Knowledge Level and Practice of Primary School Teachers Regarding Traumatic Dental Injuries and Their Emergency Management in Twin Cities

Abstract

Background: Childhood dental trauma frequently occurs at school, with primary school teachers often being the first responders. The immediate response and management by teachers can help mitigate the adverse physical, psychological, and social impacts of dental trauma on children. Despite the significance, there is limited data on the knowledge and practices of primary school teachers regarding the emergency management of dental injuries.

Objective: The objective of this study was to evaluate the knowledge level and practices of primary school teachers concerning dental trauma and its emergency management.

Methods: This descriptive cross-sectional study was conducted in primary schools of Rawalpindi and Islamabad. A sample of 335 primary school teachers was selected using simple random sampling. Data was collected using a structured questionnaire adapted from Ivanda et al. (10), which included three sections: demographic information, background and satisfaction with current knowledge, and specific knowledge of dental trauma management. The questionnaire consisted of 14 multiple-choice questions, and knowledge was scored out of 14 points. Scores were categorized as good (11.2-14 points), moderate (8.4-11.1 points), or poor (<8.3 points) based on Bloom's cut-off points. Statistical analyses were conducted using Fisher’s exact test, chi-square test, and independent t-test with a significance threshold of p≤0.05.

Results: All participants reported they had not received training for traumatic dental injuries (TDIs). The majority (97.9%) demonstrated poor knowledge, with only 2.1% showing moderate knowledge and none achieving a good knowledge level. There was a statistically significant difference in knowledge between private and public sector teachers (p=0.04), but no significant correlations were found between knowledge scores and age, education level, or teaching experience.

Conclusion: Traumatic dental injuries occur frequently in schools, and teachers should be well-equipped to handle such emergencies. The study highlights the insufficient knowledge among primary school teachers regarding dental trauma management. Comprehensive training programs are recommended to improve teachers' preparedness, potentially reducing the physical and psychological impacts of dental trauma on children.