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J Res Dent Maxillofac Sci 2024, 9(1): 8-14 |
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Ethics code: IR.SUMS.DENTAL.REC.1399.100
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Hejazi M, Eskandari F, Saheb Karam I, Asheghi B. To What Extent Does Isolation Precaution Training Affect the Mean Scores of Knowledge, Attitude, and Practice among Iranian Dental Students?. J Res Dent Maxillofac Sci 2024; 9 (1) :8-14
URL: http://jrdms.dentaliau.ac.ir/article-1-487-en.html
URL: http://jrdms.dentaliau.ac.ir/article-1-487-en.html
1- Department of Prosthodontics, School of Dentistry, Shiraz University of Medical Sciences, Shiraz, Iran
2- School of Dentistry, Shiraz University of Medical Sciences, Shiraz, Iran
3- Department of Endodontics, School of Dentistry, Shiraz University of Medical Sciences, Shiraz, Iran , Bahar64a@gmail.com
2- School of Dentistry, Shiraz University of Medical Sciences, Shiraz, Iran
3- Department of Endodontics, School of Dentistry, Shiraz University of Medical Sciences, Shiraz, Iran , Bahar64a@gmail.com
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Abstract
Background and Aim: Dental healthcare professionals may encounter various infectious diseases which necessitate the application of isolation precautions. This study aimed to assess the effects of isolation precaution training on the mean scores of knowledge, attitude, and practice of Iranian dental students.
Materials and Methods: This questionnaire-based study was carried out on 80 participants including 40 undergraduate and 40 postgraduate dental students of Shiraz University of Medical Sciences, Shiraz, Iran. A self-administered questionnaire including three scales of knowledge, attitude, and practice was used for data collection. A pamphlet was also distributed among the participants regarding infection control isolation precautions. After 4 weeks, the participants were asked to fill out the same questionnaire again. Paired t-test and Pearson’s correlation test were used to statistically analyze the data (alpha=0.05).
Results: The mean knowledge score was significantly higher in postgraduate than undergraduate dental students (P=0.030). The mean knowledge scores of postgraduate (P=0.032) and undergraduate (P=0.001) dental students significantly improved after the intervention. The intervention also significantly increased the mean attitude score of postgraduate dental students (P=0.016). A positive linear correlation was detected between practice and attitude (r=0.244, P<0.05).
Conclusion: The mean knowledge and attitude scores of postgraduate and undergraduate dental students in the present study were higher than those of previous studies. However, the mean practice score was poor. Moreover, isolation precaution training increased the mean scores of knowledge and attitude. More equipment and continuous educational programs in accordance with the guidelines are needed.
Key Words: Attitude; Dentistry; Infection Control; Knowledge
Introduction
Despite novel developments in dental facilities, dentists are still challenged by several occupational health-related issues [1]. Dental staff are at risk of HBV, HCV, HIV, measles, tuberculosis, and SARS transmission [2-4]. Furthermore, since the coronavirus disease-2019 (COVID-19) outbreak, dental healthcare workers have encountered unfamiliar predicaments [5-7]. The main transmission routes of COVID-19 include respiratory droplets and direct contact with infected patients and contaminated items/surfaces [8]. Furthermore, airborne and droplet aerosols, which can be produced by all dental procedures, can transmit microorganisms to dental healthcare professionals and patients [2, 9, 10]. Therefore, effective infection control precautions would be helpful to combat virus transmission through droplets and airborne particles in a dental care setting [11].
Considering the common transmission pathways of contagious diseases (contact, airborne particles, and droplets) and also the emergence of COVID-19 pandemic, it is necessary for dental healthcare workers to keep up with infection control isolation precautions. Several studies evaluated the infection control precautions and emphasized on the need to apply continuous educational programs to improve the knowledge of dental healthcare professionals regarding infection control precautions [12-15].
Thus, this study aimed to assess the effects of isolation precaution training on the mean scores of knowledge, attitude, and practice of postgraduate and undergraduate dental students.
Materials and Methods
Participants and setting:
The study sample of this questionnaire-based study composed of senior undergraduate and postgraduate dental students. Information was collected by using a questionnaire similar to that used in previous studies [16, 17]. Although the validity and reliability of the questionnaire used in previous studies had already been confirmed, its reliability was assessed again by the Cronbach test and its validity was evaluated by three specialists (two epidemiologists and one dentist). The reliability scores for the knowledge, attitude, and practice were 0.762, 0.935, and 0.830, respectively. This questionnaire was consistent with the “Center for Disease Control and Prevention” guidelines. The knowledge, attitude, and practice of the respondents regarding the standard, droplet, airborne, and contact precautions were evaluated by 9, 5, 6, and 8 items, respectively (Table 1). Knowledge was assessed based on three probable responses (yes, no, I do not know) and if a respondent’s answer was consistent with the Center for Disease Control and Prevention guidelines, a score of 1 would be allocated to it. A score of 0 was given to any other response. Hence, the final score ranged from 0 to 28. Practice was assessed using a Likert scale consisting of five answers (always, often, sometimes, seldom, never). An “always” answer choice received a score of 1 and all other answers were assigned a score of 0. The final scores ranged from 0 to 28. Attitude was assessed on the basis of five probable answers (very strong, strong, considerable, weak, or null). A value of 5 was assigned to a ‘very strong’ answer choice and a score of 1 was assigned to a ‘null’ answer. Therefore, the final score could range from 28 to 140. This study was approved by the Ethical Committee of Shiraz University of Medical Sciences (ethical code: IR.SUMS. DENTAL.REC.1399.100).
The questionnaire was completed by the participants after they gave their written informed consent. Then, the participants were given a Pamphlet about infection control isolation precautions. After 4 weeks, the respondents were asked to fill out the questionnaire again to assess the efficacy of the intervention. The participants who answered the questionnaire incompletely, did not receive the pamphlet, or did not fill out the questionnaire for the second time were excluded from the study.
Statistical analysis:
The Kolmogorov-Smirnov test was applied to assess the normality of data distribution. To evaluate the effect of intervention on the mean scores of knowledge, attitude, and practice, paired t-test was used. Paired t-test was applied to compare the mean scores of the afore-mentioned parameters before and after the intervention. To evaluate the correlation between the variables (knowledge, attitude, and practice), the Pearson’s correlation test was used. All statistical analyses were performed using SPSS version 24. P≤0.05 was considered statistically significant.
Table 1. Questions assessing the knowledge, attitude and practice of standard, droplet, airborne, and contact precautions
Table 2. Mean, standard deviation, and P value of knowledge, attitude, and practice before and after the intervention
Results
Eight postgraduate and undergraduate dental students participated in this study. The mean age of undergraduate and postgraduate dental students was 24 and 28 years, respectively. No statistically significant correlation was found between the scores of knowledge, attitude, and practice following the intervention with age (P>0.05) or gender of the participants (P>0.05). The results indicated that more than half of the undergraduate and postgraduate dental students had participated in infection control isolation precaution educational programs earlier (52.5% and 62.5%, respectively). The mean total score of knowledge for undergraduate and postgraduate dental students was 21.30±7.16 and 23.87±1.78, respectively. The mean total score of knowledge for postgraduate dental students was significantly higher than that of undergraduate dental students before the intervention (P=0.030). However, the difference in the mean scores of attitude and practice (P=0.638 and P=0.986, respectively) between undergraduate and postgraduate dental students was not significant before the intervention. The mean scores of knowledge and practice before and after the intervention were not significantly different in undergraduate and postgraduate dental students (P=0.891, and P=0.801, respectively); however, a significant improvement was found after the intervention regarding the attitude in both undergraduate and postgraduate dental students (P=0.024).
The effect of infection control isolation precaution training was statistically significant on the knowledge of undergraduate and postgraduate dental students (P=0.032, and P=0.001, respectively). Besides, the mean scores of attitude significantly increased after the intervention in postgraduate dental students (P=0.016). However, the mean scores of attitude before and after the intervention were not significantly different in postgraduate dental students (P=0.429). Also, isolation precaution training did not cause a statistically significant change in practice scores of undergraduate and postgraduate dental students (P=0.147, and P=0.255, respectively) (Table 2).
In total, a linear positive correlation was observed between practice and attitude (r=0.244 and P<0.001, respectively). However, there was no significant correlation between practice and knowledge or between knowledge and attitude (P=0.100 and P=0.072, respectively).
Discussion
Dental healthcare professionals are at high risk of airborne infections [17]. The COVID-19 outbreak had a considerable impact on people all over the world [17, 18]. Infection control guidelines, which recommend standard isolation supplemented with airborne, droplet, and contact precautions, were developed to prevent COVID-19 [11]. These guidelines were mainly developed with the aim of preventing the transmission of pathogens to dental healthcare workers [16]. Moreover, it is important to well train the healthcare workers regarding the principles of infection control isolation precautions to develop an effective infection control program [19].
The present study showed relatively good knowledge level of dental students. This finding was in agreement with some previous studies [19-23]. In contrast, El-saaidi et al. reported low knowledge scores of Egyptian dental students, while the level of their attitude and practice was good [24]. Also, Silva et al. reported a poor level of knowledge and attitude among the studied students [25]. Higher final score of knowledge in the current and some previous studies may be due to participation in more infection control training courses.
Askarian and Assadian identified linear correlations between the knowledge and attitude and also between the attitude and practice. However, they observed no linear correlation between knowledge and practice [26]. In contrast, in the current study, a linear correlation was found only between attitude and practice and no linear correlations were discovered between knowledge and attitude or between knowledge and practice. It may be stated that improving attitude would lead to a better performance. As a result, it would be beneficial to alter the educational protocols and to institutionalize proper behaviors towards infection control precautions.
In the current study, it was observed that the mean total score of knowledge in postgraduate dental students was significantly higher than that in undergraduate dental students. In addition, Al Jasser et al. discovered that postgraduate students had a higher level of knowledge than undergraduate dental students [27]. Similarly, Pai et al. demonstrated higher knowledge and practice levels of dental professionals with higher academic levels. They observed that postgraduate dental students had an appropriate level of knowledge about infection control and airborne isolation precautions, while undergraduate students (particularly those who had recently entered the clinic) had the lowest level of knowledge [23]. This finding can be attributed to greater experience of postgraduate students as they are better in searching information, critical reading, and problem-focused observations [27].
The present study showed that 57.5% of the study groups had participated in infection control courses which was higher than the rate reported in a previous study [26]. This shows the improvement of educational programs. The mean scores of knowledge, attitude, and practice in the current study were 76%, 82%, and 38.2%, respectively. In a study by Askarian and Assadian, these scores were 74.5%, 77.5%, and 55.2%, respectively [26]. Participation in more infection control courses may be a probable reason for improvement of knowledge and attitude; whereas lower percentage of practice may be related to the difference in study design between the current study and that of Askarian and Assadian. In the current study, airborne, droplet, and contact precautions were evaluated in addition to standard precautions. In other words, the field of investigation in the present study was larger.
Furthermore, no significant correlations were found in the current study between the mean scores of knowledge, attitude, and practice with gender, which was consistent with the study by Askarian and Assadian [26].
Similar to the study of Askarian et al., the mean scores of attitude and knowledge regarding aerosol and droplet precautions were good. However, the score of practice was poor [19]. Likewise, Pai et al. reported a positive attitude among the participants towards infection control precautions, although bringing them into practice was weak [23]. Inconsistent with the aforementioned studies, Jain et al. [28], Baseer et al. [13], and Khasawneh et al. [29] observed better infection control in practice and performance of dentists. The probable reason for this higher infection control performance in the study by Baseer et al. may be the design of their study in which their participants had at least 10 years of experience after graduation [13]. Khasawneh et al. assessed the knowledge, attitude, and practice of medical students towards COVID-19. The mean score of practice in their study was more than that in our study. This may probably be due to better conditions and superior monitoring in hospitals [29].
Abalkhail et al. recommended that isolation precaution training of healthcare workers might be beneficial for improvement of their knowledge about standard infection control precautions [30]. Similarly, in the current study, it was observed that the mean score of knowledge before and after the intervention had a significant difference and the intervention improved the mean knowledge score of the participants. However, the intervention had no significant effect on the attitude. Rezai et al. observed a significant difference between the pre-test and post-test scores of a questionnaire regarding knowledge. In addition, similar to the results of the present study, they detected no significant difference in attitude before and after the educational programs among undergraduate dental students. However, in contrast to the current study, Rezaee et al. found a significant difference regarding performance before and after the educational interventions. Therefore, to achieve an effective educational program, it is necessary to offer constant training programs and to monitor and examine the knowledge, attitude, and practice constantly. Attitude improvement requires novel and more effective training strategies [31].
One limitation of the present study was that the authors were unable to provide an online setting for the participants to complete the questionnaire due to high number of items. Another limitation was that our study was restricted to Dental School of Shiraz. Consequently, it is not possible to generalize the findings to other settings. Moreover, the interventional training was theoretical through PowerPoint presentations. Practical training courses should be used in future studies.
Conclusion
The mean scores of knowledge and attitude of undergraduate and postgraduate dental students were good. However, the mean score of practice was low. In addition, the interventional training program significantly increased the mean scores of knowledge and attitude.
Materials and Methods: This questionnaire-based study was carried out on 80 participants including 40 undergraduate and 40 postgraduate dental students of Shiraz University of Medical Sciences, Shiraz, Iran. A self-administered questionnaire including three scales of knowledge, attitude, and practice was used for data collection. A pamphlet was also distributed among the participants regarding infection control isolation precautions. After 4 weeks, the participants were asked to fill out the same questionnaire again. Paired t-test and Pearson’s correlation test were used to statistically analyze the data (alpha=0.05).
Results: The mean knowledge score was significantly higher in postgraduate than undergraduate dental students (P=0.030). The mean knowledge scores of postgraduate (P=0.032) and undergraduate (P=0.001) dental students significantly improved after the intervention. The intervention also significantly increased the mean attitude score of postgraduate dental students (P=0.016). A positive linear correlation was detected between practice and attitude (r=0.244, P<0.05).
Conclusion: The mean knowledge and attitude scores of postgraduate and undergraduate dental students in the present study were higher than those of previous studies. However, the mean practice score was poor. Moreover, isolation precaution training increased the mean scores of knowledge and attitude. More equipment and continuous educational programs in accordance with the guidelines are needed.
Key Words: Attitude; Dentistry; Infection Control; Knowledge
Introduction
Despite novel developments in dental facilities, dentists are still challenged by several occupational health-related issues [1]. Dental staff are at risk of HBV, HCV, HIV, measles, tuberculosis, and SARS transmission [2-4]. Furthermore, since the coronavirus disease-2019 (COVID-19) outbreak, dental healthcare workers have encountered unfamiliar predicaments [5-7]. The main transmission routes of COVID-19 include respiratory droplets and direct contact with infected patients and contaminated items/surfaces [8]. Furthermore, airborne and droplet aerosols, which can be produced by all dental procedures, can transmit microorganisms to dental healthcare professionals and patients [2, 9, 10]. Therefore, effective infection control precautions would be helpful to combat virus transmission through droplets and airborne particles in a dental care setting [11].
Considering the common transmission pathways of contagious diseases (contact, airborne particles, and droplets) and also the emergence of COVID-19 pandemic, it is necessary for dental healthcare workers to keep up with infection control isolation precautions. Several studies evaluated the infection control precautions and emphasized on the need to apply continuous educational programs to improve the knowledge of dental healthcare professionals regarding infection control precautions [12-15].
Thus, this study aimed to assess the effects of isolation precaution training on the mean scores of knowledge, attitude, and practice of postgraduate and undergraduate dental students.
Materials and Methods
Participants and setting:
The study sample of this questionnaire-based study composed of senior undergraduate and postgraduate dental students. Information was collected by using a questionnaire similar to that used in previous studies [16, 17]. Although the validity and reliability of the questionnaire used in previous studies had already been confirmed, its reliability was assessed again by the Cronbach test and its validity was evaluated by three specialists (two epidemiologists and one dentist). The reliability scores for the knowledge, attitude, and practice were 0.762, 0.935, and 0.830, respectively. This questionnaire was consistent with the “Center for Disease Control and Prevention” guidelines. The knowledge, attitude, and practice of the respondents regarding the standard, droplet, airborne, and contact precautions were evaluated by 9, 5, 6, and 8 items, respectively (Table 1). Knowledge was assessed based on three probable responses (yes, no, I do not know) and if a respondent’s answer was consistent with the Center for Disease Control and Prevention guidelines, a score of 1 would be allocated to it. A score of 0 was given to any other response. Hence, the final score ranged from 0 to 28. Practice was assessed using a Likert scale consisting of five answers (always, often, sometimes, seldom, never). An “always” answer choice received a score of 1 and all other answers were assigned a score of 0. The final scores ranged from 0 to 28. Attitude was assessed on the basis of five probable answers (very strong, strong, considerable, weak, or null). A value of 5 was assigned to a ‘very strong’ answer choice and a score of 1 was assigned to a ‘null’ answer. Therefore, the final score could range from 28 to 140. This study was approved by the Ethical Committee of Shiraz University of Medical Sciences (ethical code: IR.SUMS. DENTAL.REC.1399.100).
The questionnaire was completed by the participants after they gave their written informed consent. Then, the participants were given a Pamphlet about infection control isolation precautions. After 4 weeks, the respondents were asked to fill out the questionnaire again to assess the efficacy of the intervention. The participants who answered the questionnaire incompletely, did not receive the pamphlet, or did not fill out the questionnaire for the second time were excluded from the study.
Statistical analysis:
The Kolmogorov-Smirnov test was applied to assess the normality of data distribution. To evaluate the effect of intervention on the mean scores of knowledge, attitude, and practice, paired t-test was used. Paired t-test was applied to compare the mean scores of the afore-mentioned parameters before and after the intervention. To evaluate the correlation between the variables (knowledge, attitude, and practice), the Pearson’s correlation test was used. All statistical analyses were performed using SPSS version 24. P≤0.05 was considered statistically significant.
Table 1. Questions assessing the knowledge, attitude and practice of standard, droplet, airborne, and contact precautions
Table 2. Mean, standard deviation, and P value of knowledge, attitude, and practice before and after the intervention
Results
Eight postgraduate and undergraduate dental students participated in this study. The mean age of undergraduate and postgraduate dental students was 24 and 28 years, respectively. No statistically significant correlation was found between the scores of knowledge, attitude, and practice following the intervention with age (P>0.05) or gender of the participants (P>0.05). The results indicated that more than half of the undergraduate and postgraduate dental students had participated in infection control isolation precaution educational programs earlier (52.5% and 62.5%, respectively). The mean total score of knowledge for undergraduate and postgraduate dental students was 21.30±7.16 and 23.87±1.78, respectively. The mean total score of knowledge for postgraduate dental students was significantly higher than that of undergraduate dental students before the intervention (P=0.030). However, the difference in the mean scores of attitude and practice (P=0.638 and P=0.986, respectively) between undergraduate and postgraduate dental students was not significant before the intervention. The mean scores of knowledge and practice before and after the intervention were not significantly different in undergraduate and postgraduate dental students (P=0.891, and P=0.801, respectively); however, a significant improvement was found after the intervention regarding the attitude in both undergraduate and postgraduate dental students (P=0.024).
The effect of infection control isolation precaution training was statistically significant on the knowledge of undergraduate and postgraduate dental students (P=0.032, and P=0.001, respectively). Besides, the mean scores of attitude significantly increased after the intervention in postgraduate dental students (P=0.016). However, the mean scores of attitude before and after the intervention were not significantly different in postgraduate dental students (P=0.429). Also, isolation precaution training did not cause a statistically significant change in practice scores of undergraduate and postgraduate dental students (P=0.147, and P=0.255, respectively) (Table 2).
In total, a linear positive correlation was observed between practice and attitude (r=0.244 and P<0.001, respectively). However, there was no significant correlation between practice and knowledge or between knowledge and attitude (P=0.100 and P=0.072, respectively).
Discussion
Dental healthcare professionals are at high risk of airborne infections [17]. The COVID-19 outbreak had a considerable impact on people all over the world [17, 18]. Infection control guidelines, which recommend standard isolation supplemented with airborne, droplet, and contact precautions, were developed to prevent COVID-19 [11]. These guidelines were mainly developed with the aim of preventing the transmission of pathogens to dental healthcare workers [16]. Moreover, it is important to well train the healthcare workers regarding the principles of infection control isolation precautions to develop an effective infection control program [19].
The present study showed relatively good knowledge level of dental students. This finding was in agreement with some previous studies [19-23]. In contrast, El-saaidi et al. reported low knowledge scores of Egyptian dental students, while the level of their attitude and practice was good [24]. Also, Silva et al. reported a poor level of knowledge and attitude among the studied students [25]. Higher final score of knowledge in the current and some previous studies may be due to participation in more infection control training courses.
Askarian and Assadian identified linear correlations between the knowledge and attitude and also between the attitude and practice. However, they observed no linear correlation between knowledge and practice [26]. In contrast, in the current study, a linear correlation was found only between attitude and practice and no linear correlations were discovered between knowledge and attitude or between knowledge and practice. It may be stated that improving attitude would lead to a better performance. As a result, it would be beneficial to alter the educational protocols and to institutionalize proper behaviors towards infection control precautions.
In the current study, it was observed that the mean total score of knowledge in postgraduate dental students was significantly higher than that in undergraduate dental students. In addition, Al Jasser et al. discovered that postgraduate students had a higher level of knowledge than undergraduate dental students [27]. Similarly, Pai et al. demonstrated higher knowledge and practice levels of dental professionals with higher academic levels. They observed that postgraduate dental students had an appropriate level of knowledge about infection control and airborne isolation precautions, while undergraduate students (particularly those who had recently entered the clinic) had the lowest level of knowledge [23]. This finding can be attributed to greater experience of postgraduate students as they are better in searching information, critical reading, and problem-focused observations [27].
The present study showed that 57.5% of the study groups had participated in infection control courses which was higher than the rate reported in a previous study [26]. This shows the improvement of educational programs. The mean scores of knowledge, attitude, and practice in the current study were 76%, 82%, and 38.2%, respectively. In a study by Askarian and Assadian, these scores were 74.5%, 77.5%, and 55.2%, respectively [26]. Participation in more infection control courses may be a probable reason for improvement of knowledge and attitude; whereas lower percentage of practice may be related to the difference in study design between the current study and that of Askarian and Assadian. In the current study, airborne, droplet, and contact precautions were evaluated in addition to standard precautions. In other words, the field of investigation in the present study was larger.
Furthermore, no significant correlations were found in the current study between the mean scores of knowledge, attitude, and practice with gender, which was consistent with the study by Askarian and Assadian [26].
Similar to the study of Askarian et al., the mean scores of attitude and knowledge regarding aerosol and droplet precautions were good. However, the score of practice was poor [19]. Likewise, Pai et al. reported a positive attitude among the participants towards infection control precautions, although bringing them into practice was weak [23]. Inconsistent with the aforementioned studies, Jain et al. [28], Baseer et al. [13], and Khasawneh et al. [29] observed better infection control in practice and performance of dentists. The probable reason for this higher infection control performance in the study by Baseer et al. may be the design of their study in which their participants had at least 10 years of experience after graduation [13]. Khasawneh et al. assessed the knowledge, attitude, and practice of medical students towards COVID-19. The mean score of practice in their study was more than that in our study. This may probably be due to better conditions and superior monitoring in hospitals [29].
Abalkhail et al. recommended that isolation precaution training of healthcare workers might be beneficial for improvement of their knowledge about standard infection control precautions [30]. Similarly, in the current study, it was observed that the mean score of knowledge before and after the intervention had a significant difference and the intervention improved the mean knowledge score of the participants. However, the intervention had no significant effect on the attitude. Rezai et al. observed a significant difference between the pre-test and post-test scores of a questionnaire regarding knowledge. In addition, similar to the results of the present study, they detected no significant difference in attitude before and after the educational programs among undergraduate dental students. However, in contrast to the current study, Rezaee et al. found a significant difference regarding performance before and after the educational interventions. Therefore, to achieve an effective educational program, it is necessary to offer constant training programs and to monitor and examine the knowledge, attitude, and practice constantly. Attitude improvement requires novel and more effective training strategies [31].
One limitation of the present study was that the authors were unable to provide an online setting for the participants to complete the questionnaire due to high number of items. Another limitation was that our study was restricted to Dental School of Shiraz. Consequently, it is not possible to generalize the findings to other settings. Moreover, the interventional training was theoretical through PowerPoint presentations. Practical training courses should be used in future studies.
Conclusion
The mean scores of knowledge and attitude of undergraduate and postgraduate dental students were good. However, the mean score of practice was low. In addition, the interventional training program significantly increased the mean scores of knowledge and attitude.
Type of Study: Original article |
Subject:
Endodontics
References
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