Paryab Mehrsa, Arab Zeinab
Department of Pediatric Dentistry, International Campus, Tehran University of Medical Sciences, Tehran, India.
Research Committee of Dental School, Zahedan University of Medical Sciences, Zahedan, India.
Dent Res J (Isfahan). 2014 Jul;11(4):502-7. doi: 10.4103/1735-3327.139426.
The aim of this study was to evaluate the effect of Filmed modeling in comparison with commonly used Tell-Show-Do technique (T.S.D) on the anxious and cooperative behavior of 4-6 years old children during dental practice.
Forty six children aged 4-6 years were enrolled in this study and randomly allocated into two groups. Group I: At the first visit, the procedure of Tell-Show-Do, and at the second visit, the treatment procedures were performed by the dentist for the children. Group II: At the first visit, children watched a film consisting of the procedure of Tell-Show-Do performed on a child model. At the second visit, treatment procedures were performed. In both groups, during the treatment procedure, index of heart rate was measured and behaviors of children were recorded. The children's anxious and cooperative behaviors on the recordings were quantified according to Venham and Frankl rating scales, respectively. The data were compared between two groups using T-test method. All statistical references were made at 0.05.
There were no statistically significant differences in heart rate measures, clinical anxiety and cooperative behavior scores of children between the two groups (P = 0.6).
Filmed modeling can be an efficient alternative method to Tell-Show-Do technique in pre-appointment preparation of the 4-6 years old children during dental treatment.
本研究旨在评估视频示范相较于常用的示范-讲解-操作技术（T.S.D），对4至6岁儿童在牙科治疗过程中焦虑和合作行为的影响。
46名4至6岁儿童参与本研究，并随机分为两组。第一组：首次就诊时采用示范-讲解-操作程序，第二次就诊时由牙医为儿童进行治疗程序。第二组：首次就诊时，儿童观看一段在儿童模型上进行示范-讲解-操作程序的视频。第二次就诊时进行治疗程序。两组在治疗过程中均测量心率指标并记录儿童行为。根据Venham和Frankl评定量表分别对录像中儿童的焦虑和合作行为进行量化。采用T检验方法比较两组数据。所有统计学参考均设定为0.05。
两组儿童的心率测量值、临床焦虑和合作行为得分无统计学显著差异（P = 0.6）。
在牙科治疗前为4至6岁儿童做准备时，视频示范可成为替代示范-讲解-操作技术的有效方法。
