How Do Dentists Understand Evidence and Adopt It in Practice?

Autor/inn/en	Sbaraini, Alexandra; Carter, Stacy M.; Evans, R. Wendell
Titel	How Do Dentists Understand Evidence and Adopt It in Practice?
Quelle	In: Health Education Journal, 71 (2012) 2, S.195-204 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896911434427
Schlagwörter	Evidence; Grounded Theory; Dentistry; Qualitative Research; Interviews; Prevention; Coding; Transfer of Training; Ethics; Participant Characteristics; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Evidenz; Zahnmedizin; Qualitative Forschung; Interviewing; Interviewtechnik; Prävention; Vorbeugung; Codierung; Programmierung; Training; Transfer; Ausbildung; Ethik; Ausland; Australien
Abstract	Although there is now a large evidence-based dentistry literature, previous investigators have shown that dentists often consider research evidence irrelevant to their practice. To understand why this is the case, we conducted a qualitative study. Objective: Our aim was to identify how dentists define evidence and how they adopt it in practice. Methods: A qualitative study using grounded theory methodology was conducted. Ten dentists working in eight dental practices were interviewed about their experience and work processes while adopting evidence-based preventive care. Analysis involved transcript coding, detailed memo writing, and data interpretation. Results: Findings revealed that dentists' direct observations--referred to as clinical evidence--provided the most tangible and trusted evidence in practice and during discussions with colleagues. Dentists described a detailed process used to gather, compare and implement clinical evidence. This process began when they were exposed to novelty in daily practice and proceeded through self-driven testing, producing clinical or tangible evidence that clinicians could use in practice. Conclusion: Based on these findings, we propose an alternative to the linear form of knowledge transfer commonly represented in the literature. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10