Report to UFCD FACULTYLinda S. Behar-Horenstein, Ph.D.Distinguished Teaching Scholar

and ProfessorCo-Program Director

HRSA Summary of Faculty Assessment

Summary of Surveys Administered

Needs Assessment Determines faculty needs relative to teaching, assessment, mentoring and scholarship.

Knowledge, Efficacy, and Practices Instrument for Oral Healthcare Providers (KEPI)

Measures cultural skills.

Marlowe Crowne Social Desirability Scale

Measures social desirability.

Deamonte Driver Scenario Measures attitude towards Medicaid patients.

Defining Issues Test- 2 Measure of moral judgment

Needs Assessment - Findings

Highly Requested Priorities for Teaching

Teaching effectivelyProviding constructive feedback to learnersUsing effective assessmentsEnhancing small group learning Using emerging technology in the classroom

Priorities for Scholarship

Documenting education outcomes Grant writing Developing research designs Writing an education manuscript

received substantial “none to very little knowledge” ratings.

Priorities for Administrative & Leadership Skills Career Advancement

Balancing work and personal responsibilities

Demonstrating leadership skills Managing stress Managing timeSustaining passion for teaching.

How could mentoring be improved

Explicit, mentoring processes A structured component of the departmentAssigned mentors to mentees, Goal-setting for faculty tenure as a central

focus and training for mentors. Allotted time for mentoring activities—as

reflected in work load.

KEPI - FINDINGS

Background about KEPI

• Three subscales: Knowledge of Diversity, Efficacy of Assessment and Culture-Centered Practice.

• Rating scale of 1 to 4, where 1=low and 4=high.• Social desirability bias refers to people reporting

inaccurately (rather than how they truly feel or believe) on sensitive topics in order to present themselves in the best possible light. This can be due to both self-deception and other-deception.

• Data were normally distributed as confirmed by visual inspection of box-plot and quintiles.

• Estimates of Reliability for DN-2016, DN-2015, and Faculty are strong:

.86, .91., and .90 respectively.

• DN-2016 exhibiting social desirability bias (SDB) scored higher on Knowledge of Diversity with a mean score of 3.47 compared those without SDB 3.23 (p<.045) and Culture-Centered Practices - with SDB 2.54 vs. no SDB 2.10 (p<.002).

• Faculty exhibiting social desirability bias (SDB) scored significantly higher on Efficacy of Assessment, mean score of 3.11 compared those without SDB 2.84 (p <.035).

• Faculty scored significantly higher than students on two subscales.

Culture-Centered Practice

Significance

Faculty 2.52

Student 2.15 p. < 0001

Efficacy of AssessmentFaculty 2.96

Student 2.63 P<.0002

DIT-2

Background about DIT-2

• Assessed ability to apply moral principles when developing a solution to a general dilemma.

• After taking an initial position on each dilemma, you were asked to rate and rank 12 arguments for each problems.

• Three subscales: PI = personal interests; N= maintaining norms; P=postconventional.

DIT-2 - Findings

PI N P

Facultyn=35 23.27 34.11 34.86

Class of 2016n= 82

23.21 34.54 37.65

Class of 2015n=79

21.69 34.87 38.58

Faculty, DN-2016 and DN-2015 Scores

Faculty (n =35) Class of 2016 (n =82) Class of 2015 (n = 79)0

5

10

15

20

25

30

35

40

45

PINP

Interpretation of DIT-2

• Similarity between Faculty, DN-2015 and DN-2016.• Note that average adult selects

POSTCONVENTIONAL (P) arguments 40% of the time.

• Average graduate student selects P 53.5%.• Average dental & medical graduate students

select P about 50% compared to UFCD, DN2016 and DN2015 scores of 34.9, 37.7, and 38.6 respectively.

Importance of these scores

• Persons who apply moral ideals and principals to the resolution of complex social problems generally are better able to develop well-reasoned solutions to problems within their problems.

• Ability to reason well about complex moral problems predicts wide range of pro-social behaviors, including high ratings on clinical performance measures.

SUMMARY: Faculty Development Needs

• Teaching effectively, giving constructive feedback, using assessments effectively, and teaching small groups.

• Writing educational research and grants and applying use of research design.

• Balancing time and stress.

SUMMARY: Faculty Development Needs

• A formal mentoring process.• Expanded awareness and

increased skills in cultural competencies.

• Enhanced skills in ethics and reasoning.

Deamonte Driver Scale

• Analysis is ongoing at this time

Any questions?