University Students' Perception of the Knowledge Acquired in a Temporomandibular Joint Magnetic Resonance Imaging Course
DOI:
https://doi.org/10.5335/rfo.v30i1.17181Keywords:
Temporomandibular Joint Dysfunction Syndrome, Imageamento por Ressonância magnética, Interdisciplinary PlacementAbstract
Aim: To evaluate the perception of university students regarding the knowledge acquired in an interdisciplinary course on Magnetic Resonance Imaging (MRI) of the Temporomandibular Joint (TMJ). Methods: This is an analytical, observational, quantitative, and prospective study conducted with students from the Dentistry and Speech-Language Pathology undergraduate programs enrolled in a university extension course on TMJ MRI. Data collection was performed using two online questionnaires applied before and after the course, addressing topics such as anatomy, imaging planes, TMJ pathologies in MRI, and clinical correlation of findings. Responses were analyzed using statistical tests to compare pre- and post-course results. Results: A total of 52 students participated, with 32 answering the initial questionnaire and 20 completing the final one. A statistically significant difference (p=0.01) was observed in the students’ self-perceived knowledge after the course, indicating improvement across all evaluated domains, particularly in the identification of anatomical planes, disc displacement, and degenerative changes. Conclusion: The extension course, based on active and interdisciplinary teaching methodologies, contributed to improving students’ perception of their knowledge about TMJ MRI. Despite the positive results, it is important to note that the data are based on self-perception and a small sample size, highlighting the need for future studies involving objective performance assessments and larger, more representative samples.
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