ReviewJournal of oral & facial pain and headache2026
The past, present, and future of temporomandibular disorders in predoctoral curriculum: historical perspectives and what comes next.
Review in Journal of oral & facial pain and headache, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
2 citing papers in PubMed.
- Application of digital simulations for clinical assessment and documentation of temporomandibular disorders: a retrospective study.Oral surgery, oral medicine, oral pathology and oral radiology · 2026Article
- Orthodontists' Perceived Knowledge, Confidence, and Clinical Practices in Pediatric Temporomandibular Disorders.Children (Basel, Switzerland) · 2026Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Approximately one-third of adults in the United States are estimated to suffer from temporomandibular disorders (TMD). Despite the widespread prevalence, effective diagnosis and management of TMD remains inadequate, contributing to patient frustration and a sense of stigmatization by healthcare providers. To address this gap, significant attention is being directed toward improving educational initiatives at all levels regarding TMD. This perspective aims to explore the historical development, current standards, and emerging trends in TMD-related education in the U.S. and Canada. From its early misconceptions as a disorder primarily caused by occlusal discrepancies, TMD education has evolved towards a biopsychosocial model that acknowledges the multifactorial nature of these disorders. Significant gaps persist in predoctoral dental curricula, hindering the development of effective clinical skills among students, despite advancements in diagnostic criteria, including the Research Diagnostic Criteria for TMD (RDC/TMD) and the more comprehensive Diagnostic Criteria for TMD (DC/TMD) and International Classification of Orofacial Pain (ICOP). Current standards for TMD education highlight the necessity for dentists to achieve competence in managing these disorders, yet the lack of standardization across schools remains a barrier. Integrating multidisciplinary and interprofessional education strategies into the curriculum offers a path forward, as these approaches foster collaborative practice and enhance patient management. Additionally, incorporating artificial intelligence (AI) and other innovative educational technologies holds the potential to revolutionize TMD education, enabling personalized learning and improved clinical decision-making. Addressing these educational gaps and embracing a standardized approach to TMD-related predoctoral education will equip future dental professionals with the knowledge and skills necessary to improve patient outcomes in TMD.
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