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Teaching critical appraisal and research methodology to dental students and practitioners: A scoping review
Danchen Qin1, Xiaojin Wu2, Fangyu Li2
1State Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan University, Wuhan, China; Center for Evidence-Based Stomatology, School & Hospital of Stomatology, Wuhan University, Wuhan, China; Hubei Provincial Clinical Research Centre for Dentofacial Deformities in Children, School & Hospital of Stomatology, Wuhan University, Wuhan, China.
Objective:
Critical appraisal (CA) and research methodology (RM) are essential skills for evidence-based dentistry (EBD). This scoping review aims to summarize the existing evidence and experience regarding the teaching of CA and RM to dental students and practitioners.
Data Sources:
A systematic search was conducted in PubMed, Embase, Web of Science, and ERIC, supplemented with manual and citation searches.
Study Selection:
Two researchers performed article selection and data extraction independently.
Data Analysis:
Data were analysed using frequency tabulation and thematic content analysis.
Results:
A total of 53 articles were identified and included, among which a majority (39/53, 73.6 %) were research studies, while the rest (14/53, 26.4 %) were narrative articles. Most of the research studies (33/39, 84.6 %) were observational, while only 1 used a randomized controlled design. About three-fifths (31/53, 58.5 %) focused on broad teaching of EBD, incorporating CA or RM as part of teaching content. Professional degree education (DDS, DMD, BDS, etc.) was described most frequently (38/53, 71.7 %), followed by postgraduate/resident education (12/53, 22.6 %), faculty development (6/53, 11.3 %), and continuing education (4/53, 7.5 %). The teaching outcomes of CA or RM were rarely assessed independently, and the majority assessed comprehensive EBD skills in the short term. Only 26.4 % (14/53) mentioned teaching evaluation, primarily about teaching content and based on student feedback.
Conclusions:
Research on CA or RM education in dentistry is predominantly observational, which typically adopted before-and-after self-comparison designs or uncontrolled designs. There remains a lack of evidence regarding the long-term effects of CA and RM teaching activities and their influence on clinical practice.
Clinical Significance:
Teaching CA and RM equips dental practitioners with essential skills to implement evidence-based practice and improve the quality of dental care. Our findings indicate that current evidence on CA and RM teaching in dentistry is limited. This review provides insights to inform dental curriculum innovation and continuing education enhancement, ultimately facilitating the advancement of evidence-based dental practice.
