The Effects of AR and VR Oral Care Training System on Oral Healthcare for Elderly in Eldercare Students
October 18, 2024 updated by: Kaohsiung Medical University Chung-Ho Memorial Hospital
The Effects of Augmented Reality (AR) and Virtual Reality (VR) Oral Care Training System on Oral Healthcare for Elderly in Eldercare Students
The aim of this study is to assess the effectiveness of an AR/VR oral care training system on the knowledge, attitudes, self-efficacy, and behavioral intentions of students majoring in geriatric care.
Study Overview
Status
Completed
Conditions
Intervention / Treatment
Detailed Description
A randomized controlled trial design will be employed, students randomly assigned to either the experimental group or the control group. The experimental group will receive a total of two sessions of AR/VR oral care training, each lasting two hours, with the intervention taking place two weeks and four weeks after completing the pre-test questionnaire. The control group, on the other hand, will receive traditional oral care instruction for thirty minutes.
Each student collected the data by a self-administered questionnaire before and immediately after each intervention.
Linear regression in generalized estimating equations (GEE) compares the differences between both groups.
Study Type
Interventional
Enrollment (Actual)
32
Phase
- Not Applicable
Contacts and Locations
This section provides the contact details for those conducting the study, and information on where this study is being conducted.
Study Locations
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Kaohsiung, Taiwan
- Kaohsiung Medical University Chung-Ho Memorial Hospital
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-
Participation Criteria
Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.
Eligibility Criteria
Ages Eligible for Study
- Adult
Accepts Healthy Volunteers
Yes
Description
Inclusion Criteria:
- Aged 18-30 years
- Students majoring in geriatric care
- Fooyin University of Technology
Exclusion Criteria:
- Transfer student
Study Plan
This section provides details of the study plan, including how the study is designed and what the study is measuring.
How is the study designed?
Design Details
- Primary Purpose: Prevention
- Allocation: Randomized
- Interventional Model: Parallel Assignment
- Masking: None (Open Label)
Arms and Interventions
Participant Group / Arm |
Intervention / Treatment |
|---|---|
|
Experimental: AR/VR group
Students in EG recieved a 2-hour AR/VR training for elderly oral healthcare at 2-week and 4-week follow-ups.
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Students simulated the treatment of the elderly with different physical and oral conditions using virtual situations and employed suitable oral care methods depending on each situation through VR.
They learned the Bass brushing technique, the interdental brush cleaning method, and the soft tissue cleaning method through AR.
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Active Comparator: Traditional teaching group
Students in the CG received thirty minutes oral care training class with same teaching content in AR/VR-based training system by well-trained oral hygienist.
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The well-trained oral hygienist provided traditional oral care instruction with the same teaching content in the AR/VR-based training system.
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What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
Oral care-related knowledge
Time Frame: Change from Baseline at 2-week after intervention
|
20 statements were used to measure students' knowledge of the oral care of elderly.
Ex: Dentures should be cleaned with toothpaste every day.
With possible scores of 0-20, a higher score indicated a higher degree of oral care-related knowledge.
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Change from Baseline at 2-week after intervention
|
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Oral care-related knowledge
Time Frame: Change from Baseline at 4-week after intervention
|
20 statements were used to measure students' knowledge of the oral care of elderly.
Ex: Dentures should be cleaned with toothpaste every day.
With possible scores of 0-20, a higher score indicated a higher degree of oral care-related knowledge.
|
Change from Baseline at 4-week after intervention
|
|
Attitude toward oral care
Time Frame: Change from Baseline at 2-week after intervention
|
7 statements were used to measure students' attitude toward oral care of elderly.
Ex: Oral care is as important as physical care for the elderly with disabilities.
With possible scores of 7-35, a higher score indicated a more positive attitude toward oral care for elderly.
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Change from Baseline at 2-week after intervention
|
|
Attitude toward oral care
Time Frame: Change from Baseline at 4-week after intervention
|
7 statements were used to measure students' attitude toward oral care of elderly.
Ex: Oral care is as important as physical care for the elderly with disabilities.
With possible scores of 7-35, a higher score indicated a more positive attitude toward oral care for elderly.
|
Change from Baseline at 4-week after intervention
|
|
Self-efficacy of oral care
Time Frame: Change from Baseline at 2-week after intervention
|
11 statements were used to evaluate students' self-efficacy in provideng the elderly with oral care.
Ex: I am confident about assisting the elderly with disabilities in performing soft tissue cleaning.
With possible scores of 11-55, a higher score indicated a greater degree of confidence.
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Change from Baseline at 2-week after intervention
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Self-efficacy of oral care
Time Frame: Change from Baseline at 4-week after intervention
|
11 statements were used to evaluate students' self-efficacy in provideng the elderly with oral care.
Ex: I am confident about assisting the elderly with disabilities in performing soft tissue cleaning.
With possible scores of 11-55, a higher score indicated a greater degree of confidence.
|
Change from Baseline at 4-week after intervention
|
|
Intention to oral care behaviors
Time Frame: Change from Baseline at 2-week after intervention
|
12 statements were used to measure students' intention to assist elderly.
Ex: I will take the initiative to check the suitability of oral care tools for the elderly with disabilities.
With possible scores of 12-60, a higher score indicated a higher possibility of performing the behaviors.
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Change from Baseline at 2-week after intervention
|
|
Intention to oral care behaviors
Time Frame: Change from Baseline at 4-week after intervention
|
12 statements were used to measure students' intention to assist elderly.
Ex: I will take the initiative to check the suitability of oral care tools for the elderly with disabilities.
With possible scores of 12-60, a higher score indicated a higher possibility of performing the behaviors.
|
Change from Baseline at 4-week after intervention
|
Collaborators and Investigators
This is where you will find people and organizations involved with this study.
Investigators
- Principal Investigator: HSIAO- LING HUANG, Dr.PH, Kaohsiung Medical University, College of Dental Medicine, Department of Oral Hygiene
Study record dates
These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.
Study Major Dates
Study Start (Actual)
April 7, 2023
Primary Completion (Actual)
November 30, 2023
Study Completion (Actual)
December 21, 2023
Study Registration Dates
First Submitted
July 5, 2023
First Submitted That Met QC Criteria
July 14, 2023
First Posted (Actual)
July 24, 2023
Study Record Updates
Last Update Posted (Actual)
October 22, 2024
Last Update Submitted That Met QC Criteria
October 18, 2024
Last Verified
April 1, 2023
More Information
Terms related to this study
Other Study ID Numbers
- KMUHIRB-SV(I)-20230006
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
No
Studies a U.S. FDA-regulated device product
No
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