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

Mario Brondani1, Grace Barlow2, Shuwen Liu2

  • 1Faculty of Dentistry, Department of Oral Health Sciences, Division of Dental Public Health, The University of British Columbia, Vancouver, Canada.

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Dental school curricula often lack diversity, equity, and inclusion (DEI) content. This study found a significant disconnect between problem-based learning (PBL) cases and the diverse British Columbia population, highlighting a need for curriculum revision.

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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.