{"title":"学生早期正畸治疗的知识和意识。","authors":"Jingjing Liu, Hu Qiao","doi":"10.1111/eje.70008","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>Early orthodontic treatment aims to correct dental and skeletal anomalies at an early stage, thereby preventing the possible aggravation of orthodontic issues in the future. This study investigated the knowledge and awareness of early orthodontic treatment among dental students to identify potential areas of improvement in further education.</p><p><strong>Methods: </strong>A structured questionnaire was developed that comprised 16 questions, categorised into three sections: (1) Basic information, (2) causes and effects of malocclusion and (3) knowledge of early orthodontic treatment. A total of 283 surveys were distributed electronically, and responses were collected anonymously. Total scores were calculated and compared across different groups.</p><p><strong>Results: </strong>A total of 249 questionnaires were returned, with an average knowledge score of 9.02. Participants ≤ 25 years scored 7.75, significantly lower than those > 25 years who scored 9.90 (p < 0.01). Orthodontic students scored higher than non-orthodontic students (9.54 versus 8.63; p < 0.01). Participants with training scored higher than those without (9.90 versus 8.08; p < 0.01).</p><p><strong>Conclusion: </strong>There was a strong understanding of the aetiology and impact of malocclusion among the majority of the respondents. However, more than 40% failed to understand that the optimal time for early treatment depends on the type of malocclusion. Their knowledge about the timing and indication of early orthodontic treatment was deemed insufficient. Improving orthodontic education programmes and offering additional training opportunities can essentially address these gaps and enhance the understanding of early orthodontic care among students, as evident from the significantly higher scores among students who received prior training (9.90 versus 8.08; p < 0.01).</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Knowledge and Awareness of Students Towards Early Orthodontic Treatment.\",\"authors\":\"Jingjing Liu, Hu Qiao\",\"doi\":\"10.1111/eje.70008\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objective: </strong>Early orthodontic treatment aims to correct dental and skeletal anomalies at an early stage, thereby preventing the possible aggravation of orthodontic issues in the future. This study investigated the knowledge and awareness of early orthodontic treatment among dental students to identify potential areas of improvement in further education.</p><p><strong>Methods: </strong>A structured questionnaire was developed that comprised 16 questions, categorised into three sections: (1) Basic information, (2) causes and effects of malocclusion and (3) knowledge of early orthodontic treatment. A total of 283 surveys were distributed electronically, and responses were collected anonymously. Total scores were calculated and compared across different groups.</p><p><strong>Results: </strong>A total of 249 questionnaires were returned, with an average knowledge score of 9.02. Participants ≤ 25 years scored 7.75, significantly lower than those > 25 years who scored 9.90 (p < 0.01). Orthodontic students scored higher than non-orthodontic students (9.54 versus 8.63; p < 0.01). Participants with training scored higher than those without (9.90 versus 8.08; p < 0.01).</p><p><strong>Conclusion: </strong>There was a strong understanding of the aetiology and impact of malocclusion among the majority of the respondents. However, more than 40% failed to understand that the optimal time for early treatment depends on the type of malocclusion. Their knowledge about the timing and indication of early orthodontic treatment was deemed insufficient. Improving orthodontic education programmes and offering additional training opportunities can essentially address these gaps and enhance the understanding of early orthodontic care among students, as evident from the significantly higher scores among students who received prior training (9.90 versus 8.08; p < 0.01).</p>\",\"PeriodicalId\":50488,\"journal\":{\"name\":\"European Journal of Dental Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2025-06-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Dental Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1111/eje.70008\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"DENTISTRY, ORAL SURGERY & MEDICINE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Dental Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1111/eje.70008","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"DENTISTRY, ORAL SURGERY & MEDICINE","Score":null,"Total":0}
Knowledge and Awareness of Students Towards Early Orthodontic Treatment.
Objective: Early orthodontic treatment aims to correct dental and skeletal anomalies at an early stage, thereby preventing the possible aggravation of orthodontic issues in the future. This study investigated the knowledge and awareness of early orthodontic treatment among dental students to identify potential areas of improvement in further education.
Methods: A structured questionnaire was developed that comprised 16 questions, categorised into three sections: (1) Basic information, (2) causes and effects of malocclusion and (3) knowledge of early orthodontic treatment. A total of 283 surveys were distributed electronically, and responses were collected anonymously. Total scores were calculated and compared across different groups.
Results: A total of 249 questionnaires were returned, with an average knowledge score of 9.02. Participants ≤ 25 years scored 7.75, significantly lower than those > 25 years who scored 9.90 (p < 0.01). Orthodontic students scored higher than non-orthodontic students (9.54 versus 8.63; p < 0.01). Participants with training scored higher than those without (9.90 versus 8.08; p < 0.01).
Conclusion: There was a strong understanding of the aetiology and impact of malocclusion among the majority of the respondents. However, more than 40% failed to understand that the optimal time for early treatment depends on the type of malocclusion. Their knowledge about the timing and indication of early orthodontic treatment was deemed insufficient. Improving orthodontic education programmes and offering additional training opportunities can essentially address these gaps and enhance the understanding of early orthodontic care among students, as evident from the significantly higher scores among students who received prior training (9.90 versus 8.08; p < 0.01).
期刊介绍:
The aim of the European Journal of Dental Education is to publish original topical and review articles of the highest quality in the field of Dental Education. The Journal seeks to disseminate widely the latest information on curriculum development teaching methodologies assessment techniques and quality assurance in the fields of dental undergraduate and postgraduate education and dental auxiliary personnel training. The scope includes the dental educational aspects of the basic medical sciences the behavioural sciences the interface with medical education information technology and distance learning and educational audit. Papers embodying the results of high-quality educational research of relevance to dentistry are particularly encouraged as are evidence-based reports of novel and established educational programmes and their outcomes.