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Use of an Action Learning Model to Create a Dental Faculty Development Program
Author(s) -
McAndrew Maureen
Publication year - 2010
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.0022-0337.2010.74.5.tb04898.x
Subject(s) - excellence , faculty development , medical education , class (philosophy) , teaching and learning center , professional development , action learning , teaching method , action research , action (physics) , modalities , psychology , pedagogy , medicine , cooperative learning , sociology , computer science , political science , social science , physics , quantum mechanics , artificial intelligence , law
Dental educators are often talented practitioners who may have little knowledge of educational concepts and current teaching modalities. Dental schools have recognized the need to offer instruction in teaching skills to their clinical faculty members to support their roles as educators. Since 2005, New York University College of Dentistry (NYUCD) Office of Professional Development has sponsored the Excellence in Clinical Teaching Program, an introductory program in pedagogy and teaching skills. The Action Learning model was used to drive development and implementation of Class ACTS (Advanced Clinical Teaching Scholars), a new advanced teaching skills program. Action Learning is a collaborative educational approach that has its origins in the business world. The learning is problem‐driven and occurs in a supportive and reflective environment. The Action Learning approach culminated in a seminar series, Class ACTS, that offers an in‐depth opportunity for faculty members to sustain and improve their teaching skills in a small‐group setting. Class ACTS is open to NYUCD faculty members who have successfully completed NYUCD's Excellence in Clinical Teaching Program or a comparable program and have a basic background in pedagogy.