Predoctoral teaching of temporomandibular disorders: a survey of U.S. and Canadian dental schools.
BACKGROUND
In the United States and Canada, there are no specific curriculum guidelines for predoctoral dental education in the field of temporomandibular disorders (TMDs). This situation has the potential to cause confusion for new graduates.


METHODS
The authors sent an 11-question survey regarding predoctoral teaching of TMDs to the appropriate faculty members in all U.S. and Canadian dental schools either electronically or via the postal service between June and December 2005.


RESULTS
Predoctoral teaching of TMD--both didactic and clinical aspects--has progressed. Some schools, however, do not address these topics adequately, while others teach outdated concepts.


CONCLUSIONS
Both qualitative and quantitative standards are needed to ensure that all predoctoral dental students learn about the diagnosis and treatment of nondental orofacial pain problems. Practice Implications. Owing to the lack of standardized predoctoral teaching of TMD, U.S. or Canadian patients with TMD or facial pain are at risk when seeking appropriate primary care for their problems.
Klasser
Gary D
GD
Department of Oral Medicine and Diagnostic Sciences, College of Dentistry, University of Illinois at Chicago, Chicago, IL 60612-7213, USA. gklasser@uic.edu
Greene
Charles S
CS
D002170:Canada; D003479:Curriculum; D006801:Humans; D012575:Schools, Dental / Q000706:statistics & numerical data*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000706:statistics & numerical data; D013705:Temporomandibular Joint Disorders; D014481:United States