Implementation strategies for integration of evidence-based caries management approach in dental education: A scoping review
Notice bibliographique
Résumé
Despite the introduction of the Evidence-Based Caries Management (EBCM) approach over two decades ago, its integration into dental education and practice has been slow and inconsistent.For instance, a significant proportion of dental schools still adhere to outdated clinical practices, with surveys indicating only a minority of institutions have fully adopted EBCM principles.The lack of up-to-date dental education has been identified as a significant barrier to EBCM's implementation among dental practitioners.While there is existing literature related to the implementation of the EBCM approach in dental education, there is a lack of a comprehensive knowledge synthesis review on this topic.This scoping review aims to fill this gap by mapping and summarizing the evidence on implementation strategies of EBCM in dental education and identifying knowledge gaps. Objectives:This scoping review aims to map and summarize the evidence on implementation strategies of EBCM in dental education and to identify knowledge gaps. Methodology:Following the Joanna Briggs Institute manual and Arksey and O'Malley framework, an experienced librarian developed a comprehensive search strategy covering four databases, including MEDLINE (Ovid) and Scopus.Grey literature and hand searches through relevant journals and websites supplemented the retrieval.All study designs from 1990 to the present, excluding those conducted in private practices or focused on dental practitioners outside of educational settings, were included to focus on educational impacts.No language restrictions were applied.Two independent reviewers performed data screening, selection, and extraction. IIQualitative content analysis was adopted for data analysis, and Proctor's framework and ERIC taxonomy were used for data synthesis.Findings were reported following PRISMA-ScR guidelines, with most presented in tabular format. Results:Following the review of 1463 titles and abstracts and 50 full-text sources, 27 studies were included in this scoping review.These studies were published between 2007 and 2022 and were conducted at dental faculties in North and South America, Europe and Asia.Study designs included case studies, randomized control trials, non-randomized experimental studies, observational and mixedmethod studies.Key findings indicated that caries detection and risk assessment were the most prevalent components of EBCM integration.According to the ERIC taxonomy, twelve implementation strategies were identified, including 'local consensus discussions', 'continuous and dynamic training', 'informing local opinions', 'ongoing supervision', 'training the trainers', 'changing record systems'.Only 15 out of 27 included studies reported the implementation outcomes.These outcomes were related to the acceptance and adoptability of the EBCM implementation (e.g., consensus on cariology curricula; participants' enhancement in the knowledge, decision-making and performance; participants' satisfaction, perceptions, reaction, and readiness). Conclusions:This review indicates that the integration of the EBCM approach into undergraduate dental education is in its early stages.The studies reporting the implementation of the full EBCM approach are limited.Various strategies, including local consensus discussions, continuous and dynamic training, and continuous supervision have been used to implement the approach.Future studies should focus on evaluating implementation outcomes; including fidelity, patient-related III outcomes, and sustainability to better understand the impact of integrating the EBCM in dental education.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,100 | 0,217 |
| Méta-épidémiologie (sens strict) | 0,003 | 0,002 |
| Méta-épidémiologie (sens large) | 0,007 | 0,008 |
| Bibliométrie | 0,041 | 0,029 |
| Études des sciences et des technologies | 0,003 | 0,003 |
| Communication savante | 0,014 | 0,014 |
| Science ouverte | 0,004 | 0,007 |
| Intégrité de la recherche | 0,006 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».