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Development and validation of metric-based training to proficiency for dental implant placement

Dentists acquire a level of competent skill through repeated practice in the clinical environment. During the early part of the trainee’s learning curve, patients are at risk. Proficiency should first be achieved in a simulated environment to improve patient safety.
Aim: 1. Development and validation of metrics for placement of dental implants
2. In a prospective, randomized and blinded clinical study we will demonstrate that proficiency- based progression (PBP) training through technology enhanced learning (physical models, virtual reality, on-line educational learning tools) is superior to the existing traditional approach.
Methods: 1. We will conduct a detailed procedure Task Analysis (breakdown of procedural steps) on dental implant placement to define the optimal reference procedure.
2. Metrics identified in the Task Analysis will then be assessed for face, content and construct validity.
3. Validated metrics will then be used to construct a curriculum for simulation-based PBP training.
4. For each of the education and training parts of the curriculum (i.e., online, simulation models, cadaver procedure training) validated quantitative proficiency benchmarks will be established on the basis of experienced dentists’ performance.
5. The metric-based training curriculum will then be evaluated in a prospective, randomized and blinded (operator and assessor) study. 26 participants will be randomly assigned to a control arm (Group A; n=13) with existing traditional implant placement training, an intervention arm (Group B n=13) who have access to the online curriculum and receive traditional and simulated hands-on (cadaver) training, and are subject to proficiency testing. Each trainee will then complete two video recorded and objectively assessed dental implant cases (on cadavers). We will compare intra operative performance and procedural efficacy between groups. We predict the PBP trainees (Group B) will achieve at least 10% more metrics than the control group (Group A), and a larger proportion will reach the proficiency benchmark standard.