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Evidence-Based Dentistry Course: Orientation Lecture


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Evidence-Based Dentistry Course: Orientation Lecture

  1. 1. Evidence-Based Dentistry CourseIntroduction<br />Dr. SohailBajammal<br />September 19, 2011<br />
  2. 2. Let’s break the ice<br /><br />
  3. 3. Outline<br />GOLDEN<br />What is EBD?<br />Why do we need a course on EBD?<br />Aims of the course<br />Course structure<br />Teaching strategies<br />Assessment methods<br />Attendance<br />References<br />Contact information<br />
  4. 4. GOLDEN<br />Get involved  it is your course<br />One person speaks at a time<br />Listen respectfully to others<br />Disagree with the idea, not the person<br />Every contribution should be taken seriously<br />Never interrupt others<br />
  5. 5. GOLDEN Respectful Fun<br />
  6. 6. Evidence-Based Clinical Practice<br />Research Evidence<br />Patients’ Preferences<br />Clinical Expertise<br />Clinical Circumstances<br />6<br />Haynes et al. BMJ 2002;324:1350<br />
  7. 7. Steps of Evidence-Based Dentistry<br />5A<br />
  8. 8. Doing<br />Research Methodology<br />Research<br />Evidence-Based Clinical Practice<br />Using<br />
  9. 9. Why do we need a course on EBD? <br />Will make you a better critical thinker<br />Will equip you with the skills of life-long learning<br />Will teach you how to access and critically appraise the literature<br />
  10. 10. New CODA Standards 2013<br />Weaving of evidence-based dentistry and research throughout the standards (Standards 1-1, 1-2, 1-6, 2-20, 2-21, 4-6, 5-2, 5-3, 6-1, 6-2, 6-3) <br />
  11. 11. New CODA Standards<br />2-21 Graduates MUST be competent to access, critically appraise, apply, and communicate scientific and lay literature as it relates to providing evidence-based patient care.<br />Intent: The education program should introduce students to the basic principles of clinical and translational research, including how such research is conducted, evaluated, applied, and explained to patients. <br />
  12. 12. New CODA Standards<br />5-2 Patient care must be evidence-based, integrating the best research evidence and patient values.<br />Intent: The dental school should use evidence to evaluate new technology and products and to guide diagnosis and treatment decisions.<br />
  13. 13. Aims of the course<br />Develop critical thinking & life-long learning skills<br />Introduce the concept of evidence-based clinical practice<br />Introduce basic principles of research & biostatistics (clinically relevant)<br />
  14. 14. Course Structure<br />Contact hours: 2 hours per week = 2 credit hr<br />Learning hours: 4-6 hours per week<br />
  15. 15. Sessions<br />Asking questions<br />Searching the literature<br />Hierarchy of evidence & types of research<br />Critical appraisal:<br />Therapy<br />Prognosis<br />Diagnosis<br />Relevant biostatistics<br />
  16. 16. Teaching Strategies<br />Lectures<br />Tutorials<br />Self-directed learning<br />Team-based learning<br />
  17. 17. Assessment Methods<br />Formative:<br />Classroom Participation<br />Presentations<br />Self-assessment<br />Summative:<br />Portfolio: reflections, all what you have done<br />Midterm written exam: MCQs, MEQs & EMQs<br />Final written exam: MCQs, MEQs & EMQs<br />
  18. 18. Assessment<br />40% Ongoing assessment: Portfolio, Assignments, Presentations<br />Deduct one mark for each absence<br />10% Mid-term exam<br />50% Final exam<br />
  19. 19. Reflections<br />At the end of each session, you have to complete a reflection form & keep it in your portfolio<br />
  20. 20. Portfolio<br />Folder or Electronic<br />Contains EVERYTHING you have leant and done in this course<br />e.g., copies of your searches & critical appraisal<br />Your portfolio represents you<br />
  21. 21. Assessment<br />ZERO TOLERANCE for:<br />Copying and pasting<br />Cheating or attempting to cheat in the exams<br />Random plagiarism check on assignments<br />
  22. 22.
  23. 23.
  24. 24.
  25. 25. Attendance<br />4 late = 1 absence<br />4 absence  dismissed from the course<br />
  26. 26.
  27. 27. References<br />Books:<br />Book of your choice on evidence-based clinical practice<br />Articles:<br />Suggested references at the end of each session<br />Websites<br />
  28. 28. Books<br />
  29. 29. Evidence-based Medicine in Sherlock Holmes’ Footsteps(eBook available online @ UQU)<br />
  30. 30. Users’ Guides to the Medical LiteratureEssentials of Evidence-based Clinical Practice<br />
  31. 31. Articles<br />
  32. 32.
  33. 33. Websites<br />
  34. 34.<br />
  35. 35.
  36. 36.<br />
  37. 37. Contact<br />Course Director: Dr. SohailBajammal<br /><br />Males: <br />Dr. Adel Husein<br />Females:<br />Dr. MahaMahmoud<br />Dr. Hind Abdulfattah<br />
  38. 38. The Course<br />
  39. 39. Additional Reading 1st Lecture<br />What is Evidence-Based Practice?<br />In: Glasziou P, Del Mar C: Evidence-based Practice Workbook: Bridging the gap between health care research and practice. Blackwell Publishing - BMJ Books. 2007. PP 3-13<br />Some Evidence-Based Cases.<br />In: Glasziou P, Del Mar C: Evidence-based Practice Workbook: Bridging the gap between health care research and practice. Blackwell Publishing - BMJ Books. 2007. PP 14-17<br />Slawson DC, Shaughnessy AF. Teaching Evidence-Based Medicine: Should We Be Teaching Information Management Instead? Acad Med. 2005; 80:685–689.<br />
  40. 40. Next week assignment(Due September 24, 2011)<br />Type one-two pages (font size 12) on:<br />What is evidence-based dentistry (or evidence-based clinical practice in general)?<br />Do you think it is important? Why?<br />Should we learn about it as a mandatory course in dental school? Why?<br />Should we learn about evidence-based dentistry first, or research methodology first? Why?<br />What difficulties do you expect to face you when learning evidence-based dentistry?<br />Be prepared to discuss your answers with the class<br />