FACULTY AND STUDENTS' PERSPECTIVES ON CULTURAL COMPETENCE IN DENTAL EDUCATION
DOI:
https://doi.org/10.52764/jms.25.33.4.2Keywords:
Cultural competence; Dental education; Dental colleges; Student perspectives; Faculty perspectives; Curriculum development.Abstract
Objective:
This study explored faculty and students’ perspectives on cultural competence in dental education at dental colleges in Abbottabad, Pakistan.
Methods:
A qualitative study design was used, involving four focus group discussions with 24 purposely selected participants (13 faculty members and 11 students). Each group included six participants. Discussions were audio-recorded, transcribed verbatim, and thematically analyzed based on Braun and Clarke’s framework. Ethical approval was obtained from relevant institutional review boards, and informed consent was obtained from all participants.
Results:
The analysis identified six interconnected themes: (1) limited formal training, (2) language barriers, (3) an intuitive reliance on ethical practice, (4) informal cultural exposure, (5) institutional constraints, and (6) perceived impact on patient care. While participants valued culturally responsive care, they frequently relied on improvised methods rather than formal guidance.
Conclusion:
Faculty and students recognize the importance of cultural competence and demonstrate an intuitive understanding of its principles. However, the lack of a structured curriculum limits their ability to turn this awareness into consistent practice. Incorporating clear learning objectives, skill-based training methods (such as simulations and workshops), and faculty development initiatives into the curriculum could enhance cultural competence in dental education and improve patient outcomes.
Keywords: Cultural competence; Dental education; Dental colleges; Student perspectives; Faculty perspectives.
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Copyright (c) 2025 Nadia Munir, Nowshad Asim, Brekhna Jamil, Farida Naz Amir
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