School of Dentistry, UQ Oral Health Centre, The University of Queensland, Brisbane, Qld, Australia.
Missouri School of Dentistry and Oral Health, A.T. Still University, Kirksville, MO, USA.
Eur J Dent Educ. 2020 Nov;24(4):790-798. doi: 10.1111/eje.12570. Epub 2020 Jul 31.
The aims of this study were to understand the experiences junior faculty have during their professional socialisation as educators and how they perceive the need and value of mentorship.
A cross-sectional qualitative study design was used. Data were collected in 2019 through a pre-survey and focus groups with junior faculty (defined as 0-5 years) across four institutions in Australia and the United States of America. Framework analysis was used to identify themes in the data, based on our defined research questions, and socio-cognitive career theory was applied to guide our analysis.
A total of 22 junior faculty participated in the study. Only one of the four institutions had a formal mentoring programme for junior dental faculty. At this institution, 83% of participants indicated they were likely/extremely likely to remain in dental education. Across the three institutions where formal mentoring for junior dental faculty was not available, only 40% of participants indicated they were likely/extremely likely to remain in dental education. We identified five themes in the qualitative data: motivation for career choice, the importance of relationships, personal goals and the need for self-direction, expectations of the role, and institutional effects.
Our findings suggest that mentoring is a critical factor in a junior faculty member's experience entering and socialising into a career in dental education. The perceived value of mentoring emerged across all themes, both from the perspective of participants who had received formal mentoring and those who had not.
本研究旨在了解青年教师在职业社会化过程中作为教育者的经历，以及他们如何看待指导的需求和价值。
采用横断面定性研究设计。2019 年，通过在澳大利亚和美国的四所机构进行预调查和焦点小组，收集了青年教师（定义为 0-5 年）的数据。基于我们定义的研究问题，采用框架分析法识别数据中的主题，并应用社会认知职业理论指导我们的分析。
共有 22 名青年教师参与了研究。只有四所机构中的一所设有正式的青年牙科教师指导计划。在该机构中，83%的参与者表示他们很可能/非常可能继续从事牙科教育。在另外三所没有为青年牙科教师提供正式指导的机构中，只有 40%的参与者表示他们很可能/非常可能继续从事牙科教育。我们从定性数据中确定了五个主题：职业选择的动机、关系的重要性、个人目标和自我指导的需求、对角色的期望以及机构的影响。
我们的研究结果表明，指导是青年教师在进入和社会化从事牙科教育职业过程中的重要因素。从接受过正式指导和未接受过正式指导的参与者的角度来看，都认为指导具有重要价值。
