Bristol Dental School, University of Bristol, Bristol, UK.
Centre for Surgical Research, Bristol Medical School, University of Bristol, UK.
Eur J Dent Educ. 2019 Nov;23(4):461-470. doi: 10.1111/eje.12454. Epub 2019 Sep 20.
The behavioural and social sciences (BeSS) are an integral part of dental curricula, helping students become holistic, patient-centred practitioners. Nevertheless, UK studies document that dental undergraduates struggle to see the relevance of BeSS to their training. Using the concept of hidden curriculum, this study explored dental students’ perceptions of and attitudes towards BeSS in one dental school in the UK.
Six focus groups were conducted with 37 dental students from years 1 to 5. Thematic analysis was conducted revealing five themes: student attitudes towards BeSS, teaching culture, learning culture, curricular issues and student culture.
Many students recognised how BeSS contributed to their communication and patient management skills. Nevertheless, the study revealed a dental student cohort who have a strained relationship with BeSS. This negative attitude became more apparent from year 3 onwards, when the clinical phase of studies begins. It was perpetuated and legitimated by the existence of a strong student culture that openly critiqued BeSS among and between student year groups.
DISCUSSION AND CONCLUSION(S): In UK dental education there is a hidden curriculum related to BeSS. By underestimating the utility of BeSS, students are failing to recognise the biopsychosocial dimensions relevant to oral health and dental practice. All UK dental schools should review their relationship with BeSS and assess whether they are perpetuating a hidden curriculum about BeSS within their curricula.
行为与社会科学（BeSS）是牙科课程的一个组成部分，有助于学生成为全面、以患者为中心的从业者。然而，英国的研究表明，牙科学员难以理解 BeSS 对他们培训的相关性。本研究运用隐性课程的概念，探讨了英国一所牙科学校的牙科学生对 BeSS 的看法和态度。
对来自 1 至 5 年级的 37 名牙科学生进行了 6 次焦点小组讨论。采用主题分析法揭示了五个主题：学生对 BeSS 的态度、教学文化、学习文化、课程问题和学生文化。
许多学生认识到 BeSS 如何有助于他们的沟通和患者管理技能。然而，研究揭示了一群对 BeSS 关系紧张的牙科学生。这种消极态度从第三年开始更加明显，此时开始了临床学习阶段。这种态度受到强烈的学生文化的延续和合法化，学生群体内部和之间公开批判 BeSS。
在英国的牙科教育中，存在与 BeSS 相关的隐性课程。学生低估了 BeSS 的实用性，未能认识到与口腔健康和牙科实践相关的生物心理社会维度。所有英国的牙科学校都应该审查他们与 BeSS 的关系，并评估他们是否在课程中延续了有关 BeSS 的隐性课程。
