• Cynthia C Gadbury-Amyot, Pamela R Overman, Tami Grzesikowski, Felicia Tucker-Lively, George Weinstein, and N Karl Haden.
• Dr. Gadbury-Amyot is Professor and Associate Dean of Instructional Technology and Faculty Development, University of Missouri-Kansas City School of Dentistry; Dr. Overman is Professor and Associate Dean of Academic Affairs, University of Missouri-Kansas City School of Dentistry; Ms. Grzesikowski is Senior Director for Allied Dental Education, American Dental Education Association; Dr. Tucker-Lively is Project Manager, AAL; Mr. Weinstein is Vice President, AAL; and Dr. Haden is President, AAL. amyotc@umkc.edu.
• J Dent Educ. 2015 May 1; 79 (5): 472-83.

AbstractRevised accreditation standards for dental and dental hygiene education programs have increased emphasis on faculty development that can improve teaching and learning, foster curricular change including use of teaching and learning technologies, and enhance retention and satisfaction of faculty. The American Dental Education Association (ADEA) and Academy for Academic Leadership (AAL) established the Institute for Allied Health Educators (IAHE) in 2007 to address faculty development needs for allied dental and allied health educators. In 2009, it was transitioned to an online program, which resulted in increased enrollment and diversity of participants. After seven years, a comprehensive program evaluation was warranted. The authors developed an online questionnaire based on Kirkpatrick's four-level model of training evaluation; for this study, levels one (satisfaction), two (knowledge and skill acquisition), and three (behavior change) were examined. Of the 400 program participants invited to take part in the study, a 38% response rate was achieved, with the majority indicating full-time faculty status. Nearly all (95-97%) of the respondents agreed or strongly agreed the program contributed to their teaching effectiveness, and 88-96% agreed or strongly agreed it enhanced their knowledge of educational concepts and strategies. In addition, 83% agreed or strongly agreed the program helped them develop new skills and confidence with technology, with 69% agreeing or strongly agreeing that it helped them incorporate technology into their own educational setting. Nearly 90% were highly positive or positive in their overall assessment of the program; 95% indicated they would recommend it to a colleague; and 80% agreed or strongly agreed they had discussed what they learned with faculty colleagues at their home institutions who had not attended the program. Positive findings from this evaluation provide evidence that the IAHE has been able to meet its goals.

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