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BARRIERS, LESSONS AND POSSIBLE IMPROVEMENTS WHEN IMPLEMENTING EVIDENCE-BASED TEACHING: A NARRATIVE REVIEW
Patrícia Pauletto1, Murilo Fernando Neuppmann Feres2, Cristine Miron Stefani3
1School of Dentistry, Universidad De Las Américas (UDLA), Quito, Ecuador.
The Journal of Evidence-Based Dental Practice
|March 15, 2026
Summary
Evidence-based dentistry (EBD) education enhances dental students' skills but lacks robust evidence for long-term clinical impact. Further research and institutional support are needed for its effective integration.
Area of Science:
- Dental Education
- Evidence-Based Practice
Background:
- Evidence-based dentistry (EBD) is crucial for modern dental education and practice.
- EBD integration aims to improve critical appraisal and patient-centered care.
Purpose of the Study:
- To review EBD teaching strategies and implementation in dental education.
- To examine challenges and gaps in current EBD educational research.
Main Methods:
- Narrative review of EBD teaching strategies, curricula, and implementation.
- Critical examination of existing evidence on EBD effectiveness.
Main Results:
- Active learning methods improve knowledge and skills, but implementation faces barriers.
- Digital tools offer potential but raise concerns about accuracy and integrity.
- Longitudinal data on clinical behavior change and patient outcomes is limited.
Conclusions:
- EBD education shows promise for improving dental professionals' knowledge and attitudes.
- Sustained impact on clinical practice requires institutional commitment and faculty development.
- Technological integration and standardized assessments are key for EBD adoption.
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