DTL 507 Evidence Informed Practice Overview

Course Introduction

• Course name: DTL 507 Evidence Informed Practice
• Instructor: Prof. Carmen Clayton
• Instructor contact: [email protected]
• Course resources:
  • Forrest JL. (2018) Evidence-based decision making: introduction and formulating good clinical questions. dentalcare.com; 2018. Posted on Blackboard
  • Frantsve-Hawley, J. (2014). Evidenced-Based Dentistry for the Dental Hygienist. Chicago, Illinois: Quintessence Publishing Co.

Course Assessments

• Comprehensive Final Exam: 40%, Dec 9-13
• Assignments: 60%
  • Reading Research: 5%
  • Reflective Practice (LEARN): 10%
  • Major Assignment - Evidence Informed Practice: 45%
    • Part A - PICO question: 10%
    • Part B - Literature review & discussion: 30%
    • Part C - Group Presentations: 5%

Reading Research Assignment

• Format: Individual or pairs
• Tasks:
  • Read the assigned article(s)
  • Complete the provided chart that is structured around the article, focusing on elements like study purpose, variables, study type, population description, methods, data analysis, findings, significance and limitations.

Major Assignment - Evidence-Informed Practice

• Tasks:
  • Identify a relevant dental hygiene issue and formulate a clinical question.
  • Locate and review research evidence related to the issue.
  • Synthesize the evidence and discuss the conclusions.
  • Evaluate the significance of the conclusions for the profession.
  • Share findings through a presentation and handout.

Course Description

• Course builds on a basic knowledge of statistics related to health research.
• Students will examine research application in professional practice.
• Students will critically evaluate scientific articles.
• Students will make evidence-based clinical decisions.
• Students will disseminate information orally and in writing.

Why Evidence-Informed Practice?

• Dental hygienists use current information for client care decisions.
• Analyzing, synthesizing, and evaluating new knowledge is required before application to practice
• Applying evidence requires consulting multiple resources, verifying their credibility.
• Evidence-based decision-making helps analyze information and current practice.
• New knowledge, services, and technology should be integrated into practice after critical review.

Components of Dental Knowledge Base

• Evolution of the field is presented as a series of ages, from expert to professionalism to science to evidence.

Concepts of "Evidence"

• Evolution of "Evidence" concepts (e.g., experiential knowledge, protocol-based experimentation, expert opinion, systematic reviews, RCTs, textbooks).

Evidence-Based vs. Evidence-Informed

• Evidence-Based: Research findings are the primary source.
• Evidence-Informed: Recognizes the importance of values, resource availability, and clinical expertise alongside research.

Principle Drivers of Evidence-Based Movement

• Archie Cochrane: Advocated using scientific methods (especially RCTs) to evaluate the effectiveness of medical treatments.
• Cochrane Collaboration: An international network preparing systematic reviews on various topics.
• David Sackett: Developed the concept of evidence-based medicine.

Evidence-Informed Decision Making

• Importance of integrating scientific evidence, clinician expertise, and patient needs/preferences.

Is All Evidence Created Equal?

• No. The selection process for subjects influences the evidence.

Best Evidence

• Validity: the accuracy of reflecting the truth.
• Bias: factors or processes that influence results or conclusions.
• Types of Bias: Consideration of potential bias when evaluating research articles and data.
• Research designs reduce bias.

Levels of Evidence for Preventive or Therapeutic Studies

• Hierarchy of evidence (from expert opinion to systematic reviews, RCTs).

Advantages of Systematic Reviews

• Utilize scientific methodology
• Identify all relevant literature
• Critically appraise studies
• Evaluate data and develop conclusions
• Reliable source of information for clinical decision-making

5 Steps of Using EIDM

• Formulate clinical questions
• Conduct a computerized search to find best evidence
• Critically appraise the evidence
• Apply results to clinical practice
• Evaluate the process and performance

5 Steps (alternative)

• 1. Ask
• 2. Access
• 3. Appraise
• 4. Apply
• 5. Assess

PICO Process

• Converting information needs/problems into clinical questions.
• Asking the right questions is crucial.

PICO Format

• P: Population (or patient/problem).
• I: Intervention(or treatment/action).
• C: Comparison (or alternative treatment/no intervention/no action).
• O: Outcome (expected result).

Writing the PICO Question

• Generating PICO-style questions from patient information and needs.
• Example: Home teeth whitening with hydrogen peroxide compared to store-bought whitening strips.

Example Clinical Question

• Example question relating to teeth whitening.

Background Questions

• Questions about client's teeth-whitening concerns and sources of relevant information.

This quiz covers the course structure for DTL 507 Evidence Informed Practice, including assessments such as the comprehensive final exam and various assignments. Students will learn about crucial aspects like evidence-based decision making and reflective practices that will aid in their understanding and application of concepts in the course.