Crawford Beverley A, Hillier Amy
University of Pennsylvania School of Dental Medicine, Philadelphia, Pennsylvania, USA.
University of Pennsylvania School of Social Policy and Practice, Philadelphia, Pennsylvania, USA.
J Dent Educ. 2022 Oct;86(10):1359-1368. doi: 10.1002/jdd.12943. Epub 2022 Apr 26.
University of Pennsylvania School of Dental Medicine and the University of Pennsylvania School of Social Policy and Practice (SP2) designed an asynchronous online course about racism and cultural competence to address student concerns about harmful interactions with peers across race/ethnicity. The Penn Experience Course establishes common language and concepts to facilitate difficult conversations about racism in the classroom and clinical spaces.
The course included six modules addressing the history of racism in the Philadelphia area and at the University of Pennsylvania: implicit bias and microaggressions; racism and other forms of oppression; gender identity and sexuality; construction of whiteness and white supremacy ideology; cultural humility, disparities, and equity; and access in healthcare. Students completed pre- and post-course surveys about their likelihood of engaging with the neighborhood surrounding Penn, confidence discussing the topics covered, and general experience with the course.
Four hundred forty-nine students completed post-course surveys, 220 of which could be linked to precourse survey responses. Overwhelmingly, students reported a positive experience with the course, an increase in their likelihood to engage with the Penn neighborhood, and increased confidence in discussing course topics with peers. Many students suggested incorporating synchronous discussion, while a smaller group expressed resentment about the focus on whiteness, white fragility, and anti-Black racism. Several students of color expressed concern that the course centered the learning needs of white students.
Asynchronous online content offers an effective and efficient way of teaching dental students about the basics of cultural competence. Educators should anticipate resistance from some white students and the distinct learning needs of students of color.
宾夕法尼亚大学牙医学院与宾夕法尼亚大学社会政策与实践学院（SP2）设计了一门关于种族主义和文化能力的异步在线课程，以解决学生对跨种族/族裔与同龄人进行有害互动的担忧。宾夕法尼亚体验课程建立了共同的语言和概念，以促进在课堂和临床空间中关于种族主义的艰难对话。
该课程包括六个模块，涉及费城地区和宾夕法尼亚大学的种族主义历史：隐性偏见和微侵犯；种族主义和其他形式的压迫；性别认同和性取向；白人身份和白人至上意识形态的建构；文化谦逊、差异和平等；以及医疗保健的可及性。学生们完成了课程前后的调查，内容包括他们与宾夕法尼亚大学周边社区互动的可能性、讨论所涵盖主题的信心以及对课程的总体体验。
449名学生完成了课程后的调查，其中220份可以与课程前的调查回复相关联。绝大多数学生报告说对该课程有积极的体验，与宾夕法尼亚大学周边社区互动的可能性增加，并且在与同龄人讨论课程主题时更有信心。许多学生建议纳入同步讨论，而一小部分人对课程关注白人身份、白人脆弱性和反黑人种族主义表示不满。一些有色人种学生担心该课程以白人学生的学习需求为中心。
异步在线内容为向牙科学生传授文化能力基础知识提供了一种有效且高效的方式。教育工作者应该预料到一些白人学生的抵触情绪以及有色人种学生独特的学习需求。
