Teaching Skill Acquisition and Development in Dental Education.

Area of Science:

• Dental Education
• Faculty Development
• Medical Education Research

Background:

• Dental faculty development is crucial for high-quality education.
• Many dental educators transition from clinical practice, requiring efficient skill acquisition.
• Understanding faculty skill progression can optimize faculty development initiatives.

Purpose of the Study:

• To identify faculty perceptions of knowledge, skills, and attitudes for teaching expertise.
• To compare novice and senior dental faculty perceptions of teaching development.
• To apply the Dreyfus skill acquisition continuum to dental education.

Main Methods:

• Mixed-methods approach using concurrent qualitative and quantitative data.
• Electronic survey administered to faculty at a U.S. dental school.
• Analysis based on the Dreyfus model of skill acquisition.

Main Results:

• Early development involves content knowledge and varied teaching methods, guided by role models.
• Mid-level growth focuses on content prioritization and learner-centered customization.
• Expert faculty exhibit fluid teaching, enhanced reflection, and community engagement.

Conclusions:

• Faculty teaching expertise evolves through distinct stages.
• Perceptions of skill acquisition differ between new and senior dental educators.
• Findings can inform targeted faculty development and support strategies in dental schools.