A Survey of Dental Implant Instruction in Predoctoral Dental Curricula in North America

Journal of dental education

Shigemi Nagai¹  Maiko Sakai²  John Da Silva³  Hidemichi Kihara⁴  Jie Sun⁵ 

[1] Dr. Nagai is Associate Professor, Department of Restorative Dentistry and Biomaterials Sciences and Director of Clinical Research, Harvard School of Dental Medicine;Dr. Sakai is Part-Time Faculty Member, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine;and Dr. Da Silva is Associate Professor, Department of Restorative Dentistry and Biomaterials Sciences and Vice Dean, Harvard School of Dental Medicine.;Dr. Kihara is Visiting Associate Professor, Department of Restorative Dentistry and Biomaterial Sciences, Harvard School of Dental Medicine, and Associate Professor, Department of Prosthodontics and Oral Implantology, School of Dentistry, Iwate Medical University, Japan;Harvard School of Dental Medicine

DOI  :  10.21815/JDE.017.065

学科分类：口腔科学

来源: American Dental Education Association

【 摘 要 】

The aim of this study was to investigate the extent and forms of predoctoral implant dentistry instruction in North American dental schools and to identify future directions and challenges. The survey collected data on curriculum content, departmental oversight, techniques, and materials, as well as current problems to be solved. The 30-question survey was sent in 2012 to the dean or administrator in charge of the predoctoral curriculum of all 73 dental schools in the U.S. and Canada at the time; four reminders were sent. Forty-seven schools responded, for a response rate of 64%. Of the 47 responding schools, 46 (98%) offered didactic instruction (mean of 17 hours); 87% had a laboratory component (mean of 14.46 hours); and 57% had a clinical requirement. In the responding schools, students had an average of 1.85 implant restorative cases and 0.61 surgical cases. Forty-two of the schools (89%) had implemented observation of implant surgery and/or assisting with implant surgery in their curricula. Major challenges reported in implementing a comprehensive predoctoral implant curriculum included expense of implant systems to the schools and to patients, shortage of predoctoral cases, and lack of curriculum time and trained faculty. These results show that implant education for predoctoral dental students continues to expand, with a trend towards more preclinical exercises and clinical experiences and fewer didactic courses.

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【 授权许可】

CC BY