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Faculty development for clinical teachers in dental education
A Møystad1, K H Lycke2, T A Barkvoll1
1Faculty of Dentistry, Institute of Clinical Dentistry, University of Oslo, Norway.
Summary
Faculty development programs significantly enhance clinical teachers' competence and improve dental learning environments. These initiatives foster better teaching practices and collaboration, with lasting positive outcomes for educators and students.
Area of Science:
- Medical Education
- Dental Education
- Faculty Development
Background:
- Dental education requires continuous improvement in teaching and learning environments.
- Faculty development activities are crucial for enhancing the quality of clinical teaching.
Purpose of the Study:
- To evaluate participants' perceptions of faculty development outcomes for clinical teachers.
- To assess the impact on clinical learning environments and the sustainability of these outcomes.
Main Methods:
- A program involving a 2-day seminar, collegial supervision, development projects, and a 1-day follow-up seminar.
- A web-based questionnaire survey administered 3-27 months post-program completion.
Main Results:
- The program demonstrated a strong positive impact on clinical teachers' competence and learning environments.
- Teachers reported increased self-awareness in teaching, improved supervision skills, and enhanced collaboration.
- Novice teachers experienced greater benefits than experienced teachers, and development activities were largely sustained.
Conclusions:
- Faculty development programs, grounded in learning theories, can be effectively implemented in dental education.
- These programs yield positive outcomes for individual clinical teachers and the overall learning environment.
- Sustained engagement in development activities leads to long-term improvements in dental education.
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