Effects of dental health instruction on university students

Dennison, Darwin; Lucye, Helen; Suomi, John D.

doi:10.14219/jada.archive.1974.0580

Cited by 12 publications

(5 citation statements)

References 7 publications

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“…Following a single instruction in oral hygiene a relapse towards baseline plaque scores has been observed (Legler et al 1971, Elliott et ai. 1972, Gjermo !972, Beliini et al 1974, Dennison et al 1974, Nyman et al 1975. This is in disagreement with the results of the present study where no relapse was observed 7 months after a single instruction.…”

Section: Discussioncontrasting

confidence: 84%

Evaluation of various feedback mechanisms in relation to compliance by adult patients with oral home care instructions

Glavind¹,

Zeuner²,

Attstroum³

1983

J Clinic Periodontology

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The purpose of the present study was to examine the effect on oral hygiene and gingival health of plaque scoring and the performance of a 'tooth brushing test" at each visit during initial periodontal treatment. A total of 63 adult periodontal patients (22-67 years of age) was allocated to 4 matched groups: Brushing test group (B), open scoring group (O), minimal feedback group (M) and control group (C). The oral hygiene instruction for groups B, O and M was provided by handing out a self-educational manual on oral home care, while the patients of control group (C) received a short brochure describing the Bass brushing technique and the use of toothpicks. Feedback on the improvement of oral hygiene performance was delivered to groups B and O by scoring of plaque and gingival bleeding by probing while this feedback was avoided in the 2 other groups (M, C). The patients of group B performed a tooth brushing test at each of 3 visits. After 3 months the plaque scores of groups B (27%) and O (22%) had improved more than those of the 2 other groups (35%). However, the improvement in gingival bleeding scores was similar in all 4 groups (from 55% initially to 17% at 3 months). At later examinations only minor differences in plaque and gingival bleeding scores were recorded between the various groups. The findings show that, irrespective of the mode of instruction, a considerable improvement occurs and that this improvement is not related to open scoring of plaque or the tooth brushing test.

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Section: Discussioncontrasting

confidence: 84%

Evaluation of various feedback mechanisms in relation to compliance by adult patients with oral home care instructions

Glavind¹,

Zeuner²,

Attstroum³

1983

J Clinic Periodontology

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“…too short a program, or the participants being too stressed by other factors (4). By contrast, in the present study the clinical improvement was maintained 3 '/j yr after the termination of the dental health education program.…”

Section: Discussioncontrasting

confidence: 81%

“…Different explanations have been given for not achieving a long-term effect, e.g. too short a program, or the participants being too stressed by other factors (4). Some authors (21,22) explain the failure of longterm effect by the lack of reinforcement and repetition in dental health education programs.…”

Section: Discussionmentioning

confidence: 99%

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Active‐involvement principle in dental health education

Schou

1985

Comm Dent Oral Epid

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A basic problem in dental health education (DHE) is that the effect usually disappears shortly after the termination of a program. The purpose of the present study was to obtain long-term effect of a DHE-program by emphasizing the active involvement of the participants. The sample comprised an experimental and a control group, each of 68 unskilled workers, aged 18-64. Active participation was obtained by various means: Teaching was carried out in pre-existing peer groups, the participants' own goals and needs were included, the traditional dentist-patient barriers were excluded, the traditional dentist-patient roles were changed, and the sessions were repeated. No dental treatment was included. The control group did not participate in the DHE-programme. Plaque (PII) and gingivitis (GI) were scored before the program, immediately after, and 6 months and 31/2 yr after the last session. In the experimental group PII and GI decreased significantly from 1.30 and 1.42 at baseline to 0.39 and 0.97 6 months after the program, and 0.45 and 0.79 31/2 yr after the termination of the program. It is suggested that the reason for the long-term effect obtained in the present study was the use of the principle of active involvement of the participants in the DHE-program.

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“…This finding is tion and control groups (Se, Co) after 6 weeks, consistent with the results of a previous study while only a slight decrease had occurred in the showing improved oral cleanliness in patients Table 7. The distribution of patients in the various groups according to their plaque scores recorded at 7 and 13 months (P: patients with a 7-month plaque score less than 20%; Q: patients with a 7-month plaque score higher than 20% but reduced to less than 20% following the tooth brushing test; R: patients with a 7-month plaque score higher than 20% after the tooth brushing test) given a self-educational tnanual in oral hygiene technique (Glavind et al 1981) and with other studies demonstrating short-tertn irnprovements following oral hygiene instruction (Eegler et al 1971, Elliott et al 1972, Gjermo 1972, Bellini et al 1974, Dennison et al, 1974, Morrison et al 1980. The lack of improvement at 6 weeks in the patients of the delayed instruction group (De) who had their teeth scaled at the initial visit without receiving instruction in oral hygiene indicates that scaling of the teeth alone does not reduce the presence of plaque and gingival inflammation for a longer period of time.…”

Section: Discussionmentioning

confidence: 79%

Oral cleanliness and gingival health following oral hygiene instruction by selfed‐educational programs

Glavind¹,

Zeuner²,

Attstram³

1984

J Clinic Periodontology

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The aim of the present study was to determine the motivational effect of using a periodontal self-examination manual prior to a self-instructional manual in oral hygiene and to examine whether instruction provided at a later time than the scaling procedure improves the effect of the instruction. 74 patients with periodontal disease were divided into 3 groups: (1) A group of 23 patients who performed a self-examination of their periodontal condition prior to self-instruction in oral hygiene; (2) a control group of 27 patients who used only the self-instructional oral hygiene manual; and (3) a group of 24 patients who were not given the self-instructional oral hygiene manual before 6 weeks after the baseline examination. All these patients had their teeth scaled at the start of the study and after 3 and 7 months. The effect of the various modes of instruction was evaluated by assessments of plaque and gingival bleeding scores. These parameters were determined at the baseline and after 2 and 6 weeks and 3 and 7 months. The results demonstrated a significant improvement in plaque and gingival bleeding scores following the use of the self-instructional manual in oral hygiene. The use of the periodontal self-examination manual or a delay of the instruction had no additional effect on oral cleanliness. The level of oral hygiene and gingival health achieved at 3 months was maintained in all 3 groups for an additional period of 4 months. After that time, they were divided into 2 other groups depending on whether or not their plaque score was less than 20%. A total of 26 in the group who had a plaque score higher than 20% demonstrated a plaque score of than 20% after having performed the tooth brushing test. 10 of the remaining patients, who still had a plaque score of more than 20% after the tooth brushing test, received additional instruction in oral hygiene which subsequently resulted in improved oral cleanliness after 6 months.

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Effects of dental health instruction on university students

Cited by 12 publications

References 7 publications

Evaluation of various feedback mechanisms in relation to compliance by adult patients with oral home care instructions

Evaluation of various feedback mechanisms in relation to compliance by adult patients with oral home care instructions

Active‐involvement principle in dental health education

Oral cleanliness and gingival health following oral hygiene instruction by selfed‐educational programs

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