The Effects of AR and VR Oral Care Training System on Oral Healthcare for Elderly in Eldercare Students

Study Overview
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Brief Summary
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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.

Detailed Description
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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.

Official Title
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The Effects of Augmented Reality (AR) and Virtual Reality (VR) Oral Care Training System on Oral Healthcare for Elderly in Eldercare Students

Conditions
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Healthy

Intervention / Treatment
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* Device: AR/VR oral care training system
* Other: Traditional classroom teaching


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Aged 18-30 years Students majoring in geriatric care Fooyin University of Technology Exclusion Criteria: Transfer student

Ages Eligible for Study
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Minimum Age: 18 Years
Maximum Age: 30 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Prevention
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: AR/VR group<br>Students in EG recieved a 2-hour AR/VR training for elderly oral healthcare at 2-week and 4-week follow-ups. | Device: AR/VR oral care training system<br>* 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.<br>|
| Active Comparator: Traditional teaching group<br>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. | Other: Traditional classroom teaching<br>* The well-trained oral hygienist provided traditional oral care instruction with the same teaching content in the AR/VR-based training system.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Oral care-related knowledge | 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 2-week after intervention | 
| Oral care-related knowledge | 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 | 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 2-week after intervention | 
| Attitude toward oral care | 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 | 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 2-week after intervention | 
| Self-efficacy of oral care | 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 | 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 2-week after intervention | 
| Intention to oral care behaviors | 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 | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Elderly, Medical Education, Augmented Reality, Virtual Reality, Oral Hygiene