ArticleBMC medical education2025
Temporomandibular disorder clinical practice teaching through case-based learning with the symptom "limited mouth opening": a pilot study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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1 citing paper in PubMed.
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Authors and funding
4 authors.
Funding
Abstract
objectiveThe aim of this study is to evaluate efficacy of case-based learning (CBL) focusing on the limited mouth opening temporomandibular disorder (TMD) symptom.
methodsThirty dental resident trainees from the First Affiliated Hospital of the University of Science and Technology of China (USTC) were enrolled in the study. The control group (n = 15; 2021-2022) received conventional CBL sessions focusing on TMD while completing standard clinical rotations. The experimental group (n = 15, 2023-2024) experienced CBL that focused exclusively on Limited Mouth Opening integrated with clinical training. Post-intervention assessments at 2 months included: (1) theoretical exams, (2) clinical competency evaluations (history-taking, imaging interpretation), and (3) validated satisfaction surveys. Analyses utilized SPSS 26.0 with χ²/Mann-Whitney U tests (α = 0.05).
resultsBoth groups exhibited comparable theoretical knowledge (P = 0.35). The experimental group demonstrated superior clinical performance in history synthesis and temporomandibular joint imaging analysis. Post-training satisfaction surveys administered to both groups revealed that the experimental cohort demonstrated significantly higher mean scores (all p < 0.05) than controls across four core competencies: clinical reasoning, literature utilization, clinical documentation quality, and interdisciplinary collaboration.
conclusionIntegrating "Limited Mouth Opening" CBL with clinical training in the practical teaching of temporomandibular disorder (TMD) can enhance residents' diagnostic acumen, cultivate multidisciplinary competencies in TMD management, and optimise evidence-based pedagogical outcomes through structured clinical reasoning development.
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