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Assessment of Schoolteachers' Knowledge and Experience in the Emergency Management of Traumatic Dental Injuries: A
K C Vignesh1, Gnanasekaran Felsypremila2, R Deepa1
1Department of Pediatric and Preventive Dentistry, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.
Background:
Traumatic dental injuries (TDIs) frequently occur in school environments, positioning teachers as critical first responders in emergency management. However, inadequate knowledge among educators may compromise optimal treatment outcomes and the long-term prognosis of affected children.
Aim:
This study aimed to assess the current level of knowledge and experience among schoolteachers in two major metropolitan cities in Southern India regarding the emergency management of TDIs.
Materials And Methods:
A prospective, two-center cross sectional study was conducted involving 241 schoolteachers from Chennai (n = 120) and Bengaluru (n = 121). Data were collected using a structured questionnaire assessing knowledge of dental trauma management, training background, and emergency response protocols. Statistical analysis was performed to identify intercenter differences.
Results:
Approximately 70% of teachers lacked formal training in dental trauma management, with internet resources being the primary source of information in Chennai (20.8%). Over 80% reported having witnessed dental trauma incidents, and >75% expressed willingness to provide emergency care. Critical knowledge deficits were identified-fewer than 25% recognized the importance of immediate reimplantation (ideally within 5-20 minutes, as viability significantly decreases after 30 minutes of dry time); over 50% believed that avulsed teeth cannot be reimplanted; and approximately 50% were unaware of proper storage protocols. Significant intercenter differences were observed in emergency care protocols (p = 0.025) and knowledge of storage media (p = 0.009), with teachers in Chennai demonstrating better understanding in these areas.
Conclusion:
Schoolteachers in both centers exhibited substantial knowledge deficits regarding evidence-based management of TDIs. Despite high willingness to assist, current knowledge gaps may compromise optimal treatment outcomes, highlighting the need for structured educational interventions across metropolitan centers in Southern India.
