Higher Confidence Levels in Temporomandibular Disorders Among Predoctoral Students With Clinical Patient Exposure: A National-Based Cross-Sectional Study.

IF 1.7 4区 教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE
Linda Sangalli, William S Rayens, Caroline M Sawicki, Danica Tuason, Alberto Herrero Babiloni, James Fricton, Janey Prodoehl
{"title":"Higher Confidence Levels in Temporomandibular Disorders Among Predoctoral Students With Clinical Patient Exposure: A National-Based Cross-Sectional Study.","authors":"Linda Sangalli, William S Rayens, Caroline M Sawicki, Danica Tuason, Alberto Herrero Babiloni, James Fricton, Janey Prodoehl","doi":"10.1111/eje.13138","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>The Commission on Dental Accreditation mandated the integration of temporomandibular disorders (TMD) education in predoctoral dental curricula by 2022. However, its impact on student confidence in managing patients with TMD, which is a crucial precursor to implementation, remains unexplored. This study assessed students' confidence levels in TMD-related skills and the influence of different educational approaches.</p><p><strong>Methods: </strong>An anonymous survey assessing confidence in 12 TMD-related skills (rated 0-10, with 10='the most confident') was distributed to all U.S. predoctoral dental students via the American Student Dental Association in Fall 2024. Confidence levels were compared across academic years, instruction modality (multimodal vs. single-modality) and educational approach (didactic alone vs. didactic + clinical exposure vs. didactic + hands-on/small group discussions) using ANOVA and t-tests. Logistic regression identified predictors of sufficient confidence (> 5 on a 0-10 scale).</p><p><strong>Results: </strong>Responses from 289 participants (26.2 ± 3.8 y/o, 69.3% women) revealed overall low confidence levels (3.5 ± 2.1). Confidence significantly increased with academic year, from 14% of first-year students to 59.4% of fourth-year students reporting sufficient confidence (p < 0.001). Students who received multimodal instruction (p < 0.001), didactic lecture combined with patient exposure (p's between < 0.001 and 0.021) and who had previous clinical exposure (p's between < 0.001 and 0.006) scored significantly higher in confidence than those receiving single-modality approaches, only didactic lecture, and those without patient exposure. Logistic regression identified patient exposure (OR = 2.88, 95% CI 1.11-7.51, p = 0.030) and later academic year (OR = 2.57, 95% CI 1.15-5.71, p = 0.021) as predictors of sufficient confidence.</p><p><strong>Conclusions: </strong>Despite an overall low confidence in skills related to TMD, confidence levels improved with academic progression, multimodal instruction, and patient exposure.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Dental Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1111/eje.13138","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"DENTISTRY, ORAL SURGERY & MEDICINE","Score":null,"Total":0}
引用次数: 0

Abstract

Objective: The Commission on Dental Accreditation mandated the integration of temporomandibular disorders (TMD) education in predoctoral dental curricula by 2022. However, its impact on student confidence in managing patients with TMD, which is a crucial precursor to implementation, remains unexplored. This study assessed students' confidence levels in TMD-related skills and the influence of different educational approaches.

Methods: An anonymous survey assessing confidence in 12 TMD-related skills (rated 0-10, with 10='the most confident') was distributed to all U.S. predoctoral dental students via the American Student Dental Association in Fall 2024. Confidence levels were compared across academic years, instruction modality (multimodal vs. single-modality) and educational approach (didactic alone vs. didactic + clinical exposure vs. didactic + hands-on/small group discussions) using ANOVA and t-tests. Logistic regression identified predictors of sufficient confidence (> 5 on a 0-10 scale).

Results: Responses from 289 participants (26.2 ± 3.8 y/o, 69.3% women) revealed overall low confidence levels (3.5 ± 2.1). Confidence significantly increased with academic year, from 14% of first-year students to 59.4% of fourth-year students reporting sufficient confidence (p < 0.001). Students who received multimodal instruction (p < 0.001), didactic lecture combined with patient exposure (p's between < 0.001 and 0.021) and who had previous clinical exposure (p's between < 0.001 and 0.006) scored significantly higher in confidence than those receiving single-modality approaches, only didactic lecture, and those without patient exposure. Logistic regression identified patient exposure (OR = 2.88, 95% CI 1.11-7.51, p = 0.030) and later academic year (OR = 2.57, 95% CI 1.15-5.71, p = 0.021) as predictors of sufficient confidence.

Conclusions: Despite an overall low confidence in skills related to TMD, confidence levels improved with academic progression, multimodal instruction, and patient exposure.

有临床患者暴露的博士前学生颞下颌疾病的高置信度:一项基于全国的横断面研究。
目的:牙科认证委员会要求到2022年将颞下颌疾病(TMD)教育纳入博士前牙科课程。然而,它对学生管理TMD患者的信心的影响,这是实施TMD的关键前兆,仍未被探索。本研究评估学生对tmd相关技能的信心水平,以及不同教育方法的影响。方法:通过美国学生牙科协会于2024年秋季向所有美国博士预科牙科学生分发了一份匿名调查,评估对12项tmd相关技能的信心(评分为0-10,10=“最自信”)。使用方差分析和t检验比较了不同学年、教学模式(多模式vs单模式)和教育方法(单独教学vs教学+临床接触vs教学+实践/小组讨论)的置信水平。逻辑回归确定了足够置信度的预测因子(在0-10的范围内为bbb50)。结果:289名参与者(26.2±3.8 y/o, 69.3%女性)的回答显示总体置信度低(3.5±2.1)。随着学年的增加,信心显著增加,从14%的一年级学生到59.4%的四年级学生报告足够的信心(p结论:尽管对TMD相关技能的总体信心较低,但信心水平随着学业进展、多模式指导和患者接触而提高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
4.10
自引率
16.70%
发文量
127
审稿时长
6-12 weeks
期刊介绍: The aim of the European Journal of Dental Education is to publish original topical and review articles of the highest quality in the field of Dental Education. The Journal seeks to disseminate widely the latest information on curriculum development teaching methodologies assessment techniques and quality assurance in the fields of dental undergraduate and postgraduate education and dental auxiliary personnel training. The scope includes the dental educational aspects of the basic medical sciences the behavioural sciences the interface with medical education information technology and distance learning and educational audit. Papers embodying the results of high-quality educational research of relevance to dentistry are particularly encouraged as are evidence-based reports of novel and established educational programmes and their outcomes.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信