Haiming Wang,Lijie Yang

Objective To deeply analyze the effects and value of applying blended virtual-real diversified teaching methods in temporomandibular joint disorder rehabilitation teaching. Methods The research subjects were rehabilitation medicine interns. This learning content was one of many rehabilitation internship projects. A total of 60 interns were included, with a time range from January 2024 to December 2025. All interns had a total internship duration of 8-10 months, of which 4 weeks were spent learning temporomandibular joint disorder rehabilitation. All interns were divided into groups according to different teaching plans, forming a control group and an observation group (n=30), respectively adopting conventional teaching methods and blended virtual-real diversified teaching methods, and quantifying the teaching effectiveness of both groups. Results In inter-group comparison, the observation group had higher scores in experimental assignments, experimental examinations, comprehensive scores, and interns' evaluation ratings of teaching methods (P<0.05); in inter-group comparison, supervising teachers gave higher evaluation scores for the comprehensive abilities of students in the observation group (P<0.05). Conclusion For temporomandibular joint disorder rehabilitation teaching, the blended virtual-real diversified teaching method achieved significant results, which can significantly improve interns' assessment scores, teaching satisfaction, and clinical comprehensive abilities, with greater teaching value.

combination of virtual and reality; diversified teaching methods; temporomandibular joint disorder; rehabilitation teaching

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