ArticleEuropean journal of dental education : official journal of the Association for Dental Education in Europe2026
A 15-Year Case Study of the Structures and Outcomes in a Blended Learning Postgraduate Master Programme for Periodontology and Implant Therapy.
Article in European journal of dental education : official journal of the Association for Dental Education in Europe, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
aimThe master's program in Periodontology and Implant Therapy at the University of Freiburg, Germany, is one of the first continuing professional development (CPD) programs in periodontology delivered through a blended learning format. With over 15 years of successful operation, this study aimed to identify key factors contributing to its establishment and long-term success. MATERIALS AND
methodsData were collected through demographic analysis, an alumni survey, interviews with key individuals, and a review of publications, master theses, and academic awards. A multiperspective qualitative approach was used, addressing sociodemographic, user experience, pedagogical, technical, and scientific aspects. Responses from surveys and interviews were analysed using qualitative content analysis (Mayring's method) and systematically categorised.
resultsThe study analysed data from 106 master graduates, conducted a survey among 30 alumni, held 3 interviews and reviewed 24 publications, 96 master theses and 4 awards. The analysis showed that the blended learning program supported access to CPD for diverse groups, including participants from a broad range of age groups, students from rural areas, individuals with family responsibilities, and full-time or self-employed professionals. Personalised support and flexible structure were highlighted as major success factors, allowing learners to balance education with work and family life. Scientific output was also notable, with 24 publications (median Journal Impact Factor: 2.85).
conclusionThe integration of online learning, coordinated personal support, and in-person phases were instrumental in the long-term, successful establishment of the master's program in periodontology. These findings underscore the importance of flexible educational models, potentially serving as a model for future curricular CPD initiatives in dentistry.
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