L. Sangalli, Elizabeth Manning, P. Brzozowski‐Sawicki, Melisa Alabsy, Stephen Palatinus, Janey Prodoehl
OBJECTIVE: Clinical readiness in predoctoral dental students in the United States regarding screening and management of Temporomandibular Disorders (TMD) is lacking. This study evaluated the impact of a novel educational activity focused on TMD screening, palpatory clinical examination, and trigger point injections (TPIs) on dental students' confidence and intention to incorporate skills into future clinical practice. METHODS: A hands-on educational activity consisting of peer-based practice of TMD screening, palpatory clinical exam, and manikin-based TPIs was incorporated in a predoctoral dental curriculum. Pre- and post-assessment surveys measured change in confidence across TMD-related skills (0-100 numerical rating scale) and anticipated clinical behaviours (TMD screening and intention to incorporate TPIs in future practice), with changes assessed using independent t-tests and McNemar tests. RESULTS: Of 148 participants, 10.8% had previously observed TPIs on patients, and 32% had never been exposed to TMD patients. At post-intervention, perceived confidence significantly increased across all TMD-related domains (all p's < 0.001), with the greatest magnitude of change occurring for performing diagnostic injections to confirm a diagnosis and among students without prior TMD exposure. The proportion of students intending to screen every patient for TMD increased from 78.9% to 82.7% (p = 0.040) and those planning to incorporate TPIs into practice increased from 42.2% to 69.4% (p < 0.001). CONCLUSIONS: A hands-on educational activity conducted on peers and manikins significantly enhanced students' perceived confidence and intent to integrate TMD screening and TPIs into clinical care, especially among those lacking prior patient exposure. Dental schools may benefit from integrating structured, small-group practical and simulated training, supervised by trained-faculty, to address gaps in TMD education.