Caitlyn C Belza, Lucy Sheahan, Jessica Blum, Miriam Becker, Michael Oca, Kelli Lopes, Amanda A Gosman
Geospatial and Socioeconomic Disparities Influencing the Management of Craniosynostosis
Annals of plastic surgery
dental faculty enter academia career practice directly school without formal education training faculty development programs designed based survey needs assessments indepth descriptions junior faculty transition experiences purpose research project describe transition experiences dental faculty clinician educator within last 5 years qualitative multiple case study approach emic perspective used emic approach analysis perspective one participates group studied data collected semistructured interviews 12 junior dental faculty thematic analysis identified common themes data lens social cognitive career theory three salient themes extracted data guidance job satisfaction motivating factors guidance main theme participants revealing need formal preparation regarding teaching formal mentorship career progression goals participants find academia highly rewarding unique finding physical injury major factor entering academia study reveals junior dental faculty members feel unprepared teaching role highlights benefits mentorship helping develop vocational goals advance careers study illuminates clinicians choose leave clinical practice preparation receive areas feel unprepared develop teaching skills insights help academic institutions better support faculty improve student learning outcomes