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Abstract
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BACKGROUND: Children and young adolescents commonly suffer traumatic dental injuries. Teachers are frequently first responders and responsible for the initial management of the injury; the prognosis of a traumatized tooth is dependent on the initial management.
AIM: To evaluate intermediate school teachers' level of knowledge and attitudes toward dental trauma.
MATERIALS AND METHODS: This is a questionnaire-based cross-sectional study where all teachers from eight non-probability selected intermediate schools in Dammam, Saudi Arabia, were invited for participation. The questionnaire elicited data regarding demographics, teaching experience, knowledge and attitudes regarding dental trauma and its management.
RESULTS: A total 398 of 433 invited teachers responded (92%). The male-to-female ratio was 2:1. Only 30% of the respondents had previously participated in first aid training; only 11% specifically also focused on dental traumas. Health-care providers represented the main source of knowledge regarding dental trauma. Bivariate analysis revealed that in terms of attitudes toward dental trauma, urgency of care for luxation injuries was significantly associated with teaching experience (P = 0.042), while the urgency of care for avulsed teeth was significantly associated with dental trauma experience (P = 0.007). The only significant association between teaching experience and knowledge about management of avulsed teeth was regarding which tooth should be replanted (P = 0.041).
CONCLUSIONS: School teachers in Dammam, Saudi Arabia, lack proper knowledge in dental emergency management. Educational training programs are needed to ensure that teaching staff have adequate knowledge to effectively manage dental traumas.
Language: en |