Contemporary undergraduate implant dentistry education : a systematic review

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Contemporary undergraduate implant dentistry education : a systematic review

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dc.contributor.author Koole, S.
dc.contributor.author De Bruyn, Hugo
dc.date.accessioned 2019-01-18T08:06:42Z
dc.date.available 2019-01-18T08:06:42Z
dc.date.issued 2014 en_US
dc.identifier.issn 1396-5883 en_US
dc.identifier.uri http://hdl.handle.net/2043/27459
dc.description.abstract Introduction: Consensus reports recommend that students upon graduation should possess a significant level of knowledge and competence in implant dentistry, including basic competences in diagnostics, treatment planning, restorative, straightforward surgical and maintenance procedures. In response, undergraduate curricula need to integrate implant dentistry. This narrative review explores educational programmes in terms of competences, related research and barriers or reflections, regarding implementation in undergraduate curricula. Materials and methods: Publications (2008-2013) were searched systematically in WoS, PubMed and ERIC and screened independently by two authors in four stages: removal of duplicates, title screening, abstract screening and full-text reading. Inclusion criteria encompassed implant dentistry in undergraduate education. Results: Finally, 37 of 420 papers were included. Detailed information regarding programme content, number of participants, staff input, logistics/funding issues is scattered. Theoretical education is predominant, and pre-clinical/clinical training is offered minimally, often carried out in elective programmes. However, selected straightforward cases treated by undergraduates yield positive outcomes with low failure rates, few complications, high patient satisfaction and student appreciation. Barriers to implementing implant dentistry in the undergraduate curriculum include funding issues, limitations in time or staff availability/competence and lack of suitable patients. Overcoming these barriers is worthwhile as experience-based implant education affects future practice as well-informed students propose more restorative alternatives to their patients. Conclusion: Although implant dentistry is increasingly integrated in undergraduate curricula, challenges remain in developing strategies to implement existing competence profiles and the extent of experience-based education. To support further advancement, universities should report comprehensively on their implant programmes to allow comparison and reproduction in other environments. en_US
dc.format.extent 12
dc.language.iso eng en_US
dc.publisher Wiley en_US
dc.subject implant dentistry en_US
dc.subject undergraduate education en_US
dc.subject systematic review en_US
dc.subject.classification Medicine en_US
dc.title Contemporary undergraduate implant dentistry education : a systematic review en_US
dc.type Article, review peer-reviewed scientific en_US
dc.contributor.department Malmö University. Faculty of Odontology
dc.identifier.doi 10.1111/eje.12076 en_US
dc.subject.srsc Research Subject Categories::ODONTOLOGY en_US
dc.relation.ispartofpublication European Journal of Dental Education;S1
dc.relation.ispartofpublicationvolume 18 en_US
dc.description.authorversion No en_US
dc.identifier.isiid 000337520900003
dc.identifier.pmid 24484516
dcterms.identifier.OAurl https://onlinelibrary.wiley.com/doi/full/10.1111/eje.12076 en_US
dc.format.ePage 23
dc.format.sPage 12
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