Outcomes from the Health Resources and Services Administration's Dental Faculty Development Program
| Autor: | Paul Jung, Burton L. Edelstein, Donna Kritz-Silverstein, Jeffery L. Hicks, Frank A. Catalanotto, Ellen Beck, Emily A. Byington, Robert E. Kovarik, Jennifer S. Holtzman, Emily H. Sabato, Jesse T. Ungard, Shane Rogers, Kim Fenesy, Chiu Fang Chou |
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| Rok vydání: | 2020 |
| Předmět: |
Adult
medicine.medical_specialty 020205 medical informatics education United States Health Resources and Services Administration 02 engineering and technology Commission 03 medical and health sciences 0302 clinical medicine Faculty Dental ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering medicine Humans Staff Development Program Development Child Curriculum Accreditation Medical education Modalities ComputingMilieux_THECOMPUTINGPROFESSION Descriptive statistics Public health 030206 dentistry General Medicine Middle Aged Interprofessional education United States Leadership Female Faculty development Psychology |
| Zdroj: | Journal of Dental Education. 84:974-982 |
| ISSN: | 1930-7837 0022-0337 |
| DOI: | 10.1002/jdd.12192 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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