Principal Investigators: Allison Scully, Assistant Professor, Pediatric Dentistry, School of Dentistry; David Zahl MA, Clinical Assistant Professor; Assistant Dean, Education and Academic Affairs, IU School of Dentistry, Office of Academic Affairs, dzahl@iu.edu; Angela M Yepes DDS, MS, MBA, Clinical Assistant Professor, IU, School of Dentistry, Department of Pediatric Dentistry, anarbela@iu.edu; Priya M. Thomas, DDS, Clinical Assistant Professor, Vice Chair and Director of Comprehensive Care and Predoctoral Clinics, Department of Biomedical Sciences and Comprehensive Care, Indiana University School of Dentistry, primthom@iu.edu; Kelton T. Stewart, DDS, MS Associate Professor
Chair, Graduate Program Director, IU School of Dentistry, Department of Orthodontics and Oral Facial Genetics, keltstew@iu.edu; Ygal Ehrlich, DMD Clinical Assistant Professor, Director of Endodontic Research, Department of Endodontics, IU School of Dentistry, yehrlich@iu.edu; Oriana R. Capin, DDS, MSD, MSD Clinical Assistant Professor, Assistant Director Graduate Cardiology and Operative Dentistry, IU School of Dentistry, Department of Cardiology, Operative Dentistry and Dental Public Health, ocapin@iu.edu;
Project Title: Revising the Organizational Leadership Graduate Curriculum: Realignment to Professional Competency Models
Funding Level: $7300
Abstract: Clinical teaching plays a pivotal role in the education of dental students and residents. Currently at IU School of Dentistry (IUSD), student feedback about faculty teaching is limited to end of course evaluations, which is not timely and focuses on only those faculty primarily associated with the course. This feedback process is not ideal, as students work with several different faculty over the course of a semester during clinics and no mechanism exists for providing feedback to these clinical faculty about their teaching. The lack of feedback has led to stagnant teaching philosophies, challenges when faculty attempt to apply for promotion and tenure, and lost opportunities to improve clinical teaching. Enhancing the clinical learning environment relies on timely and objective feedback to faculty and faculty’s willingness to reflect and make appropriate changes.
The use of QR codes offers the possibility to provide feedback to clinical teachers immediately after the clinical encounter. The feedback provided anonymously will allow clinical faculty to adjust their strategies instantly, if needed. In addition to the feedback, a self-reflection will allow teachers to reevaluate and improve their teaching philosophies and actions, leading to an inclusive and humanistic clinical learning environment, improved student outcomes and data for the application process for promotion and tenure.
The purpose of this project is to develop and pilot 1) a real-time feedback mechanism for students to anonymously assess faculty's clinical teaching and 2) a reflection exercise to help guide faculty through the assessment of feedback and opportunities for new teaching strategies.