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Elementary Schoolteachers' Knowledge and Decision-making Regarding Dental Trauma.

Roger Junges, Roger Keller Celeste, Laís Nicolay Pizzatto

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    Elementary schoolteachers with more experience or prior dental trauma training demonstrated better decision-making for managing tooth injuries. This knowledge is crucial for immediate care in schools.

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    Area of Science:

    • Pediatric Dentistry
    • Dental Public Health
    • Emergency Medicine

    Background:

    • Dental trauma is a common occurrence in elementary school settings.
    • Teachers often serve as the first responders to dental injuries.
    • Assessing teachers' preparedness is vital for improving patient outcomes.

    Purpose of the Study:

    • To evaluate elementary schoolteachers' knowledge and decision-making skills concerning dental trauma.
    • To identify factors influencing teachers' responses to dental emergencies in Porto Alegre, Brazil.

    Main Methods:

    • A cross-sectional survey was administered to 442 elementary schoolteachers.
    • Questionnaires assessed sociodemographic data and knowledge of dental trauma management.
    • Logistic regression analysis identified predictors of appropriate decision-making for avulsed teeth and crown fractures.

    Main Results:

    • Teachers with over 15 years of experience were significantly more likely to manage avulsed teeth correctly (OR=8.95).
    • Prior training in dental trauma management improved decision-making for crown fractures (OR=3.39).
    • Younger teachers (<30 years) showed higher odds for correct avulsion management (OR=4.95).

    Conclusions:

    • Work experience and previous dental trauma education are key factors influencing teachers' effective management of dental injuries.
    • Targeted training programs can enhance teachers' capacity to handle dental trauma in schools.