Journal of dental education · 2026
From Theory to Practice: Use of Diagnostic Criteria for Temporomandibular Disorders by Undergraduate Dental Students.
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Al-Hamed Faez Saleh, Ali Kamran, Y Alabwah Yaqoub, G A Khater Ahmad, Talaat Wael, Abu-Samak Mohammad, Almashraqi Abeer A, Altigani Shiraz, Osman Safa A Azim, Alketbi Nawal, Jamaleddin Muhamad Amin, Bekhit Mohamed Mahmoud, Fahd Ali
Аннотация
OBJECTIVES: The diagnostic criteria for temporomandibular disorders (DC/TMD) is a valid tool that fulfills the diagnostic requirements in terms of methodological considerations and clinical relevance. However, its utility in undergraduate dental education is lacking. Thus, this study evaluates undergraduate dental students' perception and experiences in using the DC/TMD assessment tool.
METHODS: An exploratory sequential study design was used to assess the use of the DC/TMD assessment tool by undergraduate dental students in senior years at four institutions. Purposive, non-randomized sampling was used to invite students. Students attended a session about the DC/TMD assessment tool and watched a video illustrating the clinical examination. After training, students performed clinical examinations in pairs, followed by a survey to evaluate participants' experiences in using the DC/TMD examination form. Quantitative and thematic analyses were performed using R Studio, version 4.4.1.
RESULTS: A total of 119 participants from four institutions were enrolled. Overall, participants across all institutions demonstrated an overall high level of agreement in the quality of the DC/TMD training they received during the organized session. These results suggest consistently positive perceptions among all participants from different schools, regardless of their year of study. The thematic analysis revealed several insights, including improved diagnosis and understanding of TMD, and enhanced clinical application. Also, participants noted certain challenges associated with the tool, such as subjectivity, complexity, and time requirements.
CONCLUSION: Overall, students from four institutions reported positive experiences in using the DC/TMD assessment tool and may be considered for enhancing the skills of undergraduate dental students to examine the temporomandibular joints and associated disorders.
METHODS: An exploratory sequential study design was used to assess the use of the DC/TMD assessment tool by undergraduate dental students in senior years at four institutions. Purposive, non-randomized sampling was used to invite students. Students attended a session about the DC/TMD assessment tool and watched a video illustrating the clinical examination. After training, students performed clinical examinations in pairs, followed by a survey to evaluate participants' experiences in using the DC/TMD examination form. Quantitative and thematic analyses were performed using R Studio, version 4.4.1.
RESULTS: A total of 119 participants from four institutions were enrolled. Overall, participants across all institutions demonstrated an overall high level of agreement in the quality of the DC/TMD training they received during the organized session. These results suggest consistently positive perceptions among all participants from different schools, regardless of their year of study. The thematic analysis revealed several insights, including improved diagnosis and understanding of TMD, and enhanced clinical application. Also, participants noted certain challenges associated with the tool, such as subjectivity, complexity, and time requirements.
CONCLUSION: Overall, students from four institutions reported positive experiences in using the DC/TMD assessment tool and may be considered for enhancing the skills of undergraduate dental students to examine the temporomandibular joints and associated disorders.