Assessing the experience of dental students with an asynchronous online course about racism, cultural competence

Abstract

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. Methods: 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.Results: 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. Conclusion: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.

Recommendations for implementing an online asynchronous course about racism for graduate professional students.

“…In the fall of 2019, two faculty members from Penn's School of Social Policy and Practice (SP2) and Penn School of Dental Medicine (PDM) began collaborating on the development of an online, asynchronous course for incoming students about racism (Crawford & Hillier, 2022). SP2 has required graduate social work students to complete a two-course sequence in American racism for 50 years (Arnold, 1970), but faculty and staff still struggled to address concerns from students of color about the emotional burden of discussing racism in predominantly White classrooms.…”

“…A total of 427 students completed the course evaluation between July and December 2020. Matched pre–post results showed that students were more likely to engage with the neighborhoods near campus and more confident about talking with peers in class about topics such as White supremacy, gentrification, microaggressions, and restorative justice after completing the course (Crawford & Hillier, 2022). Open-ended survey responses reflected a generally positive experience for most students, including appreciation for the convenient format, professional relevance, and opportunity to increase their knowledge about Philadelphia and at Penn.…”