Enhancing Temporomandibular Disorders Education for Postgraduate Year‐1 Dental Residents Through Multimedia Learning Theory

A total of 102 PGY-1 residents from 19 residency programs, graduates of 54 dental schools, completed the curriculum. Pre-post retrospective survey data show that the mean perceived competence level significantly increased from a pre-curriculum mean of 1.93 (SD = 0.43) to a post-curriculum mean of 3.09 (SD = 0.44) (p < 0.001, Cohen's d = 2.72). MC assessment data demonstrated a significant increase in knowledge scores from a pretest mean of 10.60 (SD = 2.27) to a posttest mean of 14.27 (SD = 2.29) (p < 0.001, Cohen's d = 1.44) CONCLUSIONS: An interactive, CTML-based curriculum produced significant gains in both TMD knowledge and perceived competence among recent dental graduates in PGY-1 training. Integrating theory-informed, structured, multimedia learning into postgraduate dental education may help address existing gaps in TMD instruction.