RESUMO
@#Intermaxillary tooth size discrepancy (TSD) is the disproportion in patients’ tooth size that is usually referred to the Bolton analysis. This size imbalance may also affect the outcome of orthodontic treatment. Therefore, this retrospective study was conducted to determine the prevalence of intermaxillary tooth size discrepancy (TSD) beyond 2 standard deviation (2 SD) from Bolton’s mean in orthodontic patients and to evaluate the effect of TSD beyond 2 SD of Bolton’s mean on orthodontic treatment outcomes. A total of 226 sets of orthodontic study models that met the selection criteria were selected from 3077 orthodontic cases. Bolton's analysis of the anterior and overall ratios was performed on each of the pre-treatment models. The orthodontic treatment outcomes for the cases which were identified of having TSD beyond 2 SD were evaluated and any interventional techniques to improve the outcome of the treatment were recorded. The results showed that 29.20% of cases had TSD beyond 2 SD of Bolton’s mean. 26.54% of cases had anterior ratio of more than 2 SD. Meanwhile, 7.08% of cases had an overall ratio greater than 2 SD. Of all cases with TSD beyond 2 SP, most of these cases (62.12%) had affected the outcome of orthodontic treatment. In conclusion, there is more than one quarter of orthodontic patients present with TSD beyond 2 SD of Bolton’s mean which may influence the outcome of orthodontic treatment. Intervention techniques should be carefully planned to achieve satisfactory treatment outcomes.
RESUMO
@#Introduction: Delivering oral hygiene instruction is one of the integral parts of orthodontic treatment. However, there is scarce information regarding the impact of audiovisual method on knowledge retention among orthodontic patients. This study aimed to assess knowledge retention of the patient after instruction delivered in audiovisual (AV) method and compare it to the standard written and verbal (WV) method. Methods: This prospective clinical trial was conducted on 60 patients aged 13 to 40 years. They were randomized into the audiovisual group (n=30) and written & verbal group (n=30). Patients’ knowledge retention was measured using a self-administered questionnaire in Google form, immediately after instruction given as short-term retention and long-term retention for three timepoint, i.e., 1-month, 3-month, and 6-month. Results: There was a significant improvement in knowledge for both AV and WV methods at immediate and 1-month assessment and the knowledge retained until 6-month follow up. The AV method demonstrated a significantly higher increase in knowledge retention at immediate and 1-month than the WV method. Conclusion: The AV method was significantly more effective in improving patient's knowledge retention compared to the written & verbal methods. Repetition of instruction also influence the retention of knowledge.