Paper: Program Description Abstract
More Instruction Time for Evidence-Based Dentistry: How I Learned to Love Dental Curriculum Change
Monday, May 6
2:05 PM - 2:20 PM
Room: Columbus CD (East Tower, Ballroom/Gold Level)
Dental Medicine and Cancer Librarian
Background : Restructuring of the dental school curriculum doubled instruction time for the librarian to teach Evidence-Based Dentistry (EBD) principles and PubMed searching to first-year predoctoral students. The library instruction in the old curriculum occurred in the Research Design and Critical Thinking course and consisted of a single session of 90 minutes with 25 minutes of pre-recorded flipped instruction. The new curriculum created an Evidence Based Dentistry course and the librarian-led instruction expanded to two sessions of 120 minutes each. Neither course allowed for testing and grading is pass/fail.
Description : The second session and more contact time allowed more choices about the type and sequencing of active learning activities. The formative assessment Jeopardy-style game, remained unchanged. Successful activities from the single session (PubMed searching, formatting of clinical questions, student teach-back of PubMed search strategies, and librarian feedback of teaching strategy) were retained and expanded to include more in-class practice and reinforcement of skills. The recorded flipped instruction was discontinued and a critique of a systematic review was added. The expanded time also provided the opportunity to emphasize the importance of EBD to lifelong learning and the value of databases other than PubMed.
Conclusion : The librarian was able to build upon the success of its original librarian led evidence based instruction in the dental college when the college restructured its curriculum. The students received more reinforcement of evidence based practice skills,had more time to complete in-class exercises, and allowed more review of content. All desired active learning activities could be included with less risk of rushing through content. The students are primed to a mindset of lifelong learning. Testing in a pass/fail course was not allowed, so effectiveness is determined by informal observation by the librarian and from the course evaluations of the students.