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Impacto da intervenção educativa nos conhecimentos e atitudes de professores escolares sobre a gestão de urgência frente ao traumatismo dentário : um estudo piloto
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Introdução: Existem lacunas significativas entre professores relativamente à gestão de traumatismos dentários em crianças, evidenciando a necessidade de implementar intervenções educativas nesta área. Objetivo: Este estudo transversal avaliou o impacto de intervenções educativas, através da utilização de um póster e de um flyer, nos conhecimentos e atitudes de professores portugueses. Materiais e métodos: Foi incluída uma amostra (N = 94) de professores de ensino pré-escolar e dos 1.º e 2.º ciclos do ensino básico. Estes responderam a um questionário antes (T0) e após (T1) as intervenções educativas e foram atribuídos ao Grupo 0 - controlo sem intervenção (N = 20; 21,3%), ao Grupo 1 - intervenção com póster (N = 38; 40,4%) ou ao Grupo 2 - intervenção por meio de flyer (N = 36; 38,3%). Os grupos foram comparados pelos testes McNemar e ANOVA (Tukey) e o nível de significância adotado foi de 5% (P < 0,05). Resultados: A maioria dos participantes era do sexo feminino, com média de 27,88 anos de experiência profissional e exercia atividades na escola pública (96,8%). Considerando o total de conhecimentos e atitudes favoráveis antes (T0) e após (T1) a intervenção, tanto o Grupo 1 quanto o Grupo 2 apresentaram melhoria significativa (P < 0,001), enquanto o grupo sem intervenção (Grupo 0) não apresentou diferença entre os tempos avaliados (P = 1,000). Quando comparadas as pontuações médias entre os grupos antes e após a intervenção, as pontuações dos Grupos 1 e 2 foram significativamente maiores (P < 0,001) do que as obtidas pelo Grupo 0. Quando as intervenções foram comparadas, não houve diferença significativa (P = 0,799). Conclusão: As intervenções educativas testadas tiveram impacto positivo nos conhecimentos e atitudes dos professores escolares sobre a gestão de urgência frente ao traumatismo dentário, reforçando a importância de integrar ações formativas no contexto escolar e destacando a necessidade de estudos que avaliem outros recursos educativos, bem como a retenção do conhecimento ao longo do tempo.
Introduction: There are significant gaps in teachers’ knowledge regarding the management of dental trauma in children, highlighting the need to implement educational interventions in this area. Objective: This cross-sectional study evaluated the impact of educational interventions, using posters and flyers, on the knowledge and attitudes of Portuguese teachers. Materials and methods: A sample (N = 94) of preschool and elementary school teachers was included. They completed a questionnaire before (T0) and after (T1) the educational interventions. Then, they were assigned to Group 0—control without intervention (N = 20; 21,3%), Group 1— intervention with a poster (N = 38; 40,4%) or to Group 2—intervention via flyer (N = 36; 38,3%). The groups were compared using the McNemar and ANOVA (Tukey) tests, and the significance level adopted was of 5% (P < 0.05). Results: Most participants were female, with an average of 27.88 years of professional experience, and worked in public schools (96.8%). Considering the total knowledge and favorable attitudes before (T0) and after (T1) the intervention both Group 1 and Group 2 showed significant improvement (P < 0.001), while the group without intervention showed no difference between the assessed time points (P = 1.000). When comparing the average scores between the groups before and after the intervention, the scores for Groups 1 and 2 were significantly higher (P < 0.001) than those obtained by Group 0. When the interventions were compared, there was no significant difference (P = 0.799). Conclusion: The educational interventions tested had a positive impact on school teachers’ knowledge and attitudes regarding emergency management of dental trauma, reinforcing the importance of integrating training activities into the school setting and highlighting the need for studies that evaluate other educational resources, as well as knowledge retention over time.
Introduction: There are significant gaps in teachers’ knowledge regarding the management of dental trauma in children, highlighting the need to implement educational interventions in this area. Objective: This cross-sectional study evaluated the impact of educational interventions, using posters and flyers, on the knowledge and attitudes of Portuguese teachers. Materials and methods: A sample (N = 94) of preschool and elementary school teachers was included. They completed a questionnaire before (T0) and after (T1) the educational interventions. Then, they were assigned to Group 0—control without intervention (N = 20; 21,3%), Group 1— intervention with a poster (N = 38; 40,4%) or to Group 2—intervention via flyer (N = 36; 38,3%). The groups were compared using the McNemar and ANOVA (Tukey) tests, and the significance level adopted was of 5% (P < 0.05). Results: Most participants were female, with an average of 27.88 years of professional experience, and worked in public schools (96.8%). Considering the total knowledge and favorable attitudes before (T0) and after (T1) the intervention both Group 1 and Group 2 showed significant improvement (P < 0.001), while the group without intervention showed no difference between the assessed time points (P = 1.000). When comparing the average scores between the groups before and after the intervention, the scores for Groups 1 and 2 were significantly higher (P < 0.001) than those obtained by Group 0. When the interventions were compared, there was no significant difference (P = 0.799). Conclusion: The educational interventions tested had a positive impact on school teachers’ knowledge and attitudes regarding emergency management of dental trauma, reinforcing the importance of integrating training activities into the school setting and highlighting the need for studies that evaluate other educational resources, as well as knowledge retention over time.
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Traumatismos dentários Crianças Conhecimentos, atitudes e práticas em saúde Intervenção educacional Professores escolares Tooth injuries Children Health knowledge, attitudes, practice Educational activities School teachers
Contexto Educativo
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Licença CC
Sem licença CC