Curriculum reform and stereotype threat in medical education: Implications for student well‐being

Abstract

AbstractPurposeAltering the curriculum of a program can have negative repercussions for the student experience, including peer mentorships and interclass relationships. This study investigated the effect of curriculum reform on students’ emotional and social well‐being in a predoctoral dental program. We explored if any of these consequences could be related to stereotype threat.MethodsWe utilized a quasi‐experimental design with two different treatments, New Curriculum Treatment (New‐CT, n = 44) and Past Curriculum Treatment (Past‐CT, n = 43). Quantitative data were collected through surveys to assess students' perceptions of curriculum changes and their impacts on anxiety, confidence, and clinical performance. Qualitative data were gathered via semi‐structured interviews to explore personal experiences of stereotype threat and its implications on peer relationships and mentorship dynamics.ResultsThe findings suggest significant effects of curriculum changes on interpersonal relationships. Past‐CT viewed New‐CT as overconfident, while New‐CT felt heightened performance pressure. Thematic and interview analyses revealed deep‐rooted tensions, with New‐CT feeling mistrusted and Past‐CT resenting New‐CT's perceived accelerated competence. Stereotype threat was identified as a key factor worsening these inter‐group tensions and affecting clinical performance and relationships.ConclusionsCurriculum changes in dental education can significantly affect students' well‐being, with stereotype threat playing a critical role in these dynamics. When making changes to the structure, sequencing, or content of a program, administrators need to be aware of the potential ramifications these changes could have on students' relationships with their peers.