Reinhardt Claus H, Löpker Nadine, Noack Michael J, Rosen Evelyne, Klein Klaus
Teacher Training College Cologne, Claudiusstrasse 1 50678 Köln, Germany.
Int J Paediatr Dent. 2009 Sep;19(5):354-9. doi: 10.1111/j.1365-263X.2009.00982.x. Epub 2009 Apr 16.
Focused caries prevention programmes for migrant children often fail because there is an important barrier of linguistic and cultural diversity.
The aim of this study was to evaluate whether a tailored peer teaching approach can improve oral health behaviours of underprivileged and/or multinational migrant first graders.
Two fourth grade classes (30 children, mean age 9.6) and two first grade classes (38 children, mean age 6.6) with high migrant background participated. The fourth graders took part in a preparatory course of oral health and developed a concept for tutoring first graders in oral health concepts as well as the Fones toothbrushing method. Later then, the fourth graders instructed the first graders during two lessons. Toothbrushing of each first grader was filmed before and 7 days after instruction. Toothbrushing time, method, and systematic were evaluated.
After instruction, circular toothbrushing movements and systematic toothbrushing were observed significantly more often (P = 0.0001); toothbrushing time did not change.
This pilot study shows that tutoring by older peers of similar origin resulted in significant changes towards better oral health in underprivileged and/or multinational migrant first graders. Authentic role models could be provided, and communication and cultural barriers circumvented.
针对流动儿童的重点龋病预防项目往往失败，因为存在语言和文化多样性这一重要障碍。
本研究的目的是评估一种量身定制的同伴教学方法是否能改善贫困和/或多国流动一年级学生的口腔健康行为。
两个有高流动背景的四年级班级（30名儿童，平均年龄9.6岁）和两个一年级班级（38名儿童，平均年龄6.6岁）参与其中。四年级学生参加了口腔健康预备课程，并制定了一个辅导一年级学生口腔健康概念以及Fones刷牙法的方案。随后，四年级学生在两节课期间指导一年级学生。在指导前和指导7天后拍摄每个一年级学生的刷牙情况。对刷牙时间、方法和顺序进行评估。
指导后，环形刷牙动作和系统性刷牙的观察频率显著更高（P = 0.0001）；刷牙时间没有变化。
这项试点研究表明，来自相似背景的年长同伴进行辅导，能使贫困和/或多国流动一年级学生在口腔健康方面有显著改善。可以提供真实的榜样，并规避沟通和文化障碍。
