PT  - JOURNAL ARTICLE
AU  - Smethers, Robert D.
AU  - Smallidge, Dianne L.
AU  - Giblin-Scanlon, Lori J.
AU  - Perry, Kristeen R.
TI  - Experiences and Challenges of Clinical Dental Hygienists Transitioning into Teaching Roles
DP  - 2018 Dec 01
TA  - American Dental Hygienists&#039; Association
PG  - 40--46
VI  - 92
IP  - 6
4099  - http://jdh.adha.org/content/92/6/40.short
4100  - http://jdh.adha.org/content/92/6/40.full
SO  - J Dent Hyg2018 Dec 01; 92
AB  - Purpose: The purpose of this pilot study was to examine the experiences of novice dental hygiene faculty when transitioning from private practice into clinical teaching roles.Methods: A phenomenological qualitative study was performed using focus groups; data was collected from the responses provided from clinical faculty members during semi-structured interviews. Focus groups were comprised of three to four members. Participants were asked open-ended questions regarding their experiences, and to identify helpful strategies which assisted them as they entered the clinical teaching setting.Results: Participants were both female (n=16) and male (n=1), ranging from 25 to 60+ years of age, with clinical teaching experience ranging from 1 to 5 years. Emergent themes, identified from an analysis performed on the participant&#039;s responses, revealed numerous strategies encountered by novice faculty as they entered clinical teaching roles. Strategies found to be helpful during the transition into clinical teaching included: shadowing experienced faculty, availability of resources such as textbooks and course materials for use as teaching aids, and orientation sessions held prior to the beginning of each semester. Few challenges were identified from the participants&#039; responses, however, younger novice faculty members shared challenges in regards to being taken seriously by students due to their age. Older faculty members found relearning course content and terminology to be challenging.Conclusion: Increased understanding of the unique experiences of novice clinical faculty, and identification of the successful strategies and challenges encountered by these individuals, may aid in developing effective approaches and programs for novice faculty as they enter clinical teaching roles.