Department of General Dentistry, Office of Global and Population Health, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA.
J Dent Educ. 2024 May;88(5):596-605. doi: 10.1002/jdd.13465. Epub 2024 Feb 13.
PURPOSE/OBJECTIVE: Commission on Dental Accreditation (CODA) accreditation standard 2-19 states predoctoral dental schools must assess students' ability to function successfully as the leader of the oral health care team. This study aimed to explore how dental schools incorporate leadership training into their curriculum to better understand the leadership skills students learn, the ways students engage in leadership training, and the opportunities students have to practice leadership skills with their peers.
The aim of this 2022 qualitative phenomenology study was to use semi-structured interviews with academic Deans at CODA-accredited dental schools and one subject matter expert to uncover types of cognitive, behavioral, and environmental factors influencing leadership training through the lens of social cognitive theory. All interviews were recorded on Zoom, transcribed, de-identified, and analyzed for recurring themes using NVivo. Eight academic Deans and one subject matter expert participated in the study.
Four major themes emerged from the data: leadership is essential for dental professionals, leadership is incorporated into the curricula in diverse ways, students most often engage in leadership training opportunities with dental peers and interprofessional opportunities could be expanded, and dental schools often face barriers to incorporating leadership training. Vertically integrated case presentations and team-based practice management simulations are meaningful leadership development activities. Prominent barriers include time constraints, lack of faculty champions with teaching leadership expertise, and prioritizing the development of hand skills.
Standard practices for student leadership development and assessment do not appear to exist across dental school curricula. Findings support the need for a leadership development framework.
目的/目标：牙科认证委员会（CODA）认证标准 2-19 规定，牙科学院必须评估学生作为口腔保健团队领导者成功运作的能力。本研究旨在探讨牙科学校如何将领导力培训纳入其课程，以更好地了解学生所学的领导技能、学生参与领导力培训的方式以及学生与同龄人练习领导技能的机会。
本 2022 年定性现象学研究的目的是使用与 CODA 认可的牙科学校的学术院长和一位主题专家进行半结构化访谈，通过社会认知理论的视角揭示影响领导力培训的认知、行为和环境因素的类型。所有访谈均在 Zoom 上进行录音、转录、去识别，并使用 NVivo 对反复出现的主题进行分析。有八位学术院长和一位主题专家参与了这项研究。
从数据中出现了四个主要主题：领导力对于牙科专业人员至关重要，领导力以不同的方式融入课程，学生最常通过与牙医同行和跨专业机会参与领导力培训机会，并且牙科学校经常面临纳入领导力培训的障碍。垂直整合的案例演示和基于团队的实践管理模拟是有意义的领导力发展活动。突出的障碍包括时间限制、缺乏具有教学领导力专业知识的教师冠军以及优先发展手工技能。
似乎不存在学生领导力发展和评估的标准实践。研究结果支持制定领导力发展框架的必要性。
