Evidence-based Teaching and Learning in a Post-Graduate Dental Education Program

Abstract

This article discusses evidence-based teaching and learning, and implementing change in a one-year general practice residency program. The paper is presented in 3 sections: Part I will focus on evidence-based (EB) dentistry among the 8 dental residents at Illinois Masonic Medical Center (IMMC); Part II will deal with the literature on EB change in the workplace, educational interventions, and the effects of EB teaching; Part III will examine the process of implementing EB change in the dental residency program at IMMC. The dental residents at IMMC are generally unfamiliar with EB terminology, find EB skills difficult to master, and have identified a lack of quality evidence in dentistry. The literature is rich on implementation of EB changes in the workplace and educational interventions that are effective. However, there is little quality evidence that the teaching of EB skills, especially critical appraisal, changes practitioner behavior or improves treatment outcomes. Change implementation is possible with careful planning and preparation. The effects of these findings on the future of EB healthcare are addressed.