1. You recently conducted the study “Comparison of the efficacy of three different oral hygiene teaching methods in 3-5-year-old Spanish children”. What did it involve and how did you conduct it? 

Alexandra Trullàs: The aim of the study was to determine which oral hygiene teaching method is the most effective in reducing the bacterial plaque index in Spanish children aged 3 to 5. To do so, we carried out a prospective longitudinal study with a sample that included 157 pre-primary school children from the Pureza de Maria School in Sant Cugat del Vallès. 

Ana Veloso: The study was divided into three phases. In the first, we used the O’Leary Index to evaluate the dental plaque index, through which the examiner could determine the presence or absence of dental plaque on the four surfaces of the teeth. Based on these results, we drew up a report for the parents, informing them about the state of their children’s oral health.

2. In the second phase, we carried out educational sessions with the children on oral hygiene. Each school group (3, 4, and 5 year olds) was randomly sub-divided into three groups, and a different teaching method was used with each group: an explanatory video, a PowerPoint presentation and a hands-on session with denture models. 

Finally, the third phase was carried out three months later, at which time we again used the O’Leary Index to evaluate the children’s bacterial plaque index to assess which learning technique had been most effective in raising the children’s awareness. We also informed the parents of the results with a report.

Which aspects did you cover in the presentations you gave the children? Was the information you transmitted with each method the same?

A. T.: We presented the same content in all three educational sessions. In them we primarily explained the routines they need to develop to ensure good oral hygiene: how it should be, how many times a day they should brush, which toothpaste to use, etc. This material was supplemented by information on good eating habits, with which we explained to the children which food causes the most cavities and which should be eaten more frequently. 

3. Did you see an improvement in the children’s oral hygiene after the educational sessions? 

A. V.: After analysing the results following the first and last session, we can confirm that we did in fact observe an improvement in their oral hygiene and a reduction in the plaque index, although the results are not statistically significant. 

4. Did you detect a change in attitude among the children after the first check-up? 

A. T.: After the first check-up, we were able to see a change in the children’s attitude towards the dentist. Many of the children had never been to the dentist and were not familiar with the instruments we use, which led to a certain degree of fear or anxiety of the unknown. In the subsequent check-ups, on the other hand, the children were much happier and much more engaged. 

5. How would you improve these methods to make them more efficient and impactful?

A. T.: These methods should be used with children in all years, and the children should be monitored until they finish school. It is important to offer them support and guide them in each stage of their life, as their needs evolve. On the other hand, we believe that the check-ups would have been more efficient had the parents been present, as they are the ones who spend the most time with their children and who can really help them, teach them and encourage them to acquire good oral health habits. 

A. V.: Giving educational talks about oral health is extremely important, as they encourage young people to maintain good hygiene and eating habits. This type of initiative helps educate young people about oral health and raises their awareness of the importance of prevention in avoiding future oral pathologies. 

6. What was the role of the parents in this process? Did you inform them of the state of their children’s oral health?

A. T.: Although the parents did not wish to be present during the educational sessions, as they took place during school hours, we kept them informed at all times of their children’s oral health by sending them informational letters with the results of the examinations. 

A. V.: We also had the opportunity to educate the parents through an online talk in which lecturers from the Faculty’s Area of Paediatric Dentistry provided information about oral hygiene and diet. The experience was a success, as the parents were highly active and engaged.

7. Do you think it would have had a positive effect if the parents had been present during the educational sessions?

A. T.: Of course. It’s hard for small children to understand exactly what we’re saying, and they don’t quite know how to put things into practice. It would be ideal if the parents could be there in order to explain to the children the correct hygiene techniques and how to put them into practice. Parents are the ones who are responsible for their children’s oral hygiene. 

8. What did you learn through this experience?

François Ribiere: This experience, in addition to giving us time to play around with the children, helped me become more familiar with how to deal with children of this age in the dental surgery. Although we only carried out a brief oral examination to determine their bacterial plaque index, it gave me the chance to put into practice some of the knowledge we acquired in class during my degree.

A. T.: For me it was a great experience, and I firmly believe that educating children about prevention from a young age is key to maintaining good oral health throughout their lives.