Knowledge and Awareness of Orthodontic Emergencies Among Dental Students and Dentists: A Cross-Sectional Study.
TL;DR
Although dentists and dental students demonstrated adequate basic management knowledge regarding orthodontic emergencies, they showed important deficiencies in clinical prioritization and decision-making in clinical prioritization and emergency decision-making.
Abstract
Objectives
This study aimed to evaluate the knowledge levels of dental students and graduate dentists regarding orthodontic emergencies and to identify factors independently associated with knowledge.
Methods
This cross-sectional descriptive survey included fourth- and fifth-year dental students and graduate dentists from dental schools across Türkiye. Data were collected via an online questionnaire with three sections: demographic characteristics, knowledge regarding orthodontic emergencies (0-10 points), and awareness and perceived competence (5-25 points). Data were analysed using parametric and nonparametric statistical tests. Factors independently associated with knowledge level were examined using multiple linear regression analysis.
Results
The mean knowledge score of the 460 participants was 7.08 ± 2.31. Participants performed better in basic clinical management but showed significantly lower performance in clinical prioritization and emergency intervention scenarios (p < 0.001). A positive and statistically significant correlation was found between total knowledge score and awareness score (ρ = 0.295, p < 0.001). Multiple linear regression analysis showed that awareness score showed the strongest association with knowledge score in the adjusted regression model (β = 0.302, p < 0.001). Graduate dentists had significantly higher knowledge scores than students, whereas male gender was negatively associated with knowledge score.
Conclusion
Although dentists and dental students demonstrated adequate basic management knowledge regarding orthodontic emergencies, they showed important deficiencies in clinical prioritization and decision-making. These findings may identify areas for further curricular evaluation, particularly regarding clinical prioritization and emergency decision-making. Scenario-based and practice-oriented approaches may be considered as evidence-informed options for future educational development; however, their effectiveness should be evaluated in prospective intervention studies.