Curriculum Indigenization in oral health professions’ education worldwide: A scoping review

Abstract

AbstractObjectiveTo explore the literature on Indigenous content within the oral health professions’ education curricula.MethodsThis 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.ResultsA 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.ConclusionDespite 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.