Dentists' awareness and knowledge of evidence- based dentistry principles, methods and practices:  a systematic review

Feres, Murilo Fernando Neuppmann; Albuini, Maxwell Lopes; Santos, Renata Pires de Araújo Castro; Almeida-Júnior, Luciano Aparecido de; Flores‐Mir, Carlos; Roscoe, Marina Guimarães

doi:10.1038/s41432-022-0821-2

Cited by 4 publications

(3 citation statements)

References 35 publications

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“…It is remarkable that availability of scientific evidence for oral cancer examination is considered less important for senior oral hygiene students than for junior students. A possible explanation is that senior students tend to rely more on their clinical experience, have more experience and more confidence in performing this examination, and therefore consider clinical experience more important than scientific evidence 32 …”

Section: Discussionmentioning

confidence: 99%

“…A possible explanation is that senior students tend to rely more on their clinical experience, have more experience and more confidence in performing this examination, and therefore consider clinical experience more important than scientific evidence. 32 A recent evaluation of the content of head and neck cancer curricula of European dental schools showed that education about HPV-related OPSCC was included in 94% of curricula and 87% also contained education about strategies to discuss HPV infection with patients. 33 Despite inclusion of these topics in most curricula, a study among Dutch dental students showed knowledge deficits on HPV-related knowledge.…”

Section: Ta B L E 2 (Continued)mentioning

confidence: 99%

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Dutch dental hygiene students' knowledge of HPV‐related oropharyngeal squamous cell carcinoma and HPV vaccination

Poelman,

Brand,

de Jong

et al. 2023

Int J Dental Hygiene

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IntroductionThe incidence of human papillomavirus (HPV)‐related oropharyngeal cancer is rising, thus the understanding of HPV infection and vaccination among oral healthcare professionals is becoming increasingly important. This study aimed to investigate the knowledge of Dutch dental hygiene students on HPV infection and vaccination and assessed various aspects of HPV‐related oropharyngeal cancer.MethodsThis descriptive cross‐sectional study invited the entire Dutch dental hygiene student population registered in September 2016 to complete an online questionnaire concerning the knowledge of HPV infection and vaccination, including the aspects of HPV‐related Oro‐Pharyngeal Squamous Cell Carcinoma (OPSCC). Data were analysed using t‐tests, Mann–Whitney U tests and Chi‐square tests.ResultsInvited were all 1248 Dutch dental hygiene students and 232 (18.6%) students completed the questionnaire. More than 95% of the students indicated HPV infection as a risk factor for OPSCC and 48.7% was aware of the availability of HPV vaccination. Additionally, students considered it important to discuss HPV as a risk factor for oropharyngeal cancer with their patients. In general, the students scored highest on the questions about risk factors for OPSCC and poorest on the questions about general HPV knowledge and HPV vaccination. Although the mean overall knowledge score was significantly higher in senior compared with junior students, knowledge scores of senior students remained insufficient.ConclusionThis study identified deficits in knowledge of HPV and HPV vaccination among Dutch dental hygiene students. Future research should focus on improving the content of dental hygiene curricula and development of ongoing educational tools for dental hygienists.

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Section: Discussionmentioning

confidence: 99%

Section: Ta B L E 2 (Continued)mentioning

confidence: 99%

Dutch dental hygiene students' knowledge of HPV‐related oropharyngeal squamous cell carcinoma and HPV vaccination

Poelman,

Brand,

de Jong

et al. 2023

Int J Dental Hygiene

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“…In this SR, “knowledge” was considered to be the result of the accumulation of either information (understanding of EBP concepts) or skills (ask, acquire, appraise, apply, and audit) 50 involving the theoretical and practical features of EBD. The students could claim to (i.e., perceived knowledge) or possess the knowledge (i.e., actual knowledge) as long as experts had certified it 51 …”

Section: Methodsmentioning

confidence: 99%

Knowledge changes after applying evidence‐based dentistry educational interventions to dental students: A systematic review

Molena

Prado

Paulo

et al. 2023

Journal of Dental Education

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To critically evaluate the evidence on knowledge changes observed after the application of evidence-based dentistry (EBD) educational interventions to dental students. Methods:We included studies that assessed EBD knowledge after applying educational interventions to undergraduates. Studies that evaluated post-graduate students or professionals, that exclusively described educational interventions, programs, or the application of curriculum revisions were excluded. Electronic databases (PubMed, Embase, Scopus, and Web of Science), unpublished gray literature, and manual searches were performed. Data concerning "perceived" and "actual knowledge" was extracted. The quality of the studies was appraised according to the Mixed Methods Appraisal Tool. Results: The 21 selected studies enrolled students at different stages, and the intervention formats were diverse. The educational interventions could be categorized into three modalities, that is, regular, EBD-focused disciplines or courses, and other educational interventions including one or more of the EBD principles, methods, and/or practices. Despite the format, knowledge was generally improved after the implementation of educational interventions. Overall, perceived and actual levels of knowledge increased considering EBD general concepts, principles, and/or practices, and concerning the "acquire" and "appraise" skills. Among the selected studies, two were randomized controlled trials, while most were non-randomized or descriptive studies.Conclusions: EBD-related educational interventions seem to improve dental students' perceived and actual knowledge, according to literature with a high risk of bias. Therefore, more complete, methodologically rigorous, and longer-term studies are still recommended to confirm and expand the current knowledge.

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New dental graduates transition into UK professional practice; a longitudinal study of changes in perceptions and behaviours through the lens of evidence-based dentistry

Al-Yaseen,

Nanjappa,

Jindal-Snape

et al. 2024

BMC Med Educ

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Background This longitudinal study using qualitative methodology aims to investigate the perceptions, and implementation, of evidence-based guidelines into practice among new dental graduates (NDGs) during their transition from university into professional practice, by identifying factors that influence the adoption of evidence-based practice (EBP) in dental practice. Methods The study invited NDGs from one UK dental school (N = 66) and employed longitudinal, multiple qualitative methodologies for data collection, throughout the participants’ Vocational Dental Training (VDT) year. Initial interviews (Interview 1) conducted upon graduation and follow-up interviews (Interview 2) carried out between six and nine months into professional practice were combined with participants longitudinal audio diaries (LADs) recorded between the interviews. The study. Results A total of 12 NDGs agreed to participate. For Interview 1, twelve participants were interviewed, seven of whom agreed to participate in Interview 2 and six recorded the LADs. Interview 1 exposed diverse views among NDGs about EBP, acknowledging its significance but facing obstacles in implementation due to time and financial constraints. They intended to use evidence selectively, often aligning with trainers’ or NHS treatment options, while hesitating to fully embrace EBP in a busy dental practice. During VDT, LAD entries showed initial enthusiasm for EBP, but integrating evidence-based guidelines within the NHS system led to pragmatic treatment decisions, balancing gold-standard and cost-effective options. Over time, NDGs became more comfortable with alternative treatments, considering patients’ financial constraints, yet they expressed frustration with external pressures limiting their clinical decision-making autonomy. In Interview 2, after six to nine months in practice, NDGs exhibited mixed attitudes towards EBP. Some actively used dental guidelines like SDCEP, others associated EBP with hi-tech or expensive materials, while others would thought to rely on colleagues’ recommendations. None consistently sought direct evidence for treatment decisions. Conclusion NDGs’ attitudes towards EBP changed and became more negative over their first year in professional practice, leading to challenges in their applying it. It questions the assumption that teaching EBP during undergraduate education ensures its implementation. Further understanding the influences on the development of attitudinal challenges will help to devise effective strategies for fostering lifelong learning and supporting evidence-based practice in dentistry.

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Dentists' awareness and knowledge of evidence- based dentistry principles, methods and practices: a systematic review

Cited by 4 publications

References 35 publications

Dutch dental hygiene students' knowledge of HPV‐related oropharyngeal squamous cell carcinoma and HPV vaccination

Dutch dental hygiene students' knowledge of HPV‐related oropharyngeal squamous cell carcinoma and HPV vaccination

Knowledge changes after applying evidence‐based dentistry educational interventions to dental students: A systematic review

New dental graduates transition into UK professional practice; a longitudinal study of changes in perceptions and behaviours through the lens of evidence-based dentistry

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