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Decolonisation of curricula in undergraduate dental education: an exploratory study
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 studen...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Nature Publishing Group UK
2022
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9461393/ https://www.ncbi.nlm.nih.gov/pubmed/36085477 http://dx.doi.org/10.1038/s41415-022-4923-1 |
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author | Ali, Kamran Winter, Jennie Webb, Oliver Zahra, Daniel |
author_facet | Ali, Kamran Winter, Jennie Webb, Oliver Zahra, Daniel |
author_sort | Ali, Kamran |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-9461393 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Nature Publishing Group UK |
record_format | MEDLINE/PubMed |
spelling | pubmed-94613932022-09-10 Decolonisation of curricula in undergraduate dental education: an exploratory study Ali, Kamran Winter, Jennie Webb, Oliver Zahra, Daniel Br Dent J Education 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. Nature Publishing Group UK 2022-09-09 2022 /pmc/articles/PMC9461393/ /pubmed/36085477 http://dx.doi.org/10.1038/s41415-022-4923-1 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open Access. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0 (https://creativecommons.org/licenses/by/4.0/) .© The Author(s) 2022 |
spellingShingle | Education Ali, Kamran Winter, Jennie Webb, Oliver Zahra, Daniel Decolonisation of curricula in undergraduate dental education: an exploratory study |
title | Decolonisation of curricula in undergraduate dental education: an exploratory study |
title_full | Decolonisation of curricula in undergraduate dental education: an exploratory study |
title_fullStr | Decolonisation of curricula in undergraduate dental education: an exploratory study |
title_full_unstemmed | Decolonisation of curricula in undergraduate dental education: an exploratory study |
title_short | Decolonisation of curricula in undergraduate dental education: an exploratory study |
title_sort | decolonisation of curricula in undergraduate dental education: an exploratory study |
topic | Education |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9461393/ https://www.ncbi.nlm.nih.gov/pubmed/36085477 http://dx.doi.org/10.1038/s41415-022-4923-1 |
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