Date on Master's Thesis/Doctoral Dissertation


Document Type

Master's Thesis

Degree Name



Oral Biology

Degree Program

Oral Biology, MS

Committee Chair

Metz, Michael

Committee Co-Chair (if applicable)

Miller, Cynthia

Committee Member

Miller, Cynthia

Committee Member

Lin, Weishao

Committee Member

Mayfield, Theresa

Committee Member

Durski, Marcelo

Author's Keywords

calibration; faculty; dental education


In order to best prepare students to become competent and confident practitioners in a clinical environment upon graduating dental school, it is imperative for them to receive consistent and productive feedback from the supervising faculty. Through academic engagement, and more specifically faculty calibration, it may be possible to eliminate the disconnect that sometimes exists between faculty expectations and terminology, and those of the students. In terms of definitions, academic engagement reflects faculty scholarly development activities that support integration of relevant, current theory of best practices consistent with the school's mission, expected learner outcomes, and supporting strategies.1-6, 32 The difficulty lies in finding an effective, yet cost efficient way to conduct that faculty calibration and ensure that students are receiving consistent and reliable feedback in order to mold them into the most competent clinicians they are capable of becoming. It can be stated that professional faculty engagement is the cornerstone of providing consistent and calibrated clinical instruction to students for patient centered care learner outcomes.7-11 A significant part of faculty engagement with professional students is to provide foundational knowledge, attitude and skills for both formative and summative assessment of competence.12-18. We hypothesize that the introduction of faculty calibration to the clinical faculty will result in more consistent feedback, leading to more predictable results and ultimately more competent clinicians. This, in turn, will increase student perception of clinical faculty yielding an increase in the belief that they are receiving quality, accurate and consistent instruction.24-30.