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Does faculty development enhance teaching effectiveness?
J Dent Educ. 2007 Dec; 71(12):1513-33.JD

Abstract

Academic dentists and members of the practice community have been hearing, for more than a decade, that our educational system is in trouble and that the profession has lost its vision and may be wavering in the achievement of its goals. A core of consistently recommended reforms has framed the discussion of future directions for dental education, but as yet, most schools report little movement toward implementation of these reforms in spite of persistent advocacy. Provision of faculty development related to teaching and assessment strategies is widely perceived to be the essential ingredient in efforts to introduce new curricular approaches and modify the educational environment in academic dentistry. Analyses of the outcomes of efforts to revise health professions curricula have identified the availability and effectiveness of faculty development as a predictor of the success or failure of reform initiatives. This article will address faculty development for purposes of enhancing teaching effectiveness and preparing instructors for potential new roles associated with curriculum changes. Its overall purpose is to provide information and insights about faculty development that may be useful to dental schools in designing professional growth opportunities for their faculty. Seven questions are addressed: 1) What is faculty development? 2) How is faculty development accomplished? 3) Why is faculty development particularly important in dental education? 4) What happens when faculty development does not accompany educational reform? 5) Why are teaching attitudes and behaviors so difficult to change? 6) What outcomes can be expected from faculty development? and 7) What does the available evidence tell us about the design of faculty development programs? Evidence from systematic reviews pertaining to the teaching of evidence-based dentistry, strategies for continuing professional education, and the Best Evidence in Medical Education review of faculty development outcomes are presented to answer this question: does faculty development enhance teaching effectiveness? Characteristics consistently associated with effective faculty development are described.

Authors+Show Affiliations

ADEA Commission on Change and Innovation in Dental Education, Educational and Faculty Development, University of Texas Health Science Center at San Antonio Dental School, 7703 Floyd Curl Drive, San Antonio, TX 78229, USA. Hendricson@uthscsa.eduNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article

Language

eng

PubMed ID

18096877

Citation

Hendricson, William D., et al. "Does Faculty Development Enhance Teaching Effectiveness?" Journal of Dental Education, vol. 71, no. 12, 2007, pp. 1513-33.
Hendricson WD, Anderson E, Andrieu SC, et al. Does faculty development enhance teaching effectiveness? J Dent Educ. 2007;71(12):1513-33.
Hendricson, W. D., Anderson, E., Andrieu, S. C., Chadwick, D. G., Cole, J. R., George, M. C., Glickman, G. N., Glover, J. F., Goldberg, J. S., Haden, N. K., Kalkwarf, K. L., Meyerowitz, C., Neumann, L. M., Pyle, M., Tedesco, L. A., Valachovic, R. W., Weaver, R. G., Winder, R. L., & Young, S. K. (2007). Does faculty development enhance teaching effectiveness? Journal of Dental Education, 71(12), 1513-33.
Hendricson WD, et al. Does Faculty Development Enhance Teaching Effectiveness. J Dent Educ. 2007;71(12):1513-33. PubMed PMID: 18096877.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Does faculty development enhance teaching effectiveness? AU - Hendricson,William D, AU - Anderson,Eugene, AU - Andrieu,Sandra C, AU - Chadwick,D Gregory, AU - Cole,James R, AU - George,Mary C, AU - Glickman,Gerald N, AU - Glover,Joel F, AU - Goldberg,Jerold S, AU - Haden,N Karl, AU - Kalkwarf,Kenneth L, AU - Meyerowitz,Cyril, AU - Neumann,Laura M, AU - Pyle,Marsha, AU - Tedesco,Lisa A, AU - Valachovic,Richard W, AU - Weaver,Richard G, AU - Winder,Ronald L, AU - Young,Stephen K, PY - 2007/12/22/pubmed PY - 2008/1/31/medline PY - 2007/12/22/entrez SP - 1513 EP - 33 JF - Journal of dental education JO - J Dent Educ VL - 71 IS - 12 N2 - Academic dentists and members of the practice community have been hearing, for more than a decade, that our educational system is in trouble and that the profession has lost its vision and may be wavering in the achievement of its goals. A core of consistently recommended reforms has framed the discussion of future directions for dental education, but as yet, most schools report little movement toward implementation of these reforms in spite of persistent advocacy. Provision of faculty development related to teaching and assessment strategies is widely perceived to be the essential ingredient in efforts to introduce new curricular approaches and modify the educational environment in academic dentistry. Analyses of the outcomes of efforts to revise health professions curricula have identified the availability and effectiveness of faculty development as a predictor of the success or failure of reform initiatives. This article will address faculty development for purposes of enhancing teaching effectiveness and preparing instructors for potential new roles associated with curriculum changes. Its overall purpose is to provide information and insights about faculty development that may be useful to dental schools in designing professional growth opportunities for their faculty. Seven questions are addressed: 1) What is faculty development? 2) How is faculty development accomplished? 3) Why is faculty development particularly important in dental education? 4) What happens when faculty development does not accompany educational reform? 5) Why are teaching attitudes and behaviors so difficult to change? 6) What outcomes can be expected from faculty development? and 7) What does the available evidence tell us about the design of faculty development programs? Evidence from systematic reviews pertaining to the teaching of evidence-based dentistry, strategies for continuing professional education, and the Best Evidence in Medical Education review of faculty development outcomes are presented to answer this question: does faculty development enhance teaching effectiveness? Characteristics consistently associated with effective faculty development are described. SN - 0022-0337 UR - https://www.unboundmedicine.com/medline/citation/18096877/Does_faculty_development_enhance_teaching_effectiveness L2 - https://onlinelibrary.wiley.com/resolve/openurl?genre=article&sid=nlm:pubmed&issn=0022-0337&date=2007&volume=71&issue=12&spage=1513 DB - PRIME DP - Unbound Medicine ER -