Pape Gary, Dong Fanglong, Horvath Zsuzsa
Gary Pape, MA, DDS, EdM, is Assistant Professor, College of Dental Medicine, Western University of Health Sciences; Fanglong Dong, PhD, is Associate Professor, Graduate College of Biomedical Sciences, Western University of Health Sciences; and Zsuzsa Horvath, PhD, is Assistant Professor and Director of Faculty Development, School of Dental Medicine, University of Pittsburgh.
J Dent Educ. 2018 Nov;82(11):1140-1145. doi: 10.21815/JDE.018.117.
Experts have argued that dental education needs to shift from a teacher-centered paradigm to a learner-centered paradigm. Assisting faculty members to self-identify as educators may be a key to reaching that goal. The aim of this exploratory study was to assess how dental faculty members described their professional identity (educator or clinician) and the effect of their self-defined identity on their motivation to pursue professional development as educators. A 14-question anonymous survey was distributed electronically to all 536 part-time and full-time dental faculty members at two U.S. dental schools; 114 responses were recorded for a 21.5% response rate. Just over half of the survey respondents (53.5%, n=61) self-identified as educators, and the other 46.5% (n=53) self-identified as clinicians. A lower percentage of the self-identified clinicians were full-time employees (37.3%, n=25) than the self-identified educators (60.7%, n=42); the difference was statistically significant (p=0.0143). Among respondents who self-identified as educators, 53.2% (n=25) had taken four or more courses on teaching vs. 24.2% (n=8) of those who self-identified as clinicians (p=0.0321). Also, 50% (n=30) of the self-identified educators prioritized future teaching courses as their continuing education plan vs. 20.8% (n=11) of the self-identified clinicians (p=0.0013), and 49.2% (n=30) of the self-identified educators had attended at least one ADEA Annual Session vs. 15.4% (n=8) of the self-identified clinicians (p=0.0011); both of those differences were statistically significant. This study found that only about half of the respondents from two dental schools self-identified as educators, but nearly all viewed learning about teaching concepts and techniques as very or somewhat important. Administrators can use these findings to promote their faculty training initiatives and find ways to encourage and support educator identification.
专家们认为，牙科教育需要从以教师为中心的模式转变为以学习者为中心的模式。帮助教职员工自我认同为教育工作者可能是实现这一目标的关键。这项探索性研究的目的是评估牙科教职员工如何描述他们的职业身份（教育工作者或临床医生）以及他们自我定义的身份对其作为教育工作者追求职业发展的动机的影响。一项包含14个问题的匿名调查以电子方式分发给美国两所牙科学院的所有536名兼职和全职牙科教职员工；共记录了114份回复，回复率为21.5%。略超过一半的调查受访者（53.5%，n = 61）自我认同为教育工作者，另外46.5%（n = 53）自我认同为临床医生。自我认同为临床医生的全职员工比例（37.3%，n = 25）低于自我认同为教育工作者的全职员工比例（60.7%，n = 42）；差异具有统计学意义（p = 0.0143）。在自我认同为教育工作者的受访者中，53.2%（n = 25）参加过四门或更多关于教学的课程，而自我认同为临床医生的受访者中这一比例为24.2%（n = 8）（p = 0.0321）。此外，50%（n = 30）自我认同为教育工作者的人将未来的教学课程作为他们的继续教育计划，而自我认同为临床医生的受访者中这一比例为20.8%（n = 11）（p = 0.0013），49.2%（n = 30）自我认同为教育工作者的人至少参加过一次美国牙科教育协会年会，而自我认同为临床医生的受访者中这一比例为15.4%（n = 8）（p = 0.0011）；这两个差异均具有统计学意义。这项研究发现，两所牙科学院中只有约一半的受访者自我认同为教育工作者，但几乎所有人都认为学习教学概念和技巧非常重要或有些重要。管理人员可以利用这些发现来推动他们的教师培训计划，并找到鼓励和支持教育工作者认同的方法。
