Translating Evidence-Based Decision Making into Practice: EBDM Concepts and Finding the Evidence

Forrest, Jane L.; Miller, Syrene A.

doi:10.1016/j.jebdp.2009.03.017

Cited by 18 publications

(12 citation statements)

References 5 publications

(5 reference statements)

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“…Practitioners may find difficulty in keeping up‐to‐date with emerging knowledge because of the increasing rate of dental publications and their lack of skills to critically appraise research quality 2,5,6 . Moreover, patients can obtain oral health information from multiple sources 7 .…”

Section: Introductionmentioning

confidence: 99%

Inconsistencies in recommendations on oral hygiene practices for children by professional dental and paediatric organisations in ten countries

Santos¹,

Nadanovsky²,

Oliveira³

2011

International Journal of Paediatric Dentistry

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Section: Introductionmentioning

confidence: 99%

Inconsistencies in recommendations on oral hygiene practices for children by professional dental and paediatric organisations in ten countries

Santos¹,

Nadanovsky²,

Oliveira³

2011

International Journal of Paediatric Dentistry

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“…After the search was performed, the publications included were graded according to previously reported classifications (16, 18, 27, 92) (Table 1).…”

Section: Analyze the Search Resultsmentioning

confidence: 99%

“…This is often a good source of information to start with but is rather difficult to include in the analysis. Therefore, the essence of evidence‐based research is to find quality information from the first top five tiers of evidence (16, 18, 27, 92) (Table 1).…”

Section: Analyze the Search Resultsmentioning

confidence: 99%

“…The challenge is to distinguish between the different levels of evidence and determine its validity. The types of evidence can range from meta‐analyses and systematic reviews (strongest evidence) to in‐vitro research (weakest evidence) (16, 27, 92) (Table 1). Systematic reviews contain summaries of updated information.…”

Section: Hierarchy Of Study Designsmentioning

confidence: 99%

“… Meta‐analyses and systematic reviews produce the highest level of evidence. The various study designs are listed in descending order of their strength, from review of completed studies to observational studies and finally from expert opinion to laboratory research (16, 19, 27, 76, 92). …”

Section: Hierarchy Of Study Designsmentioning

confidence: 99%

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Application of evidence‐based dentistry: from research to clinical periodontal practice

Kwok¹,

Caton²,

Polson³

et al. 2012

Periodontology 2000

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Dentists need to make daily decisions regarding patient care, and these decisions should essentially be scientifically sound. Evidence-based dentistry is meant to empower clinicians to provide the most contemporary treatment. The benefits of applying the evidence-based method in clinical practice include application of the most updated treatment and stronger reasoning to justify the treatment. A vast amount of information is readily accessible with today's digital technology, and a standardized search protocol can be developed to ensure that a literature search is valid, specific and repeatable. It involves developing a preset question (population, intervention, comparison and outcome; PICO) and search protocol. It is usually used academically to perform commissioned reviews, but it can also be applied to answer simple clinical queries. The scientific evidence thus obtained can then be considered along with patient preferences and values, clinical patient circumstances and the practitioner's experience and judgment in order to make the treatment decision. This paper describes how clinicians can incorporate evidence-based methods into patient care and presents a clinical example to illustrate the process.

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

Ciancio

Lee

Krumdick

et al. 2017

Journal of Dental Education

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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.

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Translating Evidence-Based Decision Making into Practice: EBDM Concepts and Finding the Evidence

Cited by 18 publications

References 5 publications

Inconsistencies in recommendations on oral hygiene practices for children by professional dental and paediatric organisations in ten countries

Inconsistencies in recommendations on oral hygiene practices for children by professional dental and paediatric organisations in ten countries

Application of evidence‐based dentistry: from research to clinical periodontal practice

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

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