目的:确定具有临床意义的文化主题,以纳入牙科课程以发展跨文化能力。
方法:使用PRISMA标准进行系统审查,从WebofScience导出了216篇文章,Scopus,和2012年至2022年的SciELO数据库,其中40个被选中。纳入标准是理论和实证科学文章,定量的,定性,或混合方法自然,关于文化主题。
结果:数据分析允许将信息组织成四个文化主题:专业跨文化自我意识的发展,个人,家庭,和文化含义,跨文化治疗关系的构建,和具体的临床方面,每个都有特定的内容要在牙科课程中开发。然而,一些临床问题还有待深入探讨,将研究的可能性开放给牙科的所有学科。此外,有必要分析一些评论文章的讨论和结论中的文化偏见,因为它们是从种族中心主义的角度进行的。因此,这些主题的科学期刊和研究人员的同行审稿人必须接受跨文化能力方面的适当培训。
结论:这篇综述提供了应纳入牙科课程以实现跨文化能力的文化主题的指南和教学顺序,它还强调了在建立适当的治疗关系时需要考虑的广泛相关方面。明确的认证标准有助于在课程中建立跨文化能力;然而,在缺乏法规的国家,有道德和伦理责任纳入这一主题,以便未来的专业人士能够管理和建立包容性的医疗保健。
OBJECTIVE: To identify cultural topics with clinical implications to be incorporated into the dentistry curriculum to develop Intercultural Competence.
METHODS: Systematic review with PRISMA criteria that exported 216 articles from the Web of Science, Scopus, and SciELO databases from 2012 to 2022, of which 40 were selected. The inclusion criteria were theoretical and empirical scientific articles, of quantitative, qualitative, or mixed methods nature, on cultural topics.
RESULTS: The data analysis allowed the organization of information into four cultural topics: Development of professional intercultural self-awareness, Individual, family, and cultural implications, Construction of intercultural therapeutic relationships, and Specific clinical aspects, each with particular contents to be developed in the dentistry curriculum. However, some clinical issues have yet to be explored in-depth, leaving research possibilities open to all disciplines in dentistry. Additionally, it is necessary to analyze the cultural bias in the discussion and conclusion of some reviewed articles, as they were conducted from an ethnocentric perspective. Thus, peer reviewers of scientific journals and researchers in these topics must have appropriate training in Intercultural Competence.
CONCLUSIONS: This review provides a guide and pedagogical sequence of the cultural topics that should be incorporated into the dentistry curriculum to achieve Intercultural Competence, it also highlights a wide range of relevant aspects to consider in establishing an adequate therapeutic relationship. Explicit accreditation criteria contribute to the establishment of Intercultural Competence in the curricula; however, in countries that lack regulations, there is a moral and ethical duty to incorporate the subject so that the future professional can manage and establish inclusive healthcare.