Assessment of oral mucosal and dental lesions among preschool children in Ulaanbaatar, Mongolia: A Pilot study

Abstract

Background: Although a considerable number of oral health studies have been conducted among children in Mongolia, most have focused on dental caries in school-aged children, and data on non-carious oral conditions in preschool children remain scarce. Aim: To determine the prevalence of oral mucosal, gingival and traumatic dental conditions among preschool children in Ulaanbaatar. Materials and Methods: In this cross-sectional pilot study, 686 children from six randomly selected kindergartens in Ulaanbaatar underwent oral examination in accordance with the World Health Organization (WHO) 2013 guidelines, using the WHO Oral Health Assessment Form for Children. The main outcomes were oral mucosal changes, including pigmentation, gingival bleeding, dental trauma and dental erosion. Analyses were restricted to the 598 children with complete records for these outcomes, and frequencies, percentages and Wilson 95% confidence intervals (CIs) were calculated using this common denominator (n=598). Results: Of the 598 children analysed, 86 (14.38%; 95% CI 11.80–17.42%) had at least one of the four main conditions. Dental erosion was observed in 74 children (12.37%; 95% CI 9.97–15.26%), confined to the enamel in 45 (7.53%) and extending into the dentine in 29 (4.85%). Oral mucosal changes were recorded in 10 children (1.67%; 95% CI 0.91–3.05%), gingival bleeding in 7 (1.17%; 95% CI 0.57–2.40%) and dental trauma in 1 (0.17%; 95% CI 0.03–0.94%), whereas oral mucosal pigmentation was observed in 64 children (10.70%; 95% CI 8.47–13.44%). Of the 86 children with findings, 85 (98.84%) attended two of the six participating kindergartens. Conclusion: When dental caries was excluded, dental erosion was the most prevalent condition among preschool children, whereas oral mucosal changes, gingival bleeding and dental trauma were observed in a small proportion of children. The concentration of these findings in two of the six kindergartens may reflect local demographic and socioeconomic factors, as well as differences in examination and recording practices. Future studies should therefore standardise examination criteria in advance and include a larger number of kindergartens.