JDE
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

J Dent Educ. 71(4): 511-515 2007
© 2007 American Dental Education Association
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Haj-Ali, R.
Right arrow Articles by Steven, J.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Haj-Ali, R.
Right arrow Articles by Steven, J.

Critical Issues in Dental Education

Educational Necessities to Compensate for Faculty Shortage

Reem Haj-Ali, B.D.S., D.D.S., M.S.; Mary P. Walker, D.D.S., Ph.D.; Cynthia S. Petrie, D.D.S., M.S.; Jasmin Steven, B.A.

Key words: peer tutoring, academic careers, recruitment

Submitted for publication 08/29/06; accepted 01/05/07

The purpose of this investigation was to evaluate whether senior dental students (4DS) could serve as effective instructors in a two-semester preclinical laboratory course and whether such teaching experience could enhance their interest in academics as a future career. Based on academic performance, five senior students were recruited to serve as instructors in a two-semester morphology/occlusion laboratory course in which ninety-five first-year dental students were enrolled. The first-year students were randomly assigned so that each student was instructed by a faculty member in one semester and a 4DS in the other semester. Outcomes included course evaluation forms completed by the first-year dental students at the end of each semester; a comparison of students’ performances in each course determined by faculty instructors and 4DSs; and the 4DSs’ self-report of their teaching experiences. Results showed no significant difference between the performance of 4DS and faculty instructors in all criteria evaluated (p>.05). Furthermore, there was no significant difference between the performance of students instructed by faculty members and those instructed by 4DS in either semester (p>.05). Despite the fact that such experience seemed to have minimal influence on students’ decision to consider academics as a future career, 4DSs do seem to provide effective instruction and thereby can serve to compensate for faculty shortages.




This article has been cited by other articles:


Home page
 J Dent EducHome page
J. M. Roger, M. M.H. Wehmeyer, and M. S. Milliner
Reflections on Academic Careers by Current Dental School Faculty
J Dent Educ., April 1, 2008; 72(4): 448 - 457.
[Abstract] [Full Text] [PDF]


HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
Copyright © 2007 by the American Dental Education Association.