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Published on: April 29, 2014
Faculty Development for Metro New York City Postdoctoral Dental Program Directors: Delphi Assessment and Program
Marcie S Rubin1, Mari Millery2, Burton L Edelstein2
1Dr. Rubin is Assistant Clinical Professor of Behavioral Sciences in Dental Medicine, College of Dental Medicine, Columbia University Medical Center; Dr. Millery is President, M Research Studio, LLC; and Dr. Edelstein is Professor of Dental Medicine and Health Policy and Management, Medical Center and Chair, Section of Population Oral Health, College of Dental Medicine, Columbia University. msr135@columbia.edu.
Dental faculty development programs should prioritize teaching research methods and literature reviews. Assessing training needs systematically ensures effective faculty development for educators.
Area of Science:
- Dental Education
- Faculty Development
- Health Professions Education
Background:
- Continuous faculty development is crucial for dental academicians to maintain a skilled workforce and adapt to evolving educational requirements.
- Systematic assessment of faculty training needs is vital for maximizing the effectiveness of faculty development initiatives.
Purpose of the Study:
- To identify priority faculty development topics for dental program directors.
- To translate identified needs into targeted faculty development programs for primary care dental educators, as part of a Health Resources and Services Administration (HRSA)-sponsored program.
Main Methods:
- A Delphi consensus technique involving three sequential surveys was employed.
- Participants included 26 general, pediatric, and public health dentistry residency program directors in the New York City metropolitan area.
- Surveys assessed topic identification, importance rating, and ranking of faculty development needs.
Main Results:
- The initial survey identified 31 potential topics.
- Subsequent surveys narrowed focus, with 'teaching research methods' and 'teaching literature reviews' ranked as highest priorities.
- Key areas identified for faculty development included teaching research methods, motivating trainees, trainee evaluation, and clinical care assessment.
Conclusions:
- The study successfully identified priority faculty development needs for dental educators.
- A series of six Faculty Forums was developed and implemented based on these findings, commencing with teaching research methods.
- The needs assessment and program development process can be adapted for other educator populations.
