Informational Resources Utilized in Clinical Decision Making: Common Practices in Dentistry

Straub-Morarend, Cheryl L.; Marshall, Teresa A.; Holmes, David; Finkelstein, Michael W.

doi:10.1002/j.0022-0337.2011.75.4.tb05068.x

Cited by 35 publications

(41 citation statements)

References 27 publications

(14 reference statements)

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“…We used a self-administered questionnaire, which has the advantage of reaching a large sample size and covering a wide geographical area and population. Although the study findings might not be readily generalized to all dentists, the number of responses was similar or higher compared with studies carried out in other countries [ 9 – 11 , 13 , 15 ]. The study also reached all Brazilian territorial regions, although the North and Midwest regions accounted for only 4% of the respondents, perhaps because only five out of 11 regional councils from those regions agreed to collaborate, which can be suggestive of a geographical bias.…”

Section: Discussioncontrasting

confidence: 45%

“…The questions presented in the questionnaire were based on previous studies that have conducted similar surveys in dentistry [ 9 – 11 , 13 , 15 ]. The questions were divided into four main groups: 9 questions with the general characteristics of the sample (e.g., gender, age, education, and current professional practices); graduate courses completed and current or past experience with educational activities (15 questions); informational resources and methods most commonly used for professional updating (7 questions); and use of scientific evidence in clinical practice (5 questions).…”

Section: Methodsmentioning

confidence: 99%

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Use of scientific evidence by dentists in Brazil: Room for improving the evidence-based practice

et al. 2018

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This study investigated the use of scientific evidence and the practice of evidence-based dentistry (EBD) among dentists working in Brazil. An online questionnaire was emailed to dentists registered with Brazilian state dental councils. The questionnaire assessed the demographic, educational, and work characteristics of the sample, along with habits in reading scientific articles and other updating resources. Data were analyzed descriptively and by using Bonferroni, Kruskal-Wallis, ANOVA, and T-test statistical methods (α = 0.05). A total of 795 responses were received between June, 2015 and January, 2016. The response rate was not calculated because it was not possible to determine precisely how many dentists received these e-mails. Over 77% of the responding dentists completed postgraduate training. They referred mainly to books, scientific or clinical journals, conferences, and short-term courses for updating their knowledge. Dentists who reported having a habit of reading scientific journals (60.9%) showed a preference for reading case reports, clinical research articles, and literature reviews. Most dentists (77.5%) reported changing their clinical behaviors or procedures based on information gleaned from journal articles. The types of articles that led them to change their clinical practices were primarily clinical research articles and case reports. Working in the public sector was also associated with a lower prevalence of a habit of reading scientific journals and practicing EBD (i.e., self-reported practice). The results suggest that dentists are interested in reading journal articles, especially those addressing clinical outcomes, and that there is room for improving the practice of EBD, particularly in the public sector.

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Section: Discussioncontrasting

confidence: 45%

Section: Methodsmentioning

confidence: 99%

Use of scientific evidence by dentists in Brazil: Room for improving the evidence-based practice

et al. 2018

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“…This focus on adoption and use, and associated personal and practice patterns, differs from studies that measure clinical computing in dentistry, which focus more on specific applications and functions of computers [ 2 , 17 , 18 ]. In a similar way, the use of computers for information seeking has been researched [ 19 , 20 , 32 ].…”

Section: Discussionmentioning

confidence: 99%

Adoption and Use of Digital Technologies among General Dental Practitioners in the Netherlands

et al. 2015

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ObjectivesTo investigate (1) the degree of digital technology adoption among general dental practitioners, and to assess (2) which personal and practice factors are associated with technology use.MethodsA questionnaire was distributed among a stratified sample of 1000 general dental practitioners in the Netherlands, to measure the use of fifteen administrative, communicative, clinical and diagnostic technologies, as well as personal factors and dental practice characteristics.ResultsThe response rate was 31.3%; 65.1% replied to the questionnaire on paper and 34.9% online. Each specific digital technology was used by between 93.2% and 6.8% of the dentists. Administrative technologies were generally used by more dentists than clinical technologies. Dentists had adopted an average number of 6.3±2.3 technologies. 22.5% were low technology users (0 to 4 technologies), 46.2% were intermediate technology users (5 to 7 technologies) and 31.3% were high technology users (8 to12 technologies). High technology users more frequently had a specialization (p<0.001), were younger on average (p=0.024), and worked more hours per week (p=0.003) than low technology users, and invested more hours per year in professional activities (p=0.026) than intermediate technology users. High technology use was also more common for dentists working in practices with a higher average number of patients per year (p<0.001), with more dentists working in the practice (p<0.001) and with more staff (p<0.001).ConclusionWith few exceptions, all dentists use some or a substantial number of digital technologies. Technology use is associated with various patterns of person-specific factors, and is higher when working in larger dental practices. The findings provide insight into the current state of digital technology adoption in dental practices. Further exploration why some dentists are more reluctant to adopt technologies than others is valuable for the dental profession’s agility in adjusting to technological developments.

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“…The decision‐making processes of dentists should be evidence‐based. It is known that dentists access the evidence but often the evidence is not relied upon, decision‐making being based on “opinion” and “observations.” Fox et al, suggested that promotion of evidence‐based practice requires “evaluation and synthesis of evidence skills [that] are comprehensively embedded in dental training,” this providing dentists with the “capability … to understand and apply research evidence to day to day practice.” p.193 In this context, and as discussed further below, Carrasco‐Labra et al, stress the need for evidence‐based guidelines that are readily accessible.…”

Section: Resultsmentioning

confidence: 99%

“…Examples of that constituting useful clinical guidelines relating to the use of resin composite have been created by the British Association of the Teachers of Conservative Dentistry and the European Section of the Academy of Operative Dentistry . As there are concerns regarding dentists’ interpretation and use of such guidelines, coupled with doubts as to the quality of the current evidence base, production of such material should be carefully managed.…”

Section: Resultsmentioning

confidence: 99%

Dental educators’ attitudes towards the teaching of dental amalgam

Alexander

Hopcraft

Tyas

et al. 2020

Eur J Dental Education

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Objective To ascertain dental educators’ attitudes towards the teaching of dental amalgam at dental schools in Australia and identify preferred curricular approaches in a potentially “amalgamless” profession. Methods A mixed methods analysis was employed based on an open‐ended response survey followed by a closed‐ended questionnaire. Identification of key issues from the survey helped frame the questionnaire. Participants included those with expertise in operative and restorative dentistry, with direct involvement in curriculum development or delivery, at Australian dental schools. Results Participants numbered fifteen and represented seven of the nine dental schools in Australia. Key themes identified and explored included the following: (in)consistency of approach to teaching restorative dentistry; a perceived disconnect between undergraduate study and the “real world”; a need for a focus on teaching of alternatives to dental amalgam (80 per cent (strongly) agreeing); the contradictory nature of the evidence base and literature that is not readily understood; the need for more post‐graduate education relating to adhesive restorative materials (86 per cent (strongly) agreeing); the need for dental amalgam to continue to be available; formal understandings (guidelines) as to the use of dental amalgam; dental schools in Australia being heard on these issues; and the relevance of this issue (100 per cent (strongly) agreeing the issue is topical and important). Conclusion There is a broad consensus of dental educators at Australian dental schools as how best to approach the teaching of amalgam if a phase‐down is to occur and the issues any such approach may face.

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Informational Resources Utilized in Clinical Decision Making: Common Practices in Dentistry

Cited by 35 publications

References 27 publications

Use of scientific evidence by dentists in Brazil: Room for improving the evidence-based practice

Use of scientific evidence by dentists in Brazil: Room for improving the evidence-based practice

Adoption and Use of Digital Technologies among General Dental Practitioners in the Netherlands

Dental educators’ attitudes towards the teaching of dental amalgam

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