What do dental students know about trauma?

AlZoubi, Fahad; Mannocci, Francesco; Newton, Tim; Andiappan, Manoharan; Djemal, Serpil

doi:10.1111/edt.12198

Cited by 18 publications

(58 citation statements)

References 11 publications

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“…On the other hand, a shorter period of 3 months was preferred in the present investigation to provide a varying data to educators in terms of the repetition of knowledge. As this was a study on a voluntary basis, nearly 50% of the class accepted to participate, similar to some previous studies [4]. A lower number of participants were males which was compatible with the relatively lower number of male students enrolled in class.…”

Section: Discussionsupporting

confidence: 80%

“…A study performed in the UK revealed that dental trauma is the topic in which students feel the least self-confidence [30]. In the UK and Japan, students' knowledge has been found to be inadequate when dental trauma is concerned [4,31]. The results of the present study correlate with these findings as there is a necessity for students close to graduation to develop their knowledge in the management of dental trauma.…”

Section: Discussionsupporting

confidence: 74%

“…The results of the present study correlate with these findings as there is a necessity for students close to graduation to develop their knowledge in the management of dental trauma. Furthermore, the result of the present and the aforementioned study [4] indicate that lectures are reliable and effective means of improving the knowledge and retention of knowledge on trauma to the undergraduate dental student.…”

Section: Discussionsupporting

confidence: 52%

“…In a study performed in the UK, dental students of various educational backgrounds were subjected to a 1 h lecture, similar to the current study following which an improvement was detected in terms of the general knowledge on trauma. However, repetition of the questionnaire with a 6-month elapse revealed a general loss of existing information, emphasizing the necessity to perform frequent repetitions [4]. In the aforementioned study, participating students were categorized in terms of previous educational backgrounds, which is different than the present investigation.…”

Section: Discussionmentioning

confidence: 80%

“…It has been indicated that victims of traumatic incidents have certain expectations from the dental practitioners among which alleviation of pain and suffering as well as successful management of the compromised tooth are the foremost. Furthermore; adequate management should be provided to ensure a successful long-term prognosis [4,5]. It has been reported that dental trauma should be considered as an important issue related with public health as it has significant impacts on economy and overall life quality [1].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Evaluation of retention of dental students' trauma knowledge following a reminder lecture

Karapinar-Kaz¹,

Tanalp²,

Ayhan³

et al. 2018

biomedicalresearch

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Aim: The aim of this study was to assess senior dental students' acquisition of knowledge after 3 months following a reminder lecture. Materials and methods: A 1 h lecture including a slide presentation was prepared according to the Guidelines of International Association of Dental Traumatology (IADT). The participants were asked to fill-out a questionnaire of 31 questions before (T0), after (T1) and 3 months (T2) after the lecture and were given 15 min for the completion of each questionnaire. Statistical significance level was set at P<0.05. Results: The average percentage of correct answers was higher after lecture than before (P<0.05) and there was some retention of knowledge after three months (P<0.05). The information was more retentive when delivered in the second part of the lecture (P<0.05) and for the students who encountered no trauma cases previously, whereas there was no difference between genders. Conclusions: One-hour reminder lecture on trauma just before graduation is beneficial for dental students. Provision of students with take home messages in the last part of the lecture can be recommended as information seems more retentive when delivered at this stage. The students who encountered no trauma cases previously may benefit more from a 1 h reminder lecture.

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Section: Discussionsupporting

confidence: 80%

Section: Discussionsupporting

confidence: 74%

Section: Discussionsupporting

confidence: 52%

Section: Discussionmentioning

confidence: 80%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Evaluation of retention of dental students' trauma knowledge following a reminder lecture

Karapinar-Kaz¹,

Tanalp²,

Ayhan³

et al. 2018

biomedicalresearch

View full text Add to dashboard Cite

show abstract

A Novel Approach to Repositioning and Stabilization of a Luxated Tooth With Displacement Using a 3D Printed Guide

Jha

Balachandran

Sharma

et al. 2022

Journal of Endodontics

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Menopausal hormone therapy for BRCA-mutation carriers: attitudes of Israeli healthcare providers before and after a brief educational intervention

et al. 2019

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Objective: BRCA-mutation carriers are offered risk-reducing bilateral salpingo-oophorectomy (RRBSO) at age 35 to 40 years, leading to major life-quality and health-related issues associated with early menopause. Hormone therapy (HT) may significantly alleviate menopausal symptoms without increasing breast or ovarian cancer risk in BRCA carriers. We investigated attitudes of Israeli healthcare providers to HT post-RRBSO in BRCA carriers, before and after a brief educational intervention. Methods: In this pre-post survey of gynecologic departments in Israel, healthcare providers were given questionnaires (based on scores of 1-4) assessing attitudes to prescribing HT in different clinical scenarios, before and after an educational intervention on current knowledge about HT in BRCA-mutation carriers. Higher scores indicated higher tendency to prescribe HT. Mean and median scores were calculated for each scenario, and the association between scores and various healthcare providers’ characteristics were assessed. The change in attitude pre versus postintervention was evaluated, and the Cohen's d effect size was calculated. Results: Of the 200 healthcare providers who were offered participation, 162 responded. Of them, 25.3% were obstetricians, 13.6% gynecologists, 5.55% gynecologic-oncologists, 8% medical oncologists, 38.9% obstetrics-gynecology residents, and 8.6% were nurses. Median age was 44 (interquartile range 36-58); 42.6% were males. Higher score correlated weakly with older age, but did not correlate with gender or personal HT/menopause experience. Significantly higher mean and median preintervention scores were obtained by gynecologists (3.2±0.96; 4 [2.25-4]) and gynecologic-oncologists (3.6 ± 0.78; 4 [3.6-4.0]) than by medical oncologists (2.6 ± 1.06; 2.13 [1.88-3.81]), obstetricians (2.7 ± 1.09; 2.25 [1.88-4.0]), residents (2.48 ± 0.99; 2 [1.69-3.56]) or nurses (2.2 ± 0.92; 2 [1.5-2.69]). Overall scores were higher postintervention (P < 0.001, effect size d = 0.901). The change in scores postintervention was most prominent among younger participants and nurses. Conclusions: In Israel, it is acceptable to offer HT post-RRBSO to healthy BRCA-mutation carriers. Younger healthcare workers and nurses tend to be more hesitant, yet they are more likely to adopt a pro-HT attitude after an educational intervention. Such intervention is likely to improve overall care for BRCA-mutation carriers.

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What do dental students know about trauma?

Cited by 18 publications

References 11 publications

Evaluation of retention of dental students' trauma knowledge following a reminder lecture

Evaluation of retention of dental students' trauma knowledge following a reminder lecture

A Novel Approach to Repositioning and Stabilization of a Luxated Tooth With Displacement Using a 3D Printed Guide

Menopausal hormone therapy for BRCA-mutation carriers: attitudes of Israeli healthcare providers before and after a brief educational intervention

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