Dr Sally Weston-Price Clinical Lecturer Adult Oral Health and Dental Public Health

1. Demonstration of oral hygiene resources Dr Sally Weston-Price Clinical Lecturer Adult Oral Health and Dental Public Health Bart's and the London School of Medicine and Dentistry s.weston-price@qmul.ac.uk

2. Overview of this session • Development of the resource • Module demonstration • Initial feedback and evaluation • The next phase

3. Development of the resource • Developed for Key Stage 2 (7-11 years) • Activity based lesson plan • National curriculum links • Draws on social learning theories • The two themes that are expanded on are diet and oral hygiene

4. Development of the resource • The first draft of the module was presented to focus groups of teachers who work with the specific key stages within and outside of London. • The teacher response was very positive with all expressing they would want to incorporate the lesson into their teaching. • Several themes emerged from the focus group: • Lesson duration • Nutrition content • Lesson feasibility • All the teacher feedback was collated and utilised to modify and compile the final module.

6. Pre-task: Students are provided with diet and brushing diaries to complete at home one week prior to lesson

7. The lesson: • This begins with a PowerPoint presentation designed to introduce children to the concept that tooth decay is a preventable disease. • Teachers are provided with background information to prepare for this and are encouraged to ask the questions within the presentation to promote discussion and gather what knowledge the pupils already have.

8. Activity 1: Diet Individuals highlight sugar attacks in their diet diaries and class totals are plotted to visualise group sugar consumption.

9. Activity 1: Diet

10. Activity 1: Diet

11. Activity 2: Hygiene

12. Activity 2: Hygiene

15. Follow-up lesson: Students are provided with new diet and brushing diaries to complete at home for one week post lesson. The class exercises involving these diaries are repeated at the follow up lesson.

16. Initial feedback and evaluation • A pilot study to assess knowledge acquisition following the eBug lesson was conducted last July involving 140 children from the London boroughs of Havering and Tower Hamlets • A short questionnaire was administered to the children before and immediately after the children received the lesson. • Correct and incorrect responses were analysed showing a statistically significant increase in knowledge across several of the learning outcomes

19. Of the eight knowledge based questions asked students showed a significant increase in knowledge gain across six. • Suggesting they learnt that: • Teeth can be protected from decay • Tooth decay can cause pain • Sugar in food and drink causes tooth decay • Brushing last thing at night is most important • Fluoride tooth paste is better for your teeth • After brushing you should spit out the tooth paste but not rinse

20. Public Engagement

21. Initial feedback and evaluation • Since going live in March the webpage has attracted traffic across the UK, Europe and beyond - 1,417 page views, with 777 downloads of the English lesson plan • eBug feedback data indicates 159 UK schools have already used the module with 154 of these rating the materials as good or excellent.

22. The next phase for this module • A large scale assessment of knowledge acquisition and retention across 7-11 year olds exposed to this lesson is under development including an assessment of diet and brushing behaviour change • A qualitative study to explore the oral health knowledge, attitudes, behaviours and views about school-based oral health education of 11-14 year old secondary school children was undertaken last summer to gain an insight into the Key stage 3 age group and their needs regarding a module

23. Thank you for listening