International College of Dental Practitioners

Post Graduate Diploma and Certificate in

Prosthodontics & Dentofacial Aesthetics
o
WE TEACH
P R O S P E C T U S
 Welcome
This “Miniresidency in Prosthodontics & Dentofacial
Aesthetics” is a unique course, first of its kind, which is
an investment in your skill and patient care.

Message from our Course Coordinator/Director

I am Dr Sarkis Nalbandian, Specialist Prosthodontist
and welcome to “INTERNATIONAL COLLEGE OF DENTAL
PRACTITIONERS”
This interactive course is built on the quality of
experience and knowledge that we share with you.
We educate you how to diagnose and treatment plan
to get predictable results that will be satisfactory to
your patients.
You will have access to data from thousands of cases
over decades.
This means that you can draw from our clinical cases
and observe full procedures from start to finish.
The benefit to you is you can access this knowledge
and learn how to problem solve the cases in a logical
manner.
Why do some treatments work and others fail? And
what DO YOU do when things go wrong? What is your
contingency plan?
We need multiple mentors when it comes to treatment
planning complex cases.
You will be learning multidisciplinary treatment
planning from highly regarded specialists in their fields.
You will learn these state-of-the-art systems in our
education centre.
Let our experiences guide your success.
Our aim is to further your skills to become a better
clinician all-round.
Aesthetic Dentistry is not about mathematics or digital
manipulations.
In aesthetics, we look beyond gums and teeth.
We feel, the time has come to bridge this critical gap in
dental education.
This course is structured learning; it is not about a
recipe; which is based on empirical thinking.
To help you with your cases, we encourage you to
bring your patients to our centre to be treated under
the specialist’s guidance.
Your knowledge and skills will be challenged
continuously throughout the course, changing your
paradigm.
This will ultimately improve your financial position as
you master and improve your CLINICAL skills while
having full time mentors on board.
We want you to think and practise like a specialist and
we are here to help you achieve this.
Sincerely,
Dr. Sarkis Nalbandian
Course Director
SPECIALIST PROSTHODONTIST
Visiting Professor YSMU
B.D.S. (Hons), Dip. Clin. Dent. (Oral Implants) Uni Syd,
M. Clin. Dent (Prosth) King’s College, Uni London
D. Clin. Dent (Prosth) Uni Syd, FRACDS, MRACD (Prosth) FIADE, FPFA

Aesthetics is facially driven, so you MUST plan. After all

we are doctors as well as artists!
The REAL magic is in blending art and science together.
Program Mission
• Bridge the gap in dental education through an
individualised learning approach.
• A problem-solving approach with principles of
evidenced based practice & outcome.
• To help the clinician determine the proper
treatment approach.
• To encourage, develop and instill critical
knowledge for the student to have clinical
confidence and competence in general practice.
Course Aims
This College provides a Post-Graduate
Mini-Residency Diploma in Prosthodontics
and Dentofacial Aesthetics.
• It is a unique multidisciplinary course, and the first
of its kind in the world.
• This is an investment in your skill and patient care.
• You will be learning multidisciplinary treatment
planning from highly regarded specialists in their
fields.
• Education: to diagnose and treatment plan for
predictable results that will be satisfactory to
your patients while incorporating best available,
evidenced based ethical practice principles
incorporating the latest diagnostics & technology
methods.
• Our aim is to further your skills to become a
better clinician all-round.
• As specialists, we want you to think and practise
like a specialist and we are here to share our skills
and knowledge with you.
Course Structure

Post Graduate Diploma in Prosthodontics Post Graduate Certificate in

and Dentofacial Aesthetics Prosthodontics and Dentofacial Aesthetics
(EduQual Level 7) (EduQual Level 7)

1. Diagnostics and Photography 1. Diagnostics and Photography

2. Treatment Planning 2. Treatment Planning
3. Occlusion and TMD 3. Occlusion and TMD
4. Composite Reconstructions 4. Composite Reconstructions
5. Tooth Wear Management: Treatment Options 5. Tooth Wear Management: Treatment Options
6. Periodontics and Aesthetic Dentistry 6. Periodontics and Aesthetic Dentistry
7. Minimal Intervention – Ultra Thin Porcelain The Certificate in Prosthodontics and Dentofacial
Technology Aesthetics (EduQual Level 7) has a TQT OF 600 hours
and is comprised of 6 units, each at EduQual Level 7
8. Fixed Prosthodontics
and having an NLT of 100 hours. The 6 units are as
9. Removeable Prosthodontics identified at Units 1-6 above.
10. Implant Prosthodontics and Surgical Planning
11. Dentofacial Aesthetics
12. Full Mouth Reconstructions
The Diploma in Prosthodontics and Dentofacial
Aesthetics (EduQual Level 7) has a TQT of 1200 hours
(120 Credits) and is comprised of 12 units, each at
EduQual Level 7 and having a National Learning Time
(NLT) of 100 hours:

For each module

• Total learning time 100 hours = 20 hours didactic teaching (face to face), 20 hours of online lectures and
60 hours of self-directed guided learning (This would include 40 hours of CPD per module = 480 CPD
hours across 12 modules).
• Overall, the unit would incorporate 20 hours of face-to-face didactic teaching. This would involve face-
to-face lectures, tutorials, combined group learning tutorials and clinical presentations. Additionally,
students would complete 20 hours of online lecture series and self-directed but moderated independent
learning. This would include self-directed readings of journal articles, recommended textbook excerpts,
clinical case studies and online forum-based learning. This notional learning would include around 80
hours of the student’s time per module.
Accreditation
Both the Diploma and Certificate in Prosthodontics
and Dentofacial Aesthetics are fully accredited by
EduQual
EduQual is recognised as an awarding body by The
Scottish Qualifications Authority (SQA)
The Scottish Credit and Qualifications Framework
(SCQF) is a partnership whose members include
the Quality Assurance Agency for Higher Education,
College Development Network, SQA and Universities
Scotland
The Diploma in Prosthodontics and Dentofacial
Aesthetics (EduQual Level 7) has a TQT of 1200 hours
(120 Credits) and is comprised of 12 units, each at
EduQual Level 7 and having a National Learning Time
(NLT) of 100 hours
The Certificate in Prosthodontics and Dentofacial
Aesthetics (EduQual Level 7) has a TQT OF 600 hours
and is comprised of 6 units, each at EduQual Level 7
and having an NLT of 100 hours.
Target Audience
The course is aimed at learners who hold an
undergraduate degree in Dentistry (Bachelor of Dental
Science/Surgery) or postgraduate dental degree
(Doctor of Dental Medicine/Doctor of Dental Surgery).
The course is aimed to provide dental graduates with
further knowledge in assessment, management,
restorative care, prosthetic management in
dentofacial aesthetics.
Students must be fully registered dentists in their
respective countries.
The average most common profile is a dentist that
wants to further their understanding in the domain of
prosthodontics and dentofacial aesthetics under the
guidance of specialists in their fields.
Awards
Program Fees
Candidates must complete all modules required for
certificate and diploma courses.
Fee Schedule
Certificate: $14,500 plus GST (Modules 1-6)
Diploma: $25,000 plus GST (Modules 1-12)
Missing modules by candidate will delay the
graduation and candidate must wait for a year to
complete the modules with the new incoming group
prior to graduation, unless special provisions are met
and passed by the academy of examiners and this
may incur additional fees. Dental treatment outside
the confines of selected cases and within time frame
of the course will not contribute to the course work
requirements.
To help you with your cases, we encourage you to
bring your patients to our centre and treat them with
the specialist’s guidance.
A Special Timetable will be constructed to meet
candidates requirements for specific procedures
indicated and will be discussed with your mentor with
patient consultations, consent etc. as this is real-life
clinical learning experience.
Most of the Clinical work will be carried out in
your own clinic; however, you will have access to
mentoring, review, diagnostics, and planning.
The Faculty understands that if you are enrolling
in a course such as this you will have a minimum
skill set whereby you can work independently and
seek advice/mentorship in areas of where you wish
to develop your strengths further & eliminate your
weaknesses.
It will be demonstrated to you in the first couple of
sessions how to take records, both analogue and
digital, and how to present your records in a clear
and logical form., for education and assessment.
The Faculty understands that at your surgery you
may not have access to 3D CBCT imagining, OPG, or
3D digital scanners. These will be demonstrated and
taught during face-to-face sessions.
Prosthodontics is a special discipline, unlike
Orthodontics, it requires special mentor supervision
(for Diagnosis, Treatment Planning and Treatment).
Please note that the Course of $25,000 (plus GST)
does not include student’s one-on-one or patient’s
treatment supervision at the Faculty Clinic.
There will be a separate one-on-one arrangement
decided on case-by-case basis depending on the
student needs and wishes. This obviously will incur
an extra charge. A separate arrangement,chair-time
and mentor time needs to be made with the Dr
Nalbandian.
Our Faculty
Dr Sarkis Nalbandian
Specialist Prosthodontist
& Implant Surgeon
COURSE DIRECTOR
(Visiting professor at YSMU)

B.D.S.(Hons), Dip. Clin. Dent. (Oral Implants), Uni. Syd.,

M. Clin. Dent. (Prosth) King’s College, Uni.London.,
D. Clin. Dent. (Prosth), Uni. Syd., FIADFE, FPFA, FRACDS,
MRACDS(Prosth).

Dr. Sarkis Nalbandian completed his Bachelor of

Dental Surgery in 1983 and the Graduate Diploma
in Clinical Dentistry (Oral Implants) in the year 2000,
from the University of Sydney. He has also completed
his Masters (Prosthodontics) in 2005 with Distinction
from the prestigious King’s College, University
of London, and his Doctor of Clinical Dentistry
(Prosthodontics) from the University of Sydney.
He is a Member of the Academy of Australasian
Prosthodontists, a Fellow of Australasian College of
Dental Surgeons and a Member of Specialist Stream
in Prosthodontics.
He has researched and published articles on the
patients’ decision-making processes when selecting
composites or porcelain veneer systems. His special
interests include: the application of composites and
porcelain technology for treating complex functional
and aesthetic problems, along with the application
of piezosurgery in implantology, accelerated
orthodontics (PAOO) and bonding to zirconia.
Dr. S. Nalbandian has a specialist private referral
practice in Sydney focusing on Aesthetics,
Prosthodontics, Implant Surgery, TMD & Facial Pain.
Dr Nalbandian has lectured both locally and
internationally on Aesthetics, Dental Implants and
Complex Prosthodontics.
He is a contributor and consultant to postgraduate
Master’s degree programs in Restorative Dentistry and
Prosthodontics at King’s College, University of London
and in the Dip Clin Dent (oral Implants) at University
of Sydney.

Dr Derek Mahony
World Renowned
Specialist Orthodontist
BDS (Syd), MScOrth (Lon), DOrthRCS (Edin), MDOrthRCPS (Glas),
MOrthRCS (Eng), FRCD (Can), MOrth RCS (Edin), FICD, IBO, FACD,
FICCDE, FIADFE, FPFA, Grad Dip Dental Sleep Medicine (WA), Grad
Dip Dent (Ortho)
Dr Derek Mahony is a world renowned Specialist
Orthodontist who has lectured to thousands of
practitioners about the benefits of interceptive
orthodontic treatment.
He has a special interest in the airway health of his
patients and in Paediatric Sleep Disturbed Breathing
and Obstructive Sleep Apnoea in adults.
Dr Mahony has had extensive training in Orthodontics
and Sleep Medicine.
Dr Mahony is an excellent diagnostician having
extensive knowledge in Multidisciplinary Dentistry.
He is a sought after clinician for diagnosing,
treatment planning and coordinating complex
Dentofacial Orthopaedic cases and treatment with
predictable outcomes.
MASTERING
THE ART OF
DENTISTRY
Bridging the
gap in dental
Education
Dr Peter Tsakiris
Oral & Maxillofacial
Surgeon
BDS (Athens); MSc Dent (WITS) FCD – OMFS
(College of Medicine of South Africa) MDent – OMFS (WITS)
Dr Peter Tsakiris was born in South Africa. He
obtained his BDS at the University of Athens, Greece,
and his Fellowship in OMFS at the University of
Witswaterand, South Africa.
He has been in practice as an OMFS Consultant in
Sydney Australia since 2003 and is a Consultant OMFS
surgeon in both the private and public sectors, mainly
in Prince of Wales and Sydney Children’s Hospital.
He partakes in multidisciplinary clinics in the
Department of Orthodontics and Craniofacial Cleft Lip
and Palate as an OMFS Consultant and is Supervisor
in Training. Areas of interest are Orthognathic surgery,
TMJ, Traumatology and advanced Implantology, in
which he has significant experience both in South
Africa and Australia.
He is dedicated to lifelong learning, sharing, and
partaking of knowledge both professionally and
personally.
Dr Ehsan Mellati
Periodontist &
Implant Surgeon
DDS, DClinDent (Perio) (Melb)
Clinical Lecturer (Sydney University)
Ehsan is a Periodontist in private practice in Sydney
and Precision Periodontics in Chatswood. His practice
is restricted to periodontics and implant dentistry.
He is an Honorary Clinical Lecturer at Sydney
University and is also involved in mentorship at
LaTrobe University and Charles Sturt University. Ehsan
is the recipient of the prestigious ITI grant for his
postgraduate thesis focusing on the healing of hard
and soft tissues around immediate implants.
He has published several articles in well-respected
international journals and has been actively involved
in presenting lectures, running CPD events, and
teaching undergraduate and postgraduate students
and overseas trained dentists. He is an active
member of International Team for Implantology,
Australian Dental Association, Australian Society of
Periodontology, and Australian and New Zealand
Academy of Periodontists. Ehsan is a periodontist in
private practice in Sydney and founder of the state-of-
the-art Precision Periodontics in Chatswood.
Dr Mehdi Rahimi
Principal Endodontist
BSc, BDS Distinction (NZ)
DClinDent (Melb), FICD, FPFA, MRACDS
Dr Rahimi is an Adjunct Associate Professor at
Charles Sturt University (Orange). Mehdi graduated
with a Bachelor in Dental Surgery with Distinction
from the University of Otago (New Zealand) in 2002
and received his Doctorate of Clinical Dentistry
(Endodontics) degree from the University of
Melbourne in 2008.
He has been actively involved in Endodontic teaching
at various continued education levels, both nationally
and internationally. Mehdi is a guest lecturer at
Sydney and Melbourne Universities, and a CPD
mentor for the Australian Dental Association NSW.
Mehdi has obtained a number of publications in the
field of forensic dentistry and Endodontics (resin
based obturation material and fractured instruments).
In 2000 he was awarded the Sir Allan Wilkinson
award for the most worthwhile research in Medicine
and Dentistry from the University of Otago, in 2001
he was awarded the International Association for
Dental Research Young Researchers Award and in
2002 Mehdi received the Pierre Fauchard Academy
Award of Merit. Mehdi is the current President of the
Australian Society of Endodontology (NSW branch),
the immediate past-president of the Australian Asian
Association of Dentists, a fellow of the International
College of Dentists (FICD), a fellow of the Pierre
Fauchard Academy, a member of the Australian
Dental Association (NSW) Education & Research
Committee, a member of the Royal Australian College
of Dental Surgeons in Endodontics, and a member
of the Australian and New Zealand Academy of
Endodontists.
Dr Abraham Constantin
Founder of Global Facial Aesthetics
Training Network
BDS (Syd Uni), FPFA, FIADFE
Dr Constantin is a Sydney based Dentist with over 34
years’ experience in Dentistry and over 10 years in
Dental Facial Aesthetics.
He is a leading educator in the provision of Botulinum
Toxin and Dermal Filler providing an unprecedented
depth of clinical teaching.
Dr Constantin is a dedicated advocate for integrating
Facial Aesthetics within the modern dental practice.
He has a wealth of knowledge, a unique style and
vast experience with a passion for conservative and
minimally invasive aesthetic treatments.
He has been sharing his clinical expertise with the
dental community for several years through courses,
conferences, and group lectures, all provided with
high ethical standards and patient safety.
Dr Constantin is a Fellow of the International
Academy for Dental Facial Esthetics (FIADFE) New
York, a Fellow of the Pierre Fauchard Academy (FPFA)
London and a member of the Australian Dental
Association (NSW). He will be a great asset to the
faculty, and we welcome him.
Dr Catherine Yang
General Dentistry
BDS (USyd), ICCDE (Orthodontics)
Past secretary of NSDSG
Registered Dentist of Dental Board of Australia
General Dental Council (UK), Dental Board of Taiwan
Dr Catherine Yang is a speaker, an author, and a
dentist, practicing general dentistry in Sydney,
Australia since 1999. Her dedication to dream big,
achieve more, and her innovative system of “S.T.E.P.
on Fear” helped her to study a Bachelor of Dentistry
with an Alumni Scholarship at the University of
Sydney where she graduated with First Prize GC
Australia Research Award.
Dr Catherine Yang is one of the first Invisalign Go
providers in Australia and has published her white
paper, “Sustainable Smile Using The Invisalign Go
System With Non-Invasive Treatment Approach” and
her keynote speech of “S.T.E.P. on Fear” has been
presented to many, including the Australian Dental
Congress, Global Dental Conference, and World
Dental Conference.
Dr Catherine Yang has a passion to help people
to enjoy life with success and purpose. Her book,
“S.T.E.P. on Fear” was Amazon’s Number 1 Best-
Seller in four categories - Dentistry, Dental Office
Practice, Dental Assisting, and Minority Studies. Her
other co-authored book, “Legacy – the Sustainable
Development Goals in Action” was Amazon
Australia’s Best Seller book in Business Ethics, and
has now created more than 225 million smile impacts
around the world through the Buy1Give1 global
giving initiative.
Dr Catherine Yang was also featured in 2021
International Women’s Day event with the
UN theme of “Women in Leadership” and
#WatchUsChangeTheWorld by Pymble Ladies’
College.
Dr Christina Howard
General & Cosmetic Dentistry
BDS BA
Grad Dip Sleep Medicine (Syd. Uni.)
Cosmetic Dentist | Sleep Consultant
Dr. Christina Howard
has been practicing for
over 30 years, having
graduated from the
University of Sydney in
1980 with an immense
experience in General
Dentistry, Orthodontics
& Sleep Medicine.
Christina is constantly
attending further
education courses,
keeping abreast with
the new technologies
and latest trends in Dentistry. She has a special
interest in health matters and how they relate
to Dentistry. She has undertaken further Post-
Graduate study in Sleep Medicine at the University
of Sydney.
Dr Nimesh Patel
General Dentistry
BDS MPH
Dr Nimesh Patel
gained his general
dentistry experience
from two private
dental practices in
Sydney between Year
2006-2011. He has
been an associate
with Dr Sarkis
Nalbandian for 8
years.
Dr Patel has
completed a Mini-
Residency in Fixed
Orthodontics with Dr Derek Mahony in Year 2016.
His special interests are in all aspects of Minimal
Intervention Dentistry, Dental Implants, Invisalign,
Insignia Braces and Myobrace.
He is an author and inventor of a practice
management planner book called Huddlebook.
Dr Patel also believes that a dentist will never
outgrow his business more than himself and
hence personal development is the most
important aspect in running successful private
dental practice.
Dr Isidoro Ferlito
General Dentistry
BDent BSc
Dr Isidoro Ferlito has
excelled as a General
Practitioner in integrated
advanced Orthodontics in
his practice, especially with
digital integration.
Dr Ferlito has devised
unique concepts to improve
the level of care to his
patients and also reduce
costs into dental healther
delivery.
His work ethic and skill-set
were grounded in by
Dr Nalbandian’s doctrine that dentistry is not about
recipe but to make one think and then find the answers.
Dr Ferlito is a very passionate dentist and has dedicated
his life to the pursuit of dental excellence while at
the same time always happy and willing to share his
knowledge with others.
Our Technical Experts
Alex Atayan
Master Technician
Advanced Diploma Dental Prosthetics
Harry Polis
Master Technician
Advanced Diploma Dental Prosthetics
Alex Atayan and Harry Polis registered as Dental Technicians
in 1992 and 1997, qualifying for Dental Prosthetist in 2018.
They have been working for over 20 years exclusively
with Dr Nalbandian, one of the first Dentists in the world
involved in the latest concept designs which include:
1. Ultrathin Porcelain Veneers
2. Design of Implant supported Zirconia & Titanium Bars
3. Aesthetic set up: Integrating REAL SMILE DESIGN™
and Dynamics into workable and simplified solutions
We are excited to be part of this new course and help
dentists in integrating the most advanced technology in
their practices.
Course Outline

Post Graduate
Diploma and Certificate
in Prosthodontics &
Dentofacial Aesthetics

Unit/Module 1-12

1. Diagnostics and Photography

2. Treatment Planning

3. Occlusion and TMD

4. Composite Reconstructions

5. Tooth Wear Management:

Treatment Options

6. Periodontics and Aesthetic

Dentistry

7. Minimal Intervention – Ultra Thin

Porcelain Technology

8. Fixed Prosthodontics

9. Removeable Prosthodontics

10. Implant Prosthodontics and

Surgical Planning

11. Dentofacial Aesthetics

12. Full Mouth Reconstructions

ECAS UNIT TITLE (MODULE 1)
Diagnostics & Photography
(EDUQUAL LEVEL 7)

UNIT LENGTH Essentials in treatment planning

• Digital Photography
• Diagnostics
• Think like a specialist
Total learning time 100 hours = 20 hours didactic teaching (face to face), 20 hours of online
lectures and 60 hours of self-directed guided learning (This would include 40 hours of CPD per
module = 480 CPD hours across 12 modules).
Overall, the unit would incorporate 20 hours of face-to-face didactic teaching. This would
involve face-to-face lectures, tutorials, combined group learning tutorials and clinical
presentations. Additionally, students would complete 20 hours of online lecture series and
self-directed but moderated independent learning. This would include self-directed readings of
journal articles, recommended textbook excerpts, clinical case studies and online forum-based
learning. This notional learning would be around 80 hours of the student’s time per module.

UNIT AIM The essentials of digital photography as it is applicable to aesthetic and reconstructive
dentistry.
This will be discussed focusing on these concepts:
• “What the eye cannot see the mind cannot recognize”
• To think like a specialist, you must see like a specialist
• We need to think outside the box

DELIVERY AND COURSE TOPICS

ASSESSMENT
• Incorporating digital photography in your practice
• Patient evaluation
• Gathering critical clinical and radiographic information
• Patient documentation
• Case selection: Each student to provide minimum of 5 cases to be treated during the next 12
modules
• The psychologic assessment of a patient attending aesthetic treatment

ESSENTIAL The learner will need to have access to dental radiography and SLR Camera with all important
RESOURCES Intra-Oral armamentarium required for detailed photography. This extensive list will be
provided for each student to purchase.
Should students have difficulty in acquiring the required equipment, we are happy to provide
limited access for training purposes.
The learner will have the facility to treat patients in their own clinical environment.
A comprehensive reading list to be provided.
ECAS UNIT TITLE (MODULE 2)
Treatment Planning
(EDUQUAL LEVEL 7)

UNIT LENGTH Total learning time 100 hours = 20 hours didactic teaching (face to face), 20 hours of online
lectures and 60 hours of self-directed guided learning (This would include 40 hours of CPD per
module = 480 CPD hours across 12 modules).
Overall, the unit would incorporate 20 hours of face-to-face didactic teaching. This would
involve face-to-face lectures, tutorials, combined group learning tutorials and clinical
presentations. Additionally, students would complete 20 hours of online lecture series and
self-directed but moderated independent learning. This would include self-directed readings of
journal articles, recommended textbook excerpts, clinical case studies and online forum-based
learning. This notional learning would be around 80 hours of the student’s time per module.

UNIT AIM PLAN FOR RESULTS & NOT FOR PROCEDURES

Treatment planning in detail
• To review established & new concepts in the diagnosis and treatment planning
• Risk factors: What are they? Do it change?
• Understand the process of decision making for the clinician and the patient: what is the
rationale behind your treatment planning?
• Treatment timing and cost factors for the patient
• Ethics and consenting process
• The “daughter test” was the treatment justified?

DELIVERY AND COURSE TOPICS

ASSESSMENT
• Have a good understanding of how the diagnosis is achieved
• Understand the treatment options available to the patient
• Be able to decide the planning of treatment with the patient
• Understand the prognosis of the treatment
• What is the feasibility of treatment provided?

ESSENTIAL Comprehensive cases and sequencing of treatments completed will be provided to the students
RESOURCES as an example as how to plan and present their cases in a logical manner.
The aim of module 1 & 2 is to “slow” the clinician in their assessment of patients, collecting the
essential diagnostic information, and implementing normative care to meet patients functional
and aesthetic requirements. This is a systematic approach to optimal treatment planning and
delivery, as well as obtaining consent from the patient that meets patient’s needs.
A comprehensive reading list is supplied with real patient cases.
ECAS UNIT TITLE (MODULE 3)
Occlusion & TMD Explained
(EDUQUAL LEVEL 7)

UNIT LENGTH Total learning time 100 hours = 20 hours didactic teaching (face to face), 20 hours of online
lectures and 60 hours of self-directed guided learning (This would include 40 hours of CPD per
module = 480 CPD hours across 12 modules).
Overall, the unit would incorporate 20 hours of face-to-face didactic teaching. This would
involve face-to-face lectures, tutorials, combined group learning tutorials and clinical
presentations. Additionally, students would complete 20 hours of online lecture series and
self-directed but moderated independent learning. This would include self-directed readings of
journal articles, recommended textbook excerpts, clinical case studies and online forum-based
learning. This notional learning would be around 80 hours of the student’s time per module.

UNIT AIM ï Occlusion underpins dentistry

ï Essentials in understanding TMD and importance of occlusion: are they related?
- To review established and new concepts of occlusion and TMD in the diagnosis and
treatment planning.
- Current evidence reports weak association between occlusion and TMD.
- Concept of occlusion requires a broader interpretation to include CNS involvement.
- General dentists should be aware of the available tools to recognize TMDs.
- To gain fundamental knowledge in clinical application of occlusion
- Students, under the guidance of mentors, will evaluate their own practice so that treatment
planning and outcomes are evolving and improving for the benefits of the patient.

DELIVERY AND COURSE OUTLINE

ASSESSMENT
What type of occlusal scheme do we prescribe our patients?
What, where, how & why?
• To review established and new concepts of occlusion in the diagnosis and treatment planning
• Apply knowledge of occlusion in everyday clinical practice
• Define current occlusal terminology & determinants of occlusion
• Perform a thorough clinical examination of the occlusion in relation to Restorative Dentistry:
OVD (Occlusal Vertical Dimension)
• Diagnosis of TMD Axis-I & II
• Reliable record taking, analogue and digital, for long term lasting restorations
• How to restore patients with TMD
• Describe the various designs of occlusal splint with clear indications of their advantages and
disadvantages

ESSENTIAL The Students will have the facility to treat patients in their own clinical environment.
RESOURCES
We can help to appoint appropriate laboratory facilities, through 25 years of immense
experience and workflow practice with Dr Nalbandian. This is helpful in the students’
proficiency in the application of simple dental laboratory techniques.
A comprehensive reading list is supplied.
ECAS UNIT TITLE (MODULE 4)
Composite Reconstructions
(EDUQUAL LEVEL 7)

UNIT LENGTH Total learning time 100 hours = 20 hours didactic teaching (face to face), 20 hours of online
lectures and 60 hours of self-directed guided learning (This would include 40 hours of CPD per
module = 480 CPD hours across 12 modules).
Overall, the unit would incorporate 20 hours of face-to-face didactic teaching. This would
involve face-to-face lectures, tutorials, combined group learning tutorials and clinical
presentations. Additionally, students would complete 20 hours of online lecture series and
self-directed but moderated independent learning. This would include self-directed readings of
journal articles, recommended textbook excerpts, clinical case studies and online forum-based
learning. This notional learning would be around 80 hours of the student’s time per module.

UNIT AIM • Simplification in application of direct composites in clinical practice

• All your questions & concerns in relation to anterior composites are addressed in this
module

DELIVERY AND • Integration of Composite Technology in clinical problem solving: where do we start?
ASSESSMENT
• Bonding: dentin? And enamel!
• How does dentin bonding hold >3 years?
• The Mock – Up direct (REAL SMILE DESIGNTM) or digital manipulations in smile design:
advantages and disadvantages?
• Composites in dentofacial aesthetics, introduction to be finalised in modules 5, 6 and 11
• How to select composite. Which composite work best in which cases
• Shade/shape
• Closing diastemas
• Treatment of Reverse Smile Line: using composites
• Hands on Excersise Single Tooth (multiple teeth in management of teeth wear in module 5)

ESSENTIAL COURSE OUTLINE

RESOURCES
• Poor aesthetics can relate to compromised function
• The assessment and diagnosis of tooth wear (TSL: tooth surface loss) is essential to
formulate correct treatment plan
• The term tooth-wear is preferred to cover all aetiological factors, since one factor may
predominate
• Therefore, good communication between the dentist and the patient is essential in the
identification of the aetiology
• The patient must be made aware of the of the problem and various ways it can be
prevented and managed and this is an important part of the consenting process
• Minimal intervention is stressed in this module since tooth wear aetiology can be poorly
understood and the changes should be minimal and gradual.
The Students will have the facility to treat patients in their own clinical environment.
We can help to appoint appropriate laboratory facilities, through 25 years of immense
experience and workflow practice with Dr Nalbandian. This is helpful in the students’
proficiency in the application of simple dental laboratory techniques.
A comprehensive reading list is supplied.
ECAS UNIT TITLE (MODULE 5)
Tooth Wear Management:
Treatment Options
(EDUQUAL LEVEL 7)

UNIT LENGTH Total learning time 100 hours = 20 hours didactic teaching (face to face), 20 hours of online
lectures and 60 hours of self-directed guided learning (This would include 40 hours of CPD per
module = 480 CPD hours across 12 modules).
Overall, the unit would incorporate 20 hours of face-to-face didactic teaching. This would
involve face-to-face lectures, tutorials, combined group learning tutorials and clinical
presentations. Additionally, students would complete 20 hours of online lecture series and
self-directed but moderated independent learning. This would include self-directed readings of
journal articles, recommended textbook excerpts, clinical case studies and online forum-based
learning. This notional learning would be around 80 hours of the student’s time per module.

UNIT AIM This is the most important area of routine dental treatment in everyday clinical practice

DELIVERY AND All aspects of tooth surface loss (TSL) are discussed in detail, with simplified concepts of
ASSESSMENT restorations that will surprise the clinician and allow confidence in clinical practice in diagnosis
and management of complex TSL cases.
To develop a treatment plan that will solve both our patients’ aesthetic desires, their functional
needs and fit their budget.

ESSENTIAL COURSE OUTLINE

RESOURCES
• Poor aesthetics can relate to compromised function
• The assessment and diagnosis of tooth wear (TSL: tooth surface loss) is essential to
formulate correct treatment plan
• The term tooth-wear is preferred to cover all aetiological factors, since one factor may
predominate
• Therefore, good communication between the dentist and the patient is essential in the
identification of the aetiology
• The patient must be made aware of the of the problem and the various ways of its
prevention and management & this is an important part of the consenting process
• Minimal intervention is stressed in this module since tooth wear aetiology can be poorly
understood
The Students will have the facility to treat patients in their own clinical environment.
We can help to appoint appropriate laboratory facilities, through 25 years of immense
experience and workflow practice with Dr Nalbandian. This is helpful in the students’
proficiency in the application of simple dental laboratory techniques.
A comprehensive reading list is supplied.
ECAS UNIT TITLE (MODULE 6)
Periodontics & Aesthetic Dentistry
(EDUQUAL LEVEL 7)

UNIT LENGTH Total learning time 100 hours = 20 hours didactic teaching (face to face), 20 hours of online
lectures and 60 hours of self-directed guided learning (This would include 40 hours of CPD per
module = 480 CPD hours across 12 modules).
Overall, the unit would incorporate 20 hours of face-to-face didactic teaching. This would
involve face-to-face lectures, tutorials, combined group learning tutorials and clinical
presentations. Additionally, students would complete 20 hours of online lecture series and
self-directed but moderated independent learning. This would include self-directed readings of
journal articles, recommended textbook excerpts, clinical case studies and online forum-based
learning. This notional learning would be around 80 hours of the student’s time per module.

UNIT AIM The role of plastic periodontal surgery and its application to aesthetic dentistry, is simplified to
allow the clinician to master this important concept.
Aesthetic dentistry can only be achieved if dentists understand the form, texture, and colour
of natural teeth and how the teeth relate to other facial structures and then translate this
information into the fabrication of restorations.
But most importantly it is the emergence position and profile from the gingival architecture
that will set the stage, especially in high gumline smiles.

DELIVERY AND COURSE TOPICS

ASSESSMENT
• Dynamic Smile Design revisited
• Contemporary Smile Visualisation & Quantification
• Aesthetic Zone
• The applied anatomy of the dentogingival junction
and periodontal ligament
• Assessment for gummy smile
• Gummy smile: gum lift
• The gum level and zenith in relation to tooth
emergence profile and upper lip mobility
• Treating of gum asymmetry and high
smile line cases
• Thin biotype, high scalloping margins
• Assessing crown-lengthening procedures appropriately
• When to treat and when to refer

ESSENTIAL COURSE OUTLINE

RESOURCES • This part of the course focuses on the periodontal
plastic surgery
• The importance of the diagnostic mock-up is stressed
(planned in previous modules) as it determines the
level of lips gums & teeth display
• Patients with high smile line and high aesthetic expectations
• What facial, dental, and periodontal features need to be assessed prior treatment can be
planned?
The Students will have the facility to treat patients in their own clinical environment.
We can help to appoint appropriate laboratory facilities, through 25 years of immense
experience and workflow practice with Dr Nalbandian. This is helpful in the students’
proficiency in the application of simple dental laboratory techniques.
A comprehensive reading list is supplied.
ECAS UNIT TITLE (MODULE 7)
Minimal Intervention
Ultra-thin Porcelain Technology
(EDUQUAL LEVEL 7)

UNIT LENGTH Total learning time 100 hours = 20 hours didactic teaching (face to face), 20 hours of online
lectures and 60 hours of self-directed guided learning (This would include 40 hours of CPD per
module = 480 CPD hours across 12 modules).
Overall, the unit would incorporate 20 hours of face-to-face didactic teaching. This would
involve face-to-face lectures, tutorials, combined group learning tutorials and clinical
presentations. Additionally, students would complete 20 hours of online lecture series and
self-directed but moderated independent learning. This would include self-directed readings of
journal articles, recommended textbook excerpts, clinical case studies and online forum-based
learning. This notional learning would be around 80 hours of the student’s time per module.

UNIT AIM • This is the most requested treatment in contemporary practice

• People no longer want their teeth cut to pencil sharpeners for cosmetic improvement when
porcelain veneers are indicated.
• Understanding the concepts of composite mock-up & direct composite applications in the
previous modules will make these new concepts an absolute breeze to master
• All aspects of minimal tooth intervention are discussed in detail with simplified concepts of
restorations that will surprise the clinician and allow confidence in your clinical practice
• These procedures usually require no Local Anaesthetic since it is confined to enamel 0.2mm
prep only

DELIVERY AND COURSE TOPICS

ASSESSMENT
• The Mock Up revisited
• Case selection
• Material selection
• Restorative design
• Discussion with laboratory technician: how to communicate and take advise prior to
procedure
• Shade modification: external (lab) internal (cement medium)
• Accelerated Orthodontics prior to porcelain veneers
• Patient consenting process

ESSENTIAL COURSE OUTLINE

RESOURCES
• Once you master these concepts you will be in the control of all your reconstructive cases
both direct composite and all indirect porcelain technology such as veneers crowns etc.
• You will learn how to design your indirect restorations and direct the laboratory, and
therefore, the clinical outcome
The Students will have the facility to treat patients in their own clinical environment.
We can help to appoint appropriate laboratory facilities, through 25 years of immense
experience and workflow practice with Dr Nalbandian. This is helpful in the students’
proficiency in the application of simple dental laboratory techniques.
A comprehensive reading list is supplied.
ECAS UNIT TITLE (MODULE 8)
Fixed Prosthodontics
Impressions, Preps, Posts Restorative Design
(EDUQUAL LEVEL 7)

UNIT LENGTH Total learning time 100 hours = 20 hours didactic teaching (face to face), 20 hours of online
lectures and 60 hours of self-directed guided learning (This would include 40 hours of CPD per
module = 480 CPD hours across 12 modules).
Overall, the unit would incorporate 20 hours of face-to-face didactic teaching. This would
involve face-to-face lectures, tutorials, combined group learning tutorials and clinical
presentations. Additionally, students would complete 20 hours of online lecture series and
self-directed but moderated independent learning. This would include self-directed readings of
journal articles, recommended textbook excerpts, clinical case studies and online forum-based
learning. This notional learning would be around 80 hours of the student’s time per module.

UNIT AIM • Traditional Prosthodontics at its best!

• These systems are tried and tested longer than implants
• The importance of tooth supported fixed restorations such as:
- RBB (resin bonded bridges)
- Crowns & bridges- indications and contraindications are discussed in detail
- Catering for those patients who cannot have dental implant supported restorations and
require replacement of missing teeth

DELIVERY AND COURSE TOPICS

ASSESSMENT
This section is comprised of three parts stressing conservative, mechanical, biological, and
aesthetic principles for indirect restorations.
1. Adhesive restorations; RBB (resin-bonded bridges) inlays/onlays
2. Tooth preparation: Conservation is stressed
3. Single crowns in Zirconia Emax (lithium disilicate) and metal ceramic
4. Rationale for case selection and preparation design
5. Bridgework: fixed, semi-fixed connection
6. Rationale for case selection, bridgework and preparation design
7. Provisional restorations
8. Contingency planning
(This module continues to module 12 - Full Mouth Rehabilitation)

ESSENTIAL The Students will have the facility to treat patients in their own clinical environment.
RESOURCES
We can help to appoint appropriate laboratory facilities, through 25 years of immense
experience and workflow practice with Dr Nalbandian. This is helpful in the students’
proficiency in the application of simple dental laboratory techniques.
A comprehensive reading list is supplied.
ECAS UNIT TITLE (MODULE 9)
Removable
Prosthodontics
(EDUQUAL LEVEL 7)

UNIT LENGTH Total learning time 100 hours = 20 hours didactic teaching (face to face), 20 hours of online
lectures and 60 hours of self-directed guided learning (This would include 40 hours of CPD per
module = 480 CPD hours across 12 modules).
Overall, the unit would incorporate 20 hours of face-to-face didactic teaching. This would
involve face-to-face lectures, tutorials, combined group learning tutorials and clinical
presentations. Additionally, students would complete 20 hours of online lecture series and
self-directed but moderated independent learning. This would include self-directed readings of
journal articles, recommended textbook excerpts, clinical case studies and online forum-based
learning. This notional learning would be around 80 hours of the student’s time per module.

UNIT AIM • Traditional Prosthodontics seems to be a forgotten art

• These systems are tried and tested longer than implants.
• The importance of tooth and tissue supported removable prosthodontics; indications and
contraindications are discussed in detail.
• We need to cater for those patients who cannot have dental implant supported restorations
and have financial concerns with normative needs for tooth replacement.

DELIVERY AND COURSE TOPICS

ASSESSMENT The aim of this module is divided in two parts: removable partial dentures (RPD) and complete
dental prosthesis (CDP)
1a Understand the current concepts of design principles in removable partial denture (RPD)
1b There needs to be a special emphasis on importance of hygienic/secondary prophylactic and
biomechanical aspects and aesthetics in mind of design in removable partial denture (RPD)
1c SDA: shortened dental arch will be discussed as an alternative to RPD
2a Terminal dentition: Preparation of mouth for full dentures-transition from partial to full
dentures
2b Overdentures: tooth and implant supported, advantages and disadvantages
2c The use of precision attachments in removable prosthodontics

ESSENTIAL COURSE OUTLINE - This part of the course focuses on the:

RESOURCES Partial dentures
• Factors influencing the provision of RPDs • Tooth wear and root surface caries
• The effect of age and extent of tooth loss • Possible treatment options for the elderly
• The shortened dental arch (SDA)
New concepts of hygienic removable partial denture designs. The course will incorporate digital
design technology as a teaching and communication tool with the patient:
• In general, there is little support for most of traditional design principles of RPDs
• General high failure rate for RPDs, use alternative techniques when possible (SDA, FDP, Implants)
• Patient’s satisfaction is not correlated with design factors
• Open/hygienic design is more important than biomechanical aspects
Complete dentures:
• Simplified concepts to be incorporated in your practices to help your patients with complete
dentures with confidence.
Communication with the dental laboratory is discussed in detail.
The Students will have the facility to treat patients in their own clinical environment.
We can help to appoint appropriate laboratory facilities, through 25 years of immense
experience and workflow practice with Dr Nalbandian. This is helpful in the students’ proficiency
in the application of simple dental laboratory techniques.
A comprehensive reading list is supplied.
ECAS UNIT TITLE (MODULE 10)
Implant Prosthodontics
& Surgical Planning
(EDUQUAL LEVEL 7)

UNIT LENGTH Total learning time 100 hours = 20 hours didactic teaching (face to face), 20 hours of online
lectures and 60 hours of self-directed guided learning (This would include 40 hours of CPD per
module = 480 CPD hours across 12 modules).
Overall, the unit would incorporate 20 hours of face-to-face didactic teaching. This would
involve face-to-face lectures, tutorials, combined group learning tutorials and clinical
presentations. Additionally, students would complete 20 hours of online lecture series and
self-directed but moderated independent learning. This would include self-directed readings of
journal articles, recommended textbook excerpts, clinical case studies and online forum-based
learning. This notional learning would be around 80 hours of the student’s time per module.

UNIT AIM Implant Dentistry is restoratively driven

This module caters for clinicians of all levels from beginners to advanced implant-surgical planning.
Think like a Specialist Prosthodontist and an Implant surgeon combined
This module helps the clinician achieve confidence in planning their implant cases under an overall
umbrella of prosthodontic care

DELIVERY AND COURSE TOPICS

ASSESSMENT • Treatment planning options
• CBCT: how to diagnose and read
• Aesthetics
• Occlusal considerations
• Single teeth
• Multiple teeth
• Full arches
• Overdenture
• Implant loading pattern
• Complications in implant
prosthodontics
• Longevity of implant vs tooth

ESSENTIAL COURSE OUTLINE

RESOURCES • Aesthetic zone
• Restorative space
• Treatment options for missing
single and multiple teeth
• Biomechanical considerations
• Surgical considerations
• Occlusion: which occlusal concept has stood the test
of time?
• Digital Treatment planning using CBCT and implant
studios
• Printing your own surgical guides
The Students will have the facility to treat patients in their
own clinical environment.
We can help to appoint appropriate laboratory facilities,
through 25 years of immense experience and workflow
practice with Dr Nalbandian. This is helpful in the
students’ proficiency in the application of simple dental
laboratory techniques.
A comprehensive reading list is supplied.
ECAS UNIT TITLE (MODULE 11)
Dentofacial Aesthetics
(EDUQUAL LEVEL 7)

UNIT LENGTH Total learning time 100 hours = 20 hours didactic teaching (face to face), 20 hours of online
lectures and 60 hours of self-directed guided learning (This would include 40 hours of CPD per
module = 480 CPD hours across 12 modules).
Overall, the unit would incorporate 20 hours of face-to-face didactic teaching. This would
involve face-to-face lectures, tutorials, combined group learning tutorials and clinical
presentations. Additionally, students would complete 20 hours of online lecture series and
self-directed but moderated independent learning. This would include self-directed readings of
journal articles, recommended textbook excerpts, clinical case studies and online forum-based
learning. This notional learning would be around 80 hours of the student’s time per module.

UNIT AIM This is an art and science in clinical diagnostics & the decision-making process. It is not simply
about fillers and anti-wrinkle treatment.
It is about providing and maintaining the scaffold for the lower facial volume.
We all age, however at different rates; and there is a large difference in men and women
in how the face changes. As a dentist you will learn how to assess and treat in terms of
what clinical dentistry can offer. Therefore, if required, when would one consider the facial
augmentation procedures that can enhance that “aesthetic effect”.
3-D patterns and timing of facial skeletal ageing changes is becoming new science in dentistry.
The timing of when intervention using orthopaedics and orthodontics, additive restorative
approaches, may allow us not only to treat but also to reduce the rate of these facial skeletal
changes, opening a whole new paradigm in dental facial rejuvenation.

DELIVERY AND COURSE OUTLINE

ASSESSMENT • Reversing the effects of ageing with minimal intervention dentistry.
• Recreating the lost facial curtain and buccal strap.
It is a combination of treatments related to:
• Tooth wear (TSL-tooth surface loss).
• Reduced OVD (occlusal vertical dimension).
• Accelerated facial ageing: why?
• When to treat
• Patient consent: patients need to understand the rationale
behind your clinical decision making!
• After this module, you will not look at another case without
dynamic facial assessment.

ESSENTIAL COURSE TOPICS

RESOURCES THE DIAGNOSTIC MOCK-UP revisited.
• Composites in dentofacial aesthetics.
• Porcelain in dentofacial aesthetics: Minimal intervention.
• The facial frame
• The midface
• Face - lips - teeth
• Aesthetic Index (how to measure as a reference tool).
• How to recreate the scaffold for supporting the midface without fillers.
• When to consider augmentation procedures: fillers simplified.
The Students will have the facility to treat patients in their own clinical environment.
We can help to appoint appropriate laboratory facilities, through 25 years of immense
experience and workflow practice with Dr Nalbandian. This is helpful in the students’ proficiency
in the application of simple dental laboratory techniques.
A comprehensive reading list is supplied.
ECAS UNIT TITLE (MODULE 12)
Full Mouth Reconstructions
(EDUQUAL LEVEL 7)

UNIT LENGTH Total learning time 100 hours = 20 hours didactic teaching (face to face), 20 hours of online
lectures and 60 hours of self-directed guided learning (This would include 40 hours of CPD per
module = 480 CPD hours across 12 modules).
Overall, the unit would incorporate 20 hours of face-to-face didactic teaching. This would
involve face-to-face lectures, tutorials, combined group learning tutorials and clinical
presentations. Additionally, students would complete 20 hours of online lecture series and
self-directed but moderated independent learning. This would include self-directed readings of
journal articles, recommended textbook excerpts, clinical case studies and online forum-based
learning. This notional learning would be around 80 hours of the student’s time per module.

UNIT AIM This is an art and science combined.

This is not simply placing full crowns in both jaws.
It is about providing optimal OVD (Occlusal Vertical Dimension) intra and inter-arch
relationships and the correct tooth form/shape in the 3D position as it relates to the face.
The treatment plan is facially directed, and this Module combines all the modules from
diagnosis - treatment planning, sequencing - management and completion of the case.
The maintenance protocol needs to be stressed here.
“Doctor what is your maintenance protocol?” Is the patient capable of committing to your
specific and tailored maintenance program?
Before you can ask yourself the question… “Doctor can you deliver?”

DELIVERY AND COURSE OUTLINE CONTINUES FROM MODULE 8

ASSESSMENT Focus on the needs of the patient that require full mouth
rehabilitation (FMR).
Can FMR be simplified and achieve the same result?
Can we do FMR with minimal intervention?
Case planning & patient consent is imperative.

ESSENTIAL COURSE TOPICS

RESOURCES
• Accurate records
• Accurate impressions/digital scans
• Accurate bite registration/digital
• Accurate Provisionalisation
• Occlusal vertical dimension (OVD)
• Occlusal concepts
• Speech assessment/phonetics
• Smile design: complex cases
• Advanced photographic technique
& digital aesthetic planning
• Contingency planning
• Maintenance protocol
The Students will have the facility to treat patients in their own clinical environment.
We can help to appoint appropriate laboratory facilities, through 25 years of immense
experience and workflow practice with Dr Nalbandian. This is helpful in the students’
proficiency in the application of simple dental laboratory techniques.
A comprehensive reading list is supplied.
I want to Enrol
Name

Date of Birth Sex M F Other

Email Address

Nationality Dietary Requirements

Mobile Practice/Position

Practice Suburb City

Postal Address

Suburb State Postcode

Inclusions
Face-to face, online lectures and hands-on clinical learning sessions.
Postgraduate Diploma Prosthodontics and Dentofacial Aesthetics $25,000 +GST*

Postgraduate Certificate Prosthodontics and Dentofacial Aesthetics $14,500 +GST*

Additional learning opportunities

One-on-one full day clinical mentoring with Dr Nalbandian,
where students can treat their patients in our clinic $10,000+GST* per visit
Full day visit and observations to Dr Nalbandian’s prosthodontic practice in
Cremorne (Sydney based) $1,500 +GST* per visit
*GST is only applicable to Australian residents.

Intellectual Property Copyright

It is my understanding that any materials provided as part of the course is the intellectual property of
International College of Dental Practitioners (ICODP) and will not be copied or reproduced in any form. If the
following conditions are not adhered to, legal action may ensue. I also agree to the payment terms and conditions
as per the ICODP invoice sent to me.

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Cancellations and refunds Details are as below:
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applies.
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 Are
you really
passionate
about
creating life
changing
smiles?
 International College of
Dental Practitioners

17 Gerard St
Cremorne, Sydney
NSW 2090

(02) 9063 7958

education@icodp.com

www.icodp.com

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