MRRead-A Novel Approach to Training Residents in Magnetic Resonance Image Temporomandibular Joint Interpretation

PURPOSE

The purpose of our study was to create an online, web-based training module that would instruct a group of participants in the interpretation of a magnetic resonance image (MRI) of the temporomandibular joint (TMJ) scan in a logical, step-wise manner to locate and identify all relevant features of internal derangement. The investigator's hypothesis was that implementing the MRRead TMJ training module would improve the participants' competency in the interpretation of MRI TMJ scans.

METHODS

The investigators designed and implemented a single-group prospective cohort study. The study population was composed of oral and maxillofacial surgery interns, residents, and staff. Subjects eligible for study inclusion were oral and maxillofacial surgeons of any level, between 18 and 50 years of age, that completed the MRRead training module to completion. The primary outcome variable was the difference between the pretest and post-test scores of the participants, and the frequency of missing internal derangement findings before and after the course. Secondary outcomes of interest were subjective data gathered from the course, including participant feedback as well as subjective evaluation of the training module and perceived benefit, as well as the learner's self-reported confidence level in interpreting MRI TMJ scans on their own before and after completion of the course. Descriptive and bivariate statistics were used.

RESULTS

The study sample consisted of 68 subjects, aged 20 to 47 (M = 29.1) years. When comparing the results of the exams precourse and post course, the overall frequency of missed features of internal derangement decreased from 19.7 to 5.9, and the total score overall increased from 8.5 to 68.6%. Regarding secondary outcomes, the majority of participants indicated that they agree or strongly agree with a number of positive subjective questions asked. In addition, there was a statistically significant increase in the participants' comfort levels in the interpretation of MRI TMJ scans.

CONCLUSION

The results of this study confirm the hypothesis that completing the MRRead training module (www.MRRead.ca) improves competency and comfort among participants in the interpretation of MRI TMJ scans and their identification of features of internal derangement correctly.

Digital anatomy table in teaching-learning process of the temporomandibular joint anatomy

INTRODUCTION

The use of teaching resources and digital objects has gradually been incorporated into dental schools. This study aimed to evaluate the digital anatomy table in teaching-learning process of the temporomandibular joint (TMJ) anatomy and the student's perception regarding this resource.

MATERIALS AND METHODS

A cross-sectional study was conducted on 41 undergraduate dental students. Knowledge assessment tests were applied at different time intervals: before and after the TMJ theoretical class, after the practical class on prosected specimens and after the use of digital anatomy table. The medians of the scores obtained in the three groups (theoretical class, practical class and digital table) were descriptively analysed and submitted to Wilcoxon, Kruskal-Wallis and Student-Newman-Keuls statistical tests. The perception survey was conducted at the end of the study.

RESULTS

When the teaching strategies were compared amongst each other, the medians of the scores with the digital anatomy table were significantly higher than after the theoretical and practical classes. At the end of the research, there were no differences amongst the three groups (theoretical class, practical class and digital table). Regarding the perception, the majority of the students reported that the digital anatomy table helped them to understand the content of the theoretical class.

CONCLUSION

It was concluded that learning with the use of the digital anatomy table did not increase the knowledge of dental students with respect to the TMJ anatomy. The students' perceptions of the digital anatomy table were positive and that it could be used as an additional resource in the teaching-learning process.

[Dental imaging procedures in the Unified Health System and the expansion of secondary care: series between 2000-2016]

The scope of this paper was to analyze the time series of dental procedures performed between 2000 and 2016 in the Brazilian Unified Health System (SUS). The data were obtained from the Outpatient Information System of the SUS (SIA-SUS). The influence of the 2004 National Oral Health Policy of Ordinance No. 600/2006 (which instituted the financing of Dental Specialty Centers - CEOs), and Ordinance No. 1,234/2013 (Financial incentive for the Program for Enhancement of Quality and Access - PMAQ-CEO) were analyzed. Descriptive analyses of the initial and final years of the time series were presented, assessing trends and seasonality in seven types of imaging procedures. The time series of rates of periapical/bitewing radiographic exams revealed a trend of moderate increase and was the only area in which the impact of the financial implementation policy of the CEOs was observed, though not of the PMAQ-CEO. Extraoral imaging exams, such as panoramic radiography, facial CT/TMJ and TMJ MRI revealed a strong upward trend, despite the very low rates. The conclusion reached is that between 2000 and 2016, the policy of expansion of secondary care increased the use of periapical/bitewing imaging exams.

Dry Skulls and Cone Beam Computed Tomography (CBCT) for Teaching Orofacial Bone Anatomy to Undergraduate Dental Students

Learning bone anatomy of the skull is a complex topic involving three-dimensional information. The impact of the use of human dry skulls and cone beam computed tomography (CBCT) imaging was investigated in the teaching of undergraduate dental students. Sixty-four first-year students in the University of Hong Kong were randomly divided into eight groups. Four teaching methods were tested: (1) CBCT followed by standard lecture, (2) CBCT followed by lecture with skulls, (3) standard lecture followed by CBCT, and (4) lecture with skulls followed by CBCT. After each, students were given a multiple-choice questionnaire to assess their objective learning outcome (20 questions) and a questionnaire for their subjective satisfaction (10 statements). Surveys were assessed with Cronbach's alpha, Kendall's tau-b, and principal components analysis. Data were analyzed with Student's t-test and a one-way ANOVA (significance α = 0.05). Standard lecture followed by CBCT showed the highest learning outcome score (81.6% ± 14.1%), but no significant difference was present among four teaching methods. Cone beam computed tomography followed by lecture with skulls scored the highest overall subjective satisfaction (4.9 ± 0.8 out of 6), but no significant difference was present among teaching methods. Nevertheless, students' perception of learning was positively influenced by the use of skulls (P = 0.018). The timing of administration of the CBCT did not affect students' subjective satisfaction or objective learning outcome. Students perceived to learn more by using skulls, but their objective learning outcomes were not significantly affected. A discrepancy seems to exist between students' perception of learning and their effective performance.