Atashrazm P, Vallaie N, Rahnema R, Ansari H, Shahab M Pour
Associate Professor, Department of Prosthodontics, Branch of Dentistry, Islamic Azad University, Tehran, Iran.
J Dent (Tehran). 2011 Winter;8(1):12-8. Epub 2011 Mar 31.
Predoctoral dental implant education is included in dental school teaching curricula in most of the developed and some developing countries; however, it was not introduced into undergraduate curriculum of some countries and Iranian dental schools. Our purpose was to investigate the status of the predoctoral dental implant education of dental schools in the world.
One hundred-thirty five dental schools were randomly selected representing 62 countries divided into two regions. The first region included North America and Europe, and the second region comprised of Asia, South America and Africa. A questionnaire including onset year, lecture hours, lectures available on the internet, required textbooks, department jurisdictions, the year of dental school the course was offered, clinical and laboratory courses, implant systems used surgically and in restorative phase, and type of restorations treated by predoctoral students was mailed electronically to the predoctoral implant dentistry directors.
Ninety-two (68%) schools responded; of which 79 (86%) incorporated implant dentistry in their predoctoral teaching curricula, 39 (49%) offered surgical and prosthodontics courses in which students mainly observe. Of these 39 dental schools, 28 (71%) and 11 (29%) dental schools are from the first and second region, respectively.
A large percentage of responding schools included implant education in the predoctoral dental curriculum. Onset year of course, topics included in lecture series, lecture hours, faculty to student ratio and practical course vary among schools. Fifty percent of responding dental schools including Iranian dental schools do not have curriculum guidelines for predoctoral implant dentistry.
在大多数发达国家和一些发展中国家，牙种植学的博士前教育已纳入牙科学院的教学课程；然而，一些国家和伊朗的牙科学院尚未将其引入本科课程。我们的目的是调查全球牙科学院博士前牙种植学教育的现状。
随机选择代表62个国家的135所牙科学院，分为两个地区。第一个地区包括北美和欧洲，第二个地区包括亚洲、南美和非洲。一份包括开课年份、讲座时长、网上可用讲座、所需教科书、部门管辖权、提供该课程的牙科学院年份、临床和实验室课程、手术和修复阶段使用的种植系统以及博士前学生治疗的修复类型的问卷，通过电子邮件发送给博士前牙种植学主任。
92所（68%）学校回复；其中79所（86%）将牙种植学纳入其博士前教学课程，39所（49%）提供手术和口腔修复学课程，学生主要是观摩。在这39所牙科学院中，分别有28所（71%）和11所（29%）来自第一和第二地区。
很大比例的回复学校在博士前牙科学课程中纳入了种植教育。不同学校的课程开课年份、系列讲座涵盖的主题、讲座时长、师生比例和实践课程各不相同。包括伊朗牙科学院在内，50%的回复牙科学院没有博士前牙种植学的课程指南。
