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1.
BMC Med Educ ; 20(1): 399, 2020 Nov 02.
Artigo em Inglês | MEDLINE | ID: mdl-33138810

RESUMO

BACKGROUND: COVID-19 is a global pandemic affecting all aspects of life in all countries. We assessed COVID-19 knowledge and associated factors among dental academics in 26 countries. METHODS: We invited dental academics to participate in a cross-sectional, multi-country, online survey from March to April 2020. The survey collected data on knowledge of COVID-19 regarding the mode of transmission, symptoms, diagnosis, treatment, protection, and dental treatment precautions as well as participants' background variables. Multilevel linear models were used to assess the association between dental academics' knowledge of COVID-19 and individual level (personal and professional) and country-level (number of COVID-19 cases/ million population) factors accounting for random variation among countries. RESULTS: Two thousand forty-five academics participated in the survey (response rate 14.3%, with 54.7% female and 67% younger than 46 years of age). The mean (SD) knowledge percent score was 73.2 (11.2) %, and the score of knowledge of symptoms was significantly lower than the score of knowledge of diagnostic methods (53.1 and 85.4%, P <  0.0001). Knowledge score was significantly higher among those living with a partner/spouse than among those living alone (regression coefficient (B) = 0.48); higher among those with PhD degrees than among those with Bachelor of Dental Science degrees (B = 0.48); higher among those seeing 21 to 30 patients daily than among those seeing no patients (B = 0.65); and higher among those from countries with a higher number of COVID-19 cases/million population (B = 0.0007). CONCLUSIONS: Dental academics had poorer knowledge of COVID-19 symptoms than of COVID-19 diagnostic methods. Living arrangements, academic degrees, patient load, and magnitude of the epidemic in the country were associated with COVD-19 knowledge among dental academics. Training of dental academics on COVID-19 can be designed using these findings to recruit those with the greatest need.


Assuntos
Competência Clínica , Infecções por Coronavirus/prevenção & controle , Odontologia/organização & administração , Docentes de Odontologia/organização & administração , Controle de Infecções/organização & administração , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Infecções por Coronavirus/epidemiologia , Estudos Transversais , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Internacionalidade , Modelos Lineares , Masculino , Análise Multivariada , Pandemias/estatística & dados numéricos , Pneumonia Viral/epidemiologia
2.
J Dent Educ ; 84(10): 1091-1098, 2020 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-33063364

RESUMO

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.


Assuntos
Docentes de Odontologia , Desenvolvimento de Pessoal , Criança , Estudos de Coortes , Currículo , Humanos , Avaliação de Programas e Projetos de Saúde
4.
PLoS One ; 15(9): e0239961, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32991611

RESUMO

OBJECTIVE: COVID-19 pandemic led to major life changes. We assessed the psychological impact of COVID-19 on dental academics globally and on changes in their behaviors. METHODS: We invited dental academics to complete a cross-sectional, online survey from March to May 2020. The survey was based on the Theory of Planned Behavior (TPB). The survey collected data on participants' stress levels (using the Impact of Event Scale), attitude (fears, and worries because of COVID-19 extracted by Principal Component Analysis (PCA), perceived control (resulting from training on public health emergencies), norms (country-level COVID-19 fatality rate), and personal and professional backgrounds. We used multilevel regression models to assess the association between the study outcome variables (frequent handwashing and avoidance of crowded places) and explanatory variables (stress, attitude, perceived control and norms). RESULTS: 1862 academics from 28 countries participated in the survey (response rate = 11.3%). Of those, 53.4% were female, 32.9% were <46 years old and 9.9% had severe stress. PCA extracted three main factors: fear of infection, worries because of professional responsibilities, and worries because of restricted mobility. These factors had significant dose-dependent association with stress and were significantly associated with more frequent handwashing by dental academics (B = 0.56, 0.33, and 0.34) and avoiding crowded places (B = 0.55, 0.30, and 0.28). Low country fatality rates were significantly associated with more handwashing (B = -2.82) and avoiding crowded places (B = -6.61). Training on public health emergencies was not significantly associated with behavior change (B = -0.01 and -0.11). CONCLUSIONS: COVID-19 had a considerable psychological impact on dental academics. There was a direct, dose-dependent association between change in behaviors and worries but no association between these changes and training on public health emergencies. More change in behaviors was associated with lower country COVID-19 fatality rates. Fears and stresses were associated with greater adoption of preventive measures against the pandemic.


Assuntos
Infecções por Coronavirus/psicologia , Docentes de Odontologia/psicologia , Comportamentos Relacionados com a Saúde , Pneumonia Viral/psicologia , Teoria Psicológica , Adulto , Idoso , Betacoronavirus , Infecções por Coronavirus/prevenção & controle , Estudos Transversais , Feminino , Desinfecção das Mãos , Humanos , Masculino , Pessoa de Meia-Idade , Estresse Ocupacional/epidemiologia , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Análise de Componente Principal , Inquéritos e Questionários
5.
J Dent Educ ; 84(9): 974-982, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32488901

RESUMO

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.


Assuntos
Docentes de Odontologia , Desenvolvimento de Pessoal , Adulto , Criança , Currículo , Feminino , Humanos , Liderança , Pessoa de Meia-Idade , Desenvolvimento de Programas , Estados Unidos , United States Health Resources and Services Administration
6.
J Dent Educ ; 84(10): 1099-1107, 2020 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-32535956

RESUMO

OBJECTIVE: This study aimed to identify the predictors of perceived stress and quality of life (QoL) among graduate dental faculty. METHODS: This cross-sectional study was conducted using a representative sample of 348 dental faculty members from master's and doctoral programs in Brazil. Data were collected using self-administered questionnaires between August and December 2018. QoL was assessed using the multidimensional World Health Organization Quality of Life assessment (WHOQOL-BREF). Perceived stress was assessed using the Perceived Stress Scale (PSS). Participant sociodemographic characteristics served as the independent variables. The data were subjected to linear regression analysis. RESULTS: Women obtained higher PSS scores and lower QoL scores (P < 0.05). There was a negative correlation between perceived stress and all 4 QoL domains. Multivariate analysis revealed that a combination of the independent variables (i.e., sex, age, sleep duration, dual employment, medication intake due to work, and leisure time) explained 32% of the variance in perceived stress. Regarding QoL, perceived stress, sleep duration, and medication intake due to work explained 50%, 58%, 27%, and 40% of the variance in the physical health, psychological, social relationships, and environment domain scores, respectively. Sex (i.e., female) and medication intake due to work predicted higher levels of perceived stress. In contrast, age, sleep duration, dual employment, and leisure time were associated with lower levels of perceived stress. CONCLUSION: Perceived stress and medication intake due to work had a negative effect on QoL, whereas sleep duration had a positive impact on QoL.


Assuntos
Docentes de Odontologia , Qualidade de Vida , Brasil , Estudos Transversais , Feminino , Humanos , Inquéritos e Questionários
7.
Eur J Dent Educ ; 24(3): 559-571, 2020 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-32362065

RESUMO

INTRODUCTION: Oral rehabilitation with removable dentures (RDs) is still a viable choice for the edentulous population. Fostering students' confidence in prosthodontic procedures should be a major concern in dental schools. This study has three purposes: (a) to measure the self-reported confidence levels of undergraduate dental students when performing removable prosthodontic treatments; (b) to evaluate the students' perceived quality of removable prosthodontics education; and (c) to assess the students' suggestions to improve removable prosthodontics education. MATERIALS AND METHODS: An anonymous questionnaire was delivered to third-, fourth- and fifth-year students of the Faculty of Dental Medicine of the University of Porto (FMDUP) (n = 176). Data from quantitative questions were statistically analysed with IBM SPSS Statistics for Windows (V.24.0), whilst qualitative data were clustered into topics and analysed in Excel. RESULTS: With a 100% response rate, most students felt "confident" and "very confident" in RD clinical procedures. Overall, the 5th-year students had higher confidence than 4th-year ones, except when surveying diagnostic casts. Our findings also revealed that students considered the removable prosthodontics education "Good" and "Very good," and their main suggestions were related to increasing the time allocated to clinical practice. CONCLUSIONS: Students' confidence in carrying out removable prosthodontic procedures grew as they progressed through the course. Overall, the students' evaluation of the quality of prosthodontics education was positive, and their main suggestion to improve their confidence levels was increasing the clinical experience.


Assuntos
Prostodontia , Estudantes de Odontologia , Odontólogos , Educação em Odontologia , Docentes , Docentes de Odontologia , Humanos
8.
J Dent Educ ; 84(7): 755-761, 2020 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-32356325

RESUMO

PURPOSE: This pilot study aimed to develop and test a comprehensive assessment instrument, through an examination of measurement properties, to evaluate relationships between faculty technology adoption and age, level of education, teaching experience, technology anxiety, perceived technology integration barriers, and technology available in dental hygiene (DH) clinical environments. Focus was to acquire instrument validity with emphasis on test content, internal structure, and response processes. METHODS: The survey was developed based on expert review, pretesting, and survey piloting in 2018. Three content experts evaluated face and traditional content validity. Eleven DH faculty with diverse clinical experiences were recruited for pretesting to comment on item definitions and language. The instrument was pilot tested among DH faculty with full-time, part-time, and clinical appointments at institutions located in the Mid-West. Psychometric properties of the questionnaire were evaluated with frequency analysis and scale responses detailed. RESULTS: Evaluation by experts and faculty members refined definitions, language, and response options for the seventy-item response scale. Forty-three DH faculty completed the online pilot. The 4 sections subjected to factor analysis showed excellent factor loading. Internal consistency was satisfactory. Frequency analysis showed an array of perceived abilities and technological integration in the educational environment. CONCLUSION: Findings suggest that respondents found the survey easy to complete and understand. The survey appears to be a valid measure of technology adoption among DH faculty of differing experiences. The survey will now be disseminated to a larger group of DH faculty.


Assuntos
Higienistas Dentários , Higiene Bucal , Docentes de Odontologia , Humanos , Projetos Piloto , Inquéritos e Questionários
9.
J Dent Educ ; 84(4): 409-417, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-32314387

RESUMO

The need for more dental hygiene educators has led to the increased practice of hiring part-time faculty members; however, there is little literature on their job satisfaction or intent to stay in education. The aim of this study was to explore demographic and job satisfaction variables that may predict part-time dental hygiene faculty members' intent to stay in education within the framework of Herzberg's motivation-hygiene theory. A cross-sectional, correlational survey was conducted with a national convenience sample of part-time dental hygiene faculty members (n = 177). The survey was a combination of two validated survey instruments (modified Nurse Educators' Intent to Stay in Academe Scale and modified Adjunct Faculty Survey). The completion rate was 87%. Overall, the study found a significantly positive correlation between job satisfaction and intent to stay (ρ[177] = 0.48; p<0.001). Other significant findings were that both average annual salary (p = 0.005) and being approached as an undergraduate (p = 0.004) had an effect on intent to stay. Personal growth (p<0.001), the job satisfaction subscale (p<0.001), and work preference (p = 0.03) had the most predictive influence on intent to stay. Job satisfaction was a strong predictor of intent to stay, which is consistent with Herzberg's motivation-hygiene theory. Addressing the needs of part-time dental hygiene faculty members by increasing job satisfaction variables may aid in the recruitment and retention of these educators.


Assuntos
Satisfação no Emprego , Higiene Bucal , Estudos Transversais , Docentes de Odontologia , Humanos , Higiene
10.
J Dent Educ ; 84(6): 642-651, 2020 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-32147832

RESUMO

OBJECTIVE: The purpose of this study was to investigate dental hygiene (DH) educational programs' didactic and clinical curriculum in the management of peri-implant diseases and conditions. The specific aims were (1) assess if evidence-based content for peri-implant diseases and conditions are currently included in didactic and clinical DH curriculum and (2) determine if DH education programs are currently preparing students at a level of clinical competency for the assessment and management of peri-implant diseases and conditions. DESIGN: A cross-sectional study of DH faculty member(s) from 331 United States entry-level programs responsible for didactic and clinical curriculum for peri-implant diseases and conditions were surveyed. The survey was disseminated electronically via Qualtricsxm August 2019 for a response rate of 26%. RESULTS: The results showed didactic courses taught DH students the etiology of peri-mucositis and peri-implantitis (98%), clinical characteristics (98%), and risk factors contributing to these implant diseases (96%). Evaluation methods to determine student level of competency in a didactic setting included quizzes/examinations (98%), case-based examinations (63%), and written essays (6%). Eighty-five percent reported DH students are not required in a clinical setting to provide care for patients with peri-implant diseases and conditions. CONCLUSIONS: Study results suggest DH education programs may need to revise didactic and clinical curriculum to ensure students graduate at a level of clinical competency for assessing and managing peri-implant conditions and diseases. DH educational programs should consider requiring clinical patient experiences for the assessment and management of peri-mucositis and peri-implantitis to prepare students for their professional role.


Assuntos
Implantes Dentários , Higiene Bucal , Estudos Transversais , Currículo , Docentes de Odontologia , Humanos , Inquéritos e Questionários , Estados Unidos
11.
J Dent Educ ; 84(3): 279-282, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32115710

RESUMO

Population demographic shifts in the United States and Canada have led to an increasingly diverse postsecondary student population. However, the largely homogenous dental faculty in the United States and Canada does not reflect the rapidly changing student body and the diverse patient population academic dentistry has been called to serve. Therefore, recruitment and retention of diverse dental faculty in dental education must be a priority. Substantial evidence also indicates improved outcomes for faculty, students, and institutions when faculty diversity on campus is increased. Beyond the positive impact faculty diversity can deliver to the learning and working environments of an academic institution, a variety of regulatory bodies mandate good faith efforts to maintain a diverse faculty, including the Commission on Dental Accreditation (CODA) standards for dental schools and dental therapy education programs. To assist its member institutions with answering the call for improved faculty diversity, the American Dental Education Association (ADEA) worked with its members to develop the ADEA Faculty Diversity Toolkit (ADEA FDT), a landmark evidence-based resource designed to assist dental education with the design and implementation of faculty recruitment and retention initiatives that can be tailored to their unique needs. This article provides an overview of the changing landscape of the United States and Canadian populations, shares the historic homogeneity of dental education faculty, provides an overview of some of the benefits associated with faculty diversity and highlights the challenges and barriers related to recruiting and retaining diverse faculty. Most importantly, it introduces the ADEA FDT and the need for dental schools and allied dental programs to use the Toolkit as a proactive resource in increasing and maintaining faculty diversity. Furthermore, it provides an overview of how to utilize and adapt the highlighted best practices and model programs to improve faculty diversity on their campuses.


Assuntos
Educação em Odontologia , Docentes de Odontologia , American Dental Association , Canadá , Humanos , Faculdades de Odontologia , Estados Unidos
12.
J Dent Educ ; 84(3): 308-315, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32176339

RESUMO

Many health professions have identified characteristics of an effective clinical instructor and used this information to create tools to measure clinical teaching effectiveness (CTE) in their disciplines. However, minimal research has been conducted to explore the attributes of an effective clinical instructor in dental hygiene education. The aim of this study was to identify the attributes of dental hygiene clinical instructors associated with effective teaching. This study used a Delphi research design to iteratively survey an expert panel of 14 dental hygiene instructors in dental hygiene programs from 13 U.S. states in 2019. A cumulative overall response rate of 89.3% was achieved after conducting three survey rounds. The results showed statistically significant consensus on 91 CTE characteristics. Participants agreed that effective clinical instructors should possess the ability to clearly communicate, foster interpersonal relationships, encourage a climate of mutual respect, and act as good role models who are emotionally intelligent, caring, trustworthy, fair, honest, and supportive. There was also agreement that effective clinical instructors were those who created a safe learning environment centered on collaboration, motivation, guidance, and positive corrective feedback. These results were similar to those identified in other health professions. However, there is a need for dental hygiene education to develop its own CTE assessment tool for use in professional development.


Assuntos
Higienistas Dentários , Higiene Bucal , Docentes de Odontologia , Retroalimentação , Humanos , Aprendizagem , Ensino
13.
J Dent Educ ; 84(3): 316-322, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32176343

RESUMO

Valid and reliable assessment of students' knowledge and skills is integral to dental education. However, most faculty members receive no formal training on student assessment techniques. The aim of this study was to quantify the value of a professional development program designed to improve the test item-writing skills of dental faculty members. A quasi-experimental (pretest, intervention, posttest) study was conducted with faculty members in the dental school of Majmaah University, Saudi Arabia. Data assessed were 450 multiple-choice questions (MCQs) from final exams in 15 courses in 2017 (prior to the intervention; pretest) and the same number in 2018 (after the intervention; posttest). The intervention was a faculty development program implemented in 2018 to improve the writing of MCQs. This training highlighted construct-irrelevant variance-the abnormal increase or decrease in test scores due to factors extraneous to constructs of interest-and provided expert advice to rectify flaws. Item analysis of pre- and post-intervention MCQs determined the difficulty index, discrimination index, and proportion of non-functional distractors for each question. MCQs on 2017 and 2018 exams were compared on each of these parameters. The results showed statistically significant improvements in MCQs from 2017 to 2018 on all parameters. MCQs with low discrimination decreased, those with high discrimination increased, and the proportion of questions with more than two non-functional distractors were reduced. These results provide evidence of improved test item quality following implementation of a long-term faculty development program. Additionally, the findings underscore the need for an active dental education department and demonstrate its value for dental schools.


Assuntos
Avaliação Educacional , Docentes de Odontologia , Educação em Odontologia , Humanos , Arábia Saudita , Redação
14.
J Dent Educ ; 84(3): 336-342, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32176348

RESUMO

This study examined happiness and satisfaction as possible foundations for long-term well-being and resilience in dental education. Psychological research has found that respect, camaraderie, and trust help define well-being and that resilience is built with these supportive influences. The aims of this study were to assess if happiness and life satisfaction reported by one U.S. dental school's faculty, students, and alumni also enhanced their perceived well-being and resilience and to determine the factor that most affected the participants' happiness. Email and hard copy surveys were distributed in 2018 and 2019 to all 71 full-time preclinical and clinical faculty members, 572 students in all four years, and 143 alumni who graduated in 2018 (total N = 786). Overall, 471 responded; response rates by group were as follows: faculty 87.3% (N = 62), students 65.9% (N = 377), and graduates 22.4% (N = 32). Of the three groups, responding faculty members reported having the highest levels of happiness in life (92.0%) and job satisfaction (90.3%). In the highest percentage reported, 90.2% of D4 students reported that the level of trust and respect they received from clinical faculty members contributed most to their happiness. The lowest level of happiness among the groups (71.0%) was reported by the D2 students. These results suggested that perceived well-being translated to happiness among the participants in our study. More research is needed to understand the relationship among positive environments, well-being, and provider resilience in dental education.


Assuntos
Docentes de Odontologia , Faculdades de Odontologia , Atitude do Pessoal de Saúde , Felicidade , Humanos , Satisfação Pessoal , Estudantes de Odontologia
15.
J Dent Educ ; 84(3): 323-328, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32176350

RESUMO

The aim of this study was to develop and test the reliability of an instrument to evaluate the quality of clinical teaching among dental school faculty. Fourth-year dental students' perspectives on effective clinical teaching were first collected in focus group meetings. An 11-item questionnaire to assess seven domains of clinical teaching was developed based on the collected student perspectives and a medical model. All 374 third- and fourth-year dental students at one U.S. dental school in 2015 were invited to evaluate four clinical instructors whom they felt were strong role models and four clinical instructors whom they felt would benefit from constructive criticism. The survey was completed by 139 students (37.2% response rate); they evaluated 96 dental instructors. The results showed that the survey demonstrated strong internal reliability, with Cronbach's alpha values of >0.95 for each of the seven domains. In addition, there was significant agreement between groups: the interclass correlation (ICC) ranged from 0.97 to 0.99. These results suggest that the clinical faculty evaluation instrument developed in this study is a reliable method that can be used to evaluate dental faculty members. This system can be a valuable guide for clinical faculty members and administrators in assessing and improving clinical teaching effectiveness.


Assuntos
Educação em Odontologia , Docentes de Odontologia , Humanos , Reprodutibilidade dos Testes , Faculdades de Odontologia , Estudantes de Odontologia , Ensino
16.
J Dent Educ ; 84(8): 847-851, 2020 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-32115714

RESUMO

Systematic reviews have consistently grown in popularity and reputation. On behalf of the Dental Caucus of the Medical Library Association and with insight from the Director of Faculty Education & Instructional Development at Tufts University School of Dental Medicine, we offer guidance on the wide variety of reviews of the literature available to aid researchers in dental education in selecting the best review to suit their question, team size, time, and needs of the profession.


Assuntos
Educação em Odontologia , Docentes de Odontologia , Humanos , Revisões Sistemáticas como Assunto
17.
J Dent Educ ; 84(5): 534-542, 2020 May.
Artigo em Inglês | MEDLINE | ID: mdl-32064617

RESUMO

Operationalizing faculty contributions in ways that align with organizational mission can be difficult, particularly when monetizing effort. Conventional compensation methods may result in faculty effort going undefined, resulting in more subjectivity in recognition and compensation. Inequities lead to faculty marginalization, fragmentation, decreased motivation, and attrition. Dental faculty retirements are expected to increase, as 81% of men and 19% of women faculty aged 60 years and older in 2015-2016. We present opposing perspectives on the use of educational value units (EVUs) in academic dentistry. The first viewpoint articulates that such models improve recruitment and retention by objectifying (a) faculty performance measurement, (b) academic productivity improvements, and (c) compensation determination. The counterpoint suggests EVUs are deterrents to faculty retention due to challenges with objectively quantifying performance measures, a potential inherent bias linked to gender, and the undervaluing of teaching quality or collaborative practices.


Assuntos
Docentes de Odontologia , Faculdades de Odontologia , Idoso , Eficiência , Docentes de Medicina , Feminino , Humanos , Masculino , Pessoa de Meia-Idade
19.
J Dent Educ ; 84(1): 34-43, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31977101

RESUMO

The aim of this study was to investigate the effects of dental students' faculty group leader in clinic, intended postgraduate training, and clinic schedule on their clinical performance. This retrospective study used de-identified transcript data from the Columbia University College of Dental Medicine Classes of 2013, 2014, and 2015, a total of 238 students. The impact factors analyzed were the assigned faculty member who served as clinical group leader and mentor; area of students' intended postgraduate training; and variations in timing of students' summer clinic assignments and vacations. Clinical performance, consistent with the school's graduation criteria, was measured with summative assessments (completion of competencies); completion of care for patients assigned (case completions); and overall patient encounter rate. The results showed that group leader assignment correlated with significant differences among students in completion of cases (p=0.001), competencies completed (p<0.001), and patient encounter rate (p=0.018). Students who intended to pursue general practice residencies and prosthodontics specialty training completed fewer cases than students pursuing other types of postgraduate training (p<0.001). Students who had full-time clinic in June and vacation later in the summer of their third- to fourth-year transition completed more cases (p<0.001), completed more competencies (p=0.008), and had more patient visits (p=0.012) than those who had full-time clinic later in the summer. There were significant correlations among case completions, completion of competencies, and patient encounter rate. Overall, this study found that the students' intended postgraduate training, clinic schedules, and faculty mentors influenced their progress in clinical training and should be taken into consideration in student evaluation and patient care.


Assuntos
Faculdades de Odontologia , Estudantes de Odontologia , Competência Clínica , Educação em Odontologia , Docentes de Odontologia , Humanos , Estudos Retrospectivos
20.
Eur J Dent Educ ; 24(2): 193-198, 2020 May.
Artigo em Inglês | MEDLINE | ID: mdl-31765081

RESUMO

INTRODUCTION: Dental education comes with important challenges for the faculties as well as for the students. Its evolving nature leads to the constant adoption of new practices and techniques. Thus, the learning environment is in continuous development. This study aimed to describe a sample of senior undergraduate student's perceptions of their learning environment. METHODS: Students (both Romanian and international) enrolled in the 6th year at the Faculty of Dental Medicine from a Romanian University completed the Dundee Ready Education Environment Measure (DREEM). The scale measures students' perceptions of the education environment using five domains: Learning, Teaching, Academic self-perception, Atmosphere and Social self-perception. Data were analysed using descriptive statistics, non-parametric and univariate statistics for group comparison. RESULTS: Participants (N = 259, Romanian = 111, International = 148) had a good perception of their learning environment, with a total DREEM score of 117.82 out of 200. Still, they had a lower score in the areas of Academic and Social self-perception. The international students had more negative perceptions of the learning environment compared to the Romanian ones. The French-speaking students had the lowest scores on most of the areas. CONCLUSIONS: Although the perception of medical dentistry education is generally good, international students are not as satisfied with the learning environment. The students' experiences could be improved by providing them with more social support. Also, it is important to address the needs of international students in order to create a more satisfying environment for them.


Assuntos
Educação de Graduação em Medicina , Estudantes de Medicina , Educação em Odontologia , Docentes de Odontologia , Humanos , Romênia , Inquéritos e Questionários
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