Performance of dental students after the implementation of a remote and asynchronous course on Evidence-Based Dentistry
DOI:
https://doi.org/10.30979/BrazJDentEduc.v25.2473Keywords:
Evidence-based Dentistry, Education Dental, Education DistanceAbstract
The aim was to report dental students’ performance, attendance, as well as to assess changes in their knowledge, attitudes, access, and confidence in performing practices related to Evidence-Based Dentistry (EBD). This is a non-controlled longitudinal case series. The participants were nineteen undergraduate students who took part in a remote and asynchronous course on EBD. Academic performance and attendance on classes were recorded. Eighteen students were also assessed for knowledge, attitude, access, and confidence in EBD-related practices using the KACE questionnaire (Knowledge, Attitude, Access and Confidence Evaluation), which was applied before (T0), immediately after (T1), as well as one year after the end of the course (T2). Among the eighteen students, twelve achieved mean scores above 6.0, and most of them preferred to attend to the modules in the asynchronous format. The results for the “knowledge” domain showed a significant increase from 3.86 (T0) to 6.86 (T1) (p<0.001), which remained relatively higher at T2 (6.00, p=0.001). The “attitude” domain mean score increased from 38.71 (T0) to 40.93 (T1) and decreased to 35.43 at T2 (p<0.001). Still, it remained relatively higher than the baseline score (p<0.001). “Access” increased from 24.64 (T0) to 28.29 (T1) (p=0.027), with no significant difference observed at T2. “Confidence” increased from 12.57 (T0) to 21.07 (T1) (p<0.001) and decreased to 18.50 at T2. Nevertheless, it still remained relatively higher than at T0 (p<0.001). A remote and asynchronous course on EBD can be considered viable, demonstrating positive and stable results in terms of knowledge acquisition, access to evidence, and confidence in performing practices related to EBD.
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