Self‐Perceived Knowledge, Skills, Attitudes, and Use of Evidence‐Based Dentistry Among Practitioners Transitioning to Dental Educators

Abstract

Dental practitioners transitioning to dental educators (PTEs) have an integral role in dental education. While PTEs intrinsically apply some form of evidence-based dentistry (EBD) in patient care, it may not be a standardized, systematic approach. The aims of this study were to determine the self-perceived knowledge, skills, attitudes, and behaviors of PTEs regarding EBD at one U.S. dental school and to identify areas where formal calibration may be warranted to facilitate their competence and confidence as dental educators. Participants voluntarily completed a 32-question survey regarding their EBD training and selfperceived EBD skills in several areas: use of the clinical evidence pyramid; systematic, objective, and critical appraisal of the evidence; application of the evidence to patient care; and integrating clinical expertise, scientific evidence, and patient's preferences to formulate a treatment plan. The PTEs were invited to participate in the anonymous survey during regularly scheduled calibration sessions held between May and July 2014. After study information was distributed, 100% of the attendees (n=43) completed the survey. The percentage of total PTEs at the school could not be calculated. Of the responding PTEs, 69% rated themselves better than satisfactory (70% proficiency) in their knowledge, skills, and attitudes regarding EBD skills application. However, only 33-42% of the respondents indicated that they frequently used the evidence pyramid and systematically, objectively, and critically appraised the evidence, even though 65% indicated they applied the evidence to improve patient care over 70% of the time. In addition, the participating PTEs identified a need for more frequent use of formal EBD skills. Providing case-based EBD projects involving PTEs as mentors may provide more opportunities for the judicious and effective use of these important skills and may improve PTEs' self-perceived confidence.

How do dental faculty members relate to Evidence-Based Dentistry?

“…In addition, demographics revealed a mean value of 18 years since graduation, with approximately 50% of the participants having graduated 11 to 20 years ago. This means that EBD, which is a rather recent approach, may not be well known by all dental faculty members 7,13 . Moreover, EBD demands ongoing improvement for consistent and proficient application 13 .…”

“…This means that EBD, which is a rather recent approach, may not be well known by all dental faculty members 7,13 . Moreover, EBD demands ongoing improvement for consistent and proficient application 13 . In this sense, it is worth noting that even though 100% of the dental faculty members had attended post-graduation, the highest degree achieved by 60% of them was specialization, and dental specialization courses seldom use EBD as the driving paradigm.…”

“…They expressed a relative time-saving in the work schedule to search for evidence, often accepting questions about the clinical practice, deeming EBD essential to the professional practice, and changing the practice based on evidence. Embracing EBD is vital to successfully build EBD skills in dental students and the openness for questioning the clinical practice and the role of scientific evidence on the decision-making process would help producing curious and confident students capable of applying EBD proficiently 13 .…”

Information-seeking behaviors and barriers to the incorporation of scientific evidence into clinical practice: A survey with Brazilian dentists

“…Incorporating scientific evidence into dental practice requires that dentists apply the best available scientific evidence that may be relevant to a given patient case in the process of clinical decision-making [ 1 ]. However, oral health care providers need to be skilled in locating and critically appraising reports of scientific studies to find such evidence [ 2 ]. Moreover, clinicians and dental educators should become lifelong learners and seek to actively participate in closing the knowledge gaps in clinical dentistry [ 1 ].…”

Evidence-Based Dentistry Among Iranian General Dentists and Specialists: A Knowledge, Attitude, and Practice Study

“…In contrast, using methods, such as improving the performance of dental researchers and their relationship with dentists, informing patients through insurance and medical organizations (8), and continuing education after graduation (13), can partially reduce the aforementioned barriers. Some studies have evaluated a low level (40%>) of EBD knowledge (2, [14][15][16], and some others have estimated this value to be higher than 50% (17)(18)(19)(20)(21)(22). In a study, different groups had varying degrees of EBD knowledge (23).…”