title: Evidence-based care and the curriculum.
abstract: An evidence-based (EB) approach has been a significant driver in reforming healthcare over the past two decades. This change has extended across a broad range of health professions, including oral healthcare. A key element in achieving an EB approach to oral healthcare is educating our practitioners, both current and future. This involves providing opportunities integrated within simulated and actual clinical settings for practitioners to learn and apply the principles and processes of evidence-based oral healthcare (EBOHC). Therefore, the focus of this discussion will be on ways in which EBOHC and associated research activities can be implemented into curricula, with the aim of improving patient care. This paper will initially define the scope of EBOHC and research, what these involve, why they are important, and issues that we need to manage when implementing EBOHC. This will be followed by a discussion of factors that enable successful implementation of EBOHC and research into curricula. The paper concludes with suggestions on the future of EBOHC and research in curricula. Key recommendations related to curricula include strengthening of the culture of a scientific approach to education and oral healthcare provision; complete integration of EBOHC into the curriculum at all levels; and faculty development to implement EBOHC based on their needs and evidence of effective approaches. Key recommendations to support implementation and maintenance of EBOHC include recognition and funding for high-quality systematic reviews and development of associated methodologies relevant for global environments; building global capacity of EBOHC researchers; research into improving translation of effective interventions into education and healthcare practice, including patient-reported outcomes, safety and harms, understanding and incorporation of patient values into EB decision-making, economic evaluation research specific to oral healthcare and effective methods for changing practitioner (faculty) behaviours; and extend access to synthesized research in 'user friendly' formats and languages tailored to meet users' needs. Realizing these recommendations may help to improve access to effective healthcare as a basic human right.
authors.affiliation: The University of Adelaide, Adelaide, SA, Australia. tracey.winning@adelaide.edu.au
authors.forename: T
authors.initials: T
authors.lastname: Winning
authors.forename: I
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authors.lastname: Needleman
authors.forename: M
authors.initials: M
authors.lastname: Rohlin
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authors.lastname: Carrassi
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authors.lastname: Chadwick
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authors.lastname: Eaton
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authors.lastname: Hardwick
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authors.lastname: Ivancakova
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authors.lastname: Johnsen
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authors.lastname: Kim
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authors.lastname: Lekkas
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authors.lastname: Li
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authors.lastname: Onisei
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authors.lastname: Pissiotis
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authors.lastname: Reynolds
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authors.lastname: Tonni
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authors.lastname: Vanobbergen
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authors.initials: R
authors.lastname: Vassileva
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authors.lastname: Virtanen
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mesh_terms: D003479:Curriculum; D003729:Dental Care; D018865:Dental Research; D004497:Education, Dental; D019317:Evidence-Based Medicine; D006801:Humans; D017063:Outcome Assessment, Health Care; D016730:Program Development; D011787:Quality of Health Care