The Contents, Methods and assessment of Evidence-Based Dentistry Education: A Scoping Review

Qiujing Li, Shijia Tang, Xueqian Yu, Anne-Marie Glenny, Fang Hua

Research output: Contribution to journalArticlepeer-review

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Abstract

Introduction
With evidence-based dentistry (EBD) having a far-reaching influence on oral healthcare, dental educators worldwide have made joint efforts to integrate EBD-related knowledge and skills into dental education. The present scoping review aims to identify and summarize the existing teaching contents, teaching methods, and assessment strategies of EBD education.

Methods
Electronic (PubMed and Embase) and manual searches were performed to identify articles related to both ‘dental education’ and ‘evidence-based practice’. Based on pre-determined eligibility criteria, articles were selected by two reviewers, independently and in duplicate. Data synthesis was conducted based on teaching contents, teaching strategies and teaching assessment.

Results
Of the 1758 articles found in the literature searches, 74 were deemed eligible and included in this review. A total of four basic skills (problem formulation, literature searching, critical appraisal, and research methodology), five teaching methods, and six assessment strategies were identified. In most of the articles, two or more skills were taught, and a combination of traditional strategies for teaching and its assessment (e.g., courses and questionnaire survey) was involved. Other teaching methods, such as journal clubs and workshops, were seldom used, and validated assessment tools accounted for a relatively small proportion of the assessment strategies involved.

Conclusions
The contents, methods and assessment of EBD education have been widely studied and discussed. However, the current literature focuses mainly on teaching of critical appraisal skills, traditional teaching methods, and short-term outcome assessments. Future research in this area can be aimed at integrating all EBD-related skills into educational models, studying multifaceted teaching approaches, and developing comprehensive teaching outcome assessment methods based on validated tools and dental patient-reported outcomes.
Original languageEnglish
JournalJournal of Evidence-Based Dental Practice
Early online date10 Jun 2023
DOIs
Publication statusE-pub ahead of print - 10 Jun 2023

Keywords

  • Evidence-based dentistry
  • Evidence-based practice
  • Dental education
  • Clinical decision-making
  • Teaching method

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