Winebrake Kate, McDonough Robert, Mara Matthew D
Predoctoral Dental Student, Boston University Henry M Goldman School of Dental Medicine, Boston University, Boston, Massachusetts, USA.
Department of Health Policy and Health Services Research, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA.
J Dent Educ. 2025 Jan;89(1):98-106. doi: 10.1002/jdd.13687. Epub 2024 Aug 15.
PURPOSE/OBJECTIVE: The Commission on Dental Accreditation (CODA) standard 2-19 states that dental programs must assess graduates' ability to function successfully as leaders of the dental team. This study aimed to explore how predoctoral programs teach and assess leadership and compare findings to the only known national survey on predoctoral leadership training from 2012.
In August and September, 2022, a 22-item survey was emailed to academic deans at 75 CODA-accredited dental schools. If necessary, deans were encouraged to designate a curriculum expert at their school to complete the survey. The survey was open for a period of 4 weeks. Two reminders were sent following outreach-one 2 weeks after survey release, and one 24 hours before closing. Data were analyzed and descriptive statistics were calculated.
FINDINGS/RESULTS: Eighteen schools (24%) responded. Respondents indicated diverse leadership training opportunities across the curricula. Compared to 2012, respondents report a significant decrease in the use of practical exams and a significant increase in faculty evaluation of student leadership skills in clinical settings. Significant change was not noted across other assessment modalities: multiple choice assessments/exams, rotation ratings, development and evaluation of a project, portfolio submissions, and peer-assessment. Respondents indicate leadership training opportunities and assessment strategies not evaluated in 2012: 33% (6/18) objective structured clinical examinations (OSCEs), 56% (10/18) student self-assessments, and 33% (6/18) record reviews.
There is a shift in leadership training in dental education. Future mixed methods research is needed to identify best practices to inform the development of a leadership training framework.
目的/目标：牙科认证委员会（CODA）标准2 - 19规定，牙科项目必须评估毕业生作为牙科团队领导者成功发挥作用的能力。本研究旨在探讨博士前项目如何教授和评估领导力，并将研究结果与2012年唯一已知的关于博士前领导力培训的全国性调查结果进行比较。
2022年8月和9月，向75所获得CODA认证的牙科学院的学术院长发送了一份包含22个条目的调查问卷。如有必要，鼓励院长指定本校的课程专家完成调查。该调查为期4周。在进行调查宣传后发送了两次提醒——一次在调查发布后2周，一次在截止前24小时。对数据进行了分析并计算了描述性统计数据。
18所学校（24%）回复了问卷。受访者表示课程中存在多样化的领导力培训机会。与2012年相比，受访者报告实践考试的使用显著减少，而教师对学生临床环境中领导技能的评估显著增加。在其他评估方式中未发现显著变化：多项选择评估/考试、轮转评分、项目的开发与评估、档案袋提交和同伴评估。受访者指出了2012年未评估的领导力培训机会和评估策略：33%（6/18）的客观结构化临床考试（OSCE）、56%（10/18）的学生自我评估以及33%（6/18）的记录审查。
牙科教育中的领导力培训发生了转变。未来需要进行混合方法研究，以确定最佳实践，为领导力培训框架的制定提供参考。
