An EBP curriculum culture intervention at a dental college increased students' journal reading, research-report evaluation confidence, and evidence-use experience¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? First-year dental students showed pre-post increases in being more likely to read dental and medical journals (53/104 vs. 19/90, P<0.001), more confident in evaluating research reports (95% vs. 71%, P<0.001), and more experienced using evidence (84% vs. 67%, P<0.05). → Kyriakoulis Konstantinos 2016

Evidence¶

Kyriakoulis Konstantinos 2016¶

Kyriakoulis Konstantinos, Patelarou Athina, Laliotis Aggelos, Wan Andrew C, Matalliotakis Michail, Tsiou Chrysoula, Patelarou Evridiki. (2016). Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review. Journal of Educational Evaluation for Health Professions. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5066070/

q3 · i? · review · r2

Pre-post evaluation of a multifaceted intervention (lectures, interactive sessions, small group discussions, seminars) for 1st-year dental students in the US. Table 3 reports "More likely to read dental and medical journals: 53/104 vs. 19/90, P<0.001", plus confidence (95% vs. 71%, P<0.001) and experience (84% vs. 67%, P<0.05) gains.

"More likely to read dental and medical journals: 53/104 vs. 19/90, P<0.001"

Discussion¶

Related Claims¶

• EBP interventions significantly increased nursing students' EBP efficacy scores from a mean of 2.30 ('a little confident') to 3.05 ('confident') — related
• A longitudinal multifaceted EBM curriculum for medical students significantly increased Berlin questionnaire and Fresno test knowledge scores over two and three years — related
• The review found inconclusive evidence regarding the best time to introduce EBP teaching into the health curriculum — related
• Theory-based EBP teaching improved EBP skills, with fluctuations over time and mixed results for distinguishing credibility of online sources — related
• Multifaceted EBP interventions combining lectures, computer sessions, small-group discussions, journal clubs, and assignments were more likely to improve knowledge, skills, and attitudes than single interventions or no intervention — a broader claim this one bears on