ArticleEuropean journal of dental education : official journal of the Association for Dental Education in Europe2026
Mentoring Students as a Professional Development Opportunity: Reflections of Early Career Dental Faculty.
Article in European journal of dental education : official journal of the Association for Dental Education in Europe, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- Mentoring Students as a Professional Development Opportunity: Reflections of Early Career Dental Faculty.European journal of dental education : official journal of the Association for Dental Education in Europe · 2026Article
Corrections and comments
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionMentoring oral health students as a faculty mentor potentially yields numerous benefits for the mentor's professional development, and very little is known about the role mentoring plays in the professional development of early career faculty. This program's aim was to explore the impact of mentoring oral health students on the professional development of seven early-career dental faculty members. MATERIALS AND
methodsSeven early-career faculty members were engaged as mentors to provide additional support to oral health students. Throughout the mentoring programme, each faculty mentor reflected on their experience and on completion met to discuss experiences. By exploring the reflective data, the common themes from the programme were identified.
resultsThe faculty were unfamiliar with providing academic mentoring for students and learned to develop important personal qualities such as openness and patience. Faculty identified a sense of 'imposter syndrome' in their role as new faculty and experienced conflicting feelings: guilt associated with time pressures, lack of perceived usefulness, and pride and satisfaction from the rewarding experience. DISCUSSION: It appears that mentoring students can support faculty development, feasibly translating into improved teaching abilities and enhanced interpersonal competencies. Early-career faculty identified further opportunities for faculty development, focused mostly on student wellbeing and study strategies.
conclusionThe mentoring program demonstrated that supporting early-career oral health faculty helped facilitate their transition from clinical practice to academia. By providing a structured environment for growth and reflective practice, the program significantly contributed to the mentors' professional development.
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