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Background <p>Dental and oral hygiene education has historically prioritised Western frameworks, often overlooking regional challenges. Alcohol misuse and Foetal Alcohol Spectrum Disorder (FASD) pose significant global health burdens, with South Africa experiencing among the highest prevalence of FASD worldwide. This study assessed the extent to which FASD and alcohol misuse are integrated into the Bachelor of Oral Health (BOH) and Bachelor of Dental Surgery (BDS) curricula at the University of the Western Cape (UWC), the only WHO Collaborating Centre for Oral Health in Africa.</p> Methods <p>A curriculum mapping exercise was undertaken using keyword searches aligned with two international FASD competency frameworks. Module outlines, course guides, and convenor inputs were reviewed to determine the presence or absence of FASD and alcohol-related content. Identified content was categorised as direct, indirect, or absent.</p> Results <p>The BOH programme comprised 30 modules across three years, of which 10 demonstrated alignment with the target competencies. Notably, the Special Care for Oral Health module explicitly addressed both FASD and alcohol dependency, focusing on patient management, and ethical and legal responsibilities. The BDS curriculum included nine aligned modules; however, references were limited to the biological consequences of alcohol use, with no dedicated content on the management of affected patients. Across both curricula, indirect references were identified in modules addressing abnormal foetal development, special needs dentistry, and the management of medically compromised patients. Despite limited direct coverage, several opportunities for horizontal and vertical integration of relevant content were evident.</p> Conclusion <p>Current oral health curricula at UWC insufficiently address the management of patients with FASD and alcohol misuse, reflecting a broader gap in context-responsive education. There is an urgent need to develop South Africa-specific guidelines, competencies, and resources to support the integration of these topics into existing curricula. Strengthening curricular alignment will equip future oral health professionals with the knowledge and skills to contribute meaningfully to one of the country’s most pressing public health challenges.</p>

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Alcohol use disorders and Foetal Alcohol Spectrum Disorder in a South African dental school curriculum: a curriculum mapping study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月11日

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  • Imaan Amina Roomaney,
  • Clement Nyirenda,
  • Manogari Chetty,
  • Ronel Maart

摘要

Background

Dental and oral hygiene education has historically prioritised Western frameworks, often overlooking regional challenges. Alcohol misuse and Foetal Alcohol Spectrum Disorder (FASD) pose significant global health burdens, with South Africa experiencing among the highest prevalence of FASD worldwide. This study assessed the extent to which FASD and alcohol misuse are integrated into the Bachelor of Oral Health (BOH) and Bachelor of Dental Surgery (BDS) curricula at the University of the Western Cape (UWC), the only WHO Collaborating Centre for Oral Health in Africa.

Methods

A curriculum mapping exercise was undertaken using keyword searches aligned with two international FASD competency frameworks. Module outlines, course guides, and convenor inputs were reviewed to determine the presence or absence of FASD and alcohol-related content. Identified content was categorised as direct, indirect, or absent.

Results

The BOH programme comprised 30 modules across three years, of which 10 demonstrated alignment with the target competencies. Notably, the Special Care for Oral Health module explicitly addressed both FASD and alcohol dependency, focusing on patient management, and ethical and legal responsibilities. The BDS curriculum included nine aligned modules; however, references were limited to the biological consequences of alcohol use, with no dedicated content on the management of affected patients. Across both curricula, indirect references were identified in modules addressing abnormal foetal development, special needs dentistry, and the management of medically compromised patients. Despite limited direct coverage, several opportunities for horizontal and vertical integration of relevant content were evident.

Conclusion

Current oral health curricula at UWC insufficiently address the management of patients with FASD and alcohol misuse, reflecting a broader gap in context-responsive education. There is an urgent need to develop South Africa-specific guidelines, competencies, and resources to support the integration of these topics into existing curricula. Strengthening curricular alignment will equip future oral health professionals with the knowledge and skills to contribute meaningfully to one of the country’s most pressing public health challenges.