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.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
NONE
Enrollment
83
A slide-assisted theoretical teaching session covering temporomandibular joint anatomy, disc position and function, disc displacement with and without reduction, clinical manifestations, joint mechanics, and prosthodontic treatment approaches.
A model-assisted hands-on teaching session covering temporomandibular joint anatomy and function, temporomandibular disorders, and prosthodontic treatment approaches, including hands-on fabrication of anterior repositioning and stabilization splints.
Sakaerya University Faculty of Dentistry
Sakarya, Turkey (Türkiye)
Students' Perceived Effectiveness of the Teaching Methods
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.
Time frame: Immediately after completion of both teaching sessions
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