Shokouhi Parisa, Bakhshaei Anahita, Brondani Mario
Oral Health Sciences Department, Faculty of Dentistry, University of British Columbia, Vancouver, Canada.
J Dent Educ. 2025 Jan;89(1):34-51. doi: 10.1002/jdd.13690. Epub 2024 Aug 13.
To explore the literature on Indigenous content within the oral health professions' education curricula.
This scoping review included all types of literature on oral health care educational programs on Indigenous content, following the JBI (Joanna Briggs Institute) methodology. An initial search using "Indigenous," "education," and "oral health" as keywords informed a full search strategy for MEDLINE, CINAHL, Embase, Scopus, ERIC, EPPI, MedEdPORTAL, Google Scholar, ProQuest Dissertations and Theses Global, Australian Government Department of Health, and Australian Indigenous HealthInfoNet. The search included literature available until November 1, 2023, irrespective of language. Two reviewers independently screened the studies, and data were extracted and presented in tabular and narrative summary formats.
A total of 948 records were identified, and 101 studies were chosen for full-text review. Twenty-three studies met the criteria for data extraction. Of all studies, 95.6% were published between 2007 and 2021, mostly from Australia and New Zealand. The most frequently covered content included Indigenous culture, followed by history, Indigenous oral health, and Indigenous Peoples' health. Rural and clinical placements were the most employed delivery methods, and evaluation surveys were the most employed assessment technique. Barriers to delivering an Indigenous curriculum included students' disinterest and limited interaction with Indigenous communities, while facilitators included cultural immersion and supportive mentorship.
Despite progress in integrating Indigenous content into oral health education, challenges persist. Prioritizing Indigenous perspectives, community partnerships, and standardized assessment tools is needed. Future research should focus on long-term impacts and best practices for Indigenous curriculum development and delivery.
探讨口腔健康专业教育课程中关于原住民内容的文献。
本范围综述遵循乔安娜·布里格斯研究所（JBI）的方法，纳入了所有关于口腔健康护理教育项目中原住民内容的文献类型。最初以“原住民”“教育”和“口腔健康”为关键词进行搜索，为MEDLINE、CINAHL、Embase、Scopus、ERIC、EPPI、MedEdPORTAL、谷歌学术、ProQuest学位论文与全球博硕士论文数据库、澳大利亚卫生部以及澳大利亚原住民健康信息网制定了全面的搜索策略。搜索涵盖截至2023年11月1日可获取的文献，不限语言。两名评审员独立筛选研究，并提取数据，以表格和叙述性总结形式呈现。
共识别出948条记录，选择101项研究进行全文评审。23项研究符合数据提取标准。在所有研究中，95.6%发表于2007年至2021年之间，大多来自澳大利亚和新西兰。最常涉及的内容包括原住民文化，其次是历史、原住民口腔健康和原住民健康。农村和临床实习是最常用的授课方式，评估调查是最常用的评估技术。实施原住民课程的障碍包括学生缺乏兴趣以及与原住民社区的互动有限，而促进因素包括文化沉浸和支持性指导。
尽管在将原住民内容纳入口腔健康教育方面取得了进展，但挑战依然存在。需要优先考虑原住民视角、社区伙伴关系和标准化评估工具。未来的研究应关注原住民课程开发与实施的长期影响和最佳实践。
