Sir, in previous publications, we described aspects of our approach to developing an evidence-based dental curriculum.1,2 In addition to teaching our dental students the fundamentals of epidemiology and observational study design, we are also providing exposure to our students on how to interpret and assess the quality of systematic reviews and meta-analyses, and introducing them to newer methodologies including the use of decision aids and patient-reported outcomes. It is important for dental students to be introduced to these emerging methods in other healthcare professions, such as medicine and nursing, as familiarity with these newer methods will prove beneficial in an era of increasing inter-professional collaboration.

Implementation science studies the use of strategies to adapt and use evidence-based interventions (EBIs) in targeted settings such as schools, workplaces, healthcare facilities and public health departments to sustain improvements to population health.3 Investments in basic and clinical research can be wasted if effective clinical or preventive models are not applied in practice.4 Evidence indicates that only about half of the available medical and public health innovations are currently used in practice but there are sufficient EBIs to reduce by more than 50% the burden of cancer, chronic and infectious diseases in the United States.3 Implementation science does not necessarily use specific research methods but can include a broad range of traditional research approaches such as randomised trials, qualitative methods, systematic reviews and economic modelling. Most of the studies on implementation science in healthcare have focused on physicians and nurses but introducing dental students to the important aspects of implementation science, including stakeholder engagement, is crucial as the dental students of today are the dental researchers, practitioners and policymakers of tomorrow. To ensure that dental EBIs are implemented in the groups that need them most, including underserved populations, more involvement of other stakeholder groups besides scientists are needed and the opinions and expertise of policy and practice experts needs to be weighted more heavily.3

We increasingly talk about the need for ensuring dental students are competent in evidence-based methods and the importance of teaching proper methodological approaches but we should also be teaching students what it means to engage with stakeholders and encouraging them to also consider careers that involve helping to make policy.