RESUMEN
AIM: An avulsion is defined as one of the most common dental injuries where the tooth is displaced completely from its socket, followed by trauma. The most important time in managing the avulsed tooth is the first few minutes and as children spend their most of waking time in school so the teacher is considering their immediate caregiver. Hence, this study was done to carry out the knowledge and attitude of school teachers regarding emergency management of avulsed permanent tooth in schools located in the southern region of Saudi Arabia. MATERIALS AND METHODS: The study was conducted at Najran School of Saudi Arabia. All teachers who are willing to participate in the study were involved. A questionnaire was made after reviewing several studies and was administered through emails to 318 teachers. The questionnaire consists of part I regarding demographic questions and part II information related to knowledge, action taken, education, and their way of managing the avulsed tooth at accident place. Statistics analysis was done using SPSS version 16. RESULTS: Fifty percent of the participants know about the tooth avulsion. Fifty percent of the teachers who get information from the school health dental program get the tooth back to the dentist. There is a significant association found between the source of information and choice of treatment. Fifty-nine percent of the participants do not know about the management of tooth avulsion. And workshop plan then 89% was interested to attend the training. CONCLUSION: The present study revealed that knowledge regarding the management of avulsed tooth is low among the school teachers. There is a strong need for a school health dental program for the management of avulsed teeth among the school teachers. HOW TO CITE THIS ARTICLE: Khan SDAA, Assiry AA, Al Yami SMH, et al. Assessment of Knowledge and Attitudes of School Teachers Regarding Emergency Management of an Avulsed Permanent Tooth of Southern Region of Saudi Arabia. Int J Clin Pediatr Dent 2020;13(6):644-649.
RESUMEN
AIM: Post and core procedures are important clinical methods in routine dental practice. The present research aimed to radiographically assess the quality of post seating performed by undergraduate students at the College of Dentistry, Jazan University. MATERIALS AND METHODS: A total of 343 periapical X-rays of cemented posts (170 from males and 173 from females) were assessed. The assessment covered tooth type, arch, gender, type of post, length of post in relation to the crown and root lengths, the presence of any abnormality in post space, status of the remaining gutta-percha (GP), and the presence or absence of spaces between the end of post and GP. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) program (version 21), and associations between variables were determined using chi-squared or Fisher's exact tests. RESULTS: Maxillary teeth were the most frequently restored with posts, and the majority (41%) comprised incisors. Similarly, glass fiber post (69%) and taper-shaped posts (86%) were the most used posts. The majority of posts (81.6%) featured a width one-thirds that of the root. Lengths of posts were twice (58%) or equal to (51%) crown and root length respectively. More than 55% of cases presented 3 to 5 mm of GP at their apical portion, and 29% reached more than 5 mm. Approximately 5 to 8% of assessed cases revealed widening of periodontal ligaments, presence of periapical pathologies, and deviation of posts from the canal wall. Most cases (75%) showed the absence of space between GP and the post end. CONCLUSION: Qualities of assessed post and core restorations conducted by the 6th year dental students were clinically acceptable. CLINICAL SIGNIFICANCE: Periodic evaluation to determine the quality of delivered treatments is a vital cue for health service authorities. This evaluation will improve quality of services and treatments provided by dental students to their patients under the supervision of the faculty. Results obtained will also provide authorities with a clear feedback about academic infrastructure.
