Article type
Abstract
Background: A scarcity of Evidence-Based Practice (EBP) courses in Brazilian Dentistry programs was identified. Among 274 courses analyzed, only 3.6% offered EBP (Thomes et al., 2023). One course is located at the Federal University of Espírito Santo.
Objectives: We will describe the EBP course implementation in the Federal University of Espírito Santo's Dentistry Program.
Methods: The EPB program was developed in 2020 and later adjusted (Araújo et al., 2021). The course was offered online, optional, synchronous, with no prerequisites, and a duration of 30 hours. Active methodologies focusing on learner-centered teaching and learning processes were planned: interactive lectures, flipped classes, D2R, just-in-time teaching, project-based learning, guided readings of scientific articles, directed discussions, reality observations, exercises, seminars, digital forums, as well as the use of digital tools (forms, audiovisual material production, games, social media for scientific communication, podcasts, portfolios, Padlet, Kahoot, Google tools). Diagnostic knowledge analysis occurred at first class, during the course, and at its conclusion. Formative assessments and traditional evaluations were implemented: 1) Student attendance, punctuality, analysis of requested and previously agreed-upon activities regarding quality, as well as student participation in discussions/forums; 2) Two theoretical assessments on the taught content. The student must achieve an average grade equal to or higher than seven.
Results: Sixty-one students benefited from the course: 28 in 2020_1; 10 in 2020_2; 23 in 2023_2. Starting from 2024_2, the course will become mandatory and offered semestrially, following the approval of the new Dentistry Curriculum. The course has been well-received. Positive feedback, suggestions, and criticisms from students are welcomed and analyzed.
Conclusions: Universities and other higher education institutions, while generating learning and evidence on healthcare deficiencies and potential solutions, must also recognize shortcomings in teaching and learning processes and act to modify them. Teaching Evidence-Based Practice (EBP) at the undergraduate level fosters students' critical thinking, guides research competence, and increases time for your learning curve in PBE skills for decision-making and empowering them for conscientious lifelong learning. Teaching Evidence-Based Practice can contribute to changes in science appreciation in patient care and learning through active methodologies, making the process enjoyable, stimulating, and productive.
Objectives: We will describe the EBP course implementation in the Federal University of Espírito Santo's Dentistry Program.
Methods: The EPB program was developed in 2020 and later adjusted (Araújo et al., 2021). The course was offered online, optional, synchronous, with no prerequisites, and a duration of 30 hours. Active methodologies focusing on learner-centered teaching and learning processes were planned: interactive lectures, flipped classes, D2R, just-in-time teaching, project-based learning, guided readings of scientific articles, directed discussions, reality observations, exercises, seminars, digital forums, as well as the use of digital tools (forms, audiovisual material production, games, social media for scientific communication, podcasts, portfolios, Padlet, Kahoot, Google tools). Diagnostic knowledge analysis occurred at first class, during the course, and at its conclusion. Formative assessments and traditional evaluations were implemented: 1) Student attendance, punctuality, analysis of requested and previously agreed-upon activities regarding quality, as well as student participation in discussions/forums; 2) Two theoretical assessments on the taught content. The student must achieve an average grade equal to or higher than seven.
Results: Sixty-one students benefited from the course: 28 in 2020_1; 10 in 2020_2; 23 in 2023_2. Starting from 2024_2, the course will become mandatory and offered semestrially, following the approval of the new Dentistry Curriculum. The course has been well-received. Positive feedback, suggestions, and criticisms from students are welcomed and analyzed.
Conclusions: Universities and other higher education institutions, while generating learning and evidence on healthcare deficiencies and potential solutions, must also recognize shortcomings in teaching and learning processes and act to modify them. Teaching Evidence-Based Practice (EBP) at the undergraduate level fosters students' critical thinking, guides research competence, and increases time for your learning curve in PBE skills for decision-making and empowering them for conscientious lifelong learning. Teaching Evidence-Based Practice can contribute to changes in science appreciation in patient care and learning through active methodologies, making the process enjoyable, stimulating, and productive.