TY - JOUR
T1 - Pilot test of an emerging leaders program for dental school faculty
AU - Challa, Suman
AU - Loomer, Peter M.
AU - Hoff, Giovannie M.
AU - Hendricson, William D.
N1 - Funding Information:
The authors thank the Center for Professional Excellence at the School of Business of the University of Texas at San Antonio (UTSA) for their important contributions to the pilot testing of SoDELP, and we enthusiastically congratulate the initial 18 graduates of this program.
Funding Information:
At UTHSA‐SoD, virtually all of the academic careerists who joined the school in its formative phase during the 1970s and 1980s retired during the past 10 years. Consequently, the school has designated leadership training for early‐career faculty as a priority. In 2017, the UTHSA‐SoD received funding from the US Health Resources and Services Administration (HRSA) for a Dental Faculty Loan Repayment Program (DFLRP) to enhance retention of junior faculty via financial assistance for loan repayment and professional development. One of the DFLRP objectives, directed by the lead author (Suman Challa), is to enhance the potential of early‐career, chronologically young, and tenure track faculty to move into academic leadership by means of an SoD Emerging Leaders Program (SoDELP). The purpose of this paper is to report the outcomes of two proof‐of‐concept pilots of the SoDELP in 2020 and 2021. The report shares the theoretical framework, program structure, and preliminary assessment outcomes to assist other institutions considering similar professional development initiatives.
Publisher Copyright:
© 2022 American Dental Education Association.
PY - 2022/8
Y1 - 2022/8
N2 - Purpose/Objectives: The School of Dentistry at The University of Texas Health Science Center at San Antonio (UTHSA-SoD) implemented an SoD Emerging Leaders Program (SoDELP) in 2020–2021. This case report describes the leadership training needs of junior faculty that stimulated SoDELP development, the inter-institutional collaboration that facilitated program implementation, SoDELP curriculum content, and outcomes of formative assessment for two pilot cohorts of the SoDELP. Methods: The 32-h curriculum was comprised of readings, reflection exercises, seminars by the Center for Professional Excellence at the University of Texas at San Antonio, case discussion, analysis of leadership dilemmas, and self-assessments. For a capstone project, participants created a case depicting a challenging leadership situation they experienced as a team leader or member. The SoDELP commenced in a face-to-face format but was completed online due to COVID 19. Formative evaluation included participants’ pre- and post-training perceptions elicited by the Leadership Attitudes, Confidence and Concerns Inventory (LACCI) and qualitative appraisal of program components obtained by surveys and focus groups. Results: All 18 participants completed SoDELP and provided positive evaluations of program content, organization, teaching quality, and value. Analysis of pre- and post-assessments indicated that participants’ confidence in performing an array of leadership tasks was significantly enhanced, and participants’ concerns about assuming leadership roles, such as not being ready for the job, impact on friendships, or concerns about ethical challenges, were significantly reduced. The LACCI displayed promising reliability in assessing participants’ confidence, attitudes and concerns, demonstrating the potential to serve as a measurement tool to appraise outcomes of leadership training in the health professions. Conclusion: Outcomes suggest that SoDELP enhances faculty members' sense of readiness for leadership roles, and the LACCI may be a useful assessment tool for leadership training.
AB - Purpose/Objectives: The School of Dentistry at The University of Texas Health Science Center at San Antonio (UTHSA-SoD) implemented an SoD Emerging Leaders Program (SoDELP) in 2020–2021. This case report describes the leadership training needs of junior faculty that stimulated SoDELP development, the inter-institutional collaboration that facilitated program implementation, SoDELP curriculum content, and outcomes of formative assessment for two pilot cohorts of the SoDELP. Methods: The 32-h curriculum was comprised of readings, reflection exercises, seminars by the Center for Professional Excellence at the University of Texas at San Antonio, case discussion, analysis of leadership dilemmas, and self-assessments. For a capstone project, participants created a case depicting a challenging leadership situation they experienced as a team leader or member. The SoDELP commenced in a face-to-face format but was completed online due to COVID 19. Formative evaluation included participants’ pre- and post-training perceptions elicited by the Leadership Attitudes, Confidence and Concerns Inventory (LACCI) and qualitative appraisal of program components obtained by surveys and focus groups. Results: All 18 participants completed SoDELP and provided positive evaluations of program content, organization, teaching quality, and value. Analysis of pre- and post-assessments indicated that participants’ confidence in performing an array of leadership tasks was significantly enhanced, and participants’ concerns about assuming leadership roles, such as not being ready for the job, impact on friendships, or concerns about ethical challenges, were significantly reduced. The LACCI displayed promising reliability in assessing participants’ confidence, attitudes and concerns, demonstrating the potential to serve as a measurement tool to appraise outcomes of leadership training in the health professions. Conclusion: Outcomes suggest that SoDELP enhances faculty members' sense of readiness for leadership roles, and the LACCI may be a useful assessment tool for leadership training.
KW - dental
KW - education
KW - faculty
KW - leadership
KW - organization and administration
KW - professional competence
KW - staff development
UR - http://www.scopus.com/inward/record.url?scp=85125660961&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85125660961&partnerID=8YFLogxK
U2 - 10.1002/jdd.12908
DO - 10.1002/jdd.12908
M3 - Article
C2 - 35255528
AN - SCOPUS:85125660961
SN - 0022-0337
VL - 86
SP - 918
EP - 927
JO - Journal of dental education
JF - Journal of dental education
IS - 8
ER -