Impact of an Educational Video Intervention on Word Recognition and Vocabulary Knowledge of Paediatric Dental Terms Among Low-Income Caregivers of Young Children.

Abstract

Objective: To evaluate the impact of an educational intervention on paediatric dental term recognition and vocabulary knowledge among low-income caregivers of young children.

Methods: A randomized two-group pretest-posttest trial was used to analyze the impact of an educational intervention on caregivers' word recognition and vocabulary knowledge of paediatric dental terms. The study included 60 pregnant women and caregivers with children enrolled in a Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) in the Southeastern United States. Both groups received an educational pamphlet on children's oral health. The experimental group also received an educational video with common paediatric dental terms (e.g., fluoride, decay). The validated Oral Health Literacy Inventory for Parents (OH-LIP) measured word recognition and vocabulary knowledge for 36 paediatric dental terms. Scoring of the inventory was completed by two researchers.

Results: Baseline OH-LIP scores for Part I (word recognition) were high in both groups, with a median (IQR) of 95.83 (11.11). In contrast, baseline OH-LIP scores for Part II (vocabulary knowledge) were low to moderate, with a mean (SD) of 39.24 (14.06). In regression analysis, there was no evidence that the intervention significantly improved knowledge scores before (p = 0.62) or after (p = 0.33) adjusting for baseline characteristics. Baseline vocabulary knowledge scores were the strongest predictor of post-intervention scores (p < 0.001).

Conclusions: OH-LIP Part I and II scores changed modestly, but there was no statistically significant difference between groups post-intervention among low-income pregnant women and caregivers. These findings highlight the need for developing and testing different modalities, such as one-to-one education or in-person group education, to improve OHL.