Historically TMDs were thought to result primarily from bite or jaw misalignments leading to treatments focused on teeth and occlusion. Over time research has shown TMD to be a multifactorial condition influenced by biological, and psychosocial factors. In spite of these advances in understanding, many dental school programs still teach TMD inconsistently and some rely on outdated concepts.
A 2026 review published in Journal of Oral & Facial Pain and Headache by Elizabeth Hatfield, Shaiba Sandhu, Theodora Danciu, Daniel J. Clauw, and Alexandre DaSilva examines the history of TMD education in dental schools, current challenges, and opportunities for improvement.
The review highlights important efforts to modernize education, including:
- Emphasizing a standardized curriculum
- Incorporating a biopsychosocial model of TMDs
- Hands-on clinical experiences, including patient encounters, standardized simulations, and virtual patient tools
- Interprofessional education, training dental students alongside other healthcare professionals to improve collaboration and care for complex chronic pain conditions
- Use of emerging technologies, such as artificial intelligence, to support diagnostic accuracy and personalized learning
The authors also note gaps in pediatric TMD education, the importance of recognizing chronic overlapping pain conditions, and the need for faculty with specialized training to teach evidence-based approaches. Addressing these gaps can help future dentists provide more confident, accurate, and compassionate care, ultimately improving outcomes and quality of life for patients living with TMD.
Reference: Hatfield E, Sandhu S, Danciu T, Clauw DJ, DaSilva A. The past, present, and future of temporomandibular disorders in predoctoral curriculum: historical perspectives and what comes next. J Oral Facial Pain Headache. 2026;40(1):32–41. doi:10.22514/jofph.2026.003