Determinants of preventive dental practice for children among final-year dental students in Nigeria

Background This study aims to identify the determinants of caries prevention‐oriented practice for children among final‐year dental students in Nigeria. Method A questionnaire was distributed to 179 final‐year dental students in six dental schools in Nigeria. It requested information on age, gender,...

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Veröffentlicht in:International journal of paediatric dentistry 2014-01, Vol.24 (1), p.43-50
Hauptverfasser: Folayan, Morenike O., Khami, Mohammad R., Folaranmi, Nkiru, Orenuga, Omolola, Popoola, Bamidele O., O. Olatosi, Olubukola, Ligali, Taofeek O., Sofola, Oyinkan O., Adeniyi, Abiola A., Esan, Ayo, Osaguona, Antony
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Sprache:eng
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Zusammenfassung:Background This study aims to identify the determinants of caries prevention‐oriented practice for children among final‐year dental students in Nigeria. Method A questionnaire was distributed to 179 final‐year dental students in six dental schools in Nigeria. It requested information on age, gender, knowledge of caries prevention measures, self‐perceived competency in providing caries‐preventive care for children, and caries prevention‐oriented practice for two hypothetical cases with high and low risk of caries. Chi‐squares tests and logistic regression analysis were done. Results Between 24% and 41% of the respondents indicated their inability to determine the appropriate treatment modality for children with high and low caries risk. Majority of the students failed to differentiate between the caries‐preventive practice for children with high and low risk of caries: preventive strategies for children with high caries risk were also used for those with low caries risk. Age, gender, knowledge of caries prevention measures, and self‐perceived competency in providing caries‐preventive care were not associated with student's capacity to provide caries‐preventive practice for children. Conclusion Caries‐preventive practice among dental students in Nigeria could be improved. It may be important to explore the possible role of problem‐based learning approach in addressing this challenge.
ISSN:0960-7439
1365-263X
DOI:10.1111/ipd.12024