<abstract xmlns="http://www.w3.org/1999/xhtml">

<italic>Background</italic>: Most patients and their parents experience difficulty in fully appreciating the implications and demands of orthodontic treatment. This is largely because of inadequate understanding of the process of treatment or the commitment required. Objectives: To determine if a specifically developed video information package could significantly increase patient awareness of the implications of a full course of orthodontic treatment. Changes in attitude to orthodontic treatment after viewing the package were also measured.
<italic>Methods</italic>: Year 7 (12 year-old) students in two primary schools in the City of Gold Coast, Australia were randomly allocated to either a study group or a control group. Knowledge of and attitude to orthodontic treatment were measured with self-administered questionnaires before and after viewing the information package.
<italic>Results</italic>: The intervention group showed a 15 per cent gain in knowledge (<italic>p</italic> &lt; 0.001). There was no gain in knowledge for the 45 students in the control group. There was no measured change in perception of need for orthodontic treatment in the study group. There was, however, an increase in potential compliance and positive attitude to the appearance of orthodontic appliances. There was a small increase in willingness to undertake treatment, but this was not statistically significant.
<italic>Conclusions</italic>: The information package developed for this study increased awareness of the implications and practical difficulties which may be encountered during a course of orthodontic treatment, and produced some changes in attitude to treatment.
</abstract>

Background: Most patients and their parents experience difficulty in fully appreciating the implications and demands of orthodontic treatment. This is largely because of inadequate understanding of the process of treatment or the commitment required. Objectives: To determine if a specifically developed video information package could significantly increase patient awareness of the implications of a full course of orthodontic treatment. Changes in attitude to orthodontic treatment after viewing the package were also measured.
Methods: Year 7 (12 year-old) students in two primary schools in the City of Gold Coast, Australia were randomly allocated to either a study group or a control group. Knowledge of and attitude to orthodontic treatment were measured with self-administered questionnaires before and after viewing the information package.
Results: The intervention group showed a 15 per cent gain in knowledge (p < 0.001). There was no gain in knowledge for the 45 students in the control group. There was no measured change in perception of need for orthodontic treatment in the study group. There was, however, an increase in potential compliance and positive attitude to the appearance of orthodontic appliances. There was a small increase in willingness to undertake treatment, but this was not statistically significant.
Conclusions: The information package developed for this study increased awareness of the implications and practical difficulties which may be encountered during a course of orthodontic treatment, and produced some changes in attitude to treatment.

An orthodontic information package designed to increase patient awareness

Australasian Orthodontic Journal

This work is licensed under the Creative Commons Attribution 4.0 International License.

{"article-title":"An orthodontic information package designed to increase patient awareness"}

Background: Most patients and their parents experience difficulty in fully appreciating the implications and demands of orthodontic treatment. This is largely...

An orthodontic information package designed to increase patient awareness

Online veröffentlicht: 13. Dez. 2023

Seitenbereich: 11 - 18

Eingereicht: 01. Mai 2004

Akzeptiert: 01. Aug. 2004

DOI: https://doi.org/10.2478/aoj-2005-0002

© 2005 Michael A. Anderson et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.