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Journal of Indian Society of Pedodontics and Preventive Dentistry Official publication of Indian Society of Pedodontics and Preventive Dentistry
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 ORIGINAL ARTICLE
Year : 2021  |  Volume : 39  |  Issue : 2  |  Page : 138-146

Educational approaches for assessing knowledge about and actions of educators in response to dental avulsion


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
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/JISPPD.JISPPD_186_20

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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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