# Challenges and Opportunities in Developing Standardized Dental Implant Curriculum for Nigeria's Dental Schools

## TL;DR

This study explores the current state of dental implant education in Nigerian dental schools and finds strong support for improving standardized implant training to better prepare future dentists.

## Contribution

The study provides a detailed assessment of implant education readiness and perceptions among Nigerian dental faculty and students, highlighting barriers and consensus for curriculum improvement.

## Key findings

- Only 45% of Nigerian dental schools require implant education, but 100% of faculty support online implant courses.
- Student exposure to implantology is high (79.8%), but only 19% felt the training was sufficient.
- Formal implant education is significantly lower among fifth-year students (49%) compared to residents (81%).

## Abstract

Dental implant education in many African countries, including Nigeria, is limited due to a lack of expertise and resources. This study assessed the status of implant education in Nigeria's 13 dental schools, evaluated faculty and student willingness to implement a standardized curriculum, and explored student perceptions of implant education.

A cross‐sectional study with two surveys was conducted in 2020. Survey I targeted faculty overseeing predoctoral curricula, while Survey II assessed dental students' perceptions of implant education. Primary outcomes included implant course offerings, faculty willingness to adopt an integrated curriculum, and student perceptions of implant training across fifth‐ and sixth‐year students and residents.

The response rate was 64% for Survey I and 65.6% for Survey II. Less than half (45%) of dental schools required implant education, though all faculty (100%) supported online implant courses. Barriers included financial constraints (27%), curricular time (36%), and lack of faculty expertise (27%). Implant courses were primarily taught by restorative departments (53%), with 88% delivered in the final (sixth) year. While 79.8% of students reported exposure to implantology, only 19% felt the coverage was sufficient. Interest in incorporating implants into future practice was high (92%, 87%, and 91% in fifth‐year students, sixth‐year students, and residents, respectively). However, formal implant education was lower among fifth‐year students (49%) compared to residents (81%, p < 0.001).

There is a strong consensus to improve implant education in Nigeria. More comprehensive implant courses are needed to support future practitioners and enhance patient care.