Our Knowledge
An orthodontic information package designed to increase patient awareness
Posted on 22-01-2008 by Michael A. Anderson and Terry J. Freer
It is recognised that public knowledge of the specifics of orthodontic treatment is vague, and a need for improved orthodontic education has been identified. An information package was developed to more fully explain the process of orthodontic treatment to patients and parents, and highlight the implications of a full course of treatment. This study showed that there was a statistically significant gain in knowledge of 15 per cent for 50 year 7 (12 year-old) students after viewing the information package.
Effective levels of communication and understanding are essential to achieve regular attendance and cooperation. Anecdotal evidence reveals that one of the first questions asked by orthodontic patients shortly after their braces have been fitted is: how long will I need to wear them? This raises issues about the effectiveness of communication between the patient, parent and orthodontist prior to the commencement of treatment. Effective communication between orthodontist and patient impacts on patient satisfaction, attendance and compliance.
Students in this study indicated a significant increase in potential compliance after a detailed explanation of the implications of a full course of orthodontic treatment. This concurs with the findings of Mehra et al who found that good communication enhances
the possibility of patient cooperation and compliance. It is, however, impossible to extrapolate our findings to actual behaviours.
A patient who practices good oral hygiene, wears elastics correctly, follows the appropriate diet and keeps appointments facilitates efficient treatment. Patient education is a complicated process of timing, needs assessment, information, reinforcement and evaluation. Simplifying this process increases the likelihood that effective education will occur. Video and computer programs can be used to address the basic and repetitive aspects of patient education, and appear to be effective for short-term knowledge gain. In contrast, other methods of patient instruction are less beneficial. Lees and Rock found that patients who received instructional pamphlets showed no knowledge gain after reading the material.
While practice is the most effective means of teaching manual skills, a video program can begin the process of knowledge acquisition leading to skills development. Reinforcement of a new behaviour is essential to its acquisition and acceptance. Reinforcement may be achieved through demonstration using video instructional material. Reports comparing video and interactive computer program learning suggested that each has its advantages and that one is not necessarily superior to the other.
This project was conducted to assist patients and their parents gain a better understanding of the demands of orthodontic treatment prior to commencing treatment. Informally presented, the video sought to detail the process of orthodontic treatment for the target group in a simple format. The information package was designed to complement the range of information already available both in written and audiovisual formats and advice given by clinicians. The value of the package was assessed to determine the amount of information gained, and any changes in attitude to potential treatment uptake.
The video explained the process of orthodontic treatment from the first appointment and the treatment planning stages, to the use of retainers. The content of the video was provided in a way that was easy to understand yet reflected the science of orthodontics, and provided educational material difficult to depict adequately in written form.
The study was cleared by the Medical Research Ethics Committee of the University of Queensland in accordance with the National Health and Medical Research Council’s guidelines, and all participating students were required to provide written parental consent in addition to their own written consent.
