Introduction

Most of us have heard of South Africa and when someone mentions the name one might think of some of the things we see on the television or social media platforms: the wildlife, Table Mountain, the Springbok Rugby Team and Bafana Bafana (national football team). People living in countries such as the United Kingdom, the United States of America, Canada and many others frequently mention their amazing experiences when they visited the country. Seeing the ‘Big Five' (the lion, African elephant, Cape buffalo, rhinoceros and leopard)1 in the Kruger National Park or the majesty of the Jacaranda tree blooming in Pretoria during the summer months have left many speechless. The natural beauty of the country is undeniable but unfortunately, everyday life paints a slightly different and perhaps darker picture.

figure 1

British-South African dental undergraduate student Mafa Mohlala (BDS 3)

The challenges South Africa face are not unfamiliar to the world. Racial inequalities have plagued the country for decades despite the best efforts of influential people to turn the situation around. The late Nelson Mandela and Frederik Willem de Klerk were jointly awarded the Nobel Peace Prize for their work in bringing about the end of Apartheid in South Africa. Their vision was to transform South Africa into a diverse and inclusive nation and set an example for the rest of the world to follow. Despite the ongoing leadership of Nelson Mandela toward this end, many challenges continue to the present day, negatively impacting areas such as the economy and higher education. Many Black South African families are often poor and experience financial difficulties on top of all the other challenges they face (including access to education).2 It is therefore fair to assume that individuals affected by poverty or other challenges will seek ‘greener pastures' abroad or at least try and provide an opportunity for their loved ones to immigrate and pursue careers in other countries.3

The number of Black students studying dentistry across UK dental schools have historically been low. A report that appeared in Dentistry (2020) showed that only three or four out of 500–600 UK dental students identified as Black.4 Students from minority groups have reported feeling isolated, misunderstood and not belonging. An American study by McCann, Lacy and Miller5 reported that students from URM (Underrepresented Racial/ethnic Minority) groups often felt socially isolated because of discrimination due to their race. The same sentiment was reported in the UK in a study by Ali et al.6 It is also highly likely that these students may continue to experience the same emotions in their professional life as an oral healthcare practitioner.

Looking at life beyond dental school, the Freedom of Information (FOI) report released in July 2020 revealed a severe under representation of Black minority groups in the profession with only a handful of Black dentists (624 or 1.48% of registrants) appearing on the GDC register.7 Black dentists pursuing careers in academia in the UK are particularly scarce. Several reasons have been reported such as a lack of Black role models or visible representation within dental schools.8 A passionate role model can play a pivotal part in career development.9

Higher education institutions have a duty to their students to provide an inclusive and diverse culture, one which does not shy away from the issues described above and prepares all students for their career postgraduation. The University of Plymouth (UoP) Schools of Medicine, Dentistry (PDS) and Biomedical Science hold a 2022 Athena Swan Silver Award in part as a recognition of the university's efforts to support a culture of participation and inclusivity and raise awareness for equality, diversity and inclusion within the institution.10 The educational philosophy of UoP centres around valuing the contribution of all students independent of their backgrounds, one of whom, when asked to feedback on their experience at dental school, gave the following response.

Black dentists pursuing careers in academia in the UK are particularly scarce. A passionate role model can play a pivotal part in career development.

‘My personal background alongside my experience working within the NHS, have played a fundamental role in shaping my motivation to pursue a career in dentistry and my understanding of healthcare, particularly in a global context. My world view in the context of healthcare was first challenged as a result of my close ties to South Africa. I witnessed first-hand how social inequality, limited access to healthcare, and economic barriers can deeply affect individuals and entire communities.

‘Seeing these disparities at an early stage not only inspired my interest in dentistry but also instilled in me a strong commitment to advocating for accessible healthcare and equality of opportunity both in the NHS and beyond. The journey into dental school was not straightforward. As someone from a minority background in the UK, I bring perspectives shaped by experiences that differ from the traditional pathway onto the course, and it is these perspectives that have strengthened my growth as a clinician. Black dentists make up only around 1–2% of the UK dental workforce and it has been my source of motivation.

‘The perspectives of different cultures and backgrounds I feel will ultimately ensure the profession is equipped to deliver a higher standard of care across a wide range of communities. I feel this sentiment is championed at the University of Plymouth and I have found that the emphasis on EDI as well as the diverse student body creates a unique environment for developing the next generation of well-rounded dentists. Students are not only socially and culturally aware, but also clinically confident and capable.'

The above was kindly shared with the authors by Mafa Mohlala, a third-year dental student at UoP (pictured).

Mafa's statement is a testimony of the inclusive nature that exists within PDS and the successful implementation of this teaching philosophy. Apart from South Africans, past PDS undergraduates from other minority backgrounds, for example, Nigeria and Poland, have won the Faculty of General Dental Practitioners (FGDP) (UK) Dental Student of the Year Award and British Endodontic Society Pitt-Ford Prize. Post-graduation they also received recognition for their positive impact on the profession.

The achievements and testimony detailed here are clear indicators of the potential within all dental students including those belonging to minority groups. Students originating from countries such as South Africa and other minority groups within the UK can all excel beyond their own expectations when they find themselves within an inclusive environment that is conducive to learning.6,11

Conclusion

As educators we must all strive to explore the hidden potential that exists within all students independent of race, financial status or background, allowing each to achieve their true potential.