Educational approaches for assessing knowledge about and actions of educators in response to dental avulsion

ABSTRACT

Background: Dental trauma affects especially schoolchildren and adolescents. Educators, the responsible for the first appointment, have a fundamental role in the prognosis of dental avulsion that occurred in this environment. Aim: To evaluate the educational approaches for assessing knowledge and actions in response to dental avulsion among educators. Settings and Design: This cross-sectional and quanti–qualitative study included 197 teachers and 24 pedagogical coordinators (PCs), from the public schools of Pato Branco, Paraná, Brazil. Methods: A questionnaire was initially administered regarding the knowledge about avulsion to all participants. Teachers just read a manual and answered the questionnaire after 30 days. PCs were divided into (n = 12) G1 – manual + fictitious scenario of avulsion and G2 – active methodology + fictitious scenario. The questionnaire was re-administered to all. Statistical Analysis: Quantitative data were analyzed statistically. For the qualitative stage, two questions were proposed and the Bardin's analysis was performed. Results: For teachers, knowledge about avulsion increased after the intervention (P < 0.001), except as related to cleaning the tooth (P = 0.21). Activities involving G1 and G2 also led to an increase in knowledge, but no difference occurred in this increase between the approaches (P = 0.14). Qualitative analysis highlighted the need for calm and for performing actions that could favor a good prognosis in cases of avulsion. Conclusions: The level of knowledge increased after interventions, but no significant differences between the educational approaches were found.