An evidence‐based teaching approach enhances student learning of periodontal disease pathogenesis

Abstract

AbstractPurpose/objectivesTo evaluate the effects of implementing an evidence‐based teaching approach (EBTA) in a traditional dental curriculum course on predoctoral dental students’ knowledge and attitudes about evidence‐based dentistry, and to determine its benefit on enhancing students’ academic performance.MethodsFundamentals of periodontics for first‐year dental students (D1, n = 100) span a period of 12 weeks. In the first 6 weeks, we teach the basic principles of periodontal disease pathogenesis and introduce the concepts of EBTA (basics of research study design, statistical principles, literature search, and critically analyzing the evidence) without active implementation. In the second 6 weeks, we build on the initial knowledge of periodontal disease pathogenesis and actively implement EBTA activities to enhance the learning of the course content. Pre‐ and post‐EBTA implementation, students completed a validated survey assessing students’ knowledge, attitudes, access of evidence, and confidence related to evidence‐based dentistry. Midterm and final grades were used to assess student academic performance.ResultsPost‐EBTA implementation survey responses showed: significant increase in students’ knowledge regarding critical appraisal of the literature (p = 0.0001), significant improvement in students’ attitudes about evidence‐based dentistry (p = 0.0001), significant increase in students’ frequency of accessing evidence from various sources (p = 0.01), and significant increase in students’ confidence in evaluating various aspects of a published research report (p = 0.009). Post‐EBTA final grade scores were significantly higher than pre‐EBTA midterm grade scores (p = 0.0001).ConclusionsIntegrating an EBTA within a traditional dental curriculum course improves students’ knowledge and attitudes about evidence‐based dentistry as well as enhances students’ academic performance.