Evaluation of Temporomandibular Disorders Among Dental Students of Saudi Arabia Using Diagnostic Criteria/temporomandibular Disorders (DC/TMD) and Its Association With Biographic, Academic, and Psychosocial Parameters – A Cross-sectional Study

Abstract

Background: Temporomandibular disorders (TMD) are a board category of conditions arising from the various components of the temporomandibular joint (TMJ) complex. Bio-psychosocial model is the most accepted theory describing the etiopathogenesis of TMD. Dental students are vulnerable to psychological disorders including anxiety, depression and stress. Hence, the aim of the current study was to evaluate the TMD among dental students of various academic levels and explore the association of TMD with biographic, academic, and psychosocial parameters. Methods: A total of 246 students of a dental school in Saudi Arabia were chosen for the study. After getting consent, all students were examined as per the diagnostic criteria/Temporomandibular disorders (DC/TMD) including components from axis-I and axis-II. Results: The overall cross-sectional prevalence of TMD was found to be 36.99%. Pain arising from the jaw, temple, and peri-auricular area was the most commonly reported symptom and elicited sign during examination. Among the pain-related TMD, myalgia was the commonest diagnosed condition, whereas disc displacement with reduction was found prevalent in intra-articular disorder category. Female (OR=1.94; P=0.004), married (OR=1.74; P=0.04), and students in clinical levels (OR=1.65; P=0.03) were shown to have significantly higher risk to develop TMD. Among the psychosocial parameters, parafunctional habits (OR=2.10; P<0.001) and anxiety (OR=1.55; P=0.04) are shown to increase risk of developing TMD. Students with any TMD reported to have significantly higher pain intensity (OR=1.68; P=0.01) and jaw functional limitations (OR=1.45; P=0.008). Conclusion: Dental students especially in the clinical levels were shown to poses higher risk of developing TMD, hence strategies such as academic counselling and objective evaluation via rubrics should be planned to modify the administration of the curriculum, training methods and evaluation process.