Anna Milgramm, Kristin V Christodulu, Melissa L Rinaldi
Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder
Journal of autism and developmental disorders
evaluate effects implementing evidencebased teaching approach ebta traditional dental curriculum course predoctoral dental students knowledge attitudes evidencebased dentistry determine benefit enhancing students academic performance fundamentals periodontics firstyear dental students d1 n 100 span period 12 weeks first 6 weeks teach basic principles periodontal disease pathogenesis introduce concepts ebta basics research study design statistical principles literature search critically analyzing evidence without active implementation second 6 weeks build initial knowledge periodontal disease pathogenesis actively implement ebta activities enhance learning course content pre postebta implementation students completed validated survey assessing students knowledge attitudes access evidence confidence related evidencebased dentistry midterm final grades used assess student academic performance postebta implementation survey responses showed significant increase students knowledge regarding critical appraisal literature p 00001 significant improvement students attitudes evidencebased dentistry p 00001 significant increase students frequency accessing evidence various sources p 001 significant increase students confidence evaluating various aspects published research report p 0009 postebta final grade scores significantly higher preebta midterm grade scores p 00001 integrating ebta within traditional dental curriculum course improves students knowledge attitudes evidencebased dentistry well enhances students academic performance