Implant Maintenance Curriculum Content in Dental Hygiene Education

Abstract

Purpose: Dental implants have become a common treatment option for the replacement of missing teeth. The purpose of this study was to identify the curriculum content used for teaching dental implant maintenance within entry-level dental hygiene programs in the United States.

Methods: An electronic questionnaire was distributed via five mailings in March and April of 2020 to accredited entry-level dental hygiene program directors (n=329) in the United States. The survey instrument evaluated curriculum content related to dental implant maintenance within dental hygiene programs at both the associate and baccalaureate levels. Results were analyzed using descriptive statistics and Chi square tests of association (p=0.01).

Results: A total of 86 responses were received for a response rate of 26.1%. Most programs (98.80%, n=82) provide didactic instruction on dental implant maintenance, while less than half (45.8%, n=38) include laboratory instruction in maintenance therapy. On average, students worked with 3.41 implant patients during their clinical education (range = 0-20). Most respondents indicated that clinical competencies are not required for implant maintenance. There were no statistically significant differences found in the curriculum content for teaching dental implant maintenance between associate degree/certificate and baccalaureate entry-level programs.

Conclusion: Varied approaches in the assessment and maintenance of peri-implant health were identified among the dental hygiene programs surveyed. These findings may provide an opportunity for program directors to assess their curriculum and create protocols and competencies related to dental implant maintenance. Future research is needed to investigate the curriculum content and evaluate whether programs are implementing maintenance approaches that promote implant health.