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

Autor/inn/en	Mesbahi, Aida; von Bergmann, HsingChi; Yen, Edwin H. K.; Mostafa, Nesrine; Soheilipour, Shimae; Aleksejuniene, Jolanta
Titel	Theory-Guided Remote Cooperative Learning-Based Preventive Dental Education as Part of the School Curriculum
Quelle	In: Journal of School Health, 93 (2023) 1, S.34-43 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mesbahi, Aida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13239
Schlagwörter	Dental Health; Early Adolescents; Health Education; Cooperative Learning; Knowledge Level; Daily Living Skills; Program Effectiveness; Health Behavior; Dietetics + Suchen Sie Ihr Suchwort? Zahnärztliche Versorgung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Kooperatives Lernen; Wissensbasis; Alltagsfertigkeit; Health behaviour; Gesundheitsverhalten; Ernährungslehre
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01