Conhecimento e atitudes de professores do ensino fundamental sobre condutas de urgência frente a um traumatismo dentário

Abstract

Background/Aim: The consequences of traumatic dental injuries can be even more severe when emergency management is not adequate. As traumatic accidents often occur in the school environment, it is essential that teachers have knowledge to provide assistance to affected children. The aim of the present study is to evaluate Brazilian teachers’ knowledge and attitudes with regards to dental trauma, as well as their urgency conducts. Materials and Methods: This cross-sectional study was conducted with elementary school teachers from Juiz de Fora, MG, Brazil. An on-line questionnaire containing 21 questions was applied through social networks, covering demographic characteristics, professional information, previous experiences in relation to dental trauma and knowledge and attitudes on the subject. Data were organized through the SPSS, and both descriptive and statistical analyses were performed with Pearson’s chi-square test, considering 5% of significance. Results: Among 217 teachers which have participated in the study, 42.9% work in the private sector, 42.4% in the public sector,and 14.7% work in both sectors. A 95% sample power was found (1-β=0.950). Half of the participant teachers have already witnessed a dental traumatism situation involving students, and 70.5% have never received information or training on the matter. There was a statistically significant association between teachers which have received previous information or training and the search for the dental fragment (p=0.036) and the missing tooth (p=0.025). Previous information receipt is also associated with the indication to wash the tooth with running water (p=0.018) and with the intervention during the first 30 or 60 minutes after the trauma occurred (p=0.026). The teachers’ experience time was positively related to storing the tooth on milk (p=0.049) and to the search for the fractured tooth’s fragments (p=0.004). Conclusion: The study revealed that most teachers evaluated do not have knowledge about dental trauma. The presence of knowledge was associated with more assertive behavior in trauma management. Keywords: Tooth injuries, Knowledge, School teachers.

Background/Aim: The consequences of traumatic dental injuries can be even more severe when emergency management is not adequate. As traumatic accidents often occur in the school environment, it is essential that teachers have knowledge to provide assistance to affected children. The aim of the present study is to evaluate Brazilian teachers’ knowledge and attitudes with regards to dental trauma, as well as their urgency conducts. Materials and Methods: This cross-sectional study was conducted with elementary school teachers from Juiz de Fora, MG, Brazil. An on-line questionnaire containing 21 questions was applied through social networks, covering demographic characteristics, professional information, previous experiences in relation to dental trauma and knowledge and attitudes on the subject. Data were organized through the SPSS, and both descriptive and statistical analyses were performed with Pearson’s chi-square test, considering 5% of significance. Results: Among 217 teachers which have participated in the study, 42.9% work in the private sector, 42.4% in the public sector,and 14.7% work in both sectors. A 95% sample power was found (1-β=0.950). Half of the participant teachers have already witnessed a dental traumatism situation involving students, and 70.5% have never received information or training on the matter. There was a statistically significant association between teachers which have received previous information or training and the search for the dental fragment (p=0.036) and the missing tooth (p=0.025). Previous information receipt is also associated with the indication to wash the tooth with running water (p=0.018) and with the intervention during the first 30 or 60 minutes after the trauma occurred (p=0.026). The teachers’ experience time was positively related to storing the tooth on milk (p=0.049) and to the search for the fractured tooth’s fragments (p=0.004). Conclusion: The study revealed that most teachers evaluated do not have knowledge about dental trauma. The presence of knowledge was associated with more assertive behavior in trauma management. Keywords: Tooth injuries, Knowledge, School teachers.