Dra. Otondo-Briceño, Maite

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.

In Chile, writing, dialogue and observation are used to stimulate reflection among teachers in training. The lack of research on the relationship between the impact of these strategies and the development of a positive attitude toward reflection poses a problem. Therefore, the objective of this study is to analyze whether carrying out the Reflective Teaching Learning Cycle (CRAD for its acronym in Spanish) is associated with changes in attitude toward teacher reflection. A quantitative methodology with a pre-experimental scope is used. The results show an increase in favorable conceptions of reflection and a greater affective willingness towards examining their own interventions. They understood that reflecting means recognizing assumptions of the teaching action and the consequences that they have on the students’ learning and formation. It is concluded that carrying out CRAD is positive in terms of stimulating teaching reflection. However, further studies are required in order to measure the effectiveness of this work model.

La investigación de la cual es este artículo, tenía como objetivo interpretar las percepciones que tienen distintos actores de una Universidad de Chile frente a la inclusión de estudiantes con discapacidad. Se adoptó una metodología cualitativa, con estudio de casos múltiples. Los resultados develan diversas percepciones unas favorables, otras cautelosas y/o obstaculizadoras, es decir, falta una cultura institucional homogénea para la plena inclusión de estudiantes en situación de discapacidad en instituciones de Educación Superior.