Evaluation of Children's Comprehension of the “Save a Tooth” Poster and the Knowledge Acquired—A Prospective Observational Study

BACKGROUND/AIM: Tooth avulsion accounts for 0.5% to 16% of dentoalveolar traumas, and prognosis depends on immediate management. The International Association of Dental Traumatology developed an educational poster to guide laypeople in responding to such injuries. This study evaluated children's perceptions of the "Save a Tooth" poster and the knowledge acquired from it. MATERIALS AND METHODS: Children aged 8 to 10 years were recruited. The poster's illustrations, children's comprehension, and readability were assessed using instrument 1, while knowledge acquired about emergency management of avulsion was assessed using instrument 2. Both instruments were administered after the poster presentation. Responses to instrument 1 were analyzed by categories, and responses to instrument 2 were classified as correct or incorrect. RESULTS: A total of 58 children from third to fifth grade participated. Most children reported that the poster was easy to understand, used accessible language, presented a new topic, required only one reading, had an adequate length, and would be understandable to peers of the same age. However, participants did not identify with the characters depicted, and fourth-grade students suggested that the poster could include more illustrations. The reported frequency of dental trauma among acquaintances ranged from 36.8% to 65%. All participants expressed interest in reading similar materials. Regarding knowledge acquisition, 65% of third graders, 63.16% of fourth graders, and 66.67% of fifth graders answered the sequence of emergency procedures incorrectly. CONCLUSIONS: Although the "Save a Tooth" poster was perceived as engaging and accessible, children demonstrated limited identification with the characters and a low level of knowledge retention regarding the correct sequence of emergency management for tooth avulsion.