Akademik Veri Yönetim Sistemi
European Archives of Paediatric Dentistry, 2024 (ESCI)
Purpose: To evaluate the alteration of pre-post informing anxiety levels and behavioural scores of the children in the groups between those who were shown the multimedia-application and verbally explained. Methods: In this randomized controlled study, healthy children, who applied to a paediatric-dental-clinic who never had a dental visit or dental procedure rather than oral examination were included. In the waiting room evaluation of children with a behaviour-control-list and Frankl’s-Behaviour-Rating-Scale were performed, Venham-Picture-Test (VPT) was shown to the children. Then, the random information method (with a multimedia-application or verbally) was used for giving information. Finally, the child was observed whilst sitting in the dental chair and meeting with dentist, the behaviour-control-list was filled out again, and child’s behaviour were re-scored. Results: A total of 56 children [mean (± sd) age of 7.3 (± 1.1)] participated. There was no statistically significant difference between the median values of the change in Frankl and VPT-scores after the information (p = 0.261 and p = 0.651, respectively). The percentage change of pre-post informing in definitively negative children according to Frankl’s score was higher in the multimedia application group (25%). Besides, the percentage change in children scored with score 5–6 according to VPT was also higher in multimedia-application group (25%–28.6%, respectively, for scores 5–6). Conclusion: Although the score changes after the information procedure were more pronounced in the multimedia-application group for both VPT and Frankl-scores, the difference was not statistically significant. Multimedia applications seem to offer a promising modern tool for patient education before dental examination in 6- to 9-year-old children.