Factors influencing pursuit and satisfaction of academic dentistry careers: perceptions of new dental educators.
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New dental educators (n = 280) with zero to five years full-time teaching experience were surveyed to ascertain their perceptions regarding salary, work environment, and workload to determine the impact of these factors on faculty recruitment and retention. Work environment was the most frequently reported factor for considering and maintaining an academic dentistry position. Educational resources, facilities, salary, and benefits were ranked as moderately important for considering an academic position. Mentoring, startup funds for research, and external private practice opportunities were also reported as moderately important for maintaining a position. Other factors of concern to new faculty included quality of administration and leadership, reputation of program, professional development opportunities, faculty autonomy, and reasonable criteria for tenure and promotion. These findings suggest that resources, strategies, and formal mentoring programs that provide direction and guidance in the areas of teaching, promotion, and tenure for new educators should be considered for implementation in our dental schools. (+info)
Small business needs assessment: a comparison of dental educators' responses with SBDC survey results.
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A primary focus of dental education is to teach students the knowledge, skills, and values essential for practicing dentistry. However, the preparation of dentists to manage a business is frequently cited as inadequate. A survey was prepared to assess teachers' opinions of business instructional topics: challenges; desired training; employee benefits; learning resources; importance of business topics; and appropriateness of time allocations. The purpose of this project is to compare opinions of teachers of dental practice management with key management aspects reported for service businesses by the Small Business Development Center (SBDC). Practice management teachers from forty-eight (89 percent) schools responded to the survey. They indicated that several challenges confronting dentists are similar to other service businesses. Dentists, however, rank customer relations appreciably higher. In order of importance of teaching topics, the practice management teachers rank ethics and personnel management as a high priority and planning as a low priority. Awareness of the similarities and differences in the perceptions of practice management teachers and businesspeople may result in instructional improvements. (+info)
Dental school vacant budgeted faculty positions: academic year 2000 - 2001.
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The 1999 Report of the AADS President's Task Force on the Future of Dental School Faculty (1) drew attention to the situation dental schools are experiencing in attracting and retaining faculty. A year 2000 ADEA Association Report on faculty shortages indicated the number of vacant budgeted positions was approaching 400 (2). The year 2000 - 2001 ADEA survey of vacant budgeted positions indicates a further four percent increase in vacant budgeted positions. Over 73 percent of the vacancies were in the clinical sciences. Of identified full time faculty separations in the 2000-2001 ADEA Survey of Dental Educators (3), almost 34 percent were due to retirements; 33 percent were faculty moves to other schools; and a little over 18 percent were moves to enter private practice. Almost three percent of identified faculty separations were from deaths. It is anticipated that, with a further "graying" of an already aged dental school faculty, retirements will further exacerbate the problem of faculty vacancies and the ability to attract and retain new faculty. There is needed urgency in implementing strategies and recommendations provided in the 1999 President's Report and the 2000 Association Report. (+info)
Better opportunities for women dentists: a review of the contribution of women dentists to the workforce.
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In June 2000 the Department of Health commissioned a review to examine the need for improvements to the employment opportunities for women dentists in the National Health Service (NHS) across England. Dame Margaret Seward carried out the review, which was published in September 2001. The review was considered necessary for four main reasons. Firstly, workforce panning, because now more than 50% of new entrants to dental undergraduate courses in the UK are female and by 2020 over 50% of all practising dentists will be female. Secondly, evidence that 50% of women in dentistry work for no more than two days per week for the NHS. Thirdly, most women work either as associates in general dental practice (GDP) or in the Community Dental Service (CDS). Lastly, the perception that women find it difficult to return to dentistry after taking a career break. (+info)
Major long-term factors influencing dental education in the twenty-first century.
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With evolutionary advances in oral science over the long term, clinical reliance on chemotherapeutics, bacterial replacement therapy, and immunization will necessitate a broader background in medicine. The dramatic increase in the old age population will also require a much stronger medical background. By 2050, those over fifty-five years of age will represent 56 percent of the population, and 25 percent of these will be sixty-five years of age and older. The merging of dental and medical education is predicted to occur within the twenty-first century. Other topics addressed include research activities, with recommended strategies to enhance the integration of scientific and clinical dental approaches; the problem of dental faculty isolation; and the implications of financial constraint and accountability. (+info)
Evaluation of web-based dental CE courses.
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Various organizations offer online continuing dental education (CDE) courses. While previous investigations focused on objective measures to determine the quality of the courses, this exploratory study evaluates the participants' experience with them. We surveyed 436 past course participants from nine online CDE courses (courses provided by six organizations) regarding their experience with the courses taken. Our analysis of the 169 responses (38.8 percent response rate) focuses on how the participants of online CDE courses can be characterized; whether the participants' expectations were met by the courses; how the participants evaluated the content of the courses; why they enrolled; and the participants' experience of the online environment. The results suggest that online CDE courses partially meet the needs and expectations of dental professionals. The lack of communication with peers and instructors as well as the fact that courses appeared outdated were main reasons for dissatisfaction. Most of the participants accomplished their goals of gaining new knowledge and deepening their understanding of the subject. Based on this evaluation, future courses can be tailored to meet more closely the expectations and needs of dental professionals. (+info)
Phase 1 of a comprehensive course review process: program innovation.
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A systematic college-wide course review process can serve as an effective and efficient vehicle for both curricular management and faculty development. The purpose of this paper is to describe Phase I of an evolving course review process at the University of Kentucky College of Dentistry (UKCD). Phase 1 was designed to provide the foundation necessary to ultimately achieve an overall program of continuous evaluation that will produce sustainable curricular improvement and faculty renewal. The course review process includes elements of self-assessment and collaborative peer review. Elements of the current system include emphasis on both the curriculum as a whole and individual course characteristics. It encourages faculty to view their courses as part of the whole and to develop sensitivity to the impact their courses have on other parts of the curriculum. Equally important are the elements that focus on individual course elements and educational methodologies used. (+info)
Survey of undergraduate esthetic courses in U.S. and Canadian dental schools.
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U.S. and Canadian dental schools were surveyed regarding curriculum issues related to undergraduate dental esthetic restorative courses. A one-page survey instrument was sent to deans of academic affairs (n=59) of dental schools to complete or forward to the most appropriate faculty at their respective schools who would be knowledgeable about the esthetic restorative curriculum. Responses were received from forty-two dental schools (42/59) for a response rate of 72.9 percent. The first part of the survey asked if a specific esthetic restorative course was offered at their school, if it was mandatory or elective, and details of the course length and content. The second part of the survey asked whether selected esthetic restorative procedures were included in the curriculum. Respondents to this survey indicated that most types of esthetic restorative procedures are taught whether or not an esthetic course is included in the curriculum. (+info)