Ciancio Mae J, Lee Michelle M, Krumdick Nathaniel D, Lencioni Catherine, Kanjirath Preetha P
Dr. Ciancio is Associate Professor, Biomedical Sciences Program, College of Health Sciences, Midwestern University, Downers Grove, IL; Dr. Lee is Professor, Behavioral Medicine Program, College of Health Sciences, Midwestern University, Downers Grove, IL; Dr. Krumdick is Associate Professor, Behavioral Medicine Program, College of Health Sciences, Midwestern University, Downers Grove, IL; Ms. Lencioni is Health Sciences Librarian, Midwestern University, Downers Grove, IL; and Dr. Kanjirath is Associate Dean, College of Dental Medicine, Midwestern University, Downers Grove, IL.
J Dent Educ. 2017 Mar;81(3):271-277.
Dental practitioners transitioning to dental educators (PTEs) have an integral role in dental education. While PTEs intrinsically apply some form of evidence-based dentistry (EBD) in patient care, it may not be a standardized, systematic approach. The aims of this study were to determine the self-perceived knowledge, skills, attitudes, and behaviors of PTEs regarding EBD at one U.S. dental school and to identify areas where formal calibration may be warranted to facilitate their competence and confidence as dental educators. Participants voluntarily completed a 32-question survey regarding their EBD training and self-perceived EBD skills in several areas: use of the clinical evidence pyramid; systematic, objective, and critical appraisal of the evidence; application of the evidence to patient care; and integrating clinical expertise, scientific evidence, and patient's preferences to formulate a treatment plan. The PTEs were invited to participate in the anonymous survey during regularly scheduled calibration sessions held between May and July 2014. After study information was distributed, 100% of the attendees (n=43) completed the survey. The percentage of total PTEs at the school could not be calculated. Of the responding PTEs, 69% rated themselves better than satisfactory (70% proficiency) in their knowledge, skills, and attitudes regarding EBD skills application. However, only 33-42% of the respondents indicated that they frequently used the evidence pyramid and systematically, objectively, and critically appraised the evidence, even though 65% indicated they applied the evidence to improve patient care over 70% of the time. In addition, the participating PTEs identified a need for more frequent use of formal EBD skills. Providing case-based EBD projects involving PTEs as mentors may provide more opportunities for the judicious and effective use of these important skills and may improve PTEs' self-perceived confidence.
从牙科从业者转型为牙科教育工作者（PTEs）在牙科教育中发挥着不可或缺的作用。虽然PTEs在患者护理中本质上采用了某种形式的循证牙科（EBD），但这可能不是一种标准化、系统化的方法。本研究的目的是确定一所美国牙科学校的PTEs在EBD方面的自我认知知识、技能、态度和行为，并确定可能需要进行正式校准的领域，以促进他们作为牙科教育工作者的能力和信心。参与者自愿完成了一项包含32个问题的调查，内容涉及他们在几个方面的EBD培训和自我认知的EBD技能：临床证据金字塔的使用；对证据的系统、客观和批判性评估；将证据应用于患者护理；以及整合临床专业知识、科学证据和患者偏好以制定治疗计划。在2014年5月至7月期间定期举行的校准会议上，邀请PTEs参加匿名调查。在分发研究信息后，100%的与会者（n = 43）完成了调查。该校PTEs的总数百分比无法计算。在做出回应的PTEs中，69%认为自己在EBD技能应用方面的知识、技能和态度优于满意水平（熟练程度70%）。然而，只有33 - 42%的受访者表示他们经常使用证据金字塔并对证据进行系统、客观和批判性评估，尽管65%的受访者表示他们在超过70%的时间里将证据应用于改善患者护理。此外，参与调查的PTEs认为需要更频繁地使用正式的EBD技能。提供以PTEs为导师的基于案例的EBD项目可能会为明智且有效地使用这些重要技能提供更多机会，并可能提高PTEs的自我认知信心。
