Efeito da intervenção educativa sobre o nível de conhecimento de acadêmicos de medicina, participantes de uma equipe do Serviço de Atendimento Móvel de Urgência (SAMU), em relação a avulsão de dentes permanentes / Effect of educational intervention on the level of knowledge of participants in a mobile emergency care team (SAMU) in cases of avulsion of permanent teeth

Objetivo: Avaliar o efeito de uma intervenção educativa, sobre avulsão de dentes permanentes, no nível de conhecimento de participantes de uma equipe do SAMU. Métodos: Participaram acadêmicos de Medicina que compunham a equipe do SAMU de Juiz de Fora (MG). A intervenção educativa foi realizada por meio de uma palestra com duração de 15 minutos. Para coleta dos dados foi utilizado um questionário, contendo 13 perguntas sobre avulsão dentária, aplicado em três etapas: antes da palestra (T0), imediatamente após a palestra (T1) e quinze dias após a palestra (T2). Foi realizada análise descritiva e teste McNemar para análise estatística (p < 0,05). Resultados:A amostra foi composta por 36 indivíduos. Nenhum participante relatou ter prestado atendimento a um caso de avulsão dentária. Trinta e quatro acadêmicos informaram não ter recebido orientações anteriores sobre o que fazer diante desse episódio e 35 afirmaram que esse conhecimento é necessário para o médico do SAMU. Houve aumento na porcentagem de acertos após os acadêmicos assistirem a palestra educativa (T1), para sete questões avaliadas. As mesmas questões também apresentaram maior percentual de acertos quinze dias após a palestra educativa (T2). Não houve diferença na capacidade dos acadêmicos reimplantarem um dente avulsionado tanto imediatamente após a palestra educativa (T1), quanto quinze dias após as orientações (T2) (T0-T1: p = 0,999; T0-T2: p = 0,999). Conclusão:A palestra educativa influenciou de forma significativa à melhora do conhecimento sobre avulsão dentária dos acadêmicos de Medicina que fazem parte da equipe do SAMU-JF.

Aim: To evaluate the effect of an educational intervention concerning the avulsion of permanent teeth upon the level of knowledge of members of a SAMU (Ambulance) team. Methods:Medical students who were members of the SAMU team in Juiz de Fora (MG) participated in this study. The educational intervention on the theme was carried out by means of a 15-minute lecture. Data collection was conducted using a structured questionnaire containing 13 objective questions on tooth avulsion, applied to the medical students in three stages: before the lecture (T0), immediately after the lecture (T1), and fifteen days after the lecture (T2). Descriptive analysis and the McNemar test were performed (p < 0.05). Results: The sample consisted of 36 individuals. All participants reported never having attended a dental avulsion case. Thirty-four students reported that they had not received previous guidance on what to do when faced with this type of episode, and 35 stated that information about dental avulsion is necessary for SAMU doctors. For seven of the evaluated questions, an increase was identified in the percentage of correct answers after the students attended the educational lecture (T1). The same questions also showed a higher percentage of correct answers fifteen days after the educational lecture (T2). No difference was found in the students' ability to reimplant an avulsed tooth either immediately after the educational lecture (T1) or fifteen days after receiving guidance on the subject (T2) (T0-T1: p = 0.999; T0-T2: p = 0.999). Conclusion: The educational lecture significantly influenced the improvement of knowledge about dental avulsion among medical students who are members of the SAMU-JF team.

Elementary school teachers' knowledge and attitudes toward emergency management of traumatic dental injuries

Abstract The consequences of traumatic dental injuries can be even more serious when their emergency management procedures are inadequate. Since traumatic accidents frequently occur at school, it is crucial that teachers be knowledgeable enough to assist an injured child. This study aimed to assess the knowledge and attitudes of the elementary school teachers of a Brazilian city toward dental trauma in permanent teeth, and its emergency practices. A combination of convenience and snowball sampling methods was used. An online questionnaire was distributed through social media, consisting of three parts: demographic characteristics and professional information; previous experiences and attitudes toward dental trauma; teachers' knowledge of this subject. Descriptive and statistical analyses were carried out. Pearson chi-squared test (p < 0.05) was used. A total of 217 teachers participated in the study. The power of the sample was 95%. Half of the teachers had already witnessed a dental trauma incident involving students, and 70.5% never received any information on the subject. The teachers who were provided previous information were the ones who opted to search for the tooth fragment (p=0.036) in cases of crown fracture, and for the lost tooth (p = 0.025) in cases of avulsion. They were also the ones who chose to wash the tooth in running water (p = 0.018), and look for a dentist in the first 30 or 60 minutes after the trauma (p = 0.026). Most of the teachers assessed did not have adequate knowledge of dental trauma. Having previous information was associated with more assertive practices in trauma management.