CRISIS Criteria for Effective Continuous Education in Traumatic Dental Injuries During Syrian Crisis

Mayssoon Dashash; Khaled Omar

doi:doi:10.11648/j.ajhr.s.2016040601.11

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CRISIS Criteria for Effective Continuous Education in Traumatic Dental Injuries During Syrian Crisis

Mayssoon Dashash, Khaled Omar

Published in American Journal of Health Research (Volume 4, Issue 6-1)

Received: 25 December 2015 Accepted: 25 December 2015 Published: 27 August 2016

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Abstract

The ongoing violence, accidents, and increased number of school leavers because of the current situation in Syria have increased the number of cases with traumatic dental injuries (TDI) with no or limited data estimating the exact prevalence of the problem. Delivering immediate and appropriate care might be a challenge for clinicians, and providing the best possible prognosis for the traumatized patient, might be far from optimal, if clinicians are not well prepared to provide the best possible solution. Online continuing education program can be a great approach during crisis to enable health providers to deal properly with TDI patients. A five week-long course that includes four modules which cover etiology, examination and diagnosis, treatment, and prognosis of TDI, was designed. The paper presents the methodology and tools used to implement the TDI course in place. The application of CRISIS model including convenience, relevance, individualization, self-assessment, interest, speculation and systematic criteria was adopted. Pre-course assessment questionnaire was designed to rate the baseline knowledge about TDI and will be sent to registered participants through email. Likert type scale (from 0 = no knowledge to 3 = significant knowledge) were utilized. To assess the baseline knowledge and to measure improvement after reading educational materials of the course, a questionnaire with 40 identical questions was considered for pre-and post evaluation. Impressions towards type, duration, contents, and structure of TDI course will also be determined through post-course assessment with a five-response option (1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = strongly agree). It is hoped that the TDI course would educate health professionals to fulfill the responsibility of the current situation and would improve their skills to provide safe and quality care to patients with TDI.

Published in	American Journal of Health Research (Volume 4, Issue 6-1) This article belongs to the Special Issue Medical Education in Emergency
DOI	10.11648/j.ajhr.s.2016040601.11
Page(s)	1-6
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

CRISIS Criteria, Traumatic Dental Injuries, Continuing Education, Online Dental Course, Syrian Crisis, Damascus University

References

[1]	Taleb ZB, Bahelah R, Fouad FM, Coutts A, Wilcox M, Maziak W. Syria: Health in a country undergoing tragic transition. International Journal of Public Health. 2015, Volume 60, Issue (Suppl 1), pp. S63–S72.
[2]	Jaramillo DE, Bakland LK, Trauma kits for the dental office. Dental Clinical North of America 2009, Volume 53, Issue 4, pp 751–760.
[3]	Rodd HD, Murray AM, Yesudian G and RK Lewis BRK. Decision-making for children with traumatized permanent incisors: A Holistic Approach. Dental Update 2008, Volume 35, Issue 7, pp. 439-452.
[4]	Harden RM, Laidlaw JM. Effective continuing education: the CRISIS criteria. Medical Education. 1992, Volume 26, Issue 5, pp. 408-22.
[5]	Bakland LK, Dental trauma guidelines. Journal of Endodontics. 2013; Volume 39, Issue3, pp. S6-S8.
[6]	Kelley J R. A framework for developing continuing professional education and its application to neonatal resuscitation in the Sultanate of Oman. Journal of Neonatal Nursing 2005, Volume 11, Issue 1, pp. 18-21.
[7]	DiAngelis AJ, Andreasen JO, Ebeleseder KA, et al. International association of dental traumatology guidelines for the management of traumatic dental injuries: 1—fractures and luxations of permanent teeth. Dental Traumatology. 2012, Volume 28, Issue 1, pp. 2–12.
[8]	Andersson L, Andreasen JO, Day P, et al. International association of dental traumatology guidelines for the management of traumatic dental injuries: 2—avulsion of permanent teeth. Dental Traumatology 2012, Volume 28, Issue 2, pp. 88–96.
[9]	McLean M, Cilliers F, Van Wyk JM. Faculty development: yesterday, today and tomorrow. Medical Teacher. 2008, Volume 30, Issue 6, pp. 555-84.
[10]	Jest AD, Tonge A. Using a learning needs assessment to identify knowledge deficits regarding procedural sedation for pediatric patients. AORN Journal, 2011, Volume 94, Issue 6, pp. 567-574.
[11]	Wallace T, Birch DW, A needs-assessment study for continuing professional development in advanced minimally invasive surgery. The American Journal of Surgery, 2007, Volume 193, Issue 5, pp. 593–596.
[12]	Chandiwal S, Yoon R K. Assessment of an Infant Oral Health Education Program on Resident Physician Knowledge. Journal of Dentistry for Children, 2012, Volume 79, Issue 2, pp. 49-52.

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APA Style

Mayssoon Dashash, Khaled Omar. (2016). CRISIS Criteria for Effective Continuous Education in Traumatic Dental Injuries During Syrian Crisis. American Journal of Health Research, 4(6-1), 1-6. https://doi.org/10.11648/j.ajhr.s.2016040601.11

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ACS Style

Mayssoon Dashash; Khaled Omar. CRISIS Criteria for Effective Continuous Education in Traumatic Dental Injuries During Syrian Crisis. Am. J. Health Res. 2016, 4(6-1), 1-6. doi: 10.11648/j.ajhr.s.2016040601.11

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AMA Style

Mayssoon Dashash, Khaled Omar. CRISIS Criteria for Effective Continuous Education in Traumatic Dental Injuries During Syrian Crisis. Am J Health Res. 2016;4(6-1):1-6. doi: 10.11648/j.ajhr.s.2016040601.11

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@article{10.11648/j.ajhr.s.2016040601.11,
  author = {Mayssoon Dashash and Khaled Omar},
  title = {CRISIS Criteria for Effective Continuous Education in Traumatic Dental Injuries During Syrian Crisis},
  journal = {American Journal of Health Research},
  volume = {4},
  number = {6-1},
  pages = {1-6},
  doi = {10.11648/j.ajhr.s.2016040601.11},
  url = {https://doi.org/10.11648/j.ajhr.s.2016040601.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajhr.s.2016040601.11},
  abstract = {The ongoing violence, accidents, and increased number of school leavers because of the current situation in Syria have increased the number of cases with traumatic dental injuries (TDI) with no or limited data estimating the exact prevalence of the problem. Delivering immediate and appropriate care might be a challenge for clinicians, and providing the best possible prognosis for the traumatized patient, might be far from optimal, if clinicians are not well prepared to provide the best possible solution. Online continuing education program can be a great approach during crisis to enable health providers to deal properly with TDI patients. A five week-long course that includes four modules which cover etiology, examination and diagnosis, treatment, and prognosis of TDI, was designed. The paper presents the methodology and tools used to implement the TDI course in place. The application of CRISIS model including convenience, relevance, individualization, self-assessment, interest, speculation and systematic criteria was adopted. Pre-course assessment questionnaire was designed to rate the baseline knowledge about TDI and will be sent to registered participants through email. Likert type scale (from 0 = no knowledge to 3 = significant knowledge) were utilized. To assess the baseline knowledge and to measure improvement after reading educational materials of the course, a questionnaire with 40 identical questions was considered for pre-and post evaluation. Impressions towards type, duration, contents, and structure of TDI course will also be determined through post-course assessment with a five-response option (1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = strongly agree). It is hoped that the TDI course would educate health professionals to fulfill the responsibility of the current situation and would improve their skills to provide safe and quality care to patients with TDI.},
 year = {2016}
}

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TY  - JOUR
T1  - CRISIS Criteria for Effective Continuous Education in Traumatic Dental Injuries During Syrian Crisis
AU  - Mayssoon Dashash
AU  - Khaled Omar
Y1  - 2016/08/27
PY  - 2016
N1  - https://doi.org/10.11648/j.ajhr.s.2016040601.11
DO  - 10.11648/j.ajhr.s.2016040601.11
T2  - American Journal of Health Research
JF  - American Journal of Health Research
JO  - American Journal of Health Research
SP  - 1
EP  - 6
PB  - Science Publishing Group
SN  - 2330-8796
UR  - https://doi.org/10.11648/j.ajhr.s.2016040601.11
AB  - The ongoing violence, accidents, and increased number of school leavers because of the current situation in Syria have increased the number of cases with traumatic dental injuries (TDI) with no or limited data estimating the exact prevalence of the problem. Delivering immediate and appropriate care might be a challenge for clinicians, and providing the best possible prognosis for the traumatized patient, might be far from optimal, if clinicians are not well prepared to provide the best possible solution. Online continuing education program can be a great approach during crisis to enable health providers to deal properly with TDI patients. A five week-long course that includes four modules which cover etiology, examination and diagnosis, treatment, and prognosis of TDI, was designed. The paper presents the methodology and tools used to implement the TDI course in place. The application of CRISIS model including convenience, relevance, individualization, self-assessment, interest, speculation and systematic criteria was adopted. Pre-course assessment questionnaire was designed to rate the baseline knowledge about TDI and will be sent to registered participants through email. Likert type scale (from 0 = no knowledge to 3 = significant knowledge) were utilized. To assess the baseline knowledge and to measure improvement after reading educational materials of the course, a questionnaire with 40 identical questions was considered for pre-and post evaluation. Impressions towards type, duration, contents, and structure of TDI course will also be determined through post-course assessment with a five-response option (1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = strongly agree). It is hoped that the TDI course would educate health professionals to fulfill the responsibility of the current situation and would improve their skills to provide safe and quality care to patients with TDI.
VL  - 4
IS  - 6-1
ER  -

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Author Information

Mayssoon Dashash

Department of Paediatric Dentistry, Faculty of Dentistry, Damascus University, Damascus, Syria; Centre for Measurement and Evaluation, Ministry of Higher Education, Damascus, Syria
Khaled Omar

Centre for Measurement and Evaluation, Ministry of Higher Education, Damascus, Syria; Department of artificial Intelligence, Faculty of Informatics Engineering, Damascus University, Damascus, Syria

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APA Style

Mayssoon Dashash, Khaled Omar. (2016). CRISIS Criteria for Effective Continuous Education in Traumatic Dental Injuries During Syrian Crisis. American Journal of Health Research, 4(6-1), 1-6. https://doi.org/10.11648/j.ajhr.s.2016040601.11

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ACS Style

Mayssoon Dashash; Khaled Omar. CRISIS Criteria for Effective Continuous Education in Traumatic Dental Injuries During Syrian Crisis. Am. J. Health Res. 2016, 4(6-1), 1-6. doi: 10.11648/j.ajhr.s.2016040601.11

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AMA Style

Mayssoon Dashash, Khaled Omar. CRISIS Criteria for Effective Continuous Education in Traumatic Dental Injuries During Syrian Crisis. Am J Health Res. 2016;4(6-1):1-6. doi: 10.11648/j.ajhr.s.2016040601.11

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@article{10.11648/j.ajhr.s.2016040601.11,
  author = {Mayssoon Dashash and Khaled Omar},
  title = {CRISIS Criteria for Effective Continuous Education in Traumatic Dental Injuries During Syrian Crisis},
  journal = {American Journal of Health Research},
  volume = {4},
  number = {6-1},
  pages = {1-6},
  doi = {10.11648/j.ajhr.s.2016040601.11},
  url = {https://doi.org/10.11648/j.ajhr.s.2016040601.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajhr.s.2016040601.11},
  abstract = {The ongoing violence, accidents, and increased number of school leavers because of the current situation in Syria have increased the number of cases with traumatic dental injuries (TDI) with no or limited data estimating the exact prevalence of the problem. Delivering immediate and appropriate care might be a challenge for clinicians, and providing the best possible prognosis for the traumatized patient, might be far from optimal, if clinicians are not well prepared to provide the best possible solution. Online continuing education program can be a great approach during crisis to enable health providers to deal properly with TDI patients. A five week-long course that includes four modules which cover etiology, examination and diagnosis, treatment, and prognosis of TDI, was designed. The paper presents the methodology and tools used to implement the TDI course in place. The application of CRISIS model including convenience, relevance, individualization, self-assessment, interest, speculation and systematic criteria was adopted. Pre-course assessment questionnaire was designed to rate the baseline knowledge about TDI and will be sent to registered participants through email. Likert type scale (from 0 = no knowledge to 3 = significant knowledge) were utilized. To assess the baseline knowledge and to measure improvement after reading educational materials of the course, a questionnaire with 40 identical questions was considered for pre-and post evaluation. Impressions towards type, duration, contents, and structure of TDI course will also be determined through post-course assessment with a five-response option (1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = strongly agree). It is hoped that the TDI course would educate health professionals to fulfill the responsibility of the current situation and would improve their skills to provide safe and quality care to patients with TDI.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - CRISIS Criteria for Effective Continuous Education in Traumatic Dental Injuries During Syrian Crisis
AU  - Mayssoon Dashash
AU  - Khaled Omar
Y1  - 2016/08/27
PY  - 2016
N1  - https://doi.org/10.11648/j.ajhr.s.2016040601.11
DO  - 10.11648/j.ajhr.s.2016040601.11
T2  - American Journal of Health Research
JF  - American Journal of Health Research
JO  - American Journal of Health Research
SP  - 1
EP  - 6
PB  - Science Publishing Group
SN  - 2330-8796
UR  - https://doi.org/10.11648/j.ajhr.s.2016040601.11
AB  - The ongoing violence, accidents, and increased number of school leavers because of the current situation in Syria have increased the number of cases with traumatic dental injuries (TDI) with no or limited data estimating the exact prevalence of the problem. Delivering immediate and appropriate care might be a challenge for clinicians, and providing the best possible prognosis for the traumatized patient, might be far from optimal, if clinicians are not well prepared to provide the best possible solution. Online continuing education program can be a great approach during crisis to enable health providers to deal properly with TDI patients. A five week-long course that includes four modules which cover etiology, examination and diagnosis, treatment, and prognosis of TDI, was designed. The paper presents the methodology and tools used to implement the TDI course in place. The application of CRISIS model including convenience, relevance, individualization, self-assessment, interest, speculation and systematic criteria was adopted. Pre-course assessment questionnaire was designed to rate the baseline knowledge about TDI and will be sent to registered participants through email. Likert type scale (from 0 = no knowledge to 3 = significant knowledge) were utilized. To assess the baseline knowledge and to measure improvement after reading educational materials of the course, a questionnaire with 40 identical questions was considered for pre-and post evaluation. Impressions towards type, duration, contents, and structure of TDI course will also be determined through post-course assessment with a five-response option (1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = strongly agree). It is hoped that the TDI course would educate health professionals to fulfill the responsibility of the current situation and would improve their skills to provide safe and quality care to patients with TDI.
VL  - 4
IS  - 6-1
ER  -

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