When embarking on a new chapter in your dental career, it’s important to put your best foot forward into any opportunity. Embracing the field you want to excel in, whether it be implantology, periodontology, endodontics, orthodontics, or another discipline, is key to a long, successful and, most importantly, enjoyable career. In order to advance your skills and gain competence and confidence, its vital to seek out training opportunities that equip you with the skills and knowledge to support an array of cases – but what should you look for in particular?
Some academics state that the presence of distinctly different ‘learning styles’, with aspects such as ‘visual’ or ‘kinaesthetic’ learning, is a common misconception, and there is little evidence to support their use.[i] However, breaking this down can still be helpful, enabling clinicians to better understand their own approach to education. Understanding the training environments that benefit you most can help with the selection of effective and fruitful courses for further learning, leading to a long, promising career down your chosen path.
Can learning be optimised?
It’s important to first consider why ‘learning styles’ are debated in the literature. One key aspect is that whilst visual, auditory and kinaesthetic information is processed in different parts of the brain, these areas work with each other during learning, rather than in isolation.[ii] There is also little evidence to suggest that these areas of the brain work more effectively for some individuals in the determination of an objectively better learning style.ii
This does not stop people from prescribing themselves with their own learning styles, or at least trying to understand how their educational experiences can improve. Some individuals may feel that focusing on a learning style enables you to tailor your own study strategies, for example, a ‘visual’ learner may rely more strongly on reading and writing notes, delving into theory in this manner.[iii] In dental care, this may include exploring research studies, and reviewing case studies to understand how complex cases were completed.
Hands-on in dental care
Kinaesthetic learning, which includes learning through physical movement or touch, typically referred to as hands-on experiences, is the most common single preference for many people when asked about their learning styles.iii This style of learning is fundamental in dental care, both in preclinical years and when seeking out opportunities for further education. In undergraduate curriculum, this includes approaches such as treatment simulation, wax carving and cadaver dissection, as well as basic examinations.[iv] The aim of these, alongside improving clinical understanding, is to aid the development of hand skills and manual dexterity, which may be a foreign concept when transitioning from traditional education.iv
This also applies to fields of dentistry that are explored later in the career. In implant dentistry, for example, surgical skills may not be immediately familiar to a clinician, dependent on whether they were covered extensively in their under- and postgraduate education. Developing surgical proficiency and knowledge of practical treatment options is key,[v] and practical, hands-on courses will enable clinicians to gain this clinical confidence.
The literature recognises the strength of hands-on experience when developing skills in an area of dentistry such as implantology. By working on animal models or in the cadaver laboratory, or undergoing simulation-based learning, clinicians can shorten the learning curve and reinforce clinical knowledge and skills that they have learnt throughout the theory.[vi] Such experiences also provide the opportunity for trainees to receive feedback and refine their clinical skills in a controlled environment.vi Supplementing this with mentoring allows individuals to further receive personalised guidance, with the chance to observe and participate in clinical practice, safely implementing their skills in a real-world environment.vi
Research has shown dental students to have a preference for multimodal and kinaesthetic learning, and if this applies to you, it is worthwhile seeking out courses that offer hands-on educational opportunities.[vii]
Make your learning work for you
There are a number of other modes of learning that have evidence-based advantages, including multi-peer observation and feedback. Reflecting on how you like to learn, and what enables you to develop clinical knowledge, is a key aspect of course selection.
For dental professionals looking to develop their implant dentistry skills in an engaging, hands-on focused environment, look no further than the Postgraduate Diploma in Implant Dentistry from One to One Implant Education. professionals combine practical sessions with the theory needed to confidently provide and manage restorations. The course allows clinicians to learn in a structured, supportive manner, tackling topics such as implant and surgical planning, placement, and care, as well as bone grafting and sinus augmentation. With a peer-mentoring programme, the PG Diploma in Implant Dentistry offers unmatched support.
Understanding the approaches to learning that help you make the most of a training course ensures you can choose a provider with confidence. Kinaesthetic learning is paramount in dental care, and it is no surprise that confidence comes with hands-on education.
To reserve your place or to find out more, please visit https://121implanteducation.co.uk or call 020 7486 0000
Author: Dr Fazeela Khan-Osborne is the founding clinician of the FACE dental implant multi-disciplinary team for the One To One Dental Clinic, London
[i] Newton, P. M., & Miah, M. (2017). Evidence-based higher education–is the learning styles ‘myth’important?. Frontiers in psychology, 8, 241866.
[ii] The University of Queensland, (N.D.). Myth: people have different learning styles. Online) Available at: https://qbi.uq.edu.au/brain/learning-memory/myth-people-have-different-learning-styles [Accessed September 2025]
[iii] Cherry, K., Janssen, A., (2024). Exploring VARK Learning Styles: Which One Boosts Your Learning Potential? Very Well Mind. (Online) Available at: https://www.verywellmind.com/vark-learning-styles-2795156 [Accessed September 2025]
[iv] Maragha, T., Shuler, C., Walker, J., & von Bergmann, H. (2024). Thriving in foreign learning environments: The case of hands‐on activities in early years of dental education. Journal of Dental Education, 88(2), 176-189.
[v] Association of Dental Implantology, (N.D.). Career pathways – Getting into implantology. (Online) Available at: https://www.adi.org.uk/resources/career_pathways/ [Accessed September 2025]
[vi] Goldstein, M., Donos, N., Teughels, W., Gkranias, N., Temmerman, A., Derks, J., … & Calciolari, E. (2024). Structure, governance and delivery of specialist training programs in periodontology and implant dentistry. Journal of Clinical Periodontology, 51, 55-90.
[vii] Shenoy, N., & Shenoy, A. (2013). The perceptual preferences in learning among dental students in clinical subjects. Journal of clinical and diagnostic research: JCDR, 7(8), 1683.
