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Faculty and staff development in dental education.

Y Sharav1

  • 1Hebrew University, Hadassah School of Dental Medicine, Jerusalem.

Current Opinion in Dentistry
|August 1, 1991
PubMed
Summary

Despite dental school closures and faculty reduction, faculty quality improved due to staff turnover and retirement. Dental education is adapting to evolving healthcare needs, requiring faculty skilled in geriatric and medically compromised patient care.

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Area of Science:

  • Dental Education
  • Healthcare Delivery Transformation
  • Faculty Development

Background:

  • The landscape of dental education in the United States has seen closures and a reduction in faculty numbers over the past decade.
  • Despite these changes, an improvement in overall faculty quality has been observed.
  • This shift is attributed to a dynamic staff turnover, with a significant proportion of new faculty originating from advanced education programs and higher retirement rates among existing faculty.

Purpose of the Study:

  • To analyze the impact of evolving healthcare delivery models on dental faculty composition and development.
  • To identify the emerging needs for specialized knowledge and skills within dental school faculty.
  • To outline the necessary training and qualifications for clinical faculty to address contemporary patient demographics and healthcare challenges.

Main Methods:

  • Analysis of faculty numbers and recruitment sources in U.S. dental schools over a ten-year period.
  • Assessment of trends in patient disease patterns, including decreased caries, reduced edentulousness, and an increase in aging, medically compromised patients.
  • Identification of essential competencies for dental faculty, focusing on medical knowledge and advanced clinical skills.

Main Results:

  • A decrease in the total number of dental faculty, yet an enhancement in overall faculty quality.
  • Recruitment of approximately 50% of new faculty from advanced education programs, coupled with increased retirement rates.
  • A growing demand for faculty with enhanced medical knowledge and expertise in adult general dentistry.

Conclusions:

  • Dental schools are undergoing significant transformation driven by changes in healthcare delivery and patient demographics.
  • There is an increasing requirement for dental faculty proficient in managing medically compromised patients and possessing expertise in areas like oral medicine, medical emergencies, pain control, pharmacology, anesthesia, and geriatric dentistry.
  • Future faculty development must incorporate management skills and cost-effectiveness training to align with evolving healthcare demands.

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