%) responded. Of them, 345(62.4%) were females. The mean score for the public-sector institute was 56.69% ± 26.88 (moderate) and 60.53% ± 27.94 (borderline-good) and 62.76% ± 26.02 (borderline-good) for the two private institutes respectively. Clinical teachers were significantly more approachable in private than public sector (p<0.05). The participants from public-sector institute reported lack of vigour, infrastructure, clinical resources and research opportunities. Those from the private sector felt more satisfied and confident about their clinical training but reported having patients for their appointments as a challenge. There were significant differences among those having different gender and levels of training (p<0.05). All participants found clinical seminars helpful. CONCLUSIONS: Clinical learning environment was slightly positive than negative but borderline. The students from private institutes had higher satisfaction than those in public..

The perceived relevance of tooth carving in dental education: Views of practicing dentists and faculty in West India.

BACKGROUND: Teaching dental anatomy includes observation and analysis of natural teeth and carving wax models to accurately reproduce the morphology of teeth. The aim of this survey was to assess the importance of tooth carving in its relevance to clinical practice in the opinion of practicing clinicians throughout west India. METHODS: Faculties of 27 dental colleges and dental practitioners of the Rajasthan and Gujarat states in western India were contacted through e-mail, telephone and mail. A total of 1866 subjects were contacted of which 1722 responded. The perceived relevance of tooth carving in clinical practice was assessed through a 14-item multiple choice questionnaire. Questions ranged from the queries of clinicians' interest in tooth carvings, their opinion of the practical significance of this exercise during their training to their clinical practice, and their recommendations regarding tooth carving. RESULTS: A total of 69.1% of respondent practitioners believe that the tooth carving exercise influences their clinical practice, and 93.4% recommend tooth carving to be continued in the undergraduate dental curriculum. DISCUSSION: The results indicated that most dentists in west India valued what they learned through tooth carving and that they use this knowledge in their practice. This information supports the continued teaching of tooth carving in the undergraduate dental curriculum.

Qualities of an effective teacher: what do medical teachers think?

BACKGROUND: Effective teaching in medicine is essential to produce good quality doctors. A number of studies have attempted to identify the characteristics of an effective teacher. However, most of literature regarding an effective medical teacher includes student ratings or expert opinions. Furthermore, interdisciplinary studies for the same are even fewer. We did a cross-sectional study of the characteristics of effective teachers from their own perspective across medicine and dentistry disciplines. METHODS: A questionnaire comprising of 24 statements relating to perceived qualities of effective teachers was prepared and used. The study population included the faculty of medicine and dentistry at the institution. Respondents were asked to mark their response to each statement based on a 5-point Likert scale ranging from strongly disagree to strongly agree. These statements were grouped these into four main subgroups, viz. Class room behaviour/instructional delivery, interaction with students, personal qualities and professional development, and analysed with respect to discipline, cultural background, gender and teaching experience using SPSS v 13.0. For bivariate analysis, t-test and one way ANOVA were used. Multiple linear regression for multivariate analysis was used to control confounding variables. RESULTS: The top three desirable qualities of an effective teacher in our study were knowledge of subject, enthusiasm and communication skills. Faculty with longer teaching experienced ranked classroom behaviour/instructional delivery higher than their less experienced counterparts. There was no difference of perspectives based on cultural background, gender or discipline (medicine and dentistry). CONCLUSION: This study found that the faculty perspectives were similar, regardless of the discipline, gender and cultural background. Furthermore, on review of literature similar findings are seen in studies done in allied medical and non-medical fields. These findings support common teacher training programs for the teachers of all disciplines, rather than having separate training programs exclusively for medical teachers. Logistically, this would make it much easier to arrange such programs in universities or colleges with different faculties or disciplines.

Characteristics of effective clinical teachers identified by dental students: a qualitative study.

This qualitative research study identified criteria for clinical teacher quality preferences as perceived by dental students. Third and fourth year dental students at New York University College of Dentistry were given a two question, open-ended survey asking what qualities they liked most and least in a clinical teacher. Responses were collected until data saturation was achieved. A total of 157 respondents provided a total of 995 written comments. Descriptive words within the responses were coded and grouped into key words, according to similar relationships, and further refined into 17 defined categories. Three core themes, Character, Competence and Communication, emerged from these 17 categories, which were validated according to specific references found in the existing educational literature. 'Character' comprised nine of the 17 defined categories: (caring, motivation, empathy, patience, professionalism, available, fairness, happiness, patient-centred) and yielded 59.1% of total student responses; 'Competence' consisted of five categories: knowledgeable, expertise, efficient, skilful, effective (29.2%); and 'Communication' represented the remaining three categories: feedback, approachable and interpersonal communication (11.7%). Positive and negative responses related to the defined category of caring were cited by 59.2% of all students. Motivation was the next highest category, cited by 45.9% of students. Non-cognitive attributes, especially those in the Character theme, comprised the majority of student comments. Because students' perceptions are so critical to understanding clinical teaching effectiveness in dental education, these findings can be used to develop assessments to measure clinical teaching effectiveness, to create criteria for the hiring and promotion of clinical faculty and to plan faculty development programming.

Improving the quality of educational strategies in postgraduate dental education using student and graduate feedback: findings from a qualitative study in New Zealand.

INTRODUCTION: Research suggests that students' perceptions should be considered in any discussion of their education. However, to date, there has been no systematic examination of New Zealand postgraduate dental students' learning processes in both the research and clinical settings. This study aimed to obtain in-depth qualitative insights into student and graduate perspectives of effective and ineffective learning experiences during their postgraduate dental education. METHODS: Data were collected in 2010 using semi-structured individual interviews. Participants included 2010 final-year students and 2009 graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe at least one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. RESULTS: Broad themes which emerged included supervisory approaches, characteristics of the learning process and characteristics of the physical learning environment. The focus of this article is to report and discuss the learning processes that participants identified as promoting and precluding effective learning experiences in the clinical and research settings. Students and graduates in the study had largely similar perspectives of learning processes likely to result in effective clinical and research learning. These included self-directed and collaborative learning; timely, constructive and detailed feedback with directions for further improvement; and discreet clinical feedback. Learning processes that precluded effective learning included unsupported and isolated learning, delayed and overly critical/destructive feedback and open criticism in the clinical context. CONCLUSION: The in-depth findings of this study contribute to the scientific literature that identifies learning process characteristics which facilitate effective learning from New Zealand postgraduate students' and graduates' perspectives. Additional cross-sectional and longitudinal studies (both qualitative and quantitative) would lead to a better understanding of what constitutes effective teaching in postgraduate dental education.

Development of ethical practices and social responsibility in dental education at the university of Chile: student and faculty perceptions.

BACKGROUND: The authors argue that dental curricula in Latin America are noted for providing highly technical and individualistic training that may fail to address society's problems or instil in the dentist the idea that he/she has a social responsibility to contribute to his/her community. OBJECTIVES: This study's main objectives were to determine whether the curriculum and the faculty teaching practices of the School of Dentistry at the University of Chile contribute to its students' commitment to ethical and social responsibility. METHODS: This was a qualitative study that investigated the perceptions of sixteen subjects (eight students and eight faculty members). Data were collected in thorough deep interviews. The interview process model conceptualised and organised the information into sets of dimensions and categories. The dimensions studied were ethical commitment and social responsibility. The categories assessed within ethical commitment were honesty, tolerance, responsibility and respect. In the social responsibility dimension, the categories were solidarity, teamwork and concern for and communication with the patient. Analysis of the textual data was performed using a method of content analysis based upon constructed qualitative matrices. RESULTS: Our results show that students and scholars alike realise that ethical commitment and a sense of social responsibility are not promoted in the curriculum. They do, however, recognise the importance of these qualities in dental practitioners. CONCLUSIONS: These results indicate that the current curriculum and teaching practices used in our School of Dentistry need to be reviewed and that programmes promoting professionals' commitment to their role in society need to be implemented.

Guidelines for the organisation of continuing professional development activities for the European dentist.

AIM: Free movement of dental professionals across the European Union calls for more uniform continuing education in dentistry to ensure up-to-date, high-quality patient care and patient safety. This article provides guidelines for the management and delivery of high-quality continuing professional development (CPD) by European dental schools and other CPD providers. METHOD: The guidelines are based on an extensive literature inventory, a survey of existing practices (both available as separate publications), discussions during meetings of the Association for Dental Education in Europe in 2011 and 2012 and debate amongst the members of the DentCPD project team representing six dental schools. RESULTS: On the basis of the literature review, survey and discussions, we recommend that (i) every dentist should be given the opportunity for CPD, (ii) providers should be quality-approved and impartial, (iii) educators should be approved, impartial, suitably trained, and with educational expertise, (iv) the mode of CPD delivery should suit the educational activity, with clear learning objectives or outcomes, (v) effort should be made to assess the learning, (vi) participant feedback should be collected and analysed to inform future developments and (vii) uniform use of the pan-European system of learning credit points (ECTS) should be implemented. CONCLUSION: Implementation of these guidelines should make dental CPD more transparent to all relevant parties and facilitate the transferability of earned credits across the European Union. It will also enable better quality control within dentistry, resulting in enhanced dental care and ultimately the improvement in patient safety.

Effective and ineffective supervision in postgraduate dental education: a qualitative study.

INTRODUCTION: Research suggests that students' perceptions should be considered in any discussion of their education, but there has been no systematic examination of New Zealand postgraduate dental students' learning experiences. This study aimed to obtain in-depth qualitative insights into student and graduate perceptions of effective and ineffective learning in postgraduate dental education. METHODS: Data were collected in 2010 using semi-structured individual interviews. Participants included final-year students and graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe atleast one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. RESULTS: Broad themes which emerged included supervisory approaches, characteristics of the learning process, and the physical learning environment. This paper considers students' and graduates' perceptions of postgraduate supervision in dentistry as it promotes or precludes effective learning. Effective learning was associated by participants with approachable and supportive supervisory practices, and technique demonstrations accompanied by explicit explanations. Ineffective learning was associated with minimal supervisor demonstrations and guidance (particularly when beginning postgraduate study), and aggressive, discriminatory and/or culturally insensitive supervisory approaches. CONCLUSION: Participants' responses provided rich, in-depth insights into their reflections and understandings of effective and ineffective approaches to supervision as it influenced their learning in the clinical and research settings. These findings provide a starting point for the development of curriculum and supervisory practices, enhancement of supervisory and mentoring approaches, and the design of continuing education programmes for supervisors at an institutional level. Additionally, these findings might also stimulate topics for reflection and discussion amongst dental educators and administrators more broadly.

Continued competency in the specialties and academics.

The competency approach to education requires demonstration of a set of knowledge, skills, and values appropriate to the current practice situation. The Commission on Dental Accreditation requires that dental educational programs provide evidence that predoctoral programs, postgraduate dental education, dental hygiene, and specialty programs provide evidence that their programs make it possible for candidates to achieve competence, assess competence and provide remediation, and deny degrees or certificates to those who do not possess competence. All nine specialty programs recognized by the American Dental Association require additional periodic assessment for continued competence. These programs continue to experiment with cost-effective means for assessing competence at higher levels and on a continuing basis. Dental education programs also require demonstrations of on-going competence in the areas of teaching and scholarship, typically through formal peer-review processes.

The role of observational research in improving faculty lecturing skills: A qualitative study in an Italian dental school.

BACKGROUND: This pilot study is based on observational research of lecturing skills during the annual Oral Medicine course at the Milan Dentistry School. AIMS: Our goals were to explore how teachers exhibited desirable lecturing skills, to observe how their attitudes and lecturing skills affected students' attention and thereby learning, and to provide feedback. METHOD: We prepared a structured observational grid divided into four categories: explaining, questioning, visual aids, and lecturer attitude. The grid was filled in by a participant, nonactive researcher. RESULTS: Two main types of lecture were observed: "traditional" and "interactive". Both of these can result in a high level of attention among students. Among the categories, only "lecturer attitude" appeared to affect student attention. In particular, the skills of "speaking aloud" and "sustaining verbal communication with vocal inflection" appeared to have the greatest impact on lecturer attitude. The data were then presented blindly to the five lecturers, who were able to identify their own lesson. CONCLUSIONS: Our grid proved to be a valid instrument although it was very expensive. When integrated with other strategies for improving lecturing, such as student scoring, peer evaluation, and microteaching, observational research can be a cost-effective method to stimulate guided reflection and to improve the lecturing skills of faculty members.

Differences in clinical grading associated with instructor status.

PURPOSE: The purpose of this study was to determine whether the clinical evaluation of pre-doctoral students is associated with instructor status. The hypothesis was that there would be no association between instructor status and clinical evaluation grades. MATERIALS AND METHODS: Retrospective analysis of pre-doctoral clinical evaluations for class II amalgams, class III composites, and periodontal scaling and root planing was performed. The grade averages were based on a rank scale. Descriptive statistics were computed to summarise the predictor and outcome variables. Bivariate statistics were computed to evaluate any associations between the predictors and outcomes. Multiple linear regression models were computed to evaluate the simultaneous effects of multiple predictors on clinical evaluations. RESULTS: The study sample consisted of 238 class II amalgams, 246 class III composites, and 675 scaling and root planings which occurred between August 2003 and June 2005. The procedure averages for these procedures were 1.8 +/- 0.67, 1.8 +/- 0.66 and 2.1 +/- 0.56 respectively. The management averages were 2.0 +/- 0.63, 1.5 +/- 0.58 and 1.4 +/- 0.54 respectively. In bivariate analyses, faculty status was associated with treatment averages for all three procedures. CONCLUSIONS: Faculty status was associated with treatment score for all three procedures evaluated. Full-time faculty gave the best grades for restorative procedures. For periodontal procedures, part-time faculty gave the best grades. More studies are warranted to elucidate the nature behind these differences.

Qualifications and Characteristics North American Dental Deans Seek in Department Chairpersons.

The aim of this study was to determine whether deans of North American dental schools perceived that one category of department chairperson skills (leadership or management) was more important than the other for their chairpersons to be successful. A secondary purpose was to determine the professional qualifications and personal characteristics these deans perceived contributed most to the success of department chairpersons and whether those differed by the research emphasis of the school. An email survey was sent in 2016 to all 75 deans of U.S. and Canadian dental schools with graduating classes. Section one of the survey was an open response section asking deans to list the five most essential characteristics of a successful department chairperson. Section two asked deans to rank the importance of eight listed professional qualifications, and the last section asked deans to rate the importance of four leadership and four management traits that could contribute to the success of their chairpersons. Questions about characteristics of the deans and the schools were also included. A response rate of 46.7% was obtained. The most frequent characteristics listed in the open response section were in the categories of vision, academic expertise, and integrity. The three most highly ranked professional qualifications were previous teaching experience, previous administrative experience, and history of external research funding. Four of the eight professional qualifications were ranked differently by deans of high compared to moderate research-intensive schools (p<0.05). Overall, the respondents rated leadership skills more highly than management skills (p=0.002) as important for departmental chairpersons.

Emotional Intelligence as a Predictor of Dental Hygiene Clinical Teaching Effectiveness.

The development of strong interpersonal relationships between clinical instructors and students has been found to contribute to clinical teaching effectiveness (CTE). In addition, strong interpersonal relationships are more likely to occur in individuals who possess a high level of emotional intelligence (EI). However, an examination of the impact of a clinical instructor's EI on CTE has not been extensively investigated. The aims of this study were to measure the CTE and EI of dental hygiene clinical instructors and to identify any correlations between their CTE and EI. In this cross-sectional quantitative study conducted in 2017, dental hygiene clinical instructors in selected U.S. dental hygiene programs were invited to complete two online assessments: the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Nursing Clinical Teaching Effectiveness Inventory (NCTEI). Demographic data collected from participants was also included in the exploratory data analysis. A total of 42 clinical instructors from programs in 19 states completed both the MSCEIT and the NCTEI. The results showed statistically significant correlations between negative clinical teaching behaviors and MSCEIT outcomes. These results suggest that emotional intelligence may be linked to dental hygiene clinical instructors' teaching effectiveness, with low emotional intelligence being a predictor of negative teaching behaviors.

Short- and long-term effects of training on dental hygiene faculty members' capacity to write SOAP notes.

Calibration among faculty is challenging to achieve and maintain. In this study, calibration refers to the training process by which standardization of chart documentation in a SOAP note format was achieved. In the SOAP format, chart entries by health care providers are written in the following categories: Subjective data, Objective data, Assessment, and Plans. The primary training "effect" or outcome that was measured in this study was the capacity of faculty members to write a SOAP note that adhered to prescribed standards for chart documentation. This study was conducted to assess the short-term effects of training and determine whether faculty members' capacity to write appropriately constructed SOAP notes could be sustained for one year. Eight dental hygiene faculty members at the University of Minnesota participated in a pre-training assessment in which they prepared a SOAP note based on a patient case, completed a training session on writing SOAP notes, and completed a post-training test shortly after training that also consisted of writing a SOAP note based on a patient's case. One year later, a follow-up test, similar to the pre- and post-tests, was conducted. Each component of the SOAP note was compared and scored against a gold standard benchmark score of 29 that represented the number of items that should have been included in an ideal SOAP note in the estimation of the investigators, based on chart documentation guidelines of the University of Minnesota Dental Hygiene Division. The mean score for the pre-test was 18.25 (SD=2.82), which represented 63 percent of the benchmark gold standard score of 29. The post-test mean score immediately after training was 24.63 (SD=2.13; 84.9 percent of the benchmark score), and the one-year follow-up mean score was 22.75 (SD=1.83; 78.4 percent of the gold standard benchmark). From the pre-test to the post-test administered in close approximation to the SOAP note training, faculty members' approximation of the gold standard benchmark increased by 35 percent, or 6.28 points, and from the post-test to the follow-up test one year subsequently, approximation of the benchmark score decreased by approximately 1 percent or 1.88 points. Friedman's test indicated that the differences in mean scores for the pre-test, post-test, and follow-up test were significant. The Sign test was used for post hoc tests; alpha was adjusted using Bonferroni's procedure. Conclusions support a hypothesis that faculty capacity to write a SOAP note that adheres to standards can be increased through training and that the effects can be maintained over a period of approximately one year.

The state of the art in evaluating the performance of assistant and associate deans as seen by deans and assistant and associate deans.

This study explores the little-understood process of evaluating the performance of assistant and associate deans at dental colleges in the United States and Canada. Specifically, this research aimed to identify the methods, processes, and outcomes related to the performance appraisals of assistant/associate deans. Both deans and assistant/associate deans were surveyed. Forty-four of sixty-six deans (66.7 percent) and 227 of 315 assistant/associate deans (72.1 percent) completed surveys with both close-ended and open-ended questions. In addition, ten individuals from each group were interviewed. Results indicate that 75-89 percent of assistant/associate deans are formally evaluated, although as many as 27 percent may lack formal job descriptions. Some recommended best practices for performance appraisal are being used in a majority of colleges. Examples of these best practices are having at least yearly appraisals, holding face-to-face meetings, and setting specific, personal performance objectives/benchmarks for assistant/associate deans. Still, there is much room to improve appraisals by incorporating other recommended practices. Relatively high levels of overall satisfaction were reported by both assistant/associate deans and deans for the process and outcomes of appraisals. Assistant/associate deans rated the value of appraisals to overall development lower than did deans. Qualitative data revealed definite opinions about what constitutes effective and ineffective appraisals, including the use of goal-setting, timeliness, and necessary commitment. Several critical issues related to the results are discussed: differences in perspectives on performance reviews, the importance of informal feedback and job descriptions, the influence of an assistant/associate deans' lack of tenure, and the length of service of deans. Lastly, recommendations for enhancing performance evaluations are offered.

Characteristics of effective classroom teachers as identified by students and professionals: a qualitative study.

This qualitative research study identified criteria for teacher quality preferences as perceived by current and past students. A two-question, open-ended survey asking what qualities learners liked most and least in a teacher/presenter was given to two groups: students (Group A) from medicine, dentistry, and related residency programs; and dentists and physicians (Group B) who had graduated at least three years previously and who attended a minimum of two days of continuing education courses in lecture format each year. A total of 300 subjects provided 2,295 written responses. Descriptive words within the responses were coded and grouped according to similar relationships, resulting in the emergence of twenty-one defined categories that were further refined into three core categories: personality, process, and performance. Results showed that the two groups appear to have different preferences in teacher/presenter characteristics. For Group A (students), the categories of content design, content organization, and content development were at the forefront of their preferences. Group B (professionals) overwhelmingly favored elements of speaker self-confidence and expertise. Both groups highly valued expertise and speaking style. These findings can be used to develop curriculum, enhance faculty members' teaching skills, and plan continuing education programs.

Improving the quality of clinical teaching in a restorative clinic using student feedback.

INTRODUCTION: A large proportion of the undergraduate curriculum is spent within Restorative Dentistry at the University of Liverpool. As well as supportive "phantom head" courses the undergraduates receive significant amounts of teaching within the clinics themselves. In 2004, to help inform the clinical tutors as to their areas of strengths and weaknesses, undergraduates were invited to complete an anonymous questionnaire on the quality of teaching they received from their clinical supervisors. This process has been repeated subsequently in 2005 and 2006. METHOD: A 19 parameter questionnaire, employing a 5-point Likert scale and space for open comments, was circulated to every clinical undergraduate student. Questionnaires were returned anonymously and all data collected by one researcher. Descriptive statistical analysis was performed and the staff provided with individual feedback within the context of the overall departmental profile. The pooled data from each of the years was then compared to determine if any changes had occurred. Statistical analysis used Kruskal Wallis tests to determine whether these were statistically significant. RESULTS: Although the range varied, median scores of 4 (agree) were gained for each question each year. Following statistical analysis 18 of the parameters showed a statistically significant improvement (P < 0.05) between 2004 and 2006 with only one remaining constant throughout. CONCLUSION: It would appear that the use of a questionnaire based feedback system can result in a tangible and demonstrable improvement in the delivery of clinical teaching.

A few good faculty.

Faculty shortages have been in concern in dental academia for the past several years. The American Dental Education Association has taken the lead in bringing this issue to the forefront of dental education, creating initiatives that begin to turn academia into a worthwhile career option for dentists. Income opportunities, faculty development, lifelong learning and job satisfaction must all be addressed, in order to fill vacancies and avoid high turnover. Contemporary dental education needs faculty who don't just want a job: they need to want to create a career out of teaching. How we provide inspiration and preparation for these individuals throughout their careers is critical to dentistry's success.