From Theory to Practice: Use of Diagnostic Criteria for Temporomandibular Disorders by Undergraduate Dental Students

ABSTRACT

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.