Oral health education


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Oral health education

  1. 1. 1Oral Health Education:What lessons have welearned?‘Despite hundreds of studies involving thousands ofindividuals, we know remarkably little about how bestto promote oral health’. (Kay and Locker, 1997)1Catherine Stillman-Lowe*Key Points• Primary care dentists and their teams have a pivotalrole to play in providing health education to patientsin the surgery setting• Guidance on the scientific content of the advice to begiven is widely available• However, much more support could be provided fordental care professionals on the most effective waysto provide advice to patientsIntroductionThe dental team has long been encouraged by the UKGovernment to educate their patients in the surgery settingin order to promote good oral health, and prevent dentaldisease. This article defines ‘oral health education’, andreviews comments that have been made about its practiceby dental care professionals (DCPs). The policy frameworkfor oral health education is examined, and nationalguidance, current initiatives and suggestions for the wayforward are discussed. The emphasis throughout is onthe advice available to the dental team on how to supportpatients to change their behaviour, rather than on shifts inthe scientific basis of the content of that advice. Major improvements in the oral health of adults andchildren have been achieved over the past 50 years, and therole that DCPs have played in this must be acknowledged. *Catherine Stillman-Lowe is an independent oral healthpromotion adviser, having worked for 16 years for the HealthEducation Council, Health Education Authority and HealthDevelopment Agency.  Co-author of ‘The Scientific Basis of OralHealth Education’ published by BDJ Books, she is also Patronof the National Oral Health Promotion Group.  On a voluntarybasis, she contributes to the work of the charity Action forME by writing for their magazine; she has also participated inthe development of the clinical guideline on Chronic FatigueSyndrome/ME being prepared by the National Institute forHealth and Clinical Excellence. However, this article is necessarily focused on what moreneeds to be done, and how dental teams can be bettersupported in their key role in patient education.Oral health education‘Health education’ has been defined as ‘any learning activitywhich aims to improve individuals’ knowledge, attitudesand skills relevant to their oral health’. ‘Oral healthpromotion’ by contrast has been described as ‘any processwhich enables individuals or communities to increasecontrol over the determinants of their oral health’1. Itshould be noted that the phrase ‘dental health education’was commonly used during the early 1990s; later the term‘oral health education’ was widely adopted, reflecting agreater emphasis on the health of the whole mouth. Thisgradual shift in terminology is reflected in the article.Criticisms of dental and oral health educationReviewing the history of dental health education in 1993,Towner2observed some improvements in the way it wasdelivered:Table 1Changes in dental health education• There has been a move away from propagandaand a reliance on didactic teaching methods,towards education which stresses involvement andparticipation in learning experiences.• Over the last 20 years dental health educationhas increasingly sought inputs from the fields ofeducation, sociology and psychology.• Dental health education has moved away fromsupplying information and towards seeking to modifyattitudes and change behaviour.• Dental health education has become more specific,and has increased the number of target groups towhich it is directed.• A major change has been that of accountability, theneed to evaluate what is done at every stage.
  2. 2. 2Discussing the limitations of dental health education,Croucher3suggested that the dominant approach has beenexpert led, and individually orientated, featuring persuasive,behaviour changing communication, based around the KAB(knowledge, attitudes and behaviour) concept. There havebeen many criticisms of this:• Its prescriptive and expert-led nature is victim-blaming• It can cause ill health by making people feel guilty• It is elitist, as being expert-led it assumes that theindividual has a limited amount of knowledge• It operates separately from the people it serves, withlittle if any attempt to find out what they need.Following the critiques of Towner and Croucher, tworeports examined the research evidence, and some of theirconclusions are shown below:Table 2Reviews of research evidence1996 Health Promotion Wales (HPW) review4• Some studies show that health education whichtargets whole populations may increase inequalities inhealth.• Changing personal health behaviour appears to bemore difficult for some groups than others; thismay result in blaming the victim for not making theappropriate behaviour changes.1997 Health Education Authority (HEA) review1• There is no evidence of effectiveness of educativeprogrammes aimed at caries reduction, unless fluorideagents are being used.• The evidence suggests that oral health promotion iseffective in increasing knowledge levels, but there isno evidence that changes in knowledge are causallyrelated to changes in behaviour.• Attempts to control individuals’ consumption ofsweet foods and drinks are generally not satisfactorilyevaluated. However, when such interventions aredirected at individuals, they appear to be of limitedvalue.The HEA report raised some serious issues: was oral healtheducation worth investing in if increases in knowledge didnot necessarily lead to changes in behaviour? Should moreemphasis be placed in the future on the use of fluoride inreducing caries, and less on dietary counselling? Blinkhorn certainly left no room for complacency,examining the reasons for the apparent failings of dentalhealth education5. His analysis pointed to a failure toevaluate these activities, and anecdotal evidence suggestedthat initial enthusiasm for a preventive approach in thesurgery faded quite quickly, with dentists tending to bedisease centred rather than patient centred. Further, manydentists did not offer specific advice which patients couldunderstand, and unrealistic goals were set for patients toachieve. Sheiham and Watt6expanded on these concerns,stating that a ‘simplistic and outdated approach’ haddominated dental health education for many years, failingto acknowledge the complexities of human behaviour andthe broader social, economic and environmental factorsdetermining behaviour change. Prevention in practiceThe realities of adopting a preventive approach wereexamined by Threlfall and colleagues, who revealedtroubling shortcomings in relation to both the contentand delivery of advice to patients by General DentalPractitioners (GDPs). Looking first at the messages thatwere conveyed7, the authors concluded that it was worryingto find so much variation in approach to the essentialactivity of preventing caries in young children. Theysecondly examined the factors that influenced the provisionof preventive care8. Generally, dentists were more inclinedto give advice and spend more time advising middle classparents, whom they perceived as being more motivatedthan parents from a lower social class. Dentists reportedthat they became disillusioned when people did not listenor obviously had not acted upon their advice. Almost allbelieved that the key to preventing caries in young childrenwas education and the majority provided preventive adviceverbally, in the form of a mini lecture. There was a lackof imagination in the delivery of preventive advice and alack of additional materials for parents to take home. MostGDPs seemed to limit their role to being prescriptive, manyseeming to model themselves on a teacher in a classroomwith parents and patients as their pupils, some of whomwere good, and listened attentively, and others of whomwere bad and did not listen. There was little evidence ofreflection about the way the GDPs delivered preventiveadvice.The authors concluded that the arrival of the new dentalcontract provided an opportunity for change by placingprevention at the heart of dental care, but that this wouldbe squandered unless efforts were made to improve boththe content and the delivery of preventive advice. Trainingcould be provided, both as part of the undergraduatecurriculum and as part of continuing professionaldevelopment, to promote a better understanding ofcounseling skills and educative techniques. In addition,individual GDPs needed to reflect on their own deliveryof preventive care to identify ways in which it might beimproved.Commenting on the authors’ papers, Hancocks notedthat a picture emerges of somewhat haphazard contentand delivery of ‘messages’ in many ways skewed by thesubjective views of the individuals doing the ‘educating’9. Hancocks suggests that some consistent guidelines, aswell as effective teaching methods, should be developed. However, the question remains as to whether the dentist orother members of the dental team, with different skills, arebest placed to fulfill the patient education role10.
  3. 3. 3The policy framework: national guidanceThe National Institute for Clinical Excellence (NICE) dentalrecall guideline11put preventive advice at the heart of the‘oral health review’, with the effects of oral hygiene, diet,fluoride use, tobacco and alcohol on oral health, beingdiscussed where appropriate. However, a recommendationwas made that research was therefore needed on the long-term clinical and cost effectiveness of one-to-one oralhealth advice and whether this might depend on:• the frequency with which it is delivered,• the physical or oral health of the patient,• other characteristics of the patient (for example, age,sex, social class, occupation),• the medium used to deliver the advice,• who delivers the advice.Four years later, this gap in the evidence base appears stillto need filling - a serious omission.In 2007, NICE issued guidance on changing health-relatedbehaviours12. The principles most relevant to one-to-onehealth education are summarised below.Table 3Changing health-related behavioursPractitioners whose work impacts on, or who wishto change people’s health-related behaviour shouldprioritise interventions and programmes that:• Are based on the best available evidence of efficacyand cost effectiveness• Can be tailored to tackle the individual beliefs,attitudes, intentions, skills and knowledge associatedwith the target behaviours• Are developed in collaboration with the targetpopulation, community or group and take accountof lay wisdom about barriers and change (wherepossible)• Are consistent with other local or nationalinterventions and programmes (where they are basedon the best available evidence)• Use key life stages or times when people are morelikely to be open to change (such as pregnancy,starting or leaving school and entering or leaving theworkforce)• Include provision for evaluation.Practitioners working with individuals should selectinterventions that motivate and support people to:• Understand the short, medium and longer-termconsequences of their health-related behaviours, forthemselves and others• Feel positive about the benefits of health-enhancingbehaviours and changing their behaviour• Plan their changes in terms of easy steps over time• Recognise how their social contexts and relationshipsmay affect their behaviour, and identify and plan forsituations that might undermine the changes they aretrying to make• Plan explicit ‘if–then’ coping strategies to preventrelapse• Make a personal commitment to adopt health-enhancing behaviours by setting (and recording) goalsto undertake clearly defined behaviours, in particularcontexts, over a specified time• Share their behaviour change goals with others.Whilst this guidance on generic principles is welcome, itdoes not spell out in concrete terms how to translate theseprinciples into practice in specific areas such as oral health. Expecting each DCP or even each dental team to do thisindividually without support would seem unrealistic.Current initiativesDelivering Better Oral Health: An evidence-based toolkitfor prevention13, produced by the British Association forthe Study of Community Dentistry and the Departmentof Health, could help meet the need for more consistentevidence based advice to be offered by dentists to theirpatients. The resource emphasises the ‘simplicity of themessages’ because ‘too often in the past, there has beenconfusion and a lack of consistency in the preventiveinformation offered to patients’. It goes on to advocate atwo tier approach:• All patients should be given the benefit of adviceregarding their general and dental health, not just thosethought to be ‘at risk’.• For those patients about whom there is greater concern(eg those with medical conditions, those with evidenceof active disease and those for whom the provision ofreparative care is problematic) more intensive actions arerequired.However the pack does not address in any depth the issue ofhow advice should be best delivered, if it is to be effective. This significant gap in the professional education marketapparently remains to be filled, though DCPs can refer backto Blinkhorn’s 1997 guidance14below.
  4. 4. 4Table 4Practical advice on oral health education• The dental team needs to form a partnership withpatients, working together to solve a health problem.• Many dentists complain that, despite their best efforts,patients do not change their behaviour and the wholehealth education exercise is ultimately futile. Twofactors must be considered:• Patients bring with them the oral health valuescurrent in their own community – dental care maybe given a low priority.• The dental team may over-estimate the timeand effort given to educating patients. Verbalinteraction is often minimal and dentists talkspeedily ‘at’ rather than slowly ‘to’ their patients.To be successful:• Information for patients needs to be: understandable,relevant, non-authoritarian, and given with conviction.• Try to make a specific ‘preventive diagnosis’, in thesame way that you would make a clinical diagnosis,and offer only advice which is aimed at solving thedental problem under discussion. • Avoid generalist throw-away lines such as ‘brushyour teeth better’. Specific advice, with an evaluationcomponent to assess patient progress is a moresensible approach. Offer positive reinforcement whensome success is achieved by the patient.• Be realistic about the amount of advice which canbe given within a certain time. Aim to build upknowledge gradually.• Practical demonstrations involving the patientthemselves will make education more interesting.The way forwardMunday15has stated that the NICE guideline on behaviourchange is perspicuous and encouragingly realistic. However,with no strategic approach, and no co-ordination onbehaviour change within the NHS itself or with othersectors, their application may have a limited effect. It isencouraging that NICE recommends training and supportfor those involved in changing people’s behaviour, in turndeveloping competencies for which national organisationsshould develop standards and skills. Advancing the skillsand competencies of practitioners would augment theviability of these guidelines.Looking slightly more broadly at oral health promotion(OHP), Richards16further commented that the followingpoints should be considered in any OHP activity.• OHP as it has been practiced has increased socialinequalities in oral health. It is necessary to be mindfulthat primary prevention is required for all social groupsnot only those with high need (predominantly thesocially deprived).• We need consistent, up-to-date and correct messages,cultural sensitivity and understanding and consistentevaluation of OHP activities. We must be wary ofinadvertent non-verbal communication.• Application of the NICE guideline should emphasiseeducation and training, especially to ‘Provide trainingand support for those individuals involved in changingpeople’s health-related behaviour so that they candevelop the full range of competencies required’.ConclusionDCPs are still awaiting detailed evidence-based guidelineson the delivery (in addition to the content) of oralhealth education in the surgery setting. Surprisinglylittle guidance emerges from the published literature;for example, Watt and Marinho’s17review of oral healthpromotion’s potential to improve oral hygiene and gingivalhealth concluded that although all the studies evaluatededucational interventions, there was no clear indication thatany particular type or style of educational approach wasmore effective than any other.The NICE guidance12provides a valuable framework forplanning and delivering behaviour change interventions,but does not go into the finer detail. However, in theguidance on brief interventions and referral for smokingcessation in primary care18, NICE comments that:• Brief interventions involve opportunistic advice,discussion, negotiation or encouragement. They arecommonly used in many areas of health promotion andare delivered by a range of primary and community careprofessionals.• For smoking cessation, brief interventions typically takebetween 5 and 10 minutes and may include one or moreof the following:† simple opportunistic advice to stop† an assessment of the patient’s commitment to quit† an offer of pharmacotherapy and/or behaviouralsupport† provision of self-help material and referral to moreintensive support such as the NHS Stop SmokingServices.NICE recommends that everyone who smokes should beadvised to quit, unless there are exceptional circumstances. This brief intervention acts as a ‘gateway’ to more intensivesupport for those who want it, so that there is a two-tierapproach available to practitioners and smokers. This isconsistent with the two-stage team approach to dentalhealth education recommended by Daly, Watt, Batchelorand Treasure19, when they state that dentists should beinvolved in assessing their clients’ health education needs,and where appropriate, providing opportunistic advice andsupport. When more intensive health education support isrequired, dentists should be able to refer these individualsto other members of the team who have the time, resourcesand skills required. The production of national occupationalstandards for oral health promotion20may help with the
  5. 5. 5development of such skills. However, the requirement forfurther research as originally stated in 2004 in the NICEguideline on dental recall11remains.DCPs could draw encouragement from the statement of theChief Dental Officer (England)13that the resource DeliveringBetter Oral Health: An evidence-based toolkit for preventionshould be seen as ‘the first version of an evolving series’designed to support evidence-based preventive dental care. However the passive dissemination of guidelines shouldnever be regarded as sufficient in itself to secure changes inprofessional practice, as Newton has suggested21. There is awealth of knowledge on how to promote change, whether interms of the overall strategy to be adopted22or the specificwording of guidelines to help them effectively alter clinicalbehaviour23. In particular, Newton has suggested that thetechniques of social marketing could be used, as set out byEvans24, and illustrated below:Figure 1 Social marketing wheel.To sum up, the Department of Health rightly recognisesthat oral health should be considered as part of generalhealth, and that ‘health education helps, but is not enoughto make a real difference by itself’ – hence the importanceof working across agencies and sectors to develop a rangeof complementary approaches25. However, it needs to workin partnership with other professional bodies to ensure thatthe way health education is delivered in the dental surgerysetting reaches a consistent standard – and that it is withinthe capability of individual primary care dentists to fully‘ensure that their teams have the skills and knowledge topromote oral health effectively to patients’.Supporting GDPs and their teams to help patients whomay be irregular attenders, have the poorest oral health,and come from lower socio-economic groups, will needparticular emphasis; GDPs have been the ‘powerhouseof patient education’ but their approach has not beenstructured and may have disregarded health literacy26. The importance of reducing both the prevalence of oraldisease and oral health inequalities across all age groups hasalready been recognised25.ReferencesKay E J and Locker D. Effectiveness of oral health promotion: a review. London:1. Health Education Authority, 1997.Towner E M L. The history of dental health education: a case study of Britain.2. In Schou L and Blinkhorn A S (eds). Oral Health Promotion. Oxford: OxfordUniversity Press, 1993.Croucher R. General dental practice, health education, and health promotion:3. a critical reappraisal. In Schou L and Blinkhorn A S (eds). Oral HealthPromotion. Oxford: Oxford University Press, 1993.Sprod A J, Anderson A and Treasure E T. Effective oral health promotion:4. Literature review. Technical Report 20. Cardiff: Health Promotion Wales, 1996.Blinkhorn, A S. Dental health education: what lessons have we ignored? British5. Dental Journal 1998; 184: 58-59.Sheiham A and Watt R. Oral health promotion. In Murray J J, Nunn J H and6. Steele J G (eds.) The Prevention of Oral Disease. 4th edn, pp. 243-257. Oxford:Oxford Medical Publications, 2003.Threlfall A G, Milsom K M, Hunt C M, Tickle M and Blinkhorn A S. Exploring the7. content of the advice provided by general dental practitioners to help preventcaries in young children. British Dental Journal 2007; 202: E9.Threlfall A G, Hunt C, Milsom K, Tickle M, Blinkhorn A S. Exploring factors that8. influence general dental practitioners when providing advice to help preventcaries in children. British Dental Journal 2007; 202: E10.Hancocks S. Editor’s summary. British Dental Journal 2007; 202, 148.9. Hancocks S. Editor’s summary. British Dental Journal 2007; 202, 216.10. National Institute for Clinical Excellence. Clinical Guideline 19. Dental recall:11. recall interval between routine dental examinations. London: NICE, 2004.National Institute for Health and Clinical Excellence. Behaviour change at12. population, community and individual levels (NICE public health guidance 6).London: NICE, 2007.Department of Health and the British Association for the Study of Community13. Dentistry. Delivering Better Oral Health: An evidence-based toolkit forprevention. London: Department of Health, 2007.Blinkhorn A. Oral health education. In Seward M H and Rothwell P S (eds). Oral14. health promotion with Teamwork pp 29-32. Sheffield: Teamwork Publications,1997.Munday P (2007). Personal communication.15. Richards W (2008). Personal communication.16. Watt R G, Marinho V C. Does oral health promotion improve oral hygiene and17. gingival health? Periodontology 2000 2005; 37: 35–47.National Institute for Health and Clinical Excellence. Brief interventions and18. referral for smoking cessation in primary care and other settings (Public healthintervention guidance 1). London: NICE, 2006.Daly B, Watt R G, Batchelor P and Treasure E T. Essential Dental Public Health.19. Oxford: Oxford University Press, 2002.Skills for Health is the Sector Skills Council (SSC) for the UK health sector,20. helping to deliver a skilled and flexible UK workforce in order to improve healthand healthcare. Website: http://www.skillsforhealth.org.uk/page/.Newton J T ‘Engaging GDP Teams - The untapped potential’. Presentation at21. the British Association for the Study of Community Dentistry conference, April2008.NHS Centre for Reviews and Dissemination. Getting evidence into practice.22. Effective Health Care 1999, vol 5, no 1.Michie S and Johnston M. Changing clinical behaviour by making guidelines23. specific. British Medical Journal 2004; 328: 343-345.Evans W D. What social marketing can do for you. British Medical Journal24. 2006; 332: 1207-10.Department of Health. Choosing Better Oral Health: An Oral Health Plan for25. England. London: Department of Health, 2005.Blinkhorn A S. Personal communication (2008).26. Acknowledgements: the generous assistance of Professor Anthony Blinkhorn, DrSue Gregory, Ms Polly Munday, Professor Tim Newton, Mr Jerry Read, and ProfessorWayne Richards with the preparation of this article is gratefully acknowledged.* Independent oral health promotion adviser, and co-author, The Scientific Basis ofOral Health Education.