Oral health educators' reflections on teaching 2022 and beyond

Abstract

AbstractIntroductionThe global pandemic prompted changes in health science education affecting both teaching and learning. This multi‐institutional study assesses the near‐term implications of these changes on faculty and faculty development. The project goals were to: (1) describe faculty experiences of teaching during the pandemic; (2) identify ways to sustain new pedagogical approaches, (3) describe the types of support faculty members need, and (4) offer recommendations to enhance oral health professions education.MethodsA mixed‐method approach using exploratory sequential design was conducted in two phases collecting qualitative and quantitative data. Focus group participants included didactic, pre‐clinical, and clinical faculty in dental school (DMD/DDS), dental hygiene and dental therapy programs, and also faculty members serving in administrative roles in these programs (N = 37). One hundred forty‐four faculty participated in the multi‐institutional follow‐up survey.ResultsFocus group and survey results led to 14 recommendations (nine structural and five individual) for oral health profession institutions and educators.ConclusionOral health profession education faculty were dramatically impacted by the pandemic and new faculty development needs were identified. Traditional faculty development topics and practices may be no longer applicable in the post‐COVID‐19 environment. Additionally, the pandemic stimulated creative approaches for curriculum design, teaching, and assessment in oral health profession education. Strategies need to be implemented to sustain these innovations.