Background: The aim of this study was to investigate the impact of an educational program utilizing virtual reality (VR) on learning immersion and satisfaction and intention to use VR for performing various techniques among dental hygiene students. The study also intended to assess the adverse effects of using VR devices and analyze the intention to use VR to comprehensively evaluate the educational benefits of VR. Methods: A 31-item survey was conducted with 64 dental hygiene students who took the “Oral Radiology Practice” course from March to June 2024. Data were analyzed through the use of descriptive statistics, analysis of variance, and Pearson’s correlation coefficient using IBM SPSS Statistics 24.0 (IBM Corp., Armonk, NY, USA), analysis of variance, and Pearson’s correlation coefficient using IBM SPSS Statistics 24.0. Results: Immersion was positively correlated with satisfaction with the VR device (r=0.746) and negatively correlated with satisfaction with learning (r=–0.785) and intention to use VR (r=–0.779). The positive correlation between satisfaction with learning and intention to use VR was very strong (r=0.965). Immersion had a strong negative correlation with satisfaction with learning (r=–0.804) and intention to use VR (r=–0.801). Conclusion Learners exhibited low immersion; however, their satisfaction with learning and intention to use VR were relatively high. These results suggest that, despite the limitations in immersion due to the technical constraints of VR practice, its practicality and effectiveness positively influenced satisfaction with learning. Rather than using VR training alone, applying a blended learning model appears to yield more effective educational outcomes.

Background: As the use of digital intraoral scanners (DIS) has expanded, the demand for digital capabilities is accelerating along with changes in the duties of dental hygienists. This study aimed to understand the actual use, awareness, and educational requirements of DIS among dental personnel. Additionally, it intends to provide foundational data to inform improvement plans for DIS education. Methods: This survey was conducted between March 2023 and April 2023 among 295 dental hygienists, dentists, and dental technicians working in dental institutions. The results are presented below. Results: Of the respondents, 96.3% were aware of the DIS, with 75.3% having experience with using it in various dental institutions where they worked. The response rate indicating that they received DIS training was 72.2%, but among them, only 20.7% had received training at a university, suggesting that the training experience rate is low compared to the DIS awareness rate, indicating a need for improvement. The average DIS awareness rating among respondents was 3.82 out of 5, with higher levels of awareness among dentists and dental technicians compared to dental hygienists. Furthermore, a correlation was noted where an increase in the education level corresponded to increased awareness. Among the 72.2% of respondents who had experience with DIS education, 70.0% had education provided by companies that produce and sell DIS products. The percentage of respondents who indicated that DIS education is necessary was found to be 93.2%, indicating that most research subjects recognized the need for DIS education. Additionally, 90.8% of respondents stated that a university-level curriculum related to DIS is necessary. Conclusion In response to these developments, a digital dentistry curriculum, including the DIS, should be integrated into the dental hygiene curriculum, and continuous education should be provided post-graduation.

Background: Elementary school is a critical period for oral health because the incidence of dental caries is high, and early symptoms of gingivitis manifest. While existing oral health education improves knowledge, it has limitations in sustaining oral health behaviors. This study evaluated the effectiveness of an oral health education program based on motivational interviewing (MI), which enhances intrinsic motivation and promotes behavioral change. Methods: Thirty-five elementary school students (Grades 4∼6) were recruited and assigned to an intervention group or a control group. The intervention group (n=16) received an MI-based oral health education program, whereas the control group (n=16) received standard education. The program was conducted once per week for five weeks (1 hour/session) and covered: Session 1: Understanding tooth structure, causes of caries, and setting oral health goals; Session 2: Learning how to perform rotational brushing and exploring ambivalence; Session 3: Learning how to use dental floss and tongue cleaners while reinforcing motivation; Session 4: Identifying cariogenic and protective foods; and Session 5: Developing a change plan and assessing self-confidence. Oral health behaviors, diet-related oral health behaviors, and oral hygiene skills were assessed pre- and post-intervention, and at follow-up. Results: Both groups showed significant post-intervention improvements. However, the intervention group demonstrated statistically significant group-time interactions and sustained improvements in all areas except diet-related behaviors. The control group showed a temporary increase followed by a decline. Conclusion The MI-based oral health education program effectively improved and maintained oral health behaviors and oral hygiene skills. It can be applied to elementary school students to promote long-term changes in oral health behaviors.

Background: This study was conducted to investigate the awareness of maternity protection policy among dentists and dental hygienists, identify maternity protection policies with low awareness, and determine whether there are differences in awareness depending on the occupation of dental professionals and the presence of children. Methods: We conducted face-to-face and online surveys with dentists and dental hygienists working in dental medical institutions, and analyzed the data of a total of 165 people. In order to determine awareness of maternity protection policy, 19 maternity protection systems were structured to respond with ‘know’ or ‘don’t know’, and one question was designed to survey overall awareness of maternity protection systems. Results: The study subjects were 23.0% dentists and 77.0% dental hygienists. The overall subjective awareness of the maternity protection policy was 1.53 out of 4 points on average, and by job title, the group of dentists as business owners had the highest subjective awareness at 2.0 points, which was statistically significantly higher than the group of dentists as office workers and dental hygienists as team members (p＜0.05). Those with children had higher awareness of all maternity protection policies than those without children. Conclusion In order to prevent career breaks in dental personnel and to balance work and family life, both employers and employees of dental medical institutions need to correctly understand the maternity protection policy. To this end, the government and dental personnel-related organizations should specifically publicize the changing maternity protection policy, and dental medical institutions should create a working environment where employees can utilize the maternity protection policy according to their life cycle.

Background: Gingivitis and periodontal disease are common conditions requiring early management. Regular scaling prevents periodontal disease but is often avoided due to pain and discomfort, leading to worsened conditions. Dental fear, particularly related to scaling, is a significant barrier; however, few studies have explored it. This study aimed to identify the factors that influence scaling fear in adults. Understanding these factors will enable dental professionals to mitigate these fears and promote regular scaling. Methods: An online survey was conducted, targeting adults aged 19 years and older with prior scaling experience. Using convenience sampling, 270 responses were analyzed. The survey included 30 items measuring general characteristics, periodontal disease knowledge, scaling awareness, and scaling fear. Data were analyzed using IBM SPSS version 23.0 (IBM Corp., Armonk, NY, USA) with multiple regression to identify factors affecting scaling fear. Results: The mean scores were 4.76±1.35 for periodontal disease knowledge, 3.82±0.55 for scaling awareness, and 2.87±0.63 for scaling fear. Scaling awareness (β=–0.236, p＜0.001), periodontal disease knowledge (β=–0.157, p=0.01), and the number of scaling sessions in the past two years (β=–0.147, p＜0.05) significantly influenced scaling fear. Conclusion Scaling awareness and periodontal disease knowledge are key to reducing fear of scaling. Dental professionals should educate patients and provide clear explanations to build trust and create positive experiences. Oral health education programs should be expanded to improve awareness, reduce fear, and foster regular scaling attendance.

Background: Dental caries is a prevalent public health problem among adolescents that significantly affects their quality of life. The Caries Management by Risk Assessment (CAMBRA) model provides a structured, risk-based approach for caries prevention and management. This study evaluated the effectiveness of the CAMBRA-students mobile application, integrated with an information and communication technology (ICT) based intervention, in modifying caries risk factors in middle school students. Methods: A non-equivalent control group pretest-posttest design was used. A total of 131 middle school students aged 13∼14 years participated. The experimental group (n=68) received a risk-based intervention using the CAMBRA-student mobile application for 1 year, while the control group (n=63) received only standard oral health education and underwent pre- and post-tests. Data on caries risk factors; protective factors; disease indicators; and decayed, missing, and filled teeth rates were collected. Paired and independent t-tests were conducted to analyze changes within and between groups. Results: The rate of change in the caries risk classification before and after the intervention differed between the groups. In the control group, 50% of the low-risk participants were at a high-risk after 12 months. In the intervention group, 90% of the low-risk participants shifted to the high-risk category, and those classified as extremely high-risk moved to the high-risk category. When comparing changes in the caries risk assessment before and after the intervention, both groups demonstrated a significant increase in protective factors (p＜0.001). However, disease indicators increased significantly in the control, whereas no significant change was noted in the intervention group. Conclusion This study evaluated the effectiveness of an ICT-based caries management program for middle school students and confirmed changes in protective factors and specific oral health behaviors through personalized interventions. Future studies should investigate the long-term sustainability of such interventions across diverse populations to further establish their effectiveness.

Background: To determine the impact of toothbrushing timing on perceived oral health status among adults aged 65∼80 years in Korea using data from the National Health and Nutrition Examination Survey (KNHANES) database of the Korea Centers for Disease Control and Prevention. Methods: Data from KNHANES VIII and IX conducted between 2021 and 2023, were analyzed. Of the 20,738 participants in KNHANES VIII and IX, 5,340 adults between the ages of 65∼80 years who completed the questionnaire on the perceived oral health status were included. Data on perceived oral health status and tooth brushing timing were analyzed according to sociodemographic characteristics. Multiple logistic regression analysis was used to analyze the perceived oral health status according to toothbrushing time. The analyses were adjusted for sociodemographic characteristics and related covariates. Results: These findings highlight the disparities in toothbrushing behaviors and perceived oral health status based on demographic, socioeconomic, and health-related factors. Participants who brushed after breakfast and lunch but not after dinner (adjusted odds ratios: 1.37, 95% confidence interval [CI]: 1.06∼1.77) and those who brushed after dinner but not after breakfast and lunch (adjusted odds ratios: 1.44, 95% CI: 1.00∼2.07) consistently showed significantly higher probabilities of good perceived oral health status even after adjusting for all confounders. Conclusion The study concludes that among older adults, toothbrushing only after breakfast and lunch or exclusively in the evening is associated with a more positive perception of subjective oral health compared with brushing after every meal.

Background: The aim of this study was to investigate the impact of an educational program utilizing virtual reality (VR) on learning immersion and satisfaction and intention to use VR for performing various techniques among dental hygiene students. The study also intended to assess the adverse effects of using VR devices and analyze the intention to use VR to comprehensively evaluate the educational benefits of VR. Methods: A 31-item survey was conducted with 64 dental hygiene students who took the “Oral Radiology Practice” course from March to June 2024. Data were analyzed through the use of descriptive statistics, analysis of variance, and Pearson’s correlation coefficient using IBM SPSS Statistics 24.0 (IBM Corp., Armonk, NY, USA), analysis of variance, and Pearson’s correlation coefficient using IBM SPSS Statistics 24.0. Results: Immersion was positively correlated with satisfaction with the VR device (r=0.746) and negatively correlated with satisfaction with learning (r=–0.785) and intention to use VR (r=–0.779). The positive correlation between satisfaction with learning and intention to use VR was very strong (r=0.965). Immersion had a strong negative correlation with satisfaction with learning (r=–0.804) and intention to use VR (r=–0.801). Conclusion Learners exhibited low immersion; however, their satisfaction with learning and intention to use VR were relatively high. These results suggest that, despite the limitations in immersion due to the technical constraints of VR practice, its practicality and effectiveness positively influenced satisfaction with learning. Rather than using VR training alone, applying a blended learning model appears to yield more effective educational outcomes.

Background: As the use of digital intraoral scanners (DIS) has expanded, the demand for digital capabilities is accelerating along with changes in the duties of dental hygienists. This study aimed to understand the actual use, awareness, and educational requirements of DIS among dental personnel. Additionally, it intends to provide foundational data to inform improvement plans for DIS education. Methods: This survey was conducted between March 2023 and April 2023 among 295 dental hygienists, dentists, and dental technicians working in dental institutions. The results are presented below. Results: Of the respondents, 96.3% were aware of the DIS, with 75.3% having experience with using it in various dental institutions where they worked. The response rate indicating that they received DIS training was 72.2%, but among them, only 20.7% had received training at a university, suggesting that the training experience rate is low compared to the DIS awareness rate, indicating a need for improvement. The average DIS awareness rating among respondents was 3.82 out of 5, with higher levels of awareness among dentists and dental technicians compared to dental hygienists. Furthermore, a correlation was noted where an increase in the education level corresponded to increased awareness. Among the 72.2% of respondents who had experience with DIS education, 70.0% had education provided by companies that produce and sell DIS products. The percentage of respondents who indicated that DIS education is necessary was found to be 93.2%, indicating that most research subjects recognized the need for DIS education. Additionally, 90.8% of respondents stated that a university-level curriculum related to DIS is necessary. Conclusion In response to these developments, a digital dentistry curriculum, including the DIS, should be integrated into the dental hygiene curriculum, and continuous education should be provided post-graduation.

Background: Elementary school is a critical period for oral health because the incidence of dental caries is high, and early symptoms of gingivitis manifest. While existing oral health education improves knowledge, it has limitations in sustaining oral health behaviors. This study evaluated the effectiveness of an oral health education program based on motivational interviewing (MI), which enhances intrinsic motivation and promotes behavioral change. Methods: Thirty-five elementary school students (Grades 4∼6) were recruited and assigned to an intervention group or a control group. The intervention group (n=16) received an MI-based oral health education program, whereas the control group (n=16) received standard education. The program was conducted once per week for five weeks (1 hour/session) and covered: Session 1: Understanding tooth structure, causes of caries, and setting oral health goals; Session 2: Learning how to perform rotational brushing and exploring ambivalence; Session 3: Learning how to use dental floss and tongue cleaners while reinforcing motivation; Session 4: Identifying cariogenic and protective foods; and Session 5: Developing a change plan and assessing self-confidence. Oral health behaviors, diet-related oral health behaviors, and oral hygiene skills were assessed pre- and post-intervention, and at follow-up. Results: Both groups showed significant post-intervention improvements. However, the intervention group demonstrated statistically significant group-time interactions and sustained improvements in all areas except diet-related behaviors. The control group showed a temporary increase followed by a decline. Conclusion The MI-based oral health education program effectively improved and maintained oral health behaviors and oral hygiene skills. It can be applied to elementary school students to promote long-term changes in oral health behaviors.