Background: Dental fear leads to lack of child cooperation. In general, without the patient's cooperation, success in remedy is impossible. This study aimed to evaluate parental view about the origins of the dental fear in children as well as their view about factors contributing to the prevention of child dental fear.
Methods: This was a cross sectional descriptive and analytical study which was carried out on 200 parents of children aged 6-12 years referred to dentistry center of Isfahan University of Medical Sciences. The level of dental fear in these children was screened using Children's Fear Survey Schedule - Dental Subscale (CFSS-DS). This questionnaire consisted of 15 questions and each question had a 5-point Likert-type Scale. Total scores ranged from 15 to 75. Based on the scores, children were divided into two groups: Group with low fear (score of 25 or less) and group with high fear (score of 37 or more). The parents were asked about the causes of their child's dental fear.
Results: There was an inverse significant correlation between the average score of fear and the age of the children. In the group with high fear, most of the parents (31%) had chosen previous dental experiences as the cause of their child's fear. There was no significant relationship between parental belief and their gender, the level of education, the level of their own dental fear and the child's age and fear score.
Conclusions: According to the parent's standpoint, previous dental experience was a major factor in the development of childhood dental fear. Temperamental factors also played a major role in some of the fearful children. Most of the parents in group with high fear attributed their child's fear to the external factors and seemed they were unable to control and prevent it. Therefore, more attention should be given to the behavior and attitude of the parents as well as dentists in the future researches.
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J Autism Dev Disord
December 2024
Department of Pediatric and Preventive Dentistry, AB Shetty Memorial Institute of Dental Sciences, Mangalore, Karnataka, India.
To examine the effect of using Virtual Reality distraction on salivary cortisol levels in children with Autism Spectrum Disorders (ASD) during routine dental treatments. A randomized cross-over study was designed and children with a known diagnosis of ASD, between 8 and 15 years of age, requiring routine, non-invasive dental treatments, were recruited. They were divided into 2 groups (group 1 and group 2) and scheduled for dental treatments using conventional behavior management and/or VR distraction techniques in their first and second dental visit, accordingly.
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Department of Pediatric Dentistry and Dental Public Health, Faculty of Dentistry, Alexandria University, Alexandria, Egypt.
Background: Teledentistry can improve access to care, but children's acceptance of different imaging techniques is underexplored.
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Cureus
November 2024
Dental Public Health, Faculty of Dental Medicine, Medical University - Sofia, Sofia, BGR.
Introduction Dental caries is the most common disease worldwide and affects more than 90% of Europeans. The dental status of a population is an important indicator of quality of life. Different factors act as barriers and can obstruct access to dental services.
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Education Center for Doctors in Remote Islands and Rural Areas, Kagoshima University Graduate School of Medical and Dental Sciences, Kagoshima, Japan.
Introduction: School refusal is one of the serious problems with children's mental health, and various studies have examined its prevalence and factors among students. Although many studies suggested that anxiety and depression are deeply associated with school refusal, there is little agreement as to effective interventions. The purpose of this paper is to evaluate the efficacy and safety of mindfulness yoga intervention in children with school refusal.
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December 2024
Department of Prosthodontics, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia.
Introduction: This study aimed to investigate how dental students at King Abdulaziz University Faculty of Dentistry transitioned from pre-clinical to clinical instruction and how this change affected their learning outcomes. Understanding this transition was crucial to identify the challenges faced by students and the support they required.
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