Opening Windows: Inspiring Residents and Endodontists to Become Educators
By Susan Paurazas, DDS, MS, MHS, Yaara Berdan, DDS, MBA
“The whole purpose of education is to turn mirrors into windows.”- Sydney J. Harris
This quote illustrates that the purpose of educators is not only to serve as a mentor and allow students and residents to mirror their mentors, but to be open to new ideas, innovations, and applications. In doing so, this creates an interactive and collaborative component to education where new possibilities can be explored and expansion of knowledge can be challenged. Currently endodontic education needs innovative strategies to encourage and recruit new faculty and allow windows to be opened in career options.
The American Dental Education Association has outlined a strategic framework for 2024-2027 to address the mission, “To develop an inclusive, future-ready oral health workforce prepared to improve the health of all people and communities through leadership, education and collaboration.(1) In order to bring this mission into practice, several strategic goals were identified, one of which is to “attract and prepare the next cadre of faculty, staff and leaders for Oral Health Education.” (1) This goal is relevant and timely considering a persistent challenge in dental education; the ongoing shortage of faculty to educate the next generation of oral health providers.
A study by ADEA Trends in School Faculty compared educational trends in 2022-23 with a previous study from 2018-2019. (2) This survey found that the majority of new faculty came from private practice, with 70% of part time faculty hired from private practice. Another interesting finding was that a major source of hiring of new full-time faculty was other dental schools. This indicates that faculty are moving to explore new opportunities, limiting the pool of faculty candidates. Additional sources of faculty need to be identified and fostered such as endodontic residents considering an academic position. In the 2022-2023 survey predoctoral or advanced dental education graduates accounted for 17% of new faculty. In a 2022 AAE Educational Affairs Committee survey, residents were asked if they would be interested in teaching. Thirty percent responded “yes’ and 65% responded, “yes in the future.” This was an overwhelming positive response, but how can this translate to graduating residents taking an active role in teaching?
Barriers identified by residents to teach include level of student loan debt and lack of experience. The amount of student debt has an impact on employment considerations. Potential strategies to narrow the pay gap include alternate work schedules to allow for faculty or private practice and loan forgiveness programs. The AAE Foundation awards an Endodontic Educator Fellowship Award to a full-time educator for up to five years in the first years of employment. New educators may perceive a lack of experience, however with any new job, skills and knowledge improve with time. A critical component is having a mentor to provide advice and training on professional development. In addition, providing educators with training in teaching methods will enhance teaching effectiveness and job satisfaction. In essence endodontic faculty are teachers whose subject matter happens to be endodontics.
The top 5 reasons cited for residents interested in teaching endodontics included travel opportunities, policy development, committee participation, leadership opportunities and course planning. The high ranking of these benefits outlines that importance of being able to have an impact on the direction and trajectory of endodontic education, as well as professional development. Similarly, from responses by faculty, the top 5 reasons for being an educator included, participating in shaping future professionals, personal fulfillment, knowledge sharing, professional development, and leadership opportunities. These findings are in alignment with a study by Harvard Business Review evaluating predictors or workplace satisfaction, noting top predictors culture and values of an organization, quality of senior leadership, opportunities for growth, and recognition (3). When work is considered meaningful, people tend to be more committed, engaged in their work and have improved satisfaction with their work environment (4).
An interesting trend is that the percent of female faculty increased between the survey times of 2019-2019 and 2022-2023. Women accounted for the majority of faculty up to age 49, while males held the majority after age 50. These changing demographics highlight the impact that newer female faculty members can have on direction, leadership and development of educational curriculum and teaching strategies.
One of the reasons endodontists may not consider teaching is that they were never asked. It’s important to identify residents and endodontists that have an interest in sharing knowledge, have “teaching moments” with interactions with predoctoral students in lab or clinical settings. Residents who have an interest in research should be encouraged to continue a research collaboration with their school. Staying in contact with alumni and the local endodontic society can provide an opportunity for open communication in creating opportunities for teaching, even on a part-time basis. The unique experience of sharing knowledge, mentoring, and impacting the future of Endodontics provides awareness and meaningful contributions.
The benefits of teaching include establishing an interdisciplinary network of professional relationships and supporting the concept of life-long learning. Part time teaching provides a balance between clinical and didactic environment. An academic career offers a new challenge for someone scaling back their practice, and can provide a second career option.
To maintain the strength of Endodontic education, a window of opportunity is here to look for creative innovative ways to inspire residents and endodontists to teach. Take some time to reflect and consider whether opening a new window in academics could broaden your horizons.
- ADEA 2024 – 2027 STRATEGIC FRAMEWORK March 8, 2024
- ADEA Trends in Dental Education 2024-25 Empower Tomorrow in Oral Health Education
- Chamberlain A. What Matters More to Your Workforce than Money? Harvard Business Review 2017
- Lysova EI, Fletcher L, Baroudi SE. What Makes Work Meaningful? Harvard Business Review 2023