Lyon Lucinda J, Hoover Terry E, Giusti Lola, Booth Mark T, Mahdavi Elham
Dr. Lyon is Associate Professor and Chair, Department of Dental Practice, Arthur A. Dugoni School of Dentistry, University of the Pacific; Dr. Hoover is Associate Professor and Vice-Chair, Department of Dental Practice, Arthur A. Dugoni School of Dentistry, University of the Pacific; Dr. Giusti is Associate Professor, Arthur A. Dugoni School of Dentistry, University of the Pacific; Dr. Booth is Assistant Professor and Group Practice Administrator, Arthur A. Dugoni School of Dentistry, University of the Pacific; and Dr. Mahdavi is Assistant Professor, Arthur A. Dugoni School of Dentistry, University of the Pacific.
J Dent Educ. 2016 Aug;80(8):983-93.
Development of dental faculty members is paramount to providing outstanding education and role modeling for students. With the large number of second career educators in dental schools, an efficient method of acquiring teaching skills is important for new faculty members. Knowing the skill progression and learning experiences identified by dental educators of varying rank may lead to more efficient, effective faculty development. The aims of this study were to identify the perceptions of a group of faculty members about the knowledge, skills, attitudes, and learning experiences that contribute to developing teaching expertise and to compare and contrast the perceptions of new and more senior faculty members on these subjects. The Dreyfus skill acquisition continuum of novice to expert performance was used as a construct reference. The study used a mixed-methods approach in which qualitative and quantitative data were collected concurrently in an electronic survey of faculty members at one U.S. dental school. Of the 492 total faculty members, 80 survey responses were received, for a 16% response rate. Open coding and analysis of responses revealed some common themes. Building rich content knowledge and learning varied methodologies for teaching and assessment, supported by an awareness of peer role models, were perceived to be features of early growth. Content prioritization, clarity, and customization appropriate for the learner characterized mid growth. As theorized in the Dreyfus model, more experienced faculty members described a fluid, less structured teaching process, increased reflection, and appreciation of the strength of the educational community. The results of this study may help increase dental educators' understanding of teaching skill acquisition and inform faculty development and support.
牙科教员的发展对于为学生提供卓越教育和树立榜样至关重要。鉴于牙科学院中有大量从事第二职业的教育工作者，一种高效获取教学技能的方法对于新教员来说很重要。了解不同职级的牙科教育工作者所确定的技能发展进程和学习经历，可能会带来更高效、更有效的教员发展。本研究的目的是确定一组教员对有助于发展教学专长的知识、技能、态度和学习经历的看法，并比较和对比新教员和资深教员在这些方面的看法。将新手到专家表现的德雷福斯技能获取连续体用作构建参考。该研究采用了混合方法，在对一所美国牙科学院的教员进行的电子调查中同时收集定性和定量数据。在总共492名教员中，收到了80份调查问卷回复，回复率为16%。对回复的开放式编码和分析揭示了一些共同主题。建立丰富的内容知识并学习各种教学和评估方法，同时意识到同行榜样的作用，被认为是早期成长的特征。内容的优先级确定、清晰度以及针对学习者的定制是中期成长的特点。正如德雷福斯模型所理论化的那样，经验更丰富的教员描述了一个灵活、结构较少的教学过程、更多的反思以及对教育社区力量的欣赏。本研究结果可能有助于提高牙科教育工作者对教学技能获取的理解，并为教员发展和支持提供信息。
