Knowledge and Awareness of Orthodontic Emergencies Among Dental Students and Dentists: A Cross‐Sectional Study

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.