Theory-Guided Remote Cooperative Learning-Based Preventive Dental Education as Part of the School Curriculum

Abstract

BACKGROUND: Oral health is fundamental to overall well-being. As teens are at high risk for tooth decay, we require a unique approach to motivate them to maintain oral health. METHODS: Sixty-four adolescents (10-13 years) were recruited from 2 schools. Oral health education was based on cooperative learning guided by the social determination theory (SDT) principles. Students' oral health knowledge and oral self-care skills were assessed at baseline (before education), 3 weeks, and 6 months after the education. RESULTS: Complete data were available for 51 students (follow-up rate 79.7). There were significant (p < 0.001) changes in the mean (SD) toothbrushing score from 10.1 (+/-6.3) (baseline) to 26.5 (+/-6.0) (follow-up 1) and to 28.1 (+/-5.3) (follow-up 2). The mean (SD) tooth brushing time significantly (p < 0.001) increased from the baseline of 84.0 (+/-43.5) to the first follow-up to 107.0 (+/-39.8) and to 102.3 (+/-33.1) at the second follow-up. The mean (SD) diet knowledge scores significantly (p < 0.001) increased from 8.2 (+/-2.1) at the baseline to 10.2 (+/-2.7) at the first follow-up and remained the same at the second follow-up. CONCLUSION: Social determination theory-guided cooperative learning was efficient in improving student oral health-related knowledge and oral self-care skills, and this improvement was maintained for 6 months after the discontinued education.