Cranio : the journal of craniomandibular practice · 2026
Temporomandibular disorders education across the health professions: a scoping review.
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Hawkins James, Sangalli Linda, Prodoehl Janey, Levett Paul, Cervero Ronald M, Durning Steven J
Аннотация
OBJECTIVE: To synthesize literature on temporomandibular disorder (TMD) education across health professions, emphasizing educational approaches, learner outcomes, and implications for future training.
METHODS: This scoping review followed Joanna Briggs Institute methodology and PRISMA-ScR guidance. Indexed and gray literature published since 2020 was searched, and findings were synthesized descriptively.
RESULTS: Sixty-one publications were included, predominantly from the United States and dentistry. Surveys and curricular innovation assessments predominated. Technology-supported, case-based, and virtual learning approaches were common, while direct patient exposure was uncommon. Outcomes emphasized knowledge, confidence, and satisfaction, with less frequent assessment of competence or longer-term outcomes.
CONCLUSION: TMD education demonstrates increasing innovation but remains dentistry-centered, with limited curricular frameworks, clinical exposure, and competence assessment. Future efforts should prioritize competency-based, interprofessional, and patient-centered approaches that translate contemporary educational guidance into scalable, assessable, and clinically meaningful training.
METHODS: This scoping review followed Joanna Briggs Institute methodology and PRISMA-ScR guidance. Indexed and gray literature published since 2020 was searched, and findings were synthesized descriptively.
RESULTS: Sixty-one publications were included, predominantly from the United States and dentistry. Surveys and curricular innovation assessments predominated. Technology-supported, case-based, and virtual learning approaches were common, while direct patient exposure was uncommon. Outcomes emphasized knowledge, confidence, and satisfaction, with less frequent assessment of competence or longer-term outcomes.
CONCLUSION: TMD education demonstrates increasing innovation but remains dentistry-centered, with limited curricular frameworks, clinical exposure, and competence assessment. Future efforts should prioritize competency-based, interprofessional, and patient-centered approaches that translate contemporary educational guidance into scalable, assessable, and clinically meaningful training.