Objective: The objective of this study was to assess the diagnostic efficacy of dynamic high-resolution ultrasonography (HRUS) in detecting anterior disc displacement with reduction (ADDWR) and anterior disc displacement without reduction (ADDWoR) in the temporomandibular joint (TMJ). Methods: A total of 144 TMJs was categorized into three groups according to the magnetic resonance imaging (MRI) findings, which served as the reference standard: the normal disc position (NDP) group, the ADDWR group, and the ADDWoR group. Static images of the TMJ in full opening and maximum intercuspal positions, along with dynamic sequences during jaw opening, were obtained utilizing a 14 MHz L-shaped linear array transducer. The diagnostic efficacy of dynamic HRUS for identifying ADDWR and ADDWoR was evaluated in terms of accuracy, sensitivity, specificity, positive predictive value (PPV), negative predictive value (NPV), diagnostic odds ratio (DOR), and the Youden index. Results: According to the MRI findings, the NDP, ADDWR, and ADDWoR groups consisted of 42 (29.2%), 47 (32.6%), and 55 (38.2%) TMJs, respectively. HRUS data revealed 54 TMJs (37.5%) in the NDP group, 26 TMJs (18.1%) in the ADDWR group, and 64 TMJs (44.4%) in the ADDWoR group. With MRI as the reference standard, HRUS exhibited a diagnostic accuracy of 71.4%, sensitivity of 51.4%, and specificity of 91.4% for ADDWR. For the ADDWoR, HRUS attained a diagnostic accuracy of 86.5%, sensitivity of 90.0%, and specificity of 82.1%. Conclusions: With MRI serving as the reference standard, dynamic HRUS has high diagnostic value for ADDWoR, with better diagnostic accuracy than ADDWR. Ultrasonography has the potential to be used as a highly effective and non-invasive imaging modality for the early screening of ADD in future clinical practice.

Purpose: With the advancement of educational technology and the continuous evolution of teaching philosophies, undergraduate teaching methods have undergone significant changes. In recent years, interactive teaching, inquiry-based learning, and problem-based learning (PBL) have been increasingly integrated into undergraduate education, emphasizing student participation and practical experience. Virtual simulation teaching, an emerging educational approach, leverages computer and virtual reality technologies to simulate real clinical environments and procedures, allowing students to practice and operate in a virtual context. This study investigates the application and effectiveness of a virtual simulation platform in undergraduate oral radiology education. Methods: The study involved 80 undergraduate students, who were enrolled in an oral radiology course. The students were divided into two groups: Group A received traditional classroom teaching, while Group B supplemented traditional teaching with the Oral Radiology Virtual Reality (ORVR) system. The ORVR system consisted of four modules: Knowledge Base, Image Library, Virtual Radiographic Imaging, and Virtual Clinical Training. The effectiveness of the virtual simulation teaching was evaluated through system usage data, theoretical exam scores, and a questionnaire survey. Results: The results showed that Group B scored significantly higher than Group A in both imaging diagnosis and case analysis exams. The questionnaire survey revealed that over 90% of the students in Group B found the virtual simulation system innovative and engaging, helping them better understand the principles of oral imaging techniques, enhance theoretical knowledge, and improve diagnostic abilities. Although user satisfaction with the system indicated room for improvement, the overall satisfaction with the teaching process was high. Conclusion: The application of virtual simulation teaching in undergraduate oral radiology education improves students’ practical skills and clinical reasoning abilities while stimulating their interest and initiative in learning. This approach supports cultivating high-quality dental professionals and represents a significant advancement in dental education.