1. Evidence-Based Dentistry CourseIntroduction Dr. SohailBajammal September 19, 2011

2. Let’s break the ice http://www.maniacworld.com/ice-breaker.jpg

3. Outline GOLDEN What is EBD? Why do we need a course on EBD? Aims of the course Course structure Teaching strategies Assessment methods Attendance References Contact information

4. GOLDEN Get involved  it is your course One person speaks at a time Listen respectfully to others Disagree with the idea, not the person Every contribution should be taken seriously Never interrupt others

5. GOLDEN Respectful Fun

6. Evidence-Based Clinical Practice Research Evidence Patients’ Preferences Clinical Expertise Clinical Circumstances 6 Haynes et al. BMJ 2002;324:1350

7. Steps of Evidence-Based Dentistry 5A

8. Doing Research Methodology Research Evidence-Based Clinical Practice Using

9. Why do we need a course on EBD? Will make you a better critical thinker Will equip you with the skills of life-long learning Will teach you how to access and critically appraise the literature

10. New CODA Standards 2013 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)

11. New CODA Standards 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. 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.

12. New CODA Standards 5-2 Patient care must be evidence-based, integrating the best research evidence and patient values. Intent: The dental school should use evidence to evaluate new technology and products and to guide diagnosis and treatment decisions.

13. Aims of the course Develop critical thinking & life-long learning skills Introduce the concept of evidence-based clinical practice Introduce basic principles of research & biostatistics (clinically relevant)

14. Course Structure Contact hours: 2 hours per week = 2 credit hr Learning hours: 4-6 hours per week

15. Sessions Asking questions Searching the literature Hierarchy of evidence & types of research Critical appraisal: Therapy Prognosis Diagnosis Relevant biostatistics

16. Teaching Strategies Lectures Tutorials Self-directed learning Team-based learning

17. Assessment Methods Formative: Classroom Participation Presentations Self-assessment Summative: Portfolio: reflections, all what you have done Midterm written exam: MCQs, MEQs & EMQs Final written exam: MCQs, MEQs & EMQs

18. Assessment 40% Ongoing assessment: Portfolio, Assignments, Presentations Deduct one mark for each absence 10% Mid-term exam 50% Final exam

19. Reflections At the end of each session, you have to complete a reflection form & keep it in your portfolio

20. Portfolio Folder or Electronic Contains EVERYTHING you have leant and done in this course e.g., copies of your searches & critical appraisal Your portfolio represents you

21. Assessment ZERO TOLERANCE for: Copying and pasting Cheating or attempting to cheat in the exams Random plagiarism check on assignments

25. Attendance 4 late = 1 absence 4 absence  dismissed from the course

27. References Books: Book of your choice on evidence-based clinical practice Articles: Suggested references at the end of each session Websites

28. Books

29. Evidence-based Medicine in Sherlock Holmes’ Footsteps(eBook available online @ UQU)

30. Users’ Guides to the Medical LiteratureEssentials of Evidence-based Clinical Practice

31. Articles

33. Websites

34. ebd.ada.org

36. cebd.org

37. Contact Course Director: Dr. SohailBajammal ssbajammal@uqu.edu.sa Males: Dr. Adel Husein Females: Dr. MahaMahmoud Dr. Hind Abdulfattah

38. The Course BlogebDentistry.net

39. Additional Reading 1st Lecture What is Evidence-Based Practice? 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 Some Evidence-Based Cases. 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 Slawson DC, Shaughnessy AF. Teaching Evidence-Based Medicine: Should We Be Teaching Information Management Instead? Acad Med. 2005; 80:685–689.

40. Next week assignment(Due September 24, 2011) Type one-two pages (font size 12) on: What is evidence-based dentistry (or evidence-based clinical practice in general)? Do you think it is important? Why? Should we learn about it as a mandatory course in dental school? Why? Should we learn about evidence-based dentistry first, or research methodology first? Why? What difficulties do you expect to face you when learning evidence-based dentistry? Be prepared to discuss your answers with the class