An Innovative Digital Teaching Method in Implantology

Conventional implantology training has typically involved practice on dental models, which offer limited perception about real patient care [1]. Traditional methods emphasize theoretical knowledge but provide little preoperative rehearsal, depend on unrealistic settings, face time and space constraints, and deliver delayed feedback [1, 2]. However, digital training integrated with clinical practice could elevate this methodology into a real, interactive, and attractive training [3]. Through this approach, students can engage with real cases, rehearse surgical skills repeatedly using a virtual reality haptic simulator and planning software, receive immediate feedback, and develop psychomotor skills [2]. Digital training may be particularly beneficial for younger generations, who adapt rapidly to emerging technologies, thus preparing them for future dental practice [4]. A digital workflow combining smart hands-on training with interactive patient care was implemented (Figure 1). Four pairs of inexperienced professionals in implantology participated in an academic program consisting of weekly 4-h sessions over 9 months. Each pair was assigned a patient requiring an average of three single-tooth implants; therefore, hands-on training was derived from real-life patient data and ultimately reproduced in clinical practice under expert supervision. This methodology comprised a nine-step digital workflow (Figure 1). Steps 1 and 2 focused on patient digitalization using smartphones for photography, videos, and facial scanning, complemented by intraoral scanning and radiographic examinations [5]. Training tutorials via QR codes (Figure 2) were provided as supplementary material. Steps 3 and 4 involved interdisciplinary virtual planning with Smilecloud software (Straumann, Switzerland), where esthetic planning and digital wax-ups were generated and presented to patients. Steps 5 and 6 involved guided implantology, in which trainees performed virtual implant planning using open-source software and practiced implant placement repeatedly using a screen-based virtual reality haptic simulator. Subsequently, guided implant surgeries were performed by an experienced surgeon with trainee assistance, and post-surgical records were collected for quality control. Steps 7 and 8 involved implant rehabilitation, which included intraoral scanning and fabrication of printed or milled prostheses. Finally, Step 9 involved prosthesis installation and provision of hygiene instructions. A survey was conducted to evaluate trainees’ perceptions of this methodology [4]. Participants reported that alternating hands-on training with clinical practice and incorporating digital planning tools improved their implantology learning (Figure 3). Moreover, hands-on training with virtual reality simulators was perceived to provide comparable results to conventional dental models. These findings suggest that digital methods may constitute an effective alternative to traditional techniques. Strengths of this methodology included students’ preparation of updated lectures under experts’ supervision, subsequently compiled into an electronic guide for ongoing reference, and repeated practice of skills within realistic simulated settings. However, the high cost of equipment and surgical instruments may limit broader adoption. Overall, digital teaching in implantology can be considered a feasible and complementary training method, although further studies are required to statistically determine the impact of this methodology. The authors would like to acknowledge the support of the University of São Paulo, School of Dentistry (FOUSP) for making this collaboration successful. Special acknowledgement to The International Team for Implantology (ITI) for supporting scholars in their professional training. Acknowledgement to The Center of Excellence in Prosthetics and Implants Class of 2025 at FOUSP for their consistent participation. Assistance with English grammar correction of the manuscript was provided using ChatGPT (OpenAI). All content was reviewed and verified by the authors. The Article Processing Charge for the publication of this research was funded by the Coordenaçáo de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) (ROR identifier: 00x0ma614). The authors declare no conflicts of interest. Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.