Kahatab A F, Ho Y B, O'Reilly D, Tan C, McTernan J, Ahmad T, O'Halloran A, Sagheri D, Abdollahi A, Mac Giolla Phadraig C
Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland.
Eur J Dent Educ. 2018 Aug;22(3):167-173. doi: 10.1111/eje.12302. Epub 2017 Nov 28.
Little research exists in the teaching of evidence-based dentistry (EBD) to students in the fields of dental hygiene, dental nursing and orthodontic therapy. This study aims to analyse the effect of a 1-day EBD programme on knowledge and confidence whilst also gaining insight into students' experience of the intervention.
A mixed methods study was utilised with explanatory sequential design. The population consisted of dental hygiene (DH), dental nursing (DN) and orthodontic therapy (OT) students (N = 44). The intervention consisted of a 1-day active learning EBD programme, delivered via group projects and lectures. In the initial quantitative phase, a standardised questionnaire pre- and post -intervention measured changes in confidence for all participants, whilst change in knowledge was measured for DH and OT students only. Following this, focus groups were scheduled for all members of each discipline 3 months post-intervention for DN and 2 months post-intervention for DH and OT students. Semi-structured focus group schedules were drawn up, and groups organised according to the outcomes of quantitative data analysis. Qualitative results were analysed using a deductive adaptation of Burnard's thematic content analysis.
Forty-two students took part (94.45%) in this study. Median knowledge scores increased from zero to two of five (P < .001), whilst median confidence score doubled from four to eight of eight (P < .001). Results of thematic content analysis were coincident with quantitative results; however, it also provided constructive feedback regarding design and content of the course.
A 1-day bespoke programme in EBD increased students' confidence and knowledge in EBD skills. However, the findings further suggest that two successive half-day training sessions instead of one full-day training, tied in with coursework that requires the application of the acquired skills, may increase the learning experience further.
在向口腔卫生、口腔护理和正畸治疗领域的学生传授循证牙科（EBD）方面，相关研究较少。本研究旨在分析为期1天的循证牙科课程对学生知识和信心的影响，同时深入了解学生对该干预措施的体验。
采用解释性序列设计的混合方法研究。研究对象包括口腔卫生（DH）、口腔护理（DN）和正畸治疗（OT）专业的学生（N = 44）。干预措施为通过小组项目和讲座开展的为期1天的循证牙科主动学习课程。在初始定量阶段，通过标准化问卷在干预前后测量所有参与者的信心变化，而仅对口腔卫生和正畸治疗专业的学生测量知识变化。在此之后，干预后3个月为口腔护理专业的所有学生安排焦点小组讨论，干预后2个月为口腔卫生和正畸治疗专业的学生安排焦点小组讨论。制定了半结构化焦点小组讨论提纲，并根据定量数据分析结果组织小组讨论。定性结果采用对伯纳尔德主题内容分析的演绎改编进行分析。
42名学生（94.45%）参与了本研究。知识得分中位数从5分中的0分提高到2分（P <.001），而信心得分中位数从8分中的4分翻倍至8分（P <.001）。主题内容分析结果与定量结果一致；然而，它也提供了关于课程设计和内容的建设性反馈。
为期1天的循证牙科定制课程提高了学生在循证牙科技能方面的信心和知识。然而，研究结果进一步表明，连续两次半天的培训课程而非一次全天培训，再结合要求应用所学技能的课程作业，可能会进一步提升学习体验。
