Educational strategies on tooth avulsion for teachers: an intervention study.

Abstract

Tooth avulsion is an emergency dentoalveolar trauma, and knowledge of this condition can improve the prognosis of trauma. This study aimed to assess and improve elementary school teachers' knowledge of tooth avulsion using two educational intervention methods. Data were obtained through a parallel, blinded educational intervention study involving 116 teachers from public and private schools. They participated and completed a structured questionnaire regarding the immediate measures required for dentoalveolar trauma to permanent teeth, storage methods, and the ideal time for the dental element to remain outside the socket. After randomly assigning teachers to the leaflet and video groups, they were provided guidance on dentoalveolar trauma and completed the questionnaire again. Comparison tests, namely chi-square and logistic regression, were performed to assess the post-intervention responses and compare the differences between the groups. The results were interpreted with a significance level of 5% and a 95% confidence interval. Most responses showed a statistically significant difference (p < 0.05), indicating that the interventions improved teachers' knowledge, except for questions on time and immediate management after dentoalveolar trauma (p > 0.05). There was no statistical difference between the intervention methods, demonstrating that both the leaflets and videos improved teachers' knowledge (p > 0.05). The results revealed that teachers' knowledge of tooth avulsion improved regardless of the format of the educational intervention.