Evidence-Based Curriculum Reform: The Kentucky Experience

Thomas, Mark V.; Robinson, Fonda G.; Nihill, Patricia

doi:10.1016/j.cden.2008.10.002

Cited by 9 publications

(12 citation statements)

References 28 publications

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“…43 Commentators have suggested most dentists do not rely on high levels of evidence, but rather base clinical decisions on opinion and individual case observations. 42,44 In relation to amalgam and resin composite it has been suggested much of the existing evidence is deficient 7,45,46 and there is a need for randomized, controlled trials or systematic reviews based on such trials. 7 There was a strong sense responsibility for the production and dissemination of the evidence lay equally with dental organizations, educators, policy makers and providers of the information but, critically, it was incumbent upon the dentist to be proactive and adopt a self-analytical approach to his/her practices.…”

Section: Knowledge Factorsmentioning

confidence: 99%

Dentists' restorative decision-making and implications for an ‘amalgamless’ profession. Part 2: a qualitative study

et al. 2014

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Section: Knowledge Factorsmentioning

confidence: 99%

Dentists' restorative decision-making and implications for an ‘amalgamless’ profession. Part 2: a qualitative study

et al. 2014

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“…Levin et al (2008) emphasized the benefits of an interdisciplinary course that was implemented to teach first-year dental students at the University of Texas Health Science Center at Houston Dental Branch about EBD, search strategies, critical appraisal of the literature and dental informatics 16 . Thomas et al (2009) also implemented a similar course in the University of Kentucky and reported that the course was successful 17 . Azarpazhooh et al (2008) developed an evidence-based module for second-year dental students at the University of Toronto, Faculty of Dentistry to have students develop and apply skills in EBP.…”

Section: Discussionmentioning

confidence: 99%

Development of an evidence-based dentistry course for dental students and its effect on their awareness, attitude and self-assessed knowledge

Khami

Mohtashamrad²,

Razeghi

et al. 2017

Iraqi J. Public Health

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Background and Aim: The aim of evidence-based dentistry (EBD) is to make best clinical decisions with the judicious and systematic uses of the best scientific evidences. The objective of the present study was to develop an EBD course for dental students, and to assess the effects of participation in this course on awareness, attitude and self-assessed knowledge of the students. The students' satisfaction with the course was also assessed. Materials and Methods: In this controlled interventional study, 65 dental students in two main state Dental Schools in Tehran were selected and were divided into two groups: 43 students in the intervention group and 22 in control group. An EBD course was developed and presented for the intervention group. The scores of awareness, attitude and self-assessed knowledge were determined in both groups before and after participation in the course by means of a questionnaire. The post-test questionnaire in the intervention group had also some questions about course evaluation. Student's t-test and linear regression model served for statistical analysis. Statistical significance was set at 0.05. Results: The students participating in the EBD course showed more improvements regarding total scores of awareness, attitude and self-assessed knowledge when compared to control individuals (P < 0.0001, P < 0.005 and P < 0.0001, respectively). Of different studied factors, only students' gender showed significant influence on the knowledge scores changes (P = 0.042). Conclusions: The developed EBD course seemed to be effective to improve the participants' awareness, attitude and self-assessed knowledge regarding evidence-based concepts. The results call for more emphasis on EBD in dental curriculum through designing courses on the subject.

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“…It may be argued the advent of 'practice-based' networks may provide more valid data in terms of reflecting clinical practice outcomes in the non-academic environment. [94][95][96][97] Further criticism of the literature concerning use of amalgam and resin composite in posterior teeth is found in research by Thomas et al 98,99 The authors concluded much of the evidence was 'low-level'. Commentators 8,100 suggest the type of research required to truly influence clinical decision-making is randomized, controlled trials or systematic reviews based on multiple randomized, controlled trials.…”

Section: Evidence-based Decision-makingmentioning

confidence: 99%

Dentists' restorative decision-making and implications for an ‘amalgamless’ profession. Part 1: a review

et al. 2014

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The Minamata Convention has agreed to a worldwide reduction and ultimate elimination in the production and use of mercury containing products. This will have implications for the practice of dentistry. Australian organizations' pronouncements on the issue are limited and research examining the Australian context dated. The restoration of teeth with direct materials has changed significantly since the 1980s. Up to this time amalgam was the material of choice for direct posterior restorations. Its properties and guidelines for placement were, and remain, well established. Resin composite has replaced amalgam as the material of choice in many clinical situations. Despite inherent clinical disadvantages compared to amalgam, there continues to be a shift toward greater use of resin composite. There is consensus worldwide that the restoration of posterior teeth using resin composite now exceeds that of amalgam. The reasons for this are reviewed in this article along with current evidence and commentary relating to direct restorative and evidence-based decision-making, minimally invasive approaches, and approaches to education. The implications for these in an 'amalgamless' profession are identified.

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Evidence-Based Curriculum Reform: The Kentucky Experience

Cited by 9 publications

References 28 publications

Dentists' restorative decision-making and implications for an ‘amalgamless’ profession. Part 2: a qualitative study

Dentists' restorative decision-making and implications for an ‘amalgamless’ profession. Part 2: a qualitative study

Development of an evidence-based dentistry course for dental students and its effect on their awareness, attitude and self-assessed knowledge

Dentists' restorative decision-making and implications for an ‘amalgamless’ profession. Part 1: a review

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