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Faculty Perceptions of a Professional Development Seminar
Author(s) -
BeharHorenstein Linda S.,
SchneiderMitchell Gail,
Graff Randy
Publication year - 2008
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/j.0022-0337.2008.72.4.tb04512.x
Subject(s) - professional development , faculty development , medical education , perception , higher education , psychology , medicine , political science , law , neuroscience
A web‐enhanced seminar was provided to address the pedagogical needs of professional faculty educators at a college of dentistry in a research‐intensive university in fall 2006. In this qualitative report, the authors describe the participants’ (n=12) perceptions and evaluation of the seminar. An evaluation of the seminar journals showed documented improvement in the participants’ confidence and an enhanced awareness of their teaching practices. Six themes (new knowledge, planned change, awareness, changes made, current practice, and challenges to learning) ranging from 5.3 percent to 35.5 percent among four to twelve participants emerged across their learning journals. Participants also rated the course 4.9 on a five‐point scale in helping them understand a variety of teaching modalities other than lecture and the sole use of multiple‐choice tests as insufficient. When we invest resources in our faculty, progress is made towards ensuring quality teaching, as well as increased understanding and enhanced communication in the teaching and learning environment. This recursive process not only influences the faculty and those they teach but the patients they care for as well.