Objectives: To describe the current state of predoctoral dental implant education in terms of educational outcomes and the student’s perception of the associated curriculum. Methods: A database search was conducted using Medline (OVID), EMBASE, ERIC (Education Resources and Information Centre) and Web of Science electronic sources. Two reviewers thoroughly reviewed the papers in accordance with the specific selection criteria after carefully choosing the abstracts that seemed to meet the initial selection criterion for full article retrieval. Results: 15 articles were included, which were divided into two distinct groups: those that addressed educational outcomes and those that addressed students’ perceptions. Knowledge was assessed by questionnaire surveys, and it was found that most of the students were poorly to moderately well informed. There was a positive increase in student perception after taking the implant courses. Clinical significance: Although predoctoral education in most dental schools across the world now includes implant dentistry as a core component, the degree of integration varies greatly. To increase the proficiency of predoctoral students around the world in performing implant treatments, it is necessary, according to this systematic review, to create a uniform, well-structured predoctoral implant curriculum and guidelines that include didactic, laboratory, preclinical, and clinical components.

Objectives: To systematically synthesize the status of predoctoral implant dental education in terms of clinical outcomes including implant success and survival of them when placed by predoctoral students. Materials and methods: A thorough search was carried out up to February 2019 using Medline (OVID), EMBASE, ERIC, and Web of Science electronic databases. In addition to this, bibliographies of the potentially eligible articles were searched manually. Abstracts that seemed to satisfy the initial selection criteria were selected for the recovery of the full text. The full-text risk of bias assessment was then done, in line with the selection criteria by two reviewers. The selected articles were evaluated using the Joanna Briggs Institute (JBI) Critical Appraisal tools. The GRADE approach was adapted, but not validated, for observational studies to assess the certainty of evidence. Results: Overall, 15 articles were included. Most of the reported implants were used to support mandibular overdentures or single unit implants and their survival rates were found to be generally favorable. Only a few studies also used patient satisfaction surveys which displayed overall satisfaction, suggesting that the dental implant treatment may be adequately provided in school settings. Clinical significance: The success and survival of the implant’s type done in an undergraduate classroom setting is indicative of the undergraduate dental implant curriculum. Based on this work, it can be concluded that the success and survival of such implants appear to be reasonable and most of the patients getting an implant at the school were satisfied.