UTC +1
90 Minute
EOK: Workshop room 1
Building on last year’s ADEE Community of Practice on EDI, this year’s COP will focus on two interlinked and increasingly relevant challenges in dental education:
The use of generative AI as a learning tool by students and what this might mean in relation to cultural awareness and social justice.While AI tools are often perceived as neutral or authoritative, their outputs frequently reflect structural biases, including a strong orientation towards perspectives, assumptions and healthcare systems of the Global North.
Helping students recognise and respond to subtle microaggressions in patient interactions. These may relate to race, gender, accent, nationality, disability or other protected characteristics and are often difficult for students to identify, name or challenge in the moment.
During the session delegates will engage in discussion focusing on:
Discussion 1:
How generative AI can reproduce or amplify cultural, social and epistemic biases when responding to dental and health-related prompts.
The importance of question framing and specificity, particularly when asking AI to consider cultural awareness, social justice, health inequalities and Global South contexts.
Practical examples demonstrating how generic prompts can lead to biased or incomplete answers, and how more carefully constructed prompts can result in responses that better account for EDI principles
Discussion 2:
How students can recognise microaggressions and understand their cumulative impact on wellbeing, confidence and professional identity.
Strategies students can use to respond safely and professionally in the clinical setting.
When and how students should seek support from staff, and the responsibilities of clinical teachers and institutions in providing that support.
