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Article Citation - WoS: 6Citation - Scopus: 8Evaluation of the Anatomical Measurements of the Temporomandibular Joint by Cone-Beam Computed Tomography(Via Medica, 2019) Ocak, M.; Sargon, M. F.; Orhan, K.; Bilecenoglu, B.; Geneci, F.; Uzuner, M. B.Background: To examine the detailed anatomy of the normal temporomandibular joint (TMJ) in a large series of patients divided into different age groups. Materials and methods: Cone-beam computed tomography images of 100 patients included in the study. Morphometric analysis regarding mandibular condyle and mandibular fossa, articular tubercle and the zygomatic arch was done. The volumetric and surface measurements of mandibular condyles (total tissue volume [TV], total bone volume [BV], bone surface area [BS] and percentage of bony tissue of the mandibular condyle [BV/TV] were also measured. Results: Statistical analysis was performed and statistically significant differences according to the side of the joint, sex, and age groups were reported. Additionally, correlations between aging and all of these parameters were also determined. Conclusions: TV, BV, BS and BV/TV parameters according to side, age, and sex groups were defined for normal TMJ which may help to understand the onset and progress of TMJ disorders.Article Citation - WoS: 3Evaluation of the Effects of Avatar on Learning Temporomandibular Joint in a Metaverse-Based Training(Wiley, 2024) Basmaci, Fulya; Bulut, Ali Can; Ozcelik, Erol; Ekici, Saliha Zerdali; Kilicarslan, Mehmet Ali; Cagiltay, Nergiz ErcilPurposeAvatars, representing users in the digital world, can influence users' behavior and attitudes. This study evaluates the impact of representing dental students receiving temporomandibular joint (TMJ) education in the metaverse via an anonymous or identified avatar.MethodsParticipants included 80 dental students in their fourth and fifth years of study. They were randomly assigned to either the avatar group (identified avatar) or the control group (anonymous avatar). Prior to training, participants completed a demographic questionnaire and a pretraining knowledge assessment. TMJ training was conducted in the metaverse for both groups. Pre- and post-training assessments included the Spielberger State-Trait Anxiety Inventory and a shyness scale to ensure group comparability. A post-test consisting of five questions was administered to both groups after 2 weeks of training.ResultsThere were no significant differences in pretraining scores for prior knowledge (p = 0.67), trait anxiety (p = 0.28), state anxiety (p = 0.92), or shyness (p = 0.42) between the avatar and control groups, indicating comparability at baseline. Post-training analysis revealed significantly higher post-test scores in the avatar group (median = 80) compared to the control group (median = 60) (p = 0.03).ConclusionsMetaverse environments offer various benefits for students, educators, and educational institutions in health education programs. Representing learners and their identities in training environments can enhance learning outcomes.
