Teaching, Scholarship & Production: Expectations for Contemporary Clinical Faculty Bill Hendricson Assistant Dean,

1. Teaching Clinical Scholar Model Research Service Service Goal: Share a Vision of “Scope of Practice” for Clinical Faculty Hypothesis: Dental Schools Desire Clinical Faculty Who Are Fully Engaged With the School Teaching, Scholarship & Production: Expectations for Contemporary Clinical Faculty Bill Hendricson Assistant Dean, Education & Faculty Development UTHSCSA Dental School Associate Editor, Journal of Dental Education Academy for Academic Leadership

2. We’re Talking about Faculty Who Teach in Labs and Clinics 2500 hrs X 56 schools = 140,000 hrs

3. Influence on Productionand Clinic Revenue ?? ? Questions for you to ponder: Will more frequent use of “teaching best practices” influence students’ speed & patient completion? What effect will movement to a “clinical scholar” model for faculty have on students’ functioning in the clinic / $$ productivity? Can clinical faculty function in a more “academic” role within the standard clinical education model of dental school?

4. Agenda • Academic roles for clinical faculty in dental schools – historical trends • What makes clinical faculty “happy & satisfied”? • Clinical scholar model / examples • Scholarship opportunities • Service opportunities • Teaching roles You ponder “implications”

5. Clinic Teach Clinic Scholar ResearchIntensive Competencies for Dental School Faculty • Clinical Teacher • Clinical Scholar • Research-Intensive Scholar Hand JS. Identification of competencies for effective dental faculty. J Dent Educ 2006; 70(9):937-47.

6. Clinical Teacher • Teaching students in laboratories & clinics is primary focus. • Limited classroom teaching. • May participate in research as a clinician. • May publish, but not a major expectation. • Low service expectations.

7. Clinical Scholar • Expected to participate in teaching, research & service. “triple threat” faculty • Expected to serve as course director & teach in the classroom, lab & clinic. • Expected to participate on committees. • Expected to publish in peer-reviewed journals • Not expected to secure NIH-level funding. • Should have capacity to secure seed money funding for pilot projects from foundations.

8. Research-Intensive Scholar • Expected to teach with emphasis on graduate students. • Expected to develop a research “niche” & secure NIH-level grant funding. • Expected to publish research in highly ranked journals. • Expected to recruit other researchers & mentor them.

9. Clinical Teacher Clinical Scholar Research Intensive Fully Engaged Faculty Historical Trends 1985 - 2008 2010 - 2030 1945 - 1985

10. Issues: Clinical Teacher • Perception of “isolation” from school activities & events; i.e., out of the loop • Disconnect from classroom instruction • Tensions between clinical scholar faculty & clinical teacher; perceived hierarchy • Core school functions not being performed often or well – educational planning • High turn-over at some schools Haden. Quality of Dental School Faculty Work Life. J Dent Educ. May, 2008

11. Teaching Mentoring Research Scholarship Service For School 2010 - 2030 Return to Academic “Triple Threat” ?? Clinical Faculty More “Fully Engaged” in School Affairs Clinical Scholar Model

12. What are clinical faculty perceptions of academic work-life? The good, the bad & the ugly Report of 2007 Dental School Faculty Work Environment Questionnaire Haden, JDE. May 2008

13. T R S • Fully engaged faculty are most satisfied with academic career & report best “balance” • Roger, Wehmeyer, Milliner. Reflections on academic careers by current dental school faculty. J Dent Educ. 2008; 72 (5) • Haden. Quality of dental faculty work life. J Dent Educ. 2008; 72 (5). Scope of Practice: Teaching Research Service Clinical Scholar

14. Gen X Faculty Expectations • Trower CA. (CCI) Making academic dentistry more attractive to new teacher – • scholars. Journal of Dental Education. May 2007; pgs 601- 605

15. What makes clinical faculty “happy & satisfied”? • Variety of work assignments • Teaching in different settings & levels • School service: contribute to planning • Scholarship: disseminate educational methods • Opportunity to be a “player” in school • Learn new skills / roles • Create new programs • Interaction with students “The best thing about my job is that I can move from project to project, and task to task and never have time to get bored. No day is ever identical to another which keeps me charged up and learning new things.” • Haden. Quality of dental faculty work life. J Dent Educ. 2008; 72 (5).

16. T Research Scholarship S Fully Engaged Faculty Opportunities Clinical Scholar Model

17. Research Opportunity Quality of Teacher & Student Interactions Factors Teachers Can Control Student Variables Learning Style & Self - Concept Design of Curriculum Teaching Strategies in Classroom & Clinic Difficult Behavior Students’ Expectations & Preferences Evaluation Methods

18. What is ER? • It’s not Thursday 9 pm “Must See TV”

19. What is Educational Research (ER)? • Exploration of factors, conditions, techniques and interferences that influence the outcomes of teaching and learning processes, • including personal traits and habits of teachers, students and the overall environment of the school and it’s community. John Dewey Human Nature & Conduct (1927)

20. Dewey & Eisenhower Beginning of Educational Research

21. Types of ER Prediction studies: admissions, GPA, boards Influenceson student achievement(emotional intelligence, personality factors, academic variables) Students’ perceptions of education & issues Traitsof teachers, students & school environment Students’ study habits & learning styles What is appropriate curriculum content? Organizational development / change strategies Proof of concept studies - assessment Proof of concept studies - teaching methodology Hot issues / best practices – Critical Thinking

22. Examples: ER Papers in JDE • Evaluation of Clinical Mock Boards & Their Influence on Qualifying Exam Success. J Dent Educ. 2002 • What is the Impact of Case-based Seminars on Student Self-Assessment of Orthodontic Skills? J Dent Educ 1994; 58 • What is the Agreement Between Clinicians & A Computer-Based Decision Support System for Planning Dental Treatment? J Dent Educ. 2002; 66

23. 2008 ADEA Competencies for the New General Dentist ADEA Council of Sections Task Force on Competencies & Foundation Knowledge Oral Healthcare Professional* Practice Management Health Promotion Patient Care Professionalism Communication Critical Thinking

24. Oral Healthcare Professional Health Practice Patient Care Promotion Management Critical Thinking Professionalism Communication Critical Thinking Major Change in Emphasis: Critical Thinking

25. What if a CODA site visit team asked these questions at the next review? Tremendous Research Opportunities How do you assess your students’ capacity to: Recognize, analyze & describe problems Gather & assess relevant information, weigh it against existing knowledge, to better understand the problem Interpret information & arrive at well-reasoned conclusions Explain rationales for decisions & answer questions Communicate effectively with others while exploring problems Critical Thinking

26. How do dental students develop critical thinking? NoviceExpert   ♦           @    ♦           @  Vertical – compartmentalized Horizontal – networked Data Knowledge Hendricson, ADEA CCI. Educational Strategies Associated with Development of Critical Thinking and Self-Directed Learning. J Dent Educ. 2006; 70(9): 925-936.

27. Assessment of Critical Thinking Capacity • Fresno Test • Health Science Reasoning Test (HSRT) • California Critical Thinking Disposition Inventory

28. It All Starts With Questions

29. It's easy to find answers. The hard part is finding good questions. Thomas Edison • It’s far better to get an approximate answer to the rightquestion than an exact answer to the wrong question. John Tukey

30. A Quick Trip Through Research Questions

31. Hot Research Questions in the 13th Century • How many angels can dance on the point of a fine needle without jostling each other? • Can angels pass from one place to another without going through the middle? Can angels move from point A to point C without passing point B? • Is there excrement in paradise? • Why are angels more logical in thought when it is warm & sunny versus when it is cold & wet? Royal. St Thomas Aquinas: The Person and his Work. 1996.

32. W – H – I –FQuestions What Would Happen If? Hendricson. It All Starts with Questions JDE, Sept, 2004

33. What would happen to student attrition if we [ fill in the blank ]?What would happen to board scores if we [ fill in the blank ]?Why do students have difficulty learning [ fill in the blank ] ?What would happen to clinic performance if we [ fill in the blank ]?Based on the literature, what are best practices for [ blank ]? What are barriers to implementing [ fill in the blank ]?What would happen if we stopped [ blank ] & started [ blank ] ? ER Question Generator

34. WHIFs from My Career What would happen if we… • Provided feedback to faculty on their lecture skills? Hendricson, Hawkins, Hudepohl, Littlefield. Effects of Providing Feedback to Lecturers via Videotape Recordings & Observer Critiques. Am J of Pharm Educ. 1983. • Changed eval forms to focus on 4 global skills versus 13 component tasks? del Rio, Dale, Hendricson: A Method for Training Endodontic Evaluators. JDE. 1983. • Compared clinical errors among students who learned endodontics by 4 methods? Hendricson, Sandoval, Dale: A Comparison of 4 Instructional Methods for Reviewing Clinical Endodontics. JDE. 1987. Compared dental students’ performance on “work alone” competency exams and daily grades. Berrong, Dale, Hendricson, JDE 1983.

35. Write A WHIF for a Potential Educational Research Project at Your School • What Would Happen If we …. ????

36. Case 1Fully Engaged Faculty Dr. Tom Transition Returning Boomer 4 Years at Dental School

37. Fully Engaged Clinical Faculty One new project each year in each area: Teaching Research Service

38. T R Service For School Fully Engaged Faculty Opportunities for Service in Curriculum Clinical Scholar Model

39. Persistently Advocated Reforms in Dental EducationKassebaum, Hendricson, Hayden, Taft. J Dent Educ. Sept 2004; 68(9): 914 – 931

40. Eliminate “smokestack” (silo) approach to curriculum

41. Dental Students Spend More Time in Lecture than Clinic

42. Alternative Teaching / Learning

43. What we evaluate, we do it the right way.. But I’m not sure we’re right in what we choose to evaluate. ADEA CCI Competency Assessment Survey, 2008 Are We Getting it Right? Avoiding False Positives & False Negatives When Evaluating Students’ Performance in Labs and Clinics Dental Education Has Not Adopted New Assessment Methods Used In Other HPE Albino, Young, Hendricson. December 2008; J Dent Educ.

44. Focus of Assessment in Dental Education?

45. Curriculum Revision Methods Abrahamson. Diseases of the Curriculum J Med Educ 1978

46. Continuous Program Monitoring Systematic Process Curriculum Quality CAAMP 2008

47. Case 2Fully Engaged Faculty Dr. Ima New 30-Something Clinician 4 Years at Dental School

48. Fully Engaged Clinical Faculty Goals: Predoc Educ Director for Department Clinical Education Director for Dental School

49. Teaching R S Fully Engaged Faculty Clinical Scholar Role

50. Faculty Perception of Role in Clinic Checker Glance and Grade Cover Coach Clinician / Fireman Irby. Acad Med. 1995 Linn. Rev Educ Research. 1991