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MacLean TL, Qiang JR, Henderson L, Bowra A, Howard L, Pringle V, Butsang T, Rice E, Di Ruggiero E, Mashford-Pringle A. Indigenous Cultural Safety Training for Applied Health, Social Work, and Education Professionals: A PRISMA Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20065217. [PMID: 36982126 PMCID: PMC10049537 DOI: 10.3390/ijerph20065217] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Revised: 02/25/2023] [Accepted: 03/02/2023] [Indexed: 05/19/2023]
Abstract
Anti-Indigenous racism is a widespread social problem in health and education systems in English-speaking colonized countries. Cultural safety training (CST) is often promoted as a key strategy to address this problem, yet little evidence exists on how CST is operationalized and evaluated in health and education systems. This scoping review sought to broadly synthesize the academic literature on how CST programs are developed, implemented, and evaluated in the applied health, social work and education fields in Canada, United States, Australia, and New Zealand. MEDLINE, EMBASE, CINAHL, ERIC, and ASSIA were searched for articles published between 1996 and 2020. The Joanna Briggs Institute's three-step search strategy and PRISMA extension for scoping reviews were adopted, with 134 articles included. CST programs have grown significantly in the health, social work, and education fields in the last three decades, and they vary significantly in their objectives, modalities, timelines, and how they are evaluated. The involvement of Indigenous peoples in CST programs is common, but their roles are rarely specified. Indigenous groups must be intentionally and meaningfully engaged throughout the entire duration of research and practice. Cultural safety and various related concepts should be careful considered and applied for the relevant context.
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Affiliation(s)
- Tammy L. MacLean
- Dalla Lana School of Public Health, University of Toronto, Toronto, ON M5T 3M7, Canada
- Correspondence: ; Tel.: +1-647-778-2217
| | - Jinfan Rose Qiang
- Department of Psychology, University of Toronto Mississauga, Mississauga, ON L5L 1C6, Canada
| | - Lynn Henderson
- Department of Clinical Studies, University of Guelph, Guelph, ON N1G 2W1, Canada
| | - Andrea Bowra
- Dalla Lana School of Public Health, University of Toronto, Toronto, ON M5T 3M7, Canada
| | - Lisa Howard
- Waakebiness Institute for Indigenous Health, Dalla Lana School of Public Health, University of Toronto, Toronto, ON M5T 3M7, Canada
| | - Victoria Pringle
- Department of Psychology, University of Toronto Mississauga, Mississauga, ON L5L 1C6, Canada
| | - Tenzin Butsang
- Dalla Lana School of Public Health, University of Toronto, Toronto, ON M5T 3M7, Canada
| | - Emma Rice
- Dalla Lana School of Public Health, University of Toronto, Toronto, ON M5T 3M7, Canada
| | - Erica Di Ruggiero
- Centre for Global Health, Dalla Lana School of Public Health, University of Toronto, Toronto, ON M5T 3M7, Canada
| | - Angela Mashford-Pringle
- Waakebiness Institute for Indigenous Health, Dalla Lana School of Public Health, University of Toronto, Toronto, ON M5T 3M7, Canada
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Mangoyana C, March S, Lalloo R, Walsh LJ. Positive oral health outcomes: A partnership model improves care in a rural Indigenous community. Aust J Rural Health 2022. [PMID: 36583508 DOI: 10.1111/ajr.12960] [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: 04/04/2022] [Revised: 11/30/2022] [Accepted: 12/10/2022] [Indexed: 12/31/2022] Open
Abstract
OBJECTIVE The purpose of this study was to explore the benefits of a partnership between a university dental school and a Community Controlled Health Service, specifically in relation to improving the oral health of an underserved rural Indigenous community. We sought community opinions on health and social outcomes arising from the service provided by the dental student clinical outplacement. SETTING In Dalby, Queensland. PARTICIPANTS In total, 38 participants in five focus groups were representative of local Indigenous community Elders, community health support group members and management and staff. DESIGN A descriptive qualitative study employing semi-structured audio-recorded focus group discussions conducted with purposefully selected Indigenous community groups to explore participant views and experience of the partnership model. Qualitative data were analysed using thematic content analysis. RESULTS The Indigenous community representatives expressed positive benefit in both their general and oral health awareness, in improved access to dental care provided in their own safe space, while they were pleased to assist with students' learning. They viewed the partnership as mutually beneficial. Suggestions for enhancement of the oral health service were also offered. CONCLUSION This partnership between a university and a Community Controlled Health Service provides sustainable positive social and health benefits for the targeted Indigenous community and for the wider local population, while simultaneously providing enhanced educational benefits for students on clinical outplacement. Translation and uptake of this successful model of care would benefit both underserved communities and dental and other health care professional educators worldwide.
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Affiliation(s)
- Clare Mangoyana
- School of Dentistry, Oral Health Centre, The University of Queensland, Brisbane, Queensland, Australia
| | - Sandra March
- School of Dentistry, Oral Health Centre, The University of Queensland, Brisbane, Queensland, Australia
| | - Ratilal Lalloo
- School of Dentistry, Oral Health Centre, The University of Queensland, Brisbane, Queensland, Australia
| | - Laurence J Walsh
- School of Dentistry, Oral Health Centre, The University of Queensland, Brisbane, Queensland, Australia
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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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Maqbool A, Selvaraj CM, Lu Y, Skinner J, Dimitropoulos Y. The Progress of the New South Wales Aboriginal Oral Health Plan 2014–2020: A Scoping Review. Healthcare (Basel) 2022; 10:healthcare10040650. [PMID: 35455828 PMCID: PMC9031810 DOI: 10.3390/healthcare10040650] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Revised: 03/17/2022] [Accepted: 03/23/2022] [Indexed: 11/17/2022] Open
Abstract
There are major disparities in oral health between Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander people. The New South Wales (NSW) Aboriginal Oral Health Plan 2014–2020 was developed to improve the oral health of Aboriginal people. This scoping review describes programs that have been undertaken to implement the NSW Aboriginal Oral Health Plan 2014–2020. The methodology by Arksey and O’Malley was used to guide this review. Academic and grey literature were searched using a structured Medline, Lowitja and advanced Google searches. Articles were included if they aligned with the strategic directions of the Plan. Key information, including the aims of the study, methodology and results were recorded in a template on Microsoft Excel software. A total of 31 articles were included in this review. This included 25 articles from the academic literature and six initiatives from the grey literature. Included articles were categorised according to the six strategic directions in the NSW Aboriginal Oral Health Plan. Four studies were related to the first strategic direction, six related to strategic direction two, four related to strategic direction three, six initiatives related to strategic direction four, five related to strategic direction five, and eight related to strategic direction six. While there has been significant progress in achieving the strategic directions of the NSW Aboriginal Oral Health Plan, there is scope for continued collaboration between oral health service providers, universities and Aboriginal communities to improve oral health outcomes for Aboriginal people in NSW.
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Affiliation(s)
- Ashwaq Maqbool
- Faculty of Medicine and Health, School of Public Health, The University of Sydney, Sydney, NSW 2006, Australia; (C.M.S.); (Y.L.)
- Correspondence:
| | - Charlotte Marie Selvaraj
- Faculty of Medicine and Health, School of Public Health, The University of Sydney, Sydney, NSW 2006, Australia; (C.M.S.); (Y.L.)
| | - Yinan Lu
- Faculty of Medicine and Health, School of Public Health, The University of Sydney, Sydney, NSW 2006, Australia; (C.M.S.); (Y.L.)
| | - John Skinner
- Poche Centre for Indigenous Health, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW 2006, Australia; (J.S.); (Y.D.)
| | - Yvonne Dimitropoulos
- Poche Centre for Indigenous Health, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW 2006, Australia; (J.S.); (Y.D.)
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Ali K, Gupta P, Turay E, Burns L, Brookes Z, Raja M. Dentistry in a multicultural society: the impact of animal-based products on person-centred care. Br Dent J 2022; 232:269-272. [PMID: 35217748 DOI: 10.1038/s41415-022-3982-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2021] [Accepted: 04/22/2021] [Indexed: 11/09/2022]
Abstract
Cultural competence of healthcare professionals requires a combination of awareness, knowledge and skills to provide healthcare services to culturally and lingually diverse populations. The aim of this paper is to raise awareness regarding animal-based constituents in dental products which may not be acceptable to patients from different cultural, spiritual, or religious backgrounds. Animal-based products are used widely in medicine and dentistry. However, patients and sometimes even dental professionals may not be aware of this. This paper identifies some common products used in clinical dentistry which are derived from animal-based sources and discusses the implications of their use in a multicultural society.
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Affiliation(s)
- Kamran Ali
- Qatar University, College of Dental Medicine, QU Health, Doha 2713, Qatar.
| | - Pooja Gupta
- Plymouth University, Faculty of Health, Plymouth, PL4 8AA, Devon, UK
| | - Emma Turay
- Plymouth University, Faculty of Health, Plymouth, PL4 8AA, Devon, UK
| | - Lorna Burns
- Plymouth University, Faculty of Health, Plymouth, PL4 8AA, Devon, UK
| | - Zoe Brookes
- Plymouth University, Faculty of Health, Plymouth, PL4 8AA, Devon, UK
| | - Mahwish Raja
- Newcastle University, Newcastle upon Tyne, NE1 7RU, UK
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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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