Volume 12, Issue 3 (Autumn 2025)
J Prevent Med 2025, 12(3): 241-250 |
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Research code: 456323
Ethics code: IR. BUMS.REC.1399. 455
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Emadian Razavi F, Bahrami P, Moodi M, Khademi M. The effect of educational brochure and video interventions on the knowledge and self-reported practice of elementary school The Effect of Educational Brochure and Video Interventions on the Knowledge and Self-Reported Practice of Elementary School Teachers in Birjand Regarding the Emergency Management of Tooth Avulsion. J Prevent Med 2025; 12 (3) :241-250
URL: http://jpm.hums.ac.ir/article-1-866-en.html
URL: http://jpm.hums.ac.ir/article-1-866-en.html
1- Department of Prosthodontics, Birgand University of Medical Science, Birjand. Iran
2- Dentist, Birjand, Iran
3- Department Of Health Education and Health Promotion, School of Health, Geriatric Health Research Center, Birjand University of Medical Science, Birjand, Iran
4- Department Of Pediatric Dentistry, Dentistry clinical Research Development Unit, Birjand University Of Medical Science, Birjand. Iran
2- Dentist, Birjand, Iran
3- Department Of Health Education and Health Promotion, School of Health, Geriatric Health Research Center, Birjand University of Medical Science, Birjand, Iran
4- Department Of Pediatric Dentistry, Dentistry clinical Research Development Unit, Birjand University Of Medical Science, Birjand. Iran
Abstract: (365 Views)
Introduction: The present study aimed to evaluate the effects of two educational interventions on the knowledge and self-reported practice of primary school teachers regarding the emergency management of traumatic dental injuries, specifically tooth avulsion, in Birjand.
Methods: This quasi-experimental study was conducted on 255 primary school teachers in Birjand. Participants were randomly assigned to three equal groups: control, educational brochure, and educational video. Data were collected using a questionnaire before and immediately after the intervention. The normality of the data was assessed using the Kolmogorov–Smirnov test. Since knowledge and self-reported practice scores were not normally distributed, the Kruskal–Wallis, Mann–Whitney U, and Wilcoxon signed-rank tests were used for statistical analysis.
Results: The three groups were comparable in terms of age, educational level, and work experience (P<0.05). There were no significant differences among the groups in baseline knowledge and self-reported practice scores (P<0.05). After the intervention, significant differences were observed among the three groups in both knowledge and self-reported practice scores (P<0.001). The highest post-intervention scores were observed in the brochure group for both knowledge (4.4±1.5) and self-reported practice (3.1±1.5), followed by the video group (2.3±1.15 and 2.2±1.05, respectively), while the control group showed the lowest scores (1.5±1.02 and 1.2±0.74, respectively). Overall, both educational interventions improved teachers’ knowledge and self-reported practice, with the brochure showing a greater effect than the video.
Conclusion: Educational brochures and videos can improve primary school teachers’ knowledge and self-reported practice regarding the emergency management of traumatic dental injuries, particularly tooth avulsion. The brochure intervention appeared to be more effective than the video intervention.
Methods: This quasi-experimental study was conducted on 255 primary school teachers in Birjand. Participants were randomly assigned to three equal groups: control, educational brochure, and educational video. Data were collected using a questionnaire before and immediately after the intervention. The normality of the data was assessed using the Kolmogorov–Smirnov test. Since knowledge and self-reported practice scores were not normally distributed, the Kruskal–Wallis, Mann–Whitney U, and Wilcoxon signed-rank tests were used for statistical analysis.
Results: The three groups were comparable in terms of age, educational level, and work experience (P<0.05). There were no significant differences among the groups in baseline knowledge and self-reported practice scores (P<0.05). After the intervention, significant differences were observed among the three groups in both knowledge and self-reported practice scores (P<0.001). The highest post-intervention scores were observed in the brochure group for both knowledge (4.4±1.5) and self-reported practice (3.1±1.5), followed by the video group (2.3±1.15 and 2.2±1.05, respectively), while the control group showed the lowest scores (1.5±1.02 and 1.2±0.74, respectively). Overall, both educational interventions improved teachers’ knowledge and self-reported practice, with the brochure showing a greater effect than the video.
Conclusion: Educational brochures and videos can improve primary school teachers’ knowledge and self-reported practice regarding the emergency management of traumatic dental injuries, particularly tooth avulsion. The brochure intervention appeared to be more effective than the video intervention.
Type of Study: Orginal |
Subject:
Health Education
Received: 2025/11/19 | Accepted: 2025/12/9 | Published: 2026/08/11
Received: 2025/11/19 | Accepted: 2025/12/9 | Published: 2026/08/11
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