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At least 19 recordsLinked to original sources
PubMed1977

Faculty evaluation: review of the literature most pertinent to dental education.

Each dental school will fashion its own faculty evaluation system. The results will be a network of activities related to such questions as these: What are valid sources of information? Which aspects of instructors' responsibilities are most significant? Which questions need answers? How should the system be operated? This review has focused on what is currently being discussed and attempted in each of these critical areas. Faculty evaluation takes place in an essentially political context, and dental educators are now awakening to the political forces at work in the profession. Faculty evaluation is also a scientific process, or at least one capable of being greatly improved by rigorous, empirical study, which has yet to be performed. Finally, the exact form of faculty evaluation developed at each school will likely be unique, since it will depend on the institution's resources, size, funding base, academic affiliation, and the personal preferences of concerned individuals. The degree of success or failure of an evaluation system will depend on how the chosen combination of purposes, sources, objects of evaluation, and implementation strategy serves the needs of the school and its personnel.

Behavior↗
PubMed1979

An employment checklist for prospective dental educators.

Recent dental literature suggests that there is a shortage of dental educators and provides suggestions for dental schools to increase and improve recruitment efforts. However, little has been published to aid the prospective dental educator in finding the most appropriate position. A checklist to aid the prospective faculty member is proposed, which enumerates critical employment characteristics to be considered by the applicant during the recruitment process. Essential elements of the dental school environment, the department environment, the salary and benefits structure, and the community are discussed. Techniques for application of the checklist are also suggested.

Employment↗
PubMed1978

Program planning for effective continuing dental education.

Continuing dental education can only be effective if it is efficiently planned and presented. It is essential to determine the needs as seen by the dentists and to ensure that these needs can best be met by educational means. The potential participants in the programme must then be identified and times and locations most convenient for them be established. The precise purpose and objectives of the course must be clearly stated and detailed organisation can then be commenced. The principles involved in adult education should be clearly understood and appropriate learning aids should be prepared. Evaluation of the programme is essential in order that adjustments can be made to future programmes to correct deficiencies which have been identified and so that the impact on the participants' practices can be assessed.

Education, Dental, Continuing↗
PubMed1978

Mental health and dental education.

The relationship between mental health and the educational process in dental school has rarely been explored. In the author's experience as the mental health consultant at the USC School of Dentistry, several focal points of conflict do influence academic effectiveness. These problem areas are often marked by a variety of physical or psychological symptoms such as anxiety--sometimes of panic proportions--gastrointestinal disturbances, and the like. These are frequently related to fear of failure, being exposed as being intellectually inept and fraudulent, neurotic competitive needs, real and unreal paranoid attitudes toward instructors, the student's expectations as to what his or her "silent partners" require to him or her, and the effect dental education has on marriage.

Anxiety↗