Problem-based learning curriculum disconnect on diversity, equitable representation, and inclusion.
Diversity, equity, and inclusion (DEI) mission statements continue to be adopted by academic institutions in general, and by dental schools around the globe in particular. But DEI content seems to be under-developed in dental education. The objectives of this study were two-fold: to extract informat...
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ftpubmed:38917078 2024-09-15T18:06:49+00:00 Problem-based learning curriculum disconnect on diversity, equitable representation, and inclusion. Brondani, Mario Barlow, Grace Liu, Shuwen Kalsi, Pavneet Koonar, Annika Chen, Jialin Lydia Murphy, Peter Broadbent, Jonathan Brondani, Bruna 2024 https://doi.org/10.1371/journal.pone.0298843 https://pubmed.ncbi.nlm.nih.gov/38917078 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11198754/ eng eng Public Library of Science https://doi.org/10.1371/journal.pone.0298843 https://pubmed.ncbi.nlm.nih.gov/38917078 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11198754/ Copyright: © 2024 Brondani et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. PLoS One ISSN:1932-6203 Volume:19 Issue:6 Journal Article 2024 ftpubmed https://doi.org/10.1371/journal.pone.0298843 2024-06-27T16:03:00Z Diversity, equity, and inclusion (DEI) mission statements continue to be adopted by academic institutions in general, and by dental schools around the globe in particular. But DEI content seems to be under-developed in dental education. The objectives of this study were two-fold: to extract information from all the PBL cases at University of British Columbia's Faculty of Dentistry curriculum in terms of the diversity, equitable representation, and inclusion of patient and provider characteristics, context, and treatment outcomes; and; to compare these findings with the composition of the British Columbia census population, dental practice contextual factors, and the evidence on treatment outcomes within patient care. Information from all the 58 PBL cases was extracted between January and March 2023, focusing on patient and provider characteristics (e.g., age, gender, ethnicity), context (e.g., type of insurance), and treatment outcomes (e.g., successful/unsuccessful). This information was compared with the available literature. From all the 58 PBL cases, 0.4% included non-straight patients, while at least 4% of BC residents self-identify as non-straight; there were no cases involving First Nations patients although they make up 6% of the British Columbia population. Less than 10% of the cases involved older adults who make up almost 20% of the population. Only Treatments involving patients without a disability were 5.74 times more likely to be successful compared to those involving patients with a disability (p<0.05). The characteristics of the patients, practice context, and treatment outcomes portrayed in the existing PBL cases seem to differ from what is known about the composition of the British Columbia population, treatment outcome success, and practice context; a curriculum disconnect seems to exist. The PBL cases should be revised to better represent the population within which most students will practice. Article in Journal/Newspaper First Nations PubMed Central (PMC) PLOS ONE 19 6 e0298843 |
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Diversity, equity, and inclusion (DEI) mission statements continue to be adopted by academic institutions in general, and by dental schools around the globe in particular. But DEI content seems to be under-developed in dental education. The objectives of this study were two-fold: to extract information from all the PBL cases at University of British Columbia's Faculty of Dentistry curriculum in terms of the diversity, equitable representation, and inclusion of patient and provider characteristics, context, and treatment outcomes; and; to compare these findings with the composition of the British Columbia census population, dental practice contextual factors, and the evidence on treatment outcomes within patient care. Information from all the 58 PBL cases was extracted between January and March 2023, focusing on patient and provider characteristics (e.g., age, gender, ethnicity), context (e.g., type of insurance), and treatment outcomes (e.g., successful/unsuccessful). This information was compared with the available literature. From all the 58 PBL cases, 0.4% included non-straight patients, while at least 4% of BC residents self-identify as non-straight; there were no cases involving First Nations patients although they make up 6% of the British Columbia population. Less than 10% of the cases involved older adults who make up almost 20% of the population. Only Treatments involving patients without a disability were 5.74 times more likely to be successful compared to those involving patients with a disability (p<0.05). The characteristics of the patients, practice context, and treatment outcomes portrayed in the existing PBL cases seem to differ from what is known about the composition of the British Columbia population, treatment outcome success, and practice context; a curriculum disconnect seems to exist. The PBL cases should be revised to better represent the population within which most students will practice. |
format |
Article in Journal/Newspaper |
author |
Brondani, Mario Barlow, Grace Liu, Shuwen Kalsi, Pavneet Koonar, Annika Chen, Jialin Lydia Murphy, Peter Broadbent, Jonathan Brondani, Bruna |
spellingShingle |
Brondani, Mario Barlow, Grace Liu, Shuwen Kalsi, Pavneet Koonar, Annika Chen, Jialin Lydia Murphy, Peter Broadbent, Jonathan Brondani, Bruna Problem-based learning curriculum disconnect on diversity, equitable representation, and inclusion. |
author_facet |
Brondani, Mario Barlow, Grace Liu, Shuwen Kalsi, Pavneet Koonar, Annika Chen, Jialin Lydia Murphy, Peter Broadbent, Jonathan Brondani, Bruna |
author_sort |
Brondani, Mario |
title |
Problem-based learning curriculum disconnect on diversity, equitable representation, and inclusion. |
title_short |
Problem-based learning curriculum disconnect on diversity, equitable representation, and inclusion. |
title_full |
Problem-based learning curriculum disconnect on diversity, equitable representation, and inclusion. |
title_fullStr |
Problem-based learning curriculum disconnect on diversity, equitable representation, and inclusion. |
title_full_unstemmed |
Problem-based learning curriculum disconnect on diversity, equitable representation, and inclusion. |
title_sort |
problem-based learning curriculum disconnect on diversity, equitable representation, and inclusion. |
publisher |
Public Library of Science |
publishDate |
2024 |
url |
https://doi.org/10.1371/journal.pone.0298843 https://pubmed.ncbi.nlm.nih.gov/38917078 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11198754/ |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
PLoS One ISSN:1932-6203 Volume:19 Issue:6 |
op_relation |
https://doi.org/10.1371/journal.pone.0298843 https://pubmed.ncbi.nlm.nih.gov/38917078 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11198754/ |
op_rights |
Copyright: © 2024 Brondani et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
op_doi |
https://doi.org/10.1371/journal.pone.0298843 |
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PLOS ONE |
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19 |
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