Article type
Abstract
Background: Insufficient teaching of EBP in Brazilian dentistry is evident, offered minimally as a discipline or cross-disciplinary (Thomes et al., 2023). The proliferation of pseudosciences in Dentistry burdens healthcare systems, affecting professionals and society, confusing patients, and diverting them from effective therapies. Therefore, it is crucial to develop comprehensive and ongoing strategies addressing these aspects.
Objectives: We propose a Brazilian University Extension Project to strengthen Evidence-Based Practice (EBP) training in Dentistry. The project aims to promote scientific communication in the local academic community, addressing scientific thinking, EBP concepts, skills, and combatting pseudosciences in Dentistry.
Methods: Implementation will involve the EBP discipline in Dentistry and BiblioCCS – UFES librarians. Target audience: 1) PBE Dentistry students; 2) Centro de Ciências da Saúde -UFES students (CCS-UFES); 3) High school public students in Vitória - ES 4) General society. Planned interventions: 1) Virtual training on research methodology and article reading for PBE classes; 2) Self-instruction in the Toolbox for students on research tools (Zotero, Office 365, Rayyan, Bibliometrix, etc.); 3) Website with contributions from experts and students, content subject to approval. Participation may be voluntary or a mandatory activity for the course/project; 4) Whatsapp community for clarifications, feeding back the website. 5) Collaboration on the scientific magazine of the Federal Institute of Espírito Santo. 6) Informative texts and videos combating pseudosciences spread on social media for society.
Results: The KACE tool will be utilized in order to measure knowledge, attitudes, access and confidence in critical evaluation skills (Hendricson et al., 2011). It is currently undergoing transcultural translation and adaptation for Brazil by a student in the Postgraduate Program in Dental Sciences at UFES. Student satisfaction will be evaluated through a questionnaire covering various domains, including a Net Promoter Score (NPS) question indicating the likelihood of recommending the training to peers (Reichheld, 2003).
Conclusions: Educational institutions play a crucial role in the transformation of health and education systems in EBP, especially in Brazil, due to the dissemination of pseudosciences. Emphasizing EBP from the undergraduate level is key to fostering this change.
Objectives: We propose a Brazilian University Extension Project to strengthen Evidence-Based Practice (EBP) training in Dentistry. The project aims to promote scientific communication in the local academic community, addressing scientific thinking, EBP concepts, skills, and combatting pseudosciences in Dentistry.
Methods: Implementation will involve the EBP discipline in Dentistry and BiblioCCS – UFES librarians. Target audience: 1) PBE Dentistry students; 2) Centro de Ciências da Saúde -UFES students (CCS-UFES); 3) High school public students in Vitória - ES 4) General society. Planned interventions: 1) Virtual training on research methodology and article reading for PBE classes; 2) Self-instruction in the Toolbox for students on research tools (Zotero, Office 365, Rayyan, Bibliometrix, etc.); 3) Website with contributions from experts and students, content subject to approval. Participation may be voluntary or a mandatory activity for the course/project; 4) Whatsapp community for clarifications, feeding back the website. 5) Collaboration on the scientific magazine of the Federal Institute of Espírito Santo. 6) Informative texts and videos combating pseudosciences spread on social media for society.
Results: The KACE tool will be utilized in order to measure knowledge, attitudes, access and confidence in critical evaluation skills (Hendricson et al., 2011). It is currently undergoing transcultural translation and adaptation for Brazil by a student in the Postgraduate Program in Dental Sciences at UFES. Student satisfaction will be evaluated through a questionnaire covering various domains, including a Net Promoter Score (NPS) question indicating the likelihood of recommending the training to peers (Reichheld, 2003).
Conclusions: Educational institutions play a crucial role in the transformation of health and education systems in EBP, especially in Brazil, due to the dissemination of pseudosciences. Emphasizing EBP from the undergraduate level is key to fostering this change.