Читать книгу The SAC Classification in Implant Dentistry - Группа авторов - Страница 21

Training is another area of consideration. The Conscious Competence Learning Model (Curtiss & Warren, 1973) is an accepted description of how people learn new skills. In this model (Figure 1), four stages of learning are described:

1. Unconsciously incompetent: Here

2. Unconsciously incompetent: Here the person knows little about what they are doing. They cannot comprehend the potential difficulties involved in a process, and they often feel that they are performing the task to a high standard. They do not know what they do not know, and this is a major impediment to learning.

3. Consciously incompetent The learner comprehends that they fall short of ideal performance and understands their knowledge deficit. Making mistakes at this stage is often a key part of learning.

4. Consciously competent: The person at this level of learning can perform the task to an acceptable standard, but this requires concentration and attention to detail.

5. Unconsciously competent The individual at this level has had so much practice that they can perform this task without conscious effort. These people can be good teachers in the technique but can also make the task appear “too easy” to casual observers.

Congress lecture Surgical Treatment of Esthetic Disasters by Waldemar Daudt Polido.

Fig 1. The Conscious Competence Learning Model.

Training in implant dentistry needs to address each of these learner levels. For the unconsciously incompetent, clinical training must address their knowledge deficit and stress best-practice approaches to treatment provision. Simulations of treatment provision, and mentoring by more experienced clinicians, can assist the consciously incompetent practitioner to pass through this level without endangering patients under their care. Mentoring will also benefit the consciously competent clinician by supporting their incremental development of skills. Finally, for the unconsciously competent clinician, training must support their focus on practicing in a reflective and consistent manner. The unconsciously competent clinician is at some risk of complacency and overconfidence and must make a conscious effort to remain focused on current best practices and the evolution of techniques in implant dentistry. They are also something of a risk to less knowledgeable and less skillful colleagues who might observe them providing patient care and conclude that these treatments are more straightforward than they really are.