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Evaluating the Effects of Different Polishing Methods on Color Stability of Dental Restorations in Pediatric Dentistry
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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.
Summary
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.
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.
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