Evidence-based dentistry for you and me. The challenge of using a new educational tool

Evidence-based dentistry (EBD) is a relatively new term in the dental profession. EBD has been the center of intense interest, discussion, confusion and concern for academics, dental practitioners and other interested health care communities. The term implies that sound, evidentially based information will help the clinician improve treatment outcomes in a more consistent and predictable manner. How does this new model of education differ from previous models? And how can the clinician use this new model in an effective and practical manner? There seems to be a number of questions about EBD that remain insufficiently answered. EBD demands that the dental practitioner become the premier educated consumer of relevant information. Accessing, appraising and applying new clinical information are key elements of the EBD process. While many colleagues embrace potential opportunities that dentistry might enjoy as a result of the judicious use of EBD, others have raised concerns about the possible misuse of such information that might be inappropriately interpreted to the detriment of the individual patient and dental profession. Clearly, EBD is a potentially powerful informational tool that must be used cautiously and wisely.