Oral & Maxillofacial Surgery Department, Cork University Dental School & Hospital, University College Cork, Cork, Ireland.
Eur J Dent Educ. 2010 Feb;14(1):43-9. doi: 10.1111/j.1600-0579.2009.00590.x.
International studies suggest that dental faculty are resistant to the concept and practice of faculty development. This paper analyses the demographic and educational profile of Irish Dental Faculty, exploring their attitudes to educational initiatives.
Irish dental faculty were invited to participate in a national study on perceived educational needs. A custom-designed questionnaire was distributed using a 'mixed-method' approach, incorporating both quantitative and qualitative components. Overall response rate was 64.6%.
Analysis of the demographic profile of Irish dental faculty reveals a male dominated regime (64%). Whilst faculty possess many professional qualifications and extensive clinical experience, most have little or no training in how to teach. Many had attended teacher training programmes; however, 92% merely attended infrequent, informal sessions. Less than a third (30%) of the part-time staff had attended teacher training (P <or= 0.05), few faculty members had any formal teacher training. Whilst the study revealed a low level of engagement with existing teaching support services, there appeared to be considerable support for the concept of faculty development as 75% were willing to attend teacher training courses. This refutes previous suggestions that dental educators are resistant to educational concepts. Attitudes to faculty development varied significantly with age, gender and time since last qualification. This report presents a detailed analysis of learning needs, and a review of the perceived barriers/inducements to participation.
This study indicates that targeted educational interventions, with content and delivery tailored to the specific needs of recipients, are most likely to succeed.
国际研究表明，牙科教师对教师发展的概念和实践持抵制态度。本文分析了爱尔兰牙科教师的人口统计学和教育概况，探讨了他们对教育计划的态度。
邀请爱尔兰牙科教师参加一项关于感知教育需求的全国性研究。使用“混合方法”，即结合定量和定性组件，分发了定制设计的问卷。总体回复率为 64.6%。
对爱尔兰牙科教师的人口统计学概况进行分析，揭示了一个以男性为主导的制度（64%）。尽管教师拥有许多专业资格和丰富的临床经验，但大多数人几乎没有或根本没有接受过如何教学的培训。许多人参加了教师培训计划；然而，92%的人仅参加了不定期的非正式会议。不到三分之一（30%）的兼职员工参加了教师培训（P <或= 0.05），很少有教师接受过任何正式的教师培训。尽管该研究表明与现有教学支持服务的参与程度较低，但似乎有相当多的人支持教师发展的概念，因为 75%的人愿意参加教师培训课程。这反驳了之前关于牙科教育者抵制教育概念的说法。对教师发展的态度因年龄、性别和上次获得资格的时间而异。本报告详细分析了学习需求，并审查了参与的感知障碍/诱因。
这项研究表明，有针对性的教育干预措施，内容和交付方式针对接受者的特定需求进行定制，最有可能取得成功。
