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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. Preregistration is required, and a fee is assessed. Sponsored by GlaxoSmithKline.
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Thursday, March 9 2–5 p.m. |
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Principal Coordinator: Dr. Judith Skelton, University of Kentucky
Other Presenter: Dr. Jeffrey Johnson, University of Kentucky
Workshop Category: Intermediate
CE CREDITS: 3
Coaching is defined as an ongoing, proactive partnership focused on increased learning and improved performance by providing structure, support, and feedback. The application of coaching concepts to academic settings has the potential to stimulate and motivate students toward higher scholastic goals. As coaches, faculty must realize that all students enter our colleges with cognitive profiles that are balance sheets of individual strengths and weaknesses. Some students, for example, have strengths that make them high achievers in the biological sciences but weak in clinical areas. In order to successfully coach students, faculty must be able to accurately identify students’ strengths and weaknesses, examine the impact of their behavior on their performance, and regularly and intentionally provide guidance and/or a plan toward improved performance. In addition, coaching skills are strongly linked to mentoring and leadership skills that all faculty should have in their skill toolbox. The goal of this workshop is to introduce faculty to the concepts and tools of academic coaching and its application to one-on-one teaching.
Upon completion of the workshop, participants will be able to identify the skills necessary for effective academic coaching, identify areas where coaching skills may be incorporated into daily activities, recognize, more fully, their own roles and responsibilities as a coach, and initiate the development of coaching skills. Characteristics of effective coaches will be presented using brainstorming, case-based, and small group activities supported by mini-lectures.
FDW #2. Creating Effective Classroom Tests*
Principal Coordinator: Dr. Patrick C. Hardigan, Nova Southeastern University
Other Presenter: Dr. Stanley R. Cohen, Nova Southeastern University
Workshop Category: Beginner
CE CREDITS: 3
All educators involved with student learning must have the ability to construct high-quality tests. To that end, this workshop provides a method to design educational tests. The program concentrates on student outcomes rather than simply process. All presented information is based on "best practice" methodology, using research-based evidence to support the guidelines. We cover different types of exams and provide an atmosphere in which attendees will feel free to share their views and ask questions. The first segment, "Specifying What a Test Measures," focuses on the purpose of classroom testing, general issues involved in developing classroom tests, different types of learning domains, and specific steps one follows when planning classroom tests. Specific emphasis is placed on understanding the cognitive domain, achieving congruence of testing with lecture, and identifying appropriate content domains for a test. The second segment, "Writing Selected Response Tests," begins by introducing rules and suggestions for selected response items and then focuses on three specific types: 1) binary (true/false), 2) matching, and 3) multiple choice—stand alone and stimulus response types. We conduct an interactive session in which attendees are asked to write and present questions that measure the learning objective they wrote in the first segment. The third segment, "Writing Constructed Response Tests," begins with a review of general considerations, guidelines, and suggestions for constructed test items. Next, we focus on short answer and essay type of exams, providing guidelines and suggestions for writing "good" items. We conclude the segment with an exercise in which attendees write a constructed response question that measures their learning objective written in the first segment.
FDW #3. Portfolio Assessment of Student Competency: A Blueprint for Implementation*
Principal Coordinator: Dr. Cynthia Gadbury-Amyot, University of Missouri-Kansas City
Other Presenters: Prof. Joanna Asadoorian, University of Manitoba; Prof. Lorie Holt, University of Missouri-Kansas City; Prof. Salme Lavigne, University of Manitoba; Prof. Angelina E. Riccelli, University of Pittsburgh; Prof. Tanya Villalpando Mitchell, University of Missouri-Kansas City
Workshop Category: Beginner
CE CREDITS: 3
The topic of portfolio assessment is both timely and important since all dental educators are required by accreditation, their educational institutions, the public, and other important stakeholders to demonstrate and ensure the competency of their students. In this program, attendees will begin by comparing and contrasting traditional and nontraditional measures of student competency including GPA, National Board scores, clinic grades, clinical licensure examinations, and portfolios and then discussing what the research has shown about both traditional and nontraditional measures of student competency. The speakers will then illustrate how three educational programs in different jurisdictions and in varying stages of development and implementation have utilized portfolio assessment as a nontraditional measure of student competency. Finally, through small group discussion, participants will apply the information provided in the workshop to design a blueprint for how portfolio assessment could be implemented in dental institutions.
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Friday, March 10 2–5 p.m. |
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Workshop Category: Beginner
CE CREDITS: 3
Entry into dental education as a new faculty member can be challenging. Institutions are pushing faculty to build a strong research presence while also expecting them to spend considerable time in didactic and clinical teaching. Too many faculty attempt to build careers by trial and error and wonder how they can ease into their jobs to become productive scholars and clinicians. This trial and error approach to faculty life can blight a promising teaching or research career instead of launching one on a path of continued growth and development. Robert Menges states that "despite strong scholarly preparation, new faculty experience problems and dilemmas in managing competing responsibilities with each other, and getting sufficient feedback in order to celebrate what is going well and what needs to be changed." And yet, faculty are the institution’s most valuable resource. With that premise in mind, the goal of this workshop is to refocus faculty attitudes and preparation for career development.
This interactive workshop will present approaches and strategies to plan for basic survival skills whether one is a new or mid-career faculty. Participants in the workshop will experience interactive lectures, case presentations, and hands-on opportunities for career planning and faculty development. Upon completion of this workshop, the participants should be able to enhance the development of their personal academic career plan using suggestions for achieving academic advancement leading to promotion and/or tenure; discover career-influencing questions to ask of their department chairs; determine strategies for developing mentoring relationships; and become informed about balancing professional and personal life. The workshop will focus on anticipating the hurdles faculty have to jump over to start and maintaining your faculty career such as starting a research program, preparing for teaching, contributing to the service mission of the school, and the professional development required to support one’s quest for promotion and tenure.
FDW #5. Case-Based Teaching: Creating Lifelong Learners*
Principal Coordinator: Dr. Philip S. Richards, University of Michigan
Other Presenters: Dr. Marita R. Inglehart, Prof. Christine P. Klausner, University of Michigan
Workshop Category: Intermediate
CE CREDITS: 3
Case-based teaching is widely used to introduce dental and dental hygiene students to the complexities of patient care. The objectives of this workshop are to challenge educators to consider how case-based teaching can be used in the different years of dental and dental hygiene programs and to describe how cases can be used to create patient-centered, culturally sensitive providers who appreciate interdisciplinary interactions and become lifelong learners. This program is significant due to the Institute of Medicine’s Report on the Future of Dental Education recommendations to educate future health care providers in such a way that they are patient-centered, culturally sensitive, and appreciate interdisciplinary work and lifelong learning. Case-based teaching offers a way to achieve these objectives.
FDW #6. Development and Delivery of Interactive Online Learning*
Principal Coordinator: Dr. Linda D. Boyd, Idaho State University
Other Presenters: Ms. Ellen J. Rogo, Ms. Kristen Hamman Calley, Idaho State University
Workshop Category: Beginner
CE CREDITS: 3
This workshop will provide participants with the knowledge and abilities to develop a hybrid or online course that stimulates higher levels of learning and critical thinking. This format allows educational programs to expand beyond the primary educational site and offer courses at remote locations to increase access and revenue without expanding existing facilities. Online learning is also an asset to students because of the increased flexibility and accessibility.
The topics to be addressed in this workshop include discussion of the challenges faced by faculty and students in moving a face-to-face course to an online environment. A planning matrix for course development along with samples of the process will be presented. Participants will choose a course and develop a learning module from the course using the planning matrix. The components of the learning module that will be developed include the learning objectives, assignments/activities, and assessment/ evaluation that could be used in an online format. After attending this workshop, participants will be able to describe the roles of the learner and instructor in developing an online learning environment that facilitates reflection and critical thinking and to describe and apply best practices in the planning and implementation of an online learning course including the development of learning objectives, assignments, and assessment.
FDW #7. It’s a Tough Job . . . : Effective Participation in Institutional Disciplinary Panels*
Principal Coordinator: Dr. Ival McDermott, University of Medicine and Dentistry of New Jersey
Other Presenters: Dr. Mert Aksu, Prof. Pamela Zarkowski, University of Detroit Mercy
Workshop Category: Intermediate
CE CREDITS: 3
Conducting or participating in an institutional disciplinary panel to adjudicate student ethical violations is an unpleasant, but important responsibility for dental educators. The process and outcome of hearings can have critical consequences not only for the student involved, but also for the institution. Dental faculty who participate as members of the hearing panel must be prepared to evaluate the student behavior(s), determine whether misconduct has occurred, and determine appropriate penalties. These decisions must be made in the context of the institution’s protocol, while supporting professional standards and recognition of an environment marked by increasing risk of legal repercussions.
This workshop will provide dental and allied dental educators an opportunity to critically examine the protocols and procedures of institutional disciplinary hearing panels and to roleplay as either a chairperson or participant of a disciplinary panel in a small-group exercise. Three challenging fictional scenarios will be presented, and participants will be asked to adjudicate and set penalties for each simulated situation. Participants will be observed and feedback provided about the process and outcomes.
The goal of this workshop is to provoke thought and supply historical, ethical, and legal perspectives for faculty who participate in disciplinary panels.
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Saturday, March 11 1–4 p.m. |
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Other Presenters: Ms. Marilyn Guenther, Dr. Marilyn Lantz, University of Michigan
Workshop Category: Intermediate
CE CREDITS: 3
Faculty members whose major commitment is to teaching in dental or allied dental education programs often struggle with finding time to generate the scholarly work necessary to achieve academic promotion. Strategies that link teaching activities to scholarly work can help resolve this problem. The objectives of this faculty workshop are to demonstrate how implementation of a new program for a dental curriculum (a Standardized Patient Instructor program designed to teach communication and clinical skills) not only met a pedagogical need but also generated opportunities for faculty scholarship; to present tools and discuss strategies that can be used to link teaching activities to scholarly work; and to assist participants in identifying ways they can use these tools and strategies to create scholarly work from their current teaching responsibilities. Lessons learned from the development and implementation of the SPI program and other courses at the University of Michigan School of Dentistry will be used to illustrate how opportunities for scholarship can be built into the course design/development/revision process so that improved teaching and learning can be regularly coupled with data generation for scholarly work. Small group, participatory, and interactive formats will be used to guide participants in modifying a course they now teach or plan to teach to improve its potential for generating scholarly work.
FDW #9. Team-Based Learning in Dental Education Utilizing an Audience Response System*
Principal Coordinator: Dr. Roberta Pileggi, University of Florida
Other Presenter: Dr. Paula O’Neill, University of Texas Health Science Center at Houston
Workshop Category: Beginner
CE CREDITS: 3
In this interactive and hands-on workshop, dental educators will be given the opportunity to experience and practice using a team-based learning (TBL) approach to didactic teaching presented through a problem-based learning case combined with an audience response system. In TBL, larger classes are divided into small groups of students who work collaboratively on problem-solving guided through interactive sessions with faculty. This approach allows faculty members to pretest students’ knowledge upon entry into a course or section, and then posttest upon completion of instruction, allowing for immediate feedback about the outcome of instruction to the students as well as the faculty. This methodology has been successfully used in medicine in courses from preclinical to residency programs, but to date there is no report of its application in dental education.
The aim of this workshop is to highlight the benefits of stimulating student learning with improved test results in the "didactic arena" with small groups utilizing an audience response system. Using a problem-based case approach, upon completion of this workshop, participants will be able to discuss team-based learning, describe the collaboration between team-based and problem-based learning, compare and contrast the challenges and advantages of team-based learning with "traditional" didactic classroom experience, use an audience response system, and practice team-based learning activities with an audience response system. This combined and interactive system to teaching allows small groups of dental students to solve the same problem simultaneously and present their solutions for immediate discussion and comparison to the larger group; the solutions are evaluated for accuracy immediately by the faculty member. Knowledge assessment and attitudinal survey results have demonstrated outstanding results using this teaching modality. Participants will receive a detailed handout of team-based learning procedures and literature supporting this teaching methodology.
FDW #10. Tips and Tricks for Getting Started with Clinical Research*
Principal Coordinator: Prof. William Hendricson, University of Texas Health Science Center at San Antonio
Other Presenter: Dr. Mary Agnes Manwell-Jackson, University of Texas Health Science Center at San Antonio
Workshop Category: Beginner
CE CREDITS: 3
This workshop will help faculty get started with clinical research. Participants learn strategies for identifying gaps in clinical evidence and practice using the P-I-C-O format to write researchable questions. Participants complete a preliminary plan for a research study and receive feedback from peers and workshop faculty. Participants discuss fatal flaws in research methodology, identify sources of data contamination, and analyze pitfalls in conducting clinical research. Strategies for avoiding these problems are described. Types of research designs are reviewed and types of publications for disseminating findings are demonstrated including case reports, brief updates, and evidence-based literature reviews.
After the workshop, participants will be able to identify strategies to detect researchable unknowns pertinent to disease processes and oral health care, use the P-I-C-O format to write evidence-based research questions, write testable hypotheses, designate independent and dependent variables, identify the study sample and groups, and identify common problems in clinical research. Creation of a larger cadre of dental school faculty and practitioners who have the capacity to implement clinical research will enhance the evidence-based foundation for patient care in dentistry. The workshop will be hands-on; participants will actually identify gaps in scientific evidence that need to be explored, develop research questions and associated hypotheses, and create a preliminary study design. Participants will depart the workshop with a step-by-step research planning manual that will guide development of the overall research methodology and help participants avoid common pitfalls.
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Footnotes |
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* fee assessed with registration 
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| HOME | HELP | FEEDBACK | SUBSCRIPTIONS | ARCHIVE | SEARCH | TABLE OF CONTENTS |
