Knowledge changes after applying evidence‐based dentistry educational interventions to dental students: A systematic review

Purpose To critically evaluate the evidence on knowledge changes observed after the application of evidence‐based dentistry (EBD) educational interventions to dental students. Methods We included studies that assessed EBD knowledge after applying educational interventions to undergraduates. Studies that evaluated post‐graduate students or professionals, that exclusively described educational interventions, programs, or the application of curriculum revisions were excluded. Electronic databases (PubMed, Embase, Scopus, and Web of Science), unpublished gray literature, and manual searches were performed. Data concerning “perceived” and “actual knowledge” was extracted. The quality of the studies was appraised according to the Mixed Methods Appraisal Tool. Results The 21 selected studies enrolled students at different stages, and the intervention formats were diverse. The educational interventions could be categorized into three modalities, that is, regular, EBD‐focused disciplines or courses, and other educational interventions including one or more of the EBD principles, methods, and/or practices. Despite the format, knowledge was generally improved after the implementation of educational interventions. Overall, perceived and actual levels of knowledge increased considering EBD general concepts, principles, and/or practices, and concerning the “acquire” and “appraise” skills. Among the selected studies, two were randomized controlled trials, while most were non‐randomized or descriptive studies. Conclusions EBD‐related educational interventions seem to improve dental students’ perceived and actual knowledge, according to literature with a high risk of bias. Therefore, more complete, methodologically rigorous, and longer‐term studies are still recommended to confirm and expand the current knowledge.