Teachers' Knowledge about Oral Health and Their Interest in Oral Health Education in Hail , Saudi Arabia

Aljanakh, Mohammad; Siddiqui, Ammar Ahmed; Mirza, Asaad Javaid

doi:10.12816/0031223

Cited by 27 publications

(33 citation statements)

References 10 publications

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“…In order to conduct effective school health education programs, finding the proper and most preferable type of education method is essential [12,13]. As the present study shows poor results of primary school teacher's knowledge regarding dental trauma management in the Hail region.…”

Section: Discussionmentioning

confidence: 79%

Knowledge of Primary School Teachers Regarding Dental Trauma Management in Hail Region, Saudi Arabia

Altamimi

Siddiqui

At-Tamimi

et al. 2019

Pesqui. bras. odontopediatria clín. integr.

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Objective: To evaluate the knowledge of elementary school teachers about the management of dental trauma. Material and Methods: An observational study, with the cross-sectional design, was conducted among primary school teachers in Hail, Saudi Arabia during January 2017. The questionnaire distributed among 400 primary school teachers from 18 different schools using convenient sampling. Data were gathered and analyzed using SPSS version 20. Results: 378 (94.5%) respondents to the questionnaire. It was found that only 37.8% of the primary school teachers were able to distinguish between the primary and permanent teeth. Only 59.5% reported starting the management of a child with trauma immediately. Merely 38.4% believed that it is important to search for the missing tooth or the broken pieces, whereas 31% would re-implant the permanent tooth into the socket by themselves. Regarding the storage media, only 16.6% respond correctly. According to school teachers, the best way of learning the management of dental trauma at school is through videos (36.2%) and phone application (33.9%). Conclusion: School teachers lack knowledge regarding the management of dental trauma. We strongly recommend planning for dental trauma educational based on the teacher's perception after pilot testing its effectiveness.

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Section: Discussionmentioning

confidence: 79%

Knowledge of Primary School Teachers Regarding Dental Trauma Management in Hail Region, Saudi Arabia

Altamimi

Siddiqui

At-Tamimi

et al. 2019

Pesqui. bras. odontopediatria clín. integr.

Self Cite

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“…Since the students spend most of their time at school, schools can provide an important and effective context for improving oral and dental health. Aljanakh et al reported the role of the school in promoting the oral health behavior of students [37].…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, health education and health promotion should be an essential element in educating teachers and other educational staff. Because the role of teachers in this eld is very signi cant and valuable, they can affect thousands of students and families [37].…”

Section: Discussionmentioning

confidence: 99%

Effects of Educational Interventions on Oral Hygiene: A Systematic Review and Meta-Analysis

Dadipoor

Ghaffari

New³

et al. 2020

Preprint

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Background: The objective of this study is to evaluate the effects of school based oral health interventions programs on students’ oral hygiene, in developing countries through systematic review and meta-analysis. Methods: Our investigation was conducted in electronic databases including MEDLINE Ovid), Embase Ovid, Scopus), Web of Science from 2000 to march 2018.The data were extracted based on a standard data collection form specific to observational studies, and entered into RevMan 2014. Inclusion criteria included individually randomized controlled trials (RCTs) or cluster-RCTs including quasi- experimental studies that were related to oral health interventions. Software RevMan 2014was used for meta-analysis. A meta-analysis was carried out using random-effects models. Results: Twelve studies of students in this review finally entered the study including five individual RCTs, four cluster-RCTs, and three quasi-experimental studies. The intervention study period ranged from 1 month to 9 month. Interventions described in the studies briefly included oral health education with activities such as lectures, albums, slides, pamphlets, posters, and role playing. Meta-analyses showed a significant difference in knowledge (SMD 3.31, 95% CI 2.52 to 4.11; I 2 = 98; P < 0.001), attitude (SMD 1.99, 95% CI 0. 43 to 3.54; I 2 = 99; P < 0.001), behavior (SMD 4.74, 95% CI 3.70 to 5.77; I 2 = 99; P < 0.001), plaque index (SMD -1.01, 95% CI -1.50 to -0. 51; I 2 = 97; P < 0.001) and Gingival index (SMD 0. 33, 95% CI -0. 36 to 1. 02; I 2 = 98; P = 0.34) for students receiving educational interventions compared to those receiving usual care . Discussion: The systematic review concludes that educational interventions are effective for improving oral health knowledge, attitudes, behaviors, etc., which could potentially lead to improved oral health, reduced oral diseases, and reduced costs from treating oral diseases.

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“…Many studies have looked at teacher oral health knowledge, and studies in India, Saudi Arabia and Nigeria have reported mixed results (Jain et al 2016;Aljanakh, Siddiqui, and Mirza 2016;Sekhar et al 2014;Mota et al 2016;Dedeke et al 2013). Teachers in Saudi Arabia appeared to have a good knowledge (Aljanakh, Siddiqui, and Mirza 2016), whereas knowledge in India (Jain et al 2016;Sekhar et al 2014;Mota et al 2016) and Nigeria (Dedeke et al 2013) was reported as low, with less than half of teachers surveyed correctly knowing that bacteria and sugar cause tooth decay, or that fluoride toothpaste can be used to prevent tooth decay. Our study can be used as a pilot to inform larger studies to look at teachers' oral hygiene knowledge in England.…”

Section: Comparison With Existing Literaturementioning

confidence: 99%

Using oral hygiene education in schools to tackle child tooth decay: a mixed methods study with children and teachers in England

Eley

Weston-Price

Young

et al. 2019

Journal of Biological Education

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Introduction: Tooth decay is the most common reason for non-emergency hospital admissions in 5-9 year olds. As such, it is included in the England school curriculum at 8-9 years to facilitate improved oral hygiene and prevent tooth decay. Aim: Measure student and teacher baseline oral hygiene knowledge; determine effect of the e-Bug oral hygiene lesson on student knowledge; explore teacher views on the lesson. Methods: Mixed methods evaluation. Baseline student and teacher knowledge questionnaires. Intervention classes received the e-Bug lesson. Post-intervention student questionnaires and semi-structured teacher focus groups. Results: 121 students completed baseline questionnaireresults indicate high knowledge about which foods/drinks are bad for teeth; low knowledge about tooth decay and appropriate tooth brushing behaviours; confusion over what foods and drinks contained sugar. 58 students received the intervention; 10 out of 17 questions in lessons showed significant increase in correct responses (p < 0.05). No significant improvements reported in the control. Overall teachers were very positive about the lesson and suggested some improvements. Conclusion: Children have gaps in oral hygiene knowledge. Teachers acknowledge oral hygiene as a priority which should be taught more frequently, citing e-Bug as a valuable oral hygiene educational resource. Curriculum leaders should be encouraged to increase oral hygiene education using a whole school approach.

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Teachers' Knowledge about Oral Health and Their Interest in Oral Health Education in Hail , Saudi Arabia

Cited by 27 publications

References 10 publications

Knowledge of Primary School Teachers Regarding Dental Trauma Management in Hail Region, Saudi Arabia

Knowledge of Primary School Teachers Regarding Dental Trauma Management in Hail Region, Saudi Arabia

Effects of Educational Interventions on Oral Hygiene: A Systematic Review and Meta-Analysis

Using oral hygiene education in schools to tackle child tooth decay: a mixed methods study with children and teachers in England

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