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Novak RT, Patil S, Bailey E, Soffe B, Jensen J. Curriculum reform and stereotype threat in medical education: Implications for student well-being. J Dent Educ 2024. [PMID: 39138879 DOI: 10.1002/jdd.13686] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2024] [Revised: 06/30/2024] [Accepted: 07/20/2024] [Indexed: 08/15/2024]
Abstract
PURPOSE Altering the curriculum of a program can have negative repercussions for the student experience, including peer mentorships and interclass relationships. This study investigated the effect of curriculum reform on students' emotional and social well-being in a predoctoral dental program. We explored if any of these consequences could be related to stereotype threat. METHODS We utilized a quasi-experimental design with two different treatments, New Curriculum Treatment (New-CT, n = 44) and Past Curriculum Treatment (Past-CT, n = 43). Quantitative data were collected through surveys to assess students' perceptions of curriculum changes and their impacts on anxiety, confidence, and clinical performance. Qualitative data were gathered via semi-structured interviews to explore personal experiences of stereotype threat and its implications on peer relationships and mentorship dynamics. RESULTS The findings suggest significant effects of curriculum changes on interpersonal relationships. Past-CT viewed New-CT as overconfident, while New-CT felt heightened performance pressure. Thematic and interview analyses revealed deep-rooted tensions, with New-CT feeling mistrusted and Past-CT resenting New-CT's perceived accelerated competence. Stereotype threat was identified as a key factor worsening these inter-group tensions and affecting clinical performance and relationships. CONCLUSIONS Curriculum changes in dental education can significantly affect students' well-being, with stereotype threat playing a critical role in these dynamics. When making changes to the structure, sequencing, or content of a program, administrators need to be aware of the potential ramifications these changes could have on students' relationships with their peers.
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Affiliation(s)
- Rachel Tomco Novak
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan Campus, South Jordan, Utah, USA
- Biology Department, Brigham Young University, Provo, Utah, USA
| | - Shankargouda Patil
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan Campus, South Jordan, Utah, USA
- College of Graduate Studies, Roseman University of Health Sciences, South Jordan Campus, South Jordan, Utah, USA
| | | | - Burke Soffe
- School of Dental Medicine, Lyon College, Batesville, Arkansas, USA
| | - Jamie Jensen
- Biology Department, Brigham Young University, Provo, Utah, USA
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Shokouhi P, Bakhshaei A, Brondani M. Curriculum Indigenization in oral health professions' education worldwide: A scoping review. J Dent Educ 2024. [PMID: 39138625 DOI: 10.1002/jdd.13690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2024] [Accepted: 07/24/2024] [Indexed: 08/15/2024]
Abstract
OBJECTIVE To explore the literature on Indigenous content within the oral health professions' education curricula. METHODS This scoping review included all types of literature on oral health care educational programs on Indigenous content, following the JBI (Joanna Briggs Institute) methodology. An initial search using "Indigenous," "education," and "oral health" as keywords informed a full search strategy for MEDLINE, CINAHL, Embase, Scopus, ERIC, EPPI, MedEdPORTAL, Google Scholar, ProQuest Dissertations and Theses Global, Australian Government Department of Health, and Australian Indigenous HealthInfoNet. The search included literature available until November 1, 2023, irrespective of language. Two reviewers independently screened the studies, and data were extracted and presented in tabular and narrative summary formats. RESULTS A total of 948 records were identified, and 101 studies were chosen for full-text review. Twenty-three studies met the criteria for data extraction. Of all studies, 95.6% were published between 2007 and 2021, mostly from Australia and New Zealand. The most frequently covered content included Indigenous culture, followed by history, Indigenous oral health, and Indigenous Peoples' health. Rural and clinical placements were the most employed delivery methods, and evaluation surveys were the most employed assessment technique. Barriers to delivering an Indigenous curriculum included students' disinterest and limited interaction with Indigenous communities, while facilitators included cultural immersion and supportive mentorship. CONCLUSION Despite progress in integrating Indigenous content into oral health education, challenges persist. Prioritizing Indigenous perspectives, community partnerships, and standardized assessment tools is needed. Future research should focus on long-term impacts and best practices for Indigenous curriculum development and delivery.
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Affiliation(s)
- Parisa Shokouhi
- Oral Health Sciences Department, Faculty of Dentistry, University of British Columbia, Vancouver, Canada
| | - Anahita Bakhshaei
- Oral Health Sciences Department, Faculty of Dentistry, University of British Columbia, Vancouver, Canada
| | - Mario Brondani
- Oral Health Sciences Department, Faculty of Dentistry, University of British Columbia, Vancouver, Canada
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Rasmussen EL, Musaeus P. Subject matter changes in the dental curriculum: A scoping review of the last two decades. J Dent Educ 2024; 88:1101-1114. [PMID: 38558428 DOI: 10.1002/jdd.13530] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Revised: 01/27/2024] [Accepted: 03/03/2024] [Indexed: 04/04/2024]
Abstract
PURPOSE In recent years, dental education has witnessed significant advancements and curriculum shifts in response to evolving healthcare needs, technological advances, and changing societal demands. As a result, dental universities worldwide have undergone substantial curriculum changes to ensure the adequate education and training of future dental professionals. The purpose of this study was to delineate the curriculum innovations over the past 20 years, with a focus on content within the current dental curriculum at universities worldwide. METHOD The articles reviewed for this manuscript were published from 2000 to June 2023. Search queries were conducted in four databases: Embase, PubMed, Web of Science, and ERIC, yielding 367 unique studies. Of these, 31 were included in the final synthesis. RESULTS The nine principal subject matter themes identified in the thematic analysis of these articles were critical scientific thinking, computational thinking, global mindset, geriatric dental care, interprofessional teamwork, transition to practice, local community, integration, and lifelong learning. The themes were modeled and mapped in a three-axis figure, elucidating the interconnections between the themes. CONCLUSION The identified themes signify the trajectory that dental education has taken and provide insights into the future course of the dental profession.
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Affiliation(s)
| | - Peter Musaeus
- Centre for Educational Development, Aarhus University, Aarhus, Denmark
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Mackenzie L, Gwynn J, Gilroy J. Experiences of occupational therapy students undertaking an Aboriginal and Torres Strait Islander health module: embedding cultural responsiveness in professional curricula. AUST HEALTH REV 2024; 48:374-380. [PMID: 38740052 DOI: 10.1071/ah23217] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Accepted: 04/29/2024] [Indexed: 05/16/2024]
Abstract
Objective Along with other Australian health professionals, occupational therapy students need to understand Aboriginal and Torres Strait Islander culture and health issues to develop their capacity to work effectively with this community and meet accreditation standards. The study aimed to explore the learning experiences of occupational therapy students during a module focused on Aboriginal and Torres Strait Islander peoples' health issues and approaches. Methods A qualitative descriptive method was used. Individual interviews were audiotaped, transcribed and analysed thematically following the module. Participants were asked about their prior experience with Aboriginal and Torres Strait Islander peoples, feelings about undertaking the module, difficulties and highlights of the module, and how the module contributed to their learning. Results In all, 18 students participated in interviews. Interview themes were (1) student context of learning about Aboriginal and Torres Strait Islander peoples' heath and culture, (2) experiencing the module with others and (3) student learning gains following the module. Conclusion Students developed in their self-awareness and understanding of Aboriginal and Torres Strait Islander peoples' issues of relevance to occupational therapy. Further research is needed to evaluate educational activities with occupational therapy and other health professional students across Australia, and ongoing culturally responsiveness training for health professionals (post-registration).
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Affiliation(s)
- Lynette Mackenzie
- Discipline of Occupational Therapy, School of Health Sciences, The University of Sydney, NSW, Australia
| | - Josephine Gwynn
- Discipline of Occupational Therapy, School of Health Sciences, The University of Sydney, NSW, Australia
| | - John Gilroy
- School of Health Sciences, The University of Sydney, NSW, Australia
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Álvarez-Cruces DJ, Otondo-Briceño M, Nocceti-de-la-Barra A, Medina-Moreno A, Henríquez-Tejo R. Cultural topics with clinical implications needed in the dental curriculum to develop intercultural competence: A systematic review. J Dent Educ 2024; 88:922-932. [PMID: 38551308 DOI: 10.1002/jdd.13509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Revised: 02/02/2024] [Accepted: 02/23/2024] [Indexed: 07/14/2024]
Abstract
OBJECTIVE To identify cultural topics with clinical implications to be incorporated into the dentistry curriculum to develop Intercultural Competence. METHODS Systematic review with PRISMA criteria that exported 216 articles from the Web of Science, Scopus, and SciELO databases from 2012 to 2022, of which 40 were selected. The inclusion criteria were theoretical and empirical scientific articles, of quantitative, qualitative, or mixed methods nature, on cultural topics. RESULTS The data analysis allowed the organization of information into four cultural topics: Development of professional intercultural self-awareness, Individual, family, and cultural implications, Construction of intercultural therapeutic relationships, and Specific clinical aspects, each with particular contents to be developed in the dentistry curriculum. However, some clinical issues have yet to be explored in-depth, leaving research possibilities open to all disciplines in dentistry. Additionally, it is necessary to analyze the cultural bias in the discussion and conclusion of some reviewed articles, as they were conducted from an ethnocentric perspective. Thus, peer reviewers of scientific journals and researchers in these topics must have appropriate training in Intercultural Competence. CONCLUSIONS This review provides a guide and pedagogical sequence of the cultural topics that should be incorporated into the dentistry curriculum to achieve Intercultural Competence, it also highlights a wide range of relevant aspects to consider in establishing an adequate therapeutic relationship. Explicit accreditation criteria contribute to the establishment of Intercultural Competence in the curricula; however, in countries that lack regulations, there is a moral and ethical duty to incorporate the subject so that the future professional can manage and establish inclusive healthcare.
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Affiliation(s)
- Debbie J Álvarez-Cruces
- Departamento de Patología y Diagnóstico, Facultad de Odontología, Universidad de Concepción, Concepcion, Chile
- Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepcion, Chile
| | - Maite Otondo-Briceño
- Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepcion, Chile
| | | | - Alejandra Medina-Moreno
- Departamento de Patología y Diagnóstico, Facultad de Odontología, Universidad de Concepción, Concepcion, Chile
| | - Rocío Henríquez-Tejo
- Departamento de Salud Pública, Facultad de Odontología, Universidad de Concepción, Concepcion, Chile
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Bottenfield KR, Kelley MA, Ferebee S, Best AN, Flynn D, Davies TA. Effectively teaching cultural competence in a pre-professional healthcare curriculum. BMC MEDICAL EDUCATION 2024; 24:553. [PMID: 38773591 PMCID: PMC11106880 DOI: 10.1186/s12909-024-05507-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Accepted: 05/02/2024] [Indexed: 05/24/2024]
Abstract
BACKGROUND There has been research documenting the rising numbers of racial and ethnic minority groups in the United States. With this rise, there is increasing concern over the health disparities that often affect these populations. Attention has turned to how clinicians can improve health outcomes and how the need exists to educate healthcare professionals on the practice of cultural competence. Here we present one successful approach for teaching cultural competence in the healthcare curriculum with the development of an educational session on cultural competence consisting of case-based, role-play exercises, class group discussions, online discussion boards, and a lecture PowerPoint presentation. METHODS Cultural competence sessions were delivered in a pre-dental master's program to 178 students between 2017 and 2020. From 2017 to 2019, the sessions were implemented as in-person, case-based, role-play exercises. In 2020, due to in-person limitations caused by the COVID-19 pandemic, students were asked to read the role-play cases and provide a reflection response using the online Blackboard Learn discussion board platform. Evaluation of each session was performed using post-session survey data. RESULTS Self-reported results from 2017 to 2020 revealed that the role-play exercises improved participant's understanding of components of cultural competence such as communication in patient encounters (95%), building rapport with patients (94%), improving patient interview skills (95%), and recognition of students own cultural biases when working with patients (93%). CONCLUSIONS Students were able to expand their cultural awareness and humility after completion of both iterations of the course session from 2017 to 2019 and 2020. This session can be an effective method for training healthcare professionals on cultural competence.
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Affiliation(s)
- Karen R Bottenfield
- Graduate Medical Sciences, Boston University Chobanian & Avedisian School of Medicine, 72 East Concord Street, L317, R-1017, Boston, MA, 02118, USA
| | - Maura A Kelley
- Department of Medical Sciences & Education, Boston University Chobanian & Avedisian School of Medicine, 72 East Concord Street, Boston, MA, 02118, USA
| | - Shelby Ferebee
- University of Maryland School of Dentistry, 650 W Baltimore Street, Baltimore, MD, 21201, USA
| | - Andrew N Best
- Graduate Medical Sciences, Boston University Chobanian & Avedisian School of Medicine, 72 East Concord Street, L317, R-1017, Boston, MA, 02118, USA
| | - David Flynn
- Department of Medical Sciences & Education, Boston University Chobanian & Avedisian School of Medicine, 72 East Concord Street, Boston, MA, 02118, USA
| | - Theresa A Davies
- Graduate Medical Sciences, Boston University Chobanian & Avedisian School of Medicine, 72 East Concord Street, L317, R-1017, Boston, MA, 02118, USA.
- Department of Medical Sciences & Education, Boston University Chobanian & Avedisian School of Medicine, 72 East Concord Street, Boston, MA, 02118, USA.
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Elsheli J, Patrick A, Stokes C. Community-based education programmes in the context of dental education: A scoping review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:576-590. [PMID: 38147469 DOI: 10.1111/eje.12986] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Revised: 10/31/2023] [Accepted: 12/10/2023] [Indexed: 12/28/2023]
Abstract
BACKGROUND Community education programmes are vital tools for teaching skills, such as understanding the larger cultural, economic and social determinants of health and how these factors impact people's health. It is currently unclear whether community education programmes in the field of dentistry deliver adequate value. This review aims to scope, collate and analyse globally published evidence concerning community education programmes in dentistry from inception, to gain an understanding of the intentions for these programmes and establish whether outcomes have shifted over time from the original intentions. METHODS Arksey and O'Malley's framework for scoping reviews was employed to guide the reviewers. A systematic search of electronic databases and the reference lists in key papers was conducted. RESULTS A systematic search concerning community education in dentistry identified a total of 140 papers for full-text evaluations. After further exclusions, 115 articles were selected for data charting. There was a lack of clarity in the literature concerning programmes' definitions and strategies for achieving intentions. Origins, intentions and motivations of the programmes were identified. The literature largely focused on assessing students' clinical treatment skills, contradicting the programme's original idea and intentions. Only a few studies incorporated patient and community perspectives, and the majority of assessments were self-reported, primarily by students. CONCLUSIONS There is broad interest in integrating community education into dental curricula to teach complex concepts, dental public health principles and to ensure professional skills development. We identified issues in the literature around programme definitions, strategies, measurement approaches and programme success requiring additional research.
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Affiliation(s)
- Jamila Elsheli
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
- Faculty of Dentistry, University of Tripoli, Tripoli, Libya
| | - Alison Patrick
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
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White SJ, Condon B, Ditton-Phare P, Dodd N, Gilroy J, Hersh D, Kerr D, Lambert K, McPherson ZE, Mullan J, Saad S, Stubbe M, Warren-James M, Weir KR, Gilligan C. Enhancing effective healthcare communication in Australia and Aotearoa New Zealand: Considerations for research, teaching, policy, and practice. PEC INNOVATION 2023; 3:100221. [PMID: 37822775 PMCID: PMC10562187 DOI: 10.1016/j.pecinn.2023.100221] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Revised: 09/08/2023] [Accepted: 09/25/2023] [Indexed: 10/13/2023]
Abstract
Objective In this article we present a conceptual framework for enhancing effective healthcare communication in Australia and Aotearoa New Zealand. Methods Through an iterative, deliberative dialogue approach, we, as experts from a variety of health professions and academic disciplines, worked together to identify core values and considerations for healthcare communication across numerous health professions and disciplines and within research, teaching, policy, and practice contexts. Results The framework developed includes five core values at its centre: equitable, inclusive, evidence-based, collaborative, reflective. Around this are concentric circles showing key elements of collaborators, modality, context, and purpose. Each of these is explored. Conclusion This work may support benchmarking for healthcare providers, researchers, policymakers, and educators across a breadth of professions to help improve communication in clinical practice. The framework will also help to identify areas across disciplines that are shared and potentially idiosyncratic for various professions to promote interprofessional recognition, education, and collaboration. Innovation This framework is designed to start conversations, to form the foundation of a dialogue about the priorities and key considerations for developing teaching curricula, professional development, and research programs related to healthcare communication, providing a set of values specifically for the unique contexts of Australia and Aotearoa New Zealand. It can also be used to guide interdisciplinary healthcare professionals in advancing research, teaching, policy, and practice related to healthcare communication.
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Affiliation(s)
- Sarah J. White
- Centre for Social Impact, University of New South Wales, Sydney, Australia
| | - Brendan Condon
- Warrnambool Clinical School, Deakin University, Warrnambool, Australia
| | - Philippa Ditton-Phare
- School of Medicine & Public Health, The University of Newcastle, Newcastle, Australia
| | - Natalie Dodd
- School of Nursing, Midwifery and Paramedicine, University of Sunshine Coast, Sippy Downs, Australia
| | - John Gilroy
- Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Deborah Hersh
- Curtin School of Allied Health, Curtin University, Perth, Australia
| | - Debra Kerr
- Institute for Healthcare Transformation, Centre for Quality and Patient Safety, School of Nursing and Midwifery, Deakin University, Geelong, Australia
| | - Kelly Lambert
- School of Medical, Indigenous and Health Sciences, University of Wollongong, Wollongong, Australia
| | | | - Judy Mullan
- Graduate School of Medicine, University of Wollongong, Wollongong, Australia
| | - Shannon Saad
- RPA Virtual Hospital, Sydney Local Health District, Sydney, Australia
| | - Maria Stubbe
- Department of Primary Health Care and General Practice, University of Otago, Wellington, New Zealand
| | - Matthew Warren-James
- School of Nursing, Midwifery and Paramedicine, University of Sunshine Coast, Sippy Downs, Australia
| | - Kristie R. Weir
- Sydney School of Public Health, University of Sydney, Sydney, Australia and Institute of Primary Health Care BIHAM, University of Bern, Bern, Switzerland
| | - Conor Gilligan
- School of Medicine & Public Health, The University of Newcastle, Newcastle, Australia
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Yekkalam N, Storm Mienna C, Stoor JPA, San Sebastian M. Social determinants of self-reported oral health among Sámi in Sweden. Community Dent Oral Epidemiol 2023; 51:1258-1265. [PMID: 37489613 DOI: 10.1111/cdoe.12894] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2023] [Revised: 04/07/2023] [Accepted: 07/14/2023] [Indexed: 07/26/2023]
Abstract
OBJECTIVES To investigate the prevalence of poor self-reported oral health and to identify socio-demographic, socio-economic and cultural-related risk factors associated with poor oral health among Sámi in Sweden. METHODS A Sámi sample frame was constructed drawing from three pre-existing registers. All identified persons aged 18-84 were invited to participate in the study during February-May 2021. Among the 9249 invitations, 3779 answered the survey. The frequencies of the independent variables in terms of socio-economic, socio-demographic and cultural-related factors as well as the outcome, self-reported oral health, were calculated first. Prevalence ratios (PRs) and their 95% confidence interval (95% CI) were estimated to assess the relationship between the independent variables and the outcome. RESULTS Overall, 32.5% of the participants reported a poor oral health with a higher prevalence among men compared to women. Among the socio-demographic factors, being old (PR: 1.99; 95% CI: 1.59-2.51), unmarried (PR: 1.17; 95% CI: 1.03-1.33) and divorced or widow-er (PR: 1.27; 95% CI: 1.09-1.46) were statistically associated to poor self-reported oral health. Among the socio-economic factors, a low education level (PR: 1.56; 95% CI: 1.29-1.89), belonging to the poorest quintile (PR: 1.63; 95% CI: 1.35-1.96), and experiencing difficulties to make ends meet several times during the last 12 months (PR: 1.74; 95% CI: 1.51-1.99) were statistically significant related to poor oral health. CONCLUSIONS The self-reported oral health among Sámi in Sweden appears to be worse than that of the general Swedish population. Several socio-economic and socio-demographic factors were found to be strongly associated with poor self-reported oral health. Targeted interventions addressing these social determinants are needed to reduce inequalities in oral health among the Sámi population.
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Affiliation(s)
- Negin Yekkalam
- Department of Odontology, Clinical Oral Physiology, Umeå University, Umeå, Sweden
| | - Christina Storm Mienna
- Department of Odontology, Clinical Oral Physiology, Umeå University, Umeå, Sweden
- Várdduo-Centre for Sámi Research, Umeå University, Umeå, Sweden
| | - Jon Petter Anders Stoor
- Department of Epidemiology and Global Health, Lávvuo-Research and Education for Sámi Health, Umeå University, Umeå, Sweden
| | - Miguel San Sebastian
- Department of Epidemiology and Global Health, Lávvuo-Research and Education for Sámi Health, Umeå University, Umeå, Sweden
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McCann J, Lau WM, Husband A, Todd A, Sile L, Doll AK, Varia S, Robinson‐Barella A. 'Creating a culturally competent pharmacy profession': A qualitative exploration of pharmacy staff perspectives of cultural competence and its training in community pharmacy settings. Health Expect 2023; 26:1941-1953. [PMID: 37357812 PMCID: PMC10485312 DOI: 10.1111/hex.13803] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Revised: 05/15/2023] [Accepted: 06/12/2023] [Indexed: 06/27/2023] Open
Abstract
INTRODUCTION Cultural competence is an important attribute underpinning interactions between healthcare professionals, such as pharmacists, and patients from ethnic minority communities. Health- and medicines-related inequalities affecting people from underrepresented ethnic groups, such as poorer access to healthcare services and poorer overall treatment outcomes in comparison to their White counterparts, have been widely discussed in the literature. Community pharmacies are the first port of call for healthcare services accessed by diverse patient populations; yet, limited research exists which explores the perceptions of culturally competent care within the profession, or the delivery of cultural competence training to community pharmacy staff. This research seeks to gather perspectives of community pharmacy teams relating to cultural competence and identify possible approaches for the adoption of cultural competence training. METHODS Semistructured interviews were conducted in-person, over the telephone or via video call, between October and December 2022. Perspectives on cultural competence and training were discussed. Interviews were audio-recorded and transcribed verbatim. The reflexive thematic analysis enabled the development of themes. QSR NVivo (Version 12) facilitated data management. Ethical approval was obtained from the Newcastle University Ethics Committee (reference: 25680/2022). RESULTS Fourteen participants working in community pharmacies were interviewed, including eight qualified pharmacists, one foundation trainee pharmacist, three pharmacy technicians/dispensers and two counter assistants. Three themes were developed from the data which centred on (1) defining and appreciating cultural competency within pharmacy services; (2) identifying pharmacies as 'cultural hubs' for members of the diverse, local community and (3) delivering cultural competence training for the pharmacy profession. CONCLUSION The results of this study offer new insights and suggestions on the delivery of cultural competence training to community pharmacy staff, students and trainees entering the profession. Collaborative co-design approaches between patients and pharmacy staff could enable improved design, implementation and delivery of culturally competent pharmacy services. PATIENT OR PUBLIC CONTRIBUTION The Patient and Public Involvement and Engagement group at Newcastle University had input in the study design and conceptualisation. Two patient champions inputted to ensure that the study was conducted, and the findings were reported, with cultural sensitivity.
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Affiliation(s)
- Jessica McCann
- School of PharmacyNewcastle UniversityNewcastle upon TyneUK
| | - Wing Man Lau
- School of PharmacyNewcastle UniversityNewcastle upon TyneUK
| | - Andy Husband
- School of PharmacyNewcastle UniversityNewcastle upon TyneUK
- Population Health Sciences InstituteNewcastle UniversityNewcastle upon TyneUK
| | - Adam Todd
- School of PharmacyNewcastle UniversityNewcastle upon TyneUK
- Population Health Sciences InstituteNewcastle UniversityNewcastle upon TyneUK
| | - Laura Sile
- Alumni, School of PharmacyLiverpool John Moore UniversityLiverpoolUK
| | | | - Sneha Varia
- Centre for Pharmacy Postgraduate Education, School of Health SciencesUniversity of ManchesterManchesterUK
| | - Anna Robinson‐Barella
- School of PharmacyNewcastle UniversityNewcastle upon TyneUK
- Population Health Sciences InstituteNewcastle UniversityNewcastle upon TyneUK
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Mariño R, Manton D, Reid K, Delany C. Preparedness for dental practice in Australia: a qualitative study on the experiences of final-year students and new graduates. BMC MEDICAL EDUCATION 2023; 23:318. [PMID: 37158908 PMCID: PMC10165283 DOI: 10.1186/s12909-023-04306-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2023] [Accepted: 04/28/2023] [Indexed: 05/10/2023]
Abstract
BACKGROUND Limited data exists regarding the perspectives of newly graduated dental practitioners (NGDPs) and final-year students (FYS) about their preparedness for dental practice. This information is crucial to inform developments in ongoing professional development for newly qualified dental practitioners and future reviews and development of accreditation standards, policies, and the professional competencies of newly qualified dental practitioners. Thus, the primary goal of this paper was to describe the perceptions of preparedness for dental practice of NGDPs and FYSs. METHODS Individual semi-structured interviews were conducted between March and July 2020. All interviews were audiotaped, transcribed, and analysed using a thematic analysis. RESULTS Eighteen NGDPs and four FYS from across Australia participated in the qualitative interviews. A strong theme from the data was that respondents believed they were well prepared for common challenges in dental practice and patient care. A second prominent theme was participants' awareness of specific areas of limitation in their knowledge and specific skills including (list them). This data highlights a high level of self-awareness and potential for self-directed learning of NGDPs. It also provides specific content areas for future curriculum developers. CONCLUSIONS Newly graduated dental practitioner and final-year student participants were satisfied with the theoretical and evidence-based information in their formal learning and teaching activities to begin practicing as dental practitioners. In some areas, NGDPs felt underprepared, mostly attributed to limited clinical treatment exposure, and other contextual elements of clinical practice, and thought transitional support may be required. The research reinforces the value of seeking and learning from students' and NGDPs' perspectives.
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Affiliation(s)
- Rodrigo Mariño
- Melbourne Dental School, University of Melbourne, Melbourne, Australia.
- Center for Research in Epidemiology, Economics and Oral Public Health (CIEESPO, Faculty of Dentistry, Universidad de La Frontera, Temuco, Chile.
| | - David Manton
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
- University of Groningen, UMCG, Centre for Dentistry and Oral Hygiene, Groningen, The Netherlands
| | - Katharine Reid
- Department of Medical Education, Melbourne Medical School, University of Melbourne, Melbourne, Australia
| | - Clare Delany
- Department of Medical Education, Melbourne Medical School, University of Melbourne, Melbourne, Australia
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Fuchs JR, Tannous AM, Guiton G, Kaul P. An innovative approach to teaching cross-cultural communication among dental students. Br Dent J 2022; 233:879-884. [DOI: 10.1038/s41415-022-5211-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Accepted: 07/07/2022] [Indexed: 11/27/2022]
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McLaughlin JE, Morbitzer KA, Volkmar B, Harris SC, Williams CR, Wolcott MD, Jarstfer MB, White CY. Designing an Inclusive Learning Training Series for Pharmacy Educators. PHARMACY 2022; 10:pharmacy10050113. [PMID: 36136846 PMCID: PMC9498629 DOI: 10.3390/pharmacy10050113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2022] [Revised: 08/26/2022] [Accepted: 09/10/2022] [Indexed: 11/16/2022] Open
Abstract
This article describes the design, implementation, and evaluation of five faculty development sessions focused on inclusive teaching strategies in pharmacy education. Inclusive strategies ensure that every student can clearly understand and engage in meaningful learning opportunities. Three sessions were implemented in fall 2020 and two in spring 2021. Sessions focused on experiential, didactic, and graduate education. A convergent parallel mixed methods evaluation was conducted using descriptive statistics and thematic analysis. Sessions were highly rated, and participants provided suggestions for curriculum improvement (e.g., creating resources, surveying students, and peer auditing syllabi for aspects of inclusiveness). Given the increasing emphasis on inclusion in pharmacy education, this work is timely for sharing strategies aimed at faculty development and teaching practices.
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Affiliation(s)
- Jacqueline E. McLaughlin
- UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC 27599, USA
- Correspondence:
| | - Kathryn A. Morbitzer
- UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC 27599, USA
| | - Bethany Volkmar
- UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC 27599, USA
| | - Suzanne C. Harris
- UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC 27599, USA
| | - Charlene R. Williams
- UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC 27599, USA
| | - Michael D. Wolcott
- Workman School of Dental Medicine, High Point University, High Point, NC 27268, USA
| | - Michael B. Jarstfer
- UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC 27599, USA
| | - Carla Y. White
- UNC Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC 27599, USA
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Decolonisation of curricula in undergraduate dental education: an exploratory study. Br Dent J 2022; 233:415-422. [PMID: 36085477 PMCID: PMC9461393 DOI: 10.1038/s41415-022-4923-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2022] [Accepted: 05/23/2022] [Indexed: 11/17/2022]
Abstract
Aims To explore experiences and perceptions of students and staff regarding decolonisation of the curriculum in a dental undergraduate programme. Methods Participants were invited to respond to an online survey on decolonisation of the dental curriculum. The target population included current students on the Bachelor of Dental Surgery and Bachelor of Dental Therapy and Hygiene programmes, as well as dental staff at a university in the South West region of England. The common items for student and staff versions of the survey were focused on six themes: representation; content; peer engagement; assessment; language and communication; and culture. All responses were anonymous. Data on programme, year of study, age, sex and ethnicity were captured on a voluntary basis. Results In total, 34 staff members and 120 students from two different programmes participated in the survey, yielding a response rate of 87.17% for staff and 45.28% for students. A comparison showed that average student responses were lower compared with average staff responses. Of the 24 survey items, 17 showed significantly lower scores reported by minority ethnic (ME) students. ME students were, when compared with white counterparts, less likely to report that their programme included opportunities for group discussions about ethnicity and privilege. Similar comparisons of staff responses did not show significant differences between white and ME staff. Nevertheless, responses by staff and students across the board highlighted the need for further steps to improve the representation of ME groups in the curriculum. Conclusions This study provides useful insights into the perceptions and experiences of students and staff regarding the decolonisation of the dental curriculum in an undergraduate dental programme. Responses by the participants across the board identified several areas which could benefit from better representation of ME groups. Significant differences were noted between staff and student scores and also between white and ME students, indicating the latter group demonstrated more awareness regarding issues of representation. The findings underscore the need to take further steps to decolonise dental curricula. Explains the rationale for the decolonisation of educational curricula in higher education. Reports perceptions and experiences of students and staff regarding decolonisation of the dental curriculum at a British university. Underscores the need for further actions to encourage better representation of minority ethnic groups in dental education.
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Wu A, Shamim A, Rahhal Z, Kieff M, Lalla E, Torre L, Zubiaurre Bitzer L, Kunzel C. A Scoping Review of Internationalization of Dental Education—Identifying Formats and Motivations in Dental Education. FRONTIERS IN DENTAL MEDICINE 2022. [DOI: 10.3389/fdmed.2022.847417] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
BackgroundInternationalization efforts, including global health activities, in dental education can play an important role in preparing future oral healthcare professionals. To date, in the available literature, there is no common understanding of what internationalization of dental education might mean, and there are no agreed upon standards relating to, or a common definition of the term internationalization of dental education. Here, the authors investigate what has been published in the above area from 01/01/2000 to 12/31/2020, identifying perceived motivations and formats. A proposed definition and connection to the field of international higher education is provided.MethodsA scoping review of published literature was performed and identified 47 relevant articles. The articles were thematically sorted based on educational formats and concepts (previously established in international higher education) and motivations.ResultsDespite the paucity of articles directly addressing internationalization of dental education, there was a large variety of articles on topics that were identified to correlate with international higher education, ranging from international partnerships, student mobility, and language, to international curriculum at home—with different perceived motivations, including competition, international understanding, and social transformation.DiscussionMore research on internationalization of dental education is needed to provide guidelines and formalize standards for international educational goals to better align formats and motivations for international efforts in dental education.
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Lennox C, Pandya JK, Lyttle R, Pandya S, Penlington C, Bowes C. Mental health and inclusivity support and education in a UK dental school: a cross-sectional survey. Br Dent J 2022; 233:1029-1034. [PMID: 36526776 PMCID: PMC9756726 DOI: 10.1038/s41415-022-5311-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Accepted: 09/26/2022] [Indexed: 12/23/2022]
Abstract
Aims To establish the current support and knowledge around mental health and equality, diversity and inclusion at a UK Dental School and make suggestions about improvements.Objectives Conduct a survey of dental undergraduate students at Newcastle Dental School to elicit responsesMethods Bachelor of Dental Surgery and Bachelor of Oral and Dental Health Science students at Newcastle University were invited to participate in this cross-sectional survey via email. Following electronic consent, an electronic questionnaire via an online form builder was distributed via email. Participants were asked questions on experiences and feelings towards wellbeing support, mental health and equality, diversity and inclusion topics, including improvements that could be made.Results In total, 89 students participated. The majority of participants were white, women and heterosexual. Wellbeing support was present and generally accessible. Students were aware of mental health conditions but unsure how to manage them in a clinical setting. Students were generally unaware of barriers to care faced by LGBT+ and racialised minority patients. Students were mainly uncomfortable disclosing personal issues with their personal tutor. Students responded positively to some suggested improvements in support and education surrounding mental health and inclusivity.Conclusion Our study highlighted the areas where Newcastle Dental School continues to provide high levels of support for students but also areas that may require attention through further study and focus groups, with an aim to increase diversity of respondents so that further exploration regarding the intersectionality of identity can be undertaken.
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Affiliation(s)
- Chloe Lennox
- grid.1006.70000 0001 0462 7212School of Dental Sciences, Newcastle University, Newcastle, NE2 4AZ, UK
| | - Jay-Krishan Pandya
- grid.1006.70000 0001 0462 7212School of Dental Sciences, Newcastle University, Newcastle, NE2 4AZ, UK
| | - Ross Lyttle
- grid.1006.70000 0001 0462 7212School of Dental Sciences, Newcastle University, Newcastle, NE2 4AZ, UK
| | - Sohum Pandya
- grid.1006.70000 0001 0462 7212School of Dental Sciences, Newcastle University, Newcastle, NE2 4AZ, UK
| | - Chris Penlington
- grid.1006.70000 0001 0462 7212School of Dental Sciences, Newcastle University, Newcastle, NE2 4AZ, UK
| | - Charlotte Bowes
- School of Dental Sciences, Newcastle University, Newcastle, NE2 4AZ, UK.
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Parsons CLB, Mountain RV, Lau A, Troulis MJ, Bidlack FB, Dunn EC. The Meaning and Purpose of Primary Tooth Disposal Rituals: Implications for Pediatric Dental Professionals. FRONTIERS IN DENTAL MEDICINE 2021. [DOI: 10.3389/fdmed.2021.698144] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
Rituals for disposing of exfoliated primary teeth exist in virtually all cultures around the globe, suggesting an important psychological and social function for young children and parents. Despite the importance of these rituals, and the role they may play in children's interactions with dental professionals, the meaning and purpose of primary tooth disposal traditions has not yet received adequate attention in pediatric dentistry. The overarching goal of this perspective was to draw attention to the meaning and purpose of primary tooth disposal rituals and show how, with a greater understanding of these rituals, dental professionals could improve the interactions they have with their young patients. To achieve this goal, we first summarize findings from prior research on how primary tooth disposal rituals are primarily practiced as a rite-of-passage to ease the transition from early to later childhood, to counteract anxiety, trauma, or pain experienced by children of tooth-shedding age, and to honor spiritual or religious beliefs that are thought to protect the child and aid their healthy development. Second, we articulate how, by understanding the significance and diversity of these traditions, practitioners can potentially improve their ability to prevent dental anxiety, increase their cultural competence to engage with increasingly diverse pediatric patient populations, and ensure more timely primary oral care. Finally, we provide a two-pronged approach, centered around the pillars of Education and Communication, to improve overall patient care built on knowledge of these rituals and cultural practices.
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Alraqiq HM, Sahota SK, Franks CL. Cultural awareness training for dental students. J Dent Educ 2021; 85:1646-1654. [PMID: 34091910 DOI: 10.1002/jdd.12696] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2021] [Revised: 04/16/2021] [Accepted: 05/23/2021] [Indexed: 11/11/2022]
Abstract
OBJECTIVES This study aimed to assess the impact of a full-day workshop on increasing cultural awareness among incoming first-year (DDS-I) and post-doctoral (PGY-I) dental students at the Columbia University College of Dental Medicine. METHODS The workshop focused on developing students' cultural awareness regarding dimensions of identity, recognition of power and privilege, importance of cross-cultural understanding and communication, and the role of self-reflection through direct teaching, interactive discussions, and reflective writing. A convenience sample of 83 DDS-I and 30 PGY-I students from the 2019 enrollment class were recruited. Assessments included pre- and post-workshop surveys, facilitator interviews, and a formal workshop evaluation. Descriptive and bivariate analyses of students' responses were performed to assess cultural awareness within and between student groups. Facilitator interviews and student feedback were analyzed qualitatively to identify emerging themes. RESULTS Global cultural awareness among both student groups was higher in the post-workshop survey (for DDS-I, mean = 3.46, SD = 0.38; for PGY-I, mean = 3.47, SD = 0.30) than in the pre-workshop survey (for DDS-I, mean = 2.98, SD = 0.34; for PGY-I, mean = 2.90, SD = 0.47), which represented a statistically significant difference (p < 0.001 for both comparisons). Quantitative analysis revealed that the workshop provided a platform to discuss sensitive topics, increased cultural awareness among students and faculty, and provided faculty with different perspectives about culture awareness. CONCLUSIONS The full-day workshop achieved its goals of increasing dental students' self-perceived cultural awareness and capacity to establish cross-cultural professional relationships.
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Affiliation(s)
- Hosam M Alraqiq
- Section of Growth and Development, Division of Pediatric Dentistry, College of Dental Medicine, Columbia University Irving Medical Center, New York, New York, USA
| | - Sukhneet K Sahota
- The College of Dental Medicine, Columbia University Irving Medical Center, New York, New York
| | - Cheryl L Franks
- The Percy Ellis Sutton SEEK Department, John Jay College of Criminal Justice, City University of New York, School of Social Work, Columbia University, New York, New York, USA.,The College of Dental Medicine, Columbia University Irving Medical Center, New York, New York, USA
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Mariño R, Satur J, Tuncer E, Tran M, Milford E, Tran VMTH, Tran PQ, Tsai RPH. Cultural competence of Australian dental students. BMC MEDICAL EDUCATION 2021; 21:155. [PMID: 33711993 PMCID: PMC7953755 DOI: 10.1186/s12909-021-02589-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2020] [Accepted: 03/02/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Australia possesses a highly multicultural demographic, and thus dental practitioners are likely to regularly encounter culturally and linguistically diverse individuals. It is important for dental practitioners to be culturally competent, however, cultural competency education is highly variable in the curricula of dentistry and oral health courses in Australia, and research is largely limited to dentistry students. This study aims to investigate and compare perceived attitudes, beliefs and practices of cultural competence amongst first and final year Doctor of Dental Surgery (DDS) and Bachelor of Oral Health (BOH) students at the University of Melbourne Dental School. METHODS Following ethics approval, anonymous questionnaires were completed by 213 participants. The questionnaire was adapted from Schwarz's Healthcare Provider Cultural Competence Instrument and consisted of five scales. Data was analysed using SPSS V 24.0 software. RESULTS A total of 213 students participated in this study (response rate = 88%) The majority of participants were female (n = 114, 53.5%) and the mean age of 23.5 years (range 18-40). The majority of participants were Australian born (n = 110) with 74.6% (n = 159) first generation Australians. Participants who identified as Australian represented 35.7% (n = 76) with 66.1% (n = 141) identified as partly Australian. Multivariate analysis indicated that, after controlling for other independent variables in the model, those who had the highest cultural competence score were female, who self-identify as "Australian", who were in the final year. Furthermore, those who were in the final BOH year scored significatively higher than final year DDS students. CONCLUSION The findings of this study suggest that there is a significant difference in students self-reported cultural competence at different stages of their education. This may be attributed to differences in cultural competence education, scope of practice and the type of patient encounters and role modelling that students may experience. Future research should involve follow up to create longitudinal data, as well as research at other dental schools in Australia and overseas.
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Affiliation(s)
- Rodrigo Mariño
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Julie Satur
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Eren Tuncer
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Megan Tran
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | - Elizabeth Milford
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
| | | | - Phuong Qui Tran
- Melbourne Dental School, University of Melbourne, Melbourne, Australia
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Ali K, McColl E, Tredwin C, Hanks S, Coelho C, Witton R. Addressing racial inequalities in dental education: decolonising the dental curricula. Br Dent J 2021; 230:165-169. [PMID: 33574542 PMCID: PMC7877507 DOI: 10.1038/s41415-020-2598-z] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Accepted: 10/16/2020] [Indexed: 11/08/2022]
Abstract
The aim of this paper is to highlight the impact of racial disparities on the educational experiences of Black and minority ethnic students in healthcare education. Attainment gaps and barriers to career progression for minority ethnic home students in the United Kingdom have been recognised for decades, but little progress has been made to address these issues. Students and staff in higher education have been campaigning for 'decolonisation of the curriculum' to improve inclusivity and representation. These trends are being mirrored in medical education and there is growing recognition to decolonise the medical curricula. This would improve the educational experience and attainment of minority ethnic students and doctors, and would also help to address disparities in healthcare provision for minority ethnic patients. The context for decolonisation of the dental curricula is provided, followed by a discussion on the benefits, challenges and strategies for such decolonisation.
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Affiliation(s)
- Kamran Ali
- University of Plymouth, Peninsula Dental School, C504 Portland Square, Plymouth, PL4 8AA, Devon, UK.
| | | | - Christopher Tredwin
- University of Plymouth, Peninsula Dental School, The John Bull Building, Plymouth Science Park, Plymouth, PL6 8BU, Devon, UK
| | - Sally Hanks
- University of Plymouth, Peninsula Dental School, The John Bull Building, Plymouth Science Park, Plymouth, PL6 8BU, Devon, UK
| | - Catherine Coelho
- University of Plymouth, Peninsula Dental School, C504 Portland Square, Plymouth, PL4 8AA, Devon, UK
| | - Robert Witton
- Plymouth University Schools of Medicine and Dentistry, Social Engagement and Community-Based Dentistry, The John Bull Building, Plymouth Science Park, Plymouth, PL6 8BU, Devon, UK
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21
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do Nascimento CF, Warmling CM. Service-Learning in undergraduate dental education: Professional competence for clinical decision-making. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:191-198. [PMID: 32794326 DOI: 10.1111/eje.12590] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/09/2019] [Revised: 07/06/2020] [Accepted: 08/04/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES The objective of the present study was to evaluate a Service-Learning activity in a dental education programme and the clinical decision-making in the development of professional competence of undergraduate dental students. METHODS The study consisted of a single holistic case study that involved quantitative and qualitative analyses. A total of 246 last-semester students from a School of Dentistry in southern Brazil, between the years of 2013 and 2016, answered an anonymous online questionnaire with open- and closed-ended questions (5-point Likert scale). Two thematic axes were analysed: structural and pedagogical evaluation of the internship experience and development of professional competences (theory of Ergology). The SPSS program (16.0) was used to obtain means and standard deviations for a descriptive analysis of the data. Content analysis was performed for the qualitative data. RESULTS The scores ranged from neutral to positive concerning pedagogical dynamics (mean scores between 3.08 and 3.82). The preceptors were evaluated with the best mean score (3.82). All the components used to assess professional competences obtained positive scores with the exception of teamwork (2.95). Adaptations to the clinical protocols learned in class were made by 44% of the students. CONCLUSIONS The data showed that undergraduate dental students in the Service-Learning programme acquire competencies for clinical decision-making under unusual reality conditions. Adaptation of protocols was not related to less or greater knowledge of the protocols, which would be a negative condition, but to the students' ability to formulate connections between scientific knowledge and the clinical practice.
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Affiliation(s)
- Camilla Ferreira do Nascimento
- Graduate Program of Dentistry, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
- Graduate Program Teaching in Health, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | - Cristine Maria Warmling
- Graduate Program Teaching in Health, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
- Graduate Program Evaluation of Technologies of the Unified Health System, Grupo Hospitalar Conceição, Porto Alegre, Brazil
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Forsyth C, Short S, Gilroy J, Tennant M, Irving M. An Indigenous cultural competence model for dentistry education. Br Dent J 2020; 228:719-725. [PMID: 32385467 DOI: 10.1038/s41415-020-1480-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Reorientation of education for health professionals is necessary to support future health workforce in meeting population needs. Dental graduates must be competent to effectively communicate with patients, their families and other health professionals involved in their care, regardless of social or cultural background. Indigenous people in Australia experience significant oral health disparities compared to non-Indigenous Australians. Cultural competence has evolved as the leading model to equip future clinicians to deliver culturally safe care. A case study conducted at the University of Sydney School of Dentistry examined the integration of Indigenous cultural competence into dental curricula using four data sources: a systematic review identifying intervention strategies to improve cultural competence; an online survey to provide a baseline analysis of Indigenous curricula practices; and two in-depth interview studies with academics and students to determine barriers and enablers to increasing Indigenous cultural competence among dental students. As a result, an Indigenous cultural model was developed for dentistry education, recognising three major constituents being critical to achieving cultural competence among dental students. Indigenous cultural competence in dentistry education requires stringent governance, adequate faculty resources and effective educational strategies, in order to increase students' knowledge, understanding and skills to achieve a minimum cultural competence standard upon graduation.
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Affiliation(s)
- Cathryn Forsyth
- School of Dentistry, Faculty of Medicine and Health, University of Sydney, Australia.
| | - Stephanie Short
- School of Health Sciences, Faculty of Medicine and Health, University of Sydney, Australia
| | - John Gilroy
- School of Health Sciences, Faculty of Medicine and Health, University of Sydney, Australia
| | - Marc Tennant
- International Research Collaborative, Oral Health and Equity, University of Western Australia, Australia
| | - Michelle Irving
- School of Dentistry, Faculty of Medicine and Health, University of Sydney, Australia
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Abstract
Dental students need to be equipped as clinicians to treat diverse communities and to recognize oral health disparities that are rooted in the social determinants of health. Library instruction is frequently focused on information literacy topics. Within the health sciences this might include critical appraisal or evidence synthesis, and instruction centered on locating and using library resources. This paper details the unique experiences of two liaison librarians to the School of Dental Medicine who taught the topics of cultural competence and cultural humility to first-year dental medicine students. While the authors do not discuss typical information literacy instruction in this paper, they share strategies used to design the instruction sessions, reflections on teaching these themes, lessons learned, and suggestions for other liaison librarians who might have an interest in teaching about cultural competence or cultural humility.
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Affiliation(s)
| | - Ruby L Nugent
- University of Nevada, Las Vegas Health Sciences Library, USA
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Noushi N, Enriquez N, Esfandiari S. A scoping review on social justice education in current undergraduate dental curricula. J Dent Educ 2020; 84:593-606. [PMID: 31971630 DOI: 10.1002/jdd.12039] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2019] [Revised: 12/13/2019] [Accepted: 12/28/2019] [Indexed: 11/08/2022]
Abstract
BACKGROUND A recent shift in educational components within healthcare has pushed dentistry toward a greater understanding of the role of social components on oral health. There has also been an increased awareness of inappropriate conduct among dental students. STUDY DESIGN AND METHODS A scoping review was conducted to determine if, how, and when social-justice-oriented education has been incorporated into dental curricula worldwide. A systematic and reiterative search of articles was performed on February 22, 2018, and combined quantitative and qualitative synthesis of data. An updated search was done on September 26, 2019. PRIMARY RESULTS Seventy-three studies were evaluated: 46 quantitative (63%), 24 qualitative (33%), 3 multimethods (4%). The majority used self-reported surveys and questionnaires (66%), while the remaining used interviews (9.5%), student reflections (16%) and focus groups (5.5%). Studies included dental students only (78%); dental students with dental hygiene students (5.5%) or faculty/staff (4.1%); dental students in year 1 (17%), year 2 (1.6%), year 3 (1.6%), year 4 (14.2%); first- and second-year students (3%); third- and fourth-year students (1.6%); all years of study (20%); and academic year not specified (41%). The study areas included "learning in dental school," "experiencing dental school," "focusing on cultural competency," and "addressing dental ethics and social responsibility." PRINCIPAL CONCLUSIONS Three major research gaps were identified: no discussion of a social contract between dentists and society, no explicit social justice-oriented topics within undergraduate dental curricula, and no standardized tool to measure these topics. Further research is necessary to understand how such topics can be included in dental curricula to form socially competent dentists.
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Affiliation(s)
- Nioushah Noushi
- Faculty of Dentistry and Faculty of Education at McGill University, Montréal, Canada
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Forsyth C, Irving M, Short S, Tennant M, Gilroy J. Students Don't Know What They Don't Know: Dental and Oral Health Students' Perspectives on Developing Cultural Competence Regarding Indigenous Peoples. J Dent Educ 2019; 83:679-686. [DOI: 10.21815/jde.019.078] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2018] [Accepted: 10/19/2018] [Indexed: 11/20/2022]
Affiliation(s)
- Cathryn Forsyth
- Sydney Dental School; University of Sydney; New South Wales Australia
| | - Michelle Irving
- Sydney Dental School; University of Sydney; New South Wales Australia
| | - Stephanie Short
- Faculty of Health Sciences; University of Sydney; New South Wales Australia
| | - Marc Tennant
- International Research Collaborative; Oral Health and Equity; School of Human Sciences; University of Western; Australia
| | - John Gilroy
- Faculty of Health Sciences; University of Sydney; New South Wales Australia
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26
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Forsyth C, Irving M, Short S, Tennant M, Gilroy J. Strengthening Indigenous cultural competence in dentistry and oral health education: Academic perspectives. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:e37-e44. [PMID: 30306673 DOI: 10.1111/eje.12398] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/07/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Indigenous Australians continue to experience significant oral health disparities, despite numerous closing-the-gap initiatives. Higher education institutions and accrediting bodies recognise the need to incorporate Indigenous culture more widely into dentistry curricula to address these inequalities. This study aimed to define and explore current Indigenous cultural competence curricula, identify enablers and barriers for integration of Indigenous cultural competence curricula and ascertain innovative strategies to aid students in becoming culturally competent upon graduation, from academics' perspectives. METHODS Academics from the Doctor of Dental Medicine (DMD) and Bachelor of Oral Health (BOH) programmes at the University of Sydney, School of Dentistry participated in semi-structured interviews to define and explore current and future curricula practices to enable students to become competent in Indigenous culture. Thematic analysis was conducted to synthesise academics' responses. RESULTS Thirteen School of Dentistry academics participated in interviews. Following analysis of the data, six key themes emerged: Theme One: Transfer of Indigenous cultural knowledge, Theme Two: Barriers to developing Indigenous cultural curriculum. Theme Three: Importance of cultural immersion, Theme Four: Resources required for Indigenous cultural education, Theme Five: Proposed Indigenous cultural content, Theme Six: Strategies to incorporate Indigenous culture into curricula. CONCLUSION Improving Indigenous cultural competence amongst dentistry academics and students requires an educational and philosophical shift, incorporating the social determinants of health whilst maintaining the strengths of the biomedical foundations of dental care. It requires the inclusion of an informed history of Indigenous Australians, immersion within Indigenous communities and reflection upon these experiences, to facilitate culturally appropriate ways to improve the provision of dentistry and oral health for Indigenous peoples.
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Affiliation(s)
- Cathryn Forsyth
- The University of Sydney School of Dentistry, Westmead, New South Wales, Australia
| | - Michelle Irving
- The University of Sydney School of Dentistry, Westmead, New South Wales, Australia
| | - Stephanie Short
- Faculty of Health Sciences, The University of Sydney, Camperdown, New South Wales, Australia
| | - Marc Tennant
- International Research Collaborative, Oral Health and Equity, The University of Western Australia, Perth, Western Australia, Australia
| | - John Gilroy
- Faculty of Health Sciences, The University of Sydney, Camperdown, New South Wales, Australia
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Shedlin MG, Birdsall SB, Northridge ME. Knowledge and behaviours related to oral health among underserved older adults. Gerodontology 2018; 35:339-349. [PMID: 30109895 DOI: 10.1111/ger.12367] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2018] [Revised: 05/15/2018] [Accepted: 07/09/2018] [Indexed: 11/30/2022]
Abstract
OBJECTIVE To examine the mouth and body knowledge, beliefs and behaviours of Dominican, Puerto Rican and African American older adults, and their relationships to oral and general health and health care. BACKGROUND In his seminal framework, Handwerker posited that the norms, attitudes and behaviours related to the experience of disease and treatment reflect where patients live and have lived and are seeking and have sought care, along with their webs of social and health relations. This framework guides the analysis for the present study, wherein qualitative data are used to understand mouth and body knowledge, beliefs and behaviours among racial/ethnic minority older adults, ie, why individuals do what they do and what it means to them. MATERIALS AND METHODS Focus groups were conducted in Spanish or English with 194 racial/ethnic minority older adults living in northern Manhattan who participated in one of 24 focus group sessions about improving oral health. All groups were digitally audio-recorded, transcribed and translated into English from Spanish, where apt. Analysis involved the classification of evidence from all datasets, organised to identify patterns and relationships. RESULTS Four themes were manifest in the data regarding cultural understandings of the mouth, the body and health: (a) the ageing mouth and its components; (b) the mouth in relation to the body, health and disease; (c) social meanings of the mouth; and (d) care of the ageing mouth. CONCLUSION Underserved older adults from diverse cultural backgrounds understand the importance of their mouths to both their overall health and social lives.
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Affiliation(s)
| | | | - Mary E Northridge
- NYU Langone Dental Medicine - Brooklyn, Brooklyn, New York.,Postdoctoral Residency Program, Hansjörg Wyss Department of Plastic Surgery, NYU School of Medicine, Brooklyn, New York
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Forsyth C, Irving M, Tennant M, Short S, Gilroy J. Indigenous cultural competence: A dental faculty curriculum review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e419-e426. [PMID: 29288521 DOI: 10.1111/eje.12320] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/05/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Indigenous Australians have more than double the rate of poor oral health than their non-Indigenous counterparts. Cultural competence of dental and oral health practitioners is fundamental to health care and quality of life in addressing health disparities in minority cultural groups in Australia. Higher education curricula reviews have identified the need for institutions to incorporate Indigenous culture and knowledge more widely into the curricula to improve educational outcomes for Indigenous Australians and to increase cultural competence for all students. AIM The aim of this research was to provide a baseline analysis of Indigenous cultural competence curricula practices to ascertain changes required within Faculty of Dentistry programmes at the University of Sydney to enable students to become more culturally competent upon graduation. METHODS Staff and students of the Doctor of Dental Medicine and Bachelor of Oral Health programmes at the Faculty of Dentistry, University of Sydney participated in an online survey. Quantitative analysis of the survey data was conducted using integrated research electronic data capture survey tools, with open-ended questions being coded to common responses for those questions. RESULTS A total of 69 staff (71%) and 191 students (51%) participated in the online survey. The majority of participants perceived there was limited Indigenous content in the curriculum. Most participants reported that Indigenous curriculum was integrated into several units of study. The main pedagogical method for curriculum delivery was lectures, followed by case studies and group discussions. CONCLUSION Although some Indigenous content exists in dental faculty curriculum, in-depth investigation is required to develop a comprehensive, evidenced-based Indigenous cultural competence teaching framework, for integration into Doctor of Dental Medicine and Bachelor of Oral Health curricula.
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Affiliation(s)
- C Forsyth
- Faculty of Dentistry, The University of Sydney, Westmead, NSW, Australia
| | - M Irving
- Faculty of Dentistry, The University of Sydney, Westmead, NSW, Australia
| | - M Tennant
- International Research Collaborative - Oral Health and Equity, The University of Western Australia, Crawley, WA, Australia
| | - S Short
- Discipline of Behavioural & Social Sciences in Health, Faculty of Health Sciences, WHO Collaborating Centre in Health Workforce Development in Rehabilitation and Long Term Care, The University of Sydney, Lidcombe, NSW, Australia
| | - J Gilroy
- Faculty of Health Sciences, The University of Sydney, Lidcombe, NSW, Australia
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