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: 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: 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: 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: 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: 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: Motivational interviewing (MI) is effective in promoting sustained behavioral changes across various fields.However, there is a lack of research on the application of MI in oral health education, targeting elementary school students in South Korea. This study aimed to develop an MI-based oral health education program to positively influence oral health behaviors and improve the oral health of elementary school students. Methods: The program was developed using Sussman’s curriculum development model in four stages: theoretical research and needs assessment; collection of program activity strategies; evaluation and review of activities; and final production of the program. The program was refined based on feedback from four experts to enhance its validity and effectiveness. Results: The final program consisted of five one-hour sessions. Fifteen activity sheets were created to align the contents of eachsession. The sessions incorporated key MI techniques, including open questions, affirmations, reflections, summaries and information provision, with the goals of building rapport, assessing readiness for behavior change, exploring ambivalence, creating discrepancies, motivating change, and planning for action. The oral health education content was tailored to the level of upper elementary students, covering topics such as tooth structure and function, causes and progression of dental caries, Bass method of tooth brushing, use of dental floss and tongue cleaners, and identification of cariogenic foods. Conclusion This study is significant because it developed an MI-based program capable of promoting self-driven behavioralchange that moves beyond traditional lecture-based oral health education. Future research should focus on evaluating the effectiveness of the program and exploring its applicability to other age groups.

Background: Motivational interviewing (MI) is effective in promoting sustained behavioral changes across various fields.However, there is a lack of research on the application of MI in oral health education, targeting elementary school students in South Korea. This study aimed to develop an MI-based oral health education program to positively influence oral health behaviors and improve the oral health of elementary school students. Methods: The program was developed using Sussman’s curriculum development model in four stages: theoretical research and needs assessment; collection of program activity strategies; evaluation and review of activities; and final production of the program. The program was refined based on feedback from four experts to enhance its validity and effectiveness. Results: The final program consisted of five one-hour sessions. Fifteen activity sheets were created to align the contents of eachsession. The sessions incorporated key MI techniques, including open questions, affirmations, reflections, summaries and information provision, with the goals of building rapport, assessing readiness for behavior change, exploring ambivalence, creating discrepancies, motivating change, and planning for action. The oral health education content was tailored to the level of upper elementary students, covering topics such as tooth structure and function, causes and progression of dental caries, Bass method of tooth brushing, use of dental floss and tongue cleaners, and identification of cariogenic foods. Conclusion This study is significant because it developed an MI-based program capable of promoting self-driven behavioralchange that moves beyond traditional lecture-based oral health education. Future research should focus on evaluating the effectiveness of the program and exploring its applicability to other age groups.

Background: Motivational interviewing (MI) is effective in promoting sustained behavioral changes across various fields.However, there is a lack of research on the application of MI in oral health education, targeting elementary school students in South Korea. This study aimed to develop an MI-based oral health education program to positively influence oral health behaviors and improve the oral health of elementary school students. Methods: The program was developed using Sussman’s curriculum development model in four stages: theoretical research and needs assessment; collection of program activity strategies; evaluation and review of activities; and final production of the program. The program was refined based on feedback from four experts to enhance its validity and effectiveness. Results: The final program consisted of five one-hour sessions. Fifteen activity sheets were created to align the contents of eachsession. The sessions incorporated key MI techniques, including open questions, affirmations, reflections, summaries and information provision, with the goals of building rapport, assessing readiness for behavior change, exploring ambivalence, creating discrepancies, motivating change, and planning for action. The oral health education content was tailored to the level of upper elementary students, covering topics such as tooth structure and function, causes and progression of dental caries, Bass method of tooth brushing, use of dental floss and tongue cleaners, and identification of cariogenic foods. Conclusion This study is significant because it developed an MI-based program capable of promoting self-driven behavioralchange that moves beyond traditional lecture-based oral health education. Future research should focus on evaluating the effectiveness of the program and exploring its applicability to other age groups.

Objective: Dysphagia is a common clinical condition characterized by difficulty in swallowing. It is sub-classified into oropharyngeal dysphagia, which refers to problems in the mouth and pharynx, and esophageal dysphagia, which refers to problems in the esophageal body and esophagogastric junction. Dysphagia can have a significant negative impact one’s physical health and quality of life as its severity increases. Therefore, proper assessment and management of dysphagia are critical for improving swallowing function and preventing complications. Thus a guideline was developed to provide evidence-based recommendations for assessment and management in patients with dysphagia. Methods: Nineteen key questions on dysphagia were developed. These questions dealt with various aspects of problems related to dysphagia, including assessment, management, and complications. A literature search for relevant articles was conducted using Pubmed, Embase, the Cochrane Library, and one domestic database of KoreaMed, until April 2021. The level of evidence and recommendation grade were established according to the Grading of Recommendation Assessment, Development and Evaluation methodology. Results: Early screening and assessment of videofluoroscopic swallowing were recommended for assessing the presence of dysphagia. Therapeutic methods, such as tongue and pharyngeal muscle strengthening exercises and neuromuscular electrical stimulation with swallowing therapy, were effective in improving swallowing function and quality of life in patients with dysphagia. Nutritional intervention and an oral care program were also recommended. Conclusion This guideline presents recommendations for the assessment and management of patients with oropharyngeal dysphagia, including rehabilitative strategies.