Department of Oral Public Health, Dental Material Research Center, School of Dentistry, Isfahan University of Medical Sciences, Isfahan, Iran


INTRODUCTION: Evidence‑based dentistry (EBD) is an approach to oral healthcare by combining
the best scientific evidence and clinical diagnostics, clinical expertise of the dentist, and the patient’s
treatment needs and preferences. The aim of the present study is to evaluate the effectiveness of
an education program on EBD offered in a community‑dentistry course in improving knowledge and
attitudes of students in this regard.
STUDY METHODS: By a quasi‑experimental study design, 64 senior dental students of Islamic
Azad University of Khorasgan recruited in a controlled trial. All of the students were randomized as
intervention (32) and control (32) groups. A course‑based educational program on EBD was randomly
assigned to one group. Actual knowledge, self‑assessed knowledge, and attitudes, before and after
education, were measured in both groups. A questionnaire consisted of 40 items developed by the
researcher was used after confirming its validity and reliability. The difference between mean scores
at two timelines were measured and compared in three fields by paired t‑test and independent t‑test
analysis via SPSS version 20 software.
RESULTS: While the mean scores of actual and self‑assessed knowledge and attitude were not
significantly different between two groups at the beginning of the program (P > 0.05), the mean
scores of all fields in the intervention group were significantly more than those of the control group
after education (P < 0.001). The effect size of intervention was 86%, 62%, and 57% in three fields,
respectively. There was not a significant difference between mean scores of three fields in the control
group, after the intervention.
CONCLUSION: Due to the poor knowledge and attitudes of students and improved knowledge and
attitudes of the intervention group after education, the education program seems to be effective.
Durability of educational impact and evaluating evidence‑based performance can be studied in the


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