Ajman University, Ajman, United Arab Emirates.
Department of Basic Medical and Dental Sciences, Centre of Medical and Bio-allied Health Sciences Research, Ajman University, Ajman, United Arab Emirates.
Dent Traumatol. 2024 Aug;40(4):410-417. doi: 10.1111/edt.12938. Epub 2024 Feb 17.
BACKGROUND/AIMS: This study aims to evaluate the short- and long-term effects of educational intervention on elementary school teachers' knowledge of traumatic dental injuries (TDI).
The study included all of the elementary schools (29) in the emirate of Ras Al Khaimah, United Arab Emirates. Of the initial 538 participants, 497 teachers completed the full-length study. The first assessment (T0) was performed prior to intervention using a four-part validated questionnaire that evaluated demographics, knowledge, attitudes, and self-assessment in relation to TDIs. The questionnaire was followed by a 30-min lecture presentation featuring various dental trauma scenarios. Each teacher's knowledge was reassessed immediately after the intervention (T1) and 3 months after the intervention (T2). The data were analyzed using the Cochran test, Wilcoxon signed-rank test, and chi-squared test.
Half of the participants had witnessed dental trauma at least once; however, 96.6% of the participants had not attended any training related to dental trauma prior to the educational intervention. Knowledge regarding first aid management of broken teeth and avulsions was disappointing pre-intervention but was significantly higher post-intervention (p < .001). Following the workshop, participant self-assessments indicated improvement in the ability to appropriately respond to cases of dental trauma as necessary (p < .001).
Inadequate knowledge of emergency management of TDI was demonstrated initially. There was a remarkable improvement in the overall knowledge of TDI after the educational sessions. Raising the awareness in dental trauma field by conducting educational sessions is crucial for achieving a better outcome.
背景/目的：本研究旨在评估教育干预对小学教师创伤性牙外伤（TDI）知识的短期和长期影响。
该研究包括阿拉伯联合酋长国拉希德酋长国的所有小学（29 所）。在最初的 538 名参与者中，有 497 名教师完成了完整的研究。第一次评估（T0）在干预前使用四部分验证问卷进行，该问卷评估了与 TDI 相关的人口统计学、知识、态度和自我评估。问卷调查后进行了 30 分钟的讲座，介绍了各种牙科创伤场景。在干预后立即（T1）和干预后 3 个月（T2）再次评估每位教师的知识。使用 Cochran 检验、Wilcoxon 符号秩检验和卡方检验对数据进行分析。
一半的参与者至少目睹过一次牙科创伤；然而，在教育干预之前，96.6%的参与者没有参加过任何与牙科创伤相关的培训。关于折断牙齿和脱位的急救管理的知识在干预前令人失望，但干预后显著提高（p<0.001）。参加研讨会后，参与者的自我评估表明，他们有能力在必要时适当应对牙科创伤病例（p<0.001）。
最初表现出对 TDI 紧急管理知识的不足。在教育课程后，整体 TDI 知识有了显著提高。通过开展教育课程提高对牙科创伤领域的认识对于取得更好的结果至关重要。
