BMC Oral Health. 2026 Jun 29. doi: 10.1186/s12903-026-09021-y. Online ahead of print.
ABSTRACT
BACKGROUND: Comprehensive dental care includes health education strategies that highlight the importance of disease prevention and reach as many people as possible. Bacteria are central to most oral diseases, yet few studies have explored the impact of including specifics of microbial pathogenesis on oral health education. Therefore, the objectives of this study were to determine if oral hygiene instructions (OHI) provided to undergraduate students in a group-setting positively impacted oral health knowledge and beliefs, and whether integration of microbiology-focused instructions and activities further improved these oral health measures.
METHODS: A pre-test/post-test experimental study was conducted among undergraduate life-science students. Participants were allocated to the control group, (n=35) receiving Standard OHI (SD-OHI) and the experimental group (n=40) receiving Microbiology-focused OHI (MICRO-OHI). Each group completed questionnaires before and after the educational intervention for measurement of changes in oral health knowledge, beliefs, and behaviors.
RESULTS: Descriptive statistics were conducted on the pre-test/post-test responses for SD-OHI and MICRO-OHI. Both groups showed improved responses on items related to oral health knowledge and beliefs and high agreement with statements on intention to adhere to routine oral hygiene practices. Microbiology-related items had significant improvement in the MICRO-OHI group compared to the SD-OHI group (p<0.05). Qualitative analysis of responses to “Why should we brush our teeth?” revealed that a higher percentage of MICRO-OHI responses added emphasis on bacteria/biofilm removal compared to SD-OHI.
CONCLUSIONS: Both methods of group-based instruction increase health-promoting responses and the addition of microbiology-focused instructions has the potential to uniquely augment comprehensive oral healthcare strategies.
PMID:42374485 | DOI:10.1186/s12903-026-09021-y
