Graduate Dental Hygiene Education Faculty Perceptions Regarding Mentoring Practices

Abstract

Purpose

Graduate dental hygiene (DH) faculty roles may include teaching, research development, scholarly writing, supervising graduate teaching assistants, and advanced clinical training. Faculty frequently enter these roles without clear expectations and awareness of programmatic policies and graduate student needs. This study explored the perceptions of mentoring for faculty engaged in teaching, research, supervision, and committees in graduate DH programs.

Methods

An 18-item survey was developed, pilot-tested, and distributed using Qualtrics to US graduate DH program directors (n = 14). Directors were requested to complete and forward to their program's faculty engaged in graduate roles. Survey items examined demographics, mentor/mentee experiences, opportunities, and perceptions regarding graduate mentoring resources and needs.

Results

Twenty-four surveys were completed. Respondents were asked to identify all of the roles they currently have in the graduate programs; the most common responses included program director (n = 7, 29.2%), course director (n = 16, 66.7%), and thesis/non-thesis committee chair (n = 16, 66.7%) or committee member (n = 17, 70.8%). Fifty-eight percent (n = 14) reported receiving mentoring specific to their graduate DH education roles, with 45.8% (n = 11) stating they sought colleagues to mentor them in teaching and research capacities. Inconsistencies existed in identifying mentoring opportunities, types of mentoring opportunities, and available resources. Respondents agreed with the necessity of mentoring, with the greatest needs in research methods and design (n = 16, 66.7%), scientific writing (n = 17, 70.8%), and providing effective feedback (n = 16, 66.7%). Successful mentoring capacities aligned with literature findings and cited requisite characteristics of trustworthiness, confidentiality, and a supportive culture. Notable challenges included financial support, competing responsibilities, insufficient time, and a shortage of experienced faculty to serve as influential mentors.

Conclusions

Preparing graduate faculty is critical to sustaining educational vitality and preparing future academicians, researchers, and professional leaders. Mentoring graduate-level educators is essential to amplify their effectiveness in these roles and increase student success.