Chichester Stacy R, Wilder Rebecca S, Mann Ginger B, Neal Ed
Faculty Development, Center for Teaching and Learning, University of North Carolina at Chapel Hill, USA.
J Dent Hyg. 2002 Winter;76(1):60-6.
The purpose of this descriptive study was to determine the curricular utilization of Evidence-Based (EB) philosophies in dental hygiene education in both baccalaureate and nonbaccalaureate U.S. dental hygiene programs.
Data were gathered via a 1999 survey of all 235 U.S. dental hygiene program directors. The 21-question survey included one open-ended and 20 closed-ended items. Initially, the survey was pilot tested using a convenience sample of seven U.S. dental hygiene program directors. A final, revised survey was mailed to the cohort population. A response rate of 71% (N = 167) was achieved after two mailings.
The demographic results of this study revealed the majority of respondents (77%) were from nonbaccalaureate dental hygiene programs, while the remainder (23%) were from baccalaureate degree programs. Respondents were asked if and to what degree the fundamentals of research were taught in their curriculum. Baccalaureate programs' responses indicated a much greater degree of utilization. Sixty-two percent of baccalaureate respondents provide a separate course on research, and 32% teach research as a portion of another dental hygiene course. However, 3% of the responding baccalaureate programs reported that no research was included in the curriculum. These results demonstrate an overall high utilization of research by baccalaureate curricula. In comparison, nonbaccalaureate programs' responses show a lesser degree of research utilization when compared with the baccalaureate programs. Only 8% of nonbaccalaureate programs had a separate research course. The majority, 80%, of nonbaccalaureate respondents reported that they teach research as a portion of another dental hygiene course. Finally, 10% of the nonbaccalaureate degree respondents reported teaching no research. Overwhelmingly, both baccalaureate and nonbaccalaureate students received formal orientation in the use of library--100% and 84%, respectively. Ninety-seven percent of baccalaureate and 82% of nonbaccalaureate programs provided students with formal instruction in using both literature indices and databases. To a lesser extent, both baccalaureate and nonbaccalaureate programs introduced students to the Internet and encouraged them to use it for conducting literature searches--83% and 78%, respectively. In fact, seventy-four percent of baccalaureate programs and 68% of nonbaccalaureate programs reported formally teaching the evaluation of information retrieved from the Internet. Both baccalaureate and nonbaccalaureate programs similarly indicated teaching the evaluation of research findings for validity, reliability, and clinical importance. To a lesser extent, 86% of baccalaureate and 61% of nonbaccalaureate programs reported that they encourage students to make EB recommendations to patients and teach students how to apply EB findings to clinical situations.
The findings of this descriptive study indicate both baccalaureate and nonbaccalaureate degree programs incorporate some aspects of an EB philosophy into the curriculum. Survey results reveal baccalaureate degree programs incorporated research and taught the use of library facilities, journal indices, and electronic databases. In addition, baccalaureate degree programs also emphasized and encouraged the application of critically appraised evidence into practice. The nonbaccalaureate respondents utilized the library facilities, journal indices, and electronic databases to a slightly lesser extent than their baccalaureate counterparts. The nonbaccalaureate respondents also demonstrated less application of EB findings to clinical situations, including actual patient treatment.
本描述性研究的目的是确定美国本科和非本科口腔卫生专业教育中循证（EB）理念在课程中的应用情况。
通过1999年对美国所有235名口腔卫生专业项目主任进行的调查收集数据。这份包含21个问题的调查问卷包括1个开放式问题和20个封闭式问题。最初，使用7名美国口腔卫生专业项目主任的便利样本对调查问卷进行了预测试。最终修订后的调查问卷被邮寄给了目标人群。经过两次邮寄，回复率达到了71%（N = 167）。
本研究的人口统计学结果显示，大多数受访者（77%）来自非本科口腔卫生专业项目，其余（23%）来自本科学位项目。受访者被问及他们的课程中是否以及在何种程度上教授了研究的基础知识。本科项目的回复表明其应用程度要高得多。62%的本科受访者提供了一门单独的研究课程，32%将研究作为另一门口腔卫生课程的一部分进行教学。然而，3%的本科项目受访者报告称课程中没有包含研究内容。这些结果表明本科课程对研究的总体利用率较高。相比之下，非本科项目的回复显示与本科项目相比，其研究利用率较低。只有8%的非本科项目有单独的研究课程。大多数（80%）非本科受访者报告称他们将研究作为另一门口腔卫生课程的一部分进行教学。最后，10%的非本科学位受访者报告没有进行研究教学。绝大多数本科和非本科学生都接受了关于图书馆使用的正式指导，分别为100%和84%。97%的本科项目和82%的非本科项目为学生提供了关于使用文献索引和数据库的正式指导。在较小程度上，本科和非本科项目都向学生介绍了互联网，并鼓励他们使用互联网进行文献检索，分别为83%和78%。事实上，74%的本科项目和68%的非本科项目报告称正式教授了对从互联网上检索到的信息的评估。本科和非本科项目同样表示教授对研究结果的有效性、可靠性和临床重要性的评估。在较小程度上，86%的本科项目和61%的非本科项目报告称他们鼓励学生向患者提出循证建议，并教授学生如何将循证结果应用于临床情况。
本描述性研究的结果表明，本科和非本科学位项目都将循证理念的某些方面纳入了课程。调查结果显示，本科项目纳入了研究内容，并教授了图书馆设施、期刊索引和电子数据库 的使用。此外，本科项目还强调并鼓励将经过严格评估的证据应用于实践。非本科受访者对图书馆设施、期刊索引和电子数据库的利用程度略低于本科受访者。非本科受访者在将循证结果应用于临床情况（包括实际患者治疗）方面也表现较少。
