目的:探索口腔健康专业教育课程中有关土著内容的文献。
方法:本范围审查包括所有类型的关于土著内容的口腔保健教育计划的文献,遵循JBI(乔安娜·布里格斯研究所)方法。使用\"土著,\"\"教育,“”和“口腔健康”作为关键字,为MEDLINE提供了完整的搜索策略,CINAHL,Embase,Scopus,ERIC,EPPI,MededPORTAL,谷歌学者,ProQuest论文和论文全球,澳大利亚政府卫生部,澳大利亚土著HealthInfoNet。搜索包括直到2023年11月1日可用的文献,无论语言如何。两名评审员独立筛选了这些研究,和数据被提取并以表格和叙述性摘要格式呈现。
结果:共确定了948条记录,选择了101项研究进行全文回顾。23项研究符合数据提取标准。在所有的研究中,95.6%在2007年至2021年之间发布,主要来自澳大利亚和新西兰。最常见的内容包括土著文化,其次是历史,土著口腔健康,和土著人民的健康。农村和临床安置是最常用的分娩方法,评估调查是最常用的评估技术。提供土著课程的障碍包括学生的不感兴趣和与土著社区的有限互动,而促进者包括文化沉浸和支持性指导。
结论:尽管在将土著内容纳入口腔健康教育方面取得了进展,挑战依然存在。优先考虑土著观点,社区伙伴关系,和标准化的评估工具是必要的。未来的研究应侧重于土著课程开发和交付的长期影响和最佳做法。
OBJECTIVE: To explore the literature on Indigenous content within the oral health professions\' education curricula.
METHODS: This 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.
RESULTS: A 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.
CONCLUSIONS: Despite 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.