Dilemmas in Dental Public Health Poverty and Oral Health Care Access
Bob Russell, D.D.S, M.P.H.
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Health Professions Education and Diversity: Challenges, Opportunities, and Emerging Lessons From the Field
Kevin Barnett, Dr.P.H., M.C.P.
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Stereotype Threat and the Nature and Nurture of Intelligence
Joshua Aronson, M.A., Ph.D.
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Assessment in Advanced Education (SoTLfest)
Explore the tools needed for valid assessment in advanced dental education, from assessing applicants and students to assessing leadership qualities of advanced education faculty.
Learning Objectives:
- Explore valid assessment tools.
- Identify how applicants, students, and faculty are assessed.
Presenters:
David Paquette, D.M.D., M.P.H, D.MSc; University of North Carolina at Chapel Hill
Gerald N. Glickman, D.D.S., M.S., M.B.A, J.D., Baylor College of Dentistry
N. Karl Haden, Ph.D, Director, ADEA Leadership Institute
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Assessment of Critical Thinking Skills in Dental and Allied Dental Curricula (SoTLfest)
The Commission on Dental Accreditation (CODA) requires dental and allied dental institutions and programs to provide outcome assessments as evidence of compliance with accreditation standards, including those related to critical thinking. Designing and evaluating assignments that measure critical thinking is challenging for didactic and clinical educators who must implement a variety of assessment strategies.
Learning Objectives:
- Explore both summative and formative categories of assessments that support educators in evaluating critical thinking skills in classroom and clinical environments.
- Summarize survey results of best practices from a variety of institutions.
- Develop or refine assignments using described assessment techniques to measure critical thinking within individual programs.
Presenters:
Lorinda L. Coan, L.D.H., M.S. Indiana University
Joyce C. Hudson, R.D.H., M.S., Ivy Tech Community College
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New Idea:
Competency-Based Evaluation of Predental Applicants: Can Progress in Holistic Admissions
Be Measured?
Reforms in health professional school admissions have recently centered on holistic review to assess an applicant’s potential success beyond academic record and standardized admissions exams. Presenters will focus on efforts taken at George Mason University to promote a culture of assessment using a competency-based evaluation rubric. The correlation between applicant holistic ratings assigned by a pre-health advisory committee evaluation against admissions decisions (dentistry, allopathic, and osteopathic medicine) will be examined.
Presenter: Emil T. Chuck, Ph.D., George Mason University
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Conundrums in Dental Education: Assessing Contemporary Ethical Dilemmas (SoTLfest)
Assessment is necessary and critical in dental education, involving multiple stakeholders. It includes evaluations by faculty, administration, and staff, student grading, patient examination, and assessment. Because of the stress created by the high-stakes nature of outcomes, unethical behavior is an ever-present problem. Stakeholders have unique views regarding their respective beliefs and roles when faced with complex ethical, legal, and professional dilemmas. Addressing these dilemmas with appropriate decision making and risk management is necessary in order to create a fair and balanced approach to an equitable end result.
Learning Objectives:
- Examine real cases arising from assessment processes in dental school settings.
- Identify the various issues involved and demonstrate the various points of view that various stakeholders bring.
- Utilize and Audience Response System (ARS) to highlight differing points of view and initiate an open dialogue among attendees.
Presenters:
Ronald W. Botto,Ph.D., University of Kentucky
Gerald N. Glickman, D.D.S., M.S., M.B.A, J.D., Baylor College of Dentistry
Phyllis L. Beemsterboer, M.S., Ed.D., Oregon Health & Science University
Anne Koerber, D.D.S.,Ph.D., University of Illinois at Chicago
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Integration of Curricular Elements to Demonstrate Outcomes of Critical Thinking in
Allied Dental Education
Assessment is essential in dental and allied dental education. CODA requires dental and allied dental institutions/programs to provide outcome assessments as evidence of compliance with accreditation standards, including those related to critical thinking. Designing and evaluating assignments that measure critical thinking is challenging for didactic and clinical educators who must implement a variety of assessment strategies.
Learning Objectives:
- Explore both summative and formative assessments that support educators in evaluating critical thinking skills in classroom and clinical environments.
- Summarize survey results of best practices from a variety of institutions.
- Develop or refine assignments using described assessments techniques to measure critical thinking within individual programs.
Presenters:
Lorinda L. Coan, L.D.H., M.S., Indiana University
Laura MacDonald, DipD.H., B.S.C.D. (DH)Med., Manitoba University
Joyce C. Hudson, R.D.H., M.S., Ivy Tech College
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New Idea:
The Leadership Academy: Establishing a Culture of Leadership in Health Professions Education
To promote a culture of leadership, Wichita State University’s College of Health Professions created a Leadership Academy for the purpose of providing faculty and staff with opportunities to exercise leadership in a challenging adaptive environment. The intent of the Academy is to reinforce, recognize, and reward faculty and staff work for advancing the goals and strategic vision of the college. After serving a year-long fellowship, Academy fellows become senior coaches and mentors for incoming fellows. Academy fellows experience a two-and- a half day orienting program in adaptive leadership and meet weekly throughout the year to reinforce and practice these concepts. Ultimately, Academy fellows are expected to exercise leadership across existing factions within the college and university to address adaptive challenges. In the first three years, 22 fellows have been accepted into the Leadership Academy; over time, a critical mass of faculty and staff should be poised to promote adaptive leadership work.
Presenters:
Peter A. Cohen, Ph.D., Wichita State University
Rosalind R. Scudder, Ph.D., Wichita State University
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Open Knowledge: Opening Our Teaching and Learning Resources to Enable Positive Change Across the Country and Around the World (SoTLfest)
The world’s educational community is witnessing rapid growth in the number of educational institutions openly sharing knowledge, teaching, and learning resources with the world community. Known by names such as Open Courseware or Open Education Resources (OER), the commonality is the licensing of educational content that supports the reuse, redistribution, and remixing of these materials by others.
Learning Objectives:
- Review the open Knowledge movement and its impact on dental education.
- Assess open knowledge activities and their global impact
- Summarize protection of intellectual property through Creative Commons licensing.
- Describe MedEdPORTAL, an opportunity for peer review of educational resources, and its impact on faculty promotion.
- Explore University of Michigan’s software tools and student/faculty collaboration solution that reduces faculty time and cost of preparing open materials.
Presenters:
Lynn A. Johnson, Ph.D., University of Michigan
Nadeem Y. Karimbux, D.M.D., M.M.Sc., Harvard School of Dental Medicine
John Wilbanks, M.S.
Ted Hanss, M.B.A.,University of Michigan
Patrick J. Ferrillo, Jr., D.D.S., University of the Pacific Arthur A. Dugoni School of Dentistry
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Open Knowledge: Opening Our Teaching and Learning Resources to Enable Positive Change Across the Country and Around the World
Presenter: Ted Hanss, M.B.A., University of Michigan
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Knowledge Sharing and Education
Presenter: Kaitlin Thaney
Open Knowledge: Q & A
Support provided by the ADEA Section on Dental Informatics