Comparison of Reaching Methods for TMJ and TMD Education in Dental Students

NCT07821918 | Completed

• 1 other identifier: SAU-TMJ-2026-653
• Study Type: interventional
• Target: 83
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Dental Education

Outcome Measures

Primary Outcomes (1)

• 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.

  Immediately after completion of both teaching sessions

Study Arms (2)

Theoretical-Practical Sequence

EXPERIMENTAL

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.

Other: Theoretical Teaching; Other: Practical Teaching

Practical-Theoretical Sequence

EXPERIMENTAL

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.

Other: Theoretical Teaching; Other: Practical Teaching

Interventions

Theoretical Teaching OTHER

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.

Practical-Theoretical Sequence; Theoretical-Practical Sequence

Practical Teaching OTHER

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.

Practical-Theoretical Sequence; Theoretical-Practical Sequence

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• 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

Sponsors & Collaborators

• Sakarya University: lead

Study Sites (1)

Sakaerya University Faculty of Dentistry

Sakarya, Turkey (Türkiye)

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: CROSSOVER
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: Participants were randomly allocated to two sequence groups. Group 1 received the theoretical teaching session followed by the practical teaching session, whereas Group 2 received the practical teaching session followed by the theoretical teaching session. All participants received both teaching interventions on the same day, with the order of the interventions differing between the two groups. Outcomes were assessed after completion of both teaching sessions.

Study Record Dates

• First Submitted: September 10, 2026
• First Posted: September 16, 2026
• Study Start: August 20, 2026
• Primary Completion: August 20, 2026
• Study Completion: August 20, 2026
• Last Updated: September 16, 2026

Record last verified: 2026-09

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)