Abstract Recently, oral health care management of inpatients including perioperative oral health management has been observed. Since 2010, trainee dentists have been provided with 1 week of training on the oral health care program for inpatients, which was conducted at Showa University Dental Hospital. This study surveyed the self-examination ratio and evaluated the achievements of the dentists in oral health care training.

 A questionnaire survey was conducted for 137 trainee dentists who underwent clinical training at the Showa University Dental Hospital from April 2015 to March 2017. We obtained responses from 129 dentists. More than 95% of dentists had experience on two questions : “using an oral moisturizer” and “strategy for prevention of infection in hospital.” 53.5% responded to the question regarding “oral health care of patients wearing respirators,” which was the lowest percentage on self-examination. In the evaluation of their achievement, the trainees answered that they can do a little or enough for ≥80% of the questions. No difference was observed between the percentage of self-examination and evaluation of achievement depending on the training period.

 The percentage of self-examination was low in high-risk patients such as those wearing respirators, and only observation and assistance were maintained. Therefore, we proposed that standards should be formulated during oral health care training of trainee dentists.

 Abstract The aim of the present research was to clarify the relationship of personality and academic performance with changes in student anxiety levels during the clinical training of dental hygienists. The research subjects were 94 dental hygienist students (members of the school’s A class and B class). Changes in anxiety levels over time were measured using the State-Trait Anxiety Inventory-JYZ (STAI). Additionally, the relationship between changes in anxiety levels on one hand, and student personality (Maudsley Personality Inventory) and academic performance on the other, was analyzed. The measurements were carried out before the start of clinical observation, before the start of clinical training, during training, and after completion of training.

 The average values for STAI trait-anxiety and state-anxiety were higher before clinical training than before clinical observation. The rate of high anxiety levels among students with a tendency to neurosis was higher than among students with no such tendency. Anxiety levels were high before clinical observation, before clinical training, and during clinical training. Moreover, the students with the best academic performance had higher rates of high anxiety levels before clinical observation and before clinical training. At each stage of clinical training, psychological support taking account of the characteristics of the individual student is necessary.

 Abstract The Nippon Dental University School of Life Dentistry teaches students how to examine changes in mastication caused by partial tooth function loss and their diagnosis, and provides partial denture prosthetics training through practical clinical experience.

 Partial denture prosthodontics practice is necessary to improve the work efficiency of students and effective practical education according to the syllabus.

 So far, we have analyzed the data obtained from questionnaire surveys on practical training so that students can efficiently acquire the contents of partial denture prosthetic training practice, and to improve the contents of instruction, guidance method, and evaluation method.

 We have made various educational studies.

 In order to investigate the effect of practical training method and practical evaluation method in partial practice of partial denture prosthodontics that we have constructed so far, we conducted a questionnaire survey on practical training in the 4th grade of 2016 and analyzed the results.

 The degree of grasping procedures among students from all units was high, and we obtained the answers “It was possible to grasp” and “Almost grasped” from all the students regarding medical procedures and technical procedures.

 It was possible to raise students’ knowledge, skills, and attitudes by implementing appropriate teaching methods and evaluation methods to efficiently utilize the limited practical time. It was suggested that students’ understanding of partial denture prosthodontics is improved.

 Abstract In basic clinical practice for endodontics, the basic technique is generally mastered using extracted teeth and dental models including the root canal under simulated clinical conditions. The purpose of this study was to develop a new root canal model and jaw system for unbiased and repeated evaluation of the level of root canal filling as the final step of treatment and to consider its effectiveness. In this study, experts in root canal filling clarified the necessary specifications of the root canal model and jaw system to be evaluated and a trial root canal model with jaw system was created. Root canal filling with the trial model was performed by six 4th-year dental students, and their operating techniques and final products were evaluated by several evaluators. The students’ and evaluators’ impressions of the trial model were collected using questionnaires and through discussion sessions, and were considered to reflect the necessary specifications for a root canal model. The created trial model was applied to the lower first premolar for simple evaluation using a #40 file at the tip of the root canal and a 7/100 taper file in the root canal. The tooth root manufactured out of acrylic resin was rectangular in shape to evaluate all orientations, and a scale slit guide was provided to reduce evaluation error.

 A dedicated jaw system was designed for prompt assembly with the trial model, which can be replaced with a conventional phantom. The students were able to perform root canal filling within 5 minutes using the technique they had learned and the evaluators could objectively evaluate their technique. Furthermore, because the root canal model can be assembled within seconds, it can be repeatedly used by other students.

 Abstract Since Fukuoka Dental College was selected for “Theme Ⅱ : Visualization of learning achievements” of the Acceleration Program for University Education Rebuilding created by the Ministry of Education, Culture, Sports, Science and Technology in 2014, we have begun linking the action goals of all courses with our diploma policy along with the competency of bachelor students and quantifying the level of achievement, in order to visualize learning outcomes. However, our existing diploma policy is an abstract and general concept, not clearly indicating outcomes after the achievement of specific action goals. Therefore, we believe that it may be difficult to clearly understand the competency acquired upon achieving these action goals, suggesting the possibility that the goals might not be clear. Accordingly, we attempted to combine the element “what students will become capable of doing upon learning” into the existing curriculum ; that is, setting what kind of abilities students will be capable of showing at the time of graduation as a graduation outcome, in addition to showing the relationship thereof with action goals. In so doing, it is expected that the goals of education and learning will become clearer and that a qualitative assessment of goal achievement, rather than a quantitative one, will be able to be made.

 In order to introduce the concept of outcome-based education into process-based education, we began designing graduation outcomes from 2015, and in 2016, we added 6 competencies and 65 competencies which reflect the opinions of students and faculty members along with the competency of bachelor students, so that they are linked to the action goals of the existing syllabus. The new syllabus clarifying the relation between graduation outcome and action goals started being used from 2017. We report on the creation process and achievement thereof.

 Abstract In order to understand and participate in community healthcare activities, trainee dentists have engaged in school dental checkups since 2006 as part of the training curriculum in Tokushima University Hospital. They have performed dental checkups at primary, middle, high and other schools. We have conducted a questionnaire survey of trainee dentists and school dentists after all planned activities were completed. To upgrade the quality of examinations, practical measures based on the questionnaire results were gradually introduced. Trainee dentists were taught the objectives of examinations, trained to standardize diagnostic criteria for caries using extracted teeth, and examined each other including recording actual examination outcomes, before they went to schools. In this study, questionnaire data from 2006 to 2015 were summarized to evaluate this training curriculum.

 On average for the 10 years, 91.5% of trainee dentists felt that the training had a useful influence, 95.6% of school dentists also recognized the value of school dental checkups in the post-graduate clinical training course for the reasons that the many examinations improved their skills and they learned about the students’ oral situations. Trainee dentists deeply understood the meaning of this training with lecture, standardization of diagnostic criteria and mutual examination. In contrast, the above-cited preliminary training showed no significant change in their knowledge and skills. Most of the school dentists treated this training as a good opportunity for trainee dentists to experience health-promoting activities, and so more school dentists have joined the program. The analysis results suggest that dental checkups at school are effective for trainee dentists to understand community healthcare and are appreciated by both trainee dentists and school dentists.

 Abstract Kyushu Dental University conducted a training camp of training programs for trainee dentists for the first time in 2008 ; before that, training programs had only been conducted at the university. The aims of the training camp were to encourage more substantial communication among the trainee dentists, cooperation, teamwork and awareness as members of society. This report clarifies the educational effect of the residential training for the trainee dentists from 2008 to 2015. We received answer forms from 177 people during 8 years. The trainee dentists who answered positively about participating in the training camp was less than 80% in the first year (2008), but was 100% in 2009-2012 and 2014-2015. The program of the training camp was improved based on questionnaire results. For example, making curry as common work was introduced in the second day in the first year, but was changed to the first day from the next year, 2009, so it was highly evaluated by the trainee dentists. The educational effect of the training camp was confirmed by the improved communication among people after the training camp.