Abstract As the super-aging society approaches, the necessity of home-visit dental treatment is increasing. However, there is not enough such treatment compared to the number of patients who require it. Dentists who are skilled in the practice or management of dental treatment for elderly nursing-care patients must be trained. On the other hand, dental treatment for nursing-care patients is difficult for trainee dentists, who are not required to acquire skills for home-visit dental treatment even in post-graduate clinical training programs. Such programs should be improved to meet the demands of society.

 A questionnaire survey was conducted for 60 facilities with co-operating clinical dental offices which were performing home-visit dental treatment with trainee dentists.

 The facilities, which visit a nursing home at least 4 times a week, covered various types of nursing home.

 Most trainee dentists had not experienced performing dental treatment by visiting a nursing home. A majority of dental instructors thought that trainee dentists could not develop the skills for home-visit dental treatment. However, they wished to increase the programs for such treatment in post-graduate clinical training programs.

 It is necessary to improve the clinical dental training program and awareness of dental instructors to encourage trainee dentists to participate in home-visit dental treatment.

 Abstract In Japan, dental schools have actively organized many short-term international exchange programs for their undergraduates in recent decades. To support the learning process of English and Japanese non-native participants in international short-term stay programs without supervising teachers from home schools, we have prepared specific course sites on our online learning support system in Hiroshima University. The course sites have program information and functions for submitting assignments, peer review, chat rooms, etc. We have improved the course sites and programs of the system over the years since 2012. Since 2013, the sites have been available for the participants during their stay in Hiroshima and also 1 month before and after the program. Application of the online learning support system has improved participants’ attitude toward preparation and review. In 2014, there was a positive correlation between participants’ time using the system and their scores in the program. In 2015, we made learning using the system compulsory for the participants, and continued making updates more carefully. The results of this study showed that education based on information by online learning support systems will also help us collaborate with other dental schools on not only international exchange programs but also domestic exchange programs.

 Abstract In preparation for the introduction of team-based learning (TBL) at Asahi University, the Dental Education Promotion Center held workshops for all School of Dentistry teaching staff. Subsequently, TBL was introduced as the teaching method for some first-and fourth-year classes in the School of Dentistry. Following this, TBL was adopted for some classes in the Fixed Prosthodontics course in the 2013 and 2014 academic years. In this study, we examined the effectiveness of the TBL method. The subjects were fourth-year School of Dentistry students taking classes in the Fixed Prosthodontics course in the second semester of the 2013 and 2014 academic years at Asahi University. Learning effectiveness was evaluated based on a questionnaire survey and students’ academic results. The survey consisted of 11 questions. Based on these results, it appears that TBL is not a change in learning strategy, but rather a shift of learner focus from an emphasis on review to an emphasis on preparation. TBL also encourages students to take a more active attitude toward their learning.

 Abstract Our method for teaching clinical reasoning includes discussion with the medical instructor regarding case presentations as part of clinical internship training as well as clinical reasoning lectures. In the present study, we investigated audience participation during clinical reasoning lectures given by students using a cloud-clicker device as well as satisfaction with the presentation. We researched the number of speakers using a description and multiple-choice examination with a cloud-clicker during each clinical reasoning lecture, then the students answered questionnaires concerning clinical reasoning by use of the device. As for the number of speakers, 75.6% of the students answered all of the questions, of whom 89.7% answered the multiple choice examination and 61.5% the description. A significant difference was found between the multiple choice examination and the description. Our results showed that 96.5% of the participating students were interested in using a cloud-clicker device during class and 97.6% were satisfied with use of the device during a lecture. It is important for students to learn clinical reasoning in order to acquire the ability to make a diagnosis accurately and efficiently. We concluded that the use of a cloud-clicker device during a class of active learning for clinical reasoning was effective and found that all students actively participated in the lecture.

 Abstract Okayama University Dental School implemented an outpatient escort practicum as a form of early clinical exposure. It is useful to clarify how students perceived the practicum after they finished their clinical training to inform improvements. The purpose of this study was to evaluate an outpatient escort practicum implemented with first-grade students from the perspective of those students after they had completed clinical training.

 The evaluation was performed twice, with the same students completing the questionnaires. The first evaluation was conducted immediately after the outpatient escort practicum in the students’ first grade, and the second after they had completed their clinical training (sixth grade). The participants were 82 dental students who completed both questionnaires about the outpatient escort practicum.

 Overall, the second evaluation was significantly lower than the first evaluation. Students who positively evaluated the practicum in their first grade but gave a negative evaluation in their sixth grade reported less appreciation for the practicum in terms of understanding the patients’ perspectives and understanding the communication skills required by future healthcare professionals. Students who positively evaluated the practicum both times highlighted that the practicum helped them to understand the communication skills required by future dentists. The study findings indicated that the practicum was more positively evaluated by students immediately after they had completed it than by the same students 5 years later. However, the practicum was positively evaluated by the participating students after they had completed clinical training to some extent.

 Abstract Dental ethics and professionalism are important in dental education. The Committee of Ethics and Professionalism Education, Japan Dental Education Association made a book entitled “20 Questions to Become a Good Dentist and Ethical Questions, 2013 Edition” and distributed it to all dental schools in Japan to facilitate education in dental ethics and professionalism in 2013. The purpose of this survey was to assess usage of the book and correct ideas to modify and to improve the case examples. A questionnaire survey was conducted by mail to all presidents of dental schools in Japan, asking them to transfer the questionnaire to faculty responsible for education of dental ethics and professionalism. All 29 schools responded and 10 schools answered that they use the book. The book was used for the education of 1st to 5th grade students especially exercise, PBL or TBL. Topics relating to university life were used in the education for lower grade students, while topics relating dental clinics were used in the education for higher grade students. The faculties answered that they need more cases regarding university life for education of lower grade students and clinical cases regarding older people, dementia and terminal care patients for education of higher grade students. Dissemination of the book, addition of cases and establishment of assessment methods are needed in the future.

 Abstract Dental science should focus on maintaining and improving overall mouth function to ensure and preserve an individual’s oral health and overall quality of life. To this end, we have developed new educational tools (scenario-based case studies) to help dental practitioners provide a more comprehensive oral treatment based on understanding the holistic health of their patients. These teaching materials comprise a medical interview scenario, intraoral and X-ray imaging, a periodontal inspection, and a dental study model. This training will help students understand the flow of dental practice based on prophylactic comprehensive medical care, involving the following progressive steps :

 Step 1 : Understand “the illness of the patient” based on a medical interview and problem analysis following the intraoral inspection with reference to the dental study model ;

 Step 2 : Using a problem ‘map’ constructed from Step 1 to plan individualized patient education to ensure treatment success and prevention of recurrence ;

 Step 3 : Simulation of the treatment based on the treatment plan.

 The first step of this practical training was introduced to third-year students of Showa University School of Dentistry, many of whom found it useful as preparation for their clinical training.

 In conclusion, this single education resource could improve the general skills of dental practice, particularly with respect to treatment planning. In addition, this preliminary study suggested that such training could contribute to the overall patient care abilities of oral physicians.