Oral Health Community
Workshop
Tips and Tools for Planning a
Community Event
M. Catherine Hollister, RDH, MSPH, PhD
Dental Support Center
United South and Eastern Tribes, Inc.
i
Table of Contents
Purpose ..................................................................................................................1
Planning .................................................................................................................2
Agenda ...................................................................................................................3
Assessment ...........................................................................................................3
Oral Health Screening ..................................................................................5
Oral Health Interviews ..................................................................................7
Pretest ..........................................................................................................8
Teaching Session ..................................................................................................10
Action Plan ............................................................................................................12
Activities ................................................................................................................13
Evaluation ..............................................................................................................15
Participant Evaluation Form .........................................................................16
Workshop Evaluation ....................................................................................17
Quantitative Evaluation .................................................................................18
Qualitative Evaluation ...................................................................................19
Next Steps..............................................................................................................20
Planning Forms .....................................................................................................21
Oral Health Community Workshop
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Oral Health Community Workshop
Tips and Tools for Planning a
Community Event
Purpose
The overall goal of this guide is to assist oral health professionals and other health and
human service experts improve the oral health of young children by convening oral
health education workshops targeted to parents, grandparents, children, Board
members, or other community stakeholders. The purpose of the community workshop is
to improve knowledge and assist community members identify and adopt actions that
affect oral health. Community workshops can be used to support the IHS Early
Childhood Caries Initiative to improve the
oral health of infants and children.
Why Conduct a Workshop?
 Educate the community
 Promote healthy oral health
behaviors
 Encourage healthy lifestyle
changes
 Learn from each other
 Have fun
 All of the Above
Advantages of a Workshop




Tailor the education message to
the audience
Make the message personal
Participants decide on an Action Plan
Fun activities encourage participation
1
How to Use the Toolkit
This packet describes all of the components of the toolkit. The packet discusses each
major portion recommended for a community event and lists some options for each
section. Be careful to select an element for each part of the event. In planning the event,
you will need to decide how you will:
Assess the participants,
Provide Education,
Encourage each participant to write a personal Action Plan,
Enjoy an activity to reinforce your education,
Evaluate the impact on each participant,
Evaluate your workshop.
Planning
Your first task will be to plan the event. Time allotted, location, target audience, staff,
and resources available will all influence how you conduct the workshop and the
activities included. Critical elements to consider:






What is the purpose of the workshop (e.g., improve oral health knowledge and
behaviors, fluoridate community water supplies, increase access to oral health
care)?
Who is your target audience (e.g., pregnant women, parents or grandparents,
children, Board members, other community members)?
When is the best time to hold the workshop (e.g., season, day of the week, time
of day, and amount of time)?
Where the event should be held (school, community setting, preschool, day care,
Tribal offices, or meeting room)?
What resources are needed to plan and support the event (e.g., staffing, funds,
space, and equipment)?
What data are needed to support, conduct, and evaluate the workshop? (e.g.,
what data are needed, are they currently available, what will be collected, what
will be used for comparison, how will data entry and analysis be done)?
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Agenda
The basic workshop should include 5 parts:





Assessment
Education/information
Action plans
Activity
Evaluation
o participant’s evaluation: assess individual impact
o workshop evaluation: determine what you will retain or change
Look at the table on the following page. You will see each element across the top with
choices for each below. You can mix and match, just make sure you have something
from each column.
You have choices for each of these that are dependent on your workshop goal and
target audience. It is important make sure all of these basic parts are included when
planning the event. The following chart provides examples of what could be included in
planning an agenda for the workshop.
Assessment
Assessment is needed to personalize your workshop. If the people attending know their
oral health needs or knowledge, the entire session will make more sense. If your
participants understand, “what’s in it for me”, they will be more likely to pay attention,
remember, and act on the information to compare oral health screenings to pre/post
tests. Table 1 lists some considerations for selecting one of the assessment methods.
Common methods of assessment are screening, pretest, or interviews. Screening show
people’s oral health needs; pretest show people’s knowledge; interviews assess
perceptions.
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Table 1: Oral Health Screening or Pre/Post Test
Staff
Needed
Resources
Needed
Target
Audience
Location
Benefits
Limitations
Oral Health Screening
Pretest/Post-test
Oral
Interview
Dentist or dental
hygienist
 screening forms
 disposable mouth
mirrors appropriate
lighting
 gloves, masks
 adequate screening
space
 table and chairs
 biohazard disposal
equipment and
supplies fluoride
varnish (optional)
 clinical protocols and
guidelines
Community members,
school children,
preschool children,
children and families
enrolled in Head Start
Health Fair, school, other
community event
Individualized oral health
information, referrals for
untreated dental disease,
individualized case
management
Any health staff
Dental Staff





Adequate time, facilities,
and equipment needed,
consent needed for
children, screener
training and calibration
Oral Health Community Workshop
Pretest forms
pens/pencils
adequate furniture
meeting space
Community members
(e.g., pregnant women,
parents and
grandparents), school
children
Health Fair, school,
community event
Assess dental knowledge,
quick, few resources
needed
Health
Interview forms
Any
Any
Assess
knowledge,
personal practices,
concerns, can be
used for persons
with low literacy
skills
Only assesses knowledge, Will not assess
oral health status
limited use for poor
readers and those with
low health literacy skills.
4
Starting with an assessment will add personal meaning for your audience. They will
understand, “Why this matters to me”. Rather than presenting “generic” information,
by starting with an assessment, your participants will understand what the information
means to them individually, and how using the information can improve oral health for
themselves or their families.
Depending on the location of the workshop, and other events that may be held at the
same time, assessment may be conducted via an individual oral health screening or a
pretest.
Oral Health Screening
Use screening if:




Dental personnel are available
You have adequate time and space
Other screening and/or clinical services are being offered
Other agencies or clinics are conducting screening (such as IHS or the
State)
Benefits of Screening:




Each individual receives a report on his/her oral health status. This may
increase the overall effectiveness of your workshop because it will make
the information VERY PERSONAL to your participants
Individuals with unmet dental needs are identified. This allows the clinic or
Tribal personnel to provide case management services to ensure that
needed oral health care is received.
Preventive services such as fluoride varnish or individualized oral hygiene
education can be delivered.
Oral health status for your community can be determined allowing trends
to be watched over time. This information can be used to compare to
regional or national data.
Limitations of Screening:

Consent is required. For visual only screening, passive consent (parents
are informed of the event and asked to notify staff if the DO NOT want
their child to participate) is considered the acceptable Standard of Care.
Some facilities or Tribes may require active consent for all screenings.
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


Active consent is always needed whenever clinical services such as
fluoride varnish are provided.
Requires more time than group assessment through a pretest.
Dental staff is needed.
Participants must be informed that the screening does not replace regular,
professional dental care.
Screening Forms and Data Collection.
Sample data collection forms are included in this Toolkit. Each program must decide on
what data will be collected, recorded, and analyzed. This should be based on the
program goal and target audience. All of the sample data forms conform to the
Association of State and Territorial Dental Directors’ Basic Screening Survey
instructions and the most recent Indian Health Service basic screening. Using these
sample forms will ensure comparability to most State and IHS surveys. Before
beginning the screening, planners must decide on the level of detail needed in the
survey, how often the survey will be repeated, and any indicators that will be added to
the basic forms. To ensure reliable data, it is best to calibrate all screeners to explicitly
follow survey guidelines and definitions.
Basic Screening Indicators:




Untreated Decay
Caries Experience
Presence of dental sealants
Treatment needs
Optional Indicators:






Number of decayed, missing, or filled primary or permanent teeth
Professional dental visit in the last year
Toothache in the last 6 months
Tobacco use in the home
Dentate status (adults only)
Fluorosis
See http://www.astdd.org/docs/BSSChildren%27sManual20081revised2.9.2010.pdf
for additional indicators and definitions of each.
The Toolkit contains additional information including sample consent forms and
screening forms.
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Oral Health Interviews
Interviews are a good choice if you have enough time to see each participant
individually, but you can’t or don’t want to do clinical screenings. The most important
things you will learn during interviews are each person’s perceptions about their oral
health and resources that are available to them. You may want to list some specific
interview questions that you will ask each person. You should also ask some open
ended questions or follow up on a topic or issue identified by your participant.
Sample questions:
Do you have any problems with your teeth?
If you need to see a dentist, where would you go? (This may indicate if a person has a
dental home, and if they are a regular or episodic user of the dental care system)
What kind of toothbrush (or toothpaste) do you use? (This may lead to a discussion
about home care products)
Have you seen a dentist in the last year?
Have you had a toothache in the last 6 months?
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Pretest
Pretests are also a useful assessment tool. This is an excellent option in circumstances
where conducting a screening is not possible. If participants have already been
screened, a pretest can be an additional assessment tool to determine knowledge.
Even a very basic pretest such as the one included in the packet can be an eye-opener
for participants. You may choose to not collect the pretests and just use them to
generate a discussion to educate and debunk misconceptions about oral health.
If the pretest in the packet is used, DO NOT distribute the answer sheets at the same
time as the pretests. You can distribute the answer sheets during or after your teaching
section as a means of reinforcing the information. Answer sheets also make a nice
handout for participants to take home. Other pretests may be used in place of the test
included in the packet. When developing pretests, planners should consider local issues
that are important to the community and include questions on those topics.
You can use the sample pretest included in this Toolkit or design your own. Distribute
the pretest as soon as participants enter the workshop. They may begin immediately or
as soon as instructed. Allow at least 10 minutes for the participants to complete the
pretest. If you want to test knowledge change, you can use the same test at the end of
the event as a post-test.
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Now that you have decided on a target audience and assessment method, you
can select the best teaching method, action plan, activity and evaluation method. As a
part of you planning session, fill in a table (See Planning Form #2) that names the major
steps of your workshop and the selections for each step.
Example: Your event will target elderly women. You plan a luncheon and expect the
event to last 45-60 minutes. Many women in this group do not want their teeth
examined when they eat. How will you choose appropriate activities for this event?
Assessment: Individual oral health interviews. Interview space should be private.
Interviewer should have information available such as how to make a
dental appointment or other needed referrals, and personalized
educational pamphlets. Remember, each participant must be interviewed
and your education will be a part of the group event, so don’t spend too
much time on individual patient education.
Education:
Discuss sensitivity, dry mouth, and home care products for these
conditions. Discuss other issues that emerged during interviews.
Action Plan: Each participant will decide on this. Some of your participants may want
to simply state their plan and not write it down. An alternative to writing
individual plans is a group discussion of possible actions. Example: Keep
a water bottle available and take frequent sips.
Activity:
Bingo
Evaluation:
Intent: When will you start your action plan?
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Teaching Session
Once the assessment has been completed and your audience is interested, you are
ready to present information. Slide presentations, fact sheets, oral hygiene guides, and
educational brochures are included in this Toolkit. You can use of these or other
educational materials that you like. During your presentation cover important information
identified during the event’s assessment. Place special emphasis on the topics that are
most important to your audience based on questions, comments during the screening or
pretest, or questions commonly asked of your staff.
Consider the available time and resources before you plan your information section. If
you plan to make a slide presentation, make sure you have a computer, projector and a
screen. Check to make sure you have everything you need including extension cords
and computer cables. Set up and test your computer and projector before the session
begins.
Leave time for questions and answers. If you have done a good job matching your
information to your audience’s interest, you should have some questions.
Be specific! Your teaching may not be effective if you try to cover too many topics.
Focus on a few key informational items and reinforce those. Covering too much
information may result in poor retention in your audience. Limit your speaking time to no
more than 15-20 minutes. With questions and discussion, your entire teaching section
should not be more than 30 minutes.
Several Power Point presentations, fact sheets, and pamphlets are included in this
Toolkit. Review all of the information resources included and select the most relevant for
your situation. You may also find education resources on the IHS and other oral health
websites.
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•
American Dental Association: http://www.ada.org/387.aspx#presentations
•
American Dental Hygienists Association: http://www.adha.org
•
Centers for Disease Control and Prevention: http://www.cdc.gov/oralhealth/
•
National
Institute
of
Dental
and
http://www.nidcr.nih.gov/EducationalResources/
•
National
Maternal
and
http://www.mchoralhealth.org
•
Head Start: http://www.bmcc.edu/Headstart/Dental/index.html
Child
Oral
Craniofacial
Health
Resource
Research:
Center:
Consider different presentation styles for your education. You could choose a
lecture format. Other choices are to show a video, have a demonstration, or even
lead an informal group discussion.
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Action Plan
Ask participants to identify at least one action they can take in the next week to improve
their oral health. The action plans must be very specific and should be able to be
accomplished in the very near future. An Action Plan form is included in the Toolkit.
Audience
Possible Action Plans
Parents/Grandparents
1.
2.
3.
4.
5.
Head
1.
Start/Preschool/Day Care 2.
Staff
3.
4.
Elementary
Children
Clean baby’s mouth daily
Stop night time bottles or use water only
Make an appointment for a dental exam
No soda or juice in a bottle or sippy cup; take water only
Purchase less soda for the family
Have children brush daily
Include dental topics in lesson plans
Include dental topics in at least 1 parent meeting
Do not bring personal sweet drinks into the building
School 1. Brush every day
2. Drink at least 1 glass of water every day
Middle and High School 1. Brush and floss every day
Children
2. Learn the school’s policies on food sales at school
3. Eat 5 servings of fruits or vegetables every day for the
next week
These are just some examples of possible action plans. Note that they are all very
specific and can be done immediately. Individuals may choose to write more than 1
action plan, but stress the importance of working on at least 1 action item.
Some plans may need time to develop. For example, Head Start staff may want children
to brush daily, but they must address infection control issues before starting. In that
case, ask participants to estimate when the plan might start.
Key to Success
Remember this is NOT YOUR action plan.
Your participants must take ownership of the action plan.
That means THEY must decide when and how to activate the plan.
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Activities
Activities should not be used without the completing the first 3 sections (i.e.,
assessment, teaching session, and action plans). Activities should be used to
reinforce the previous sections.
The activity section of the workshop is intended to reinforce the information presented
and should not introduce new material. Review your activity plan and materials to make
sure your audience has the opportunity to think about the key points in new ways. This
can be done by playing word games, role playing, or combining questions with a
physical activity such as a bean bag toss or basketball free throw. Watching videos is a
good teaching tool but is would not be appropriate as an activity because it is passive
and does not test what the participants learned during the education/information
section.
Interactive games such as the Jeopardy and Bingo in this packet are educational
activities that are fun and engaging. You may have other activities that have worked
well in the past and can be adapted for a workshop. Just make sure that any activity you
use includes the critical information you want the participants to retain and requires
participants to actively use the information.
You should have some prizes to award if you are using any kind of game. Usually any
small prizes are appreciated. You don’t have to purchase elaborate prizes.
Jeopardy
This is included in the Toolkit. Based on the TV game show Jeopardy, participants
provide the question to an oral health answer in specified categories. To play the game,
you will need a computer, projector and screen, moderator, and a scorekeeper. Splitting
the audience into teams adds some competition to the game which is often more
engaging. A bell or buzzer can be used for each team or individual to ring in with their
answer. Otherwise, the moderator and scorekeeper can watch to see which team raises
a hand first.
Bingo
A Bingo games based on Early Childhood Caries (ECC) is included in the Toolkit. This
is a good game if you do not have a computer and projector. Each person receives a
bingo card and set of small items to use as markers (e.g., pennies, beans, or other
small items). Encourage the participants to use handouts or other educational materials
you distributed during the presentation. This will reinforce the value of the information
and allow people to become familiar with locating facts. Inform the participants that each
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card contains every answer, so a square on each board should be covered for each
clue.
Activity Sheets
The American Dental Association has several puzzles, coloring pages, and other
activity sheets that are suitable for preschool and elementary school children. ADA
allows these to be used for community activities as long as the ADA logo and credits
are retained and they are used as intended. These are included in the Toolkit. Make
sure to review the rules for using ADA materials.
Other Possible Activities (Not included in the Toolkit)
Beanbag Toss
This is a good activity for elementary school children. It may be used at a school health
fair or some community event. Ask the child 5 questions about oral health (You may
want to use some of the questions on the Jeopardy game). For each correct answer the
child earns 1 beanbag. The child then uses the beanbags to try to hit a target. Prizes
are awarded for each bag that hits the target.
Basketball Free Throw
Basketball free throw follows the same rules as the Beanbag Toss. Each correct answer
earns a free throw and prizes are awarded for each throw that makes it through the
hoop.
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Evaluation
Participant Evaluation
This is a very important step for you as an organizer and for your participants. In the
evaluation, the participants will inform the organizers what did and did not help them
understand the material or decide to make a lifestyle change. They will also evaluate
their own action plans and reflect on the ability to start the plan.
Each participant should complete an evaluation form that includes questions about the
workshop. If you are using a pre-test and post test, you can use the score change as a
part of your workshop evaluation. If you are asking participants to estimate when they
will start their action plans, use those intentions in your evaluation.
A sample evaluation form is included in the “Forms” Toolkit folder.
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Workshop Evaluation
A participant Evaluation Form is included in the Toolkit. Encourage all participants to
complete the evaluation form. This information will help you as you evaluate the entire
event. The information you gather from these forms will help you as you do your overall
event evaluation.
Every community event should be evaluated. Evaluation will help planners decide which
activities to continue and how to improve those activities. Evaluations may be formative
(examine the process of the project) or summative (examine the outcome or results of
the project). You may choose to use a combination of process and outcome
evaluations. Evaluation can happen at any time in development, during the event, or at
the end of the program. At a minimum, a formal evaluation should be planned before
the event starts and conducted at the end of the event.
Formative (Process) Evaluation
Process evaluation can be useful to find out how or why something happened and
typically examines how the project operates. The goal is to find out what works well and
what does not. This type of evaluation can be quantitative or qualitative and takes place
during the planning and implementation stages of the event. It can also identify
strengths and weaknesses in a project. The information gained through process
evaluation can be used to increase participation, improve the quality of the materials or
activities, and be more responsive to your audience. For new projects, formative
evaluation may be the primary type used because outcomes may not happen
immediately. Many community events have a close out (sometimes called debriefing)
for all staff either at the end of the day or very soon after the event. A close out allows
all staff to comment on the event, report observations (either good or bad), and suggest
improvements.
Possible Process Evaluation:
Quantitative
1. Cost of the event (Did you stay on budget throughout the planning process?)
2. Planning schedule matches accomplishments
Qualitative
1. Was there adequate time for each section of the workshop?
2. Did everyone write an action plan?
3. Were questions asked during the information section?
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4. Were you able to complete your assessment in the time allowed? If not, why
not?
5. Did you have all of the supplies you needed?
6. Did the workshop fit in with other activities in the event?
7. Did the assessment section identify important topics to cover in the
education/information section?
8. What comments did participants have?
Summative (Outcome) Evaluation
Summative or outcome evaluation usually measures what happened and will help
you decide if this activity will help to meet workshop’s goal. Changes may not be
evident in the first years of a new project, but if several after years of conducting
similar projects you are no closer to meeting your goal, you should reconsider your
strategies. However, there are some things you can measure immediately to see if
your workshop has had a positive impact. Outcome evaluation may also be
qualitative or quantitative.
Quantitative.
Short Term Outcome Evaluation
1.
2.
3.
4.
Findings from participant evaluations
Number of participants
Knowledge: Use a post-test to measure increased knowledge
Intent: Ask participants to estimate when and how they will adopt their action
plan. This should be written on a separate sheet of paper and handed in
anonymously. Participants will be more likely to give an honest opinion they
do not have to identify themselves. Some responses might include:
a. Definitely plan to start this week
b. May need some time. I intend to start in the next month
c. This will take some planning. I intend to start within 6 months
d. Probably not. This is a good idea and I want to make the change, but I
can’t do it now.
Long Term Outcome Evaluation
1. Community knowledge.
a. Record each year’s pre-test scores. Compare the most recent test
scores to previous years’ scores each year to see if and where the
community’s knowledge is improving.
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2. Oral health status:
a. If you conduct oral health screenings, measure and record untreated
decay and treatment urgency. These data can be compared from year
to year to identify outcomes and trends.
b. Over time your goal is to see a reduction in caries experience and the
need for urgent care.
3. Other community changes
a. As you plan the event each year, notice if any changes within the
community have occurred that affect oral health. This may include
policy and procedure changes at schools or clinics, issues with water
fluoridation, or changes in the delivery and financing of oral health
care.
Qualitative.
Observations: This is frequently overlooked as an evaluation tool but it can
provide some VERY useful information. If this is a planned evaluation technique,
make a list of critical observations and name individuals responsible for
documenting the observations.
Possible Observations to Document:





Were there any obvious points of congestion or flow issues during the
event?
Did the participants seem engaged, ask questions, or add comments?
Was the space for the workshop adequate? (Room, seating, heat/air
conditioning, lighting, etc. Document specific problems)
Did the participants seem uncomfortable with any portion of the workshop
(information content, screening procedures, or order of events)?
Did the participants seem enthusiastic about any portion of the event?
Focus Groups: In-depth interviews of a small group of patients, providers, or
community members can provide valuable information that might not be captured
in surveys or other outcome tools. Open-ended questions about oral health
conditions, clinical services, or the community environment can help organizers
shape the event to address specific needs and expectations.
Note: Focus groups can be challenging to conduct and are time consuming.
Consult with an expert before convening a focus group to make sure issues such
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as informed consent, moderator techniques, documentation, and data analysis
are covered.
Key Informant Interviews: These will be easier to conduct than a full focus
group. A Key Informant is a person with knowledge, background or special skills
in the area of interest. Key informants may be community members, providers,
health board members, other health clinic staff, or any stakeholder. This purpose
of this interview is the same as a focus group. The limitation with this type of
evaluation is that key informants may have a different perspective of needs and
possible solutions to health problems than the community at large. Questions for
the interview should be determined before starting. However, even in an
interview with pre-determined questions, the interviewer should ask some open
ended questions or allow the interviewee time to add additional comments.
Next Steps
Now it is time to put all of the pieces together and
PLAN this EVENT!





Assemble your team, consider the event and
target audience
Decide on you PRIMARY goal and message
(Planning Form #1)
Decide how you will do each step (Planning
Form #2: Workshop Content)
o Assessment
o Teaching Session
o Action Plan
o Activity
o Evaluation
Plan your activities and list all supplies you will need (Planning Form #3)
Decide on your Evaluation Strategies and make sure you have all supplies
needed, questions identified, and data you will collect (Planning Form #4)
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Planning Form #1: Goal, Target Audience, and Message
Primary Goal for the Event (Example: Reduce ECC in children)
________________________________________________________________
________________________________________________________________
Target Audience:








Pregnant Women
Preschool children
Elementary School Children
High School students
Adults (community)
Working adults (workplace event)
Elders
Other ________________________________
Primary Educational Message:






How to clean teeth
How diet affects dental caries
Benefits of professional dental care (fluoride, sealants, routine care)
How to recognize and treat gum disease
How dental disease affects general health (e.g., diabetes, pregnancy)
Other ____________________________________
Primary Desired Lifestyle Change




More frequent and efficient oral hygiene
Reduced consumption of sweet drinks and snacks
Increased utilization of professional dental services
Other _________________________________
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Planning Form #2: Workshop Content
Consider how you will complete each step of the Workshop.
Assessment
Method
Teaching
Session
Action Plan
Activity
Evaluation
Check all of the resources you will need for the event:










Pretests (if using)
Screening supplies (if screenings are planned), list supplies below
Computer and screen
Extension cord
Tables and chairs
Paper, pens, pencils
Teaching Session materials (list below)
Game components (list below)
Evaluation Forms
Other (specify)
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Planning Form #3: Activities
List your activity that will support your education message.
List all of the supplies needed for this activity.
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Planning Form #4: Evaluation
Process Eval: Check at least 2-3 evaluation indicators
Quantitative
 Cost of the event
 Findings from participant evaluations
Qualitative







Was there adequate time for each section of the workshop?
Did everyone write an action plan?
Were questions asked during the information section?
Were you able to complete your assessment in the time allowed? If not, why not?
Did you have all of the supplies you needed?
Did the workshop fit in with other activities in the event?
Did the assessment section identify important topics to cover in the
education/information section?
 What comments did participants have?
Outcome Eval: Check at least 1-2 evaluation methods
Quantitative
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Number of workshop participants
Cost
Participant’s intentions to activate action plans
Participant’s satisfaction with Workshop
Comparison between pre- and post-test scores
Community knowledge
Health Status
Community Changes
Qualitative
 Observations
 Focus Groups
 Key Informant Interviews
For any of these, what specifically will you observe or ask?
Create an evaluation form that includes all of your checked items. Describe how you will
collect the data. Example: Number of participants can be collected from sign in sheets.
Oral Health Community Workshop
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