Avaliação de diferentes abordagens pedagógicas no conhecimento e conduta frente à avulsão dentária: um estudo com educadores da rede municipal de Pato Branco, PR, Brasil

• Ano de defesa: 2019
• Autor(a) principal: Lima, Jacqueline
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Positivo; Brasil; Pós-Graduação; Programa de Pós-Graduação em Odontologia Clínica; UP
• Palavras-chave em Português: Odontologia; Traumatismos dentários; Práticas Interdisciplinares; CNPQ::CIENCIAS DA SAUDE::ODONTOLOGIA
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/2102

Dental trauma affects a large number of people in various situations, especially schoolage children and adolescents. Educators, since they are responsible for the first care, have a fundamental role in the prognosis of dental avulsion cases that occurred in this environment. The aim of this study was to assess the impact of different pedagogical approaches on the level of knowledge about dental trauma and the conduct in the first appointment. Through an exploratory, quantitative and qualitative intervention study, 197 teachers and 24 pedagogical coordinators from public elementary schools in Pato Branco, Paraná, Brazil participated. Only one researcher performed all stages of the intervention. Initially, a questionnaire was applied to all participants, which contained 16 questions divided into two parts: the first, with three questions, included personal data (age, gender and length of service in years); the second specifically addressed knowledge and conduct through a case of tooth avulsion (13 questions). After 30 days, the teachers read an informative material (illustrated manual with information about the avulsion and guidelines for conducting the cases) and answered the second part of the questionnaire again. As for the coordinators, they were divided into two groups. In Group 1 (n = 12) the same educational strategy (reading the manual) used with the teachers was carried out; in Group 2 (n = 12), a subdivision into three groups (n = 4) was performed. For these, strategies with active teaching methodologies were applied. The dynamics consisted of the multimedia projection of the same questions regarding the avulsion of the initial questionnaire. However, the participants were allowed to discuss and present the answers to the closed questions through signs made for this activity. For the two open responses, cards and colored pens were distributed. In addition, the researcher interacted with the public promoting discussions on each answer. When Groups 1 and 2 were assembled, the participants were exposed to the projection of a scenario (problem situation) of dental avulsion in a school environment (seesaw play). Then, the participants should make a correct sequence with the images that were made available, which were prepared based on the information manual mentioned above. For the qualitative stage, at the end, the participants answered two reflective questions: “What feelings did you experience when faced with the situation of dental avulsion presented?” And “Do you feel empowered / prepared to provide the first care in a case of tooth avulsion”? At that moment the responses were recorded. After the transcription of the speeches, thematic content analysis proposed by Bardin was adopted, following the steps of: reading, determining the registration units and meanings, coding and classification. By floating reading, the registration and organization units were made in thematic categories. Finally, the second part of the dental avulsion questionnaire was reapplied to everyone. After the descriptive analysis of the data, for the comparison of the two evaluations (pre and post pedagogical intervention), in relation to the results of the questions, the binomial test was used. For the number of correct answers, the comparison was made considering Wilcoxon's nonparametric test, and Fisher's exact test was used to compare the two groups of coordinators, followed by the Mann-Whitney non-parametric test. Values of p <0.05 indicated statistical significance. The data were analyzed using the IBM SPSS software, version 20.0. As for the results of applying questionnaires to teachers, before and after reading the information material, there was an increase in knowledge about dental avulsion with statistically significant values in 10 of the 11 questions (p <0.001), except only for the question regarding the form of washing the avulsed tooth (p = 0.123). The activities carried out with the coordinators, “conventional” or “problematizing”, also significantly increased the correct answers (p = 0.003), but did not differ from each other (p = 0.143). As for the qualitative analysis, it was observed that the dynamics used aroused feelings and triggered important actions in the search for a favorable prognosis in cases of dental avulsion. In a conclusive way, the level of knowledge of the participants in this research on dental avulsion was insufficient in the first phase, but, according to the analysis performed, it improved after the educational interventions, although there had been a difference between the forms of approach employed.