Context / probleemstelling of aanleiding

Probleemstelling (inclusief theoretische onderbouwing en onderzoeksvraag/vragen):

Evidence-based practice (EBP) in dentistry is considered to be a standard to achieve the best patient outcomes that utilize the best scientific evidence, clinical expertise and patient’s value. Although EBP is keeping advancing, the progress at most low-resourced countries is still limited. Our previous study confirmed that most Indonesian dental schools’ deans are committed to improve the situation through a collaborative training program for their teachers.¹ However, there is no information from these teachers regarding their current profile and as EBP teachers. The “Classification Rubric for EBP Assessment in Education” (CREATE)² provides a framework to assess teachers’ training needs. Based on this framework, the aim of this study was to describe the teachers’ profile and attitudes towards EBP, their preferences on using evidence as self-reported behavior, their learning needs, and their perceived readiness and self-efficacy to teach EBP. These data will inform and enable to develop a tailored training program for the teachers.

Methode:

We utilized a validated questionnaire from previous study (Sabounchi et al., 2013) that surveyed dental faculty members in Iran that considered to represent relevant assessment categories of the CREATE framework, consisting of closed and open-ended questions. The questionnaire was pilot-tested to examine the clarity and its face-validity. The survey was conducted online via Google Form in June 2024, emailed to 165 teachers from 29 Indonesian dental schools from various disciplines in dentistry.

Resultaten (en conclusie):

The survey response rate was 75.8% (125 out of 165 teachers), with 80% female and 20% male responders. Most teachers had previous EBP learning experience, while 16% had no experience. Thirty-five teachers (28%) had experience as EBP teacher, but only 4 (3.2%) had experience as EBP instructor in continuing education. The teachers’ attitude towards EBP score was 35.67±4.09 (SD) (min=1;max=45). Textbook, original research and review articles were the most used, and brochure of products, colleagues and Cochrane library were the least used sources of evidence. Based on a multiple-response checklist, 71.2% of teachers perceived their self-efficacy regarding the EBP topics as “need to learn more”, 58.8% “need teaching materials support”, and 14% are “willing to teach other teachers” some of the listed EBP topics. As a conclusion, the responded teachers have more positive attitudes towards EBP than expected. Although they self-report that they use high-level evidence, most of the teachers perceived that they need to learn more about EBP.

Discussie (beschouwing resultaten en conclusie in het kader van de theorie):

The results of this study highlight important gaps and opportunities in the current EBP self-perceived capabilities of Indonesian dental teachers. Although most teachers have some form of EBP learning experiences, the majority feels they need to learn more. Moreover, there are very few who feel confident in teaching their colleagues to be a teacher. However, the fact that they admit their learning needs is a very positive sign and suggest there is room for improvement.

The varying levels of self-reported evidence utilization also warrant attention because it reflects as teachers’ behavior towards EBP, which is considered as crucial in the CREATE framework for EBP implementation. This indicates a need for the program to emphasize resource training and access to encourage more consistent use of high-quality sources.

The findings also reveal a significant interest in further learning EBP compared to those willing to teach. Addressing this gap through comprehensive training by referring to the CREATE framework that builds knowledge, self-efficacy, attitudes, and behavior might lead into the improvement of the teaching capacity.

Referenties:

1.Firman DR, Dekker FW, Riyanti E, Widyaputra S, Jong PGM. Evidence-based practice teaching in Indonesian dental schools: a survey among faculty members (Submitted, publication-pending).2024.

2.Tilson, Kaplan, Janet Harris. Sicily-statement on classification and development of evidence-based practice learning assessment tools. BMC Med Edu.2011.