Students, staff, faculty, and administrators' cultural competence and satisfaction: Results of the 2022 American Dental Education Association climate study.

objectivesThe American Dental Association's Commission on Dental Accreditation requires that graduates function in a diverse environment. The objectives were to assess (a) the self-reported cultural competence and (b) the satisfaction of dental and allied dental students, staff, faculty, administrators, and administrators with faculty appointments (admin/faculty) in the United States and Canada and (c) to explore the relationships between these constructs of interest.

methodsThe analyses were based on data from these five participating respondent groups in the 2022 American Dental Education Association Climate Study.

resultsOn average, all groups agreed/agreed strongly that they were culturally competent (5-point Likert scale with 5 = strongly agree: all means > 4.50). However, the mean responses of students and staff were significantly less positive than the responses of faculty, administrators, and admin/faculty (Means: 4.51/4.54/4.72/4.64/4.74; p < 0.001). While students' subjective cultural competency-related responses were positive (Mean = 4.10), objective responses related to participation in six cultural competence activities were low (0-6 possible "Yes" responses: Mean = 1.81). Students' mean response to nine questions concerning whether they had increased their skills/abilities related to treating patients from different backgrounds was also low (0-9 possible "Yes" responses: Mean = 3.86). The mean satisfaction of the five groups differed, with staff being least satisfied and admin/faculty being most satisfied (Means: staff = 3.68/students = 3.84/faculty = 3.96/administrators = 3.92/admin/faculty = 4.07; p < 0.001). Overall cultural competence-related responses correlated with climate-related satisfaction (r = 0.27; p < 0.001). Students' cultural competency correlated with their self-reported increased clinical skills (r = 0.28; p < 0.001) and intended future support of their school/program (r = 0.52; p < 0.001).

conclusionsMembers of dental schools and allied dental education programs consider themselves culturally competent and are satisfied with the cultural climate in their workplace. The more culturally competent they are, the more satisfied they are, and the more likely students are to become supportive alumnae/i and the more committed faculty members are to remain in their jobs.