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Preparing students to practice evidence-based dentistry: a mixed methods conceptual framework for curriculum
Kent G Palcanis1, Brian F Geiger, Marcia R O'Neal
1Birmingham, Room EB 233, 1720 2nd Ave. South, Birmingham, AL 35294-1250, USA. bgeiger@uab.edu
Journal of Dental Education
|December 11, 2012
Summary
A new framework enhances dental education by integrating evidence-based dentistry (EBD) into the curriculum. This approach equips dental students with essential clinical practice skills, improving patient care outcomes.
Area of Science:
- Dental Education
- Curriculum Development
- Evidence-Based Practice
Background:
- Dental schools face challenges in preparing students for evidence-based dentistry (EBD).
- Curriculum reform is crucial to integrate EBD into clinical practice.
- A structured framework is needed to guide EBD curriculum innovation.
Purpose of the Study:
- To describe a mixed-methods conceptual framework for enhancing dental school curricula.
- To facilitate the integration of evidence-based dentistry into predoctoral clinical education.
- To guide curriculum innovation at the University of Alabama at Birmingham School of Dentistry.
Main Methods:
- Developed a four-phase conceptual framework for curriculum innovation.
- Utilized eight sequential procedural steps, including literature review and focus groups.
- Employed mixed methods for data collection, analysis, and evaluation.
Main Results:
- Faculty supported the integration of EBD into the dental curriculum.
- A new curriculum based on EBD methodologies was implemented and is in its third year.
- The framework successfully guided the revision of predoctoral clinical education.
Conclusions:
- The described framework effectively guided curriculum revision in dental education.
- The framework's principles can be applied to enhance dental curricula in other institutions.
- Evidence-based teaching methodologies are integral to preparing competent dentist practitioners.
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