OsteoPerio Academy · Barcelona
Observation, clinical case mentorship and focused workshops for qualified dentists in Barcelona. Prepare through scientific articles, theory and complex-case planning.
Learn with Dr. Sahand Shirzadi Maryan and Dr. Sergi Rivas Frau. Connect theoretical foundations with periodontal, regenerative, implant and restorative decisions.
Arranged individually. We confirm eligibility, content, teaching language, dates, duration and fees before you make arrangements. An enquiry does not reserve a place.
Periodontal microsurgery & soft tissue care
Dentistry at UIC Barcelona
Bone regeneration & implant surgery
Dentistry at the University of Barcelona
Both clinicians completed master’s training in periodontology and implant dentistry at the University of Barcelona.
These are the clinicians’ qualifications; they do not indicate university accreditation of Academy programmes.
Find your starting point
You may want to observe a procedure, discuss a treatment plan or focus on a specific technique. Your qualifications, experience and objectives help us decide which format may fit. Clinical participation is a separate arrangement.
Qualified dentists and postgraduate clinicians seeking to observe advanced surgery.
Qualified dentists with surgical training who want feedback on complex case planning.
Dentists with surgical experience who want to focus on grafting and tissue management.
Dentists with implant or periodontal surgical experience who want to refine digital planning.
Qualified dentists undertaking further clinical training; not undergraduate students.
For now, surgical observation, case mentorship and focused workshops are arranged individually with our team. We confirm eligibility, content, teaching language, dates, duration, location and fees before you make arrangements. An enquiry does not reserve a place.
Live observation depends on the case, schedule and patient consent. Workshop exercises or observation are included only when explicitly agreed.
Looking for treatment as a patient? Our planned supervised-care route has its own explanation of who provides treatment and how supervision works.
Patient programme informationFrom the literature to the whole case
Learning starts before the surgical setting. We use journal articles and theoretical discussion to build the foundations, then show how those principles inform a complex treatment plan. The focus is the whole patient and intended restoration, not an isolated technique.
What supports this approach?
Read selected journal articles and revisit diagnosis, anatomy, case selection and risk assessment. Discuss the strength and limits of the evidence behind established and evolving techniques.
How do the decisions fit together?
Before surgery, review the records, treatment alternatives, digital planning when relevant and the intended restoration. Understand the reasons for the sequence, staging and contingency decisions.
How is the reasoning applied?
In observation, follow the agreed surgical case from an observer position. In mentorship or workshops, work through case decisions and focused learning activities. Participation follows the chosen format.
What will you take back to practice?
Relate what you have seen or discussed to the original plan and articles. Explore limitations, healing assessment and further reading, and identify questions for continued learning.
Explore our documented cases and educational illustrations for an introduction to this way of thinking. They explain the principles; they are not surgical instructions or a complete training course.
Explore clinical casesDigital planning · Real clinical examples
Learn how to connect clinical records, the intended restoration and a surgical plan. Explore the decisions behind implant positioning and guide design with Dr. Sahand Shirzadi Maryan and Dr. Sergi Rivas Frau.
Our teaching also explores digital planning for sinus access and horizontal and vertical bone reconstruction, with the approach selected around the clinical problem.
Inside a planning case
1 min 24 sec · No narration
The rotating coDiagnostiX view shows the plan for two separate upper-jaw bridges: one supported by three implants and the other by two. This is a partial-arch restoration, not a full-arch bridge. Surface scans, bone anatomy and restorative and guide components help explain the planning relationships.
A digital planning demonstration. The implant number, guide design and treatment stages are specific to the individual case.
What to look for
Selected articles and theoretical preparation give the case its context. We discuss indications, alternatives, limitations and how the planning decisions apply to your own clinical practice.
The learning pathway
Connect the examination, photographs, surface scans and appropriate three-dimensional imaging.
Start with the intended teeth, function and cleaning access, then consider their supporting tissues.
Discuss implant positions, the available anatomy and whether regeneration or separate stages are needed.
Understand its purpose, support and fit, and how the design relates to the agreed surgical plan.
Relate planning decisions to clinical checks, surgical judgement and the subsequent review.
A clinical teaching case · Orthodontic collaboration
The orthodontic department referred this patient for a surgical stage intended to assist expansion of the upper dental arch before planned orthognathic surgery. The expansion appliance had been prepared with the orthodontic team before surgery.
The surgical plan combined bilateral posterior corticotomies with bone grafting and a membrane, aiming to increase alveolar bone volume in the same regions. These records follow the separate guides into clinical use and an early two-week review, while expansion treatment continued.
01 · The printed model and two separate guides
The two large photographs show the guides on the printed maxillary model, one for each side. The smaller view shows one guide by itself. This is a model check, before placement in the mouth.
View the full photographThe guides, designed and printed by Dr. Behnam Taghavi, relate the intended markings to the patient’s teeth. The model lets the team inspect their design and seating before the clinical stage. Fit is checked again in the mouth.
A marking guide, followed by direct surgical control
The guide transfers the planned locations. It is then removed before the piezoelectric instrument follows those markings under direct vision, with depth controlled separately.
For discussion: how do guide support, seating, root positions and the planned movement influence the design and its clinical checks?
02 · Each guide seated in the mouth
Upper photograph: the guide on the patient’s right side. Lower photograph: the guide on the patient’s left side.
The guides are used in turn to transfer the planned markings. These views document seating, rather than the depth of the subsequent cuts.
View the full photograph
03 · Guide removed; piezo follows the markings
After marking, the guide is removed. The piezoelectric instrument follows the transferred lines in the exposed cortical bone, with depth controlled clinically according to the site and plan.
Bone grafting with a membrane was also performed in the treated posterior regions on both sides, aiming to increase bone volume. Graft placement is not shown in this photograph.
View the full photograph04 · Early postoperative review
At the two-week review, the patient was continuing with the expansion appliance prepared before surgery by the orthodontic department. The composite photograph shows front and side views at that visit.
The review records an early postoperative stage. It does not measure bone regeneration, the amount of skeletal expansion, long-term stability or the eventual orthognathic result.
The shared treatment plan remains central.
Appliance use, activation and later orthodontic or jaw-surgery stages are directed by the treating team. This case is not a general indication for corticotomy in every patient who needs expansion.
Two-week review · expansion appliance in use
An early follow-up record while orthodontic treatment continues. It is not a final treatment comparison.
View the full photographJournal of Indian Society of Periodontology. 2018;22:328–333.
A clinical comparison using a different indication. The reported cortical grooves were approximately 1.5–2 mm deep; this is not a depth recommendation for the case shown here.
Journal of Oral Biology and Craniofacial Research. 2021;11:63–65.
A technique report describing approximately 3 mm corticotomies with grafting through a tunnel approach. Its access and technique differ from the open surgical views in this case.
Clinical Oral Investigations. 2024;28:674.
A printed-model study found greater accuracy for several measurements with guides, but not depth. It does not establish the accuracy or safety of this patient’s guides or the marking workflow shown here.
This documented sequence is for patient understanding and professional discussion. It does not replace case-specific diagnosis, surgical training or clinical supervision.
Tell us your clinical experience and where you want to use digital planning. We can discuss an individually arranged workshop or mentorship, with content and practical activities agreed in advance.
For qualified dentists. Dates, teaching language, content and fees are confirmed individually. Observation and practical exercises are included only when agreed; supervised patient treatment remains a separate programme in preparation.
Programme formats
Tell us about your experience and learning goals. We will confirm available formats, eligibility, dates, duration and fees before you make arrangements. Supervised patient treatment is still in preparation.
Observation format
Private surgical observation
Mentorship format
Case discussion and planning feedback
In preparation
Planned hands-on patient treatment with supervision
Focused workshop
Case selection, grafting and tissue handling
Planning workshop
Implant positioning and regenerative planning
Focused workshop · enquire about availability
Connect the intended restoration with implant positioning, available bone and the need for regeneration. Understand where digital planning helps—and where clinical judgement remains essential.
For qualified dentists with implant or periodontal surgical experience who want to refine treatment planning in compromised sites.
Selected articles and discussion of current techniques form the theoretical foundation. We examine indications, evidence quality, limitations and how the ideas apply to the case.
Future tooth
Use the restorative goal to inform implant positioning.
Bone and soft tissue
Assess whether the site needs regeneration and whether separate stages are appropriate.
Surgical guide
Understand how a guide transfers the plan and the limits of its support.
Tell us your experience and goals. We confirm content, format, dates, duration, language, group size, fees and any participation documentation before you decide.
Practical exercises or live observation are included only if explicitly agreed. Workshops do not include treating patients; supervised clinical training is a separate programme in preparation.
Your selected format is preselected in the education enquiry. You can change it there; an enquiry does not reserve a place.
Learning with care
Every learning format respects the patient, the clinical setting and each participant’s agreed role.
Topics depend on the agreed format and your learning goals.
Practical questions
Qualified dentists, including those in postgraduate training, can enquire. Share your experience and learning goals so we can assess which format may suit you.
For now, all programmes are arranged individually. Tell us your professional background, learning goals and preferred dates; we will discuss a suitable format and confirm the content, duration, teaching language, location and fee before you decide.
The supervised clinical programme is in preparation and not bookable. It is planned for qualified dentists, with both Sahand and Sergi present during surgery. Observation, mentorship and workshops do not include treating patients.
Only if agreed for your format and permitted by the case, schedule and patient consent. Observation is not included in every programme.
International dentists can enquire. Confirm eligibility, teaching language, dates and clinical location with the team before booking travel.
Duration and fees are confirmed for the agreed format, content and arrangements. Tell us your goals and preferred timing. Before you commit, clarify what is included: preparation, teaching time, materials and any follow-up.
Confirm the teaching language with the team before arranging your programme or travel. The website language and written-enquiry language do not confirm the language used for teaching.
Ask what participation documentation is included. The clinicians’ university qualifications do not imply that Academy programmes are university-accredited or award a specialist qualification.
Your next step
Share your professional background, preferred format and learning goals. For the first enquiry, please leave out patient-identifying details and clinical files.
Tell us your experience, interests, preferred timing and teaching language.
We review suitability and which formats may be available.
Agree the content, dates, location, fees and participation requirements before making arrangements.
Both doctors review enquiries.We normally reply within one day.
The form opens under education. An enquiry does not reserve a place. Supervised clinical training remains in preparation and unavailable to book.