Knowledge of Primary School Teachers Regarding Dental Trauma Management in Hail Region, Saudi Arabia

Abstract

Objective: To evaluate the knowledge of elementary school teachers about the management of dental trauma. Material and Methods: An observational study, with the cross-sectional design, was conducted among primary school teachers in Hail, Saudi Arabia during January 2017. The questionnaire distributed among 400 primary school teachers from 18 different schools using convenient sampling. Data were gathered and analyzed using SPSS version 20. Results: 378 (94.5%) respondents to the questionnaire. It was found that only 37.8% of the primary school teachers were able to distinguish between the primary and permanent teeth. Only 59.5% reported starting the management of a child with trauma immediately. Merely 38.4% believed that it is important to search for the missing tooth or the broken pieces, whereas 31% would re-implant the permanent tooth into the socket by themselves. Regarding the storage media, only 16.6% respond correctly. According to school teachers, the best way of learning the management of dental trauma at school is through videos (36.2%) and phone application (33.9%). Conclusion: School teachers lack knowledge regarding the management of dental trauma. We strongly recommend planning for dental trauma educational based on the teacher's perception after pilot testing its effectiveness.

Global status of knowledge for prevention and emergency management of traumatic dental injuries among school teachers: A systematic review and meta‐analysis

“…All the included studies had been published within last decade. [11][12][13][14][15][16][17][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34][35] Most of them (17) were conducted in Asia, 11,13,14,16,17,[20][21][22][23][24][25]27,29,[32][33][34][35] two in South America, 15,31 two in Africa, 26,30 one each in Europe 12 and Australia. 28 Among the countries, India had the highest number (7) 11,16,23,27,…”

“…Ten questionnaires used case scenarios of different TDI. The primary languages in which the questionnaires were administered were Arabic(7), 13,14,21,22,25,26,30 Hindi(3), 16,27,29 Persian(3), 24,33,35 Tamil(2), 11,23 Malay(2), 17,20 Kannada(1), 32…”

“…Blue-question not included, red >75%, dark yellow-50%-75%, lemon yellow-25%-50%, light yellow-<25% teachers giving correct responses. Width of columns was proportional to the number of studies which included the question stems 25%-50% in seven studies 14,16,21,25,26,29,34 and less than 25% in one study. 30 Knowledge regarding the emergency management of luxation injuries/displaced teeth was assessed in 8 studies.…”

“…17 Storage of avulsed teeth in cold milk and/or saliva/child's mouth was regarded as favourable responses in all the studies. Adequate knowledge was seen in less than 10% of teachers in five studies, 11,20,26,32,34 10%-25% in eleven studies, [12][13][14][15][16][17]21,22,25,29,35 25%-50% in two studies 23,24 and 50%-75% in two studies. 28,33 Cleaning of avulsed teeth was questioned in 15 studies and rinsing with tap water was considered as the preferred cleaning method.…”

“…11 Several researchers have tried to do this through studies done in different parts of the world. [11][12][13][14][15][16][17] The aim of this systematic review was to assess and analyse the global status of knowledge for the prevention and emergency management of TDI among school teachers and to provide recommendations for future research in this domain of dental traumatology.…”