Senior dental students' perceptions of evidence‐based dentistry

Mishler, Oksana; Oh, Se‐Lim; Matthews, Eric; Oates, Thomas W.

doi:10.1111/eje.12739

Cited by 1 publication

(2 citation statements)

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“…These results are noteworthy as the course included only a single lecture covering these topics. Our student responses were in general comparable to previously reported KACE responses in the literature 5–8 . However, our students scored higher on the attitude domain, including negative statements such as, “It has been difficult to practice EBD” and “EBD is cookbook dental care”.…”

Section: Discussionsupporting

confidence: 86%

“…Our student responses were in general comparable to previously reported KACE responses in the literature. [5][6][7][8] However, our students scored higher on the attitude domain, including negative statements such as, "It has been difficult to practice EBD" and "EBD is cookbook dental care". These unexpected responses may be due to having only theoretical understanding of EBP principles during undergraduate training without deep appreciation of its role in professional practice.…”

Section: Discussionmentioning

confidence: 99%

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An evidence‐based teaching approach enhances student learning of periodontal disease pathogenesis

Tebcherany,

Khocht

2023

Journal of Dental Education

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Purpose/objectivesTo evaluate the effects of implementing an evidence‐based teaching approach (EBTA) in a traditional dental curriculum course on predoctoral dental students’ knowledge and attitudes about evidence‐based dentistry, and to determine its benefit on enhancing students’ academic performance.MethodsFundamentals of periodontics for first‐year dental students (D1, n = 100) span a period of 12 weeks. In the first 6 weeks, we teach the basic principles of periodontal disease pathogenesis and introduce the concepts of EBTA (basics of research study design, statistical principles, literature search, and critically analyzing the evidence) without active implementation. In the second 6 weeks, we build on the initial knowledge of periodontal disease pathogenesis and actively implement EBTA activities to enhance the learning of the course content. Pre‐ and post‐EBTA implementation, students completed a validated survey assessing students’ knowledge, attitudes, access of evidence, and confidence related to evidence‐based dentistry. Midterm and final grades were used to assess student academic performance.ResultsPost‐EBTA implementation survey responses showed: significant increase in students’ knowledge regarding critical appraisal of the literature (p = 0.0001), significant improvement in students’ attitudes about evidence‐based dentistry (p = 0.0001), significant increase in students’ frequency of accessing evidence from various sources (p = 0.01), and significant increase in students’ confidence in evaluating various aspects of a published research report (p = 0.009). Post‐EBTA final grade scores were significantly higher than pre‐EBTA midterm grade scores (p = 0.0001).ConclusionsIntegrating an EBTA within a traditional dental curriculum course improves students’ knowledge and attitudes about evidence‐based dentistry as well as enhances students’ academic performance.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%