Implant dentistry education plays a crucial role in bridging the gap between theoretical knowledge and practical application for dental students. The integration of theoretical, pre-clinical, and clinical training is essential to ensure that graduates are well-equipped to handle the complexities of implant procedures in their future practices. This educational continuum is supported by various studies and consensus workshops that outline the necessary components of effective implant dentistry training.
Theoretical education serves as the foundation for understanding the principles of implant dentistry. As highlighted by Ucer et al., the need for comprehensive training in implant dentistry has been recognized, particularly in Europe, where the curriculum is evolving to include more focused implant education [1]. The First European Consensus Workshop on Implant Dentistry emphasized that theoretical knowledge must precede practical skills to prepare students adequately for clinical challenges [2]. This sentiment is echoed by Koole and Bruyn, who noted that a structured approach to implant education, starting from theoretical concepts to clinical applications, is vital for developing competent practitioners [3].
Pre-clinical training, which often includes simulated environments, allows students to practice essential skills before engaging with real patients. For instance, Sánchez-Garcés et al. reported that students at the University of Barcelona engaged in a curriculum that included both theoretical learning and practical training, ensuring they gained hands-on experience in a controlled setting [4]. This approach aligns with findings from Nagpal et al., who emphasized the importance of preclinical education in preparing students for actual clinical scenarios [2]. Furthermore, Vandeweghe et al. demonstrated that real-life clinical sessions significantly enhance students’ competencies in implant surgery, reinforcing the necessity of practical exposure [5].
Clinical education is the final step in this educational continuum, where students apply their theoretical and pre-clinical knowledge in real-world settings. The integration of clinical practice is crucial, as it allows students to experience the complexities of patient care and the nuances of implant procedures firsthand. Chaudhary et al. found that exposure to implant placement during undergraduate training directly influences students’ willingness to offer such treatments in their future practices [6]. Additionally, the systematic review by Mattheos et al. supports the notion that a well-rounded education in implant dentistry, which includes clinical practice, is essential for developing the necessary skills and confidence among graduates [7].
Moreover, the ongoing professional development of dental practitioners is vital in keeping pace with advancements in implant technology and techniques. Continuing professional development (CPD) is increasingly recognized as an integral part of a dentist’s career, ensuring that practitioners remain competent and informed about the latest practices in implant dentistry [8]. This is particularly important given the rapid evolution of implant technologies and methodologies, which necessitate lifelong learning and adaptation [9].
In conclusion, implant dentistry courses effectively bridge the gap from theory to practice by incorporating a structured educational framework that includes theoretical, pre-clinical, and clinical training. This comprehensive approach not only equips students with the necessary knowledge and skills but also fosters the confidence required to integrate implant dentistry into their future practices. The emphasis on continuous education further ensures that practitioners remain adept in a field that is constantly evolving.
References
- Ucer, T.C.; Botticelli, D.; Stavropoulos, A.; Cowpe, J. Continuing Professional Development in Implant Dentistry in <scp>E</Scp>urope. European Journal of Dental Education 2014, 18, 33-42, doi:10.1111/eje.12087.
- Nagpal, D.; Flores‐Mir, C.; Nassar, U.; Levin, L. Current Status of Predoctoral Implant Dentistry Education – Student’s Didactic Performance and Self-Assessment: A Systematic Review. Acta Stomatologica Marisiensis Journal 2022, 5, 4-22, doi:10.2478/asmj-2022-0008.
- Koole, S.; Bruyn, H.D. Contemporary Undergraduate Implant Dentistry Education: A Systematic Review. European Journal of Dental Education 2014, 18, 11-23, doi:10.1111/eje.12076.
- Sánchez-Garcés, M.Á.; Berástegui-Jimeno, E.; Gay‐Escoda, C. Knowledge, Aptitudes, and Preferences in Implant Dentistry Teaching/Training Among Undergraduate Dental Students at the University of Barcelona. Medicina Oral Patología Oral Y Cirugia Bucal 2017, 10.4317/medoral.21741, 0-0, doi:10.4317/medoral.21741.
- Vandeweghe, S.; Koole, S.; Younes, F.; Coster, P.D.; Bruyn, H.D. Dental Implants Placed by Undergraduate Students: Clinical Outcomes and Patients’/Students’ Perceptions. European Journal of Dental Education 2014, 18, 60-69, doi:10.1111/eje.12077.
- Chaudhary, S.; Gowda, T.M.; Kumar, T.; Mehta, D.S. Knowledge and Attitudes of Dental Interns in Karnataka State, India, Regarding Implants. Journal of Dental Education 2013, 77, 1365-1370, doi:10.1002/j.0022-0337.2013.77.10.tb05611.x.
- Mattheos, N.; Bruyn, H.D.; Hultin, M.; Jepsen, S.; Klinge, B.; Koole, S.; Sanz, M.; Ucer, C.; Lang, N.P. Developing Implant Dentistry Education in Europe: The Continuum From Undergraduate to Postgraduate Education and Continuing Professional Development. European Journal of Dental Education 2014, 18, 3-10, doi:10.1111/eje.12075.
- Ucer, T.C.; Botticelli, D.; Stavropoulos, A.; Mattheos, N. Current Trends and Status of Continuing Professional Development in Implant Dentistry in <scp>E</Scp>urope. European Journal of Dental Education 2014, 18, 52-59, doi:10.1111/eje.12080.
- Dragan, I.F.; Pirc, M.; Rizea, C.; Yao, J.; Acharya, A.; Mattheos, N. A Global Perspective on Implant Education: Cluster Analysis of the “First Dental Implant Experience” of Dentists From 84 Nationalities. European Journal of Dental Education 2019, 23, 251-265, doi:10.1111/eje.12426.
