No abstract

Background:Although mechanical plaque removal is an effective method, powered toothbrushes are specially designed to benefit differently abled. Literature comparing plaque removal efficacy between manual and powered toothbrushes among differently abled is sparse.Study Design and Setting:A cross-over, randomized, double-blind study was conducted in differently abled institution.Materials and Methods:Twenty differently abled participants were randomly assigned to two groups of ten participants. Plaque removal efficacy of battery-operated powered toothbrush was compared with manual toothbrush in a single brushing on the 8th day. After a washout of 1 week, groups were switched. Assessment of plaque scores was done using Turesky's modification of Quigley-Hein plaque index.Statistical Analysis:Difference in plaque score between pre- and post-brushing in each group was compared using paired sample t-test.Results:In the pooled data analysis combining the results of Phase I and II, mean pre- and post-brushing plaque scores with manual toothbrush was 2.26 ± 0.4 and 1.93 ± 0.5, respectively, while with powered toothbrush, it was 2.21 ± 0.4 and 1.96 ± 0.4, respectively. However, difference in mean plaque reduction between manual and powered toothbrushes was not significant.Conclusion:Manual toothbrushes were equally effective compared to powered toothbrushes. Long-term studies precisely documenting cost-effectiveness and participant perception in the ease of use are recommended to validate our results.

No abstract

Introduction: Trauma to teeth and jaws are considered major public health problems. The school environment is the most susceptible place for children, to encounter trauma to teeth. Materials and Methods: This interventional study was conducted to evaluate the effectiveness of school-based dental health education (DHE) on knowledge and practices related to emergency management of dental trauma and tooth avulsion among students and teachers of three government and three private schools each selected from two mandals (Mandal is a sub-district which comprises of a cluster of villages and village is the lowest level of administrative sub-division in rural areas of India) of Guntur district. Baseline information was collected from participants using a validated structured questionnaire. DHE on “Dental Trauma and Emergency Management of Tooth Avulsion” was offered using audiovisual aids (Flip charts, Slideshow) by a qualified Public Health Dentist. Subsequently, trained science teachers in each school were requested to undertake health education sessions at monthly interval for the next 3 months. Postintervention data were collected 1 week after initial DHE by public health dentist and 1 week after last reinforcement session by the teacher. Mean knowledge and practice scores were compared using independent sample t-test and Repeated Measures Analysis of Variance. Results: A total of 1180 children (570 males and 602 females, age range: 12–16 years) and 54 teachers (24 males and 30 females, age range: 20–56 years) were included. Mean scores for knowledge and practices increased among students and teachers following intervention with no difference between flipchart and slideshow method. Conclusion: Teachers (preferably science teachers) could be effectively used for DHE provided that they receive proper training and continued education on dental trauma. The following core competencies are addressed in this article: Medical knowledge, Practice-based learning and improvement, Systems-based practice.

Background: There was paucity of data regarding updating of 2007 AHA (American Heart Association) guidelines among dentists in India. Objective: To evaluate change in knowledge, attitude and adoption of AHA (2007) guidelines regarding Antibiotic prophylaxis for Infective endocarditis before and after health education among dental interns in a private dental teaching institution. Materials and Methods: This was an interventional study conducted among dental interns in a teaching dental institution. Data was obtained using a validated questionnaire that finally had 32 items. Data was obtained by sharing an online link to complete survey. A reminder was also given one week later and participant responses obtained. Each correct response for a question was assigned a score of 1 while incorrect response was scored as zero. Total score was computed for each participant. Health education on AHA 2007 guidelines for antibiotic prophylaxis against infective endocarditis was offered to participants using power point presentation for about 30 -45 minutes on a scheduled day following baseline data collection. Immediately after health education, participants were again requested to fill the same questionnaire used at baseline. Mean knowledge score before and after health education was compared using paired sample t-test. Results: 74 participants were considered with response rate of 91.4%. Mean knowledge score significantly increased from 11.5 ± 4.3 (Mean ± Standard deviation) at baseline to 22.9 ± 4.2 post intervention (p < 0.001). Conclusion: Health education intervention was successful in improving knowledge, attitude and adoption of AHA 2007 guidelines for antibiotic prophylaxis against IE among dental interns.