Werb Sara B, Matear David W
Faculty of Dentistry, University of Toronto, 124 Edward Street, Toronto M5G 1G6, Ontario, Canada.
J Dent Educ. 2004 Sep;68(9):995-1003.
The objective of this project was to identify an effective methodology of approaching and implementing evidence-based principles in undergraduate teaching clinics to promote evidence-based dentistry in future clinical practice. A systematic review was undertaken to examine evidence-based clinical teaching and faculty continuing education. Research published from 1996 to 2002 was retrieved by searching several databases and the Internet, along with conducting hand searches and reviewing bibliographies maintained by faculty experts. Qualitative checklists for different types of studies were created to evaluate the literature. Relevant studies were selected if they met all four predetermined essential criteria and a minimum of two out of three desirable criteria. Systematic reviews were chosen if they met all five essential criteria. Data from selected articles were extracted, and study quality was assessed. We found that three systematic reviews and nine original research articles were deemed methodologically acceptable. Problem-based learning and evidence-based health care interventions increased student knowledge of medical topics and their ability to search, evaluate, and appraise medical literature. Dental students in a problem-based learning curriculum, emphasizing evidence-based practices, scored higher on the NDB I (National Dentistry Boards, Part I) than students in traditional curricula. While effective modules in implementing theoretical evidence-based principles exist, very few high-quality studies are available that examine these principles in dental undergraduate teaching clinics. No methodologically appropriate studies on the education of faculty in the implementation of evidence-based principles are available. Some studies promote promising theories and methodologies of teaching evidence-based care; based on these theories, a comprehensive model is proposed in this article. Considering the strength of evidence in the reviewed literature, we concluded that an evidence-based approach to clinical care is effective.
本项目的目标是确定一种在本科教学诊所中接近和实施循证原则的有效方法，以在未来临床实践中促进循证牙科。进行了一项系统综述，以检查循证临床教学和教师继续教育情况。通过搜索多个数据库和互联网，以及进行手工检索和查阅教师专家维护的参考文献，检索了1996年至2002年发表的研究。创建了针对不同类型研究的定性清单来评估文献。如果相关研究符合所有四个预先确定的基本标准以及三个期望标准中的至少两个，则选择这些研究。如果系统综述符合所有五个基本标准，则选择它们。提取所选文章的数据，并评估研究质量。我们发现有三篇系统综述和九篇原创研究文章在方法上被认为是可接受的。基于问题的学习和循证医疗保健干预提高了学生对医学主题的知识以及他们搜索、评估和评价医学文献的能力。在强调循证实践的基于问题的学习课程中的牙科学生，在国家牙科委员会第一部分（NDB I）考试中的得分高于传统课程的学生。虽然存在实施理论循证原则的有效模块，但很少有高质量的研究在牙科本科教学诊所中检验这些原则。没有关于教师在实施循证原则方面教育的方法适当的研究。一些研究提出了有前景的循证护理教学理论和方法；基于这些理论，本文提出了一个综合模型。考虑到综述文献中的证据强度，我们得出结论，循证临床护理方法是有效的。
Zotero 插件