Kate Winebrake BS, Robert McDonough MA, Matthew D. Mara DMD, EdM, EdD
{"title":"教授学生领导力知识和技能：牙科学院学前课程的十年比较。","authors":"Kate Winebrake BS, Robert McDonough MA, Matthew D. Mara DMD, EdM, EdD","doi":"10.1002/jdd.13687","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Purpose/objective</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Findings/results</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 1","pages":"98-106"},"PeriodicalIF":1.4000,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teaching students leadership knowledge and skills: A 10-year comparison of predoctoral dental school curricula\",\"authors\":\"Kate Winebrake BS, Robert McDonough MA, Matthew D. Mara DMD, EdM, EdD\",\"doi\":\"10.1002/jdd.13687\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Purpose/objective</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Findings/results</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>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.</p>\\n </section>\\n </div>\",\"PeriodicalId\":50216,\"journal\":{\"name\":\"Journal of Dental Education\",\"volume\":\"89 1\",\"pages\":\"98-106\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-08-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Dental Education\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/jdd.13687\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"DENTISTRY, ORAL SURGERY & MEDICINE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Dental Education","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jdd.13687","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"DENTISTRY, ORAL SURGERY & MEDICINE","Score":null,"Total":0}
Teaching students leadership knowledge and skills: A 10-year comparison of predoctoral dental school curricula
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.
Methods
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.
Conclusion
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.
期刊介绍：
The Journal of Dental Education (JDE) is a peer-reviewed monthly journal that publishes a wide variety of educational and scientific research in dental, allied dental and advanced dental education. Published continuously by the American Dental Education Association since 1936 and internationally recognized as the premier journal for academic dentistry, the JDE publishes articles on such topics as curriculum reform, education research methods, innovative educational and assessment methodologies, faculty development, community-based dental education, student recruitment and admissions, professional and educational ethics, dental education around the world and systematic reviews of educational interest. The JDE is one of the top scholarly journals publishing the most important work in oral health education today; it celebrated its 80th anniversary in 2016.
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