Relationship between Faculty Knowledge and Teaching of Evidence Based Practice

Objective: The purpose of this study was to test the hypothesis that self-assessed objective knowledge about evidence-based practice (EBP) predicts confidence in and use of EBP methods among dental school faculty. Methods: Dental school faculty (n=56) completed two questionnaires, with items derived from previously validated EBP assessment instruments, to measure their objective knowledge about critical appraisal skills (KACE, 18 items) and their attitudes and confidence about using these skills in teaching (KACE and EBP Self-Assessment Inventory, 13 items). The hypothesis was tested using Pearson's product moment correlation coefficient. Results: Consistent with our hypothesis, there was a statistically significant positive correlation between faculty members' subjective and objective scores (r=0.54; p<0.01). The subjective and objective scales used to calculate faculty scores were also found to be internally consistent (Cronbach's Alpha of 0.68 and 0.91, respectively). Conclusion: Dental school faculty members possessing greater objective knowledge of EBP skills report more positive attitudes towards EBP and greater confidence in using these skills in their teaching. From these findings it can be hypothesized that increasing faculty members' knowledge about EBP is likely to lead to increased application of EBP. Supported by NIH/NIDCR R25 DE 018663