Effect of two educational interventions on primary school teachers’ knowledge and self-reported practice regarding emergency management of traumatic dental injuries

Abstract

Background The present study evaluated the effect of two educational interventions on the knowledge and self-reported practice of primary school teachers regarding emergency management of traumatic dental injuries (TDIs). Methods All primary school teachers ( n = 664) of Arak, Iran were asked to participate in the study. Based on geographic regions, all participants were enrolled in two groups: educational leaflet and oral presentation. At baseline, teachers in both groups were asked to complete an anonymous self-administrated questionnaire consisting of demographics, eight questions on knowledge, and four paper cases on self-reported practice about TDIs. After collecting the questionnaires, interventions, including an oral presentation and an educational leaflet whose contents were prepared based on the most recent scientific evidence, were implemented. One and six months after the interventions, the questionnaire was completed by the teachers again. Repeated measures ANOVA and a linear regression model were used for statistical analysis. Results Two hundred and ninety-two teachers participated in all stages of the study (response rate = 64.5%). In one-month follow-up, in both groups, the mean score of knowledge was significantly higher compared to baseline and six-month scores ( P < 0.001 and P < 0.001, respectively). Moreover, in six-month follow-up, the mean score of knowledge was higher compared to baseline ( P < 0.001) in both intervention groups. No statistically significant difference existed in the mean score of knowledge in three evaluations between two groups ( P < 0.05). In one-month follow-up, the mean score of self-reported practice was significantly higher compared to baseline and six-month scores in both interventional groups ( P < 0.001 and P < 0.001, respectively). There was no significant difference in the mean score of self-reported practice between the one-month and six-month follow-up ( P = 0.53). There was no statistical significant difference in the mean score of self-reported practice in three evaluation phases between two groups ( P < 0.05). No significant relationship was observed between the difference in knowledge and self-reported practice scores and demographic factors. Conclusions Both educational interventions regarding emergency management of TDIs-educational leaflet and oral presentation- were effective in increasing knowledge and self-reported practice of teachers in the short-term follow-up. In long-term evaluation, educational leaflet resulted in more positive changes in teachers’ knowledge compared to their self-reported practice. Electronic supplementary material The online version of this article (10.118...

How to Educate the Public about Dental Trauma—A Scoping Review

“…Finally, 32 studies were included for data extraction ( Figure 1 ). Table 1 presents a summary of the studies that addressed TDI education and Table S1 presents full summary of studies focused on education in TDI [ 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 ].…”

“…The geographical distribution of the records revealed that 40.6% ( n = 13) were from the Middle East region (Israel [ 21 , 26 ], Kuwait [ 22 , 23 , 44 ], Iran [ 33 , 37 , 38 , 50 ], Turkey [ 28 ], Lebanon [ 32 , 45 ], United Arab Emirates [ 46 ]), 18.7% ( n = 6) from India [ 27 , 34 , 39 , 43 , 48 , 49 ], 12.5% ( n = 4) from Brazil [ 25 , 40 , 42 , 47 ], 6.3% ( n = 2) from Hong Kong [ 35 , 36 ], USA [ 21 , 41 ], and Poland [ 30 , 31 ], and 3.1% ( n = 1) from Tanzania [ 19 ], Switzerland [ 24 ], and Australia [ 29 ]. Most papers included in this scoping review ( n = 23, 71.9%) were published between 2012 and 2018 [ 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 ,…”

“…Most of the records targeted homogenous groups, but there were also several studies where different professions were evaluated (teachers/teaching assistants and school nurses; teachers, bank employees, and medical staff; teachers, pupils, and parents; school nurses and physical education teachers). Teachers were the most frequently evaluated group, accounting for 62.5% ( n = 20) of the studies [ 19 , 20 , 21 , 24 , 25 , 27 , 28 , 31 , 34 , 35 , 37 , 38 , 39 , 43 , 44 , 45 , 46 , 48 , 49 , 50 ]. This number included four (12.5%) papers [ 21 , 25 , 39 , 46 ] identifying physical education teachers or sports coaches as a target population and one (3.1%) identifying physical education students [ 31 ].…”

“…Two different approaches were adopted during the intervention: the use of a single educational method [ 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 32 , 34 , 35 , 36 , 38 , 40 , 43 , 47 , 49 ] or a multifaceted approach—a combination of two or three different methods [ 31 , 33 , 37 , 39 , 41 , 42 , 46 ]. In some studies, authors compared the effectiveness of different modes of education [ 19 , 20 , 32 , 41 , 48 , 50 ]. The most frequently tested modality was lecture/seminar/workshops followed by a short discussion.…”

Malaysian dental students’ knowledge of managing dental trauma in children

“…These areas include the management of avulsed and fractured teeth in terms of handling the tooth, storing it in the proper transportation medium and when to seek professional care. The identification of these areas may help educators, clinicians, administrators and policymakers to formulate an effective oral health education and promotion programme for the public, similar to the efforts already conducted for schoolteachers, parents and nurses in other countries 20–23 . Perhaps empowering non‐healthcare professionals such as schoolteachers and physical educators to create an awareness of TDI management would be a worthwhile approach, given their access to children and caregivers 24,25 .…”