A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N

PREPARING FUTURE FACULTY

The Time is Now!

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N2

Today’s Speakers

Zsuzsa Horvath, Ph.D.ACT ARCO DirectorUniversity of Pittsburgh School of Dental Medicine

Christine Wankiiri-Hale, D.M.D. ACT ARCO Clinical DirectorUniversity of Pittsburgh School of Dental Medicine

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N3

Disclosure

Speakers agrees that neither they nor

members of their immediate family

have any financial relationships with

commercial entities that may be

relevant to their presentations.

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N4

➢ Identify ways to engage and prepare students

for careers in academic dentistry using Pitt

Dental Medicine’s three-tiered program.

➢Summarize the outcomes and initial program

assessment of the three-tiered program.

➢ Identify additional resources, programs and

methods to recruit and prepare future

educators.

Goals of this Discussion

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N5

Shortage of Academic Dentists

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N6

Trends in Dental Education: 2017-19

ADEA Snapshot of Dental Education, 2017-18 & 2018–19 http://www.adea.org/snapshot/

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N7

Trends in Dental Education: 2018-19

ADEA Snapshot of Dental Education, 2018–19 http://www.adea.org/snapshot/

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N8

ADEA Policy and Priorities

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N

Audience Poll

Do you have opportunities at your school for students to learn about or train for an academic career in dental education?

❑ Yes we have opportunities

❑ No we do not

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N10

➢Raising awareness among dental students

about academic as a viable career option

➢Building a three tiered program to prepare for

an academic career

➢Outcomes and initial program assessment

Goals

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N11

Before and After

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N12

➢Academic Career Track

Area of Concentration – ACT ARCO

➢Courses a la carte

➢ Informal lunch hour seminars

Three Tiered Program

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N13

➢Academic Career Track

Area of Concentration – ACT ARCO

➢Courses a la carte

➢ Informal lunch hour seminars

Three Tiered Program

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N14

➢Two-year program

➢Career in academic dentistry

➢Training:

▪ teaching, scholarship, and leadership

➢Skills

▪ training more junior dentists and staff members

▪ educating patients

Academic Career Track

Area of Concentration – ACT ARCO

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N15

ACT ARCO

Director

ACT ARCO

Clinical Director

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N16

ACT ARCO CurriculumYR. TERM COURSE NAME FACULTY

3 Fall DENT 5981 Fundamentals of Teaching: Principles and

Methods

Horvath

3 Spring Research selective Pitt Dental faculty

DENT 5920 Principles of Clinical Teaching Horvath

3 Summer DENT 5980 Introduction to Leadership and Career

Development

Wankiiri-Hale &

Oakley

4 Fall DENT 5982 Teaching Practicum in Dental Education Horvath

4 Fall DENT 5983 Academic Career Track Capstone Course 1 Horvath &

Wankiiri-Hale

4 Spring DENT 5984 Academic Career Track Capstone Course 2

Poster Presentation at SDM Research Day

Horvath &

Wankiiri-Hale

OPTIONAL COURSES

DENT 5921 Clinical Teaching Practicum Horvath

DENT 5913 Educational Administration Horvath

DENT 5915 Introduction to Peer Tutoring in Dental Education Wankiiri-Hale &

Horvath

DENT 5916 Peer Tutoring in Dental Education Wankiiri-Hale &

Horvath

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N17

Short presentations

➢Admissions

➢D1

➢D2

Recruitment

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N18

➢Offering extracurricular workshops

➢ Identifying specific students

➢Reaching out to faculty

Recruitment

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N19

➢Good academic standing

➢Essay

➢Current resume

➢ Letters of recommendation

▪ General

▪ Clinical skills

Requirements for admission

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N20

➢Class of 2016: 6 students

▪ 2 residents

➢Class of 2017: 9 students

➢Class of 2018: 10 students

➢Class of 2019: 17 students

➢Class of 2020: 7 students

Enrollment

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N21

➢Why are you interested in teaching?

➢What did you gain from the ACT ARCO

program?

Student Testimonial

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N22

➢Teaching portfolio

➢Capstone presentation

➢Exit interview

➢Video interview

➢ADEA ADCFP Poster

presentation

ACT ARCO Capstone Experience

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N23

➢Academic Career Track

Area of Concentration – ACT ARCO

➢Courses a la carte

➢ Informal lunch hour seminars

Three Tiered Program

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N24

➢ Fundamentals of Teaching: Principles and Methods

➢ Teaching Practicum in Dental Education

➢ Principles and Clinical Teaching & Clinical Teaching

Practicum

➢ Introduction to Leadership and Career Development

➢ Educational Research in Dental Medicine

➢ Educational Administration

➢ Peer Tutoring in Dental Education

Enrolling in Courses a la carte

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N25

Fundamentals of Teaching:

Principles and Methods

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N26

➢ Adult learning principles

➢ Instructional design & course development

➢ Instructional strategies in a didactic setting:

▪ lecture

▪ small groups

➢ Active learning techniques

➢ Formative and summative assessment

➢ Educational environment and experience

➢ Mini teaching simulation

➢ Interview with a faculty member

Fundamentals of Teaching:

Principles and Methods

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N27

Teaching Practicum in Dental Education

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N28

Principles of Clinical Teaching &

Clinical Teaching Practicum

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N29

➢ Educational topics specific to pre-clinical and clinical

teaching

▪ Educational background

▪ Instructional design in clinical and pre-clinical setting

➢ Instructional strategies

▪ Giving feedback

▪ Engaging students

➢ Higher levels of learning

➢ Teaching and assessing procedural skills

➢ Mini teaching simulation

➢ Interview with a clinical faculty member

Principles of Clinical Teaching Clinical

Teaching Practicum

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N30

➢Experience in Clinical Teaching Practicum

➢Plans for an academic career

Student Testimonial

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N31

Educational Research in

Dental Medicine

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N32

➢Academic Career Track

Area of Concentration – ACT ARCO

➢Courses a la carte

➢ Informal lunch hour seminars

Three Tiered Program

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N33

Academic Dentistry

Lunch Hour Discussion Series

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N34

Initial and Updated Program Assessment

Since Cohort (program, course, event, etc.)Number of Participants

2016 ACT ARCO Applicants 552016 ACT ARCO Participants/Graduates = ADEA ADCFP Fellows 492012 Clinical Teaching Practicum* 1462016 Fundamental of Teaching: Principles and Methods 562016 Teaching Practicum in Dental Education* 462017 Leadership and Career Development in Dental Education 502013 Students attending the Academic Career Lunch Hour

Discussion Series*371

*Includes students participating for one or more semester(s)

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N35

➢ Student interest within the ACT ARCO

➢ Expectations and feedback from D3 and D4

students in courses

➢ Feedback from D1 and D2 students

➢ Feedback from faculty on practicum students

➢ Feedback from attendees of the seminars

Methods

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N36

Student interest within the ACT ARCO

(n=56)

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N37

Clinical Teaching Practicum

Perception of Preparedness by D3 and D4

before (pre) and after (post) completing course

N (pre)=118 N (post)=134 students

2012 Fall – 2019 Spring

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N38

Fundamental of Teaching: Principles and Methods

Perception of Preparedness by D3 and D4

before (pre) and after (post) completing course

N (pre)=56 N (post)=56 students

2014 Fall – 2018 Spring

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N39

Leadership and Career Development

in Dental Education

Perception of Preparedness by D3 and D4

before (pre) and after (post) completing course

N (pre)=42 N (post)=42 students

2015 Summer – 2018 Spring

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N40

Feedback from D1 and D2

Overall teaching effectiveness of the clinical teaching practicum students.

Rating scale 1-5: 1=Ineffective; 5=Excellent

N =1898 students*

2012 Fall – 2018 Summer*Includes students participating for one or more

semester(s)

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N41

Feedback from D1 and D2

Strength of Teaching Practicum Students

N =1292 responses by 837 students*

2012 Fall – 2015 Summer*Includes students participating for one or more semester(s)

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N42

Feedback from Faculty

The contributions of the Clinical Teaching Practicum

students are valuable to the learning experience

N = 7 faculty

2015 Summer

List benefits of having Clinical Teaching Practicum students

in the course in which you have had experience working

with the practicum students.

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N43

Feedback from Faculty

Emails and Hallway Discussions

I don't know what we would do without the students! they are invaluable & the early learners really relate to them....

X is another seed we plant as educators to carry our profession as an educator forward. With careful mentoring and guidance, she will grow to be an amazing ‘tree’ branching out in many roles as clinician-educator-leader in our profession

The students that came really helped. Could I count on at least 2 students to come for the next session?

Thank you! thank you! thank you!!!Can I have 2-3 students?

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N44

“[The] presentations on the Academic

Career Track Program at University of Pittsburgh provided

great insights into a successful blueprint for us to model

and develop our own educational program in training

dental students to become future academics.”

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N45

More Feathers

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N46

➢National fellowship program

➢Primary Goal:

▪ Connecting dental students (or Fellows) with

faculty mentors to provide the student insight to

the day-to-day life of a faculty educator or

researcher.

ADEA Academic Dental Careers

Fellowship Program

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N47

➢ Teaching (teaching practica)

➢ Research project

➢ Meet with faculty mentor

➢ Career Plan (leadership course)

➢ Career Reflection

Essays (leadership/ capstone

courses)

➢ Faculty interviews (leadership

course)

• Portfolio (capstone course)

➢ Capstone presentation to SDM

→ selection for ADEA

ADCFP Program components = ACT ARCO

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N48

ADEA Annual Meeting

ADCFP Poster Session

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N49

More Feathers

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N50

CIRTL

• Mission – Prepare the future

STEM faculty

• Committed to– Evidence-based

teaching

– Advancing effective

teaching practices

for diverse student

audiences

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N51

CIRTL Certificate

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N52

From Applicant: I am also very interested in the

academic route, so I can’t wait to see what the future

holds.

From Interviewing D4: I actually talked to the OMFS program

director at [X] about ACT ARCO and my particular interests. She is very passionate about academics and thought it was so wonderful that you have this program here

for students.

From ACT ARCO Graduate/Resident: I gave my first hour long lecture at

[X] to second year dental students. It went really well and I just wanted to express my thanks to you both and everything that I learned from the

ACT‐ARCO program.

From D2: X and Y were really great [specialty] lab teaching assistants. Their advice really contributed to my success in the course and I just wanted to pass that along to you :)

ACT ARCO Participant: Thank you for putting so much thought and time into

shaping us and making us better versions of ourselves

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N

Audience Poll

Are you thinking about setting up a program or expanding your existing program?

❑ Yes

❑ Not at this time

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N54

➢ If you are interested to set up a program or

expand your existing program, we are happy

to work together and collaborate with you

Next Steps?

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N

Q&AZsuzsa Horvath, Ph.D.ACT ARCO DirectorUniversity of Pittsburgh School of Dental Medicine

Christine Wankiiri-Hale, D.M.D. ACT ARCO Clinical DirectorUniversity of Pittsburgh School of Dental Medicine

Q&A

A M E R I C A N D E N T A L E D U C A T I O N A S S O C I A T I O N56

Thank You!

✓ Please complete the post-event

survey

✓ Recording available within a few

business days at adea.org/eLearn

✓ Upcoming webinar on clinical

teaching strategies (July 24th)