Embedding cultural competence in dental education

Abstract

Cultural competence plays a pivotal role in dentistry and is increasingly recognised and studied worldwide. As the dental profession evolves to cater to an ever-diverse society, it is imperative that universities consider how they support students in acquiring the skillset for providing culturally sensitive care. Cultural competency in dental education is highly variable globally. The requirement for dental graduates to demonstrate cultural competence is a key part of accreditation frameworks in the United States, Canada and Australia, and is a recent addition in the General Dental Council''s Safe Practitioner Framework in the UK, alongside the requirement to develop socially responsible graduates. However, there is a lack of consensus on the pedagogical direction for instilling the skillset within dental students and in fostering a desire to work with minority groups. Conceptual methods in cultural competency education are diverse. One theory categorises teaching methods into cultural sensitivity (multicultural or categorical) and cross-cultural, focusing on student attitude, knowledge and skills development. However, criticisms arise, as such approaches may oversimplify diversity, equate culture with race or ethnicity, and perpetuate stereotypes and discrimination. This article argues that a multi-pronged, pedagogical approach will best empower future clinicians to meet the needs of today''s diverse society.