CAJ | 학술논문

目的：评价3种口腔健康教育形式对改善医学专科院校新生口腔健康意识、行为及口腔卫生的效果。方法：选取医学专科院校新生1022名，将其随机分为4组，相同内容用不同形式进行口腔健康教育，即第1组开展知识讲座（讲座组）、第2组播放宣教视频录像（视频组）、第3组组织学生现场自学（自学组）、第4组为对照组；分别在健康教育前和2个月后，采用问卷调查和牙菌斑染色的方法评价不同教育形式前后新生口腔健康意识和行为知晓率的变化及菌斑指数对比。结果：经过不同形式的口腔健康教育，观察对象在口腔健康行为和知识方面大部分有改善（ P ﹤0.05），讲座组和视频组菌斑指数较干预前有改善（ P ﹤0.05），自学组与对照组无变化（ P ﹥0.05）。3个组间效果比较，讲座组效果最明显（ P ﹤0.05），且有最多的学生愿意接受该种方式。结论：口腔健康教育对医学专科院校新生的口腔健康状况、口腔健康意识和行为有积极的促进作用。
목적：평개3충구강건강교육형식대개선의학전과원교신생구강건강의식、행위급구강위생적효과。방법：선취의학전과원교신생1022명，장기수궤분위4조，상동내용용불동형식진행구강건강교육，즉제1조개전지식강좌（강좌조）、제2조파방선교시빈록상（시빈조）、제3조조직학생현장자학（자학조）、제4조위대조조；분별재건강교육전화2개월후，채용문권조사화아균반염색적방법평개불동교육형식전후신생구강건강의식화행위지효솔적변화급균반지수대비。결과：경과불동형식적구강건강교육，관찰대상재구강건강행위화지식방면대부분유개선（ P ﹤0.05），강좌조화시빈조균반지수교간예전유개선（ P ﹤0.05），자학조여대조조무변화（ P ﹥0.05）。3개조간효과비교，강좌조효과최명현（ P ﹤0.05），차유최다적학생원의접수해충방식。결론：구강건강교육대의학전과원교신생적구강건강상황、구강건강의식화행위유적겁적촉진작용。
Objective:To assess the effect of three kinds of oral health education programs on the improvement of the fresh-men′s oral health awareness,oral health behaviors and oral health in the medical college. Methods:1 022 medical college fresh-men with caries and periodontal disease from different specialties in physical examination were randomly divided into 4 groups and received the same content of oral health education,but with different teaching methods. The first group was given the oral lecture (lecture group). The second group watched education video(video group). The third group studied the relevant content by them-selves(self - learning group). The fourth group was taken as the normal control group. Questionnaires were given to all the freshmen from the four groups before the performance of health education program and two months after it to observe the changes in their health knowledge awareness and health behaviors and to assess the comparison of dental plaque index. Results:Com-pared with that before the performance of health education,there was significant improvement in health knowledge awareness and health behaviours of the most freshmen(P ﹤ 0. 05);plaque index in the lecture group and the video group significantly descen-ded compared with that before the intervention(P ﹤ 0. 05);there was no change in self - learning group and and the control group(P ﹥ 0. 05). Compared with that in the video and the lecture group,the improvement was most significant in the lecture group(P ﹤ 0. 05),with the most freshmen willing to take the lecture as their way of having oral health education. Conclusion:Oral health education can produce a positive effect on the improvement of freshmen′s oral health condition ,oral health awareness and oral health behaviors in medical college.