Performance of dental students after the implementation of a remote and asynchronous course on Evidence-Based Dentistry

The aim was to report dental students’ performance, attendance, as well as to assess changes in their knowledge, attitudes, access, and confidence in performing practices related to Evidence-Based Dentistry (EBD). This is a non-controlled longitudinal case series. The participants were nineteen undergraduate students who took part in a remote and asynchronous course on EBD. Academic performance and attendance on classes were recorded. Eighteen students were also assessed for knowledge, attitude, access, and confidence in EBD-related practices using the KACE questionnaire (Knowledge, Attitude, Access and Confidence Evaluation), which was applied before (T0), immediately after (T1), as well as one year after the end of the course (T2). Among the eighteen students, twelve achieved mean scores above 6.0, and most of them preferred to attend to the modules in the asynchronous format. The results for the “knowledge” domain showed a significant increase from 3.86 (T0) to 6.86 (T1) (p