Background: It is difficult to achieve good primary stability of dental implants in soft bone, such as that in the posterior maxillae. Osseodensification (OD) burs, working in a non-subtractive fashion, condense the implant osteotomy bone in lateral direction and increase in the bone implant contact. Also, dental implants with deeper threads, and decreased thread pitch can increase initial bone implant anchorage. Methods: This study utilized 48 custom-made machined surface dental implants that were 13 mm long, with a major diameter of 4.5 mm and a minor diameter of 3.5 mm, a thread pitch of 1 mm, a thread depth of 0.5 mm, and a 4 mm long cutting flute at the apex.  The implants were divided into 4 groups, each group was made of 12 implants with a different thread design; V-shaped, trapezoid, buttress, and reverse buttress. The implants were inserted in 4-mm thick cancellous bone slices obtained from the head of Cow femur bone. The ostoetomies were prepared by conventional drilling and by OD drilling. Each inserted implant was then tested for primary stability using the Periotest. The Periotest values (PTVs) for the implant stability were tabulated and analyzed using a chi square test at significance level p< 0.05. Results: The results of this this study revealed no statistically significant difference between the Periotest readings for the implants in each category placed in either the OD or the regular osteotomies. However, it has been found that the implants placed in regular drilling ostoetomies had a significantly better primary stability than the implants placed in OD osteotomies. Conclusions: It was concluded that OD is not necessary in situations where there is bone of good quality and quantity.

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Introduction Competency‐based education (CBE) is thought to improve the quality of dental graduates than traditional education (TE). This study compared the students' final scores in clinical training of prosthodontics using CBE versus TE. Materials and Methods This study enrolled 459 fourth‐ and fifth‐year undergraduate students. Of the participants, 231 students (143 males and 88 females) attended TE and 228 (128 males and 100 females) attended CBE. This study considered the final scores that the students achieved for their competency cases and compared it with the scores achieved during the TE process. Statistical analysis of results used the Mann–Whitney U test for nonparametric numbers. Results The mean score of the clinical examination for all students in clinical prosthodontics courses was 81.4 (maximum and minimum scores: 95.0 and 41.3, respectively). The mean scores in the traditional and competency‐based education groups were 79.9 ± 6.48 and 82.9 ± 6.87, respectively. Scores in the competency education group (mean rank = 265.08) were statistically significantly higher than in the conventional education group (mean rank = 195.38) with U = 18,336, z = −5.631, and p < .001. Conclusions The application of CBE allowed the students to achieve higher scores in prosthodontics than the TE.