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Systematic approach for the propagation of postgraduate dental implant education in developing countries
Christopher Ogunsalu1, Kenneth Judy, Ambrose Obiechina
1School of Dentistry, Faculty of Medical Sciences, University of the West Indies, Trinidad. chrisogun@yahoo.com
Purpose:
To analyze the outcome of the formative feedback and summative assessment in 2 different groups of dentists after a postgraduate dental implant course. This course was conducted with the hope of developing a systematic approach to implant dentistry training.
Methods:
A 6-day mini-residency postgraduate dental implant course which was approved for 75 credit hours by the international congress of oral implantologists and approved for fellowship after a satisfactory grade at the end of course examination was conducted at the Faculty of Dentistry of the University of Ibadan in West Africa. This course was organized by the Caribbean affiliate of the International Congress of Oral Implantologists utilizing the syllabus which has been instrumental in training Caribbean Dentist since 2004. The postgraduate course in implantology was delivered to 2 groups of participants: group I comprising mainly of faculty staff from the major dental schools in Nigeria with previous postgraduate qualifications and group II were general dental practitioners in private practice in Nigeria.The outcome of the assessment by the 2 different groups was compared with the outcome of implant postgraduate courses in dentistry that are presently documented in Medline/Pubmed.
Results:
There was no significant difference in the reason for attending the course when the 2 groups are compared (P value ranged from 0.82 to 0.93). Both groups expressed good and similar response to the overall quality of the presentation (P value = 0.19), comprehensiveness of topics covered (P value = 0.34), organization of presentation (P value = 0.34). The multiple choice question assessment at the end of the course was very difficult for both groups and the performance was below average for both groups.
Conclusions:
The 6-days mini-residency course combined with the 1-month distance learning component was adequate for the sustainability stage and this lead to certification of 72% of the delegates via the examination route.