Trial reportBMC medical education2026
Integrating virtual patient-based learning into temporomandibular disorder education improves educational and behavioral outcomes.
Trial report in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07203456 (Testing Educational Modalities for Temporomandibular Disorders Curriculum), which is not on this map. Not yet cited in PubMed.
What it found
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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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Testing Educational Modalities for Temporomandibular Disorders Curriculum
Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
7 authors.
Funding
Abstract
backgroundPredoctoral education in temporomandibular disorders (TMD) often provides limited opportunities for clinical exposure, which may hinder students' competence and confidence. This study aimed to assess the educational and behavioral impact of a TMD-specific virtual patient-based learning (VPBL) intervention on dental students' knowledge, behavioral intention for future practice, and confidence levels when integrated into a predoctoral TMD curriculum.
methodsSeventy-seven third-year dental students at a large US predoctoral program participated in this prospective pre-post study. Initially, students received a 3-hour didactic TMD lecture by an orofacial pain specialist. One week later, they engaged in a 2-h faculty-moderated VPBL session incorporating educational videos and virtual patient cases based on Diagnostic Criteria for TMD. Participants completed assessments before and after the VPBL session, measuring TMD-related knowledge (10-item clinical-based questions), behavioral intention to incorporate TMD screening and management into practice (2 items), and confidence (validated 11-item questionnaire). Pre/post changes were analyzed using paired t-tests, Wilcoxon signed-rank, and McNemar tests.
resultsMean knowledge scores improved from 4.1 ± 1.9 to 5.9 ± 1.9 (p<0.001), with 41.6% increasing to 75.3% of participants achieving a 50% knowledge threshold (p<0.001). Confidence increased from 3.6 ± 1.9 to 6.2 ± 1.6 (p<0.001), with the proportion of participants reaching 50% sufficient confidence growing from 20.8% to 72.7% (p<0.001). Improvements were also observed in behavioral intention to integrate TMD screening and management into future practice (p<0.001).
conclusionsIntegrating a TMD-specific VPBL intervention with didactic teaching was associated with short-term improvements in students' knowledge, confidence, and positive shifts in behavioral intention, supporting VPBL plausibility as an adjunct to predoctoral TMD education.
trial registrationNCT07203456 (registration date: 09/24/2025).
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