Preventing loosening of implant abutment screws.

A procedure for using dimples inside the abutment screw cylinder above the screws and filling the holes with elastomeric impression material will prevent the screw-retained prosthesis from loosening. A modification of the procedure can also be used for angled abutments.

Undergraduate education in implant dentistry.

A special interest group meeting devoted to clinical educational programs in implant dentistry for undergraduate students was held in March 1994 at the annual session of the American Association of Dental Schools in Seattle, Washington. Summaries of the presentations of representatives from three United States dental schools and the moderator's introductory remarks are included in this article.

A problem-based course in dental implantology.

A problem-based predoctoral implantology course was implemented for ten senior dental students at the University of Texas Health Science Center at San Antonio. Students met in small tutorial groups three times a week to analyze patient cases developed for the course. As students explored the patient's problems, they identified areas where their knowledge was deficient, as well as special interests, and prioritized these areas, known as learning issues, into a learning agenda for subsequent study. During unprogrammed free time between tutorials, students researched the learning issues, and came to the next tutorial prepared to discuss what they had learned and in so doing, helped their peers learn the material. The faculty tutor used non-directive questioning to facilitate group problem-solving and promote interaction but did not lecture or give answers. The cases were developed in the "progressive disclosure paperback" format, reflecting the evolving nature of the patient's implant therapy. In conjunction with the PBL tutorials, students performed implant surgery and prosthodontics on a minimum of three patients and provided maintenance therapy on three to four other implant patients. Course evaluation consisted of three elements: (1) weekly peer evaluation by the students using a six item checklist, (2) tutor evaluation, using the same checklist, and (3) an oral examination. The tutor met individually with each student midway through the course and at the conclusion to summarize the peer evaluations and discuss the student's performance, including contributions to group process. Student reaction to this PBL experience was enthusiastically supportive, and student performance exceeded faculty expectations.