IADR Abstract Archives
A Self-Instructional Training Video to Perform 3D Mandibular Border Movements
Objectives: Assessing mandibular movements is a fundamental aspect of clinical dentistry, yet there is a lack of self-instructional resources for teaching these movements to patients. This study’s goal was to create and evaluate a self-instructional training video for performing mandibular border movements.
Methods: Ten participants (4 males, 6 females; age range 19-22 years) without a history of temporomandibular joint (TMJ) discomfort were instructed to practice along with a self-instructional video until they believed they could successfully make the requested jaw movements. The video used dental/jaw animations accompanied by a verbal audio description to guide subjects to perform the requested movements. After self-training, subjects came to the clinic and performed the jaw movements while following the self-instructional video and being video recorded. Maximal opening (MO) was measured. Three evaluators independently scored each subject’s recorded movements based on how well a subject duplicated the movements in the video with respect to each movement’s direction and quality. Intraclass correlation coefficients confirmed the reliability of scoring between evaluators. Each of the 19 mandibular movements was categorized as being good, moderate, or poor based on its mean score.
Results: The results support the potential of training subjects with a self-instructional video as only 3 of the 19 movements were categorized as poor. The mean MO for males (57.78mm, SD=6.6) and females (43.33mm, SD=4.84) differed significantly. A significant negative correlation was found (r=-0.71, p=0.02) between a subject’s MO and reported TMJ discomfort level during practice/clinical test sessions. There was no significant correlation between the amount of practice and how well the subjects performed the movements.
Conclusions: Most of the poorly rated movements asked subjects to maintain a specified amount of mouth opening throughout the movement. Placing a flat anterior inter-occlusal guide plane of a thickness equal to the amount of the desired opening might make these movements more accurate. Two practice sessions prior to clinical assessment may be sufficient for training.
Methods: Ten participants (4 males, 6 females; age range 19-22 years) without a history of temporomandibular joint (TMJ) discomfort were instructed to practice along with a self-instructional video until they believed they could successfully make the requested jaw movements. The video used dental/jaw animations accompanied by a verbal audio description to guide subjects to perform the requested movements. After self-training, subjects came to the clinic and performed the jaw movements while following the self-instructional video and being video recorded. Maximal opening (MO) was measured. Three evaluators independently scored each subject’s recorded movements based on how well a subject duplicated the movements in the video with respect to each movement’s direction and quality. Intraclass correlation coefficients confirmed the reliability of scoring between evaluators. Each of the 19 mandibular movements was categorized as being good, moderate, or poor based on its mean score.
Results: The results support the potential of training subjects with a self-instructional video as only 3 of the 19 movements were categorized as poor. The mean MO for males (57.78mm, SD=6.6) and females (43.33mm, SD=4.84) differed significantly. A significant negative correlation was found (r=-0.71, p=0.02) between a subject’s MO and reported TMJ discomfort level during practice/clinical test sessions. There was no significant correlation between the amount of practice and how well the subjects performed the movements.
Conclusions: Most of the poorly rated movements asked subjects to maintain a specified amount of mouth opening throughout the movement. Placing a flat anterior inter-occlusal guide plane of a thickness equal to the amount of the desired opening might make these movements more accurate. Two practice sessions prior to clinical assessment may be sufficient for training.