Assessment of awareness amongst school teachers regarding prevention and emergency management of dentoalveolar traumatic injuries in school children in Pune City, before and 3 months after dental educational program

School-Based Interventions on Dental Trauma: A Scoping Review of Empirical Evidence

INTRODUCTION

Accidents involving sports or leisure activities, falls, blows from objects, acts of interpersonal violence, and accidents can all result in dental trauma (also known as traumatic dental injuries [TDIs]). School children are one of the population groups that are highly vulnerable to TDIs. Multiple school-based interventions have been conducted around the world on the prevention and management of TDIs; however, no known scoping review has been conducted to map the evidence. Hence, this study aimed to conduct a scoping review of existing school-based interventions on TDIs.

METHODS

This scoping review adopted the research design presented by Arksey and O'Malley. Eight research databases-PubMed, SCOPUS, APA PsycINFO, CINAHL Ultimate, AMED (The Allied and Complementary Medicine Database), Child Development & Adolescent Studies, Psychology and Behavioral Sciences Collection, and SPORTDiscuss-were searched to retrieve literature relevant to the scoping review question. Some of the retrieved literature existed in duplicate and was deduplicated using Rayyan software. Twenty papers that fulfilled the inclusion criteria were selected and reviewed.

RESULTS

A total of 526 publications were retrieved from the eight databases searched in this scoping review. Ninety-seven publications were duplicates and were removed. After the two-stage screening of the deduplicated copies, only 20 peer-reviewed journal articles were relevant and included in the review. The selected studies sampled a total of 7152 participants whose ages ranged between 9 and 62 years (mean = 10.56 to 46.5; standard deviation = ±0.97 to ±8.1). The findings obtained from the reviewed journal articles revealed that pupils are at high risk of dental trauma and they are more likely to sustain these injuries during school activities. In addition, inadequate understanding, poor attitudes, and low experiential knowledge of dental trauma were found among educators, parents, and even school pupils. The evidence of long-term knowledge retention and a high knowledge score in the experimental groups buttresses the need for continuous first-aid education on dental trauma.

CONCLUSIONS

The application of multiple educational approaches or modalities in schools will reinforce and promote good first-aid skills and management practices that are essential for preserving traumatized teeth.

Knowledge about the emergency management of dental injuries among field hockey coaches

BACKGROUND/AIM

Field hockey is frequently associated with oro-dental injuries. In such acute situations, appropriate management of the injury by coaches can contribute to a better clinical outcome and prognosis. Therefore, the aim of this study was to investigate the knowledge of hockey coaches in the Netherlands about the emergency management of dental injuries.

MATERIAL AND METHODS

A 25-item questionnaire about the prevalence and management of oro-dental injuries was distributed amongst hockey coaches in the Netherlands. A sub-analysis was done regarding the knowledge on the management of dental injuries by using a 5-point scoring system.

RESULTS

Two hundred and six hockey coaches participated in this survey. A small majority (53%) of the coaches knew the treatment of choice in the event of a permanent tooth injury. The median score of coaches' knowledge regarding management of oro-dental injuries was 3.0 (2.0-4.0) points. Coaches with a (para)medical training/occupation, and coaches with >10 years of experience had significantly higher scores compared with the other groups (p < .01 and p = .03, respectively).

CONCLUSIONS

The knowledge level of hockey coaches in the Netherlands about oro-dental injuries needs to be improved, as many coaches are not aware of the appropriate first aid measures.

How to Educate the Public about Dental Trauma-A Scoping Review

Educating the general population about dental trauma is of public health interest. The aim of this scoping review was to map research on traumatic dental injuries (TDIs) education in the general population and to identify the most relevant methods of knowledge transfer. PubMed, Scopus, Web of Science All Databases, reference lists, and grey literature were searched. Articles in English published between 2000 and 2020 were included. A total of 32 articles fulfilled inclusion criteria. The most frequently tested modality was lecture/seminar/workshop. Studies focused mainly on teachers and medical staff as target groups. Post-intervention evaluation showed an increase in knowledge. In long-term follow-up, a decrease in knowledge was found. The effectiveness of different modalities varied. Studies comparing single-modal and multimodal approaches did not confirm the effect of combined methods. Printed materials are a practical mode for laypeople. Lectures should be reserved for professions with high probability of coming into contact with a TDI victim. The Internet can be a promising tool to educate people. Educators have to choose the method of communication most appropriate for the target population. The education should include topics related to dental trauma prevention. Further research is needed to investigate the effectiveness of multimodal TDI education.

Development and evaluation of a school-based asthma educational program

OBJECTIVES

To develop, implement, and evaluate the effects of a school-based asthma educational program on Saudi primary school teachers' asthma awareness and competence in delivering asthma-related first aid interventions.

METHODS

An asthma educational intervention program entitled "School Asthma Action Program" (SAAP) was designed based on pedagogical principles and implemented among teachers randomly selected from girls' primary schools in Riyadh, Saudi Arabia. This pilot study employed a pre-test/post-test experimental design. A previously tested asthma awareness questionnaire and a custom-designed asthma competence score sheet were used to evaluate the effects of the educational intervention program on teacher's asthma awareness and competence in providing asthma-related first aid interventions at schools.

RESULTS

Forty-seven teachers from five different primary schools participated in the program. Of the 47 teachers, 39 completed both the pre- and post-program questionnaires. The SAAP improved teachers' awareness of asthma (teachers' median pre-program score was 11 (range 5-18) and their post-program score was 15 (range 7-18), p < 0.001) and their attitudes toward asthma management at schools (teachers' median pre-program score was 74 (range 15-75) and their post-program score was 75 (range 15-75), p = 0.043). Further, it improved teachers' competence in providing asthma-related first aid interventions (teachers' mean pre-program score was 1.4 ± 2.3 and their mean post-program score was 9.8 ± 0.5, p < 0.001). After completing the SAAP, a high proportion of teachers reported increased confidence in providing care to children with asthma at school.

CONCLUSION

School-based asthma educational programs can significantly improve teachers' knowledge of asthma and their competence in providing asthma-related first aid interventions during emergencies.

Evaluation of knowledge and attitude of school teachers about emergency management of traumatic dental injury

INTRODUCTION

Traumatic dental injuries (TDIs) are widespread in the population and are a serious dental public health problem among children. Dental trauma may cause both functional and esthetic problems, with possible impacts on the patient's quality of life.

AIM

To investigate teacher's knowledge and attitudes of Mathura city about emergency management of TDIs in children.

MATERIALS AND METHODS

A total of 352 teachers from total 23 schools of Mathura city were included in the study. Data were collected through a survey, which included a self-administered questionnaire. The questionnaire consisted of three major parts containing multiple-choice questions.

RESULTS

Among the teachers 51.1% were males and 48.9% were females. Majority of the respondents, that is, 33.5% were between 31 and 40 years of age. Most respondents (34%) had more than 10 years of teaching experience. Majority of the teachers (39.2%) had educational qualification other than B.Ed. and M.Ed. degrees. Physical education teachers comprised the largest group of school teachers. Regarding knowledge and attitude, the teachers with 10-20 years of teaching experience, physical education teachers, and the teachers other than B.Ed. and M.Ed. qualifications had given more correct answers to the questions when compared with other groups.

CONCLUSION

For the teachers having a low level of knowledge, there is a need for greater awareness to improve teachers' knowledge and attitudes related to the emergency management of TDIs in children by organizing educative and motivational programs.

Sports dentistry: A review

Dental trauma in sports is the major linking channel between sports and dentistry. Sports dentistry is the prevention of oral/facial athletic injuries and related oral diseases and manifestations. In children, sports activities were found to be responsible for 13% of overall oral trauma. It is emphasized that there is a great need for "Team Dentist" from high schools to professional teams. In this review, we discuss the relationship between sports and dentistry, and the importance of educating parents, teachers, and children in prevention of injuries related to the sports.

Long-term effect of an educational intervention regarding dental trauma first aid: a phase II study

AIM

Interventions that improve knowledge about emergency management of traumatic dental injuries may be a good way to achieve a more favorable prognosis in such situations. We set out to evaluate the short- and long-term effects of combined educational interventions on health teachers, including lecture presentation, question-and-answer sessions, and informational posters to promote awareness regarding emergency measures for traumatized teeth. Assessment was performed using a three-part questionnaire, including demographic data, knowledge, and self-assessment. Using a census sampling method, 52 health teachers of 68 potential candidates participated in the study. The questionnaires of 38 teachers who participated at all three intervals, including before (T0), immediately after (T1), and 36 months after (T2) the intervention, were analyzed. Statistical analysis involved Cochrane and McNemar's tests. Totally, results revealed an increase in knowledge from T0 to T1 and T2 intervals (P < 0.017). This study shows the positive effect of educational campaigns and, therefore, serves to encourage professionals to embark on innovative educational programs in this field.