《卫生资源与服务管理局牙科教师发展项目的成果》

Outcomes from the Health Resources and Services Administration's Dental Faculty Development Program.

机构信息

Division of Medicine and Dentistry, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA.

Department of Family Medicine and Public Health, University of California San Diego School of Medicine, La Jolla, California, USA.

出版信息

J Dent Educ. 2020 Sep;84(9):974-982. doi: 10.1002/jdd.12192. Epub 2020 Jun 2.

DOI:10.1002/jdd.12192

PMID:32488901

Abstract

PURPOSE/OBJECTIVES: While the Commission on Dental Accreditation (CODA) requires programs to conduct faculty development, implementation of faculty development activities vary widely. Faculty development programs can enhance teaching, research, and leadership skills needed to transition from clinical practice to teaching. In 2012, the Health Resources and Services Administration (HRSA) funded 6 institutions to plan, develop, and operate programs for training oral healthcare providers who plan to teach in general, pediatric, public health dentistry, or dental hygiene. This performance study examines the results of the dental faculty development programs.

METHODS

After the 5-year grant program (2012-2017), we used descriptive analysis to examine annual performance data including trainee demographics, faculty development activities, post-completion intentions, and course development activities.

RESULTS

Nearly 300 trainees participated across 6 funded grantees; the majority were female, aged 30-49 years, and non-Hispanic White. For those who completed, 80% intended to teach. Common faculty development activities included community-based training, curriculum enhancements, Web-based training, and interprofessional education methods. Faculty development modalities included faculty seminars, Master's degrees, and mentoring. Pipeline activities, online resources, and continuing education supported dental students and providers moving into academics.

CONCLUSIONS

Faculty development better prepares individuals to compete in academic environments and develop faculty. Community-based programs may utilize faculty development to recruit community preceptors and achieve calibration. HRSA investment in faculty development programs builds resources and infrastructure to promote continuing engagement in clinical education, research, and administrative skills. Future research is needed to establish the impact of faculty development initiatives on practice change and patient outcomes.

摘要

目的/目标：虽然牙科认证委员会（CODA）要求各项目开展教师发展工作，但教师发展活动的实施差异很大。教师发展计划可以增强教学、研究和领导技能，帮助从临床实践过渡到教学。2012 年，卫生资源与服务管理局（HRSA）资助了 6 个机构，用于规划、开发和运营培训口腔保健提供者的项目，这些提供者计划在普通牙科、儿科牙科、公共卫生牙科或牙科卫生领域任教。本绩效研究考察了牙科教师发展计划的结果。

方法

在为期 5 年的资助计划（2012-2017 年）结束后，我们使用描述性分析方法，对包括受训者人口统计学、教师发展活动、完成后意向以及课程开发活动在内的年度绩效数据进行了分析。

结果

在 6 个受资助的项目中，有近 300 名受训者参与；大多数是女性，年龄在 30-49 岁之间，且是非西班牙裔白人。对于那些完成学业的人，80%的人打算任教。常见的教师发展活动包括基于社区的培训、课程强化、基于网络的培训和跨专业教育方法。教师发展模式包括教师研讨会、硕士学位和指导。管道活动、在线资源和继续教育支持牙科学生和提供者进入学术界。