BARRIERS, LESSONS AND POSSIBLE IMPROVEMENTS WHEN IMPLEMENTING EVIDENCE-BASED TEACHING: A NARRATIVE REVIEW

Abstract

Evidence-based dentistry (EBD) has been widely promoted as a cornerstone of contemporary dental education and clinical decision-making. Its integration into undergraduate and graduate curricula aims to equip future professionals with the skills needed to critically appraise scientific evidence, apply research findings to clinical scenarios, and deliver patient-centered care. Despite its broad endorsement, the effectiveness of EBD education in producing sustained changes in clinical behavior and patient outcomes remains insufficiently established. This narrative review discusses key teaching strategies, curricular integration models, and real-world implementation experiences related to EBD education, while critically examining persistent challenges and gaps in the current evidence base. Active learning approaches, including small-group learning, journal clubs, hybrid formats, and structured mentorship programs, appear to enhance students’ knowledge, attitudes, and critical appraisal skills. However, structural constraints, limited faculty training, curricular overload, and difficulties in translating academic competencies into clinical practice continue to hinder effective implementation. Additionally, emerging digital and artificial intelligence–based tools offer promising opportunities to support evidence synthesis, guideline updating, and personalized learning, although concerns regarding accuracy, bias, and scientific integrity remain. Overall, while EBD education posits clear benefits in improving knowledge and attitudes, robust longitudinal evidence demonstrating its long-term impact on clinical practice is still lacking. Addressing these challenges will require institutional commitment, continuous faculty development, standardized assessment strategies, and the thoughtful integration of technological innovations to ensure the sustainable adoption of EBD in dental education.