Retooling for Change
The ADEA/WKKF (W.K. Kellogg Foundation) Building Leadership Teams for Sustainable
Academic and Community Partnerships Training Session was held June 13-14,
2013 at the Hamilton Crowne Plaza Hotel in Washington D.C. The day and a half
training program brought together the leadership from MDFD (Minority Dental Faculty Development) I and MDFD II with
Community Catalyst Dental Therapist Program leaders from four programs and the
Dental Health Aide Therapist (DHAT) program in Alaska. Training focus was in
two areas: “Storytelling“ as a leadership tool and the new National Standards
for Culturally and Linguistically Appropriate Services (CLAS) in Health and
Health Care. The revised CLAS Standards were released by the U.S. Department of
Health and Human Services (HHS) April 24, 2013.
included six dental schools (Alabama, Baylor, Howard, Illinois at Chicago, and
Oklahoma) and one consortium (NYSADC) of the five schools in NY State (Columbia
University, New York University, Stony Brook University, University at Buffalo
and University of Rochester). MDFD II included two dental schools (University
of Detroit Mercy and Howard University). MDFD I had a dental faculty focus
while MDFD II has an allied dental faculty focus.
The two MDFD II programs
place strong emphasis on URM recruitment and academic/community partnerships
for both service learning and patient care. The Community Catalyst Dental
Therapist programs provide care primarily to underserved communities throughout
the U.S. with dental therapy models in 5 states: Vermont, Ohio, New Mexico,
Washington and Kansas. The day and a half meeting provided an opportunity for
the sharing of mutual interests with regards to access to care and community
based programs. Skills sessions were designed to improve Storytelling skills as
a leadership tool and to increase understanding of the revised CLAS Standards. A
roundtable of MDFD I program leaders discussed sustainability as an evolving
leadership challenge that incorporates new ideas and trends such as
Interprofessional Education and the CLAS standards (HRSA). The role of the
deans in diversity programming was identified as key to the institutional
climate and to resource allocation. Presentations from two deans, Drs. Leo
Rouse (Howard) and Mert Aksu (UDM) included: challenges in Interprofessional
Education and Community Service Learning. Leadership in the Changing Workforce
Environment, from a Corporate Perspective was the keynote address by Dr. Ivan
Lugo (The Procter & Gamble Company).
A roundtable discussion
from the MDFD I project leaders provided models for inclusion of allied dental
faculty in outreach programs with team-based delivery of care. Experiential
learning from the community partnerships contributed to cultural competency and
related skills for both dental and allied dental students.
Lessons Learned from the
MDFD I Experience were shared:
Dean’s Leadership is critical to
articulated diversity policy
statement(s) are major drivers for resource support.
- Diversity is seen as numbers (compositional).
Understanding and use of curricular and institutional components of diversity and
inclusion are evolving concepts that change thinking and behaviors.
- Mentoring programs are needed for predoctoral
and advanced dental education trainees and for faculty.
- Academic climate changes require supportive resources
and opportunities for social and inclusive interactions.
diversity executive leadership pipeline
is missing (e.g., second tier and dean’s “team”) in dental education.
- Cultural competency concepts require the inclusion of
social determinants that affect behavior and policies.
- Logic modeling and GAP analysis—strategic planning
to provide understanding on where you are, where you want to be and how you’re
going to get there—are effective tools for strategic planning, messaging, and
- Be innovative in considering interprofessional education
collaboration, resource sharing and leadership development opportunities.
- The value of short-term strategies to
achieve long-term goals is being realized at MDFD grantee institutions. Constant Vigilance is required as the
work in progress continues toward the long-term goal of diversity and inclusion
in the dental workforce.
A dental therapist team led
by Dr. Mary Williard from the Alaska Dental Health Aide Therapist program
presented the role of the dentist and the therapist in the delivery of care to
underserved families using both direct supervision and remote technologies. The
practice-oriented session focused on how patient care is managed in team
inter-actions between dentist and DHAT.
Models for expanded
access to care in needy communities were presented by David Jordan, Community
Catalyst at an evening working session.
Allied career laddering
through distance learning technologies presented a range of career options for
special skills needed to complement foundation knowledge and thereby enhance
career development for dental hygienists.
CLAS Standards were
released April 24, 2013. The new standards include culturally competent care,
language access services (mandates and organizational supports for policy,
organizational plans and management oversight). CLAS Standards are expected to
improve treatment outcomes through improved health literacy.
Organizational Transformation was the venue for the Interactive Leadership Training
Session led by Dr. Joseph West, consultant.
MDFD Survey results were
shared in group discussion. Suggestions for IPE implementation include:
- Shared clinical experiences during the predoctoral curriculum.
- Policies agreed on by the departments and set in place by the academic dean and dean of
- Grand Rounds presentations on a specific topic.
- Reworking the class schedules.
- Create stronger ties between schools.
- Create a committee for IPE research.
- Need to get a sense of urgency and the rank and file clinical faculty need to see
the importance and benefits of IPE.
Program– June 13-14, 2013
I Alabama Model – Dr. T. Madelyn Coar
MDFD I University of Michigan – Dr. Kenneth May
MDFD I Oklahoma CDHC – Dr. Dunn H. Cumby
II Progress Report UDM – Dr. Deidre D. Young
II Progress Report HUCD – Dr. Donna Grant-Mills