The use of implant-retained mandibular overdentures is a treatment option for compromised patients. The combination of using a bar and intracoronal attachments to connect two implants provides cross-arch stabilization, good retention and stability for the overdenture which is still mainly supported by soft tissue. However, connecting the component parts of an internal attachment to the removable overdenture requires numerous laboratory and clinical procedures and the resulting errors can prevent proper seating of the prosthesis. A simple, direct technique, totally controlled by the operator, is presented to increase the precision of the assemble of the component parts and contribute to the precise fit if the implant-retained overdenture. The advantages, disadvantages and the rational treatment are discussed.
[Show abstract][Hide abstract] ABSTRACT: The implementation of an implant dental curriculum in U.S. dental schools has been consistently increasing from 33 percent in 1974 to 97 percent in 2004. Among these, only 51 percent have clinical components implemented. A survey of students conducted in 2004 at New York University College of Dentistry (NYUCD) showed an inadequacy in clinical implant restoration experience by graduation. This prompted the development of an extensive dental implant curriculum at NYUCD to meet the needs of the dental students. This report addresses the challenges in implementing such a curriculum and describes a step-by-step approach to develop a program that encompasses didactic, simulation, and patient care components. In 2005, a fully integrated predoctoral implant curriculum was initiated. In 2008, nearly all of the NYUCD students (91.8 percent) completed implant restorations/prosthesis on patients. An assessment revealed a 30 percent increase in students' positive perceptions of the implant curriculum. Based on our experiences at NYUCD, it is recommended that an implant curriculum become part of the core predoctoral curriculum and be integrated throughout the four years of dental education. This article reports on a model for a pre-doctoral implant curriculum, which includes planning, curriculum implementation, program management, and post-implementation stages. Using this model, dental schools can develop implant education for their students that is adapted to their institutional missions, priorities, and resources.
Journal of dental education 12/2008; 72(11):1304-17. · 0.97 Impact Factor
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