Comparative evaluation of the effectiveness of brochure based face to face and web based information tools prepared for avulsion injuries

Dental avulsion is an injury where the tooth is completely displaced from its socket, accounting for 1-16% of all dental injuries, creating psychological and economic challenges for both parents and children. The aim of this study is to provide training on avulsion injury management to participants through two different methods, to increase their knowledge level and awareness on the subject, and to comparatively evaluate the effectiveness of these two information tools. The study initially involved 250 participants, with 125 in the brochure-based information group (BBI) and 125 in the web-based information group (WBI), and 231 participants completed the study. The training was conducted in the clinic in isolation from patients, and training materials were applied to each participant individually. Participants were asked to complete a questionnaire form containing demographic characteristics, trauma history, self-assessment and health information seeking behaviors before training; and a questionnaire form consisting of 6 questions related to avulsion injury management before training (pretest), immediately after training (post test 1), and 3 months after training. ChiSquare and McNemar tests were used during statistical analyses. A p<0.05 level was considered significant in all analyses. A statistically significant difference (p=0.01) was detected between the brochurebased information and web-based information training groups in the question "Have you received information about traumatic dental injuries before?" administered to participants; no statistically significant difference was found in other questions posed within the scope of demographic characteristics, trauma history, self-assessment and health information seeking behaviors (p>0.05). In the survey conducted to assess participants' level of knowledge regarding the management of avulsion injuries, question 1 examined whether a primary tooth that has been completely displaced as a result of trauma can be replanted. Question 2 investigated whether a permanent tooth that has been completely displaced due to trauma can be replanted. Question 3 addressed how a completely avulsed permanent tooth should be cleaned before replantation. Question 4 focused on how the permanent tooth should be held during the replantation procedure. Question 5 inquired about the most appropriate timing for intervention in cases of complete avulsion of a permanent tooth following trauma. Question xiv 6 explored the most suitable storage medium for a tooth that has been completely displaced as a result of trauma. When the results were evaluated, in the time-dependent change analysis of knowledge levels of participants in both BBI and WBI groups, statistically significant increases in correct answer rates were detected between PT-PT1 in questions 2, 3, 4, and 6 (p<0.001), while this increase was not found to be significant in question 5 (p>0.05). In both groups, a statistically significant decrease in correct answer rate was found in question 1 (p<0.001). When the PT-PT2 questionnaires were compared in the BBI group, a statistically significant increase in correct response rates was observed for questions 2, 3, and 6 (p <0.001). Similarly, in the WBI group, statistically significant increases in correct response rates were identified for questions 2 (p<0.001), 3 (p=0.001), and 6 (p<0.001). In both groups, a statistically significant decrease in correct response rates was observed for question 1 between the ÖT-ST2 assessments (p<0.001), whereas the increases observed in questions 4 and 5 were not found to be statistically significant (p>0.05). Between PT1 and PT2 questionnaires, a statistically significant decrease was found in question 6 in terms of participants' correct answer rates in both the BBI group (p<0.001) and the WBI group (p=0.021). Comparisons between the correct answer rates of participants in the BBI and WBI groups showed no statistically significant difference in all 6 questions in the PT questionnaire (p>0.05). However, in the PT1 questionnaire, the correct answer rates of participants in the WBI group in question 3 (p<0.001) compared to BBI, and in the PT2 questionnaire, the correct answer rates of participants in the BBI group in question 1 (p=0.007) compared to WBI were found to be statistically significantly higher. As a result of this study, it was observed that participants in the BBI and WBI group tended to increase mostly their knowledge of the management of avulsion injuries before training. When evaluated in terms of the permanence of the information, it was determined that the answers given to the questionnaire questions increased after 3 months in both education groups compared to the initial level. As a result, it can be thought that the education on the intervention of avulsion injuries was successful. When two different information tools were evaluated on a question-based and comparative basis, the two education groups did not have a clear advantage over each other. Keywords: dental trauma, avulsion, information tools, knowledge