Experiential learning in oral health education

Angelopoulou, Matina V; Kavvadia, Katerina

doi:10.4103/jehp.jehp_180_17

Cited by 10 publications

(3 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…[ 24 ] and Saied-Moallemi et al .,[ 25 ] who showed that plaque scores and gingival index scores improve after an educational intervention. Angelopoulou MV and Kavvadia K[ 26 ] have proposed experiential learning utilizing trained teachers to be an effective interventional model for oral health education in school settings. The trained teachers and peer role models in our study were expected to apply the knowledge that they gained through training along with their own personal experiences for DHE in their respective groups.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of peer role models as oral health education providers among school children in Mysuru, Karnataka, India

Chandrashekar

Bhaskar²,

Bharath³

et al. 2023

Journal of Education and Health Promotion

View full text Add to dashboard Cite

BACKGROUND: India lacks organized school oral health programs, resulting in limited access to oral health care among children. The peer role models, or teachers, may help in bridging the gap to enhance knowledge on self-care preventive practices. The aim of the study was to evaluate and compare the effectiveness of dental health education (DHE) offered by qualified dental professional, trained teachers, and peer role models in promoting oral hygiene status and behavior among school-going children in Mysuru, Karnataka. MATERIALS AND METHODS: This was an interventional study conducted over a period of 3 months in an academic year in three selected schools in Mysuru City, India. A total of 120 students were divided into three groups – group 1 were given DHE (dental health education) by a dental professional, group 2 were given DHE by a trained teacher, and group 3 were given DHE by peer role models. Oral health knowledge was assessed using a close-ended questionnaire, plaque levels were assessed using Turesky Gilmore Glickman modification of Quigley Hein plaque index, and gingival status was assessed using Loe and Sillness gingival index. After 3 months, the same index and questionnaire were used post intervention. RESULTS: The mean scores for knowledge on dental caries at baseline in groups 1, 2, and 3 were 3.75 ± 1.25, 3.65 ± 1.07, and 3.40 ± 1.17, respectively, with no significant difference between the groups, which changed to 4.43 ± 1.27, 3.37 ± 1.14, and 4.93 ± 0.99, respectively, following intervention. Similar results were observed with regard to knowledge on gingival and periodontal diseases. The mean plaque scores at baseline for groups 1, 2, and 3 were 4.17 ± 0.30, 3.24 ± 0.70, and 4.10 ± 0.31, respectively, which changed to 3.85 ± 0.32, 3.90 ± 0.39, and 3.69 ± 0.34, respectively, in three groups following intervention. Post intervention, plaque scores and gingival scores significantly improved in groups 1 and 3 but worsened in group 2. Overall, knowledge scores improved in groups 1 and 3 for some questions, but improvement was not noted in some questions. CONCLUSION: Under the limitations of the study, it was found that peer role models were as effective as dental professionals in providing DHE in schools.

show abstract

Section: Discussionmentioning

confidence: 99%

Evaluation of peer role models as oral health education providers among school children in Mysuru, Karnataka, India

Chandrashekar

Bhaskar²,

Bharath³

et al. 2023

Journal of Education and Health Promotion

View full text Add to dashboard Cite

show abstract

“…Guided re ective journals have been widely utilized within undergraduate professional curriculums, including medical, dental, and other health science programs (Angelopoulou & Kavvadia, 2018). These practices offer opportunities for learners to interpret and construct meaning to experiences, critically assess their assumptions, biases, and cultural perspectives, and gain knowledge-enhancing not only their ability to become more 'self-aware' of their learning, but their development of cultural humility, problem-solving and critical skills, and empathy towards diverse populations learners (Brondani & Rossoff, 2010;Fragkos, 2016;Kinsella, 2010;Mo di et al, 2003;Barley, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Angelopoulou & Kavvadia, 2018;Sng et al, 2023;Khiatani et al, 2023;Bahammam & Bahammam, 2023). As such,Truong et al (2023) suggests that this experience may foster a broader perspective on global oral health disparities among the learners, encouraging them to advocate for oral health equity and gain a desire to seek solutions that address these disparities throughout their careers as oral health providers(Truong et al, 2023).Emphasis was placed by the learners on their emerging understanding of the nature and challenges presented by culturally diverse patient populations as they integrated themselves socially in both the local language and culture.…”

mentioning

confidence: 99%

“A life-changing experience and the beginning of a lifelong commitment”: Experiences and Impact of Global Health Community Service-Learning in Undergraduate Dental Curriculum

Jessani,

Athanasakos,

Kachwinya

2024

Preprint

View full text Add to dashboard Cite

Background Global health community-service learning (GHCSL) can have a profound professional and personal impact on learners. This pedagogy provides understanding of unfamiliar environments and challenges them to step out of their comfort zones, adapt to new cultures, and navigate unique situations. Yet, there are relatively few qualitative studies exploring the experiences of learners participating in community service-learning placements in global regions. This current investigation aimed to explore the experiences and impact of the GHCSL program in East Africa among undergraduate dental students at Schulich Dentistry.Methods Eight undergraduate dental learners were enrolled in GHCSL pilot placements. Placement agreements were established with Makerere University in Kampala, Uganda, and the University of Rwanda in Kigali, Rwanda for the summer of 2022. The stakeholders from both institutions were engaged in the development and implementation of these placements. The learners were encouraged to engage in weekly reflection through a ‘storytelling and incident-based narrative’ while carrying out their placement. An inductive interpretive approach was utilized to thematically analyze the learners’ reflective essays.Results Five major themes emerged from the learners’ reflective essays: (1) experiential clinical learning; (2) enhanced cultural and social integration; (3) awareness of contrasting healthcare systems; (4) commitment to service; and (5) personal and professional growth. Most learners reflected on their engagement with diverse communities, being exposed to unique patient cases, and witnessing the adaptability exuded in resource-constrained environments. These experiences presented the learners with an opportunity to develop cultural competence and gain a newfound motivation and dedication to mitigate global oral health disparities in populations beyond that of their local communities. Learners also reflected on enhanced social integration experiences and the awareness of contrasting healthcare systems in Canada and their placements, which encouraged the development of empathy, communication, and compassion skills, as well as an understanding of the disproportionate burden of conditions in resource-constrained communities.Conclusion The reflective essays concluded that the GHCSL placements had a positive impact on the learners, encouraging many to develop a heightened desire for lifelong learning to address oral health disparities within a global context.

show abstract

Touch for Health: Use of Pavlovian Processes with Physical Touch as a Means to Improve Menstrual Hygiene Management Initiatives, Measured by Willingness to Pay

Yilmaz

Bohara

Chowdhury

2019

PharmacoEconomics Open

View full text Add to dashboard Cite

Background To combat the lack of proper facilities and menstrual health knowledge in developing countries, many WASH (Water, Hygiene, and Sanitation) initiatives are including menstrual hygiene management (MHM) components. However, evidence shows that prior efforts have not been ultimately successful in inducing relevant behavior changes, due in part to cultural constraints and unidimensional interventions. As such, MHM research may need to include consideration of new theories/approaches. Evidence is growing of the role that physical presence/proximity and ability to touch objects has on incentives for consumers to purchase goods, captured through willingness to pay (WTP) figures. Such findings can be partially explained by Pavlovian processes. Objective This study sought to provide fieldwork validation of such findings of the role of Pavlovian processes and endowment effect on WTP figures for a female hygiene kit, reflecting motivation to adopt better hygiene behaviors. Methods This study used primary survey data collected from females in two upper-level schools in southwestern Nepal (n = 169). When presented in conjunction with a hygiene education session, one group of females was allowed physical interaction with a female hygiene kit, while another was not, before being surveyed on their WTP for the kit. Both non-parametric and parametric statistical analyses were performed to assess the impact of this ability to touch the kits on WTP figures. Results Results show a statistically significant difference between the WTP figures of those females allowed interaction with the kits prior to being surveyed and those who did not. This confirms the positive impact of physical presence/touch on motivations to use/acquire hygiene-related tools. Conclusions Such findings reveal how, through application of the theory of Pavlovian processes, future (menstrual) health education efforts could harness the human instinct to consume, remember, and use those objects presented in physical form, and include personal contact and demonstrations of better health practices in future MHM and WASH education initiatives. Such an approach may allow protocols and interventions to have more success, and dissemination of healthier behaviors and knowledge to be more prominent.

show abstract

Experiential learning in oral health education

Cited by 10 publications

References 31 publications

Evaluation of peer role models as oral health education providers among school children in Mysuru, Karnataka, India

Evaluation of peer role models as oral health education providers among school children in Mysuru, Karnataka, India

“A life-changing experience and the beginning of a lifelong commitment”: Experiences and Impact of Global Health Community Service-Learning in Undergraduate Dental Curriculum

Touch for Health: Use of Pavlovian Processes with Physical Touch as a Means to Improve Menstrual Hygiene Management Initiatives, Measured by Willingness to Pay

Contact Info

Product

Resources

About