Background Cyberbullying is a global public health concern with tremendous negative impacts, not only on the physical and mental health of students but also on their well-being and academic performance. However, there are very few studies on cyberbullying among university students, especially in Myanmar. This study aims to determine the percentage of university students who suffered cyberbullying victimization in the last 12 months, and the association between students' socio-demographic characteristics, adverse events following cyberbullying and cyberbullying victimization.

Background Oral diseases are common and widespread around the world. The most common oral diseases are preventable, and early onset is reversible. Myanmar faces many challenges in rendering oral health services, because approximately 70% of the total population resides in rural areas. These relate to the availability and accessibility of oral health services. Therefore, oral health education is one key element to prevent oral diseases and to promote oral health. Methods A quasi-experimental study was carried out at Basic Education Middle Schools in rural areas of Magway Township to study the effectiveness of oral health education on the knowledge and behavior of 8- to 10-year-old school children. A total of 220 school children, 110 from intervention schools and 110 from control schools, participated in this study from 2015 to 2017. Data were collected before and after intervention in the two groups by using a self-administered questionnaire. Tooth brushing method data were collected by direct observation with a checklist. Oral health education was provided at eight weekly intervals for 1 year. At one and a half years, third-time data collection was done on the intervention group to assess retention. Chi-square test, two samples t-test and one-way repeated measure ANOVA were used for data analysis. The study was approved by the Institutional Review Board of the University of Public Health in Yangon, Myanmar. Results There were significant differences between the two groups in four out of five knowledge questions (p < 0.05) and all behavior questions (p < 0.001) after intervention. A positive effect of oral health education for a period of 45 min at eight weekly intervals for 1 year was found in the intervention group. The intervention had a significant effect on the sustainability of the correct knowledge and behavior of the intervention group although the education session was stopped for 6 months (p < 0.001). Their mean knowledge and behavioral scores at three different points in time were (2.45 ± 1.12 and1.56 ± 0.90) at baseline, (3.79 ± 1.12 and 3.60 ± 1.21) at 1 year after education and (4.07 ± 0.98 and 3.24 ± 1.31) at 6 months after cessation of education, respectively. Conclusions Repeated oral health education was effective in promoting and sustaining oral health knowledge and behavior.

Background: Oral diseases are common and widespread around the world. Many oral health problems are preventable and early onset is reversible. Myanmar faces many challenges in rendering oral health services and about 70 percent of total population resides in rural areas. These relate to the availability and accessibility of oral health services. Therefore, oral health education is one key element to prevent oral diseases and to promote oral health.Methods: A quasi-experimental study was carried out at Basic Education Middle Schools in rural areas of Magway Township to study the effectiveness of oral health education on knowledge and behavior of eight to ten years old school children. A total of 220 school children, 110 from intervention school and 110 from control school, participated in this study from 2015 to 2017. Data for knowledge and behavior were collected before and after intervention in the two groups by using self-administered questionnaire. Tooth brushing method data were collected by direct observation with checklist. Oral health education was provided at eight weekly intervals for one year in the intervention group. After one year and six months, oral health knowledge and behavior were determined in the intervention group only to measure retention. Chi-square test, two samples t test, One way repeated measure ANOVA were used for data analysis. The study was approved by the Ethics Review Committee of University of Public Health in Yangon, Myanmar.Results: After education, a positive net effect of intervention and significant improvement was found in the intervention group compared to the control group regarding oral health knowledge (p<0.05) except one that is foods that can cause dental caries (p=0.107) and behavior (p<0.001). Retention of mean ± standard deviation on knowledge and behavioral scores were 2.45±1.12, 3.79±1.12, 4.07±0.98 and 1.56±0.90, 3.60±1.21, 3.24±1.31 at baseline, at one year after education and at six months after cessation of education respectively, and, total knowledge and behavioral scores were significantly improved (p<0.001) among the school children in the intervention group.Conclusion: The repeated oral health education was effective to promote and sustain oral health knowledge and behavior. Word counts: 342

Background: Oral diseases are common and widespread around the world. The most common oral diseases are preventable and early onset is reversible. Myanmar faces many challenges in rendering oral health services because about 70 percent of the total population resides in rural areas. These relate to the availability and accessibility of oral health services. Therefore, oral health education is one key element to prevent oral diseases and to promote oral health.Methods: A quasi-experimental study was carried out at Basic Education Middle Schools in rural areas of Magway Township to study the effectiveness of oral health education on knowledge and behavior of eight to ten-year-old school children. A total of 220 school children, 110 from the intervention school, and 110 from the control school participated in this study from 2015 to 2017. Data were collected before and after intervention in the two groups by using a self-administered questionnaire. Tooth brushing method data were collected by direct observation with a checklist. Oral health education was provided at eight weekly intervals for one year. At one and a half years, third-time data collection was done on the intervention group to assess retention. Chi-square test, two samples t-test, one way repeated measure ANOVA were used for data analysis. The study was approved by the Institutional Review Board at the University of Public Health,Yangon, Myanmar.Results: There were significant differences between the two groups in oral health knowledge (p<0.05) except one and also in behavior (p<0.001) after the intervention. A positive effect of the intervention was found in the intervention group. The intervention had a significant effect on the sustainability of the correct knowledge and behavior of the intervention group although the education session was stopped for six months (p<0.001). Their mean knowledge and behavioral scores at three different points got at these times were (2.45±1.12 and1.56±0.90) at baseline, (3.79±1.12 and 3.60±1.21) at one year after education, and (4.07±0.98 and 3.24±1.31) at six months after cessation of education, respectively. Conclusions: The repeated oral health education was effective to promote and sustain oral health knowledge and behavior.

Background Oral diseases are common and widespread around the world. Many oral health problems are preventable and early onset is reversible. Myanmar faces many challenges in rendering oral health services and about 70 percent of total population resides in rural areas. These relate to the availability and accessibility of oral health services. Therefore, oral health education is one key element to prevent oral diseases and to promote oral health. Methods A quasi-experimental study was carried out at Basic Education Middle Schools in rural areas of Magway Township to study the effectiveness of oral health education on knowledge and behavior of eight to ten years old school children. A total of 220 school children, 110 from intervention school and 110 from control school, participated in this study from 2015 to 2017. Data for knowledge and behavior were collected before and after intervention in the two groups by using self-administered questionnaire. Tooth brushing method data were collected by direct observation with checklist. Oral health education was provided at eight weekly intervals for one year in the intervention group. After one year and six months, oral health knowledge and behavior were determined in the intervention group only to measure retention. Chi-square test, two samples t test, One way repeated measure ANOVA were used for data analysis. The study was approved by the Ethics Review Committee of University of Public Health in Yangon, Myanmar. Results There were significant differences between the two groups in oral health knowledge (p<0.05) except one and also in behavior (p<0.001) at after intervention. A positive effect of intervention was found in intervention group. The intervention had significant effect on sustainability of correct knowledge and behavior by the school children in intervention group although education session was stopped for six months after one-year education (p<0.001). Their mean knowledge and behavioral scores at three different points in time were (2.45±1.12 and 1.56±0.90) at baseline, (3.79±1.12 and 3.60±1.21) at one year after education, and (4.07±0.98 and 3.24±1.31) at six months after cessation of education, respectively. Conclusion The repeated oral health education was effective to promote and sustain oral health knowledge and behavior.