Graduate Dental Hygiene Education Faculty Perceptions Regarding Mentoring Practices.

Area of Science:

• Dental Hygiene Education
• Faculty Development
• Academic Mentorship

Background:

• Graduate dental hygiene (DH) faculty roles encompass teaching, research, and supervision, often without clear expectations or awareness of policies.
• Faculty may lack understanding of graduate student needs, impacting their effectiveness in academic roles.

Purpose of the Study:

• To explore faculty perceptions of mentoring within graduate DH programs.
• To identify mentoring needs and opportunities for faculty in teaching, research, and committee roles.

Main Methods:

• An 18-item survey was distributed to US graduate DH program directors and faculty.
• Survey items focused on demographics, mentoring experiences, opportunities, and perceived needs for graduate faculty.

Main Results:

• 24 surveys were completed, with faculty reporting roles as program directors, course directors, and committee members.
• 58% of faculty received mentoring, with 45.8% seeking peer mentorship for teaching and research.
• Greatest mentoring needs identified in scientific writing (70.8%), research methods (66.7%), and feedback (66.7%).

Conclusions:

• Mentoring graduate DH faculty is crucial for educational vitality and preparing future leaders.
• Effective mentoring enhances faculty effectiveness and contributes to increased student success in graduate programs.