Yavan Mehmet Ali, Oğuz Fırat
Department of Orthodontics, Adıyaman University, Adıyaman, Türkiye.
Department of Orthodontics, İnönü University, Malatya, Türkiye.
Korean J Orthod. 2025 Sep 25;55(5):418-426. doi: 10.4041/kjod25.127. Epub 2025 Aug 7.
This study aimed to compare the effects of multimedia and written explanations on anxiety, dental fear, and pain perception among adolescents before the start of fixed orthodontic treatment.
Individuals aged 14-18 years who presented to the Faculty of Dentistry at Adıyaman University were randomly assigned to the multimedia information group (MIG) and written information groups (WIG). Before the appointment for bonding, educational information was provided to the MIG and WIG as an 8-minute informative multimedia video and written form, respectively. All participants completed the State-Trait Anxiety Inventory-State Anxiety and Dental Fear Index before and after the procedure. After the session, they were asked to rate their perceived pain using a visual analog scale and the number of questions they asked the clinician regarding the treatment was recorded. For statistical analyses, the Kolmogorov-Smirnov, chi-square, paired-sample , Student , and Mann-Whitney tests were used.
No statistically significant differences in anxiety, fear, or pain scores were observed between the groups before and after the session ( > 0.05). Both groups exhibited no significant change in the anxiety scores between the two time points ( > 0.05), but exhibited significantly reduced fear scores ( < 0.05). Only the MIG demonstrated significant sex-related differences before the treatment session ( < 0.05).
Although the effects of multimedia and written education on the anxiety and fear scores exhibited no significant different, multimedia education may have reduced the chair time by decreasing the number of questions posed by the patients.
本研究旨在比较多媒体解释和书面解释对青少年固定正畸治疗开始前焦虑、牙科恐惧和疼痛感知的影响。
在阿迪亚曼大学牙科学院就诊的14 - 18岁个体被随机分配到多媒体信息组（MIG）和书面信息组（WIG）。在粘结预约前，分别以8分钟的信息性多媒体视频和书面形式向MIG和WIG提供教育信息。所有参与者在操作前后完成状态 - 特质焦虑量表 - 状态焦虑和牙科恐惧指数。操作后，要求他们使用视觉模拟量表对感知到的疼痛进行评分，并记录他们向临床医生询问的关于治疗的问题数量。对于统计分析，使用了柯尔莫哥洛夫 - 斯米尔诺夫检验、卡方检验、配对样本检验、学生t检验和曼 - 惠特尼U检验。
两组在操作前后的焦虑、恐惧或疼痛评分上均未观察到统计学显著差异（P > 0.05）。两组在两个时间点之间的焦虑评分均无显著变化（P > 0.05），但恐惧评分均显著降低（P < 0.05）。只有MIG在治疗操作前表现出显著的性别相关差异（P < 0.05）。
尽管多媒体教育和书面教育对焦虑和恐惧评分的影响没有显著差异，但多媒体教育可能通过减少患者提出的问题数量而缩短了就诊时间。
