Fochi Thaíssa Chagas, Tuchtenhagen Simone, Taufer Juliane Carla, Ortiz Fernanda Ruffo
Atitus-Educação, Passo Fundo, RS, Brazil.
Regional Integrated University of Upper Uruguai and Mission, Erechim, RS, Brazil.
Braz Oral Res. 2025 Mar 10;39:e031. doi: 10.1590/1807-3107bor-2025.vol39.031. eCollection 2025.
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.
牙齿脱出是一种紧急的牙槽创伤，了解这种情况有助于改善创伤的预后。本研究旨在通过两种教育干预方法评估并提高小学教师对牙齿脱出的认识。数据通过一项平行、双盲的教育干预研究获得，该研究涉及116名来自公立和私立学校的教师。他们参与并完成了一份关于恒牙牙槽创伤所需的即刻措施、保存方法以及牙齿离体后理想保存时间的结构化问卷。在将教师随机分配到传单组和视频组后，向他们提供了有关牙槽创伤的指导，并再次完成问卷。进行了卡方检验和逻辑回归等比较测试，以评估干预后的回答并比较组间差异。结果的解释采用5%的显著性水平和95%的置信区间。大多数回答显示出统计学上的显著差异（p < 0.05），表明干预提高了教师的认识，但牙槽创伤后的时间和即刻处理问题除外（p > 0.05）。干预方法之间没有统计学差异，表明传单和视频都提高了教师的认识（p > 0.05）。结果显示，无论教育干预的形式如何，教师对牙齿脱出的认识都有所提高。
