Journal of Dental Medicine

Background and Aims: Choosing an appropriate style of teaching-learning by educators is a way to reach high quality education. The objective of this study conducted in Babol Dental School was to compare dental students^, satisfaction of teaching theoretical general pathology course by means of a combination of lecture and work in small groups with their satisfaction of teaching the course by means of only lecture.

Materials and Methods: This study was performed in the second semester of school year 2011-12 and 2012-13. In 2012 (intervention group, response rate=92%), the teaching of theoretical general pathology course was implemented by means of a combination of lecture and work in small groups, but in 2013 (control group, response rate=81%) by means of only lecture. An anonymous self-administered questionnaire was used to assess students^, satisfaction of the teaching methods. To compare the mean total score of satisfaction (ranging from 18 through 90) between the two groups, T-test was used.

Results: Comparing the mean total scores between the two groups revealed that students^, satisfaction of the combined teaching method was significantly higher (P<0.001). The difference of satisfaction between genders (separately for each group) was not significant in combination group and lecture group (P=0.63 and P=0.87,   respectively).

Conclusion: Regarding learning, combining lecture with other teaching methods such as work in small groups may increase health sciences students' satisfaction. In regard to teaching theoretical general pathology course, our findings could confirm this hypothesis.

Background and Aims: One of the most effective methods in reducing the prevalence of caries is oral health education. The aim of this study was to evaluate of two educational interventions regarding prevention of early childhood caries on self-reported practice of parents of 2-5-year-old children receiving dental treatment under general anesthesia.

Materials and Methods: In this interventional study, the effects of two different educational interventions
(pamphlet and pamphlet along with reminder) on self-reported practice of parents of 2-5-years-old children receiving dental treatment under general anesthesia was assessed. Thirty seven couples of children and mothers in two groups were randomly selected. Before and three months after interventions, a standard questionnaire regarding self-reported practice of mothers on prevention of early childhood caries was completed by respondents. Moreover, oral examination including Simplified oral hygiene index (S-OHI), dmft, and white spot lesions were rerecorded at the beginning and three months after interventions. At this time in one of the groups reminder phone calls were made every month. Finally, the answers were scored and data were statistically analyzed to be compared in pre- and post-test.

Results: Comparing each of the groups before and after interventions showed that in both groups there were significant differences in mothers’ perception of perceived ability to make child brush his teeth twice a day (P=0.001), and child’s tooth brushing frequency more than once a day (P=0.03). S-OHI had no significant difference after the intervention between two groups. But each group had a significant decrease three months after intervention (P=0.003). Also the mean number of white spots showed a significant decrease before and after intervention in each groups. Regarding mothers’ self-reported practice no significant difference was observed between two groups (P>0.05).

Conclusion: Using pamphlets along with or without reminder as educational measures had similar enhancing effects on the mothers’ self-reported practice on oral health of children within three months.