Environmental Sustainability: The Attitudes and Experiences of UK Students in the Oral Health Profession

Abstract

Objective: This study aims to provide further clarity and detail into the students’ attitudes and review towards Environmental Sustainability in Dentistry (ESD) in the provision of oral healthcare. Also, the manner and extent in which ESD is included in the current undergraduate Oral Healthcare Professional curricula. This study focuses on the perspective of undergraduate dental students [Bachelor of Dental Surgery (BDS)] and dental hygiene and therapy students [Dental Hygiene and Dental Therapy (DH&DT)] from UK dental schools, as a national representative case study. Methods: A multi-centre study, cross sectional online survey of undergraduate BDS and DH&DT students in UK based dental schools. Data analysis was conducted through descriptive statistics and thematic analysis. Results: 263 students from thirteen UK schools completed the survey, resulting in a national school response rate of 68.4%, showing a strong representation of this student population across the UK. Key findings are: 97.3% of students believe that the dental profession should be more actively engaged in environmental sustainability, however students currently having very little exposure to ESD at an undergraduate level. 76.8% of students expressed that they are concerned about the impact that oral healthcare provision has on the environment, but only 23% of students have independently researched ESD. 46.4% believe that ‘The provision of oral healthcare is my priority as a clinician and this has unavoidable environmental consequences that we need accept’. Students were clearly concerned about the impact of the addition of ESD into the curricula would have on their studies and progression. There is very little student-reported inclusion of ESD in the school curricula. Notwithstanding, students identified the importance of ESD in the profession and the need for this to be included in their curricula, but were very apprehensive of the effect that this may have on their already congested course. Conclusions: Students identify that our oral healthcare professions should become more engaged in efforts to mitigate the negative impacts from our activities on the environment. The main way this can be achieved is through education at all levels. The strong insight into student’s level of awareness and concerns for the impact of oral healthcare provision on the environment is a powerful driver for the inclusion of ESD into the undergraduate curriculum in UK based dental schools. There is clearly identified need for schools to include ESD in the curriculum in a seamless and fully integrated manner so that it does not create a further burden to learning and teaching.