Knowledge and Attitudes Towards Emergency Management of Traumatic Dental Injuries Among Elementary School Teachers in Sakaeo, Thailand
Keywords:
Traumatic dental injuries, knowledge, attitudes, school teacherAbstract
Objective: This study aimed to evaluate the knowledge and attitudes of elementary school teachers towards the emergency management of traumatic dental injuries (TDIs) and to identify their associated factors. Materials and Methods: A cross-sectional study was conducted using a structured selfadministered questionnaire distributed to 385 elementary school teachers across 31 schools in Sakaeo province. The questionnaire assessed demographic characteristics, knowledge, and attitudes regarding the emergency management of TDIs. A validity test evaluated the questionnaire through content validity, and a reliability test through Cronbach’s alpha. Knowledge was evaluated through two scenario cases involving fractured teeth and avulsion. Descriptive analysis and Pearson Chi-square tests were employed to analyze the data and examine the association between knowledge and teachers’ characteristics at a significance level of 0.05. Results: The study revealed significant gaps in knowledge, particularly regarding the evaluation period for neurological symptoms (14.0% correct responses) and ideal replantation time (31.9%). Conversely, a majority of teachers correctly answered the questions on permanent tooth identification (74.5%) and on-site management of fractured teeth (70.9%). Regarding attitudes, a substantial proportion of teachers (86.0%) acknowledged their responsibility to assist students in dental emergencies, and most recognized the importance of permanent teeth for a high quality of life (96.6%). However, only 22.3% of teachers expressed confidence in managing TDIs. No association of overall knowledge was found with teachers’ characteristics. Conclusions: Our study indicates that while elementary school teachers in Sakaeo province have insufficient knowledge about managing TDIs, their attitudes towards handling such emergencies are generally positive. This suggests a need for targeted training programs to enhance teachers’ knowledge and confidence in managing TDIs effectively.Downloads
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