ArticleAdvances in medical education and practice2026
Learning Needs Assessment Among Indonesian Dental Schools' Teachers for Teaching Evidence-Based Practice.
Article in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Evidence-based practice (EBP) in dentistry is considered the standard for achieving optimal patient outcomes, integrating the best scientific evidence, clinical expertise, and patient values. EBP implementation in most low-resource countries remains limited. To improve EBP education in Indonesian dental schools, it is necessary to explore their specific needs and their current capabilities, which were not yet available. Therefore, the aim of this study is to describe candidate teachers' profile, attitudes toward EBP, self-reported use of evidence, learning needs, and willingness to support peers, providing a basis for developing a tailored training program. Methods: A validated online questionnaire was distributed via email in June 2024 to 165 candidate teachers across 29 Indonesian dental schools. Results: A nearly equal number of candidate teachers from public and private dental schools responded, (n=125; 75.8%). While most respondents received prior EBP training, 16% reported no exposure. Twenty-eight percent had experience teaching EBP, and just 3.2% had served as EBP instructor in continuing education. The average teachers' attitude towards EBP score was moderately high positive 37.5 (SD=4.4; min=9; max=45). Textbook, original research, and review articles were the most used, and brochures of products, consulting colleagues, and the Cochrane Library were the least used. Regarding learning needs, 71.2% of teachers expressed their need to learn more, 58.8% need teaching materials support, and 14% were willing to share their knowledge or teaching materials. Conclusion: This study revealed a widespread need for candidate teachers for further training and teaching material support and identified candidates that were willing to teach their colleagues. Both low-level and high-level evidence sources were utilized, and candidate teachers had positive attitudes towards EBP. These results reveal more explicit learning needs for EBP training and a potential collaboration among the teachers to develop a nation-wide faculty development program.
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