Theory‐Guided Remote Cooperative Learning‐Based Preventive Dental Education as Part of the School Curriculum

Abstract

BACKGROUND Oral health is fundamental to overall well‐being. As teens are at high risk for tooth decay, we require a unique approach to motivate them to maintain oral health. METHODS Sixty‐four adolescents (10‐13 years) were recruited from 2 schools. Oral health education was based on cooperative learning guided by the social determination theory (SDT) principles. Students' oral health knowledge and oral self‐care skills were assessed at baseline (before education), 3 weeks, and 6 months after the education. RESULTS Complete data were available for 51 students (follow‐up rate 79.7%). There were significant (p < 0.001) changes in the mean (SD) toothbrushing score from 10.1 (±6.3) (baseline) to 26.5 (±6.0) (follow‐up 1) and to 28.1 (±5.3) (follow‐up 2). The mean (SD) tooth brushing time significantly (p < 0.001) increased from the baseline of 84.0 (±43.5) to the first follow‐up to 107.0 (±39.8) and to 102.3 (±33.1) at the second follow‐up. The mean (SD) diet knowledge scores significantly (p < 0.001) increased from 8.2 (±2.1) at the baseline to 10.2 (±2.7) at the first follow‐up and remained the same at the second follow‐up. CONCLUSION Social determination theory‐guided cooperative learning was efficient in improving student oral health‐related knowledge and oral self‐care skills, and this improvement was maintained for 6 months after the discontinued education.