ADHA Access March 2012 : Page 14
Demystifying Research for the Clinical Dental Hygiene Practitioner By Kathryn Battani, RDH, M S Introduction hen people think of research, test tubes, mice, beakers and microscopes often come to mind. Just hearing the word “research” can conjure up adverse emotions. According to Merriam Webster, research is de ¿ ned as a “careful or diligent search,” “the collecting of information about a particular subject,” and “studious inquiry or examination.” 1 Based on this de ¿ nition, dental hygienists are conducting research every day in clinical practice, possibly without even realizing it. Having an inquiring, curious mind and a thirst for knowledge are at-tributes of the dental hygiene clinician and researcher. Asking questions, seeking out information, and making observations are mainstays of clinical practice. Dental hygienists routinely make decisions regarding the ef ¿ cacy of treatment methods, diagnostic tests, new materials and oral health care prod-W { 14 MAR 2012 Having an inquiring, curious mind and a thirst for knowledge are attributes of the dental hygiene clinician and researcher. Asking questions, seeking out information, and making observations are mainstays of clinical practice. ucts during a typical workday, wearing the hat of the dental hygiene researcher. When making product recommendations to patients, they typically consider the science behind the product, their personal experiences, and patients’ needs and preferences. These three considerations are the foundation for evidence-based decision making (EBDM). An understanding and valuing of the EBDM process is essential in health care. Scienti ¿ c ¿ ndings from research studies are a piece of the EBDM puzzle; however, they constitute only one piece. The evidence-based approach to Best clinical decision-Clinical research making involves expertise evidence three factors: (1) the best available scien-ti ¿ c evidence, (2) the dental professional’s clinical skill and judgment, and (3) the patient’s needs Patient and preferences values 2 (see Figure 1). Figure 1. Evidence-based practice 4 All three factors EBP access
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