Student Opinions About Real World Barriers to Implementing Evidence-Based Practice

Objective: The objective of this analysis was to evaluate the impact of a summer academic detailing selective course on changing dental students’ opinions about barriers to implementing evidence based practice (EBP) in dental practices.

Method: As part of an educational program, 21 DS IV students completed a 16-hour academic detailing workshop and then paid 30 to 60 minute visits to five private dental practices in Texas to discuss real world barriers to implementing EBP practice. Caries risk assessment was a topic discussed. Students followed a structured student/dentist worksheet to guide the discussion.  Students also completed a survey about barriers to EBP (Spallek et al., 2010) before and 4 months after visiting the five practices.  Students were also queried about their interest in EBP skills. 

Result: Sixteen of 21 students completed both pre-and post-program surveys.  Following their visits with the dentists, there were no significant changes in students’ opinions about real world barriers to implementing EBP (Wilcoxon signed ranks test, all P > .05).  However, 15 of 16 students reported that the experience increased their desire to attain “lifelong learning skills” and to keep “up-to-date.” 

Conclusion: A summer academic detailing selective course and structured discussions with five dentists did not change students’ opinions about barriers to EBP in private practice.  This may reflect the wide diversity of student experiences with different practitioners.  The experience may have reinforced students’ desire to learn EBP skills.