从面对面到面对屏幕的转变是否能提高口腔健康素养？一项非劣效性随机对照试验。

Does the transition from face-to-face to face-to-screen improve oral health literacy? A non-inferiority randomized controlled trial.

作者信息

Ebrahimi Negar, Sargeran Katayoun, Yazdani Reza, Shamshiri Ahmad Reza

机构信息

Dental Implant Research Centre, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran, Iran.

Research Centre for Caries Prevention, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran, Iran.

出版信息

BMC Oral Health. 2025 Feb 3;25(1):182. doi: 10.1186/s12903-025-05560-y.

DOI:10.1186/s12903-025-05560-y

PMID:39901115

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11789400/

Abstract

BACKGROUND

In recent years, more attention has been paid to virtual education methods in the field of oral health. Oral health literacy (OHL) plays a major role in reducing oral health inequalities. Individuals with inadequate health literacy are more susceptible to oral disorders. This study was a parallel randomized controlled trial with a non-inferiority design that aimed to compare a virtual educational intervention with traditional in-person education to improve OHL.

METHODS

This study was conducted in adults visiting a university dental school, from February 2022 to May 2023. After the inclusion and exclusion criteria were checked and informed consent was obtained, the participants were randomly allocated into two groups by balanced block randomization. One group received in-person education in the waiting room, and the other received an educational video through an online messenger. The Oral Health Literacy Adult Questionnaire (OHL-AQ) assessed participants' OHL levels before, immediately after, and three months after the intervention. The researchers who analysed the data were blinded. Generalized estimating equation (GEE) analysis was used to compare the groups (P < 0.05). The non-inferiority margin was determined using the fixed-margin method.

RESULTS

In total, 149 individuals participated. Seventy-five patients were randomly allocated to the in-person group, and 74 were allocated to the virtual group; their data were analysed. GEE analysis revealed no significant difference in the change of OHL scores immediately after the intervention between the two groups (P = 0.07). However, at the three-month follow-up, the in-person group exhibited a significantly greater improvement in OHL scores compared to the virtual group (P = 0.03). After three months, virtual education was inferior to in-person education, unlike in the immediate post-test.

CONCLUSION

After three months, an online video sent in a messenger environment was less effective than traditional in-person education in improving OHL.

TRIAL REGISTRATION

The trial protocol was registered in the Iranian Registry of Clinical Trials (IRCT) on 08-02-2022, (IRCT20220106053643N1|| http://www.irct.ir/ ).

摘要

背景

近年来，口腔健康领域对虚拟教育方法的关注度越来越高。口腔健康素养（OHL）在减少口腔健康不平等方面起着重要作用。健康素养不足的个体更容易患口腔疾病。本研究是一项采用非劣效性设计的平行随机对照试验，旨在比较虚拟教育干预与传统面对面教育对提高OHL的效果。

方法

本研究于2022年2月至2023年5月在一所大学牙科学院就诊的成年人中进行。在检查纳入和排除标准并获得知情同意后，通过均衡区组随机化将参与者随机分为两组。一组在候诊室接受面对面教育，另一组通过在线信使接收教育视频。使用成人口腔健康素养问卷（OHL-AQ）在干预前、干预后立即以及干预后三个月评估参与者的OHL水平。分析数据的研究人员对分组情况不知情。采用广义估计方程（GEE）分析对两组进行比较（P < 0.05）。采用固定界值法确定非劣效性界值。

结果

共有149人参与。75名患者被随机分配到面对面组，74名被分配到虚拟组；对他们的数据进行了分析。GEE分析显示，两组干预后立即的OHL得分变化无显著差异（P = 0.07）。然而，在三个月的随访中，面对面组的OHL得分改善明显大于虚拟组（P = 0.03）。三个月后，与干预后立即测试不同，虚拟教育不如面对面教育有效。