Article type
Abstract
"Background: There is a growing need for a rigorous synthesis of available evidence to inform clinical decision-making and improve patient care. To meet this demand, the Graduate Program in Dentistry at the University of Brasília (UnB) introduced a systematic review course.
Objectives: This study aims to report the experience of the UnB with the implementation of a systematic review course in the Graduate Program of Dentistry.
Methods: In collaboration with the Brazilian Centre for Evidence-based Research (COBE) of the Federal University of Santa Catarina (UFSC), the 32-hour course employs a comprehensive approach to instructing systematic review methodologies. Through a combination of lectures, workshops, and practical exercises, students are instructed in study design, literature search strategies development, evidence critical appraisal, data extraction, meta-analysis techniques, and GRADE (Grading of Recommendations, Assessment, Development, and Evaluation) approach for the analysis of the certainty of evidence. Furthermore, the course offers comprehensive training in evidence synthesis methodologies and protocol development. Its final product is a complete systematic review protocol. Despite the challenges presented by the COVID-19 pandemic, the program seamlessly transitioned to online instruction, facilitating continuous learning activities.
Results: Since its inception in 2018, approximately 114 Dentistry Graduate students at UnB have undergone training with the development of 53 protocols. Some of them have successfully conducted and published systematic reviews on various dental topics, from basic science to evidence for improving treatments. Some used the systematic review developed during the course as master's and doctorate courses’ thesis. Moreover, several students have presented their findings at national and international conferences, thereby contributing to the promotion of evidence-based practice in dentistry. The inclusion of online activities in 2020 favored the course internationalization with lecturers from South Brazil, Canada, and the United Kingdom.
Conclusions: Through this collaboration between UnB and COBE, students are enabled with the ability to conduct thorough systematic reviews, fostering the growth of adept dental researchers and professionals capable of making informed clinical judgments and collaborating within inter-university teams. The UnB systematic review course empowers dental professionals for informed clinical decisions, directly enhancing patient care.
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Objectives: This study aims to report the experience of the UnB with the implementation of a systematic review course in the Graduate Program of Dentistry.
Methods: In collaboration with the Brazilian Centre for Evidence-based Research (COBE) of the Federal University of Santa Catarina (UFSC), the 32-hour course employs a comprehensive approach to instructing systematic review methodologies. Through a combination of lectures, workshops, and practical exercises, students are instructed in study design, literature search strategies development, evidence critical appraisal, data extraction, meta-analysis techniques, and GRADE (Grading of Recommendations, Assessment, Development, and Evaluation) approach for the analysis of the certainty of evidence. Furthermore, the course offers comprehensive training in evidence synthesis methodologies and protocol development. Its final product is a complete systematic review protocol. Despite the challenges presented by the COVID-19 pandemic, the program seamlessly transitioned to online instruction, facilitating continuous learning activities.
Results: Since its inception in 2018, approximately 114 Dentistry Graduate students at UnB have undergone training with the development of 53 protocols. Some of them have successfully conducted and published systematic reviews on various dental topics, from basic science to evidence for improving treatments. Some used the systematic review developed during the course as master's and doctorate courses’ thesis. Moreover, several students have presented their findings at national and international conferences, thereby contributing to the promotion of evidence-based practice in dentistry. The inclusion of online activities in 2020 favored the course internationalization with lecturers from South Brazil, Canada, and the United Kingdom.
Conclusions: Through this collaboration between UnB and COBE, students are enabled with the ability to conduct thorough systematic reviews, fostering the growth of adept dental researchers and professionals capable of making informed clinical judgments and collaborating within inter-university teams. The UnB systematic review course empowers dental professionals for informed clinical decisions, directly enhancing patient care.
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