PT  - JOURNAL ARTICLE
AU  - Santiago, Victoria
AU  - Cardenas, Melissa
AU  - Charles, Anne Laure
AU  - Hernandez, Estefany
AU  - Oyoyo, Udochukwu
AU  - Kwon, So Ran
TI  - Evidence-Based Practice Knowledge, Attitude, Access and Confidence: A comparison of dental hygiene and dental students
DP  - 2018 Apr 01
TA  - American Dental Hygienists Association
PG  - 31--37
VI  - 92
IP  - 2
4099  - http://jdh.adha.org/content/92/2/31.short
4100  - http://jdh.adha.org/content/92/2/31.full
SO  - J Dent Hyg2018 Apr 01; 92
AB  - Purpose: The purpose of this study was to evaluate whether current educational strategies at a dental institution in the United States made a difference in dental hygiene (DNHY) and dental students' (D3) learning outcomes in the four domains of evidence-based practice (EBP), knowledge, attitude, accessing evidence, and confidence (KACE), following a 12-week research design course.Methods: All participants DNHY (n=19) and D3 (n=96) enrolled in the research design course at Loma Linda University completed a paper KACE survey distributed on the first day of class. Students completed the KACE survey once more at the end of the 12-week course. Pre- and post-survey results were compared both within and between the DNHY and D3 student groups to identify the learning outcomes in the four domains of EBP; knowledge, attitude, accessing evidence, and confidence in EBP. Descriptive statistics were conducted to profile all variables in the study; the level of significance was set at α=0.05.Results: All DNHY students (n=19) completed the pre and post KACE surveys; of the D3 (n=96) students enrolled in the course 82% (n=79) competed the post-survey. Comparison of the survey results showed that both DNHY and D3 students demonstrated statistically significant increases in their level of knowledge and attitude (p < 0.05) towards EBP. In the attitude domain, DNHY students indicated more positive attitudes towards EBP (p < 0.001) than their D3 student cohorts. Neither group demonstrated significant changes in confidence in applying EBP (p > 0.05).Conclusion: DNHY and D3 students increased their knowledge and developed more positive attitudes towards EBP following a 12-week research design course. Study results identify improvement areas for EBP knowledge acquisition including determining levels of evidence, analysis of study results, and evaluating the appropriateness of research study designs through the use of validated EBP survey instrument.