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Effectiveness of educational strategies to teach evidence-based dentistry to undergraduate dental students: a systematic review.
Kachabian, Sareh; Seyedmajidi, Seyedali; Tahani, Bahareh; Naghibi Sistani, Mohammad Mehdi.
Afiliación
  • Kachabian S; Student Research Committee, Babol University of Medical Sciences, Babol, Iran.
  • Seyedmajidi S; Dental Materials Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran.
  • Tahani B; Department of Oral Public Health, Dental Research Center, Dental Research Institute, School of Dentistry, Isfahan University of Medical Sciences, Isfahan, Iran.
  • Naghibi Sistani MM; Oral Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran. mnaghibis@gmail.com.
Evid Based Dent ; 25(1): 53-54, 2024 Mar.
Article en En | MEDLINE | ID: mdl-38182660
ABSTRACT

OBJECTIVES:

Evidence-based dentistry (EBD) training has been widely promoted in dental schools around the world and policymakers ask for suitable strategies to teach EBD within undergraduate dental education. The present study aims to evaluate the effectiveness of these strategies on dental students' knowledge, attitude, and skills.

METHODS:

PubMed, Embase, Scopus, Cochrane Central Register of Controlled Trials, and Eric databases were searched using search terms obtained from Medical Subject Headings (MeSH) terms and free text method without time restrictions, up to November 2022. The identified articles were screened based on titles and abstracts for inclusion criteria. Subsequently, relevant articles underwent data extraction. Finally, the risk of bias was assessed through Joanna Briggs Institute critical appraisal checklists.

RESULTS:

Twelve of 439 studies were included nine quasi-experimental studies, two cross-sectional, and one randomized controlled trial study. Regarding the overlap among categories, six studies assessed knowledge, seven assessed attitude, and eight focused on skills or performance in EBD. Due to the heterogeneity of the interventions and results of included studies, a meta-analysis was not performed. EBD was mostly taught in small group collaborations. Interventions included lectures, workshops, seminars, small group sessions, journal clubs, online sessions, or a combination of them in various frequencies and duration.

CONCLUSIONS:

EBD implementation into dental curricula is improving through strategies including designing continuing and frequent dental education courses, establishing collaborative student research groups, utilizing online tools for EBD education, and dividing EBD courses into shorter modules. The systematic review protocol was registered in PROSPERO (ID CRD42022350238).
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Odontología / Educación en Odontología / Odontología Basada en la Evidencia Tipo de estudio: Clinical_trials / Prognostic_studies / Systematic_reviews Límite: Humans Idioma: En Revista: Evid Based Dent Asunto de la revista: ODONTOLOGIA Año: 2024 Tipo del documento: Article País de afiliación: Irán Pais de publicación: Reino Unido
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Odontología / Educación en Odontología / Odontología Basada en la Evidencia Tipo de estudio: Clinical_trials / Prognostic_studies / Systematic_reviews Límite: Humans Idioma: En Revista: Evid Based Dent Asunto de la revista: ODONTOLOGIA Año: 2024 Tipo del documento: Article País de afiliación: Irán Pais de publicación: Reino Unido