Guest Editorial Evidence‑Based Education System Downloaded from http://journals.lww.com/aomr by BhDMf5ePHKav1zEoum1tQfN4a+kJLhEZgbsIHo4XMi0hCywCX1AW nYQp/IlQrHD3i3D0OdRyi7TvSFl4Cf3VC1y0abggQZXdgGj2MwlZLeI= on 07/05/2023 The Evidence‑Based Education System (EBES) is the new “Avatar” of the old Evidence‑Based Dentistry (EBD) system. It is an upgraded, higher level, and integrated version, and thus it is version 2.0. The old EBP failed as it was not uniformly introduced nor was it practiced in the healthcare delivery routine. It was a separate subject taught in a “silo” discipline‑based manner. EBES overcomes that by integrating the EBD process into the curriculum as a workflow process to be used in every encounter—student‑faculty‑patient, clinician‑patient, researcher‑participant, and the community. As an example, today we ask our students to read, remember, recall, and retrieve. All these activities use up the “working” short‑term memory. So when students have to do problem‑solving, analysis, or synthesis, they do not have enough memory space. In the bargain, we have students who pass by mercy as well as students who are very good. This inequality is due to our curricular ecosystem faults. If we use the EBES process, students will not have to remember but acquire knowledge by EBES search strategy and get knowledge—as and when needed. Thus, their memory is free for problem‑solving and application. Similar to allowing kids to use calculators in mathematics. The important thing is that students learn to apply the context of the concept rather than do menial, manual, and repetitive work. EBES process flow goes through the 5 A’s of the EBD process of Ask, Access, Appraise, Apply, and Assess. All these steps are not to be learned but to be used in day‑to‑day work in Lectures, Clinics, Hospitals, Fieldwork, Research, and in private practice. Each of these steps is to be used continuously—when questions are asked by faculty or patients or colleagues. It takes less than 10 minutes to get appraised, valid, and relevant answers through these processes. EBES process also simplifies, makes understandable, and promote application of research and its appraisal. Decision‑making in healthcare is a guided EBES process making the process produce numerically understandable benefits and risks to the patient so as to allow the patient to make informed choices. Diagnostic EBES process depends on likelihood and probability calculations helping in the diagnosis and the differential process is a numerically calculated methodology. Therapy, harm, causality, and prognosis are similarly based on risk calculations and predictability so that choices of treatment procedures are supported by hard evidence. COVID‑19 hits and misses can be clearly understood by the EBES method and research parameters. EBES is a curriculum, not a syllabus. A curriculum tells one how to teach/learn, how much to teach, what procedure to follow to enhance learning, what props to use, and how to assess in a progressive stepped manner of the progress from novice to expert in a stepped, scaffold‑like manner as per the pyramidal steps of Miller and Bloom’s taxonomy. It also specifies the learning ecosystem development. Thus, it looks at the explicit, implicit, and hidden curricula. The present curriculum has a lot of implicit portions (things students learn themselves) and the ecosystem (hidden curricula) is left to individual institutes’ fancy. Thus, learning is not guided but based on students’ individual capacity causing inequality in knowledge and skills, affecting the future roles in education or practice. EBES methodology is the cure. Students come with different abilities (diversity) but we treat them in a similar fashion having same single classroom and single process in clinics. This itself is an inherent ecosystem fault. We need to have small classrooms with students having similar cognitive, psychomotor, and affective or communication skills. Given individualized custom learning experiences to raise their level in the first 2 years and once equity is developed in 3 and 4 years have similar curricular groups. We do not have integrated knowledge dispersal with subjects taught in different years and students have to mentally integrate into patient care. We need co‑teaching and multidisciplinary teaching from the beginning for comprehensive learning. EBES promotes experiential learning by students working in teams and patient co‑ordinations between departments to cause learning in a more dynamic way. EBES promotes a spiral curriculum from easy to complex across the years for better understanding. No patient comes saying Doc, I have a cyst. Treat me. A patient comes with a swelling and we have to diagnose and treat it. So the learning methodology has to be on a chief complaint basis and not departmental “silo” teaching. EBES methodology takes care of all lacunae in our syllabus as there is no curriculum. © 2023 Journal of Indian Academy of Oral Medicine & Radiology | Published by Wolters Kluwer - Medknow 153 Mody: Evidence‑based system Bharat M. Mody K.M. Shah Dental College, Vadodara, Gujarat, India Address for correspondence: Prof. Bharat M. Mody, Ex – Deen, K.M. Shah Dental College, Vadodara ‑ 391 760, Gujarat, India. E‑mail: Bratmody11@gmail.com This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution‑NonCommercial‑ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non‑commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms. Access this article online Downloaded from http://journals.lww.com/aomr by BhDMf5ePHKav1zEoum1tQfN4a+kJLhEZgbsIHo4XMi0hCywCX1AW nYQp/IlQrHD3i3D0OdRyi7TvSFl4Cf3VC1y0abggQZXdgGj2MwlZLeI= on 07/05/2023 Quick Response Code: Website: https://journals.lww.com/aomr DOI: 10.4103/jiaomr.jiaomr_174_23 How to cite this article: Mody BM. Evidence‑based education system. J Indian Acad Oral Med Radiol 2023;35:153‑4. Received: 11‑06‑2023 Accepted: 11‑06‑2023 154 Revised: 11‑06‑2023 Published: 29-06-2023 Journal of Indian Academy of Oral Medicine & Radiology ¦ Volume 35 ¦ Issue 2 ¦ April-June 2023
