Kihara Hidemichi, Sun Jie, Sakai Maiko, Nagai Shigemi, Da Silva John
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; Jie Sun is a DMD student, Harvard School of Dental Medicine; Dr. Sakai is Part-Time Faculty Member, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Dr. Nagai is Associate Professor, Department of Restorative Dentistry and Biomaterials Sciences and Director of Clinical Research, 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.
J Dent Educ. 2017 Sep;81(9):1085-1090. doi: 10.21815/JDE.017.065.
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.
本研究的目的是调查北美牙科学院博士前种植牙科教学的程度和形式，并确定未来的方向和挑战。该调查收集了有关课程内容、部门监督、技术和材料以及当前有待解决问题的数据。这份包含30个问题的调查问卷于2012年发送给当时美国和加拿大所有73所牙科学院负责博士前课程的院长或管理人员；并发送了四次催复通知。47所学校回复，回复率为64%。在47所回复的学校中，46所（98%）提供理论教学（平均17小时）；87%有实验部分（平均14.46小时）；57%有临床要求。在回复的学校中，学生平均有1.85个种植修复病例和0.61个外科病例。其中42所学校（89%）在其课程中实施了种植手术观察和/或协助种植手术。在实施全面的博士前种植课程方面报告的主要挑战包括学校和患者的种植系统费用、博士前病例短缺以及课程时间和受过培训的教师不足。这些结果表明，博士前牙科学生的种植教育在不断扩展，呈现出临床前练习和临床经验增多、理论课程减少的趋势。
