Dental implantology is made up of a wide range of skills that are valuable for any dentist to learn.
The importance of educational resources about dental implants at undergraduate level is gaining recognition, but many find that an already extensive curriculum has little room for additional content; therefore, the teaching of dental implantology in particular suffers, and the burden is placed on dental professionals to seek out courses after graduation. Whilst an individual may have some knowledge of the treatment process after undergraduate education, further training is essential to reinforce confidence and ensure clinicians have a complete understanding of implant dentistry, up to and including complex cases. As per the General Dental Council’s ‘Standards for the Dental Team’, clinicians should only carry out treatments that they are trained for.
Before clinicians invest time and money into a training course, they must be confident that they will receive suitable support and curriculum coverage to establish a successful career in implant dentistry, building on knowledge developed at undergraduate levels. This requires research into courses, and a recognition of benefits that may help further success, such as mentoring opportunities.
Hitting the marks
Training in implant dentistry is provided by universities, royal colleges and hospitals, as well as individuals and commercial providers. Each will have different focuses and approaches to learning. Some could spend extensive time in a lecture hall, diving into the theory around osseointegration and soft tissue formation, others may take a more hands-on approach that allows clinicians to focus on implant techniques – delegates can choose a programme that plays to their strengths.
Just as educational approaches may change, so too will curriculums. Clinicians should not only seek out courses that are tailored to their interests – perhaps they want to take on courses that will prepare them all the way to multi-unit bridge placements in the anterior zone, for example, and so will look for courses that cover this complex treatment – but also those that meet the available training standards, laid out by the College of General Dentistry (CGDent), formerly the Faculty of General Dental Practice UK (FGDP).
Dentists who take on a course should be confident in clinical assessments and risk-benefit analyses, communication with patients, radiographic imaging, appropriate surgical techniques, autogenous bone harvesting, conventional restorative procedures and straightforward implant supported restorative workflows. In addition, a clinician should be able to diagnose and treat peri- and post-operative complications, as well as monitor and maintain implants and restorations over time where they are successful. With an understanding of these aims, clinicians should choose courses that focus on every aspect in sufficient detail with ample support.
More complex cases were noted in the Training Standards in Implant Dentistry 2016, published by the FGDP, now the CGDent. If these are of interest to clinicians, they should establish with the education provider whether such care is detailed throughout the course, and if not, whether an advanced programme is accessible further down the line.
Hear from others
Alongside reading the curriculum online, dental professionals could also consider the experiences of others when it comes to selecting a course. Testimonials, commonly available on websites and social media, provide an insight into how well a course is received. Delegates may note that they enjoy a certain aspect of the experience, or how heavily hands-on support is delivered.
Clinicians who have had experience on previous courses, or throughout their undergraduate experience will commonly understand what they enjoy from a learning experience; detailed explanations, an opportunity to practice surgical techniques with knowledgeable guidance at hand, smaller classes or large cohorts with ample support between delegates. These can be sought out in testimonials and course descriptions for the perfect fit.
It is also worth reaching out to dental professionals who have previously taken a dental implant course, or carry out work that clinicians admire; they can give first-hand insights and advice, and it may also plant a seed for collaborative dental care in the future.
Mentoring
The availability of mentoring throughout implant placement cases is also important when considering postgraduate education. Some professionals even believe that postgraduate courses without mentoring or clinical supervision have limited benefit, but dental professionals should be confident in the background of the educating staff to ensure the greatest possible insights.
One to One Implant Education offers leading support through its Postgraduate Diploma in Implant Dentistry, empowering clinicians to become confident in the field. Each delegate can gain support through a tiered peer mentor system, which pairs clinicians with tutors who have previously completed the course and can provide unique insights and support.
Taking the step into dedicated dental implant education is a big decision for every clinician. Choosing the right course is key, and is possible with an understanding of expectations and research into curriculums, clinical support, and mentoring opportunities.
References available on request.
For more information visit https://121implanteducation.co.uk