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Restorative Care01:19

Restorative Care

Restorative care is provided once a patient has been discharged from a healthcare facility and requires additional services. The additional services include home care, rehabilitation programs, and extended care. Restorative care centers help the patient regain their previous level of functioning or acquire a new level of functioning due to the incapacitating effects of a disease or a disability. It aims to assist patients in enhancing their quality of life by encouraging independence,...
Healthcare Agencies II01:17

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Tooth Anatomy01:21

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The human tooth enables us to eat a variety of foods, speak clearly, and even aid in shaping our faces. Teeth are composed of various elements that work together. Here's a detailed look at the anatomy of a human tooth.
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Assessment of the Mouth01:26

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Accuracy in Dental Medicine, A New Way to Measure Trueness and Precision
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Outcomes from the Health Resources and Services Administration's Dental Faculty Development Program.

Jesse T Ungard1, Ellen Beck2, Emily A Byington3

  • 1Division of Medicine and Dentistry, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA.

Journal of Dental Education
|June 4, 2020
PubMed
Summary

Dental faculty development programs, funded by HRSA, successfully prepared nearly 300 trainees for academic roles, with 80% intending to teach. These programs enhance teaching skills and build infrastructure for clinical education.

Keywords:
HRSAdental educationdental researchfaculty developmentoral health

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Area of Science:

  • Dental Education
  • Faculty Development
  • Health Professions Education

Background:

  • The Commission on Dental Accreditation mandates faculty development, but implementation varies.
  • Transitioning from clinical practice to academia requires enhanced teaching, research, and leadership skills.
  • The Health Resources and Services Administration (HRSA) funded six institutions to develop faculty training programs for oral healthcare providers.

Purpose of the Study:

  • To examine the outcomes of dental faculty development programs.
  • To assess the effectiveness of HRSA-funded initiatives in preparing oral healthcare providers for teaching roles.

Main Methods:

  • A descriptive analysis of annual performance data from 2012-2017.
  • Data included trainee demographics, faculty development activities, and post-completion intentions.
  • Examined course development and pipeline activities.

Main Results:

  • Nearly 300 trainees participated, predominantly female, aged 30-49, and non-Hispanic White.
  • 80% of completers intended to pursue teaching careers.
  • Common activities included community-based training, curriculum enhancement, web-based learning, and interprofessional education; modalities included seminars, Master's degrees, and mentoring.

Conclusions:

  • Faculty development effectively prepares individuals for academic careers and faculty roles.
  • Community-based programs can leverage faculty development for recruitment and calibration.
  • HRSA investments build essential infrastructure for ongoing engagement in clinical education, research, and administration.