Evaluation of the effectiveness of video modeling on dental anxiety during interventi̇onal dental treatment in preschool children

In this thesis study, it is aimed to evaluate the effectiveness of the 'video modeling' behavior guidance technique compared to the 'tell-show-do' method in pediatric patients aged 4-6 years with high levels of dental anxiety. A total of 44 children aged between 4-6, who had no prior dental treatment experience, no systemic disease affecting salivary stimulation, and at least one indication for a composite filling restoration, and who scored definitely negative (1) and negative (2) on the Frankl Behavior Scale, were included in the study. These children were selected from those presenting for their first examination at the Department of Pediatric Dentistry, Faculty of Dentistry, Bezmialem Vakıf University. Each patient meeting the inclusion criteria was randomly assigned by the researcher into the study and control groups. One week after the initial examination, a treatment appointment was scheduled. The patients in the study group were shown a video demonstrating the procedure of a one-surface composite restoration on a posterior tooth using the 'tell-show-do' behavior guidance technique, while the control group only received the 'tell-show-do' technique during the composite filling restoration. The Facies Image Scale (FIS) and Venham Picture Test (VPT) anxiety scales were administered to the patients at the initial examination, before treatment, and after treatment. In addition, α-amylase and cortisol levels were examined in saliva samples collected before and after treatment. During the treatment appointment, anxiety scales (FIS, VPT) were reapplied, and unstimulated whole saliva samples were collected prior to the posterior tooth restoration in both groups. The 'video modeling' technique was applied in the study group using a video created with the 'tell-show-do' behavior guidance technique, while only the 'tell-show-do' technique was applied in the control group at the second visit.According to our findings, no statistically significant difference was found in anxiety levels when evaluating post-treatment physiological parameters (cortisol, α- amylase) in both groups (p>0.05). Although cortisol levels decreased after treatment compared to pre-treatment in both groups, this difference was not statistically significant. In the study group, α-amylase levels increased post-treatment compared to pre-treatment, while α-amylase levels decreased in the control group. In both groups, the decrease in FIS scores observed from the initial examination to post-treatment was found to be statistically significant (p<0.05). Additionally, in the control group, the post-treatment decrease in FIS scores compared to pre-treatment was also statistically significant (p=0.049; p<0.05). No statistically significant difference was found between the groups in terms of VPT scores at the initial examination, pre-treatment, and post-treatment (p>0.05). In conclusion, it was determined that there was no statistically significant difference in dental anxiety levels between children who received the 'video modeling' technique and the control group. According to our findings, although the projective dental anxiety scales (FIS, VPT) and physiological scales (salivary cortisol and α amylase) were not consistent with each other, using them together in assessing dental anxiety increases the value of the research. Both techniques used in the study showed similar reductions in post-treatment salivary cortisol levels, FIS, and VPT scales. This suggests that both methods can reduce anxiety in patients. However, the differences between the two techniques were not found to be statistically significant. This study demonstrates that both methods can be effective in managing dental anxiety in children, but the preferred method may vary depending on the situation and the individual characteristics of the child. Both 'tell-show-do' and 'video modeling' are techniques that can be used to help children adapt more comfortably to the treatment process