Community service-based preventive dental education for elementary school-aged children.

OBJECTIVES: The effectiveness of one-to-one preventive dental education provided by dental undergraduate students for improving elementary school-aged children's oral self-care skills, diet-related knowledge, and diet behavior was tested. METHODS: The sample consisted of 106 children between the ages of 5 and 12 years who attended the same school. Oral self-care skills were assessed by undergraduate dental students using a tooth-brushing assessment form, and diet knowledge and behaviors by means of a questionnaire. The effectiveness of education (two one-to-one sessions) was evaluated by measuring the post-educational changes in the children's oral self-care skills, diet knowledge, and behavior. RESULTS: There were significant improvements in the means (sd) of tooth-brushing skill scores (range: 0-18) from 6.2 (4.0) at the baseline to 8.4 (4.1) at the first and to 10.3 (3.0) at the second follow-up. Total tooth-brushing time (in seconds) significantly increased from 76.0 (59.1) at the baseline to 110.7 (74.3) at the first follow-up then decreased to 102.6 (73.1) at the second follow-up. The means (sd) of diet knowledge scores (range: 0-30) improved significantly from 18.5 (5.6) at the baseline to 23.0 (7.3) at the first and to 24.5 (4.0) at the second follow-ups. The means (sd) of weekly sugar intake scores (range: 0-18) significantly decreased from 4.9 (2.1) at the baseline to 3.1 (2.0) at the first follow-up and remained unchanged until the second follow-up. CONCLUSIONS: One-to-one dental education improved children's oral self-care skills, diet-related knowledge, and diet behavior. The post-educational improvements were maintained for 6 months in older children but not in the younger children.

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

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.

Fuz mutant mice reveal shared mechanisms between ciliopathies and FGF-related syndromes.

Ciliopathies are a broad class of human disorders with craniofacial dysmorphology as a common feature. Among these is high arched palate, a condition that affects speech and quality of life. Using the ciliopathic Fuz mutant mouse, we find that high arched palate does not, as commonly suggested, arise from midface hypoplasia. Rather, increased neural crest expands the maxillary primordia. In Fuz mutants, this phenotype stems from dysregulated Gli processing, which in turn results in excessive craniofacial Fgf8 gene expression. Accordingly, genetic reduction of Fgf8 ameliorates the maxillary phenotypes. Similar phenotypes result from mutation of oral-facial-digital syndrome 1 (Ofd1), suggesting that aberrant transcription of Fgf8 is a common feature of ciliopathies. High arched palate is also a prevalent feature of fibroblast growth factor (FGF) hyperactivation syndromes. Thus, our findings elucidate the etiology for a common craniofacial anomaly and identify links between two classes of human disease: FGF-hyperactivation syndromes and ciliopathies.