The behavioural and social sciences as hidden curriculum in UK dental education: A qualitative study

Abstract

Introduction The behavioural and social sciences (BeSS) are an integral part of dental curricula, helping students become holistic, patient‐centred practitioners. Nevertheless, UK studies document that dental undergraduates struggle to see the relevance of BeSS to their training. Using the concept of hidden curriculum, this study explored dental students’ perceptions of and attitudes towards BeSS in one dental school in the UK. Material and methods Six focus groups were conducted with 37 dental students from years 1 to 5. Thematic analysis was conducted revealing five themes: student attitudes towards BeSS, teaching culture, learning culture, curricular issues and student culture. Results Many students recognised how BeSS contributed to their communication and patient management skills. Nevertheless, the study revealed a dental student cohort who have a strained relationship with BeSS. This negative attitude became more apparent from year 3 onwards, when the clinical phase of studies begins. It was perpetuated and legitimated by the existence of a strong student culture that openly critiqued BeSS among and between student year groups. Discussion and conclusion(s) In UK dental education there is a hidden curriculum related to BeSS. By underestimating the utility of BeSS, students are failing to recognise the biopsychosocial dimensions relevant to oral health and dental practice. All UK dental schools should review their relationship with BeSS and assess whether they are perpetuating a hidden curriculum about BeSS within their curricula.

Oral Health Attitudes among Preclinical and Clinical Dental Students in Germany

“…Previous studies also noted a decreased self-care of medical students during the transition to the clinical stage of their education in spite of their increasing knowledge about health behaviour [47]. One of the important factors that should also be considered due to its role in the development of students' health behaviour is the design and content of the university curricula [48][49][50]. In Germany, the vast majority of medical and dental schools are state-and tax-funded.…”

“…Concerning the mentioned influence of curricula on the oral health manners and development of dental students, certain strategies might be needed in Germany to achieve the expected outcome of preclinical-clinical student transition. Curricular reviews and changes in dental schools to completely integrate behavioural and social sciences into the dental curricula besides biomedical knowledge could help students become holistic and patient-centred practitioners [50]. It also provides students with practical understanding of how to manage educational work-based stress and performance anxiety [50].…”

“…Curricular reviews and changes in dental schools to completely integrate behavioural and social sciences into the dental curricula besides biomedical knowledge could help students become holistic and patient-centred practitioners [50]. It also provides students with practical understanding of how to manage educational work-based stress and performance anxiety [50]. Furthermore, a curricular reformative approach looking to provide a correct and healthy transition from the preclinical to the clinical phase could likewise help the students become more responsible for their oral health as patient educators and for overall patient wellbeing [7].…”

Orthodontic brackets for dental trauma

“…1 The usage of orthodontic brackets and modules in the management of dental trauma have previously been proven to be effective. 2 The usage of brackets and wire splints by clinicians may eliminate the need for an AGP as brackets can be removed without the usage of a high speed handpiece. 1,2 As the capacity of AGPs carried out generally in both primary and secondary care have been greatly reduced, there is also a build-up of patients awaiting treatment in primary care leading to difficulties in accessing primary care.…”

“…2 The usage of brackets and wire splints by clinicians may eliminate the need for an AGP as brackets can be removed without the usage of a high speed handpiece. 1,2 As the capacity of AGPs carried out generally in both primary and secondary care have been greatly reduced, there is also a build-up of patients awaiting treatment in primary care leading to difficulties in accessing primary care. As such, patients often end up in the emergency department (ED) of a hospital, are seen by oral and maxillofacial senior house officers and require follow-up appointments for splint/bracket removal to reduce the risk of ankylosis of the traumatised dentition.…”