TY - JOUR
T1 - Outcomes from the Health Resources and Services Administration's Dental Faculty Development Program
AU - Ungard, Jesse T.
AU - Beck, Ellen
AU - Byington, Emily A.
AU - Catalanotto, Frank A.
AU - Chou, Chiu Fang
AU - Edelstein, Burton L.
AU - Fenesy, Kim E.
AU - Hicks, Jeffery L.
AU - Holtzman, Jennifer S.
AU - Jung, Paul
AU - Kritz-Silverstein, Donna
AU - Kovarik, Robert E.
AU - Rogers, Shane
AU - Sabato, Emily H.
N1 - Publisher Copyright:
Published 2020. This article is a U.S. Government work and is in the public domain in the USA
PY - 2020/9/1
Y1 - 2020/9/1
N2 - 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.
AB - 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.
KW - HRSA
KW - dental education
KW - dental research
KW - faculty development
KW - oral health
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U2 - 10.1002/jdd.12192
DO - 10.1002/jdd.12192
M3 - Article
C2 - 32488901
AN - SCOPUS:85085748593
SN - 0022-0337
VL - 84
SP - 974
EP - 982
JO - Journal of dental education
JF - Journal of dental education
IS - 9
ER -