Abstract
Background: This randomized, single-blinded, controlled study compares the effectiveness of two modes of delivering the same set of oral hygiene instructions: those loaded on a computer-assisted teaching format versus those given personally by a self-care instructor. Methods: 60 participants with mild to moderate periodontitis were randomized to either the computer-teaching format or the self-care instructor. Plaque score and bleeding indices were assessed at baseline and at 4 week re-evaluation to compare the instructional modalities. Results: At baseline, there was no difference in the parameters between the two groups. At re-evaluation, all parameters were significantly improved compared to baseline; however, there was no difference between any parameters in the computer group versus the instructor. Plaque score was significantly different between younger and older participants, such that participants under 50 years old had lower plaque scores when they received instructions using the computer format (72.5 ± 12.6 vs. 87.2 ± 10.4; p < 0.001). Additionally, in those under-50 year olds, plaque scores were significantly better in the group using the computer format (87.2 ± 10.4 vs. 78.3 ± 15.6; p = 0.03). Conclusion: Computer teaching formats and self-care instructors are both effective means of communicating oral hygiene instructions. Computer-assisted instruction format effectiveness may amplify as the population ages. Applications of computer formats teaching oral hygiene instructions and cost effectiveness comparison studies warrant significant future investigation.
Highlights
Host response to accumulated plaque bacterial biofilm causes periodontal disease [1,2]
Prevention strategies are valuable in light of reports that the periodontitis prevalence in US adults remains at 46%; and poor oral hygiene and compliance have been identified as risk factors in periodontitis pathogenesis [4,5]
Baseline variables were recorded from the dental charts, which were obtained by a blinded clinician who was calibrated for inter- and intra-examiner reliability (p < 0.05) prior to the start of non-surgical therapy visit
Summary
Host response to accumulated plaque bacterial biofilm causes periodontal disease [1,2]. Even though video instructional formats have been shown to be effective in teaching mentally challenged subjects oral hygiene skills, even when using manual tooth brushes, multimedia software implementation in a computerized teaching format has not been thoroughly studied [11,12]. A recent systematic review seeking to compare computer-aided learning in oral health underscored the lack of randomized controlled trials, and called for more investigation [13]. In light of the expanding use of tablets, phones and laptops, the effectiveness of computerized teaching formats on learning oral hygiene warrants study. Such computer-assisted instruction formats have demonstrated effectiveness in other areas of self-care. This study compares the effectiveness of a computerized teaching format versus a self-care instructor format for oral hygiene instruction
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