Experiences and attitudes of dental hygiene faculty regarding the mentorship of undergraduate student research.

Abstract

Research remains a strong emphasis in entry-level dental hygiene programs as mandated by the Commission on Dental Accreditation. However, more exploration is needed to understand the faculty mentor and student research mentee relationship specific to undergraduate dental hygiene students. The purpose of the study was to identify factors and attitudes of undergraduate faculty influencing their level of interest in mentoring undergraduate student research. Using a cross-sectional survey research design, a non-probability sample of dental hygiene faculty from U.S. dental hygiene programs were asked questions about their experiences and attitudes about mentoring undergraduate student research. From the 248 survey invitations sent to dental hygiene program directors, 68 of the 75 responses received were analyzed. Fifty-six percent (n=38) of respondents mentored undergraduate research and 77% (n=52) of respondents expressed interest in mentoring undergraduate research. Full-time faculty (>75% FTE), mid-career faculty (7-20 years) and late-career faculty (>20 years) were more likely to have mentored undergraduate research. Mentors of undergraduate research were more likely to enjoy teaching students about research more than faculty without mentorship experience. Faculty members with interest in research mentorship were more likely to enjoy teaching students about research and help students become better prepared for graduate studies than faculty not interested in research mentorship. Experience with mentoring student research, early-career status (<7 years), and mid-career status (7-20 years) were significant predictors of interest in mentoring student research. Efforts should be directed to identifying and providing support for faculty mentors of undergraduate student research.