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

Introduction: Temporomandibular disorders (TMD) are prevalent conditions that substantially affect quality of life. As frontline providers, dentists must possess a foundational understanding of TMD, yet educational gaps remain. We developed a 5-h, online curriculum based on Kern's six-step model and cognitive theory of multimedia learning (CTML) principles. It comprised four modules covering TMD foundations, patient assessment, differential diagnosis, and management strategies. To reinforce learning, the curriculum incorporated interactive case-based e-simulations with immediate learner feedback. This study evaluated the impact of this curriculum on TMD knowledge and perceived competence among Postgraduate Year-1 (PGY-1) dental residents. Methods: This quasi-experimental pretest–posttest study employed multiple-choice (MC) assessments and pre–post retrospective surveys, based on a 4-point Likert scale, to measure learning outcomes. Within participant pre–post changes in knowledge and perceived competence were analyzed using paired t-tests with effect sizes reported as Cohen's d. Results: 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.