Increasing dental and medical students' understanding of race as a social construct.

Abstract

To improve health equity, dental and medical students must have a firm grasp of the proper use of race as a social construct. The purpose of this study was to determine the degree to which an innovative learning event affected students' understanding of race as a social construct. It also sought to examine the effects that personally experienced and/or witnessed racism and previous education had on students' responses to the learning event. In 2022, all incoming first-year dental (N=48) and medical (N=114) students completed an online pre-matriculation assignment about the use of race in healthcare. Students initially completed an anonymous 14-item pre-survey and then read assigned publications, followed by answering questions about a real-life vignette concerning the topic of race as a social construct. Students finished the assignment by completing an anonymous seven-item post-survey. Data from the pre- and post-surveys were collected and analyzed to assess if differences existed among students and between the two surveys. Dental and medical students were significantly more likely to endorse race as a social construct after the learning experience (p<0.001). Students who had experienced discrimination or obtained training were more likely to define race as a social construct before and after the learning event. Dental and medical schools can increase students' understanding of race as a social construct, rather than a biological construct, with educational interventions.