Christianne Guba, Melinda Meadows, William Browning, Steven Haug, Joan Kowalik, Matthew Moeller, Elizabeth Ramos, Lawrence Garetto, Michelle Kirkup, Jeffrey Platt, Laura Romito, School of Dentistry
Principal Investigator: Christianne Guba, associate dean for academic affairs, School of Dentistry
Co-principal Investigators: William Browning, professor, Department of Restorative Dentistry; Steven P. Haug, professor, Department of Restorative Dentistry; Joan E. Kowolik, associate professor, Department of Pediatric Dentistry; Matthew Moeller, clinical associate professor, Comprehensive Care Clinic Director, Department of Restorative Dentistry; Elizabeth Ramos, clinical assistant professor, Department of Periodontics and Allied Health; Lawrence P. Garetto, professor, Department of Oral Pathology, Medicine, and Radiology; Michelle Kirkup, clinical assistant professor, Department of Restorative Dentistry; Melinda Meadows, director of assessment, Office of Academic Affairs; Jeffrey A. Platt, associate professor, Department of Restorative Dentistry; Laura M. Romito, associate professor, Department of Oral Biology, School of Dentistry
Project Title: Theory into Practice: Enhancing Evidence-based Patient Care in Dentistry
Funding Level: $14,994
Abstract:
Evidence-based patient care in Dentistry (EBD) is an approach to oral health care that integrates the systematic review of clinically relevant scientific literature with the dentists' expertise and the patients' treatment needs and preferences. With new Commission on Dental Accreditation (CODA) standards implemented in 2013, it is critically important for Schools of Dentistry to graduate students who have the knowledge, skills and values to apply this approach in their comprehensive care of patients. Indiana University School of Dentistry has multiple, but discrete, opportunities for students to master the principles and practice of EBD, however, there is no curriculum wide plan for the integration of the content or consistent plan of assessment which culminates in an authentic measure of student competency in the clinical setting. A gap exists in the dental education literature linking the theory of EBD instruction to measurable outcomes of its practice in the clinical setting. Therefore, this proposal outlines an intentional approach to how EBD is taught, applied and assessed through a four year curriculum, from foundational principles to authentic assessment of clinical application. Student learning and programmatic outcomes will be assessed using a multifaceted approach including: student course evaluations, faculty course review, student focus groups, analysis of student assessment data, pre-/post-intervention surveying, and exit interviewing. Pilot data of the proposed intervention will be collected over the course of one academic year and project findings will be disseminated locally at the Curriculum Enhancement Grant Symposium and nationally at the American Dental Education Association Annual Session.
