Content Validity Assessment of a Virtual Patient-Based Learning Platform for TMD Education among Orofacial Pain Experts.

Abstract

Introduction: To compensate for inadequate clinical exposure to temporomandibular disorders (TMD) among dental students during predoctoral training, a virtual patient-based learning (VPBL) platform was developed for integration into the TMD predoctoral curriculum. This study tested the VPBL's content validity among 10 orofacial pain (OFP) experts responsible for TMD education at U.S. institutions.

Methods: We developed a digital platform of 20 virtual patients (VPs) using Articulate Storyline, featuring common OFP conditions (based on Diagnostic Criteria for TMD) and divided into four modules (muscular-TMD, articular-TMD, mixed-TMD, and non-TMD). Each OFP-expert was randomly assigned to one VP from each module (a total of 4 VPs). VP's content validity was assessed through the Suitability Assessment of Materials across 6 domains (content, literacy level, graphics, layout, learning simulation, and cultural appropriateness) by computing Item-Level Content Validity Index (0-1 I-CVI, with ≥0.78 = "excellent validity" based on established recommendations), Scale-CVI/Universal Agreement (0-1 S-CVI/UA, with ≥0.8 = "excellent"), and total suitability score (0%-100%, with ≥70% = "superior material").

Results: The total suitability score was 89.1%±5.1 (range 81.2%-93.2%), corresponding to "superior material." The average VP's CVI was 0.95±0.01. The literacy level category received the lowest scores due to >9th-grade reading level demand (I-CVI 0.28±0.38, range 0.22-0.33). The S-CVI/UA was 0.93±0.04 (range 0.86-1.00) across all VPs, the lowest being a case of disc displacement without reduction in the articular TMD module (average I-CVI = 0.86).

Conclusions: The VPBL platform, designed for predoctoral TMD education, demonstrated excellent content validity among OFP experts. Future steps include testing its implementation in the TMD curriculum of a large predoctoral school.