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Background <p>Dental implantology is increasingly essential in contemporary dental practice, yet its integration into undergraduate curricula remains inconsistent—particularly in low-resource settings. This is the first multicenter study in Yemen to evaluate dental implant–related education among undergraduate dental students across five universities. The aim was to assess students’ knowledge, attitudes, and practices regarding dental implants and to identify gaps in theoretical instruction and clinical training.</p> Materials and methods <p>A cross-sectional questionnaire survey was conducted among 721 third-, fourth-, and fifth-year dental students from five Yemeni universities. A validated 33-item close-ended questionnaire collected data on demographics, implant-related education and awareness, knowledge of materials and techniques, attitudes toward treatment choices, cost perception, oral hygiene, complication awareness, and implant practices. Data were analyzed using SPSS version 20.0, applying chi-square and logistic regression analyses to determine associations, reported as odds ratios (ORs) with 95% confidence intervals (CIs), with statistical significance set at <i>p</i> &lt; 0.05.</p> Results <p>Awareness of dental implants was high (97.4%), yet 63.1% had not studied implantology formally and only 7.4% attended implant courses. Knowledge of key concepts was limited but improved with educational level (<i>p</i> &lt; 0.001), while practical exposure was minimal (9%). Self-perceived (not objectively assessed) competence to place implants was 62.6%, and 87.4% sought further training. Educational level was significantly associated with learning methods, implantation methods, and number of implants placed, but not with gender or awareness of complications.</p> Conclusions <p>This multicenter survey revealed high awareness but insufficient theoretical and clinical training in implant dentistry among Yemeni undergraduates. Integrating competency-based modules with early simulation, structured supervision, and faculty development is recommended to align education with international standards in resource-limited settings.</p>

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Educational and clinical training gaps in dental implantology among undergraduate dental students: a multicenter cross-sectional study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月26日

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  • Abdulkarem Ali Mohammed,
  • Baleegh Abdulraoof Alkadasi,
  • Sadeq Altayyar,
  • Zakarya Al-Muaalemi,
  • Omer Abd Al-Aziz Al-Wahbi,
  • Ghadeer Khoshafa,
  • Anas AL-Zaghruri,
  • Ammar Al-Hiagem,
  • Otbah Al-Huthaifi,
  • Hanan Abo-Alrejal,
  • Ahmed Yaseen Alqutaibi,
  • Redhwan Saleh Al-Gabri

摘要

Background

Dental implantology is increasingly essential in contemporary dental practice, yet its integration into undergraduate curricula remains inconsistent—particularly in low-resource settings. This is the first multicenter study in Yemen to evaluate dental implant–related education among undergraduate dental students across five universities. The aim was to assess students’ knowledge, attitudes, and practices regarding dental implants and to identify gaps in theoretical instruction and clinical training.

Materials and methods

A cross-sectional questionnaire survey was conducted among 721 third-, fourth-, and fifth-year dental students from five Yemeni universities. A validated 33-item close-ended questionnaire collected data on demographics, implant-related education and awareness, knowledge of materials and techniques, attitudes toward treatment choices, cost perception, oral hygiene, complication awareness, and implant practices. Data were analyzed using SPSS version 20.0, applying chi-square and logistic regression analyses to determine associations, reported as odds ratios (ORs) with 95% confidence intervals (CIs), with statistical significance set at p < 0.05.

Results

Awareness of dental implants was high (97.4%), yet 63.1% had not studied implantology formally and only 7.4% attended implant courses. Knowledge of key concepts was limited but improved with educational level (p < 0.001), while practical exposure was minimal (9%). Self-perceived (not objectively assessed) competence to place implants was 62.6%, and 87.4% sought further training. Educational level was significantly associated with learning methods, implantation methods, and number of implants placed, but not with gender or awareness of complications.

Conclusions

This multicenter survey revealed high awareness but insufficient theoretical and clinical training in implant dentistry among Yemeni undergraduates. Integrating competency-based modules with early simulation, structured supervision, and faculty development is recommended to align education with international standards in resource-limited settings.