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Elementary school staff knowledge and attitude with regard to first‐aid management of dental trauma in Iran: a basic premise for developing future intervention
Author(s) -
Raoof Maryam,
Zaherara Fatemeh,
Shokouhinejad Noushin,
Mohammadalizadeh Sakineh
Publication year - 2012
Publication title -
dental traumatology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.82
H-Index - 81
eISSN - 1600-9657
pISSN - 1600-4469
DOI - 10.1111/j.1600-9657.2011.01085.x
Subject(s) - dental trauma , first aid , dental education , premise , intervention (counseling) , test (biology) , tooth avulsion , medicine , psychology , knowledge level , dentistry , medical education , avulsion , clinical psychology , family medicine , psychiatry , medical emergency , mathematics education , surgery , paleontology , philosophy , linguistics , biology
– Aim: The purpose of this study was to evaluate Iranian teachers’ knowledge and attitude with regard to emergency management of dental trauma. Material and methods: A four‐part questionnaire, including demographic data, knowledge, attitude, and self‐assessment, was given to 422 teachers from 14 schools. Data obtained from 400 completed questionnaires were statistically analyzed using t ‐test, one‐way anova and Pearson correlation coefficient. Results: It was found that there was no statistically significant difference between knowledge and demographic variations ( P > 0.05). However, there was a moderate positive association between knowledge and attitude toward emergency management of dental trauma ( r = 0.38, P = 0.0001). The outcome indicated completely inadequate knowledge regarding the management of tooth fracture and avulsion. Most participants (94.3%) were unsatisfied with their awareness and suggested that further education on the topic should be offered. Conclusions: The present study revealed considerably low knowledge of the participants regarding the first‐aid management of dental trauma for the study group. As teachers get an opportunity to attend a case of dental trauma, strategies to improve the teachers’ knowledge seem crucial.