• Gary D Klasser and Henry A Gremillion.
• Division of Diagnostic Sciences, School of Dentistry, Louisiana State University, 1100 Florida Avenue, Box 140, New Orleans, LA 70119, USA. gklass@lsuhsc.edu
• J Dent Educ. 2013 Apr 1; 77 (4): 395-400.

AbstractOver the past several decades, there has been an explosion of knowledge in the fields of science and technology as they relate to the profession of dentistry. Due to these advances, dental curricula have had to incorporate many changes as they prepare students as well as faculty members for the twenty-first century. Dental educators have been encouraged to alter their paradigms to these new realities. One of the areas in which change has been profound is the field of orofacial pain (OFP) and, more specifically, temporomandibular disorders (TMDs). OFP/TMDs, once subject matters surrounded by ambiguity and controversy, are now being better understood due to advances in basic and clinical science research. In order to appreciate the impact that evidence-based science has had on the education of predoctoral students during past decades, it would be beneficial for dental educators to be cognizant of the history and current status regarding these topics. To promote the educational process of OFP/TMDs, a future directions approach is presented encompassing the concepts of interprofessional education so that innovation may be considered within our academic dental institutions.

13 keywords...

hide…