Temporomandibular disorder clinical practice teaching through case-based learning with the symptom "limited mouth opening": a pilot study.

IF 2.7 2区医学 Q1 EDUCATION & EDUCATIONAL RESEARCH

BMC Medical Education Pub Date : 2025-06-04 DOI:10.1186/s12909-025-07429-8

Pan Jiang, Haixiang Chen, Jing Li, Hangtian Zhou

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引用次数: 0

Abstract

Objective: The aim of this study is to evaluate efficacy of case-based learning (CBL) focusing on the limited mouth opening temporomandibular disorder (TMD) symptom.

Methods: Thirty dental resident trainees from the First Affiliated Hospital of the University of Science and Technology of China (USTC) were enrolled in the study. The control group (n = 15; 2021-2022) received conventional CBL sessions focusing on TMD while completing standard clinical rotations. The experimental group (n = 15, 2023-2024) experienced CBL that focused exclusively on Limited Mouth Opening integrated with clinical training. Post-intervention assessments at 2 months included: (1) theoretical exams, (2) clinical competency evaluations (history-taking, imaging interpretation), and (3) validated satisfaction surveys. Analyses utilized SPSS 26.0 with χ²/Mann-Whitney U tests (α = 0.05).

Results: Both groups exhibited comparable theoretical knowledge (P = 0.35). The experimental group demonstrated superior clinical performance in history synthesis and temporomandibular joint imaging analysis. Post-training satisfaction surveys administered to both groups revealed that the experimental cohort demonstrated significantly higher mean scores (all p < 0.05) than controls across four core competencies: clinical reasoning, literature utilization, clinical documentation quality, and interdisciplinary collaboration.

Conclusion: Integrating "Limited Mouth Opening" CBL with clinical training in the practical teaching of temporomandibular disorder (TMD) can enhance residents' diagnostic acumen, cultivate multidisciplinary competencies in TMD management, and optimise evidence-based pedagogical outcomes through structured clinical reasoning development.

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以“张嘴受限”为症状的颞下颌障碍临床实践案例教学的初步研究。

目的：本研究的目的是评估基于案例的学习（CBL）对限制开口颞下颌障碍（TMD）症状的疗效。方法：选取中国科学技术大学第一附属医院牙科住院实习医师30名为研究对象。对照组(n = 15；2021-2022)在完成标准临床轮转的同时接受了以TMD为重点的常规CBL课程。实验组（n = 15, 2023-2024）接受CBL，专注于限制张嘴，并结合临床培训。干预后2个月的评估包括：(1)理论考试，(2)临床能力评估（记录病史，影像学解释），以及(3)验证满意度调查。分析采用SPSS 26.0， χ 2 /Mann-Whitney U检验（α = 0.05）。结果：两组的理论知识相当（P = 0.35）。实验组在病史综合和颞下颌关节影像学分析方面表现优异。结论：在颞下颌疾病（TMD）的临床实践教学中，将“有限张口”CBL与临床培训相结合，可以提高住院医师的诊断灵敏度，培养TMD管理的多学科能力，并通过结构化的临床推理发展，优化循证教学结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

BMC Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

4.90

自引率

11.10%

发文量

795

审稿时长

6 months

期刊介绍： BMC Medical Education is an open access journal publishing original peer-reviewed research articles in relation to the training of healthcare professionals, including undergraduate, postgraduate, and continuing education. The journal has a special focus on curriculum development, evaluations of performance, assessment of training needs and evidence-based medicine.