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Evidence-based dentistry skill acquisition by second-year dental students.

T A Marshall1, S C McKernan1,2, C L Straub-Morarend3

  • 1Preventive & Community Dentistry, University of Iowa College of Dentistry & Dental Clinics, Iowa City, IA, USA.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe
|May 24, 2018
PubMed
Summary
This summary is machine-generated.

Dental students showed improved skills in asking questions for evidence-based dentistry (EBD) during their second year. However, growth in acquiring, appraising, and applying evidence remained minimal, with students ending the year as advanced beginners.

Keywords:
competency-based educationdental educationevidence-based dentistry

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Area of Science:

  • Dental Education
  • Evidence-Based Dentistry (EBD)

Background:

  • Assessing Evidence-Based Dentistry (EBD) outcomes in dental education is challenging.
  • This study focuses on EBD skill development in pre-doctoral dental students during their second year.

Purpose of the Study:

  • To describe the acquisition of Evidence-Based Dentistry (EBD) skills among second-year dental students.
  • To evaluate student competency in EBD at the conclusion of their second academic year.

Main Methods:

  • Evaluated 151 second-year dental students' first and final EBD Exercises from 2014-2016.
  • Utilized a novel rubric to assess performance from novice to expert across EBD steps.
  • Analyzed changes in performance using chi-square and Wilcoxon signed-rank tests.

Main Results:

  • Student scores for the 'Ask' step significantly improved, with 58% reaching proficient or expert levels by the final exercise.
  • Most students began the year as advanced beginners in 'Acquire,' 'Appraise,' and 'Apply' steps, showing minimal growth.
  • Manuscript detail identification improved, but the depth of reflective commentary did not change.

Conclusions:

  • Skill acquisition in Evidence-Based Dentistry (EBD) was assessed through applied exercises, differing from previous knowledge-based evaluations.
  • Second-year dental students demonstrated minimal performance as advanced beginners in EBD skills by the end of the academic year.