What the Novice Dental Educator Needs: Perceptions of the New Faculty Member

Abstract

Purpose: According to the literature, there is an impending shortage of qualified dental and dental hygiene faculty; proper preparation of the clinicians as they transition to educator would be of great importance. This shortage occurs in many dental schools where the need for faculty supersedes the proper training deemed necessary to begin as a dental educator. This study’s purpose is to compare the training dental educators received when transitioning to academia and evaluates it to determine if it was perceived as adequate. Methods: Based on this study, this article explores and theorizes two types of training using the experiences of the current dental school faculty. The data were collected via individual interviews of twelve dental educators using a semi-structured interview guide; the data was transcribed and analyzed for similar themes. Results: The data revealed that the majority of the participants (10 of 12) had no formal educational training, and/or an advanced degree in higher or adult education. This article is a brief summary of the type of training implemented as derived from participant narratives and conversations. This study further addresses the participants’ needs as the clinician transitions into the college of dentistry culture as an educator. Conclusion: In this sample, the individuals had similar experiences but felt the preparation they received was inadequate. The commonality was the desire to have a mentor. Transitioning from clinician to educator would have been less stressful if there had been a peer to offer guidance, direction, and advice. Keywords: Clinician to Educator; Dental Educator; Generations of Educators; Novice Educator; Transition to Academia; Narrative Inquiry