Problem-based learning curriculum disconnect on diversity, equitable representation, and inclusion

Area of Science:

• Dental Education
• Curriculum Development
• Diversity, Equity, and Inclusion (DEI)

Background:

• Academic institutions, including dental schools, are increasingly adopting DEI mission statements.
• However, the integration of DEI principles into dental education curricula appears underdeveloped.
• Problem-based learning (PBL) cases are a key component of dental education.

Purpose of the Study:

• To analyze the representation of patient and provider characteristics, context, and treatment outcomes in the University of British Columbia's Faculty of Dentistry PBL cases.
• To compare these findings with the demographics of the British Columbia population, dental practice factors, and evidence-based treatment outcomes.

Main Methods:

• Data extraction from 58 PBL cases between January and March 2023.
• Focus on patient/provider demographics (age, gender, ethnicity), practice context (insurance), and treatment outcomes (success/failure).
• Comparison of extracted data with British Columbia census data and relevant literature.

Main Results:

• PBL cases significantly underrepresented non-straight individuals (0.4% vs. 4% in BC population) and excluded First Nations patients (0% vs. 6% in BC population).
• Older adults were underrepresented ( <10% of cases vs. ~20% of population).
• Treatments for patients with disabilities had lower success rates (5.74 times less likely) compared to those without.

Conclusions:

• A notable disconnect exists between the content of current dental PBL cases and the diverse population served in British Columbia.
• The representation of patient characteristics, practice contexts, and treatment outcomes in the curriculum does not align with real-world demographics and evidence.
• Revision of PBL cases is crucial to better reflect the patient population and enhance DEI in dental education.