Effectiveness of three different types of educational methods on implementation of proper oral hygiene behaviour prior to orthodontic treatment

Objective: The aim of this study was to compare three teaching methods’ time and personnel requirements, and their effects on plaque and gingival indices. Methods: This study was a single-blind randomized controlled trial on fixed orthodontic appliance candidates (n = 90), assigned into a control group (n = 30) and two different study groups (n = 30 each). The control group received standard printed educational material and was assisted with verbal information. The study groups either received video-assisted or hands-on training about fixed orthodontic appliance and oral hygiene. The time requirements for all three educational interventions was recorded during the initial visit. The adequacy of oral hygiene was documented through plaque and gingival indices during the initial visit and eighth week of the treatment. The continuous variables were analyzed using 1-way ANOVA. Tukey HSD and Student t-tests were used for post-hoc comparisons (α?#8197;= 0.05). Also, a chi-square test was used for the analysis of categorical variables. Results: Standard education failed to maintain the plaque and gingival indices at the eighth week of the treatment. Although both video-assisted and hands-on training took a considerable amount of time, they served well in preserving both of the indices at the eighth week. The longer the educational intervention was, the better the preservation of the plaque and gingival indices. Conclusion: Educational intervention, either with video-assisted or hands-on programs, provided better results in oral hygiene depending on the time and personnel constraints of the orthodontist

Effect of self-etch primer application on the bond failure rate of a mandibular bonded lingual retainer

Abstract Background The aim of this study was to examine the effect of self-etch primer (SEP) application on the bond failure rate of a mandibular bonded lingual retainer over 24 months. Methods The average age of the 86 individuals included in this study was 17 years 4 months. After the removal of the orthodontic appliances, the lingual retainers, which were made of six-stranded stainless steel wire, were bent and bonded onto the lingual surface of all mandibular anterior teeth. The study was performed using a split-mouth design. In the study group, the SEP was administered to the teeth’s lingual surfaces. In the control group, they were etched using 37% phosphoric etchant liquid gel. After etching, the primer was applied. The adhesive resin was applied and the retainer was fitted. The patients were re-evaluated over 24 months. The first bond failures and the amount of adhesive remaining on the tooth were recorded as the adhesive remnant index (ARI) scores. The chi-square test was used to compare the bond failure rates (P = 0.231) and ARI scores between the groups (P = 0.162). The survival rates of the retainers were estimated using the Kaplan–Meier test (P = 0.237). The significance level was P < 0.05. Results The bond failure rates, ARI scores, and survival rates did not differ significantly between the groups. Conclusions The results of this study demonstrated that an SEP can be used successfully in mandibular lingual retainer bonding. In situations where saliva isolation is difficult, bonding a fixed lingual retainer with SEP is recommended

Effectiveness of three different types of educational methods on implementation of proper oral hygiene behaviour prior to orthodontic treatment

Objective: The aim of this study was to compare three teaching methods’ time and personnel requirements, and their effects on plaque and gingival indices. Methods: This study was a single-blind randomized controlled trial on fixed orthodontic appliance candidates (n = 90), assigned into a control group (n = 30) and two different study groups (n = 30 each). The control group received standard printed educational material and was assisted with verbal information. The study groups either received video-assisted or hands-on training about fixed orthodontic appliance and oral hygiene. The time requirements for all three educational interventions was recorded during the initial visit. The adequacy of oral hygiene was documented through plaque and gingival indices during the initial visit and eighth week of the treatment. The continuous variables were analyzed using 1-way ANOVA. Tukey HSD and Student t-tests were used for post-hoc comparisons (α?#8197;= 0.05). Also, a chi-square test was used for the analysis of categorical variables. Results: Standard education failed to maintain the plaque and gingival indices at the eighth week of the treatment. Although both video-assisted and hands-on training took a considerable amount of time, they served well in preserving both of the indices at the eighth week. The longer the educational intervention was, the better the preservation of the plaque and gingival indices. Conclusion: Educational intervention, either with video-assisted or hands-on programs, provided better results in oral hygiene depending on the time and personnel constraints of the orthodontist