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Masters Module on Differential Diagnosis and Management of TMD

About this module

This Masters Level module, of 20 academic credits has evolved through collaboration between the Association of Chartered Physiotherapists in Temporomandibular Disorders (ACPTMD) and the Faculty of Health & Life Sciences at the University of Liverpool. It has been specifically developed for healthcare professionals who specialise in the assessment, differential diagnosis and management of patients with temporomandibular joint disorders. It has a multi-professional focus and emphasis is placed upon the development of effective clinical reasoning strategies based upon the use of ‘best evidence’ and reflective practice. Delivery is blended in approach with a 5 day block of teaching at the University, followed by online delivery using pre-recorded lectures, student-led group tasks through discussion boards. The Faculty represents the holistic, multi-professional approach required in order to effectively assess, diagnose and manage patients with TMD. Faculty members include lecturers from Dentistry, Radiology, Human Anatomy, Surgery and Physiotherapy. In addition students will spend a half day session in the Human Anatomy Resource Centre in order to consolidate their knowledge of anatomy and biomechanics.

Module aims

1. To equip the health care professional with the requisite in-depth knowledge and understanding to undertake critical clinical reasoning to effect accurate differential diagnoses and patient management following clinical examination of patients presenting with suspected temporomandibular joint disorders (TMD).

2. To develop the student's ability to reflect critically on his/her professional development within a specific practice environment to inform future practice in relation to TMD. Learning Outcomes On successful completion of the module the participant will be able to: 1. evaluate critically the key elements of subjective and objective examination procedures for temporomandibular joint disorders using a clinical reasoning process; 2. reflect critically upon clinical decision making using appropriate evidence based practice;

3. analyse critically normal and abnormal clinical assessment findings including diagnostic tests to establish a reasoned differential diagnosis;

4. apply critically the findings from the differential diagnosis in order to establish an effective patient - centred management strategy;

5. reflect critically upon their own development with emphasis on the identification of professional learning needs;

6. reflect critically on clinical activity and the limitations of their role and that of other disciplines within the practice setting to ensure patient safeguarding.