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.
Key points
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Explains 'decolonisation of the curriculum' in higher education with an emphasis on undergraduate dental curricula.
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Highlights the challenges faced by minority ethnic students in healthcare education.
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Provides a rationale and recommendations for decolonisation of dental curricula in UK dental schools.
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Acknowledgements
The authors would like to thank dental students who have volunteered as equality champions and who provide useful input into our ongoing strategy for decolonising the dental curriculum at our institution. James Nwaduba, an undergraduate student from an ethnic minority background, kindly provided a useful critique on the contents of this manuscript.
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Ali, K., McColl, E., Tredwin, C. et al. Addressing racial inequalities in dental education: decolonising the dental curricula. Br Dent J 230, 165–169 (2021). https://doi.org/10.1038/s41415-020-2598-z
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DOI: https://doi.org/10.1038/s41415-020-2598-z
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