The role of an educational vignette to teach dental students on issues of substance use and mental health disorders in patients at the University of British Columbia: an exploratory qualitative study

Table 1 The flipped classroom approach to address substance use and mental health disorders in undergraduate dental and dental hygiene education

	Substance use and mental health disorders
Pre-session	Pre-reading: ‘Integrating issues of substance abuse and addiction within undergraduate dental education’ [30]
2.5 h session (2:30-5 PM)^a	Definition of the terms Community driven presentation (40 min) - Q&A about the presentation in light of the pre-reading (15 min) Personal testimonial of community members with a history of substance use and/or mental health disorders (40 min) Vignette about Mary (5 min) In-class small group^b discussion about the vignette (40 min): - How do you see the issues of access to care and acceptance within this scenario? From whose perspective? - Do you agree/disagree with both dentists’ actions? Why? - What would you do if you were her dentist? - What stigma means to you? Is there stigma portrayed on this scenario? Why and why not? Wrap up with community members, instructor and students
Post-session	Voluntary self reflection^c

^aInstructors take verbatim notes of the students’ contribution to the in-class discussions
^bGiven the larger size of the lecture hall, students remain in class. Groups are arranged so that dental and dental hygiene students are represented in each group. Instructors walk around during the small group discussing to take verbatim notes
^cStudents are encouraged to self-reflect individually, after the session. Written reflection are kept between 200 and 300 words as students answer ‘how did this session make you fell?’ De-identified written reflections were shared with the authors

ISSN: 1472-6920