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J Dent Educ. 2018 Jun;82(6):581-590. doi: 10.21815/JDE.018.065.

Impact of Evidence-Based Dentistry Workshops on Educators' Use of Evidence in Teaching and Practice: A Pilot Study.

Author information

1
Narjara C.F. Moreira, DDS, MSc, is a PhD student, School of Dentistry, University of Alberta, Canada; Kamile Leonardi-Dutra, DDS, MSc, is a PhD student, Department of Dentistry, Federal University of Santa Catarina, Brazil; Murilo F.N. Feres, DDS, MSc, PhD, is Professor and Master of Science Program in Orthodontics Coordinator, Guarulhos University, Brazil; Erica A.M. Colangelo, MPH, is Senior Manager, Center for Evidence-Based Dentistry, American Dental Association; Ben Balevi, DDS, MSc, is Associate Professor, Faculty of Medicine, University of British Columbia, Canada; Debora Matthews, DDS, MSc, is Assistant Dean, Academic Affairs, Faculty of Dentistry, Dalhousie University, Canada; and Carlos Flores-Mir, DDS, MSc, DSc, is Professor and Graduate Orthodontic Program Director, University of Alberta, Canada. narjaraconduru@hotmail.com.
2
Narjara C.F. Moreira, DDS, MSc, is a PhD student, School of Dentistry, University of Alberta, Canada; Kamile Leonardi-Dutra, DDS, MSc, is a PhD student, Department of Dentistry, Federal University of Santa Catarina, Brazil; Murilo F.N. Feres, DDS, MSc, PhD, is Professor and Master of Science Program in Orthodontics Coordinator, Guarulhos University, Brazil; Erica A.M. Colangelo, MPH, is Senior Manager, Center for Evidence-Based Dentistry, American Dental Association; Ben Balevi, DDS, MSc, is Associate Professor, Faculty of Medicine, University of British Columbia, Canada; Debora Matthews, DDS, MSc, is Assistant Dean, Academic Affairs, Faculty of Dentistry, Dalhousie University, Canada; and Carlos Flores-Mir, DDS, MSc, DSc, is Professor and Graduate Orthodontic Program Director, University of Alberta, Canada.

Abstract

The aims of this pilot study were to evaluate the short-term impact of evidence-based dentistry (EBD) workshops on educators' use of clinical evidence in their clinical practice and educational activities and to identify barriers they encountered in implementing evidence in their teaching and clinical practice. Between April 2012 and January 2014, a series of EBD workshops was delivered to 31 dental faculty members and postdoctoral students at three Canadian dental schools. Survey I, assessing participants' perceptions of various aspects of the workshops, was administered immediately following the workshops. Survey II, evaluating the impact of the workshops on participants' EBD implementation, was conducted 10 to 31 months after their completion. Survey I was completed by all 31 participants (100% response rate); their mean scores ranged from 3.94 to 4.65 on a five-point scale. Survey II was completed by 20 participants (64.5% response rate; five postdoctoral students and 15 faculty members), using an online 20-item questionnaire. Of the respondents, 19 (95%) reported implementing EBD in their professional activities at that time, and 14 (70%) stated that the workshops had positively helped with EBD implementation. Eight respondents (40%) reported having experienced barriers to EBD implementation, while 15 (75%) reported that their patients/students welcomed use of EBD. The respondents reported believing that strategies such as increasing EBD education and dissemination and improving quality and accessibility of evidence would facilitate the transition to EBD practice. Reported barriers to EBD implementation included resistance and criticism from colleagues, difficulty in changing current practice model, and lack of time.

KEYWORDS:

clinical decision making; dental education; dental faculty; dentistry; evidence-based dentistry; faculty development

PMID:
29858254
DOI:
10.21815/JDE.018.065
[Indexed for MEDLINE]
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