| ORIGINAL ARTICLE |
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| Year : 2021 | Volume
: 39
| Issue : 2 | Page : 138-146 |
Educational approaches for assessing knowledge about and actions of educators in response to dental avulsion
Jacqueline Lima1, Pablo Guilherme Caldarelli1, Juliana Schaia Rocha2, Flávia Sens Fagundes Tomazinho1, Luiz Fernando Fariniuk3, Flares Baratto-Filho4, Marilisa Carneiro Leão Gabardo1
1 Department of Dentistry, Positivo University, Curitiba, Paraná, Brazil
2 Department of Dentistry, Pontifical Catholic Universisty of Paraná, Curitiba, Paraná, Brazil
3 Department of Dentistry, Tuiuti University of Paraná, Curitiba, Paraná, Brazil
4 Department of Dentistry, University of the Region of Joinville, Joinville, Santa Catarina, Brazil
Correspondence Address:
Prof. Marilisa Carneiro Leão Gabardo
Rua Prof. Pedro Viriato Parigot de Souza, 5300, 81280-330 Curitiba, Parana
Brazil
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/JISPPD.JISPPD_186_20
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.
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