Specialist prosthodontist Dr Michael Mynt attended Avant Garde Dentistry’s 3D Sprint course and found it offered more than an overview of new technology. According to his account, the course provided a practical starting point for clinicians looking to introduce 3D printing and related digital workflows into practice. The experience combined hands-on instruction with insight into laboratory processes and commercial realities, with an emphasis on implementing repeatable and effective workflows rather than presenting novelty for its own sake.
The article makes clear this piece is sponsored by Avant Garde Dentistry.
Dr Mynt said what stood out most was the course team’s focus on clinical purpose. Rather than chasing the most eye-catching technology, instructors assessed tools and processes by whether they produced better, predictable outcomes for patients. He singled out founder Dr Robbie Hughes and colleagues Kuwer and Jameel as clinicians who had worked “to screen out the unnecessary noise to understand what actually works.”
The course encouraged delegates to consider the full restorative journey. Clinical choices, digital steps, laboratory tasks and the financial implications of new workflows were presented as interconnected elements of patient care. As Dr Mynt put it: “They understood the clinical side, the laboratory side and the business side, and how all three can work in harmony.” That balance, he said, avoided overemphasis on any single area.
A central theme in Dr Mynt’s reflection was the course’s emphasis on turning innovation into practical implementation. He attended specifically to gain a clearer understanding of 3D printing and a concrete point of entry for his own practice. “I came away with exactly what I needed,” he said. “I wanted to learn about 3D printing and start that journey. I genuinely felt that I had something to work on and something I could begin to implement.”
The course reportedly applied rigorous scrutiny to each stage of the workflow. Instructors had reviewed early mistakes and refined processes, building a repository of experience they were prepared to share. Delegates saw how planning, scanning, CAD design, printing, laboratory communication and patient management fit together, plus how those elements affect the commercial viability of adding new technologies to a practice.
By linking education directly with a digital laboratory infrastructure, Avant Garde demonstrated not only how particular technologies operate, but how they translate into day-to-day clinical practice. The stated aim was to reduce unknowns and increase clinician confidence when adopting digital workflows.
Dr Mynt highlighted the team atmosphere as a significant factor in the course’s effectiveness. He described the venue and service as high quality and welcoming, noting the course felt “like a five star hotel, but it was easy, relaxed and completely natural.” Beyond hospitality, he praised the depth of knowledge among the support staff.
One individual he named, John, was commended for his understanding of CAD workflows and his ability to explain complex concepts clearly. “John isn’t a dental technician, but he is one of the people I have spoken to about CAD who really understands it,” Dr Mynt said. This breadth of knowledge across clinical, laboratory and support roles formed part of what he described as a fully integrated education and laboratory ecosystem.
Dr Mynt added that watching the team work together was inspiring: “What inspired me most was how Robbie and the entire team worked in synergy. They understood the mission, they understood the assignment and everyone worked together towards it.”
Beyond technical and operational content, Dr Mynt emphasised the course culture. He recorded that the team displayed confidence yet no arrogance, fostering an environment where knowledge was shared openly. “There was genuinely no ego,” he said. That tone contributed to his overall assessment: “It was one of the best courses I have attended.”
The combination of practical takeaways, clear entry points for implementation and an open teaching style left Dr Mynt with actionable steps for his own 3D printing journey and ideas for how he might approach education in his practice.
According to the account, delegates encountered content and processes spanning:
The article does not provide a detailed syllabus or timetable, nor does it report specific technical specifications, devices, brands, pricing or trial data.
Dr Mynt’s reflection argues the course models a different approach to professional learning: one where clinical expertise, laboratory insight and commercial awareness are taught as parts of a unified system. For clinicians who want to move beyond theoretical familiarity with digital tools, a programme that focuses on implementation, reproducibility and business viability may shorten the path from interest to adoption.
The report presents the 3D Sprint course as an example of education designed to help clinicians make practical, patient-focused use of emerging technologies.
The piece notes that Avant Garde Dentistry runs courses and points readers to the company’s course listings for upcoming dates. Specific course dates, fees, faculty CVs and registration details were not included in the account.
Readers seeking further information were directed to Avant Garde Dentistry’s course page.
This article is sponsored by Avant Garde Dentistry.
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