An Innovative Evidence-based Decision Making Model Designed for Curricular Change Gary L. Stafford DMD Abstract: The Marquette University School of Dentistry’s Department of General Dental Sciences Advisory Council was developed to encourage and facilitate the use of Evidence-based methodologies into the decision making process as it relates to changes within the curriculum. The strategy was to develop a method which would help to increase each faculty member’s involvement in deciding how and what is taught by enabling them to make curricular recommendations or pose clinical questions or concerns directly to the Department Chair. The Chair then charges one of nine Task Force Leaders to assemble a small team to explore the request or question using Evidence-based dentistry and return to the Advisory Council with a recommendation. The Advisory Council then votes on the recommendation and if passed, the new intervention, material, technique or protocol is integrated into the curriculum, both didactically and clinically. The Advisory Council was structured so that each of the nine Task Force leaders who comprise it, represent specific departmental areas or disciplines. These individual task force teams are designated as Complete Dentures, Dental Biomaterials, Fixed Prosthodontics, Implants, Oral Medicine & Radiology, Quality Control, Removable Partial Dentures, Restorative and Treatment Planning and represent each of the main educational responsibilities or functions of the Department of General Dental Sciences. Once the Department Chair assigns a task, the Task Force Leader seeks out diverse faculty member representation for the four person task force team. The goal is to have faculty representation from other departments, departmental part-time faculty members and even students who then participate in the investigation. By the use of this team based strategy, buy-in from the faculty was improved and they were also either introduced to Evidence-based practice or their Evidence-based dentistry skills were enhanced. This top down approach seems to be a perfect complement to our bottom up instructional approach of teaching the students how to conduct and practice Evidence-based research beginning in their D1 year. Incorporating a “think tank” of key departmental faculty members to investigate questions or concerns posed by the students, administration or other faculty members by using Evidence-based methodologies has proven to be a successful management tool, has been very well received and has led to numerous positive changes in how we treat our patients and educate our students. The poster includes examples of specific issues which were investigated along with the subsequent Task Force recommendations that led to changes within the curriculum. Restorative Biomaterials Fixed Prosthodontics Removable Partial Dentures Complete Dentures Implants Treatment Planning Quality Control Oral Medicine & Radiology General Dental Sciences Advisory Council GDS Chair F/T or P/T Idea Task Force EBD Clinic Procedures and Protocols Task Force Recommendation GDS Chair Didactic Curriculum Purpose: The aim of this project is to illustrate how an organization, department or program can institute a relatively simple structural design which will help to create consensus for and increase faculty acceptance of departmental decisions. This is achieved by developing a working group of individuals whose use of Evidence-based decision making techniques allow for them to effectively choose the most appropriate interventions, materials and methods which are then used in both didactic and clinical instruction. Conclusion: It was found that by using an Advisory Council of key departmental faculty in combination with Evidence-based decision making, there has been an increase in the quality of patient care, faculty calibration in how to conduct Evidence-based research has improved and there has been a creation of a culture of inquisitiveness that challenges the notion that the way things have always been done is also the right way of doing things. Which One?