| Abstract [eng] |
Relevance of the problem and aim of the work: Vulnerable groups often bear a disproportionate burden of oral health problems, and the professionals who care for them have an important role to play in reducing these disparities. However, research shows that these professionals often have insufficient knowledge of oral disease prevention, which may limit their ability to effectively meet the oral health needs of those in their care. Identifying efficient and cost-effective learning tools is essential to ensure that professionals have up-to-date, science-based knowledge. Digital learning platforms have become an important educational tool, but their effectiveness is still under investigation. Therefore, the aim of this thesis is to assess the oral health knowledge of professionals caring for vulnerable groups and their ability to learn through distance learning. Material and methods: The study surveyed professionals working with vulnerable groups: doctors, nurses, public health professionals, social workers and personal care workers who volunteered to take part in the study. Subjects were invited to participate in an online course on oral health. A questionnaire investigating knowledge of oral health was administered to all those who agreed before the course. An identical questionnaire was administered a second time after the online course. Statistical analysis of the data was performed using IBM SPSS Statistics 26.0, with Shapiro-Wilk, Chi-square, Kruskal-Wallis, Mann Whitney and Wilcoxon Signed-Rank tests. The level of statistical significance was set at p<0.05. Results: 267 respondents agreed to take part in the study and answered both questionnaires, of whom 49 (18.4%) were medical staff, 81 (30.3%) were personal care workers, 85 (31.8%) were social workers and 52 (19.5%) were public health professionals. The overall median (M) pre-course knowledge score for all subjects was 15.0 (IQR 8) out of a possible 32. Public health professionals (M=19.0, IQR=7) and medical staff (M=18.0, IQR=7) had the highest knowledge (p<0.001). The knowledge score was influenced by the place of practice (p=0.001), working hours (p<0.001) and years of professional experience (p=0.020). Regardless of the professional group, statistically significantly higher score was reported by professionals who had received prior training in oral health (p<0.001) and by professionals who had a need to consult patients about oral health in their practice (p=0.021). After the training, the overall knowledge of all professionals improved on average by 5 points, with a median score of 20.0 (IQR=7). The change in knowledge was positive and statistically significant (p<0.001) in all specialists’ groups. Medical staff had the highest score after training (M=23.0, IQR=6). Age group (p=0.002), gender (p=0.028) and previous experience in oral health training (p=0.001) were found to have an influence on the change in knowledge score: middle age, female gender and no experience in oral health training led to better learning outcomes. Conclusions: The base knowledge of professionals caring for vulnerable groups varies according to professional qualifications, with public health professionals and medical staff having the best knowledge. The distance learning model was efficient in improving professionals' knowledge of oral health. The course was most effective for female, middle-aged professionals with no experience in oral health training. It is recommended to expand systematic education for professionals caring for socially vulnerable groups by more frequently integrating distance learning programs, particularly focusing on less experienced specialists. Future research should evaluate the long-term impact of such remote training on professionals' knowledge. |
