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Abstract(s)
Introdução: Os professores, pela proximidade que têm com os seus
alunos, desempenham um papel essencial na educação das crianças e jovens
para a saúde oral e podem contribuir para a adoção de comportamentos e
práticas saudáveis que se perpetuarão para o resto da vida. A escola, é assim,
o local ideal para o desenvolvimento de programas educativo-preventivos. No
entanto, a maioria dos professores não possui conhecimento e formação
apropriada relativamente à saúde oral e traumatismos dentários.
Objetivos: Caraterizar a perceção, conhecimentos e atitudes dos
professores relativamente à higiene oral e traumatismos dentários e averiguar a
influência das variáveis sociodemográficas e relativas à vigilância em saúde oral.
Material e Métodos: Estudo descritivo, observacional, transversal
realizado com 475 docentes dos Agrupamentos de Escolas e Colégios privados
de Viseu. Os dados foram recolhidos através de um questionário online que
permitiu caracterizar as variáveis sociodemográficas, de vigilância para a saúde
oral e avaliar os conhecimentos relativamente à saúde oral e traumatismos
dentários.
Resultados: Verificou-se que apenas 6,7% do número total de
entrevistados (n= 32) teve formação em saúde oral, embora 86,7% tenha
interesse em aumentar conhecimento na área. Na generalidade, observou-se um
défice no conhecimento dos professores relativamente à saúde oral e
traumatologia dentária. A grande maioria não sabe agir perante traumatismos
dentários, no entanto revelam maior preocupação com dentes definitivos. A
variável que mais influenciou os conhecimentos dos professores foi o ciclo de
ensino.
Conclusão: Perante a constatação do défice de conhecimentos por parte
dos professores relativamente à saúde oral e traumatismos dentários, torna-se
necessário colmatar esta falha através da implementação de programas de
educação contínua acerca da temática. Os professores não conseguem atuar de
forma adequada nem podem ajudar na transmissão de conhecimentos e adoção
de comportamentos saudáveis, se eles próprios permanecem mal informados.
Assim, é essencial capacitar os docentes para educar corretamente as crianças
e jovens, e dotá-los de conhecimento para agirem de forma apropriada perante
situações de trauma dentário, sendo que uma atuação atempada pode fazer a
diferença no prognóstico.
Introduction: Teachers have an important role as oral health educators and can contribute to the adoption of healthy habits and hygiene practices, preventing oral diseases. However, most of them do not have any training in the area, and this inadequate knowledge, skill and motivation to provide oral health education has resulted in negative repercussions on pupils oral health. Traumatic dental injuries due to falls and accidents are very common among children, as they are often involved in close contact and physical activities. These accidents happen mainly at home or at school. Therefore, teachers’ awareness in managing these situations and acting upon them appropriately is crucial for a good prognosis and long-term treatment success. Objectives: Characterize the knowledge, attitudes and behaviours of teachers concerning children’s oral health, oral hygiene and dental trauma and evaluate the influence of sociodemographic and preventive variables. Material and Methods: This descriptive, observational, cross-sectional epidemiological study was carried out with 475 pre-school and school teachers in Viseu, using a self-administered questionnaire, in order to characterize the sociodemographic variables, variables related to preventive oral health and attitudes towards dental trauma. Results: The results show that in the survey, only 6.7% of the respondents had prior oral health education. Overall, the teachers’ knowledge regarding children’s oral health and the management of traumatic dental injuries was deficient. Although there was a positive attitude towards including oral health in the teaching curriculum, they reported difficulties in teaching oral health content and implementing healthy behaviours due to lack of material, personnel, appropriate activities and space to teach the subject properly. Conclusion: Educational programs should be implemented to improve teachers’ knowledge regarding children’s oral health, so that they can take an active role in school-based dental education, help parents, and positively influence children’s behaviours. In addition, teachers should be trained to react appropriately when facing a traumatic dental injury, as they are the first line of advice and can make a difference in the prognosis.
Introduction: Teachers have an important role as oral health educators and can contribute to the adoption of healthy habits and hygiene practices, preventing oral diseases. However, most of them do not have any training in the area, and this inadequate knowledge, skill and motivation to provide oral health education has resulted in negative repercussions on pupils oral health. Traumatic dental injuries due to falls and accidents are very common among children, as they are often involved in close contact and physical activities. These accidents happen mainly at home or at school. Therefore, teachers’ awareness in managing these situations and acting upon them appropriately is crucial for a good prognosis and long-term treatment success. Objectives: Characterize the knowledge, attitudes and behaviours of teachers concerning children’s oral health, oral hygiene and dental trauma and evaluate the influence of sociodemographic and preventive variables. Material and Methods: This descriptive, observational, cross-sectional epidemiological study was carried out with 475 pre-school and school teachers in Viseu, using a self-administered questionnaire, in order to characterize the sociodemographic variables, variables related to preventive oral health and attitudes towards dental trauma. Results: The results show that in the survey, only 6.7% of the respondents had prior oral health education. Overall, the teachers’ knowledge regarding children’s oral health and the management of traumatic dental injuries was deficient. Although there was a positive attitude towards including oral health in the teaching curriculum, they reported difficulties in teaching oral health content and implementing healthy behaviours due to lack of material, personnel, appropriate activities and space to teach the subject properly. Conclusion: Educational programs should be implemented to improve teachers’ knowledge regarding children’s oral health, so that they can take an active role in school-based dental education, help parents, and positively influence children’s behaviours. In addition, teachers should be trained to react appropriately when facing a traumatic dental injury, as they are the first line of advice and can make a difference in the prognosis.
Description
Keywords
Professores Conhecimento Higiene oral Saúde oral Traumatismos dentários School teachers Preschool Oral health Oral hygiene Dental trauma