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58 | cerecdoctors.com | quarter 2 | 2013
symbiosis has two definitions,
each which describe the dilemma clini-
cians face regarding implants placed by
their specialists:
• A relationship of mutual
benefit or dependence
• A close, prolonged associa-
tion between two or more
different organisms of
different species that may,
but does not necessarily,
benefit each member
Naturally, the first scenario
is ideal, but because of the nature of the
generalist/specialist relationship, the
second scenario frequently occurs. It
happens when the implants placed by
your specialist don’t support your unique
restorative needs. We believe an effective
way to solve this dilemma is to place your
own implants with CEREC restorations
combined with Galieos technology.
The challenge is to build mutually
symbiotic relationships with implant
educators who:
• Agree that implant-treatment plan-
ning should be prosthetics-driven
• Believe that GPs can learn toplace their
own implants and perform supporting
graft surgeries
• Have created a comprehensive curric-
ulum designed to help GPs achieve
implant excellence
One such educator is Dr. Arun Garg:
tell us about your teaching
philosophy.
My teaching philosophy has five parts:
• Belief
• Motivation
• Knowledge
• Skills
• Methodology
Dr. Arun Garg
Clinician, Educator Instrumental inTrainingThousands in Implantology
p r o f i l e | | | b y F r a n k l i n M a x i m o , D . D . S .
trainings, dentists don’t just sit there and
listen. They do. They refine their skillswith
soft tissue, prosthetic models and cadaver
specimens under the watchful eyes of our
faculty. Students also have the option to
perform surgeries on live patients under
our close supervision.
Spaced repetition is essential in learning
to place and restore implants. That’s why
Implant Seminars prefers teaching with a
continuum format. In our basic continuum
presented in numerous cities around the
country, we train dentists in locations near
their homes during four weekend sessions
over four consecutive months. This allows
the students to learn a chunk of knowledge
and gain a level of skill. Then, they apply
these skills in their practices prior to their
next session.When they return, we answer
their questions and give them additional
knowledge and skills.
part 5, methodology: Effective meth-
odology springs from repetition. Nothing
in surgery is 100 percent predictable. To
increase predictability, I created a “cook-
book” approach to teaching implants. My
students know the recipe for success. They
have all the ingredients on hand and have
learned how to mix these ingredients in
the correct proportions and order to create
masterful implant results in their practices.
In addition, I started live patient
courses abroad because I wanted to give
doctors hands-on experiences they could
never get otherwise. It’s great to learn
techniques, but I wanted to make sure
my students practiced all of the right
techniques. With live courses, I’m able
to watch everything they do and improve
their skills with instantaneous coaching.
The feedback from the doctors taking
the live patient courses has been fantastic.
Here are a few of their comments:
part 1, belief: If they have the desire, I
believe that all dentists – whether they’re
oral surgeons, periodontists or general prac-
titioners – can and should place
and restore implants. With the
highly predictable procedures,
instrumentation and training
available today, there is no
reasonnot to. It’s absolutelyvital
that dentists placing implants
have that same level of belief. If
they don’t, there are all sorts of
negative influences out there
that will convince them to stop
providing this valuable service.
part 2, motivation: Ahigh level ofmoti-
vation is extremely important. Without it,
dentists will begin their journey, but give
up too easily. The dentists who come to
Implant Seminars are motivated to begin
with. On our team, it’s everyone’s job to
keep this motivation strong with encour-
agementandsupport, andalsobyproviding
real-world rolemodels of dentistswho, just
like them, have successfully implemented
implants into their practices.
part 3, knowledge: Dentists need to
have high levels of knowledge to go
with their motivation. Dentists who are
excited but don’t know what they’re
doing are dangerous. In my Implant
Dentistry Continuum, students receive
lectures, detailed course hand-outs and
text books I’ve written. In addition, they
get all their questions answered fromme
and my team of highly trained and expe-
rienced instructors. Dentists need a solid
foundation of knowledge upon which to
build their clinical skills.
part 4, skills: Practical clinical skills
must accompany the knowledge. In my