Self-reported frequency of temporomandibular disorders among undergraduate students at Taibah University

Abstract Background The etiology of temporomandibular disorders (TMD) can be explained on the basis of a biopsychosocial model. However, psychosocial assessment is challenging in daily dental practice. The purpose of the current study was to field-test the practicability of a novel psychosocial assessment scoring form regarding the reliability of scoring procedures and the opinion of examiners. The working hypotheses were that the scoring results of inexperienced undergraduate students were similar to the results collected by a gold standard and that the scoring form was easy to use. Methods A psychosocial assessment scoring form was developed in accordance with guidelines of the Diagnostic Criteria for Temporomandibular Disorders (DC/TMD), including results of the Graded Chronic Pain Scale (GCPS), Patient Health Questionnaires (PHQ), and Generalized Anxiety Disorders (GAD). Inexperienced operators (undergraduate students) examined patients with TMD-associated complaints and rated the practicability of the scoring form. The scoring results were recalculated by two experienced operators and a consensus was defined as a gold standard. Reliability coefficients were determined comparing results of the gold standard and the inexperienced operators. Results Sixty-five examiners used the scoring form to obtain results for patients with TMD-associated complaints. Of the patients, 78.8% received a diagnosis according to DC/TMD decision trees. Two-thirds of the operators (62.9%) stated that the form was easy to complete, and 83.0% would use it in their dental practice. The reliability coefficients ranged between 0.81–1.00. Conclusions Within the limitations of the present study, the psychosocial assessment scoring form seems to be an easy-to-use and practicable tool. The vast majority of the inexperienced examiners recommended the application.

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Prevalence and Severity of Temporomandibular Disorders in Medical/Dental Undergraduate Students

Journal of The Pakistan Dental Association ◽

10.25301/jpda.302.94 ◽

2021 ◽

Vol 30 (02) ◽

pp. 94-98

Author(s):

Mahvish Wahad Khan ◽

◽

Abdul Mueed Zaigham

Keyword(s):

Undergraduate Students ◽

Temporomandibular Disorders ◽

Low Cost ◽

Survey Study ◽

Public Health Services ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Response Options ◽

Medical College ◽

Short Period

OBJECTIVE: The objective of this epidemiological study was to assess the prevalence and severity of temporomandibular disorders (TMD) in undergraduate students at CMH Lahore Medical College (CMH-LMC) and Institute of Dentistry (IOD) using Fonseca’s questionnaire. METHODOLOGY: A cross-sectional survey study was conducted. A questionnaire was distributed among 644 undergraduate students attending CMH Lahore Medical College (CMH-LMC) and Institute of Dentistry (IOD). The questionnaire had some general questions regarding medical and dental history requiring responses in yes or no and it had 10 specific questions regarding the temporomandibular joint with response options yes, sometimes & no which were allocated scores 10, 5 and 0 respectively. The sum of points was used to classify participants into TMD free, mild, moderate, and severe temporomandibular disorders (TMD). RESULTS: The prevalence of TMD was found to be 62%. Among all the participants almost 37% were TMD free, 43% students suffered from Mild TMD, 18% students had moderate TMD and 1% students suffered from severe TMD. CONCLUSION: The Fonseca’s questionnaire can be used as an effective tool in assessment of prevalence and severity of temporomandibular disorders. Public health services should adopt the questionnaire for screening, as information can be obtained in a relatively short period and at a low cost for a wide population. KEYWORDS: Fonseca’s questionnaire, Temporomandibular disorders, Orofacial pain, Cervicofacial muscles.

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Association and Correlation between Temporomandibular Disorders and Psychological Factors in a Group of Dental Undergraduate Students

International Journal of Applied Sciences and Biotechnology ◽

10.3126/ijasbt.v2i4.11204 ◽

2014 ◽

Vol 2 (4) ◽

pp. 426-431

Author(s):

Divya Sood ◽

Arun V Subramaniam ◽

Tulsi Subramaniam

Keyword(s):

Undergraduate Students ◽

Temporomandibular Disorders ◽

Psychological Factors ◽

Depression Scale ◽

Anxiety Level ◽

Anxiety And Depression ◽

Moderate Degree ◽

Mild Depression ◽

Mild Degree ◽

Depression Level

Aims/Objectives: To evaluate the prevalence and severity of temporomandibular disorders (TMD) and presence of psychological factors (i.e.,anxiety and depression levels) in dental undergraduate students. Second purpose was to assess the association and correlation between TMD degree and psychological factors viz. anxiety and depression.Materials and methods: The sample comprised of 400 Dental undergraduatestudents aged 18- 25 years, including both the genders. TMD degree was evaluated using an anamnestic questionnaire (modified version of Helkimo’s anamnestic index). Morphologic occlusion was evaluated according to Angle classification. The Hospital Anxiety and Depression Scale (HADS) was used to assess of levels of anxiety (HADSa) and depression (HADSd) in the dental undergraduate students.Results: Onbasisof the TMD anamnestic index, 74% of students were TMD free. 24.5% of subjects presented with mild degree of TMD and only 1.5% of subjects presented with moderate degree of TMD. According to the results obtained from HADSa, 35.3% of subjects presented with mild anxiety level, 13.8% with moderate anxiety level, and only 1.3% with severe anxiety level. According to the results obtained from HADSd, 10.3% of subjects presented with mild depression level and only 2.3% with moderate depression level. A definite association between TMD degree and Anxiety level (HADSa) was found. A definite association between TMD degree and Depression level (HADSd) was found. Therewas significant association between TMD degree and occlusion.Conclusions: On the basis of anamnestic index, this study revealed a 26% TMD prevalence in the dental undergraduate students included in the study; majority of cases being of mild degree. Both anxiety and depression were found to be associated with TMD degree/severity. Both anxiety and depression are weakly correlated with TMD in the present study.DOI: http://dx.doi.org/10.3126/ijasbt.v2i4.11204 Int J Appl Sci Biotechnol, Vol. 2(4): 426-431

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Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-18-0181 ◽

2019 ◽

Vol 28 (3) ◽

pp. 1257-1267 ◽

Cited By ~ 2

Author(s):

Priya Kucheria ◽

McKay Moore Sohlberg ◽

Jason Prideaux ◽

Stephen Fickas

Keyword(s):

Academic Success ◽

Undergraduate Students ◽

Expository Text ◽

Reading Strategy ◽

Detection Algorithm ◽

Expository Texts ◽

Human Observer ◽

Behavioral Strategies ◽

Periodic Review ◽

Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

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Does a Graduate Course in Fluency Disorders Make a Difference?

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd20.1.10 ◽

2010 ◽

Vol 20 (1) ◽

pp. 10-14 ◽

Cited By ~ 2

Author(s):

Evelyn R. Klein ◽

Barbara J. Amster

Keyword(s):

Undergraduate Students ◽

Graduate Programs ◽

The United States ◽

Cross Sectional Study ◽

Sectional Study ◽

Graduate Course ◽

Cross Sectional ◽

Fluency Disorders ◽

Introductory Course ◽

Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

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The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00171 ◽

2020 ◽

pp. 1-8

Author(s):

Sabine Heuer

Keyword(s):

Older Adults ◽

Service Learning ◽

Undergraduate Students ◽

Attitude Scale ◽

Evidence Based ◽

Attitudes Toward Older Adults ◽

Students Attitudes ◽

Attitude Shift ◽

The Impact ◽

Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

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Engaging Undergraduate Students in Child Language Research

Perspectives on Issues in Higher Education ◽

10.1044/aihe17.1.4 ◽

2014 ◽

Vol 17 (1) ◽

pp. 4-16

Author(s):

Jade H. Coston ◽

Corine Myers-Jennings

Keyword(s):

Undergraduate Students ◽

Student Growth ◽

Process Data ◽

Research Knowledge ◽

Research Dissemination ◽

Language Sampling ◽

Language Research ◽

Language Sample Analysis ◽

Turn Taking ◽

Assessment Techniques

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.

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