Author: Eugenia P. Roberts, D.D.S. – Clinical Associate Professor, Midwestern University College of Dental Medicine-Arizona Author: Anita C. Fountain, D.D.S. – Clinical Assistant Professor, Midwestern University College of Dental Medicine-Arizona Author: Gregory Schuster, D.D.S – Associate Professor, Director of Clinical Faculty, Midwestern University College of Dental Medicine-Arizona Submitter: Eugenia P. Roberts, D.D.S. – Clinical Associate Professor, Midwestern University College of Dental Medicine-Arizona
Objectives: In rising to “normalcy” post-COVID, it is important to understand the roles which life satisfaction and happiness play in dental education. The objective of this 2019 study was to survey dental faculty to examine factors contributing to perceived happiness in their life and job and how these may be related to the faculty-student dental school experience.
Methods: Midwestern University CDMA preclinical and clinical faculty (n=62) and dental students (n=572) employed and enrolled in 2019 were asked to take an 18-question hard copy or email survey. The survey used a Likert scale of very dissatisfied (0) to very satisfied (5), rating the degree of satisfaction perceived in factors of respect, trust, and autonomy from colleagues, students, and administration. In addition, rankings were asked concerning the influences of promotion, training, comradery, and the level of competitiveness.
Results: Of faculty respondents, 92% reported being satisfied-very satisfied with life and 77% were satisfied-very satisfied with their job. Professional opportunities and promotion ranked highly with 74% satisfied-very satisfied. Trust from students was ranked the highest at 87% satisfied- very satisfied as well as the level of respect from colleagues at 90%. The top factor perceived to contribute directly to job satisfaction by 70% of faculty was professional comradery. Clinic faculty were perceived by 87% of D4 students and 85% of D3 students to play the largest part in contributing to their perceived happiness and satisfaction during the dental school experience.
Conclusion: During the global pandemic, negative emotions of fear, anxiety, and uncertainty abounded. It is essential in our return to “normalcy” to promote the return of positive learning environments by strengthening the factors of comradery and respect found to contribute to life happiness and job satisfaction to re-create successful faculty-student relationships.
