Thikriat Al-Jewair, BDS, MBA, MSc, MS, FRCD(C), is Associate Professor and Graduate Program Director, Department of Orthodontics, School of Dental Medicine, University at Buffalo; Amy Kristina Herbert, DDS, MFA, is Assistant Professor of Pediatric Dentistry, University of Texas School of Dentistry at Houston; V. Leroy Leggitt, DDS, MS, PhD, is Professor and Chair, Department of Orthodontics and Dentofacial Orthopedics, Loma Linda University School of Dentistry; Tawana Lee Ware, DDS, MSD, is Assistant Professor, Department of Pediatric Dentistry, Indiana University School of Dentistry; Maritzabel Hogge, DDS, MS, MSMEd, is Associate Professor and Director of Radiology, Department of Diagnostic Sciences, College of Dental Medicine, Nova Southeastern University; Cynthia Senior, RDH, MEd, is Assistant Professor and Clinic Director, Department of Dental Hygiene, School of Dentistry, University of Mississippi Medical Center; Rebecca K. Carr, MPH, is Senior Evaluator, Community Partnerships & Access to Care, and Adjunct Assistant Professor, University of New England College of Dental Medicine; and John D. Da Silva, DMD, MPH, ScM, is Vice Dean, Harvard School of Dental Medicine and Medical Director of Harvard Dental Center.
J Dent Educ. 2019 Dec;83(12):1392-1401. doi: 10.21815/JDE.019.136. Epub 2019 Aug 12.
The aim of this cross-sectional study was to examine the faculty mentoring practices in seven dental schools in the U.S. A 34-item survey was administered electronically to dental faculty members of all ranks, tracks, and job categories in seven dental schools using faculty listservs. Survey questions addressed current mentoring practices in which the faculty members were involved; their perceptions of those mentoring practices; their perceived characteristics of an ideal mentoring program, mentor, and mentee; perceived best practices; and respondents' demographics. The survey was conducted from October 2017 to February 2018. A total of 154 surveys were completed (response rate 22%). Over 58% (90/154) of the respondents reported receiving no mentoring; 31.9% (49/154) said they received informal mentoring; and 9.7% (15/154) received formal mentoring. Of the 64 respondents who received mentoring, both formal and informal, 92.2% (59/64) were full-time faculty, and 7.8% (5/64) were part-time faculty (p=0.001). Approximately 39% of the respondents indicated that their mentoring program was not overseen by anyone and that participation was voluntary. The top three perceived benefits of mentoring were increased overall professional development, development of a career plan, and increased professional networks. The three most important characteristics of an ideal mentoring program for the respondents were a program based on the needs of the mentee, a mentor who has the desire to help the mentee, and a mentee who is eager to learn. The results of this study showed a very low level of formal or informal faculty mentoring programs in the dental schools surveyed. Future studies are needed to determine best practices and strategies to expand and enhance mentoring of faculty members.
本横断面研究旨在考察美国七所牙科学院的教师指导实践。使用教员名录电子向七所牙科学院的各级、各类教员发放了一份包含 34 个问题的调查，调查问题涉及教员参与的当前指导实践；他们对这些指导实践的看法；他们对理想的指导计划、导师和学员的看法；认为的最佳实践；以及受访者的人口统计学特征。调查于 2017 年 10 月至 2018 年 2 月进行。共完成了 154 份调查（回应率为 22%）。超过 58%（90/154）的受访者报告没有接受过指导；31.9%（49/154）表示他们接受过非正式指导；9.7%（15/154）接受过正式指导。在接受正式和非正式指导的 64 名受访者中，92.2%（59/64）是全职教员，7.8%（5/64）是兼职教员（p=0.001）。大约 39%的受访者表示，他们的指导计划没有人监督，参与是自愿的。指导的前三大好处是整体职业发展的增加、职业规划的制定和专业网络的扩大。受访者认为理想的指导计划的三个最重要特征是基于学员需求的计划、有帮助学员意愿的导师和渴望学习的学员。本研究结果表明，在所调查的牙科学院中，正式或非正式的教师指导计划水平非常低。需要进一步研究确定扩大和加强教师指导的最佳实践和策略。
