School-Based Dental Education for Improving Oral Self-Care in Mexican Elementary School–Aged Children
Why this work is in the frame
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Bibliographic record
Abstract
Aim. To test the efficiency and acceptance of school-based dental education for improving oral self-care in Mexican elementary school–aged children. Method. A total of 408 students from 4 schools were examined at the baseline, 3 months (follow-up rate was 94%) and 6 months observations (follow-up rate 91%). Group 1 served as a control, Group 2 received a lecture-based education, and Group 3 consisted of trained peer-leaders who educated their peers. Oral self-care practice and oral self-care skills were assessed at the baseline and both follow-ups. A number of sociodemographic and oral health behavior/knowledge characteristics were tested as predictors of oral self-care outcomes at different observation periods. Results. Oral self-care outcomes improved in Groups 2 and 3, but not in the control group. The selected child population, their caregivers and teachers perceived the school-based educational strategy as important and necessary. There was no consistent pattern of predictors explaining variations in oral self-care outcomes at any of the observation periods. Oral self-care improvement observed at the 6 months observation was mainly predicted by the baseline oral self-care levels, dental education, and age. Conclusions. The school-based dental education was easy to implement, and it was effective for improving children’s oral self-care practice and skills.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it