Temporomandibular disorders education across the health professions: a scoping review.

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.