Achieved Competencies and Satisfaction in Temporomandibular Disorders and Orofacial Pain Education

Aims: To assess dental students’ achieved competencies and perceived satisfaction with their temporomandibular disorders (TMD) and orofacial pain education and to compare these with the results of their final examination in TMD and orofacial pain. Methods: Dental students from two consecutive classes (2011/2012 and 2012/2013) at the Department of Orofacial Pain and Jaw Function at the dental school in Malmö, Sweden completed two self-evaluations, one at the beginning of semester seven and one at the end of semester eight. The questionnaire that they were given concerned achieved competencies and satisfaction with education in TMD and orofacial pain. Items focused on anatomy, physiology, and clinical training. Students estimated their competence and satisfaction on a numeric rating scale and described their idea of treating TMD and orofacial pain patients on a verbal rating scale. Outcome variables were tested with paired samples t test for differences over time and independent samples t test for between-class comparisons; both were adjusted for multiple testing with Bonferroni correction. Results: Significant improvement in all items was observed for achieved competencies and satisfaction in both classes between semester seven and semester eight (P < .05). No differences in competencies or satisfaction occurred between classes at the end of the clinical course in semester eight (P > .05). Conclusion: This study has shown that expansion in undergraduate TMD and orofacial pain education at the dental school in Malmö has allowed all students to develop the same level of competence, independent of prior experience. The study also pointed out that continuous evaluation and enhancement of TMD and orofacial pain education in undergraduate dental education is beneficial.

education; problem-based learning; professional competence; temporomandibular joint disorders

1. Watt-Watson J, McGillion M, Hunter J, et al. A survey of prelicensure pain curricula in health science faculties in Canadian universities. Pain Res Manag 2009;14:439–444.

2. Sessle B. Unrelieved pain: A crisis. Pain Res Manag 2011;16:416–420.

3. Rohlin M, Petersson K, Svensäter G. The Malmö model: A problem-based learning curriculum in undergraduate dental education. Eur J Dent Educ 1998;2:103–114.

4. LeResche L. Epidemiology of temporomandibular disorders: Implications for the investigation of etiologic factors. Crit Rev Oral Biol Med 1997;8:291–305.

5. Vallon D, Nilner M. Undergraduates’ and graduates’ perception of achieved competencies in temporomandibular disorders and orofacial pain in a problem-based dental curriculum in Sweden. Eur J Dent Educ 2009;13:240–247.

6. Alsafi Z, Michelotti A, Ohrbach R, Nilner M, List T. Achieved competencies in temporomandibular disorders/orofacial pain: A comparison between two dental schools in Europe. Eur J Dent Educ 2015;19:161–168.

7. Nilsson IM. Reliability, validity, incidence and impact of temporomandibular pain disorders in adolescents. Swed Dent J Suppl 2007;(183):7–86.

8. Dworkin SF, LeResche L. Research diagnostic criteria for temporomandibular disorders: Review, criteria, examinations and specifications, critique. J Craniomandib Disord 1992;6:301–355.

9. Schiffman E, Ohrbach R, Truelove E, et al. Diagnostic Criteria for Temporomandibular Disorders (DC/TMD) for clinical and research applications: Recommendations of the International RDC/TMD Consortium Network and Orofacial Pain Special Interest Group. J Oral Facial Pain Headache 2014;28:6–27.

10. Miller GE. The assessment of clinical skills/competence/performance. Acad Med 1990;65:S63–S67.

11. National Guidelines for Adult Dental Care 2011: The National Board of Health and Welfare [in Swedish]. Stockholm: Socialstyrelsen, 2011.