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

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dc.contributor.authorLima, Jacquelineen_US
dc.contributor.authorCaldarelli, Pablo Guilhermeen_US
dc.contributor.authorRocha, Juliana Schaiaen_US
dc.contributor.authorFagundes Tomazinho, Flávia Sensen_US
dc.contributor.authorFariniuk, Luiz Fernandoen_US
dc.contributor.authorBaratto-Filho, Flaresen_US
dc.contributor.authorLeão Gabardo, Marilisa Carneiroen_US
dc.date.accessioned2023-06-17T08:41:02Z
dc.date.available2023-06-17T08:41:02Z
dc.date.issued2021-04
dc.description.abstractBackground: 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.en_US
dc.identifier.affiliationsDepartment of Dentistry, Positivo University, Curitiba, Paraná, Brazilen_US
dc.identifier.affiliationsDepartment of Dentistry, Pontifical Catholic Universisty of Paraná, Curitiba, Paraná, Brazilen_US
dc.identifier.affiliationsDepartment of Dentistry, Tuiuti University of Paraná, Curitiba, Paraná, Brazilen_US
dc.identifier.affiliationsDepartment of Dentistry, University of the Region of Joinville, Joinville, Santa Catarina, Brazilen_US
dc.identifier.citationLima Jacqueline, bCaldarelli Pablo Guilherme, Rocha Juliana Schaia, Fagundes Tomazinho Flávia Sens, Fariniuk Luiz Fernando, Baratto-Filho Flares, Leão Gabardo Marilisa Carneiro. Educational approaches for assessing knowledge about and actions of educators in response to dental avulsion. Journal of indian society of pedodontics and preventive dentistry. 2021 Apr; 39(2): 138-146en_US
dc.identifier.issn0970-4388
dc.identifier.issn1998-3905
dc.identifier.placeIndiaen_US
dc.identifier.urihttps://imsear.searo.who.int/handle/123456789/216755
dc.languageenen_US
dc.publisherWolters Kluwer – Medknowen_US
dc.relation.issuenumber2en_US
dc.relation.volume39en_US
dc.source.urihttps://doi.org/10.4103/JISPPD.JISPPD_186_20en_US
dc.subjectEducationen_US
dc.subjectknowledgeen_US
dc.subjectschool teachersen_US
dc.subjecttooth injuriesen_US
dc.subjecttrainingen_US
dc.titleEducational approaches for assessing knowledge about and actions of educators in response to dental avulsionen_US
dc.typeJournal Articleen_US
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