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Identification of competencies for effective dental faculty
1College of Dentistry, University of Iowa, Iowa City, IA 52242-1010, USA. jed-hand@uiowa.edu
Journal of Dental Education
|September 7, 2006
Summary
Effective dental education requires skilled faculty. This study identified essential teaching and research competencies for dental faculty, crucial for developing targeted training programs and addressing faculty shortages.
Area of Science:
- Dental Education
- Faculty Development
- Academic Medicine
Background:
- A sufficient number of dental faculty with appropriate skills is essential for high-quality dental education.
- Existing literature inadequately addresses the specific skills and abilities required for effective dental faculty.
- Faculty shortages in dental education are a recognized concern.
Purpose of the Study:
- To identify consensus lists of core competencies for dental faculty in teaching and research.
- To differentiate competencies based on faculty roles: clinical teachers, clinical scholars, and research-intensive scholars.
- To provide a foundation for developing faculty training and support programs.
Main Methods:
- A panel of dental education experts utilized a web-based Delphi method.
- Competency lists for teaching and research were iteratively refined by the expert panel.
- Competency statements were categorized into foundational and major competencies with supporting elements.
Main Results:
- Consensus lists of competency statements for effective dental faculty were established.
- The importance of each competency was rated for three distinct faculty categories.
- Foundational competencies applicable across all roles and specialized competencies were defined.
Conclusions:
- The identified consensus competencies provide a framework for effective dental faculty.
- These competency statements can guide the development of faculty attainment and maintenance programs.
- The American Dental Education Association (ADEA) is positioned to coordinate faculty development initiatives.
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