Active teaching-learning methodologies applied in implant dentistry

Abstract

The teaching and learning methodologies in implant dentistry have been the subject of ongoing discussion due to the challenges students face in developing the skills necessary to perform both the planning and surgical-prosthetic stages of implant-supported rehabilitation. To address this, a literature review was conducted to describe the various active teaching methodologies applied in implant dentistry. An electronic search was carried out in the PubMed, Google Scholar, and SciELO databases between January 2023 and August 2024, targeting publications from 2018 to 2024 in English and Portuguese. A total of 5,650 articles were identified. Following title and abstract screening, nine studies were selected for full-text review, of which four met the established inclusion and exclusion criteria. The reviewed literature described active methodologies such as Active Learning, the Flipped Classroom model, Augmented Reality, Realistic Simulation, as well as Sensory and Hybrid Reality approaches for teaching implant dentistry. According to the findings, the integration of innovative teaching and learning methodologies in implant dentistry enhances the opportunity for practice-based learning experiences that closely replicate real-world scenarios. However, the results also highlight a persistent need for the incorporation of these active methodologies into both undergraduate and postgraduate curricula. Such implementation would improve the students’ and professionals’ training in the planning and execution of implant-supported rehabilitations, ultimately fostering greater clinical competence and readiness.