A Scoping Review of Temporomandibular Joint Dysfunction and Orofacial Pain Education in Undergraduate Dentistry Programs

Abstract

Temporomandibular Joint Dysfunction (TMD) and Orofacial Pain (OFP) are prevalent yet inconsistently addressed in undergraduate dentistry programs, leading to gaps in clinical competency. This scoping review examines the current state of TMD and OFP education, identifying deficiencies and proposing curriculum improvements. A systematic search across six databases identified 87 studies, with nine meeting inclusion criteria. The analysis followed the Joanna Briggs Institute (JBI) methodology and the Population, Concept, and Context (PCC) framework. Findings indicate significant variability in teaching approaches, with many programs offering limited or outdated training focused on occlusal models rather than biopsychosocial frameworks. Students demonstrated inadequate knowledge (average accuracy of 54%), and a shortage of specialized faculty further restricts education. While countries like Sweden and Germany incorporate interdisciplinary models, others, including Brazil, exhibit inconsistent integration of TMD and OFP content. To enhance education, curricula should adopt standardized guidelines, integrate interdisciplinary approaches involving psychology and physiotherapy, expand clinical training opportunities, increase faculty specialization, and promote continuing education programs for graduates. Addressing these deficiencies through structured curriculum reforms will improve student preparedness and patient care in TMD and OFP management.