Oral Health Students Research Articles

Oral Hygiene, Dietary Habits, and Saliva Properties in Relation to the Decayed, Missing, and Filled Teeth Index of Dental Students: A Pilot Study

Background and Objectives: Caries development is associated with poor oral hygiene, inadequate dietary habits, quantitative and qualitative food content, and a high level of bacterial plaque. Physical and chemical changes in saliva composition and particularly changes in its buffering capability play a significant role in caries development. This study aimed to determine the predictors of poor oral health among a sample of second-year dental students. Materials and Methods: The oral health of students was estimated with clinical examination and the DMFT index. The interview included questions about demographics status (gender, age), a dietary habits questionnaire, questions about oral hygiene, and a demonstration of tooth brushing technique. Unstimulated saliva samples were collected to measure buffering capacity and pH. Results: Almost half of the students have a low level of caries experience (46.7%), followed by a slightly smaller number having a medium level (41.3%), while one in eight students (12.0%) demonstrates a high level of caries experience. Male students have a statistically higher DMFT index 5.7 ± 1.2 than female participants 4.5 ± 0.5 (p = 0.036). Significant predictors for the DMFT index score in students were milk [β-coefficient = −0.338, p = 0.011] and yoghurt [β-coefficient = 0.284, p = 0.040] consumption. All students brushed their teeth two or more times during the day, usually after waking up before breakfast and before bedtime. Most students (85.3%) apply the proper tooth brushing technique, with female students applying it more frequently (p = 0.038). The mean salivary pH was 6.9, while the mean buffer capacity was 5.8. Female respondents have a statistically lower buffer capacity (5.8 ± 0.5) than male respondents (6.1 ± 0.4) (p = 0.047). Conclusions: Dentistry students are introduced to good oral hygiene habits, especially female students, while dietary habits should be improved. However, one in eight dental students is at high caries risk. By assessing the level of caries experience, targeted strategies can be developed to promote, maintain, and enhance oral health among dental students.

Ageism combating strategies in oral healthcare: A systematic review

AbstractPurposeThe aim of this study is to investigate the existing evidence regarding the effectiveness of strategies aimed at combating ageism against older adults among dental students.MethodsA systematic review was performed following preferred reporting items for systematic reviews and meta‐analyses (PRISMA) guidelines to identify articles from seven electronic databases: MEDLINE via the PubMed interface, Embase, Age‐Line, Scopus, Web of Science, CINAHL, and Cochrane.ResultsAmong twenty‐four references reporting on ageism among oral health care providers and/or students, only two reported on the outcomes of strategies for combating ageism at dental schools, with a 12‐year gap between them. Both studies showed that non‐geriatric‐specific clinical activities during dental school might reduce ageism among students. Notably, each article used a different tool to assess ageism.ConclusionAlthough the dental literature calls for action to reduce ageism in many published articles, there is a need for more studies evaluating the outcomes of strategies to combat ageism in oral healthcare.

Predoctoral US dental school applicants and first-time, first-year enrollees, 2023 Entering Class.

This article aims to provide an overview of the characteristics of applicants and first-time, first-year enrolled predoctoral oral health students in the 2023 Entering Class, while highlighting trends over the past decade. The study employs a descriptive analysis of predoctoral US dental school application data sourced from the ADEA Associated American Dental Schools Application Service (ADEA AADSAS®) and Texas Medical and Dental Schools Application Services (TMDSAS) portals. Between 2013 and 2023, the number of first-time, first-year enrollees increased by 14%. Applicant numbers rebounded post-COVID pandemic and were 0.5% higher in 2023 compared to 2019. The proportion of female predoctoral applicants and first-time, first-year enrollees each increased by 11 percentage points over the last decade. Racial and ethnic diversity among first-time, first-year enrollees improved, particularly among Hispanic or Latino and Black or African American students, with both groups increasing by 51% between 2013 and 2023. There has been a steady increase in first-time, first-year enrollees, reflecting growth in the number of US-trained predoctoral oral health professionals. Applicant numbers have rebounded from the impact of COVID-19 pandemic. The increase in the share of female dental school applicants and first-time, first-year enrollees has brought the gender distribution in predoctoral oral health programs more closely in line with that of postsecondary education. While progress has been made in terms of increased representation of historically underrepresented racial and ethnic (HURE) groups, much work remains to achieve greater representation.

Nutrition Education and Practice in University Dental and Oral Health Programmes and Curricula: A Scoping Review.

Dentists and oral health practitioners have a potential role in supporting the prevention and management of noncommunicable diseases. However, the extent to which university education prepares practitioners to provide nutrition care is unclear. This scoping review identifies and synthesises the evidence related to university-level nutrition education provided to dental and oral health students globally. A scoping review identified relevant literature through search terms "dentistry," "oral health," or "oral hygiene"; "dental students" or "dental education"; "nutrition education" or "nutrition science." Articles were included that examined nutrition education in undergraduate oral health training; or nutrition knowledge, attitudes, confidence, or skills or dietary habits; experts' opinion papers; and position statements. No limitations on the publication years or languages of the articles were applied. A total of 136 articles were included. Half were surveys of students (n = 49) or academic staff (n = 21). The remainder comprised reports of curriculum initiatives (n = 26), opinion papers or narrative reviews (n = 24), position statements (n = 6), curriculum development (n = 6) and curriculum guidelines (n = 9). While dental and oral health students and curriculum experts overwhelmingly recognised the importance of nutrition, most studies that assessed nutrition knowledge of students revealed limited knowledge. Students were not confident in their skills to provide nutrition care. Lack of nutrition experts on teaching teams and unclear expectations about developing nutrition competencies were identified as barriers to greater nutrition education. Nutrition education in university dental and oral health degrees is highly variable. The potential for oral health professionals of the future to promote oral health through nutrition is unrealised.

Web‐based e‐portfolios for oral health students’ competency assessment and professional development

AbstractThis study describes the 4‐year experience of a dental school in implementing web‐based e‐portfolios for competency assessment and professional development. We discuss our adaptable strategies and the lessons learned, hoping to contribute to the literature and offer guidance to other institutions considering the implementation of e‐portfolios.

Oral health students' perceptions of the learning environment in Australia and New Zealand: A DREEM study.

Oral Health Therapists (OHTs) are a growing workforce globally, with skills in oral health prevention, treatment planning and management of disease. These professionals receive their training through a three-year undergraduate program which leads to the Bachelor of Oral Health degree in Australia and New Zealand. The aim of this study was to describe the learning environment for OHT students in Australia and New Zealand. OHT students were requested to complete the Dundee Ready Education Environment Measure (DREEM) to indicate their perceptions of the environment of their educational program. Bachelor of Oral Health students from 10 universities in Australia and New Zealand were invited to participate in the survey. The analysis of the students' experiences focused on five domains of educational environment: learning, teaching, academic self-perception, atmosphere and social self-perception. Total DREEM scores were compared to previously published literature for other health professions students. A total of 336 OHT students completed the study, which represented 30% of all OHT students enrolled in the 10 participating universities. Using the DREEM, participants perception of the environment was more positive than negative with an average DREEM total score of 141 (70.5%) out of a maximum score of 200. The model demonstrates university region to be a major predictor in the overall DREEM score, with regional universities scoring higher than urban universities (p = .012). The DREEM was used to describe OHT students perceptions of the learning environment in Australia and New Zealand. This study found that the university region is a significant predictor of positive experiences for OHT students. By identifying the strengths and weaknesses of contemporary Oral Health programs, this study offers insights into future improvements.

Self-reported experience of Outreach activities amongst undergraduate Oral Health students at a University in South Africa

Outreach activities (OAs) are structured learning experiences, combining intentional learning goals with services to underserved communities. Oral health students participated on the Phelophepa Train (PT) and school-based programmes (SBPs) as part of their OAs. To evaluate the self-reported experiences of OA amongst undergraduate oral health students. Cross-sectional which included final year dental (N=62) and oral hygiene students (N= 13) registered in 2019. Information was obtained using a modified, self administered questionnaire which included the number and type of procedures performed; work-related limitations,personal work benefits, academic development and civic responsibility. The response rate was 93% (N=65) and students performed more procedures on the train compared to the SBP. Most common procedures undertaken by dental students were screening (64%) and restorations (56%) for oral hygiene students it was screenings (92%) and examinations, fissure sealants and screenings 39% on the train and 31% at SBPs. The most common challenges on both the train and SBPs were inadequate materials (74%) and (41%), poor infection control (15%) and (41% and defective equipment (31%) and (38%) respectively. Although students performed a variety of clinical services they reported to have faced a number of challenges. The majority of students reported that OAs exposed them to the needs of the communities and encouraged them to improve their independence and accountability towards patients.

Digital Divide Affects Oral and Dental Health Students’ Preferences during COVID-19 Outbreak: A Comparison of Distance and Face-to-face Education

Objective The digital divide is the gap between those who can access and use digital media and those who do not have easy access to it. Distance education started in dentistry education and all activities and applications conducted online during COVID-19 outbreak. However, the possible effects of the digital divide on learning processes were ignored in this process. This study aims to investigate how the digital divide effects disadvantaged dental health students’ preferences during COVID-19. Method We used a mixed method to investigate the results of the Likert-type items and open-ended questions. The study group who requires clinical training and has difficulties reaching the Internet and personal devices was selected as Oral and Dental Health students to investigate their preferences and opinions towards distance education and face-to-face education. Results The results showed the students, who require clinical skills in their education and are disadvantaged in terms of Internet and computer access, cannot embrace distance education. They are worried about finding a job after graduation due to the limited application of clinical skills. The most important positive aspect of distance education that its contribution to a feeling of safety and contributions to students’ economic situation. The most negative aspects of distance education are its difficulties for disadvantaged students and its limitations for clinical applications. Students suggested that interactions in synchronous lectures and the use of visual demonstrations should be increased. Conclusion In possible future pandemic and lockdown situations, educational institutions need to identify the digital divide between their students. Distance education requires good planning, training of instructors, and distribution of pre-class activities or offline materials for the students who have difficulties reaching Internet and computer access.

Intraprofessional learning: Dentistry and oral health students' readiness and experience.

Intraprofessional learning is a promising approach to enhance teamwork and patient care. This mixed-method study aimed to assess the readiness and experience of dental and oral health students toward intraprofessional learning. Dental and oral health students were paired alternatively in a clinician and assistant role in a pediatric clinical setting. The Readiness for Interprofessional Learning Scale was adapted for a pre- and post-survey. Focus groups were conducted to elicit the students' shared learning experience. Approximately 50% of dental and oral health students participated in the pre- and post-survey. Pre-test findings revealed similar attitudes toward intraprofessional practice for both groups. However, a statistically significant lower score (p<0.022) for the oral health students in the post-test suggested a less positive attitude toward their experience. Qualitative results indicated that dental students acquired a better understanding of the clinical scope of oral health students, and they learned clinical skills and behavior management from their counterparts. Conversely, oral health students experienced a hierarchical lack of collegiality and reciprocity from dental students, which may have contributed to their lower post-test score. Despite this, some oral health students gained more confidence in their roles and abilities within the intraprofessional team. Overall, dental students valued this learning experience more and desired more intraprofessional opportunities. Both groups of dental and oral health students had similar readiness levels to enter intraprofessional practice, appreciated the intraprofessional experience, and gained an increased appreciation for the collaborative approach to patient care. Intraprofessional learning during training may assist with developing collegiality across the dental professions in practice.

A 3-year qualitative evaluation of interprofessional team-based clinical education at an Australian dental school.

This article describes a qualitative evaluation of interprofessional (IP) team-based treatment planning (TBTP) involving dentistry, oral health therapy, dental prosthetics, and dental technology students at the Griffith University School of Dentistry and Oral Health (DOH). Using the same data from a recently published article that looked solely at the quantitative evaluation of TBTP, this article focuses on the qualitative evaluation of TBTP. This evaluation explores the contextual meaning related to the previously published aspects of TBTP that contributed positively toward oral health students' IP clinical learning and identifies themes reflecting students' IP clinical experience. Thematic analysis of transcripts from nine focus groups, comprised of 46 final year students and open-ended questions collected from 544 students through an online instrument from 2012 to 2014, explored the question: "What is the contribution of IP student team-based processes on students' perceptions of IP learning and practice at DOH?" Responses from online participants and student focus groups revealed three major themes: useful role learning, communication confidence, and pro-active collaborative teamwork. Throughout each of these themes, students stated they possessed a confidence in collaborating with other oral health students as exhibited through an understanding of profession-specific and IP roles, self-assurance in communicating, and teamwork skills. Aspects of TBTP that contributed positively toward students' IP clinical learning and practice were meaningfully identified.

Educational Intervention of Improve Student's Oral Health: A Systematic Review and Meta-Analysis School-Based.

The present research aimed to assess the effects of oral health intervention programs at school level on students' oral hygiene in developing countries. To this aim, a systematic review and meta-analysis approach was employed. The present research was done by surfing electronic databases with MEDLINE Ovid (Embase Ovid, Scopus), Web of Science from 2000 to Mar 2020. The data were collected using a standard type of data collection including specific studies to observational ones, and the data entered RevMan 2014. The eligibility criteria were individually randomized controlled trials (RCTs) or cluster-RCTs including quasi-experimental papers with oral health interventions. The RevMan 2014 package was used for a meta-analysis done through random-effects models. Meta-analyses revealed statistically significant divergences in terms of knowledge (SMD 3.31, 95% CI 2.52 to 4.11; I2 = 98; P<0.001), attitude (SMD 1.99, 95% CI 0. 43 to 3.54; I2 = 99; P<0.001), behavior (SMD 4.74, 95% CI 3.70 to 5.77; I2 = 99; P<0.001), plaque index (SMD -1.01, 95% CI -1.50 to -0. 51; I2 = 97; P<0.001) and Gingival index (SMD 0. 33, 95% CI -0. 36 to 1. 02; I2 = 98; P=0.34) in the case of students who received educational interventions versus those with ordinary care. The present findings attested to the effectiveness of the educational interventions in improving oral health knowledge, attitudes, behaviors, and so on which can presumably contribute to a better oral hygiene, lower incidence of oral diseases, and lower costs of the treatments imposed by oral diseases.

Dental and oral health students’ preparedness for the management of deaf patients: A cross-sectional survey

Background/purposeThe communication barrier that deaf people face when seeking dental care can impact their experience and may potentially lead to exacerbated dental fear or anxiety. This study aimed to investigate the current attitudes and levels of knowledge and confidence of Australian oral and dental health students in treating a deaf patient. Materials and methodsA 33-item cross-sectional questionnaire was distributed to Australian dental, oral health therapy and dental hygiene students across 13 tertiary institutions. The online questionnaire was distributed to students via their respective course coordinators. Results271 viable survey responses were received. While 55.7% of participants reported previous exposure to deaf or hard-of-hearing people, 90.8% had never completed or attempted an Auslan class. These participants who answered ‘Yes’ to having taken a prior Auslan class were reported to have significantly higher mean knowledge scores and confidence self-efficacy ratings than those who had answered ‘No’ (p = 0.002). There was no statistically significant association between higher knowledge scores and higher confidence self-efficacy ratings. Most of these participants that answered ‘Yes’ to having taken a prior Auslan class implied or stated that the party responsible for changing their communication behaviour was the dentist rather than the patient, in contrast to the inconsistent responses from the ‘No’ group. ConclusionInadequate knowledge and cultural competency regarding the Deaf population was reported by Australian dental, oral health therapy and hygiene students. Incorporating more training pertinent to dental curricula is warranted to minimise oral health inequalities.

Self-reported oral health habits, knowledge and conditions of schoolchildren and adolescents in mainland China.

To determine the oral health habits, knowledge and conditions of students in China and investigate the impact of associated factors. A self-reported online questionnaire was distributed through social networks in mainland China to assess the oral health habits, knowledge, and conditions of students aged 6-20 years attending primary, middle, and high schools. Factors potentially associated with oral health, such as oral health habits of their parents, family education level, and economic regions, were analyzed using McNemar's and Chi-square tests. Within one month, 5561 valid questionnaires were retrieved from all 31 provinces or equivalent regions in mainland China. The results showed that 46.9% of students suffered from bleeding when brushing their teeth, while only 11.8% reported professional teeth cleaning at a dental clinic. Soda beverages were widely consumed among them (75.4%). A significant minority of students brushed their teeth less than twice daily (22.8%) and for about 2 minutes each time (19.3%). Only 21.9% of the students had preventive oral health care. Students' toothbrushing habits and knowledge about interdental cleaning tools were associated with parental habits (p < 0.001). Overall, students from families with higher educational backgrounds and eastern China had better oral health habits, knowledge, and conditions. There is a need to pay more attention to gingival health and caries prevention among schoolchildren and adolescents in mainland China. Improving parental oral hygiene habits could have a positive impact on the oral health of students. Further research on oral health among students is needed in the middle and western regions of China.

Association among oral health and academic performance: a longitudinal study in a university in Southern Brazil

This longitudinal study aimed to investigate the association between self-perceived oral health, oral-health-related quality-of-life (OHRQoL), toothache, and university students' academic performance or dropout. A cohort of 2,089 students from 64 different courses at a public university in southern Brazil was interviewed in 2016 regarding their self-perceived oral health (Locker instrument; dichotomized into good/poor), OHRQoL (Oral Impacts on Daily Performances instrument, OIDP) and having had any toothache over the last 6 months (yes/no). After three years (2020), the academic records of 1,870 of these students were assessed, their average grade over all courses evaluated, and their dropout status was determined. Multivariable linear or logistic regression adjusting for gender, skin color, age, family income and maternal education was used to associate oral health variables (self-perceived oral health, OIDP, toothache) and academic performance or dropout. In 2016, 28.6% reported negative self-perceived oral health through the Locker instrument and 31.4% had toothache in the last 6 months. Over the next three years, 36.2% had dropped out. In multivariable regression, toothache in the last 6 months had a decrease of 0.32 (β -0.32, CI95% -0.59; -0.04) points in the final grade and were 35% (OR 1.35 CI95% 1.08; 1.69) more likely to dropout than students without toothache. In conclusion, this study showed that worse oral health conditions may be associated with worse academic performance or dropping out.

Burnout in oral health students: A scoping review.

Student burnout can be defined as the negative reactions that occur because of prolonged academic stress, which can result in emotional exhaustion/exhaustion (EE/EX), depersonalization/cynicism, and diminished personal accomplishment/reduced academic efficacy (DPA/RAE). The purpose of this scoping review is to determine if burnout is prevalent in oral health students (OHS); identify the factors that are shown to be predicators of burnout in OHS; determine the preventive and coping strategies OHS used to mitigate the effects of burnout; and identify gaps in the literature on burnout in OHS. A systematic search was completed using the following databases: PubMed, CINAHL, EBSCO, and ERIC. The returns were screened by all members of the team using inclusion and exclusion criteria, and the studies that met the criteria were appraised. Eighteen studies assessed burnout in OHS, 15 studied dental students, 2 studied dental hygiene students, and 1 studied both. Findings concerning the prevalence of burnout varied greatly across the literature with anywhere between 7% and 70.4% of OHS reporting suffering from burnout syndrome. The most prevalent scale of burnout in OHS was EE/EX with 10%-66.2% of OHS reporting high levels. Stressors for OHS were years of study, clinical components, and demanding academic courses. Early identification and interventions are keys to prevent the negative consequences of burnout. Burnout in OHS can affect their mental health, empathy toward patients, and professional conduct. Therefore, educating students and faculty on the signs and symptoms of burnout is key in preventing detrimental effects that may inhibit their academic success.

Interpersonal violence education: An analysis of the Spanish oral health school's curricula and future requirements.

Interpersonal violence results in injuries that frequently affect oral, head and neck structures, the treatment of which must be carried out by Oral health practitioners with sufficient training to detect the problem and manage the victim's lesions and need for referral. The objective of this study is to know the academic preparation that Spanish dentistry students receive in learning outcomes related to interpersonal violence during undergraduate academic training. A survey was conducted through an online form with 9 questions (Survey Monkey platform). The link was sent by email to the deans of the 23 Spanish universities (public and private) offering dentistry degrees. The analysis of the results was carried out using Fisher's test and a chi-squared test. 95.63% of the deans (n= 22) responded. 85.7% of the universities report to carry on training in violence, according with Spanish legislation. Currently 33.3% dedicate less than 5 h to this training, whereas in the future study plans only 19% would dedicate less than 5 h to these learning outcomes. 85.7% of the respondents agree in consider this training as mandatory. The subjects in which learning outcomes on interpersonal violence were reported to be included were: legal and forensic dentistry (78%), psychology (55%), medical ethics (33.3%), paediatric dentistry (39%), surgery (5.5%) and 22% respondents cited other specialties. In future curricula, the competence areas in which such training is proposed to be imparted are: legal and forensic dentistry (80.9%), psychology and medical ethics (57.1%), paediatric dentistry (38.1%), surgery (14.2%) and in 23.8% also in other specialties. Significant differences were found between public and private universities only in the number of hours that would be dedicated to interpersonal violence learning outcomes in the future. Interpersonal violence encompasses situations of abuse and neglect inflicted to different patients (women, children, elderly) that are perceived both by Oral Health students and practitioners to require a comprehensive training. Most of the respondent deans consider that in the future curricula both the hours and areas that teach interpersonal violence learning outcomes must be increased. To respond to victim's need for help and care, the future requirements for the Oral health workforce education must encompass interprofessional undergraduate as well as postgraduate training in interpersonal violence.

LITTLE DOCTOR VIRTUAL TRAINING WITH SNOWBALL TECHNIQUE IN PANDEMIC COVID-19 ERA IN ELEMENTARY SCHOOL MALANG

Strategies that can be taken to achieve caries-free Indonesia 2030 include is increasing promotive and preventive efforts for dental and oral health services. Even in this Pandemic Covid 19 the delivery of counseling or promotive materials is not done face-to-face, because it avoids the risk of local transmission Covid-19 virus. This study aims to increase the knowledge of dental and oral health of elementary school students during the pandemic. The method was through audiovisual media facilitated with online meeting zoom and e-Book. This activity was carried out using the snow-ball technique, 6 elementary schools doing this activity. The activity started with dental training by the FKGUB team through the media zoom with room separation in 6 breakout rooms, so a total of 42 participants attended. After that were held for Little Doctors activities to educate 5 friends in their elementary schools, so there was 150 participants. In the pre-test results, as many as 18 students scored below 50 and as many as 10 students scored above 50. In the post-test results, 24 students got scores above 50 and 1 student got a score of 20. There is a difference knowledge level oral health of students by little doctor with online education in pandemic Covid-19 Era in elementary school Malang.

ORAL HEALTH EDUCATION IN THE CLASSROOM AND IT’S INFLUENCE ON COMPETENCIES AND HEALTH HABITS OF YOUNG ADULTS IN SRI LANKA

The prevalence of Oral Health (OH) problems among the young adults in Sri Lanka is at a high level (Institute of Oral Health, 2018). The competencies on oral health obtain at the school may have a significant impact on the oral health habits of the new generations. The aim of this study is to investigate influence of science and health education in the school environment on the level of competencies and health habits towards OH among young adults in Sri Lanka. Survey design was followed to undertake the study. Both qualitative and quantitative (mixed) approaches used to conduct this study. Seven Dental Clinics were conveniently selected and from those seven clusters of dental clinics 107 young adults (15 years to 25 years) were selected randomly. Seven dentists and five science and health subject teachers were selected purposively. Questionnaire was used to collect data from young adults. Further on, in depth interviews with dental practitioners as well as science and health subject teachers were conducted to review both the vulnerability of the issue and how far the classroom education could influence the OH of students when they grow up as young adults. Statistical analysis method for quantitative data and thematic analysis method for qualitative data were used to identify the results. These results show that OH competencies are lower in young adults of Sri Lanka and school education on OH can significantly effect on improving the OH of individuals. OH education given to the students at the classroom is very important, because this awareness would help them lifelong to improve their quality of life free of many common oral heath burdens.

Teaching and learning during COVID 19: Perspectives of undergraduate Oral Health students.

Introduction: COVID -19 has caused disruptions in higher education across the world. Our university adapted a blended model of learning, moving between traditional campus-based sessions and online sessions. Material and Methods: The purpose of this study was to investigate the students’ perceptions of their experience of teaching and learning during the pandemic. An anonymous electronic questionnaire-based survey was sent to students. The data was subject to analysis. Results: 67 students responded to the survey.32.8% of the participants felt face to face sessions were better than online sessions and 37.3% said that face to face and online sessions offer similar benefits. 37.3% preferred live online sessions while 46.3% preferred recorded videos. 40.3% of students reported finding transitioning into practical sessions challenging. 65.7% reported having been moderately impacted by COVID-19. Adaptation to online sessions, the level of engagement, the ability to seek clarifications, preparation for assessments and the ease of transition into practical sessions were all positively correlated to the level of impact by COVID-19 with p&lt;0.05. Conclusion: The adaptability to and acceptability of online teaching and learning sessions has been high. A significant number of participants have reported finding the transitioning into practical sessions challenging. Keywords: COVID-19, Online learning and teaching, blended learning, higher education

Development of a secondary school-based digital behaviour change intervention to improve tooth brushing

BackgroundDental caries in adolescents remains a significant public health problem with few oral health promotion interventions aimed at reducing dental caries in secondary school-aged students. Previous oral health and mobile health (mHealth) research has suggested the need for the development of a school-based behaviour change intervention incorporating a digital component. This study aimed to describe the development process of a behaviour change intervention to improve the oral health of students aged 11–16 years attending secondary schools in the UK.MethodsA six-step process was used to develop the complex intervention informed by behaviour change theory and involving students, young people, parents and teachers in the process. The steps were: (1) identifying the target behaviours, namely tooth brushing with a fluoride toothpaste (2) identifying the theoretical basis and developing the causal model (3) reviewing the relevant literature and developing the logic model (4) designing the intervention with young people, parents and school staff (5) specifying the intervention content and (6) translating this content into features of the intervention and piloting.ResultsThe resultant intervention included a quality-assured classroom-based session (CBS) (guided by a lesson plan and teaching resources), delivered by school teachers which was embedded within the school curriculum. This CBS was followed by a series of (Short Message Service) SMS texts delivered twice daily to student’s mobile telephones with the content, duration and timing of the messages informed by involvement of students and young people.ConclusionsAn intervention to improve the oral health of secondary school students through improved tooth brushing was rigorously developed based on behaviour change theory and work with young people, parents and school staff. Further research is needed to evaluate the outcomes and processes involved following the delivery of this intervention.BRIGHT Trial Trial Registration ISRCTN12139369.