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The purpose of this study is to provide the basic date which is increase the number of revisits for scaling after analyzing factors that influence trend of dental revisits for 7 years. Research data was about 1,471 patients who visited S dental clinic in Seoul at 2007 for scaling. Data from January 2007 to December 2013 was collected. The subjects were divided into 3 groups by their trend in number of dental revisits for scaling: once, 2 times, 3∼7 times. The data were analyzed using the chi-squire, independent-samples t-test and one-way ANOVA, binary logistic regression analysis. As a result, the trend of dental revisit for scaling is significantly decreased from first time to second time, and after 3rd time dental revisits were steadily continued. Factors affecting dental revisits for scaling are distance, family hospital, systemic disease, presence or absence of periodontal therapy. According to the results of the study, providing dental service in accordance with the patients' characteristics and increasing the dental revisits for scaling could give a positive influence to improvement of oral health.

Intraoral radiography (IOR) practice education is essential for dental students. However, the risk of radiation exposure has resulted in the use of textbooks to learn IOR. Thus, a new educational tool that can effectively use fewer shots or provide indirect experience when practice is not feasible is needed. In this study, we developed a new educational tool called “educational media for the bisecting angle technique” using virtual reality (EMBAT-VR) and evaluated the user experience among students. IOR was divided into 12 steps for 14 teeth, and a scenario was prepared from the perspectives of the operator and patient. On the basis of this scenario, the IOR was reenacted and recorded using a 360° camera. The tool was built on a head-mounted display using the Unity Engine. Eighty-four students were enrolled to evaluate the task performance, browsing search, and satisfaction on a 5-point Likert scale; the corresponding values for the tests were 3. 78 ± 0.70, 3.88 ± 0.76, and 4.01 ± 0.71, respectively. EMBAT-VR was used to investigate the satisfaction (user experience). Responses to 21 questions from 24 students who used traditional textbooks (control group) and 22 students who used the VR educational tool (experimental group) were statistically analyzed using the Mann–Whitney U test. A statistically significant difference was observed between the experimental (4.16 ± 0.64) and control (2.69 ± 0.54) groups. In the usability evaluation, EMBAT-VR presented with a higher score than traditional textbooks. Nonetheless, its effect when performing actual IOR imaging needs follow-up research.

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