Dental students' perspective on learning activities regarding professionalism. A meta ethnographic review

Christina Gummesson^1*Andreas Agouropoulos²Melanie Nasseripour³

• ¹Malmö University, Malmö, Sweden
• ²School of Dentistry, National and Kapodistrian University of Athens, Athens, Greece
• ³Faculty of Dentistry, Oral & Craniofacial Sciences, King’s College London, London, England, United Kingdom

Background: Present literature on professionalism usually focuses on individual parts of professional identity development and mostly, as these are seen and are evaluated by the dental educators. When looking at professionalism and in particular professional identity formation, It is extremely important to listen to the voice of the students regarding their thoughts, attitudes, beliefs and ideas about how to become ethical, compassionate, and culturally competent oral health professionals. The aim of this meta-ethnographic review was therefore to explore students' perspective on learning activities regarding professionalism. Methods: A review of the literature was conducted following the PRISMA guidelines to identify qualitative studies on professionalism teaching, focusing on dental students, covering from 2010 up to May 2024. Critical appraisal of the articles was conducted by 2 researchers using the Joana Briggs Institute and the McGill Mixed Methods Appraisal Tools. We then applied the meta-ethnographic methodology defining our aim, and proceeding with in depth reading, relating and translating of first and second order point of views before drawing our own salient themes. Results: From the initial 6995 studies, 11 were included in the analysis. The studies represented 6 different countries, 8 were of high and 3 of moderate quality. A conceptual preliminary matrix was developed based on the first reading and then used to compare quotations from the different studies. The overall themes in the conceptual model were phrased 'Intentionality' and 'Learning Context'. The analysis of the quotations from the informants (first order) and the researchers (second order) yielded five sub-themes: changed self-awareness, perseverance, safe learning environment, authenticity, and shifting perspective. Conclusions: Dental educators should understand the students' perspective and needs for professional identity formation and understand their own position as role models towards this direction. Dental education should be a safe learning environment where multiple stimuli provided together with reflection and exchange of thoughts guided by educators, enhance development of students' professional behaviour.