Comparison of Two Different Teaching Methods for Temporomandibular Joint Anatomy, Temporomandibular Disorders and Occlusal Splint Applications Among Dental Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 83
- 试验地点
- 1
- 主要终点
- Students' Perceived Effectiveness of the Teaching Methods
研究概览
简要总结
This randomized two-sequence crossover educational study aimed to compare theoretical and practical teaching methods for temporomandibular joint (TMJ) anatomy, temporomandibular disorders (TMDs), and prosthodontic treatment approaches among dental students. A total of 83 third-year dental students were randomly allocated to two groups. Group 1 received theoretical teaching followed by practical teaching, whereas Group 2 received practical teaching followed by theoretical teaching. Both groups received both teaching methods, which covered TMJ anatomy, disc position and function, disc displacement, clinical manifestations, joint mechanics, and prosthodontic treatment approaches. Following completion of both teaching sessions, students completed a 17-item questionnaire evaluating their perceptions of the teaching methods and their preferences regarding the most effective and ideal teaching approach.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Crossover
- 主要目的
- Other
- 盲法
- None
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Third-year undergraduate dental students who were native Turkish speakers, were enrolled in the third year of the dental curriculum for the first time, and voluntarily agreed to participate in the study by providing informed consent
排除标准
- •Students who did not meet the inclusion criteria or did not provide informed consent were excluded from the study.
研究组 & 干预措施
Theoretical-Practical Sequence
Participants assigned to this sequence first received the slide-assisted theoretical teaching session, followed by the model-assisted practical teaching session. Both sessions covered temporomandibular joint anatomy, temporomandibular disorders, and prosthodontic treatment approaches.
干预措施: Practical Teaching (Other)
Practical-Theoretical Sequence
Participants assigned to this sequence first received the model-assisted practical teaching session, followed by the slide-assisted theoretical teaching session. Both sessions covered temporomandibular joint anatomy, temporomandibular disorders, and prosthodontic treatment approaches.
干预措施: Theoretical Teaching (Other)
Practical-Theoretical Sequence
Participants assigned to this sequence first received the model-assisted practical teaching session, followed by the slide-assisted theoretical teaching session. Both sessions covered temporomandibular joint anatomy, temporomandibular disorders, and prosthodontic treatment approaches.
干预措施: Practical Teaching (Other)
Theoretical-Practical Sequence
Participants assigned to this sequence first received the slide-assisted theoretical teaching session, followed by the model-assisted practical teaching session. Both sessions covered temporomandibular joint anatomy, temporomandibular disorders, and prosthodontic treatment approaches.
干预措施: Theoretical Teaching (Other)
结局指标
主要结局
Students' Perceived Effectiveness of the Teaching Methods
时间窗: Immediately after completion of both teaching sessions
Students rated the effectiveness of the theoretical and practical teaching methods using a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Ratings for the two teaching methods were compared to evaluate students' perceptions of their effectiveness.
次要结局
未报告次要终点