Jiang Pan, Chen Haixiang, Li Jing, Zhou Hangtian
Department of Stomatology, The First Affiliated Hospital of USTC, Division of Life Sciences and Medicine, University of Science and Technology of China, Hefei, 230001, Anhui, China.
BMC Med Educ. 2025 Jun 4;25(1):837. doi: 10.1186/s12909-025-07429-8.
The aim of this study is to evaluate efficacy of case-based learning (CBL) focusing on the limited mouth opening temporomandibular disorder (TMD) symptom.
Thirty 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).
Both 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.
Integrating "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.
本研究旨在评估以张口受限型颞下颌关节紊乱病（TMD）症状为重点的案例式学习（CBL）的效果。
招募了中国科学技术大学附属第一医院的30名牙科住院医师学员参与本研究。对照组（n = 15；2021 - 2022年）在完成标准临床轮转时接受以TMD为重点的传统CBL课程。实验组（n = 15，2023 - 2024年）经历了专门针对张口受限并结合临床培训的CBL。2个月后的干预后评估包括：（1）理论考试；（2）临床能力评估（病史采集、影像解读）；（3）经过验证的满意度调查。分析采用SPSS 26.0软件进行χ²检验/Mann Whitney U检验（α = 0.05）。
两组的理论知识水平相当（P = 0.35）。实验组在病史综合分析和颞下颌关节影像分析方面表现出更优的临床能力。对两组进行的培训后满意度调查显示，在临床推理、文献应用、临床记录质量和跨学科协作这四项核心能力方面，实验组的平均得分均显著高于对照组（所有p < 0.05）。
在颞下颌关节紊乱病（TMD）的实践教学中，将“张口受限”CBL与临床培训相结合，可以提高住院医师的诊断敏锐度，培养TMD管理中的多学科能力，并通过结构化的临床推理发展优化循证教学效果。
