Addressing racial inequalities in dental education: decolonising the dental curricula

Ali, Kamran; McColl, Ewen; Tredwin, Christopher; Hanks, Sally; Coelho, Catherine; Witton, Robert

doi:10.1038/s41415-020-2598-z

Cited by 20 publications

(18 citation statements)

References 29 publications

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“…Differential attainment by ethnicity refers to the average group difference in performance between white students and racial and ethnic minority group students and takes the students’ written and practical assessments into consideration. Some studies have found that racial and ethnic minority group students consistently underperform in comparison to white students and are significantly more likely to fail assessments [ 1 , 39 , 40 ].…”

Section: Trends In Implicit Racial Bias Research In Healthcare Educationmentioning

confidence: 99%

Understanding Healthcare Students’ Experiences of Racial Bias: A Narrative Review of the Role of Implicit Bias and Potential Interventions in Educational Settings

Joseph

Flint

Raymond-Williams

et al. 2021

IJERPH

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Implicit racial bias is a persistent and pervasive challenge within healthcare education and training settings. A recent systematic review reported that 84% of included studies (31 out of 37) showed evidence of slight to strong pro-white or light skin tone bias amongst healthcare students and professionals. However, there remains a need to improve understanding about its impact on healthcare students and how they can be better supported. This narrative review provides an overview of current evidence regarding the role of implicit racial bias within healthcare education, considering trends, factors that contribute to bias, and possible interventions. Current evidence suggests that biases held by students remain consistent and may increase during healthcare education. Sources that contribute to the formation and maintenance of implicit racial bias include peers, educators, the curriculum, and placements within healthcare settings. Experiences of implicit racial bias can lead to psychosomatic symptoms, high attrition rates, and reduced diversity within the healthcare workforce. Interventions to address implicit racial bias include an organizational commitment to reducing bias in hiring, retention, and promotion processes, and by addressing misrepresentation of race in the curriculum. We conclude that future research should identify, discuss, and critically reflect on how implicit racial biases are enacted and sustained through the hidden curriculum and can have detrimental consequences for racial and ethnic minority healthcare students.

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Section: Trends In Implicit Racial Bias Research In Healthcare Educationmentioning

confidence: 99%

Understanding Healthcare Students’ Experiences of Racial Bias: A Narrative Review of the Role of Implicit Bias and Potential Interventions in Educational Settings

Joseph

Flint

Raymond-Williams

et al. 2021

IJERPH

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“…Racial inequalities in dental education have already been highlighted and recommendations made to decolonise the dental curricula. 18 Decolonising curricula may have negative connotations by being misinterpreted as implying that the curricula is in some way inaccurate. I think a better description is widening the curricula to be inclusive as discussed by Sathnam Sanghera in Empire land.…”

Section: Where Next?mentioning

confidence: 99%

Equality, Diversity and Inclusion in Dentistry Needs Leadership

Dhanoya¹

2021

Prim Dent J

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he shocking events of 2020 forced us all to re-evaluate our preconceived notions about equality in society. The Coronavirus pandemic exposed fault lines which many were previously unaware of or simply chose to ignore. Most acutely, it became apparent that individuals from Black, Asian and Minority Ethnic (BAME) communities were not only more likely to contract COVID-19, they were also more likely to die from. In the US, George Floyd was killed by a white policeman kneeling on his neck. For many, this marked an inflection point. Conversations about equality, diversity and inclusion (EDI), which have often been side-lined, became urgent. Like all professions, the dental profession began the process of examining how EDI was reflected in its ranks.

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“…Unfortunately, there are limited details about dental education in Africa despite the oral health challenges in this continent [22][23][24] and in other countries where inequities in access to oral care are also evident [25]. The presumption that colonization influences dental education in Africa and other places could have contributed to the calls for the decolonization, indigenization, and transformation of oral dental education [26][27][28].…”

Section: Introductionmentioning

confidence: 99%

“…In light of the recommendation to transform the education of health professionals in order to strengthen health systems in the 21st century [5], professional bodies like the American Dental Education Association have made calls for major changes in the training of oral health professionals [26][27][28][29][30][31]. A 2-phase project named "Advancing Dental Education in the 21st century" is a current driver of change in the United States of America.…”

Section: Introductionmentioning

confidence: 99%

“…The quality of academics and their willingness to lead the transformative changes in dental education have become essential. Due to having little to no previous experience and coming from diverse backgrounds, novice academics can readily feel overwhelmed, unsupported, and discouraged in their attempts to meet the demands of success in academics [ 6 , 7 , 26 ]. Therefore, the objective of this paper is to present a protocol for a scoping review that aims to map out literature and produce an evidence-based synthesis of data regarding the mentorship of academic staff in dental faculties.…”

Section: Introductionmentioning

confidence: 99%

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Career Development of Academic Staff in Faculties of Dentistry by Means of Mentorship Programs: Protocol for a Scoping Review

Amosun¹,

Kimmie-Dhansay²,

Geerts³

et al. 2021

JMIR Res Protoc

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Background Globally, the demands on dental educators continue to diversify and expand. Due to their importance and value, mentoring programs have been acknowledged as a means of recruiting, developing, and retaining academics in dental education. Objective This protocol is for a scoping review that aims to identify the goals of mentoring programs for academic staff in dental faculties and determine how these programs were structured, delivered, and evaluated. Methods The review will be performed in accordance with the Joanna Briggs Institute’s methodology for scoping reviews, which covers both qualitative and quantitative scientific literature as well as grey literature written in English and published between 2000 and 2020. The databases will include PubMed, Ovid, the Educational Resources Information Center database, Science Direct, Scopus, Google Scholar, Trove, Web of Science, Openthesis.org, and the website of the American Dental Education Association. A manual search will also be conducted by using the reference lists of included studies to identify additional articles. Working independently, the authors will participate iteratively in literature screening, paper selection, and data extraction. Disagreements between the reviewers will be resolved by discussion until a consensus is reached or after consultation with the research team. Key information that is relevant to the review questions will be extracted from the selected articles and imported into a Microsoft Excel file. The PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) will be used to guide the reporting of this protocol. Results The search for appropriate literature has commenced, and we aim to present the results before the end of the 2021 academic year. Conclusions The development of formal mentorship programs for academics in dental education will enhance the retention of academic staff. International Registered Report Identifier (IRRID) PRR1-10.2196/27239

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Addressing racial inequalities in dental education: decolonising the dental curricula

Abstract: Highlights the challenges faced by minority ethnic students in healthcare education. Provides a rationale and recommendations for decolonisation of dental curricula in UK dental schools.

Cited by 20 publications

References 29 publications

Understanding Healthcare Students’ Experiences of Racial Bias: A Narrative Review of the Role of Implicit Bias and Potential Interventions in Educational Settings

Understanding Healthcare Students’ Experiences of Racial Bias: A Narrative Review of the Role of Implicit Bias and Potential Interventions in Educational Settings

Equality, Diversity and Inclusion in Dentistry Needs Leadership

Career Development of Academic Staff in Faculties of Dentistry by Means of Mentorship Programs: Protocol for a Scoping Review

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