AimThe 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID‐19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face‐to‐face (F2F) teaching and the move to student‐centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels.Materials and MethodsSystematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated.ResultsThe pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student‐centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms.ConclusionsLive F2F teaching continues to be highly trusted; however, all types of student‐centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment.

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牙周病学的当代教育方法

目标 2009 年第一届欧洲牙周教育研讨会就本科 (UG)、研究生 (PG) 和持续专业发展 (CPD) 级别的牙周教育范围提出了建议，定义了当时有助于帮助定义牙周病教学课程。第十九届欧洲牙周病学研讨会和第二届欧洲牙周病学教育共识研讨会（欧洲牙周病学教育）于 2023 年举行，旨在确定牙周教育的变化和未来发展（包括因 COVID-19 大流行而发生的变化和未来发展），并采用牙周教学和培训的方法和形式。本次综述的目的是评估当前牙周病学教育方法的知识，包括传统的面对面（F2F）教学和转向以学生为中心的方法、虚拟学习方法和数字技术的使用以及混合教学UG、PG 和 CPD 级别的学习（包括教学交付和评估）。材料和方法进行系统检索以从文献中识别相关研究。提取数据并整理描述性摘要。结果大流行是传统面对面教学的主要破坏者，但为快速实施替代和补充教学方法提供了机会。尽管在线学习已成为牙周教育不可或缺的一部分，但教师和学习者都青睐某种形式的面对面教学。混合式教学在牙周教育的许多领域都是可行的，无论是知识和技能的获取还是评估。以学生为中心的方法和混合方法（例如翻转课堂）似乎非常有效，同时具有同步和异步讲座的在线/虚拟教室受到高度重视。利用触觉方法和虚拟现实 (VR) 进行学习可以增强教育体验，尤其是当 VR 与传统方法相结合时。教师的质量对于所有形式的最佳知识转移仍然具有决定性作用。结论现场面对面教学仍然受到高度信任；然而，所有类型的以学生为中心和互动形式的知识转移都被视为增强。虽然数字方法提供了教育创新，但整合虚拟和传统方法的混合方法似乎是最大限度地实现学习成果的最佳选择。牙周教育的所有领域（UG、PG 和 CPD）都可以从此类方法中受益；然而，需要更多的研究来评估其对知识转移和技能发展以及评估的益处。