08 • Career
REBUILDING SMILES W
The exciting field of prosthodontics offers a challenging combination of advanced diagnostic and technical skills
HEN the topic of prosthodontics is mentioned, first thoughts often focus largely on the humble denture. But this varied and challenging specialty offers much more. Broadly speaking, it is about the restoration and replacement of teeth using fixed, removable, implant or
maxillofacial prosthodontics. That includes crowns, veneers, bridges, dentures and implants. As well as mastering complex technical procedures, prosthodontists
have advanced diagnostic and analytical capabilities that allow them to identify and treat a variety of dental problems before restoration begins. Specialists also treat facial abnormalities caused by injuries, birth defects and diseases. Add to this the scope for scientific research and education and the potential career paths widen further.
Entry and training Dentists interested in becoming a specialist prosthodontist (and being included on the General Dental Council’s specialist list) will first have to complete at least two years basic postgraduate dental foundation training. This should ideally include vocational training and experience of working in a wide variety of dental sectors. Although not essential, it is desirable for trainees to gain faculty membership such as the Joint Dental Faculties at the Royal College of Surgeons of England, the Faculty of Dental Surgery RCS Edinburgh and Royal College of Physicians and
Surgeons of Glasgow, or the Faculty of Dentistry RCS Ireland. Specialty training for prosthodontics usually lasts three years (4,500 hours) full-time, but many choose to train part-time over a longer period, allowing them to continue working part-time to help manage costs. Training is generally composed of 60 per cent clinical, 25 per cent academic and 15 per cent research, but this is flexible and can be adapted depending on the trainee’s abilities and competency. There are various routes to learning which are set out in more detail
in the Curriculum for training in prosthodontics (published June 2010). Trainees are expected to demonstrate minimum competences in key areas and can undertake learning in a range of ways, such as validated self-directed and independent study; guided theoretical learning (possibly as part of a Master’s degree in prosthodontics); technical skills development via simulation laboratory exercises that feed into a presentation portfolio; supervised clinical practice; work-place based training; or involvement in a research project.
The job Prosthodontics forms part of the broader field of restorative dentistry which is described by the Royal College of Surgeons of England as aiming to “restore function and ensure an aesthetic, healthy and pain-free dentition.” This encompasses a wide skill spectrum, from placing small crowns and treating snoring or sleep disorders, to managing patients with more complex treatment needs. Specialists may find themselves
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