Evidence-based practice teaching in Indonesian dental schools: A survey among faculty members
Introduction: To explore the current situation regarding teaching evidence-based practice (EBP) in Indonesian dental schools as a low-middle-income country (LMIC) setting. Methods: Two nation-wide surveys were administered to all Indonesian dental schools (N=32) to capture the perceived value of th...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
National University of Singapore
2025-07-01
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| Series: | The Asia Pacific Scholar |
| Subjects: | |
| Online Access: | https://medicine.nus.edu.sg/taps/evidence-based-practice-teaching-in-indonesian-dental-schools-a-survey-among-faculty-members/ |
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| Summary: | Introduction: To explore the current situation regarding teaching evidence-based practice (EBP) in Indonesian dental schools as a low-middle-income country (LMIC) setting.
Methods: Two nation-wide surveys were administered to all Indonesian dental schools (N=32) to capture the perceived value of the deans about EBP skills and teaching with its resource-related situation, as well as the actual teaching implementation and its challenges by their curriculum teams. The analysis was performed descriptively as national aggregate data.
Results: The response rates were 96.9% and 90.6%, respectively. The deans considered EBP skills to be very important (61.3%) or important (38.7%). However, only 16.1% of deans reported that the implementation of teaching EBP met their expectations. Most schools (75.9%) considered providing training for teachers as the priority plan. Most schools (62.1%) had an independent EBP course in their curriculum, while 86.2% incorporated EBP teaching (also) into other courses. All dental schools employed a lecture strategy for teaching EBP topics, but also used other strategies such as interactive strategies with a wide range of percentages being utilised (10.3 - 89.7%). EBP-specific topics were generally taught with a level of implementation varying from 34.5% to 96.6% in the pre-clinical and from 10.3% to 62.1% in the clinical programme.
Conclusion: The used approach can be considered an effective strategy to provide opportunities for schools to reflect their EBP teaching. This study confirmed the necessity for improvement, especially the need to support faculty development. The deans and their curriculum teams highly value collaborative improvement plans. |
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| ISSN: | 2424-9335 2424-9270 |