Rademaker, K. (Klaske) (2015) Voorkomen is beter dan genezen. Onderzoek naar het effect van herhaalde voorlichting over erosieve slijtage op de basisschool op de kennis, de attitude en het drinkgedrag van kinderen ten aanzien van erosieve gebitsslijtage. thesis, Dentistry.
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Abstract
Objective. A quarter of the eleven year-olds in the Netherlands has dental erosion and the prevalence increases, inter alia due to the negative changes in drinking behavior. In Western countries 30-35 percent of the people has heard of dental erosion. The aim of this study is to determine whether an education programme about dental erosion improves knowledge, attitude and behavior of children towards dental erosion, whether repeated education is more effective than a single education, whether education has a different effect for the sexes, the opinion of children, teachers and headmasters about education programmes and how education, if effective, fits into the school system. Materials and methods. The study sample consisted of children (n=99) aged 9-13, teachers (n=4) and headmasters (n=2) of two primary schools in the Northeast of Groningen. Children were informed about dental erosion by a classroom education provided by the researcher and after three weeks a repeated classroom lesson by the teachers and online information at the school website. Children were asked to fill in surveys on background variables, preventive dental behavior, knowledge about dental erosion, attitude towards dental erosion and drinking behavior. Furthermore, each child wrote down all consumed beverages and bedtime into a drink diary. Surveys and interviews revealed the attitude and the judgment of the study sample towards the interventions. Measurements were conducted five times: immediately before, immediately after and a month after the interventions. To determine whether there was a significant (p≤ 0,05) difference over a certain period of time the Wilcoxon signed-rank test was used and for differences between the sexes the Mann Whitney U test was used. Results. At baseline 17% of the children knew dental erosion is tooth wear and their knowledge-score was 2 points (max.14 points). On all measurements that followed, knowledge scores were significantly higher compared to the baseline knowledge score (10-12 points). On a scale of 1-10, teeth were appreciated with 8-9 points and children gave 8-9 points indicating how negative they would feel when having dental erosion. Regarding the awareness of dental erosion during drinking, 50-70% was never aware of it, 30-40% sometimes and a few always. At baseline, children drank ten times an erosive beverage during three days and at the third measurement nine times in three days (ρ 0,001). During all measurements, more than three-quarter of the children drank more than one erosive beverage a day, a quarter drank almost always water after drinking an erosive beverage and less than 30% had a habit of drinking an erosive beverage every time they played sports. Almost none consumed erosive beverages during the night. Conclusion. The used interventions were positively received. A good education consists of a movie/ quiz, takes 45 minutes and encompasses enough interaction with the children. Children, living in the Northeast of Groningen, know very little about dental erosion, find their teeth important and think it’s awful to have dental erosion, however they are not aware of dental erosion caused by drinking. Too often they drink erosive beverages and a small part drinks water after drinking an erosive beverage. Most of the children don’t drink erosive beverages during the night. Education increases knowledge about dental erosion to a good level, however it does not create more attention to dental erosion during drinking and does not improve the drinking behavior of children. After a month, a repeated lesson about dental erosion created (again) not more attention towards the erosion and (again) does not change the children’s behavior. There are no gender differences for the knowledge, attitude and behavior towards dental erosion and boys and girls are equally influenced by the education. Discussion. An explanation for the increase of knowledge after the education could be the small amount of knowledge at baseline. Previous research has not shown a change of behavior despite high knowledge about dental erosion. Recommendation. Information about dental erosion has to be part of health programs at schools. This research has to be repeated on larger scale and over a longer time period. Research must focus on interventions which could change erosive behavior.
| Item Type: | Thesis (Thesis) |
|---|---|
| Supervisor name: | Schuller, Dr. A. A. |
| Faculty: | Medical Sciences |
| Date Deposited: | 25 Jun 2020 11:03 |
| Last Modified: | 25 Jun 2020 11:03 |
| URI: | https://umcg.studenttheses.ub.rug.nl/id/eprint/2308 |
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