An approach on defining competency in evidence‐based dentistry

Marshall, Teresa A.; Straub-Morarend, Cheryl L.; Guzmán-Armstrong, Sandra; McKernan, Susan C.; Marchini, Leonardo; Handoo, Nidhi; Cunningham, Maureen

doi:10.1111/eje.12267

Cited by 10 publications

(16 citation statements)

References 17 publications

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“…In Germany in particular, however, EbD is not fi rmly established in dentistry curricula. This is in stark contrast to the USA, for example, where the inclusion of EbD in dentistry curricula has already been publicised several times [20][21][22][23]. This present problem in Germany, that dentistry graduates show minimal competence in EbD at the beginning of their working life as practicing dentists, should in the future be solved by the medical licensing act for dentists currently being planned in Germany and the National Catalogue of Competence-based Learning Objectives in Dentistry containing operationalised EbM learning objectives which has already been adopted [24,25].…”

Section: Discussionmentioning

confidence: 99%

Dental training in evidence-based dentistry: A replication study

Gerhardt-¹

2017

J Dent Probl Solut

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Background: In the area of education research, it is well-known that studies of a defi ned question are seldom replicated. Furthermore, e-learning resources with evidence-based content in dentistry have received relatively little attention from researchers. The Context and Purpose of the Study:The aim of this clinical study was to evaluate how dentistry students from two consecutive cohorts in their fi rst clinical semester rate a long-standing evidencebased dentistry (EbD) resource in an e-learning environment using a questionnaire of 43 specifi c items on 1) general questions regarding user-friendliness and acceptability, as well as 2) specifi c questions on content and functional range (A), handling and technical aspects (B), and didactics and educational value (C) based on a Likert scale from 0 = 'strongly disagree' to 3 = 'strongly agree', and how this compares to a primary study in which the resource was addressed as a novelty. The data were analyzed statistically using a one-way ANOVA followed by a Kruskal-Wallis multiple-comparison Z-test.Results: A response rate of 100% was achieved. The majority of the users thought the topic of EbD to be important. The e-learning resource was rated with a score of 2.40 ± 0.66 (on a Likert scale from 1-6 where 1 = "very good" and 6 = "insuffi cient"). 86.15% of the students stated that they consider the resource benefi cial for their study in clinical simulation and in patient treatment courses. The results averaged for A: 1.92 (±0.57; median: 1.928), B: 1.48 (±0.60), and C: 2.27 (±0.67). The obtained results in the replication study showed no statistical signifi cant differences to the primary study. Conclusions:The e-learning resource with dentistry vignettes cases and learning components on evidence-based principles was consistently rated positively by the students. Owing to their agreement with the data of the primary study, the results of the present study point to the remarkable validity of the method of evaluation. This should be addressed in future studies with larger cohorts.

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Section: Discussionmentioning

confidence: 99%

Dental training in evidence-based dentistry: A replication study

Gerhardt-¹

2017

J Dent Probl Solut

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“…In 4 of the examples, measured performance improvement was shown, each with some extended effort in developing respective exercises. 3,[5][6][7] Still in the early stages, the emulation model does not reveal the student's ability to conceptualize patient situations. The difference between critical thinking skill sets that derive probing questions and those calling on the student to conceptualize may be substantial.…”

Section: Context For Critical Thinking Learning Methodologymentioning

confidence: 96%

“…A succinct derivation of the expert's thought process has been effective in student-driven, patient-centered exercises previously reported. 2,4,6 The following examples are offered with the same scrutiny of deriving the thought process of the expert without quantifying performance assessment.…”

Section: Critical Thinking Skillsets In Social Work and Ethics Followmentioning

confidence: 99%

“…Critical thinking skillsets have been developed and reported for treatment planning, literature search, and critique, caries risk assessment, technology decision-making, EBD, geriatric risk assessment, IPP, reflections/situation analysis, behavior management, case presentation. [1][2][3][4][5][6][7][8][9] These peer-reviewed skillsets can aid in showing milestones so far established for explicit learning outcomes in critical thinking and can give insights to extend the boundaries to include conceptualizing the patient interaction. Emulation models in progress will demonstrate critical thinking skillsets deriving probing questions from the expert in social work and ethics.…”

Section: Introduction and Background On Models For Critical Thinking mentioning

confidence: 99%

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Two critical thinking models—probing questions and conceptualization—adding 4 skillsets to the teacher's armamentarium

Johnsen

Flick

Butali

et al. 2020

Journal of Dental Education

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Critical thinking is ubiquitous in patient care. One track for critical thinking develops skillsets emulating the thought process of the master clinician using probing questions and has been offered in treatment planning, literature search, and critique, risk assessment in caries and geriatrics, technology decision‐making, EBD, and IPP. This paper offers 2 additional critical thinking skillsets following this emulation model in social work and ethics. Conceptualization, another form of critical thinking, is also ubiquitous in health care, yet almost no literature exists to guide learning and assess performance on conceptualization. This paper introduces for discussion 2 examples of conceptualization—“How and how much does this situation differ from the ideal?” and “How does the student/practitioner conceptualize the outcome prior to the imminent procedure?” —used continually by the practitioner in patient care situations. The result is 4 additional critical thinking skillsets at different stages of development in the armamentarium for the teacher.

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“…Without a clear definition of EBP competency and few reports describing efforts to document student acquisition and integration of EBP skills into patient care, we embarked on a journey to define EBD competency in clinical practice . Our long‐term objective was to evaluate student competency in the first 4 steps of the 5‐step EBP process throughout their dental education (Table ).…”

Section: Introductionmentioning

confidence: 99%