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

Abstract

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.