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In this essay, the meaning of diversity is explored as it pertains to senior underrepresented minority (URM) faculty experiences. The experiences of senior URM faculty were gathered through the URM Senior Scholars Histories Project to bring more visibility to racist and sexist practices and to the lack of diversity among faculty within research universities. This brings into question the use of the term diversity in higher education, a term that is often used, but falls short of a clear definition and plan for its implementation for better serving faculty, staff, and students. Through a brief overview of the use of the term diversity in higher education, it becomes apparent that it has been used as a pretty word for nearly 50 years, despite tireless efforts to make real, transformative structural changes within higher education institutions. The question now is: where do we go from here and what can we do to build and create new ways of being that embrace diversity as the norm? [ABSTRACT FROM AUTHOR]

Background: In addition to the benefits of a diverse faculty, many institutions are under pressure from students and administrators to increase the number of faculty from historically excluded backgrounds. Despite increases in the numbers of engineering PhD earners from these groups, the percentages of Black/African American and Hispanic/Latino tenure‐track faculty have not increased, and the percentage of women remains low. Purpose: The purpose of this study is to identify how experiences in graduate school encourage or deter PhD earners from historically excluded groups in pursuing an engineering academic career. Method: We conducted 20 semi‐structured interviews with engineering PhD students and recent graduates, with half of participants interested and half disinterested in pursuing an academic career after graduation. Results: Three key factors emerged as strongly influential on participants' desire to pursue an academic career: their relationship with their advisor, their perception of their advisor's work–life balance, and their perception of the culture of academia. Participants extrapolated their experiences in graduate school to their imagined lives as faculty. The results illuminate the reasons why engineering PhD earners from historically underrepresented groups remain in or leave the academic career pathway after graduate school. Conclusions: The findings of this study have important implications for how graduate students' and postdoc's relationships with their advisors as well as perceptions of their advisors' work–life balances and the culture of academia affect future faculty. We make recommendations on what students, faculty, and administrators can do to create a more inclusive environment to encourage students from historically excluded groups to consider academic careers. [ABSTRACT FROM AUTHOR]

The dilemma surrounding faculty shortages within dental education continues to present significant challenges for the dental profession. There remains a tremendous need to create an effective and sustainable pathway for the recruitment of faculty into dental academia, with an emphasis on the establishment of a more diverse and representative faculty composition. This perspective paper proposes a blueprint to nurture and inspire dental students into academia. [ABSTRACT FROM AUTHOR]

The aim of this study was to provide a follow‐up to the 2015 national survey of women in dental education to re‐examine factors and perceived barriers to pursuing administrative and leadership roles. At the beginning of 2023, a survey was administered to full‐time women faculty in predoctoral dental programs in the United States. The survey instrument employed a structured format along with open‐ended questions to capture qualitative data. The overall response rate was 26% (527/1994) and included respondents from fifty‐five of the sixty‐seven dental schools contacted. Half of respondents indicated holding an administrative position and 20% reported administration as their primary appointment. There was a significant increase in the number of women holding a leadership role in 2023 (76%) compared to 2015 (53%). Those seeking a leadership position in 2023 were less likely to have participated in leadership training (p<0.01) and less likely to have previously sought an administrative position (p>0.01). Women in leadership and administrative roles were more likely to indicate receiving extra compensation for administrative duties (p<0.01) and a desire for higher rank (p = 0.04) compared to 2015, but perceptions persist among the majority of respondents (71%) that women are not being compensated equally to their male counterparts. Respondents highlighted the negative impact of the COVID‐19 pandemic on career advancement and the positive culture changes that have contributed to greater workplace flexibility. Overall, respondents sent a resounding message that women in dental education need structural change to achieve success: pay equity, mentorship, and inclusive and supportive work environments. [ABSTRACT FROM AUTHOR]

Background: Women have made significant advancements in the dentist workforce, growing from 20% of dentists in 2005 to 34.5% in 2020. Women have also made inroads in academic dentistry. While much scholarship has documented a growing feminization in dentistry and efforts to promote gender equity in the profession, there has been less exploration of the intersectional identities of these women. This manuscript explores how academic dentistry can support diverse women's leadership focusing on intersectional identities. Methods: Applying the theoretical framework of intersectionality, we assess publicly available data to explore the percentages of faculty and deans who are women of color. Drawing upon best practices in higher education and our personal experiences, we explore opportunities to increase participation and support the advancement of women of color in academia. Results: In the academic year 2018–2019, of the 5066 full‐time faculty members, 40.5% were women. Minoritized women comprised 13.4% of full‐time faculty members, compared to White women who were 20.6% of full‐time faculty. Minoritized women comprised 7.3% of dental school deans, compared to White women who were 17.6% of deans. Conclusion: Intersectionality allows for a deeper examination of women in academic dentistry. Women of color are often erased in discussions about women in academic dentistry, even as the profession celebrates the progress made by women. Embracing the intersectional identities of women and by extension, people who identify as gender non‐confirming may help dental schools to become humanistic environments where faculty and leadership represent the growing diversity in the profession and in the world. [ABSTRACT FROM AUTHOR]

Background: Dental schools aim to train and support a diverse dentist workforce. Among all faculty, full‐time and part‐time faculty who identify as members of historically underrepresented groups are 13.9% and 8.4%, respectively. The recruitment and retention of faculty is a known challenge, with growing faculty vacancies at dental schools. This study explored dental student perceptions of academic careers, specifically focusing on Black and Hispanic predoctoral students. Methods: From August to November 2022, we conducted focus group with second‐, third‐, and fourth‐year predoctoral dental students who identified as Black or Hispanic using a semi‐structured interview guide that was developed for this study. Data were analyzed using inductive thematic analysis. Results: Four themes emerged: (1) students perceived academic dental dentistry as inclusive but not diverse spaces for Black and Hispanic people; (2) academic dental careers were perceived as secondary careers; (3) academic dental careers were perceived as a career option with a lack of autonomy and less income, compared to clinical practice in other settings; (4) students expressed a lack of knowledge about pathways to academic dental careers. Despite these challenges, students expressed interest in academic dental careers and noted being inspired by younger faculty members. Conclusion: Dental schools must do more to encourage dental students to consider careers in academic dentistry. Pathway programs, mentoring, and the presentation of academic careers as a viable career option for students by faculty should be further emphasized practices. Increasing the diversity of faculty members is also key. Students cannot be who they cannot see. [ABSTRACT FROM AUTHOR]

Background and aims: Faculty members confront a variety of obstacles over time, the most recent of which is the coronavirus disease 2019 pandemic, which may increase their vulnerability to burnout (BO). This study aims to examine BO in medical school faculties, as well as the factors that lead to BO and well‐being in them. Methods: This cross‐sectional study was conducted in 2021 using online questionnaires completed by 222 faculty members of a medical university in Iran. The Maslach Burnout Inventory‐Human Services Survey (MBI‐HSS) and the Well‐being index (WBI) were used. Additionally, we gathered individual‐level profiles (demographic, well‐being) and occupational information (job profile, attitude toward work). Results: A total of 60 (27%) faculties reported having high BO, and 112 (50.5%) reported having low well‐being. Being female (odds ratio, OR = 2.69), having time to spend with the family (OR =.26), the intent of turnover (OR = 8.65), job recommendation to the offspring (OR =.26), and experiencing violence last year (OR = 2.97) were some of the individual‐level factors and job‐related attitudes associated with a higher BO. In the neural network for BO, the most important variables were the intention of turnover, followed by adequate family time. Conclusion: One third of the responding faculty reported severe BO, and BO was found to be significantly associated with lower well‐being. The increased levels of BO and a decreased experience of well‐being were both associated with a higher intention of turnover. According to the study, it is important to pay attention to both clinical and nonclinical field faculty members, female faculty members, those who have a high workload, and members who have experienced violence in the workplace. By acknowledging the unique challenges and experiences faced by these individuals, tailored measures can be developed to address their specific concerns and foster a supportive and inclusive environment. [ABSTRACT FROM AUTHOR]

Purpose: To maintain accreditation status, predoctoral dental programs in the United States and Canada are required to train future dentists in the fundamentals of behavioral sciences. Each program independently determines how to fulfill this task, and little information exists on the consistency of training across programs. The purpose of this study was to identify the range of topics currently taught in predoctoral dental programs in the United States and Canada, who teaches them, and the modes of instruction and assessment. Methods: Invitations to complete an online survey were emailed to faculty responsible for, or familiar with, the behavioral sciences curricula at 75 predoctoral dental programs in the United States and Canada. Questions elicited information on behavioral sciences education at each program, including instructor background, topics taught, instructional and assessment methods, and sources of content. Results: Of those invited, 27 (36%) completed surveys. Per the responses, prototypical behavioral sciences programs usually consist of didactic/lecture format teaching, mostly during the first 2 years of the predoctoral program, by a dentist who assesses students using multiple‐choice or true/false exams. The results indicated, however, substantial variation in what is taught, how it is taught, who teaches it, and how it is assessed. Conclusions: While being a requirement for accreditation, this study demonstrated how behavioral and social sciences topics, teaching strategies, and assessments, along with the individuals teaching those topics varied across predoctoral programs. Consistency, coordination, and clinical integration are possible ways of enhancing behavioral science instruction. [ABSTRACT FROM AUTHOR]

Dental academics provide a fulfilling career path to educate the next generation of oral health professionals. The number of dentists choosing a career in dental academics is declining and existing faculty are opting for other career options. As the number of dental schools increase across the US, a critical shortage of educators may be evidenced. In dentistry, innovative approaches to develop academic faculty are not keeping pace with the growing needs of dental faculty, who are challenged to establish a fulfilling work‐life balance. This work reviews existing methods that other health professions implement to develop faculty for successful career growth. This review highlights factors and related cofactors that influence career development among dental faculty. Recommendations are presented as potential solutions based on the assessment of similar experiences published by related academic healthcare professions. Dental academia must increase attention to faculty needs and awareness by conducting institutional‐specific studies to address these issues with customizable solutions. [ABSTRACT FROM AUTHOR]

Purpose: There are increasing concerns regarding inequitable educational access and experiences for underrepresented populations in health education, prompting dental faculties to recognize EDIA (equity, diversity, inclusivity, and access) capacity as a strategic priority. Faculty members contribute to the establishment and reinforcement of institutionally engrained norms within learning settings with significant influence on the experience of students. Currently, there is limited literature on faculty EDIA capacity within dental education and minimal evidence to inform barriers to development. This study sought to explore how dental faculty members perceive their personal and institutional EDIA capacity and to identify current strengths and weaknesses of EDIA development within the institution of study and dental education. Methods: Using a hermeneutic study design, semi‐structured interviews were conducted on a convenience sampling of dental faculty members (n = 10) and a thematic, interpretative analysis was applied. Results: Findings revealed six dominant themes impacting EDIA capacity. Knowledge of EDIA language, interfaculty communication, and institutional messaging are identified as weaknesses, whereas informal, community building events for EDIA development are identified as novel strengths meriting prioritization. Motivation to engage in EDIA by faculty members overall is illuminated in relation to emotionally provocative experiences. Conclusion: Current institutional communication of EDIA is unconsciously restricting capacity building based on hierarchical and prescribed parameters. Developing capacity in dental education requires a redirection of resources to initiatives valuing social bonding over prescribed box‐checking. This study reveals a new narrative of EDIA capacity within dental education and sustainable pathways for development with high transferability to other health programs. [ABSTRACT FROM AUTHOR]

Purpose/objectives: Historically underrepresented racial and ethnic (HURE) dentists remain underrepresented in dental education and dental practice, and surprisingly, little is known about the factors that enable them to thrive. The lack of information about their experiences is a critical gap in the literature. The purpose of this critical qualitative study is to describe how HURE dental faculty in predominantly white institutions (PWIs) exercise agency to thrive and advance in academic promotion when faced with challenges and adversity in the workplace. Methods: Thirteen semi‐structured interviews were conducted in 2021 and 2022 with HURE dental faculty from 10 different institutions. Interviews were audio recorded, transcribed, and analyzed using the construct of agency and tenets of critical race theory to understand how they thrive in their institutions. Results: HURE dental faculty experienced racism as normal from both faculty and students. Racism centered around white faculty guarding access to white spaces, including things that should be open to everyone like meetings and information about promotion. To counter this, HURE faculty engaged in individual agency by fighting for their perspectives to be heard, proxy agency by seeking and building relationships with mentors and colleagues who could use their whiteness to create change, and improvisational agency by going outside their institutions for support. Conclusion(s): To thrive in PWIs requires HURE faculty to exercise various forms of agency to directly or indirectly advocate for themselves as professionals. These findings have implications for dental leaders to change their existing structures and improve the work environments for HURE dental faculty. [ABSTRACT FROM AUTHOR]

Purpose/objectives: To investigate potential unconscious bias among dental hygiene educators and identify baseline perceptions of race and racism. Methods: Dental hygiene programs in the USA were clustered into 4 geographic regions from which 2 programs were sampled from each region. The 20‐item, Color‐Blind Racial Attitudes Scale (CoBRAS) electronic survey was sent to educators from each of the selected programs in 2022. The CoBRAS instrument measures contemporary racism and stereotyping in 3 subcategories: Unawareness of Racial Privilege, Institutional Discrimination, and Blatant Racial Issues. Scores range from 20‐120, with higher scores indicating elevated levels of denial of racism. Descriptive statistics and one‐way ANOVA were performed. The level of significance was set to α = 0.05. Results: Of the 172 potential respondents, 89 (52%) completed all of the survey questions. The majority of the respondents were White, female and from the Northeast (74.2%, 93.3%, and 61.8% respectively). The mean CoBRAS score (55.73) indicated moderate levels of color‐blind racial attitudes. Race was a significant variable in perceptions of racial dynamics and racism with statistically significant differences between groups by race and ethnicity as demonstrated by one‐way ANOVA (F[6,82] = 3.469, p = 0.004). Conclusions: Moderate levels of color‐blind racial attitudes among dental hygiene educators were found, indicating a presence of cognitive aspects of stereotyping related to race. The demographic data collected adds to the existing evidence of a lack of diversity among dental hygiene faculty. [ABSTRACT FROM AUTHOR]

Introduction: Clinical departments at academic medical centers strive to deliver clinical care, provide education and training, support faculty development, and promote scholarship. These departments have experienced increasing demands to improve the quality, safety, and value of care delivery. However, many academic departments lack a sufficient number of clinical faculty members with expertise in improvement science to lead initiatives, teach, and generate scholarship. In this article, we describe the structure, activities, and early outcomes of a program within an academic department of medicine to promote scholarly improvement work. Methods: The Department of Medicine at the University of Vermont Medical Center launched a Quality Program with three primary goals: (a) improve care delivery, (b) provide education and training, and (c) promote scholarship in improvement science. The program serves as a resource center for students, trainees and faculty, offering education and training, analytic support, consultation in design and methodology, and project management. It strives to integrate education, research, and care delivery to learn, apply evidence and improve health care. Results: Over the first 3 years of full implementation, the Quality Program supported an average of 123 projects annually, including prospective clinical quality improvement initiatives, retrospective assessment of clinical programs and practices, and curriculum development and evaluation. The projects have yielded a total of 127 scholarly products, defined as peer‐reviewed publications and abstracts, posters, and oral presentations at local, regional, and national conferences. Conclusions: The Quality Program may serve as a practical model for promoting care delivery improvement, training, and scholarship in improvement science while advancing the goals of a learning health system at the level of an academic clinical department. Dedicated resources within such departments offer the potential to enhance care delivery while promoting academic success for faculty and trainees in improvement science. [ABSTRACT FROM AUTHOR]

Objective: The International Caries Classification and Management System (ICCMS™), a comprehensive, evidence‐informed, best clinical practice system, comprises a 4D cycle: 1D‐Determine risk; 2D‐Detect and assess lesions; 3D‐Decide on a personalized care plan; and 4D‐Do preventive and tooth‐preserving care. The aim of this study was to establish how Colombian dental practitioners, educators and students diagnose and manage caries risk and caries lesions using the COM‐B model and the ICCMS™ system. Methods: A total of 1094 participants (practitioners: n = 277; educators: n = 212; students: n = 605) completed a previously validated 79‐item questionnaire which explores, based on the COM‐B model, the practitioners' self‐reported caries diagnosis and management behaviours. Descriptive statistics, Welch's ANOVAs and multiple linear regressions were computed. Results: All groups generally performed the behaviours within the 4‐D categories 'Most of the time' to 'Always' (students: 4.06 ± 0.95; educators: 3.94 ± 0.98; practitioners: 3.86 ± 1.01). The most frequently performed diagnosis behaviours (1D/2D) were for practitioners assessing initial/moderate lesions (4.09 ± 1.01) and for educators and students cleaning teeth before lesion assessment (4.41 ± 0.80 and 4.38 ± 0.77 respectively). The least frequently performed decision/management (3D/4D) behaviour was non‐operative care for moderate‐caries lesions (when applicable) (practitioners: 2.64 ± 1.23; educators: 2.68 ± 1.17; students: 3.22 ± 1.41). Opportunity (Resources and Relevance) was the best COM‐B predictor for diagnostic behaviours, whereas capability and opportunity (Relevance) were the strongest predictors for management behaviours. Conclusion: Colombian practitioners, educators and students diagnose and manage caries risk and caries lesions implementing best practice with a high to very high frequency. [ABSTRACT FROM AUTHOR]

Purpose: This mixed methods study aims to investigate faculty members' perceptions of early clinical exposure through clinical shadowing program (CSP) at one academic dental institution. Methods: After ethical approval was received, concurrent data collection using quantitative and qualitative methods was integrated for this study design. For the quantitative data, a validated instrument (Likert scale) was distributed to all basic and clinical science faculty members regarding the CSP. Qualitative semi‐structured interviews of basic and clinical science faculty members were conducted to explore their perceptions of the CSP. Descriptive statistics were completed for the quantitative data, and thematic analysis was carried out for the transcribed interviews. Results: Faculty members from basic and clinical sciences participated in this mixed methods study, 97% (n = 74) participants in the quantitative and 12 participants in the qualitative. The majority of faculty (67%; n = 44) strongly agreed that CSP helps predoctoral students in the application of basic science knowledge to clinical practice. All basic science respondents (n = 10; 100%) and many clinical science faculty (60%; n = 35) strongly agreed that CSP requires coordination between basic and clinical science educators (p = 0.042). Some faculty suggested the inclusion of training for educators on the program and regular periodic student assessments of the program's effectiveness. Conclusion: The current study reported positive faculty perception toward the proposed method of integration. Furthermore, opportunities to foster coordination between basic and clinical science educators may be provided by administrators to strengthen the existing CSP framework. [ABSTRACT FROM AUTHOR]

An effective pharmacist workforce requires highly qualified and effective pharmacy educators. Qualifications required of pharmacy practice faculty may vary by academic institution but the American College of Clinical Pharmacy recommends completion of a residency or fellowship that includes structured teaching experiences and scholarly activities. Although teaching and learning certificate programs may offer a way for residents to gain this experience, program quality may vary and there is evidence that department chairs and other administrators may value additional advanced degrees over these certificate programs. However, less than 20% of the faculty surveyed obtained an additional degree beyond the Doctor of Pharmacy. Advanced degree programs are also a relatively uncommon component of pharmacy residency programs, with a Master of Science in Health‐System Pharmacy Administration being the most common. The first year of an innovative postgraduate 24‐month pharmacy practice residency program that includes completion of a Master of Science in Education degree offers the breadth and depth of ambulatory care practice, teaching, service, and research/scholarship that is beneficial for pharmacists seeking pharmacy practice faculty appointments. Eight key residency elements critical for success are detailed. A description of core coursework highlighted the intentional design of the Master of Science in Education degree program. Previous resident graduates reflected on the value of the Master of Science in Education degree program and the overall pharmacy residency program. This unique post‐graduate training program may serve as a model for preparing pharmacy practice faculty. [ABSTRACT FROM AUTHOR]

Background: Despite many initiatives to improve graduate student and faculty diversity in engineering, there has been little or no change in the percentage of people from racially minoritized backgrounds in either of these groups. Purpose/Hypothesis: The purpose of this paper is to counter the scarcity fallacy, in which institutions blame the "shortage" of qualified people from traditionally marginalized backgrounds for their own lack of representation, related to prospective PhD students and prospective faculty from traditionally marginalized groups. This study identifies the BS‐to‐PhD and PhD‐to‐tenure‐track‐faculty institutional pathways of Black/African American and Hispanic/Latino engineering doctorate recipients. Design/Method: Using the US Survey of Earned Doctorates, we tracked the BS‐to‐PhD institutional pathways of 3952 Black/African American and 5732 Hispanic/Latino engineering PhD graduates. We also used the Survey of Doctorate Recipients to track the PhD‐to‐tenure‐track faculty pathways of 104 Black/African American and 211 Hispanic/Latino faculty. Results: The majority of Black/African American and Hispanic/Latino PhD graduates in this study did not earn their BS degrees from Top 25 institutions, but rather from Not Top 25, non‐US, and minority‐serving institutions. The results also show the relatively small proportion of PhD earners and faculty members who move into highly ranked institutions after earning a bachelor's degree from outside this set of institutions. Conclusions: The findings of this study have important implications for graduate student and faculty recruitment by illustrating that recruitment from a narrow range of institutions (i.e., Top 25 institutions) is unlikely to result in increased diversity among racially minoritized PhDs and faculty in engineering. [ABSTRACT FROM AUTHOR]

Substantial gender equity gaps in postsecondary degree completion persist within many science, technology, engineering, and mathematics (STEM) disciplines, and these disparities have not narrowed during the 21st century. Various explanations of this phenomenon have been offered; one possibility that has received limited attention is that the sparse representation of women itself has adverse effects on the academic achievement—and ultimately the persistence and graduation—of women who take STEM courses. This study explored the relationship between two forms of gender representation (i.e., the proportion of female students within a course and the presence of a female instructor) and grades within a sample of 11,958 STEM‐interested undergraduates enrolled in 8686 different STEM courses at 20 colleges and universities. Female student representation within a course predicted greater academic achievement in STEM for all students, and these findings were generally stronger among female students than male students. Female students also consistently benefitted more than male students from having a female STEM instructor. These findings were largely similar across a range of student and course characteristics and were robust to different analytic approaches; a notable exception was that female student representation had particularly favorable outcomes for female students (relative to male students) within mathematics/statistics and computer science courses. [ABSTRACT FROM AUTHOR]

For centuries, society has called out for transformations to lift all of its members. While it may seem ordinary in our time for women to be dentists or dental educators, the path was neither always easy, nor has true equity been achieved. The modern transformation of dental education and dentistry creates the need for leaders to propose and develop concrete initiatives to advance the profession and benefit society. Areas to address that could lead to increased equity for women include career advancement, leadership opportunities, compensation, career satisfaction, research, and scholarly activity. Our analysis demonstrates that even though the number of full-time female faculty has increased during recent years, most positions (59.5%) at dental schools in the US are held by men (2018-2019). Males were also compensated at higher rates than their female counterparts, and female deans made 7% less in total compensation. Because disparities are evident in pay and academic pathways, new directions and strategies must be employed to ensure parity and gender equity. Facilitating the progress of women in organized dentistry requires efforts of dental academic institutions to invest resources and provide nurturing environments that promote professional performances and leadership skills for women, with these being priorities-considering the current trends that anticipate increased numbers of women in dental academia. All dentists bring their own experiences to the profession, making for rich depth and diversity. As a collective voice, we have a bright future. We can and will move forward together. [ABSTRACT FROM AUTHOR]

Purpose/Objectives: The School of Dentistry at The University of Texas Health Science Center at San Antonio (UTHSA‐SoD) implemented an SoD Emerging Leaders Program (SoDELP) in 2020–2021. This case report describes the leadership training needs of junior faculty that stimulated SoDELP development, the inter‐institutional collaboration that facilitated program implementation, SoDELP curriculum content, and outcomes of formative assessment for two pilot cohorts of the SoDELP. Methods: The 32‐h curriculum was comprised of readings, reflection exercises, seminars by the Center for Professional Excellence at the University of Texas at San Antonio, case discussion, analysis of leadership dilemmas, and self‐assessments. For a capstone project, participants created a case depicting a challenging leadership situation they experienced as a team leader or member. The SoDELP commenced in a face‐to‐face format but was completed online due to COVID 19. Formative evaluation included participants' pre‐ and post‐training perceptions elicited by the Leadership Attitudes, Confidence and Concerns Inventory (LACCI) and qualitative appraisal of program components obtained by surveys and focus groups. Results: All 18 participants completed SoDELP and provided positive evaluations of program content, organization, teaching quality, and value. Analysis of pre‐ and post‐assessments indicated that participants' confidence in performing an array of leadership tasks was significantly enhanced, and participants' concerns about assuming leadership roles, such as not being ready for the job, impact on friendships, or concerns about ethical challenges, were significantly reduced. The LACCI displayed promising reliability in assessing participants' confidence, attitudes and concerns, demonstrating the potential to serve as a measurement tool to appraise outcomes of leadership training in the health professions. Conclusion: Outcomes suggest that SoDELP enhances faculty members' sense of readiness for leadership roles, and the LACCI may be a useful assessment tool for leadership training. [ABSTRACT FROM AUTHOR]

This correlational study examined the relationship between self‐care, burnout, compassion satisfaction, and secondary traumatic stress among higher education faculty members during the COVID‐19 pandemic. The results inform higher education faculty members about the effects of self‐care and suggest strategies to reduce burnout, compassion satisfaction and secondary traumatic stress. [ABSTRACT FROM AUTHOR]

Objective: To evaluate attitudes and satisfaction of faculty members about calibration efforts in the undergraduate dental program at Imam Abdulrahman Bin Faisal University, Saudi Arabia. Methods: The cross‐sectional study included faculty members (n = 75) who participated in calibration exercises for effective assessments in preclinical and clinical courses. The previously validated questionnaire was utilized. The questionnaire was composed of four sections: demographics, faculty members' attitude, quality of calibration efforts, and faculty satisfaction. The satisfaction score of faculty members was calculated and compared with their demographic data. Descriptive statistics included means, standard deviations, frequencies, and proportions. The data were analyzed using an independent sample t‐test and one‐way analysis of variance. Results: The response rate was 92% (n = 69). Note that 97% participants agreed that faculty calibration was an important aspect of dental education and 88.10% were willing to attend calibration exercises even if not required by their institution. Most participants (82.1%) agreed students were more satisfied with their clinical education when faculty members were calibrated. In this study, the perception of 85.1% of the participants was that calibration efforts reduced faculty variations. Most participants (73.10%) were satisfied with the quality of faculty calibration exercises in the college. The mean satisfaction score of the sample was 13.21 ± 3.65, which was significantly higher among faculty members with a doctoral degree (13.88 ± 3.64) than those with a master's degree (12.08 ± 3.46) (p = 0.048). The study showed no significant relationship of gender, age, status, and year of experience with faculty's satisfaction with calibration efforts. Conclusion: Most faculty members recognized the importance of faculty calibration in dental education and were satisfied with the quality of calibration efforts. Satisfaction with calibration efforts was significantly related to the high education of faculty members. [ABSTRACT FROM AUTHOR]

This exploratory study seeks to establish an understanding of relationships between Black and white femme faculty (BFF and WFF, respectively) in academic work units, as reifications of anti‐Blackness in the academy. The study corpus, or body of work that was analyzed, consists of stories from BFF about interactions and experiences with WFF that have been published in anthologies about womxn in higher education; Black Critical Race Theory and the "mammy" trope supported analysis as the conceptual frameworks. Findings indicate that WFF rejected BFF as professional equals who are deserving of full access to and participation in academia. They also suggested that WFF undermined BFF through white‐only alliances, and sometimes appealed to white masculine superiors to sabotage BFF colleagues in support of their own success. The study has implications for expanding scholarly discourses about workplace interactions and harassment, exercises of power, and professional relationships in the academy. [ABSTRACT FROM AUTHOR]

As with many academic fields in the United States, white male faculty have historically been the norm in the agricultural and applied economics profession, but demographics in the field have started to shift over the past several decades. This paper presents descriptive evidence of the current and historical status of underrepresented and historically underserved groups in our profession, including white women and racial and ethnic minorities of all genders. It also provides a snapshot of perceptions of departmental climate, data on incidents of harassment and discrimination in our profession, motivations for switching academic institutions, and finally, data on strategies for retaining faculty from diverse groups. [ABSTRACT FROM AUTHOR]

Aim: To investigate how nursing faculties' perceived time devoted to research changed during the first wave of the pandemic in Japan (April–June 2020) compared to pre‐pandemic. Methods: This cross‐sectional study was conducted online from July 1 to August 10, 2020 and involved 1,023 nursing faculties in Japan. Participants were asked to respond to a questionnaire based on their experiences from April to June 2020. We calculated descriptive statistics for several measures and examined associations between professional/personal demographic factors and declines in overall research time. Results: Of the 1,023 participants, 71.1% were spending less time on overall research activity; 79.6% spent less time attending academic events/conferences, and 77.4% spent less time conducting experiments/surveys. In contrast, 81.2% spent more time teaching, a much greater proportion than the global scientific community in a previous survey. As for work time allocation during the pandemic, teaching was by far the one activity that participants spent the most time on. Logistic regression analysis revealed that declines in overall research time were associated with several professional demographic factors, such as type of university, current academic position, and acquisition status of Japan's major research grant (KAKENHI) (all p <.05). Conclusions: Nursing faculties in Japan clearly spent less time on research, and more time on teaching during the first wave of the pandemic compared to pre‐pandemic. The initial impact of the pandemic on nursing faculties revealed through this study is an eye‐opener and a start for addressing the long‐term impact on the nursing scientific community. [ABSTRACT FROM AUTHOR]

Background: The number of engineering PhDs pursuing postdoctoral research scholar (postdoc) positions has steadily increased in the last 30 years. Postdoc positions are commonly thought of as a step toward academic careers. However, engineering PhDs are more likely to work in industry, which leaves open the question of the role of postdocs in the career trajectories of engineering PhDs. Purpose/hypothesis: This study examines the factors associated with attainment of postdocs. It also identifies the influence of postdocs on attainment of tenure‐track faculty positions and early career salaries. Design/method: Super's "life span, life space" theory informs the analytical approach. Descriptive and regression analyses, and propensity score matching, are conducted using a nationally representative sample of engineering PhDs from the 1993–2013 National Science Foundation Survey of Doctorate Recipients data set merged with the 1985–2013 Survey of Earned Doctorates. Results: Engineering PhDs primarily funded by research assistantships and who graduated from a doctoral program with higher‐ranked research activities and greater proportions of previous cohorts pursuing postdocs are more likely to attain postdoc positions. Among engineering PhDs, postdoctoral scholars are more likely than PhDs in nonacademic positions to attain tenure‐track faculty positions. Early career average salaries are relatively similar between postdoctoral scholars and PhDs without postdoc experiences working in the academic sector. Conclusions: Postdoctoral research positions can provide a viable pathway toward careers in the academic sector. Engineering doctoral programs can potentially apply research findings toward student career development and preparation, and engineering students and PhDs can leverage the career outlook information for decision‐making and career preparation. [ABSTRACT FROM AUTHOR]

Background: This study used existing literature and expert feedback to develop and pilot a novel error‐avoidance checklist tool for cricothyrotomy in attending physicians. Prior literature has not focused on expert cricothyrotomy performance. While published checklists teach a specific procedural method, ideal for novice learners, this may hinder expert learners. Objectives: We endeavored to create a succinct error‐avoidance checklist for cricothyrotomy. We hypothesized that such a checklist would prove feasible and acceptable to attending physicians. Methods: This is a multicenter prospective checklist creation, evaluation, and feasibility study. Multiple experts pursued an iterative process to reach consensus on a 7‐item error‐avoidance checklist. The checklist was trialed for feasibility in pilot sessions at two sites by 45 attending emergency physicians who used the checklist for peer performance assessment and provided feedback. Results: During the pilot implementation, 94% of respondents completed the procedure within the allotted 120 s. Greater than 85% of respondents agreed that four of the five procedural errors on the checklist were very or somewhat critical to avoid, including cutting >2 cm from midline, creating a false passage, failing to continuously maintain an object in the trachea, and injuring oneself during the procedure. Only 66% of participants felt severing the cricoid cartilage was critical. Successful breath administration and time under 120 s were critical for 100% and 95% of participants, respectively. The checklist was rated "easy" or "very easy" to use by 93% of participants, and 95% found this checklist reasonable for evaluating attending physicians. Conclusions: We present the multicenter development and implementation of a novel error‐avoidance checklist tool for use in expert cricothyrotomy performance. Attending emergency medicine (EM) physicians rated our tool easy to use and agreed that most of the proposed errors were critical. Participants overwhelmingly agreed this tool would be reasonable for evaluation of cricothyrotomy performance among attending EM physicians. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has highlighted the need for public health nursing as an integral part of a strong public health workforce. However, it has also created challenges in preparing future nurses as much of nursing instruction, including clinical experiences, needed to urgently transition learning to a virtual environment. This paper describes the process faculty experienced during spring 2020 to quickly transition public health nursing clinicals from in‐person to virtual learning in response to COVID‐19. Further, faculty lessons learned are shared and include the importance of creating a supportive team dynamic, embracing innovation, continuing to engage with community partners, and adapting to meet emerging student needs during the evolving pandemic. The process and lessons learned may act as a guide for other nursing programs as we continue to navigate nursing education during this and future pandemics. [ABSTRACT FROM AUTHOR]

Objectives: The aims of this study were to understand the views of clinical supervisors overseeing final year dental students and investigate their perceived role, level of support and training available, and ways to improve the supervisory experience. Methods: Clinical supervisors who oversaw fifth‐year dental students in 2019 were invited to participate in an online survey. Respondents who indicated their willingness to participate were contacted for a semi‐structured interview which were analysed using Constant Comparative Methodology. Results: Sixteen supervisors completed the survey, with a response rate of 73%. Respondents reported low levels of formal training in clinical supervision (38%) and most (75%) felt further training would be beneficial for their role. While nearly all (94%) reported they had developed as a dental professional through supervision, most (63%) were not positively encouraged to develop a career as a supervisor, with tensions between health service delivery and academia identified as a key challenge. The driving motivator to supervise was a desire to teach (62.5%). Seven (44%) participants completed the semi‐structured interview. Participants' perception of their role varied depending on career stage and clinic location. Lack of recognition and defined career pathways were the biggest challenges reported by participants. Conclusion: Retention and morale of supervisors may increase with better‐defined career pathways and meaningful professional development opportunities. There is a need to develop tailored training programs for supervisors that enable them to teach critical thinking and clinical judgement while ensuring patient safety. [ABSTRACT FROM AUTHOR]

We surveyed ecologists and evolutionary biologists in American universities to understand how they are coping with the COVID‐19 pandemic. Female respondents, assistant professors, and those who care for at least one child or teenager, were significantly more dissatisfied with their work–life balance during this pandemic than others, and further expected these negative impacts to be long lived. Online teaching support, relaxed expectations on publications, the possibility of pausing the tenure clock, and an acknowledgment of "no business as usual" by administrators were thought to be effective policies in mitigating these negative impacts. This survey serves as a manifesto to what our professional community is currently experiencing, and should be used to inform academic policies directed at improving faculty productivity and welfare. [ABSTRACT FROM AUTHOR]

Background: Burnout is a condition characterized by emotional exhaustion, low personal accomplishment, and feelings of depersonalization that may evolve as a result of chronic occupational stress. Our goal for the study was to measure the degree of burnout among US dental school faculty with less than 10 years in academia., Materials and Methods: A mixed method approach to data collection was utilized for the study and included: A. A 15-items demographics survey B. Maslach Burnout Inventory (MBI) combined with the Area-Work life Scale (AWS) C. A survey open-ended response to respondent's general feelings about work environment., Results: MBI results from the data collected from 52 respondents indicate 7 or 13.46% of respondents are categorized with a 'burnout' profile. The most abundant categories recognized among this group are feelings of being "overextended" (34.62%) while 32.69% of the respondents self-report signs of being engaged. The results from this population indicate higher emotional exhaustion while levels of depersonalization are lower. The Area-Work life Scale (AWS) for this group indicates a higher sense of reward and control, while a lower frequency of workload balance and fairness are recognized. The data collected from the sample population suggest increased higher feelings of burnout at the 9-year mark, with increased administrative duties, and age range over 44 years., Conclusion: Identifying factors in workload, work environment, and influences in the home that lead to burnout early in a faculty member's tenure and introducing reduction mechanisms are key to enhancing faculty production, satisfaction, and retention., (© 2023 American Dental Education Association.)

Introduction: Globally, faculty development initiatives in support of health professions (HP) educators continue to extend their remit. This work becomes more critical as HP curriculum renewal activities are influenced by needing to move beyond a biomedical focus attending to issues such as social accountability, social justice and health equity. This raises questions about how best to support our HP educators who may need to change their teaching practice as they embrace these more complex, social constructs., Methods: The research question for this qualitative study was: What implications are there for faculty development that can support HP educators as they are expected to incorporate the principles of critical consciousness and social accountability into their teaching as part of a curriculum renewal process? Data from 11 focus group discussions and 11 subsequent individual interviews with HP educators from two undergraduate programmes were thematically analysed after which further analysis focussed on the implications of these findings for faculty development. Transformative learning theory and models about change provided a sensitising framework., Results: Our findings pointed to an expanded role for HP educators and consequently also for those responsible for faculty development. Three main ideas were highlighted: Curriculum renewal catalyses a renewed need for faculty development, the nature of faculty development that can enable change and new foci for faculty development., Conclusions: Faculty development can make a significant contribution to enabling change, including in the context of curriculum renewal that often extends the roles and responsibilities of HP educators. When renewal seeks to shift fundamental curriculum principles, providing support to embrace this expanded remit results in an equally expanded remit for faculty developers-one that calls for initiatives that enable critical, dialogic encounters that might foster critical consciousness, leading to change in HP education. This challenges us, as faculty developers, to turn the mirror on ourselves to consider the nature of such expanded support., (© 2023 The Authors. Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.)

Objective: To characterize Twitter utilization among academic otolaryngologists and evaluate the relationship between Twitter utilization and research productivity., Methods: Data were collected manually from accredited US otolaryngology residency programs from July-November 2021. Program and faculty demographics were documented, including citations and H-index for faculty and Doximity reputation and US News and World Report ranking for programs. Twitter metrics were also recorded. Descriptive analyses and multivariable logistic regression models were used to identify predictors of Twitter utilization., Results: Currently, 333 (16%) faculty and 70 (62%) programs have a Twitter account. Of these, 36 (11%) and 27 (39%), respectively, were created in 2020. The regression model indicates that for each 5 unit increase in H-index, the odds of having a Twitter account increase 22% (OR 1.22, 95% CI 1.10-1.34, p = 0.0009). The number of faculty with a Twitter account predicts the existence of program Twitter accounts (OR:1.49, 95% CI 1.01-2.19, p = 0.04). Finally, of the 323 faculty with a Twitter account and available Scopus profile, we found that the number of individuals with Twitter use out of proportion to their academic productivity was low (n = 8/323)., Conclusion: The H-index is a significant predictor of faculty Twitter accounts, whereas the number of faculty with Twitter is a significant predictor of program Twitter utilization. Although Twitter utilization is increasing, especially during the coronavirus pandemic, the findings indicate that there is ample room for growth, particularly amongst faculty with strong academic portfolios., Level of Evidence: NA Laryngoscope, 134:1190-1196, 2024., (© 2023 The American Laryngological, Rhinological and Otological Society, Inc. This article has been contributed to by U.S. Government employees and their work is in the public domain in the USA.)

Objectives: The aims of this study were to understand the experiences junior faculty have during their professional socialisation as educators and how they perceive the need and value of mentorship. Methods: A cross‐sectional qualitative study design was used. Data were collected in 2019 through a pre‐survey and focus groups with junior faculty (defined as 0‐5 years) across four institutions in Australia and the United States of America. Framework analysis was used to identify themes in the data, based on our defined research questions, and socio‐cognitive career theory was applied to guide our analysis. Results: A total of 22 junior faculty participated in the study. Only one of the four institutions had a formal mentoring programme for junior dental faculty. At this institution, 83% of participants indicated they were likely/extremely likely to remain in dental education. Across the three institutions where formal mentoring for junior dental faculty was not available, only 40% of participants indicated they were likely/extremely likely to remain in dental education. We identified five themes in the qualitative data: motivation for career choice, the importance of relationships, personal goals and the need for self‐direction, expectations of the role, and institutional effects. Conclusion: Our findings suggest that mentoring is a critical factor in a junior faculty member's experience entering and socialising into a career in dental education. The perceived value of mentoring emerged across all themes, both from the perspective of participants who had received formal mentoring and those who had not. [ABSTRACT FROM AUTHOR]

There is a continuous challenge in academic health education to retain early career faculty members and staff. Attrition rates in the field can be as high as 42% in the first five years of an individual's career and are principally due to a sense that academic careers do not progress at a satisfactory rate. In response to this ongoing issue, the American Dental Education Association launched the Summer Program for Emerging Academic Leaders (ADEA EL) in 2012. The program has supported 301 participants from over 74 academic programs and private practice institutions. This current study describes data collected from program participants in an effort to conduct a thorough review of the program. In all, pre- and post-program data were assessed from faculty members and staff who have participated in the program over its eight-year history. The outcomes of this mixed-methods study describe an assessment of the curriculum (including changes that have occurred over the tenure of the program), the fit of the intended learning outcomes, reasons why a program such as the ADEA EL is needed, and what can be done to provide additional leadership resources and support for faculty members in dental education. This study represents the first time a longitudinal report of a professional development program designed exclusively for early-career faculty and staff has been described in the literature. Its outcomes are intended to be supportive of institutions and other programs focused on support and retention of early faculty and staff. [ABSTRACT FROM AUTHOR]

Background: Despite the critical role of faculty diversity in the persistence and academic experiences of undergraduate students as well as in the development of engineering innovations, women of color (WoC) faculty are still underrepresented in engineering programs across the United States. Purpose/Hypothesis: This study identifies whether the demographic composition of undergraduate engineering students is correlated with the representation of WoC faculty. It also highlights the institutional‐ and departmental‐level factors that contribute to the race–gender diversification of the engineering professoriate. Design/Method: Informed by organizational demography as the theoretical framework, the methods include linear and logit regression analyses. Data come from the American Society for Engineering Education, the Integrated Postsecondary Education Data System, and the American Community Survey, and include engineering departmental‐level observations across 345 institutions over 12 years. Results: Engineering departments that award more bachelor's degrees to women African American/Black undergraduate students are more likely to employ relatively more African American/Black women faculty. This positive relationship is also found among Asian Americans and Hispanics/Latinas. Conclusions: Research findings demonstrate the relationship between engineering undergraduate composition, as well as other departmental‐ and institutional‐level factors, and the prevalence of WoC faculty. The findings highlight important areas for stakeholders and academic administrators to consider when developing strategies and programs to diversify the composition of engineering faculty. [ABSTRACT FROM AUTHOR]

Background: Given the significant roles that faculty play, it is important to understand how and why engineering graduate students choose faculty careers over other professional opportunities. Yet little is known about this decision‐making process, particularly for students of color. Purpose This article offers a rich, empirically grounded account of the development of one graduate student's professorial intentions as a launch‐point from which to explore how to broaden participation in the professoriate among underrepresented students of color in engineering. Method: Narrative data were analyzed chronologically and thematically to investigate the influences that help explain Allen's professorial intentions. This study foregrounds Allen's meaning‐making pertaining to how his educational experiences and various identities shaped his evolving understandings of the professoriate and of his suitability for a faculty career. Results: Allen's journey describes a trajectory from disinterest to interest in the professoriate through his evolving understandings of the academy and the professoriate, the development of a faculty prototype and its role in his thinking about faculty norms and roles, and finally, envisioning himself in the professoriate. Conclusions: The underrepresentation of historically marginalized individuals among engineering faculty will remain a problem until more knowledge is gained about why students choose to pursue the engineering professoriate. Future studies that follow this line of inquiry by focusing on smaller numbers of participants may similarly identify key experiences and factors that promote interest in or turn students away from faculty careers. [ABSTRACT FROM AUTHOR]

Undergraduate education is a critical period for recruiting the next generation of conservation biologists and engaging a broader community of conservationists. As small liberal arts colleges (SLACs) can be particularly effective at meeting these goals, promoting conservation biology education at these institutions is essential. In this study, we paired a web review and e‐mail questionnaire (46 respondents) to assess conservation biology coursework and faculty expertise at the top 100 SLACs in the United States. Our results highlight that there is very strong student interest in conservation biology coursework, and that maintaining faculty expertise in the discipline is a priority for those departments that currently have it. Nonetheless, 40% of these institutions lack faculty expertise and 26% lack any coursework in the discipline. Embracing this opportunity for growth will require engaging the broader educational community, with the goal of expanding faculty expertise, coursework, and general access to education in conservation biology. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to identify the predictors of perceived stress and quality of life (QoL) among graduate dental faculty.Methods: This cross-sectional study was conducted using a representative sample of 348 dental faculty members from master's and doctoral programs in Brazil. Data were collected using self-administered questionnaires between August and December 2018. QoL was assessed using the multidimensional World Health Organization Quality of Life assessment (WHOQOL-BREF). Perceived stress was assessed using the Perceived Stress Scale (PSS). Participant sociodemographic characteristics served as the independent variables. The data were subjected to linear regression analysis.Results: Women obtained higher PSS scores and lower QoL scores (P < 0.05). There was a negative correlation between perceived stress and all 4 QoL domains. Multivariate analysis revealed that a combination of the independent variables (i.e., sex, age, sleep duration, dual employment, medication intake due to work, and leisure time) explained 32% of the variance in perceived stress. Regarding QoL, perceived stress, sleep duration, and medication intake due to work explained 50%, 58%, 27%, and 40% of the variance in the physical health, psychological, social relationships, and environment domain scores, respectively. Sex (i.e., female) and medication intake due to work predicted higher levels of perceived stress. In contrast, age, sleep duration, dual employment, and leisure time were associated with lower levels of perceived stress.Conclusion: Perceived stress and medication intake due to work had a negative effect on QoL, whereas sleep duration had a positive impact on QoL. [ABSTRACT FROM AUTHOR]

University faculty face stressors, including multiple roles, institutional pressures, and varying student demands, which may differ by gender and across fields. Using the questionnaire variant of a convergent mixed‐methods design, we examined whether self‐reported work stress and comfort differed by gender and academic field gender stereotype in participants from two universities. Results showed that female faculty reported more quantitative role overload, qualitative role overload, and career development stress than male faculty regardless of field. Qualitative themes centered on institutional barriers and unique pressures for women, although these experiences varied by field. Implications, limitations, and future research for employment counselors are explored. [ABSTRACT FROM AUTHOR]

Burnout is a growing phenomenon among health care professionals in whom the prevalence has been estimated at greater than 50%. The adverse outcomes of burnout affect individuals, institutions, and patients. Although burnout literature in the profession of pharmacy is somewhat lacking, emerging data suggest a similar prevalence. Pharmacists who experience burnout typically suffer from emotional exhaustion and/or a reduced sense of personal accomplishment. The critical care setting introduces several elements that increase the risk of burnout in health care providers, including pharmacists, who practice in this area prompting professional organizations to call for action to address burnout. Critical care pharmacists with faculty appointments have additional responsibilities that may precipitate burnout. In response to anecdotal symptoms of burnout, four critical care pharmacy faculty members at the University of Illinois at Chicago developed and implemented an off‐service rotation model designed to provide clinical track faculty members protected, off‐service time to fully engage in academic responsibilities utilizing a tenured clinical faculty member, and a rotating schedule of clinical coverage to assure continuity in patient care in each of the areas (medical intensive care unit, cardiac care unit, and emergency department). Compared with the 24 months prior to implementation, academic output increased during the 24‐month period following implementation of the model. Importantly, there was no evidence of burnout from the personal accomplishment domain of the Maslach Burnout Inventory‐Health Services Survey for Medical Professionals, although high levels of emotional exhaustion and depersonalization were present. [ABSTRACT FROM AUTHOR]

Dental students in North American dental schools are exposed to faculty members with various professional backgrounds. These faculty members may include dentists, dental hygienists, and scientists without clinical dental credentials. The practice of dental hygienists' educating predoctoral dental students has not been well documented. The aims of this two‐part study were to investigate the parameters of didactic, preclinical, and clinical instruction of dental students by dental hygienist faculty members in North American dental schools and to explore dental students' perceptions of this form of teaching. In part one, a survey was sent electronically to the clinical or academic affairs deans of all 76 American Dental Education Association (ADEA) member dental schools in 2017. Twenty‐nine responded, for a 38.2% response rate. In 76% of the responding schools, dental hygienists were teaching dental students. Most respondents reported that, in their schools, the minimum degree required to teach didactically was a master's, while a bachelor's degree was required for preclinical and clinical courses. There was no significant association between dental hygienists' instructing dental students and having a dental hygiene educational program at the institution. In part two of the study, a questionnaire was completed by 102 graduating dental students (85% response rate) at one U.S. university to evaluate the impact of dental hygienist educators. Among the respondents, 87% reported feeling that dental hygienists were very effective educators. There were no significant differences in responses between traditional and advanced standing international dental students. This study found that dental hygienists were educating dental students in many North American dental schools and were doing so in curricular content beyond periodontics and that their educational contributions at a sample school were valued by the dental students there. [ABSTRACT FROM AUTHOR]

The aim of this cross‐sectional study was to examine the faculty mentoring practices in seven dental schools in the U.S. A 34‐item survey was administered electronically to dental faculty members of all ranks, tracks, and job categories in seven dental schools using faculty listservs. Survey questions addressed current mentoring practices in which the faculty members were involved; their perceptions of those mentoring practices; their perceived characteristics of an ideal mentoring program, mentor, and mentee; perceived best practices; and respondents' demographics. The survey was conducted from October 2017 to February 2018. A total of 154 surveys were completed (response rate 22%). Over 58% (90/154) of the respondents reported receiving no mentoring; 31.9% (49/154) said they received informal mentoring; and 9.7% (15/154) received formal mentoring. Of the 64 respondents who received mentoring, both formal and informal, 92.2% (59/64) were full‐time faculty, and 7.8% (5/64) were part‐time faculty (p=0.001). Approximately 39% of the respondents indicated that their mentoring program was not overseen by anyone and that participation was voluntary. The top three perceived benefits of mentoring were increased overall professional development, development of a career plan, and increased professional networks. The three most important characteristics of an ideal mentoring program for the respondents were a program based on the needs of the mentee, a mentor who has the desire to help the mentee, and a mentee who is eager to learn. The results of this study showed a very low level of formal or informal faculty mentoring programs in the dental schools surveyed. Future studies are needed to determine best practices and strategies to expand and enhance mentoring of faculty members. [ABSTRACT FROM AUTHOR]

Objective: The rapid personal and professional growth experienced during medical training and practice is impacted by personality. The surgeon's personality is renowned in both medical lore and literature. However, it is now known that the personality characteristics of today's millennial trainees differ from older faculty. This study investigates the variability of different personality attributes among otolaryngology residents and faculty, as well as the practical implications of these findings.Methods: The opportunity to complete a series of web-based, commercially available, self-administered five factor-based personality assessments was given to otolaryngology residents and faculty at nine academic training programs. The psychometrically validated assessments evaluate innate personality 1) strengths, 2) challenges, and 3) motivators/values. Differences between groups in the assessed metrics were evaluated using two-tailed t tests.Results: Seventy-eight otolaryngology faculty and 104 residents completed all three assessments. Of the assessed metrics, there were several significant differences between residents and faculty (all P < 0.05). Residents scored higher than faculty in the domains of interpersonal sensitivity, sociability, and inquisitiveness. With respect to potential challenges, faculty displayed higher levels of skepticism and reservation. In contrast, residents scored higher in the categories of mischievous and dutiful. As for motivators/values, although both groups were highly motivated by altruism, faculty valued tradition more than residents, whereas residents valued hedonism and affiliation more than faculty.Conclusion: There are notable differences between residents and faculty in multiple domains, with implications for communication, education, and professional development.Level Of Evidence: 3 Laryngoscope, 129:2286-2290, 2019. [ABSTRACT FROM AUTHOR]

Purpose: A lack of contemporary dental literature exists on evaluating dental residents in postgraduate education, with no standardized criteria or information on technology adoption. This study aims to understand current evaluation methods in dental residency programs and compare them to existing literature., Methods: A survey with 22 questions was sent to program directors of 749 ADA/CODA (American Dental Association/Commission on Dental Accreditation)-accredited postgraduate dental residencies. The questions focused on evaluation frequency, faculty involvement, submission methods, and electronic software usage., Results: The survey response rate was 30.2% (226 responses). Results show that 98% of program directors are involved in evaluations, but require more support from auxiliary faculty. Evaluations are typically submitted twice or four times a year, with 12% of programs wanting increased frequency. Face-to-face delivery of feedback is considered crucial. While desktop computers are widely used for evaluation submission, 55% of programs utilize mobile devices, which correlates with higher program director satisfaction. The most popular evaluation software includes New Innovations, MEd Hub, and Qualtrics. Overall, 86.96% of program directors are satisfied with current evaluation practices. Areas needing improvement are non-program director faculty involvement, resident response/feedback, and software navigation., Conclusion: This study found that a majority of program directors of the postgraduate dental education system are using electronic technology for their resident evaluation systems and are satisfied with their current mechanism of evaluation., (© 2023 American Dental Education Association.)