Oral Health Prev Dent 14 (2016), No. 6 (12.12.2016)
Page 519-528, doi:10.3290/j.ohpd.a37137
Purpose: To measure oral health (OH) knowledge, attitude and practices
(KAP) of primary school teachers and to evaluate the relationship
between these measures and oral health-related quality of life (OHRQoL).
Materials and Methods: A total of 1013 school teachers from all
regions of Kuwait were randomly selected in this cross-sectional study. A
questionnaire on demographics, knowledge, attitude, practices and
OHRQoL was used. Frequencies and means (SD) were used for data
Correlations between KAP and OHRQoL were evaluated using
Pearson's correlation coefficient. Associations between
practice-specific knowledge and its corresponding practice as well as
knowledge and practices and OHRQoL were determined using the chi-squared
Results: About 71% of the participants were females, 57% were
30-50 years old, and 75% had a college education. The mean (95%CI)
knowledge score was 60.2% (57.2-62.0), ranging from 15.4% to 93%. The
well-known OH facts were the importance of brushing twice a day with
fluoridated toothpaste, the cariogenic effect of sticky, sugary foods
and snacks, as well as the damage that soft drinks can cause to teeth.
The least known facts were replacement frequency of toothbrush, parent's
supervision of children's brushing and the benefit of regular flossing.
Weak but significant correlations were found between KAP components and
OHRQoL (p < 0.05). All practice-specific OH knowledge was
significantly associated with its practice, except brushing and flossing
(p > 0.05). Self-esteem was the mostly frequently affected OHRQoL
construct by improper OH practices.
Conclusion: Oral health
knowledge by itself is not enough to change improper OH practices.
Developing behaviourchanging interventions based on OHRQoL outcomes may