BACKGROUND: Oral health knowledge and behavior are essential in preventing dental caries among school-aged children, particularly in low- and middle-income countries where access to preventive education is limited. This study aimed to evaluate changes in oral health literacy, behavior, and clinical oral health status among Indonesian elementary students following a school-based oral health education intervention. MATERIALS AND METHODS: This study employed a cluster-randomized longitudinal intervention design with pre- and post-test assessments. A total of 582 students aged 8-12 years from public elementary schools in Makassar, Indonesia, were recruited using cluster random sampling and allocated into three groups: Multimedia-based education, conventional education, and a control group. Oral health literacy was assessed using a validated knowledge, attitude, and practice (KAP) questionnaire with confirmed internal reliability (Cronbach’s α >0.80). Clinical outcomes were evaluated using the Oral Hygiene Index-Simplified (OHI-S) and the Decayed, Missing, and Filled Teeth (DMFT) index based on the World Health Organization criteria. Data were analyzed statistically to assess associations between literacy and clinical outcomes. RESULTS: The multimedia-based education group showed the greatest improvement in KAP scores and the most pronounced reductions in OHI-S and DMFT scores compared with the conventional and control groups ( P < 0.001). Higher oral health literacy was significantly associated with better oral hygiene and lower caries experience. Qualitative findings indicated increased awareness, improved habits, and peer support after the intervention. CONCLUSION: Multimedia-based school oral health education effectively enhances literacy, behaviors, and clinical oral health outcomes. Integrating interactive multimedia into the school curriculum may support sustainable preventive oral health strategies for children.
Panna et al. (Fri,) studied this question.
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