(PO-082) Clinician to Academician: Professional Transition Through Reflective Analysis

Author: Steven Schmidt, Ph.D. – Professor and Director of Adult Education Program, East Carolina University School of Dental Medicine
Author: Christy Rhodes, Ph.D. – Associate Professor - Adult Education Program, East Carolina University School of Dental Medicine
Author: Jo Anne W. Murray, Ed.D – Interim Assistant Dean for Educational Support and Faculty Support, East Carolina University School of Dental Medicine
Submitter: Jo Anne W. Murray, Ed.D – Interim Assistant Dean for Educational Support and Faculty Support, East Carolina University School of D

Dental educators often times find themselves struggling with transitioning into the academician role as many possess strong clinical skills, but limited training or experience to support their educator role. In shifting from the more clinically oriented basis for instruction to a more andragogical model, emphasizing critical analysis and reflective learning, faculty development programs are seeking ways to better understand the impact of professional development programming in linking the role of academician to the professional identify of dental educators. This pilot study investigated the impact of coursework taken by dental school faculty in the Education in Healthcare Professions Graduate Certificate Program, a collaborative effort between the dental school and the College of Education, on educational practice and identify. The goals of the study were to determine how participating faculty positioned themselves within the field of adult education; their understanding of their learning experience related to adult education and understand the application of their new knowledge in developing their learning communities.

Method: An analysis of faculty participants’ (n=17) written responses to 5 open ended questions relating to impactful learning, perceived role/professional identity and implementation of teaching strategies framed the basis of this pilot study.



Results: Responses confirmed that educational practice was seen as important, emphasizing learner centered teaching, critical reflection to inform practice and the development of one’s teaching philosophy to be an evolving process responsive to student needs. However, faculty participants did not designate a clear professional identity as an adult educator. Instead, they continued to predominately emphasize their clinician role.

Conclusion: While faculty understood the importance of developing an andragogical learning environment, their link to the academician identity needs additional investigation. This initial study provided the framework from which to expand this investigation.