Skills in Assessing the Professional Literature (SAPL): A 7-year Analysis of Student EBD Performance

Skills in Assessing the Professional Literature (SAPL): A 7-year Analysis of Student EBD Performance

Abstract Purpose The primary goal of this project was to describe the level of knowledge acquisition using detailed test performance outcomes of the EBD SAPL curriculum over its first 7-years of implementation at the NYU College of Dentistry. A secondary goal was to compare performance outcomes impa...

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Bibliographic Details
Published in:The journal of evidence-based dental practice Vol. 14; no. 3; pp. 102 - 110
Main Authors: Katz, Ralph V, Shamia, Hebba A, Dearing, Bianca A, Kang, Paul D.S, Li, Lin, Chang, Andy
Format: Journal Article
Language:English
Published: United States Elsevier Inc 01-09-2014
Subjects:
Curriculum
Decision Making
Dental education
Dental Research
Dentistry
Education, Dental
Educational Measurement - methods
Educational methodology
Evidence-based dentistry
Evidence-Based Dentistry - education
Humans
Program Evaluation
Research Design
Students, Dental
Thinking
Evidence-based dentistry
Dental education
Educational methodology
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Summary:Abstract Purpose The primary goal of this project was to describe the level of knowledge acquisition using detailed test performance outcomes of the EBD SAPL curriculum over its first 7-years of implementation at the NYU College of Dentistry. A secondary goal was to compare performance outcomes impact of the full 60 h base SAPL curriculum as taught to 4-year DDS students vs an abbreviated 30 h base SAPL curriculum as taught to 3-year Advanced Placement DDS students. Methods The findings for the period 2004–2010 are reported for 1647 dental students (63.6% 4-year DDS students, 36.3% 3-year Advanced Placement DDS students). The database consisted of the score earned by each student on each individual question of the SAPL course's 4 h final examination in which each student read an original research article and answered all questions on the Literature Analysis Form. Results The major findings were overall high performance by both groups of students (SAPL exam scores of 85.8 vs 83.7, respectively) as well as very similar outcomes between these two student groups on: 1) recognizing research design elements and on interpreting those design elements for clinical application, 2) detailed performance of knowledge within the specific five traditional sections of research articles, and 3) detailed performance across 18 identified research design topics. Conclusion In conclusion, both course formats appear to be highly effective for their respective student groups, but should not be interpreted as evidence favoring the shorter format given the different characteristics of the two student groups.
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ISSN:1532-3382
1532-3390
DOI:10.1016/j.jebdp.2014.06.004