Orofacial Pain and Temporomandibular Disorders Education at Umm Al-Qura University: Perceptions and Curriculum Improvement Recommendations

TL;DR

This study assesses dental students' and graduates' views on orofacial pain and temporomandibular disorders education at Umm Al-Qura University and finds a need for curriculum improvement.

Contribution

The study identifies educational gaps in OFP/TMD training and provides specific recommendations for curriculum enhancement.

Findings

Students rated the clinical value of OFP/TMD content highly but felt the curriculum lacked depth.

Over 80% of respondents believed more OFP/TMD content should be included in the curriculum.

Limited confidence was reported in diagnosing and managing OFP/TMD despite perceived relevance.

Abstract

Objectives: To evaluate dental students’ and recent graduates’ perceptions of the integration, effectiveness, quality, and clinical relevance of orofacial pain (OFP) and temporomandibular disorders (TMDs) education in the Oral Medicine (OM) course at Umm Al-Qura University’s Faculty of Dental Medicine (UQUDENT), and to identify educational gaps and opportunities for curriculum improvement. Methods: This cross-sectional study was conducted using a self-administered online questionnaire distributed via Google Forms to 117 participants, including fourth- to sixth-year students, interns, and recent (2022–2024) graduates. Respondents provided demographic information and assessed the effectiveness (10 items), quality (4 items), and value/relevance (4 items) of the OM course using a 5-point Likert scale. Results: Respondents provided moderate ratings for course effectiveness (mean = 35.2/50) and quality (mean = 13.5/20), and rated OFP/TMD content as having high clinical value (mean = 16.1/20). They had limited confidence in OFP/TMD diagnosis (mean = 3.09/5) and management (mean = 3.19/5). More than 80% believed the curriculum should include more OFP/TMD content. No significant differences were observed by gender, sector, study/work area, clinical exposure (all p > 0.05). Conclusions: Students recognize the importance of OFP/TMD education, but the current curriculum may be insufficiently structured to build competence. Improvement of curricular depth, teaching methods, and clinical exposure is recommended.