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Educational Programming and Meetings |
Faculty Development Workshops (FDWs) help participants gain skills that will enhance their performance as faculty members. These workshops offer a wide range of opportunities for faculty to increase their teaching effectiveness, expand their research skills, identify alternative service options, and become better administrators. A fee is assessed for each workshop. Sponsored by GlaxoSmithKline, makers of Sensodyne, Poligrip, and Polident.
Saturday, March 5
9:00 am–12:00 noon
FDW #1. Clinical Ergonomics: Strategies for Teaching and Evaluating*
Principal Coordinator: Dr. Bonnie Branson, University of Missouri-Kansas City
Presenters: Dr. Bonnie Branson; Prof. Melanie Simmer-Beck, University of Missouri-Kansas City
Workshop Category: Intermediate
CE CREDITS: 3
To sustain and reinforce the dental workforce, it is critical that dental professionals avoid the development of musculoskeletal disorders (MSDs) related to non-neutral operator positions. The majority of dental and dental hygiene programs include minimal didactic instruction in patient-operator positioning. The U.S. Department of Labor and Statistics reports that the percent of dentists and dental hygienists experiencing MSDs is higher than the national average. Often these MSDs result in decreased numbers of work days or complete change in career direction. This has a significant impact on access to care. This workshop will present strategies that can be used in the clinical setting with students to strengthen optimal operator posture. Results of a study to determine the ergonomic value of instrument selection will be presented and discussed. Furthermore, a validated and reliable assessment instrument will be introduced as a means for assessing posture throughout the curriculum. The session will include a discussion of current research that targets instrument selection for student kits based on objective measurements such as weight and handle diameter. Using a PowerPoint presentation and review of videotapes, participants will discuss common ergonomic errors. The session will conclude with a review of an assessment instrument to be used in the clinical setting to optimize operator posture. Upon completion of this workshop the dental educator will be able to 1) apply current ergonomic research to facilitate instrument selection decisions for student kits; 2) discuss common errors observed in dental student operator positioning; and 3) review posture assessment instruments that can be used for clinical evaluation.
FDW #2. Dental Case Study Exchange*
Principal Coordinator: Dr. Mary Sudzina, University of Dayton CE
CREDITS: 3
The purpose of this session is threefold: to provide faculty who are teaching with dental cases the opportunity to 1) exchange case studies, thus expanding the number of cases they have access to; 2) share information about their case applications; and 3) network with other case users. Participants are asked to bring fourteen copies of an original case to share and to prepare a five-minute overview of how they use their case in the dental curriculum.
FDW #3. ¿Habla Español? Teaching Spanish Through Cooperative Learning and Virtual Technology*
Principal Coordinator and Presenter: Dr. Mildred McClain, University of Nevada, Las Vegas
Workshop Category: Beginner
CE CREDITS: 3
Dr. Frank Catalanotto, President of ADEA, stated that in the near future dental schools will have to address issues in diversity and second-language skills more aggressively. Furthermore, the theme of the 2005 ADEA Annual Session is diversity—an especially appropriate topic since demographic changes in the United States predict that the Hispanic population will eventually become the minority majority, though the percentage will vary from state to state and city to city. In Las Vegas, where 24 percent of the population is Hispanic, the University of Nevada, Las Vegas School of Dental Medicine has a unique program to teach clinical Spanish to its students during the first eight weeks of the students’ first year. Active learning strategies are augmented by interactive technology. Students work together in small heterogeneous groups and are rewarded for their group performance. Competency is assessed by taking a medical history in Spanish on a one-to-one basis with a Spanish-speaking patient. Educational methodology includes interactive technology that enables students to interact with a virtual Spanish-speaking patient and receive immediate feedback in areas such as pronunciation and grammar.
The objectives of this workshop are to 1) discuss cooperative learning; 2) explain critical features of cooperative learning in a Spanish-speaking dental classroom environment; 3) describe the benefits of cooperative learning for the non-Spanish-speaking and the Spanish-speaking dental student; 4) describe the benefits of cooperative learning for the teacher in a classroom with a diverse group of dental students; 5) discuss the challenges of cooperative learning with a diverse group of dental students; 6) discuss how to assess/grade individual student performance in a cooperative learning environment; and 7) demonstrate and explore the virtual conversation Spanish technology program. At the end of the session, participants will be encouraged to play with the program and to inquire as to its cost, technical support, hardware requirements, etc.
FDW #4. Assessment Essentials*
Principal Coordinator: Dr. Judith Skelton, University of Kentucky Presenters: Dr. Judith Skelton; Dr. Karen West, University of Kentucky Workshop Category: Intermediate
CE CREDITS: 3
Assessment Essentials, the fourth in a series of faculty development workshops, is designed to provide the participants with an overview of the guiding principles for assessment and practice in identifying and developing assessment strategies for clinical and classroom instruction. Upon completion of the workshop, participants will be able to distinguish among assessment, evaluation, and grading; select appropriate assessment mechanisms for their teaching area; develop an assessment plan; and identify and judge characteristics of written test questions. Students must be prepared to do more than memorize information and use algorithms to solve simple problems. Traditional testing methods, such as multiple choice tests, must be written well to be reliable and valid, so faculty must learn the basics of test construction. In addition, it is important that faculty realize that traditional testing may not test many skills and abilities that students need, such as higher-order thinking skills; therefore, there is a need to move toward more authentic assessment techniques that evaluate students’ abilities in "real-world" contexts by asking students to demonstrate skills and concepts they have learned. Authentic assessment focuses on students’ analytical skills; ability to integrate what they learn; creativity; ability to work collaboratively; and written and oral expression skills. It values the learning process as much as the finished product. After attending to an overview of assessment concepts, participants will work in small groups and practice applying the techniques to their own teaching areas. They will develop an assessment plan identifying diverse evaluation strategies that could be applied, and they will write and/or evaluate sample evaluations. Timing of the activities will be dependent on the participant skill levels.
FDW #5. Case-Based Teaching: A Patient-Centered, Culturally Sensitive, and Interdisciplinary Approach*
Principal Coordinator: Dr. Phil Richards, University of Michigan
Presenters: Dr. Phil Richards, Dr. Marita Inglehart, Prof. Wendy Kerschbaum, University of Michigan
Workshop Category: Intermediate
CE CREDITS: 3
Case studies are widely used to introduce dental and dental hygiene students to the complexities of patient care. The objectives of this workshop are a) to challenge educators to consider the various ways in which case-based learning can be used at different levels of dental and dental hygiene education; b) to describe how cultural awareness can be increased through case-based learning; and c) to demonstrate how interdisciplinary teaching can help students to take a truly patient-centered approach. The workshop participant will be challenged to consider how various case-based approaches can be utilized throughout the dental and dental hygiene curriculum to ultimately create truly patient-centered, culturally sensitive future health care providers who are part of interdisciplinary teams.
Part 1 will provide an introduction to case-based teaching, which can take various forms. It can range from using cases in a purely supportive fashion for illustrating phenomena that may otherwise be difficult to understand, to using the discussion of patient cases as the central route to learning the complexities of patient care. In addition, case-based learning can be more or less instructor- or student-driven. It can be part of classroom as well as clinical teaching activities. It seems important to start out by considering the many ways in which case-based teaching and learning can unfold. Part 2 will consider case-based teaching on the different levels of education. Step 1 will look at the beginning student: using cases to illustrate phenomena and to introduce a culturally sensitive and interdisciplinary perspective in an instructor-driven approach, utilized in Behavioral Science and Introduction to Patient Care courses, for example. Step 2 will look at year 2: using cases as a way to demonstrate a patient-centered and culturally sensitive approach of an interdisciplinary team, including challenging students to collaborate. Step 3 will look at years 3 and 4, with students presenting cases, taking a student-driven approach. Finally, Part 3 will consider how to evaluate outcomes of case-based teaching.
Sunday, March 6
2:00–5:00 pm
FDW #6. Extra Value Sizing Your Drive-Through Case Study*
Principal Coordinator: Prof. Carolyn Ray, Texas Woman’s University
Presenters: Prof. Carolyn Ray, Prof. Lizabeth Spoonts, Texas Woman’s University
Workshop Category: Intermediate
CE CREDITS: 3
Dental hygiene educators are challenged to present more information using more creative methods with less allocated time available. Case-based learning (CBL) has traditionally provided unique learning opportunities, yet requires more time than many course schedules provide. This workshop will summarize how a dental hygiene program utilizes CBL in an advanced periodontics class without taking numerous hours from the allotted classroom time. The CBL activity walks students through previously treated patients’ records in a systematic time frame. Students must use critical thinking to initiate research on various topics discovered via the record review. At the end of the CBL activity, students present their research in the format of the case-based questions on the dental hygiene national board examination. The objectives of this workshop are to provide educators with an 1) overview of case-based learning; 2) application of case-based learning activity; 3) illustration of students’ learning outcomes from a case-based study; and 4) overview of how to incorporate risk-assessment, evidence-based learning, and research in a CBL activity. Participants will have an opportunity to experience an abbreviated case-based study. This workshop will present a thumbnail approach to incorporating case-based learning into a course using a workable time frame. This workshop will begin with an overview of CBL. Small groups will be given a case to review with time for discussion following each segment. At the conclusion of the activity, participants will have an open forum to discuss possible applications of CBL in their curriculum.
FDW #7. Non-Graded Student Assessment Strategies at Baylor College of Dentistry*
Principal Coordinator: Dr. Mohsen Taleghani, Baylor College of Dentistry
Presenters: Dr. Mohsen Taleghani, Dr. William Wathen, Baylor College of Dentistry
Workshop Category: Intermediate
CE CREDITS: 3
This workshop updates and details Baylor’s experience with an innovative non-graded clinical evaluation of dental students in a competency-based education program. Topics reviewed and discussed will include the following: clinical procedure quality assessment, such as nonclinical aspects of rendering patient care, direct and indirect restorations, oral diagnosis/treatment planning, endodontics/post and core, removable prosthodontics, oral and maxillofacial radiology, periodontics, and oral and maxillofacial surgery; student/group leader conferences; progress examinations; competency examinations; and student feedback survey and performance results.
This workshop is for clinical faculty. It explores the segue from passive to active learner that must occur in dental education and how to assess that change. Traditional pedagogically based summative grading systems often produce angry students who have little respect for their academic institution. Baylor’s fourth-year Comprehensive Care Program is based on a mentoring model that borrows heavily from the ancient Socratic teaching method and from traditional intern/residency teaching strategies. The intent is to provide both faculty and students with clear, objective, nonthreatening ways to evaluate daily performance. The assessment system was used in the fourth year initially and now has been introduced into all clinical education, beginning in the second year of dental school. Survey results from students who experienced both old and new assessment systems will be shared.
FDW #8. Clinical Services Administration: Perspectives on the Twenty-First Century Clinical Curriculum*
Principal Coordinator: Dr. Robert Cederberg, Baylor College of Dentistry
Presenters: Dr. Thomas Hasegawa, Baylor College of Dentistry; Dr. William Dodge, University of Texas Health Science Center at San Antonio; Dr. John Valenza, University of Texas Health Science Center at Houston
Workshop Category: Intermediate
CE CREDITS: 3
The objectives of this workshop are to describe and discuss several aspects of clinical services administration such as the following: 1) clinical facilities: design, development, use of technology, and considerations for future clinical configurations; 2) clinical curriculum: design, innovations, and future curricular changes such as a PGY1; 3) clinical management: support areas structure, staffing, and incorporation of digital technology; 4) clinical assessment: quality assurance/risk management and clinical compliance tracking; and 5) clinical jurisprudence: patient advocacy, the legal aspects of record keeping, and legal protections for the twenty-first century clinical curriculum. As the use of technology in the clinical curriculum increases, the need for greater efficiency in the operation of the institution’s clinical systems becomes critical. This workshop is important for all ADEA members who have oversight of any aspect of clinic management, patient care, or curriculum.
FDW #9. Enhancing Clinical Practice Through Evidence-Based Decision Making*
Principal Coordinator: Dr. Jane Forrest, University of Southern California
Presenters: Dr. Jane Forrest; Dr. Pamela Overman, University of Missouri-Kansas City; Prof. Syrene Miller, University of Southern California
Workshop Category: Intermediate
CE CREDITS: 3
Evidence-based (EB) dentistry has become a popular phrase used in many articles and presentations. Some lead the reader to believe that EB methodology has been used in conducting the research or in presenting a synthesis of the findings, which is not always the case. As EB decision making becomes standard practice, individuals must be knowledgeable of what constitutes the evidence and how it is reported. Understanding EB methodology and distinctions between different types of articles, such as systematic reviews and literature reviews, allows the clinician to better judge the validity and relevance of reported findings. By integrating good science with clinical judgment and patient preferences, clinicians enhance their decision making ability and maximize the potential for successful patient care outcomes.
The objectives of this workshop are to 1) define evidence-based decision making and its components; 2) discuss distinctions between research and evidence; 3) examine characteristics of evidence-based articles, article summaries, and systematic reviews and their importance to the profession; 4) evaluate the strengths and weaknesses of systematic reviews, including those in the Cochrane Database of Systematic Reviews; and 5) discuss how to integrate the use of an evidence-based approach into the classroom and clinic. Workshop format includes application and hands-on activities that faculty can use with students, discussion of evidence, how it’s reported, and its integration into the curriculum/clinic. Participants will receive a workbook detailing each aspect of the workshop.
FDW #10. Shaping the River: Recruiting Disadvantaged Students into the Dental/Dental Hygiene Professions*
Principal Coordinator: Dr. Marilyn Woolfolk, University of Michigan
Presenters: Dr. Marilyn Woolfolk, Dr. Marita Inglehart, Dr. Todd Ester, University of Michigan
Workshop Category: Intermediate
CE CREDITS: 3
Recruiting disadvantaged students into the health care professions will ultimately benefit society at large by increasing access to dental care for all patients. The objectives of this workshop are to a) inform dental/dental hygiene educators about successful strategies for recruiting disadvantaged students; b) describe how disadvantaged students can be prepared for the admission process; and c) discuss how disadvantaged students who are accepted into dental school can be prepared for their dental school experience. The workshop participant will be challenged to consider strategies that were successfully used to recruit disadvantaged dental and dental hygiene students.
Part 1 will answer the "why?" question regarding recruiting disadvantaged students. A short history of dental education and access to care issues in dentistry will be given to illustrate the importance of recruiting disadvantaged students into the dental/dental hygiene professions. Part 2 will answer the "how?" question. Step 1 is to start early. Program descriptions of a high school recruitment program and a summer program for first- and second-year undergraduate disadvantaged students, the Pipeline Program, will be given. The objectives of these programs are to identify interested students and motivate them to consider dentistry/dental hygiene as a career. Step 2 is to prepare well for the admission process. An additional summer program for third- and fourth-year undergraduate disadvantaged students, the Profile for Success Program, offers DAT test preparation, admission process training, and hands-on experiences about dentistry. Step 3 is to prepare well for dental/dental hygiene programs. A two-week academic orientation for incoming disadvantaged dental students has been conducted for more than ten years. The underlying philosophy and the program description will be given. Finally, Part 3 will focus on evaluating the recruitment efforts. Research has shown that efforts to identify/motivate disadvantaged students to consider dentistry/dental hygiene as a career, as well as academic preparation efforts, have been successful.
Monday, March 7
9:00 am–12:00 noon
FDW #11. Clinical Teaching in the Undergraduate Clinic*
Principal Coordinator and Presenter: Dr. Lorne Chapnick, University of Toronto
Workshop Category: Beginner
CE CREDITS: 3
Current dental teaching programs for full and particularly part-time undergraduate clinical instructors are lacking. Improvement is imperative. The objective of this workshop is to provide guidance to undergraduate clinical instructors with the goal of excellence in teaching. Specific, practical, and evidence-based teaching techniques for the undergraduate clinic will be discussed, demonstrated, and applied through examples. The workshop will be presented in a seminar format with extensive and essential audience participation. Three aspects of goal-setting will be discussed: 1) how to reach the goal, including the instructor’s attitude, the department’s attitude, its relevance for the student, and techniques to be used at chairside; 2) definition of the goal, including steps in problem-solving and how our students learn; and 3) examples of its application.
FDW #12. Standardized Patients in the Dental Curriculum*
Principal Coordinator: Dr. F. John Firriolo, University of Louisville
Presenters: Dr. Gina Wesley, Dr. Theresa Mayfield, Dr. F. John Firriolo, University of Louisville
Workshop Category: Beginner
CE CREDITS: 3
This workshop will explore the implementation and use of standardized patients (SPs) in the dental curriculum for teaching and student assessment. In the first part of the workshop, Dr. Gina Wesley, Director, University of Louisville, Alumni Center for Medical Education, Standardized Patient Program, will present an overview of SPs and the SP program at the University of Louisville. In the second part, Dr. Theresa Mayfield will describe and demonstrate how SPs can be used to provide each student with uniform clinical experiences with an ethnically, socially, and medically diverse patient population and clinical situations (including bioterrorism preparedness training) that would be difficult, if not impossible, to duplicate with an actual dental clinic patient population. Participants will have the opportunity to interact with SPs present during the course and run through different clinical scenarios. In the third part, Dr. Wesley will discuss how participants can create an SP program at their own academic institutions, including recruitment and basic training of SPs and the management of an SP program. In the final presentation, Dr. John Firriolo will provide specific examples of how SPs are being used in the dental curriculum at the University of Louisville for both teaching and competency assessment. He will discuss the components of an SP case (or script) and detail the procedure for writing an SP case. Course participants will be given an SP case and related information to use as a template in developing their own SP cases. Dr. Firriolo will then review the procedure for training and validating SPs for a specific case. A summary question-and-answer session for participants will follow as time permits.
FDW #13. The Objective Structured Clinical Examination (OSCE): A Method for Testing Application of Knowledge*
Principal Coordinator: Dr. Alton McWhorter, Baylor College of Dentistry
Presenters: Dr. Suzi Seale, Dr. Carolyn Wilson, Dr. Rosemarie Zartman, Baylor College of Dentistry
Workshop Category: Beginner
CE CREDITS: 3
The Department of Pediatric Dentistry at Baylor College of Dentistry (BCD) has used the OSCE for approximately ten years. The faculty at BCD have incorporated this testing format throughout the pediatric dentistry curriculum. The department has extensive experience with the use of this format and will provide valuable insight into exhibit/station design (which may include more complex, interactive exhibits as well as proctored stations where faculty act as standardized patients or parents), the logistics of test administration, and OSCE use for testing competencies. Attendees will work in small groups to develop three questions and exhibits that could be used to determine students’ level of competency with concepts that have been presented. A worksheet will guide attendees through the process of exhibit/station design. Projects will be presented and discussed by workshop participants to bring out good points and illuminate areas of confusion or oversight. A discussion of the validity and reliability of the OSCE will be presented to confirm its value for uses such as determining course grades or preparedness for clinic entry. The program allows attendees to ask questions throughout and gives them the opportunity to examine this alternative testing format to determine its use in their discipline. Variations of this FDW have been presented previously, and the program has been modified each year based on the faculty’s continuing experiences with OSCEs, as well as comments of participants.
FDW #14. Implementing and Assessing Cultural Competency: Curricular Reform and Inclusion*
Principal Coordinator: Prof. Teresa Bezak, University of Pittsburgh
Presenters: Prof. Teresa Bezak; Prof. Mary George, University of North Carolina at Chapel Hill; Prof. Angelina Riccelli, University of Pittsburgh
Workshop Category: Beginner
CE CREDITS: 3
The U.S. Surgeon General’s oral health care report and subsequent Call to Action to Promote Oral Health stressed the importance of diversity among U.S. health professionals to provide access to care for the elderly, poor children, and minorities. ADEA’s Commission on Diversity and Cultural Competency (2003) made a recommendation to CODA to add a competency addressing diversity and cultural competency. To address issues raised by the Surgeon General’s report and ADEA related to diversity and cultural competency, the dental/allied dental educator must have the knowledge and skills to work constructively within this domain. Using successful experiences of several university dental hygiene programs, this workshop will open with discussion of effective procedures for teaching diversity and cultural competency. Through small-group and individual practice exercises, participants will discuss the role of diversity and its effect on students and patients. Teaching techniques especially designed for gaining knowledge/skills in cultural competency will be presented. Next, participants will generate course objectives that reflect cultural sensitivity and will learn about evaluation tools, such as student portfolios, that address cultural competency. The workshop will end with examples such as a cultural competency project with a Mexican immigrant population and sources for obtaining grant funding for such projects. After the workshop, participants will have many tools for development and evaluation of diversity/cultural competency teaching.
This interactive workshop will provide participants with procedures for inclusion of diversity and cultural competency into the curriculum. Teaching methods, evaluative tools, and resources for increasing both knowledge and awareness of issues that reflect gender, race, and ethnicity will be addressed. At its conclusion, the participant will be able to 1) recognize the importance of including diversity and cultural competency in the curriculum; 2) identify teaching methods and student activities for diversity that can be used in courses; and 3) identify methods that reflect sensitivity and competency in evaluating students.
NOTE: The former FDW #15 is now a Special Affiliated Program.
Tuesday, March 8
9:00 am–12:00 noon
FDW #16. Leadership Development: Adding to Your Faculty Toolbox*
Principal Coordinator: Dr. Jeffrey Johnson, University of Kentucky
Presenter: Dr. Judith Skelton, University of Kentucky
Workshop Category: Beginner
CE CREDITS: 3
Literature on organizational leadership continues to provide new insights into the characteristics and skills of effective leaders. In contemporary dental education, leadership skills are not only necessary for administrators but are critical to the instruction, research, and service roles of all faculty. From classrooms to clinics to laboratories, truly effective educators utilize leadership skills every day in their numerous roles. Classroom instructors construct learning environments using leadership tools; clinical instructors build bridges from classroom knowledge to clinical service; researchers develop the foundations of dental theory and practice. This workshop is designed to guide participants in the examination of their existing leadership skills, to explore new and innovative leadership principles, and to incorporate new techniques into their existing leadership toolbox. New faculty members just beginning their careers who want to further develop leadership skills and experienced educators assuming new leadership roles and responsibilities will benefit from this workshop.
Upon completion of the workshop, participants will be able to 1) identify the skills necessary for effective leadership; 2) recognize, more fully, their own leadership roles and responsibilities; 3) identify areas where leadership skills may be incorporated into daily activities; and 4) initiate the development of a personal leadership philosophy. Characteristics of effective leaders, emotional intelligence and its relationship to effective leadership, and application of Maslow’s hierarchy to leadership will be presented using brainstorming and case-based and small group activities supported by mini lectures throughout. At the conclusion of the workshop, a panel of educational leaders will be available to share some of the successes and pitfalls they experienced on the road to developing their leadership toolboxes. Sequencing of the workshop will follow the objectives with relatively equal distribution of time for the development of each topic.
FDW #17. Ethics in the Whole Institution: A Culture of Professionalism for Dental Schools*
Principal Coordinator: Dr. Thomas Hasegawa, Jr., Baylor College of Dentistry
Presenters: Prof. David Ozar, Loyola University of Chicago; Prof. Bruce Peltier, University of the Pacific; Prof. Larry Garetto, Indiana University
Workshop Category: Beginner
CE CREDITS: 3
Professionalism is often compartmentalized into matters of curriculum or matters for the clinics. This compartmentalization can be valuable to examine or strengthen these areas. But a dental school impacts the development of professionalism in many other ways. The objective of this workshop is to examine the value of discussing ethics in the whole institution in order to identify and nurture all aspects of the culture of professionalism in a dental school. The first presenter—a philosopher and specialist in organizational ethics—will offer an overview of ethics in the whole institution and propose a matrix for identifying and evaluating the elements of professionalism in an institution’s culture. Three additional presenters will then offer views on administrative, student, and clinical elements of professionalism and discuss how each area relates to the proposed matrix and to the development of a culture of professionalism at their institution.
FDW #18. Addressing and Implementing Change in the Clinical Evaluation of Ethical Reasoning and Professionalism*
Principal Coordinator: Prof. Carole Christie, Idaho State University
Presenters: Prof. Denise Bowen, Prof. Carole Christie, Prof. Carlene Paarmann, Idaho State University
Workshop Category: Beginner
CE CREDITS: 3
Faculty training is essential to foster effective evaluation of ethical reasoning and professionalism. This faculty development workshop provides background and justification for change, a structure and system for clinical evaluation, clear expectations for professionalism based upon professional codes of ethics, active learning modalities applying new knowledge, and the encouragement of faculty to embrace clinical evaluation of ethical reasoning. Frequently, clinical evaluation is the primary responsibility of junior, new, or part-time faculty. These individuals, as well as senior faculty, often are hesitant to acknowledge ethical violations and take appropriate action. To do so, dental educators need a system to define, discuss, and evaluate acceptable ethical behavior. The goal of this workshop is to enhance authentic evaluation of professionalism and ethical reasoning in clinic. Objectives include the following: 1) increase participants’ capability relating core values and ethical principles to professional judgment evaluations; 2) provide practice with a system for relating comments on clinical evaluations to core values/ethical principles; 3) increase faculty members’ confidence in evaluation of this affective domain; 4) enhance faculty members’ objectivity when evaluating ethical reasoning/professionalism; and 5) increase participants’ comfort level when communicating about ethical lapses.
FDW #19. Developing and Implementing a Comprehensive Outcomes Assessment Program*
Principal Coordinator and Presenter: Dr. Thomas Taft, Marquette University
Workshop Category: Intermediate
CE CREDITS: 3
This program is designed for individuals who are in charge of outcomes assessment programs at all levels: school, department, or program. Individuals who participate in this program will leave with sample assessment instruments that will enable them to conduct comprehensive assessments of the outcomes of their programs. A series of exercises will have the participants develop their own instruments using models provided by the principal coordinator. The participants will also review and critique a sample outcomes report to use as a model. Topics will include utilizing focus groups, attitude surveys, and outside data such as the National Boards; developing capstone content exams; establishing and measuring curriculum milestones; utilizing electronic data collection; and assessing competencies from multiple perspectives. Also discussed will be the validity and reliability of outcomes instruments and maintaining the integrity of the process. This workshop will provide an opportunity for individuals new to outcomes assessment as required by the ADA Commission on Accreditation to gain hands-on working knowledge of the concepts, instruments, and reporting mechanisms needed for a comprehensive assessment program. There will also be an opportunity for more experienced practitioners to share knowledge and approaches.
FDW #20. Creating Interactive DVDs for Dental Education*
Principal Coordinator: Dr. Scott Pelok, University of Michigan
Presenters: Dr. Scott Pelok, Ms. Geri Durka-Pelok, University of Michigan
Workshop Category: Intermediate
CE CREDITS: 3
Participants will work with a supplied computer and premade digital clips to create an interactive DVD for use in dental education. The media for this exercise is preformatted to expedite the learning procedure for participants. The topic of choice for this exercise is the recreation of a decision making tree for treatment planning for the use of implants for a patient in the undergraduate dental clinic. Completion of this exercise will give participants the knowledge to create future DVDs using their own media. Topics for future development could include patient informational content that could be supplied and available to areas where local health care is not readily available. Other topics could include faculty in-service training, asynchronous student tutorials, and patient home care instruction. The three-hour workshop will be broken down into three areas: 1) story design and development, 2) media management, and 3) DVD interactivity and creation. The workshop will help participants develop skills for "storyboarding" a topic. Media files will then be captured from a central resource and rendered into movie formats. Each participant will digitally edit the media for inclusion into the DVD format. Finally, the edited media will be layered into a professional-quality DVD layout that each participant can burn to a disk and take home as a example of work that can be used in a classroom or remote computer for educational purposes. The final product will work on any standard DVD player or DVD-capable computer at home, office, or school.
This workshop will supply laptops and software for the extent of the workshop only. All media and material other than above will be supplied by the presenter and are the intellectual property of Dr. Scott Pelok. The computers and software must be returned at the completion of the course.
Tuesday, March 8
2:00–5:00 pm
FDW #21. Designing Promotion and Tenure Guidelines to Meet the Needs of Clinical Faculty in the Twenty-First Century*
Principal Coordinator: Dr. Ted Pate, University of Texas Health Science Center at Houston Presenters: Dr. Ted Pate, Dr. Paula O’Neill, University of Texas Health Science Center at Houston
Workshop Category: Intermediate
CE CREDITS: 3
This practical and interactive workshop provides guidance and a model to meet a challenge facing most dental schools today: recognizing and promoting the scholarly activities of their clinical faculty. Many dental schools throughout the country are being held to higher and higher levels of accountability by their parent universities. One area that often causes considerable concern and frustration is promoting and awarding tenure to clinical faculty. Traditional measures of scholarly activity are often inadequate when clinical faculty are evaluated for promotion and/or tenure. This workshop will be divided into two parts to assist participants in discovering possible solutions to this dilemma. Part I will include the presentation and discussion of a model for creating promotion and tenure guidelines, with a special emphasis on recognizing and rewarding the unique accomplishments of clinical faculty. The specific steps for developing such a model will be addressed. In Part II, while working in small groups, participants will be asked to evaluate individual faculty case studies and determine the appropriate faculty track for appointment along with the rationale for this decision. Participants also will be given the opportunity to draft guidelines that would be applicable to their home institution. In addition, they will be asked to further develop these guidelines back at their home institutions and provide feedback on their successes. At the conclusion of this workshop, participants should be able to describe an appointment, promotion, and tenure model that addresses the awarding of promotion and/or tenure to clinical faculty; discuss methods of evaluating contributions of clinical faculty that meet the criteria for promotion and/or tenure; and evaluate case studies and determine appropriate faculty appointment tracks.
FDW #22. The Development of a Structured Interview to Assess Noncognitive Attributes for Admission*
Principal Coordinator: Dr. Don Cunningham, Dalhousie University Presenters: Dr. Don Cunningham, Dr. Vic Catano, Dalhousie University
Workshop Category: Beginner
CE CREDITS: 3
Admission decisions to dental schools are difficult to make in large part because reliable assessment instruments of noncognitive attributes remain elusive. Research over the last decade indicates that the structured interview can validly assess noncognitive attributes (current inter-rater reliability; n=1017 applicants, r=.81). This workshop will introduce participants to the use of organizational behavior techniques in developing structured interviews to aid in dental school admission decisions. The structured interview is a series of profession-related questions consistently applied for all interviews. Following the workshop, participants will be able to have a comprehensive overview of the research and literature, be able to utilize the steps in the developmental process, and be able to assess the reliability and validity of the interview. Topics will include the following: 1) overview of the literature and research from the last decade will be presented on the use of a structured interview in selection techniques; 2) the process of interview development including job assessment, applying a job analysis/critical incident technique, writing and assessing critical incidents, and fashioning them into questions; 3) implementation of a structured interview including training, manuals, and techniques; and 4) strategies for the assessment of the validity and reliability of the interview.
FDW #23. The Chair’s Role in Faculty Development*
Principal Coordinator and Presenter: Dr. David Chambers, University of the Pacific
Workshop Category: Intermediate
CE CREDITS: 3
The shortage of career dental educators is evident, but it is less well known that there is an underlying change in the way Americans work. The definition of a job and a career is changing, as are views of who is responsible for managing careers, work design, and expected rewards. This workshop is intended for department chairs and academic deans, as well as other administrators charged with stewardship of a school’s most valuable resource. Approximately equal time will be given to the following topics: the changing nature of work, differences between tasks and projects, management styles (including mentoring and coaching), workload analysis for departments (including depth, slack, and flexibility), faculty performance appraisal systems, cost and management of turnover, balancing challenge and capacity to maximize performance, and matching management approaches to stages in career development.
Participants will be able to use projects as the vehicle for satisfying organizational requirements while promoting faculty development; select and apply leadership styles that build both individual faculty skills (mentoring) and overall performance of the team (coaching); and analyze and monitor individual and departmental strengths over time. The workshop will include information presentation, surveys and inventories, norm data, analysis of case material, and participation exercises. There will also be homework.
FDW #24. Implementing IOM: A Success Story*
Principal Coordinator: Dr. William Lobb, Marquette University
Presenters: Dr. William Lobb; Dr. Timothy Creamer, Marquette University; Mr. Lawrence Schnuck, Kahler Slater Architects
Workshop Category: Intermediate
CE CREDITS: 3
The U.S. Surgeon General’s 2000 report, Oral Health in America, identified dental disease as a "silent epidemic" and called for the dental community to reach out to Americans of different ethnic and socioeconomic status through preventive care, clinical access, and patient education. Today, dental schools continue to seek new ways to enhance capacity and efficiency through improved curriculum, clinical environments, and approach to patient care. Unfortunately, for many schools, adopting some of the twenty-two recommendations found in the Institute of Medicine (IOM) report Dental Education at the Crossroads is challenging due to limitations with funding for programming and the realities of their existing physical environment.
In this workshop, participants will learn how one dental school answered the call by implementing strategies that better prepare students for future dental practice, offer greater access to care for the underserved, and positively impact overall productivity. Dr. Lobb will open with results gathered from a post-occupancy evaluation of the Marquette University School of Dentistry. Results will include successes and lessons learned related to curriculum, culture, facilities, and productivity since the opening of the now three-year-old, freestanding dental facility. Next, Dr. Creamer and Mr. Schnuck will lead a multimedia compare and contrast discussion depicting the vision and goals used to create the benchmark facility and the actual tangible and intangible experiences shared by students, faculty, and patients during the past three years. Participants will then take part in a hands-on experience through exercises, such as "Puzzle Play," which will give them a closer look at how they can successfully integrate the right IOM recommendations into their own educational models. The workshop will end with an interactive Q&A period in which presenters will offer executable strategies on issues (visioning, funding, case-based learning programs, clinic revenue, patient outreach, etc.) specific to each participant’s school.
FDW #25. Education for Diversity: Communication Skills to Enhance Access to Care in a Multicultural World*
Principal Coordinator: Dr. Mark Fitzgerald, University of Michigan
Presenters: Dr. Mark Fitzgerald, Ms. Marilyn Guenther, Dr. Marilyn Lantz, University of Michigan
Workshop Category: Beginner
CE CREDITS: 3
Most dental schools are trying to develop curricula to help students become culturally competent prior to graduation. The ability to work successfully in culturally complex environments requires the development of a specific set of communication skills. Standardized patient instructors (SPIs) have been used successfully in medical education for many years to help students learn and practice a variety of communication and clinical assessment skills. In contrast, this pedagogy has not been utilized much in dental education. We have found that SPIs represent an extremely effective pedagogy for teaching and assessing development of cross-cultural communication skills to dental students. The objectives of this workshop are to offer participants the opportunity to experience a variety of aspects of standardized patient instruction in a dental curriculum. It will offer a review of the uses and effectiveness of SP instruction and offer participants an opportunity to experience an SPI interaction involving cross-cultural issues (either in real time or by videotape) and receive feedback from an SPI using competency-based criteria. Small groups of participants will have the opportunity to assess the cross-cultural communication skills of a student interacting with an SPI and compare their assessment of the student’s performance with that of the SPIs. After these experiences, participants will work in small groups to develop potential case vignettes involving cross-cultural communication issues that could be developed for use with SPIs or other case-based pedagogies. To conclude the session, participants will engage in a strategic planning exercise to acquaint them with processes and costs of initiating a standardized patient program in a dental school.
FDW #26. Preparing Health Care Providers to Treat Special Needs Patients: A Bottom-Up/Top-Down Approach*
Principal Coordinator: Dr. Marita Inglehart, University of Michigan
Presenters: Dr. Marita Inglehart, Dr. Robert Feigal, University of Minnesota
Workshop Category: Beginner
CE CREDITS: 3
In 2000, the U.S. Surgeon General published the first-ever surgeon general’s report on oral health. This report showed that special needs patients are underserved and have access to dental care problems. The objectives of this workshop are a) to challenge dental educators to consider how students could be better prepared to treat special needs patients, b) to describe the bottom-up/top-down approach to care for special needs patients, and c) to provide an example of this approach by considering providing care for autistic patients and patients with attention deficit hyperactivity disorder (ADHD). Workshop participants will be challenged to consider how dental and dental hygiene students could be better prepared to treat special needs patients.
In Part 1, "Providing Care for Special Needs Patients: Is There a Problem?," an overview will be given of the special needs patient population and the extent to which dentists actually provide care, and problem areas will be highlighted. Part 2, "Providing Care for Special Needs Patients: A Bottom-Up/Top-Down Approach," will present the case that, to provide optimal care, a provider needs to understand the underlying causes and the symptoms of a given disability/disease as well as be able to identify the concrete characteristics a certain patient has and how these characteristics interact with the situation in a dental office. In Part 3, "Examples of Patient Management Strategies," the clinical characteristics of patients with autism and ADHD will be discussed, along with ways in which certain management strategies can improve the treatment cooperation of these patients. In Part 4, "Treating Special Needs Patients: A Look at the Curriculum," the question of when and how students should be educated about these issues will be discussed. It seems crucial that experiences with special needs patients are introduced at an early stage during dental/dental hygiene education.
Footnotes
* fee assessed with registration 
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