A quasi-experimental study comparing the effectiveness of lecture-based and drama teaching methods on oral health outcomes in students with intellectual disabilities

Abstract

Purpose

This study aimed to evaluate the effectiveness of a school-based program designed for children with mental disabilities by assessing oral health outcomes after training via two educational methods: lectures and dramas.

Materials and Methods

144 male students with mental disabilities from a special needs school in Qazvin, Iran, were selected as a census sample in 2023. The students were randomly divided into two groups, each consisting of 72 participants aged 10–14 years. Group 1 received oral health counseling via the lecture method, whereas Group 2 was instructed via the drama method. Data were collected via a socio-demographic checklist, and oral health was assessed via the Decayed, Missing, and Filled Teeth (DMFT) Index for caries status and the Simplified Oral Hygiene Index (OHI-S) of Greene and Vermillion for oral hygiene. Assessments were conducted before and four weeks after the intervention. Data analysis was performed via descriptive statistics, t tests, and ANOVA via SPSS software.

Results

A statistically significant improvement in plaque scores was observed in the Drama group compared with the Lecture group after the intervention (p < 0.05). The mean tooth filling index (F index) also increased significantly in both groups post intervention, with greater improvement noted in the Drama group. While oral health indices improved in both groups, the extent of improvement was significantly greater in the Drama group.

Conclusion

The drama method used in this study was more effective than the lecture method in improving participants' oral and dental health indices. As a simple and cost-effective approach, drama enables teachers to convey essential health information more effectively.

Keywords

• Drama method
• lecture method
• oral health education
• mentally disabled students

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