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Oral Health Assessment by Lay Personnel for Older Adults

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Faculty Development at One Midwestern Dental School: A Program Evaluation.

Cynthia C Gadbury-Amyot¹, Deborah B Smith², Pamela R Overman²

¹Dr. Gadbury-Amyot is Associate Dean and Professor of Instructional Technology and Faculty Development, University of Missouri-Kansas City School of Dentistry; Dr. Smith is Professor and Chair, Department of Sociology, University of Missouri-Kansas City; Dr. Overman is Associate Dean of Academic Affairs and Professor, University of Missouri-Kansas City School of Dentistry; and Dr. Bunce is Director of Institutional Research, University of Missouri-Kansas City. amyotc@umkc.edu.

Journal of Dental Education

|October 3, 2015

Summary

Dental faculty development programs aim to improve teaching skills. Evaluation of a program at UMKC School of Dentistry showed mixed success, highlighting needs for better orientation and communication regarding faculty development goals.

Keywords:

dental education dental faculty program evaluation staff development

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Accuracy in Dental Medicine, A New Way to Measure Trueness and Precision

Accuracy in Dental Medicine, A New Way to Measure Trueness and Precision

Published on: April 29, 2014

Area of Science:

Dental Education
Faculty Development
Program Evaluation

Background:

Dental school faculty often lack formal teacher training despite extensive clinical experience.
Faculty development programs are crucial for enhancing educational methodology and teaching techniques in dental schools.
There's a recognized need for structured faculty development initiatives in academic dentistry.

Purpose of the Study:

To evaluate the outcomes of the Faculty Development Program at the University of Missouri-Kansas City School of Dentistry (2007-2014).
To assess the effectiveness of faculty development initiatives in meeting stated outcomes for various stakeholders.
To identify areas for improvement in dental faculty training and support programs.

Main Methods:

A mixed-methods research design was employed.
Quantitative data collected via email survey (54% response rate, N=51).
Qualitative data gathered through open-ended survey questions and a faculty focus group (7 participants).

Main Results:

Survey data indicated that faculty development outcomes were met with varying degrees of success across stakeholder groups.
Focus group findings revealed a need for a more formal new faculty orientation process.
Improved communication regarding the specific objectives of faculty development was identified as necessary.

Conclusions:

Evaluation of faculty development activities is essential for continuous improvement in dental education.
The study suggests that faculty development programs achieve their intended outcomes but require refinement.
Recommendations include enhancing new faculty onboarding and clarifying the role of faculty development within dental institutions.