The purpose of this study was to determine if a lecture-based module and group exercise improve the 3rd year dental students’ perceptions of EBP and ability to apply EBP to diagnose and treat gum recession.
Students appear to enter the class with a high perceived value of EBP and, thus, the interventions do not have a significant impact on student reaction to EBP or attitude about EBP. This suggests that the interventions can be modified to focus less on reaction to and attitude of EBP and more time focused on self-efficacy, knowledge, and skill.
We have presented preliminary results in the Health Professions Education Day (HPEDay), American Dental Education Association (ADEA) annual meeting and ISL poster fair. We are planning to publish the results to a pearly reviewed dental journal.